The Relationship Between Academic Stress and Academic Performance Among Senior High School Students Who Attend Online Classes
The Relationship Between Academic Stress and Academic Performance Among Senior High School Students Who Attend Online Classes
The Relationship Between Academic Stress and Academic Performance Among Senior High School Students Who Attend Online Classes
Pascual, Miguel
12 – Fortitude
CHAPTER I: Introduction
Since the World Health Organization declared the world to be in the grip of a pandemic
caused by the COVID-19 virus, numerous life events have been cancelled, and people have been
isolated and quarantined for safety. The COVID-19 pandemic has brought everyone with so
many challenges and unlikely situations. It has been the main reason why all schools were closed
and the Department of Education had to shift into another way of learning for the students to
catch up, which is a very huge adjustment not just for the majority of the students, but also for
the teachers. This situation has led so many students to experience much more stress in life,
particularly in academics.
Stress is the sensation of being overwhelmed or unable to deal with mental or emotional
one's sense of self, or when there is a feeling of having little control over a situation. (Mental
Health Org, 2021) A motivating stimulus can result in good consequences such as motivation
and enhanced task performance, but frightening or distressing stimuli can result in anxiety,
depression, social dysfunction, and even suicidal behavior. People's competitiveness has gotten
increasingly fierce as a result of scientific advancements and the rapid creation of knowledge; as
a result, people's lives have become busier, and stress is a natural byproduct. Although proper
stress is a catalyst for self-development, it is also a motivator for people to move forward
actively. It has an impact not only on thoughts and feelings, but also on academic achievement of
courses. It is one of the most vital considerations among students in higher educational levels.
graduation rates, and standardized test scores. Several studies have proved internal and external
elements that influence academic achievement and academic stress is one of the elements that
influence academic curriculum mastery. (Ogbogu, n.d.) Academic stress is frequently observed
in students' daily activities. A student might be stressed for a variety of reasons or stressors,
including oral presentations, academic overload, a lack of time to meet obligations, and taking
Academic stress in students has long been studied, and stressors such as too many tasks,
competitions with other students, failures, and poor relationships with other students or lecturers
have been found by researchers. Academic issues have been identified as the most prevalent
source of stress for students. In 2005, Kaplan et al. validated the notion that early adolescent
school-related stress, both alone and in combination with high academic expectations, had a
to be adversely and substantially connected with all forms of stress except existential stress,
according to Malik and Balda(2006). Sohail (2013) did a study to assess the association between
stress and academic performance in first-year medical students, and the findings indicate that a
greater degree of stress is connected with worse academic performance. In his study in 2013,
Bharti concluded that a higher degree of institutional stress is connected with worse academic
performance. (Alam & Halder, 2018) Academic stress creates several challenges to society as it
Several researches have proved that academic stress has a really big impact on students'
academic performance. With all of the research studies that has been presented, the researchers
aim to examine academic stress among senior high school students and how it affects their
academic performance through their work and productivity rate, concentration, time
management, their scores on their quizzes and exams, and their attendance in going to school in
The study aims to understand how academic stress affects senior high school students' academic
performance. To achieve this objective, the researchers sought to answer the following questions:
● Which of the following is the most common indicator of academic stress among senior
o Tiredness
o Headache
o Loss of Confidence
● Which of the following is the most common stressor for academic stress experienced by
o Academic Pressure
o Parental Pressure
o Ability to Learn
● the most common stressor of academic stress among senior high school students who
● the most common indicator of academic stress among senior high school students who
● how academic stress affect academic performance of senior high school students who
● the best way on how to cope up with academic stress to improve the academic
Null Hypothesis
performance.
Alternative Hypothesis
performance.
·
Significance of the Study
This research study hopes to establish an understanding about the relationship between
academic stress and academic performance among senior high school students who attend online
classes. Thus, the results of the study will be a great benefit to the following:
Students. This study will provide students information on how academic stress affects
their academic performance. This study will influence students to evaluate themselves about
their performance and whether they are experiencing academic stress. The data gathered will also
Parents. Data given will provide parents information about the presence of academic
stress and its effect on their children’s academic performance. Data gathered will inform parents
about the factors that affect their child’s academic performance. The results will enable parents to
accommodate their children regarding this matter to ensure a comfortable and healthy education
for them.
Teachers. Data given in this study will provide teachers information about how their
system affects their students’ academic performance and health. This study will inspire teachers
to evaluate their ways of teaching. This study will help the teachers improve their teaching
approach and methods. Data gathered will also help teachers plan the advancement of education
in the school to help students to have a better academic performance while having a healthy
School Principals. Data given will provide principals/deans with information about how
academic stress affects their students’ academic performances. The results will enable principals
to improve their school’s operations to provide a better learning environment and experience.
Data gathered will help principals to initiate collaboration with their faculties and chairpersons to
Future Researchers. This study will provide future researchers credible and reliable data
on the relationship of academic stress and academic performance in senior high school students
who attend online classes to be used for their own research. This study will also provide
guidance and inspiration for future researchers in tackling and facing real and timely dilemmas
of students. Data gathered and results will help future researchers to have success on their own
research.
Scopes and Limitations
Scopes
● The main purpose of this research study is to understand how academic stress affects the
academic performance of senior high school students who attend online classes.
● The research study will determine the most common stressor of academic stress among
● The research study will determine the most common indicator of academic stress
● The research study will determine the best way on how academic stress can be dealt with
to improve and enhance the academic performance of senior high school students who
Limitations
● The research study will only include enrolled senior high school students who attend
● The senior high school students that will be participating will be from different schools
● The distribution of survey questionnaires will be done online and no personal meetings
will be done.
Definition of Terms
Academic Stress
students.
Academic Performance
Achievement
Concentration
Online Classes
● a form of education that takes place over the internet and is often regarded as e-learning.
Pandemic
● an epidemic of an infectious disease that has spread across a large region, for instance
Productivity
● a secondary school typically comprising the two highest grades, grades 11 and 12.
Stress
Stressor
Foreign Literature
The study was carried out to investigate gender differences in academic stress and
academic performance among higher secondary students, as well as to assess the relationship
between academic stress and academic performance of the students. The study discovered a
achievement based on the gender of the students. The study looked at the negative relationship
(Ogbogu, n.d.)
According to the study findings, every university student experiences varying degrees of
academic stress, which impacts their academic performance in school. It investigated the issue of
academic stress among students, its causes, symptoms, and methods for reducing it in order to
improve students' performance. Based on the data, it was determined that academic stress may be
managed in order to improve student performance. Further findings from the study indicated that
students feel academic stress has a significant impact on their academic performance.
teenagers' stress and academic progress during the last 20 years. The reviewed studies found a
generally negative relationship between Chinese adolescents' academic stress and academic
achievement; however, other factors, particularly psychological resilience, belief in the value of
education, and the severity of academic stress, moderated the strength of the relationship. The
study had also advised that further research is needed to investigate the complex relationships
4. The Impact of Stress on Students in Secondary School and Higher Education (Pascoe,
This narrative review provided the most recent studies on the impact of academic-related
stress, including a discussion of the influence on students' learning capacity and academic
performance, mental health issues such as depression and anxiety, sleep disorders, and drug use.
It highlighted that academic-related stress is a major concern for secondary and tertiary students.
sleep quality and quantity, physical health, mental health, and drug use outcomes have all been
This study identified and investigated the impact of stress on the achievement motivation
of the senior secondary students. Several research provided in this study have revealed that the
students are very often exposed to stress and strains which can have serious negative
consequences for their career, health, life, and general well-being. The findings of this study
indicate that a moderate level of stress group had higher accomplishment motivation as
6. Academic Stress, Parental Pressure, Anxiety and Mental Health among Indian High
This study investigates the academic stress and mental health of Indian high school
students and the associations between various psychosocial factors and academic stress.
According to the related researches of this study, “Psychiatrists have expressed concern at the
emergence of education as a serious source of stress for school-going children - causing high
incidence of deaths by suicide.” “Many adolescents in India are referred to hospital psychiatric
units for school-related distress – exhibiting symptoms of depression, high anxiety, frequent
school refusal, phobia, physical complaints, irritability, weeping spells, and decreased interest in
school work.”, according to this study. Academic stress was positively correlated with parental
pressure and psychiatric problems, while examination-related anxiety also was positively related
to psychiatric problems. Academic stress is a serious issue which affects nearly two thirds of
senior high school students in Kolkata. Potential methods for combating the challenges of
This study aimed to relate academic stress among students to intelligence and
demographic factors. According to the study, “Students have to face many academic demands,
for example, school examinations, answering questions in the class, showing progress in school
subjects. Understanding what the teacher is teaching, competing with other classmates, fulfilling
teachers and parents’ academic expectations. These demands may tax or exceed available
resources of the students. As a consequence, they can be under stress, since the demand is related
to achievement of an academic goal.” This study also provided the causes of academic stress,
which were identified as academics, dating, environment, extra-curricular activities, peers, and
parental pressure; discussed the symptoms of stress, which were categorized as physiological
symptoms and measuring stress; and tackled different concepts for intelligence, such as the
definition, established facts, the distribution, the growth, and sex differences.
8. Academic Stress and its Sources Among University Students (Reddy, Menon, & Thattil,
2018)
The study employed a quantitative research design where participants were screened
using Academic Stress Scale. According to the related literature for this study, “Depression,
anxiety, behavioral problems, irritability, etc. are few of the many problems reported in students
with high academic stress. Incidences of depression were also found among stressful adolescents
as it is linked with inability to concentrate, fear of failure, negative evaluation of future, etc.
Adolescents were also reported to be indulging in various risky behaviors such as increased
consumption of alcohol and drugs, unprotected sexual activities, physical inactivity, poor eating
and sleeping patterns. The pressure these students face to perform is so severe resulting in
five-fold increase in suicide attempts.” The results of this study stated that there are five
interpersonal difficulties with teachers, teacher-pupil relationship and inadequate study facilities
were further analyzed and gender differences were also obtained. The study concludes that
“Management of the condition thus becomes fundamental at every level namely, personal, social
and institutional. Techniques like biofeedback, yoga, life-skills training, mindfulness meditation,
The study’s goal was to develop a scale to measure perceived sources of academic stress
among university students. Based on empirical evidence and recent literature review, the study
developed an 18-item scale to measure perceptions of academic stress and its sources. The
results from this study clustered into four factors—Factor 1, “Pressures to perform,” Factor 2,
restraints”—are in concordance with previous research, which are theoretically meaningful, and
cohesive within the framework of test anxiety. The study suggested improving the academic
environment (Neveu et al., 2012), problem-focused and emotion-focused strategies are the
preferred choice to alleviate stress, the use of the student counseling services (Iqbal et al., 2015),
and curricular and policy changes aiming at assisting students in coping with identified stressors
10. Testing the three-way interaction effect of academic stress, academic self-efficacy, and
task value on persistence in learning among Korean college students (You, 2018)
higher education. In this study, academic stress, academic self-efficacy, and task value were
chosen as predictors of persistence in learning, and the joint relationship between them was
examined. The sample comprised 483 Korean college students. A multiple regression analysis
was performed. The results revealed significant main and interaction effects, including a
three-way interaction effect of academic stress, academic self-efficacy, and task value on
persistence in learning. Particularly, students with strong motivation were less affected by a
stressful and demanding environment. Furthermore, academic stress did not appear to be an
exclusively negative factor and could be a catalyst to boost persistence in some conditions.
1. Amidst Online Learning in The Philippines: The Self-Efficacy and Academic Motivation
of the Senior High School Students from Private Schools (Fulgencio, 2021)
This study investigated the impact of self-efficacy on academic motivation of senior high
school students. The results of the statistical analysis revealed that the students’ self-efficacy
significantly affects their academic motivation with a greater associated probability level of
significance. This study will be used as a reference for motivation to be considered as a factor in
beliefs, and mind academic performance. The results of path analysis revealed that help-seeking,
self-esteem, self-efficacy, and social support positively influence expectancy-value beliefs and
academic performance. It also revealed that academic overload and perceived stress exerted a
expectancy-value beliefs had a positive influence with academic performance. This study will be
used as a reference to psychological variables as factors to academic stress that affects academic
performance.
their academic performance. The study revealed that students’ stress were average and
motivation were above average. It is concluded that stress and motivation have no significant
relationship with students’ academic performance. This study will be used as a reference to the
difference of stress and academic stress and its effect on academic performance.
Strand Students in Best Link College of the Philippines (Temario, Casis, & Barza, 2020)
The study investigated the effects of stress on the academic performance of the selected
Grade 12 students from Best Link College using quantitative descriptive research that will
this research, academic stress refers to the pressure related to their academics, including
preparing for exams and class tests; completing schoolwork, homework, and project work;
comprehending new concepts and terms; and making adjustments in a new social setting. The
study revealed that Only academic aspects lead to academic stress among the students, but other
aspects, such as environmental, social, and personal, may indirectly have negative effects on
their academic career. This study will be used as a reference to the difference of stress and
5. Stress Experiences among Graduating Students of Isabela State University San Mateo
This study investigated the stress experienced by graduating students of Isabela State
University San Mateo Campus using a descriptive method. The study revealed that the students
experienced different sources of stress, effects of stress, and coping mechanisms of stress. It is
also revealed that the students experienced academic pressure which is the cause of stress. This
study will be used as a reference to academic pressure as a factor of academic stress affecting
academic performance.
Theoretical Framework
The research study seeks for the relationship between academic stress and academic
performance of those students who attend online classes. Foreign studies by Pascoe (2019) and
Reddy (2018), are mainly concerned about the negative effect of academic-related stress on
students, which can cause bad mental health such as depression and anxiety. Relatively, a foreign
study by Alam (2018) and Sharma (2021) and Deb et al. (2015), tells that gender has different
negative effects on academic stress and academic achievements for students and that academic
stress has negative consequences for health and life and poor psychological effect causing a high
degrees of academic stress, which has an impact on their academic performance in school. The
study established indicators and signs that can be used to identify students who are experiencing
academic stress, such as tiredness, headaches, loss of confidence, and becoming more error
prone. Furthermore, the study's findings revealed that academic stress reduces students' work
rate, reduces their ability to learn in class and, reduces their ability to complete and submit their
school works on time, causes lack of concentration in class, and increases absenteeism and
tardiness in school. This, in turn, leads to poor quality work and negatively affects the academic
performance of students.
Regarding the stressors, a review of literature conducted by Jain & Singhai (2018)
indicated that the most common stressors for students are academic pressure, heavy academic
workloads, parental pressure, and personal / family problems. Academic pressure has increased
in recent years; there are exams and assignments and lots of new other activities that a student
must juggle. Heavy academic workloads and the feeling that you are always racing against the
clock to meet another deadline can be overwhelming. Parental pressure on children to excel in
school and in extracurricular activities is at an all-time high. Compelling need to excel in studies,
often prone to abuse, does injure morale and is one of the greatest causes of stress, failure and
breakdown. Lastly, personal or family problems such as a lack of support are major causes of
stress among students, as is a lack of interaction with parents and teachers, which contributes to a
child's doubts and confusions, eventually leading to stress. A study about stress in high school
students conducted by Acosta-Gomez et al (2018) also concluded that one of the most common
stressor among students is family troubles. There is a lot that a child is expected to achieve, but
due to lack of proper support, they feel lost at sea and are left directionless.
These foreign and local studies are gathered to support the research’s objectives and the
statement of the problem which is to show the relationship between academic stress and
academic performance among senior high school students who attend online classes.
CHAPTER III: Methodology
Research Design
The survey-correlation method of research will be used in interpreting and gathering data
about the relationship between academic stress and academic achievement among senior high
school students who attend online classes in some chosen schools/universities within the NCR
region through the use of online survey questionnaires. By means of this research method, the
researcher will be able to provide secure, reliable, accurate and correct information and data that
are necessary to assess the effect of strenuous amount of screen time to students’ who attend
online classes.
Sampling and Sampling Method
The researchers are aiming to have students as their participants. Out of these students,
the researchers will choose 100 senior high school students from chosen schools/universities
within the NCR region. In this study, the researchers will use Stratified Sampling in order to get
accurate and precise data that will prove this study’s hypotheses. The researchers will assess how
academic stress affects the academic performance of senior high school students who attend
online classes.
Data Gathering Procedure
This study will be conducted during the second semester of the school year 2021-2022 by
the Grade 12 senior high school students of the Immaculate Conception Academy of Manila. The
data needed for this study will be gathered using an online survey questionnaire developed by the
researchers of this study. Necessary permissions will be secured from the research adviser, Sheila
S. Chico.
Chapter IV: Presentation and Analysis of Data
Respondents by Age
16 y/o 18 18 %
17 y/o 37 37 %
18 y/o 23 23 %
19 y/o 10 10 %
Respondents by Sex
Female 49 49 %
Respondents by
Adamson University 8 8%
School
Arellano University 6 6%
Asia Pacific College 4 4%
CEIS 4 4%
Emilio Aguinaldo 3 3%
College
ESPS 7 7%
Far Eastern 11 11 %
University
ICAM 29 29 %
MAPUA University 2 2%
Philippine College of 2 2%
Technology
SSCR 3 3%
TIP 3 3%
UST 6 6%
Respondents by SHS
HUMSS 16 16 %
Strand
STEM 28 28 %
GAS 13 13 %
TVL 4 4%
ICT 6 6%
Health Allied 9 9%
Table 1 presents the demographic data of the 100 student participants from metro manila.
There are 12 participants being 15 year olds which is 12% of the total population; 18
participants being 16 year olds which is 18% of the total population; 37 participants being 17
year olds which is 37% of the total population; 23 participants being 18 year olds which is 23%
of the total population; and lastly 10 participants being 19 year olds which is 10% of the total
population.
Sex based demographic distribution interpretation:
There are 45 male participants which is 45% of the total population; 49 female
participants which is 49% of the total population; and lastly 6 participants who prefer not to
There are 2 participants who attend AAMIS which is 2% of the total population; 8
participants who attend Adamson University which is 8% of the total population; 6 participants
who attend Arellano University which is 6% of the total population; 4 participants who attend
Asia Pacific College which is 4% of the total population. 4 participants who attend CEIS which
is 4% of the total population; 3 participants who attend Emilio Aguinaldo College which is 3%
of the total population; 7 participants who attend ESPS which is 7% of the total population; 11
participants who attend Far Eastern University which is 7% of the total population; 29
participants who attend Immaculate Conception Academy of Manila which is 29% of the total
population; 3 participants who attend Jose Rizal University which is 3% of the total population;
2 participants from MAPUA University which is 2% of the total population; 2 participants who
attend PCAAT which is 2% of the total population; 3 participants who attend SSCR which is 3%
of the total population; 3 participants who attend St. James Academy which is 3% of the total
population; 4 participants who attend St. Joseph Academy which is 4% of the total population; 3
participants who attend TIP which is 3% of the total population; and lastly 6 participants who
There are 24 participants who are enrolled as a ABM student which is 24% of the total
population; 16 participants who are enrolled as a HUMSS student which is 16% of the total
population; 28 participants who are enrolled as a STEM student which is 28% of the total
population; 13 participants who are enrolled as a GAS student which is 13% of the total
population; 4 participants who are enrolled as a TVL student which is 4% of the total population;
6 participants who are enrolled as a ICT student which is 6% of the total population; and lastly, 9
participants who are enrolled as a Health Allied Student which is 9% of the total population.
Table 2: Distribution of Respondents by Having Experienced Indicators of Academic Stress
Tiredness Yes 97 97 %
No 3 3%
Headache Yes 89 89 %
No 11 11 %
No 24 24 %
No 21 21 %
Table 2 presents the data of the participants’ experienced indicators of academic stress.
From table 2, it is seen that the majority of the students (97%) experienced tiredness the most
whenever they experience academic stress; followed by headache (89%); then more prone to
error (79%); and lastly, loss of confidence (76%). Therefore, it has been observed that tiredness
is the most common indicator of academic stress that students from around Metro Manila
experience.
Table 3: Distribution of Respondents by Having Experienced Stressors for Academic Stress
No 14 14 %
Workload
No 3 3%
No 27 27 %
Personal/Family Yes 67 67 %
Problems
No 33 33 %
Table 3 shows the data of the respondents’ experienced stressors for academic stress.
From table 3, it is seen that the majority of the students’ academic stress (97%) comes from
heavy academic workload; followed by academic pressure (86%); then parental pressure (73%);
and personal family problems (67%). Therefore, it has been observed that heavy academic
workload is the most common stressor of students who experience academic stress.
Table 4.1: Distribution of Respondents by How Academic Stress Affect Academic
Productivity to do and
Agree 36 36 %
Rate accomplish your
unmotivated to do
Agree 50 50 %
your activities
academically
Strongly 4 4%
stressed.
Disagree
do your activities
Agree 51 51 %
when you’re Disagree 9 9%
academically
Strongly 6 6%
stressed.
Disagree
How many 1 26 26 %
activities do you
2 38 38 %
accomplish in a
stressed?
4 12 12 %
More than 4 6 6%
Table 4.1 shows the data of the respondents’ experiences with the variable of work and
productivity rate. This table shows that the majority of participants strongly agree that their
willingness to do and accomplish their activities get affected when feeling academically stressed
which is 54%; majority of the participants agree that they get unmotivated to do their activities
when feeling academically stressed which is 50% ; And lastly, majority of the participants agree
that they get too lazy to do their activities when feeling academically stressed which is 51%. It
also shows that the majority of participants accomplish up to 2 activities when they’re stressed
which is 38%.
Table 4.2: Distribution of Respondents by How Academic Stress Affect Academic
concentration
Agree 41 41 %
easily when you’re
academically Disagree 9 9%
stressed.
Strongly 2 2%
Disagree
stressed. Disagree 9 9%
Strongly 0 0
Disagree
Strongly 4 4%
Disagree
Table 4.2 shows the data of the respondents’ experiences with the variable of
concentration. This table shows that the majority of participants strongly agree that they lose
concentration easily when academically stressed which is 48%; majority of the participants
strongly agree that they get bothered in class when academically stressed which is 52%; and
lastly, majority of the participants agree that they get sleepy when academically stressed which is
41%.
Table 4.3: Distribution of Respondents by How Academic Stress Affect Academic
when you’re
Strongly 3 3%
academically
Disagree
stressed.
TOTAL 100 100 %
hard time
Agree 44 44 %
following the
you’re
Strongly 0 0
academically
Disagree
stressed.
TOTAL 100 100 %
difficulty in
Agree 47 47 %
understanding the
lesson when you’re Disagree 14 14 %
academically
Strongly 3 3%
stressed.
Disagree
academically Disagree 13 13 %
stressed.
Strongly 4 4%
Disagree
Table 4.3 shows the data of the respondents’ experiences with the variable of ability to
learn. This table shows that the majority of participants agree that their ability to learn and
understand the lesson gets affected when academically stressed which is 48%; majority of
participants agree that they are having a hard time following the discussion when academically
stressed which is 44%; majority of participants agree that they are having difficulty in
understanding the lesson when academically stressed which is 47%; and lastly, majority of
participants strongly agree that Nothing comes to their mind when academically stressed which
is 48%.
Table 4.4: Distribution of Respondents by How Academic Stress Affect Academic
you’re
Strongly 4 4%
academically
Disagree
stressed.
TOTAL 100 100 %
stressed.
Strongly 14 14 %
Disagree
submit school
Agree 39 39 %
works when you’re
academically Disagree 26 26 %
stressed.
Strongly 17 17 %
Disagree
Table 4.4 shows the data of the respondents’ experiences with the variable of ability to
complete and submit school works. This table shows that the majority of participants agree that
their completion and submission of school works gets affected when academically stressed
which is 51%; majority of participants agree that they submit school works late when
academically stressed which is 38%; majority of participants agree that they tend to not submit
academically Disagree 48 48 %
stressed.
Strongly 38 38 %
Disagree
stressed. Disagree 40 40 %
Strongly 26 26 %
Disagree
stressed?
Never 38 38 %
academically Sometimes 46 46 %
stressed?
Never 32 32 %
Table 4.5 shows the data of the respondents’ experiences with the variable of absenteeism
and tardiness in school. This table shows that the majority of participants disagree with they
don’t attend classes when academically stressed which is 48%; majority of participants disagree
with they attend classes late when academically stressed which is 40%; majority of participants
voted sometimes when asked about their absenteeism in class when academically stressed which
is 44%; and lastly, majority of participants voted sometimes when asked about their tardiness in
Chart 1 shows the data of the respondents’ ways to cope up with academic stress. This
chart shows that the majority of the participants say that the best way to cope up with academic
stress is sleeping with 32%; followed by eating with 25%; then playing games with 13%;
listening to music with 8%; watching movies with 7%; socializing 5%; exercising/working out
and reading books with 4%; and finishing pending activities with 2%. Therefore, it is shown that
sleeping is the best way to cope up with academic stress according to senior high school students
Summary
The purpose of this study was to discover the relationship between academic stress and
students’ academic performance. The study found that all the respondents have experienced a
form of academic stress. This shows that academic stress is a common phenomenon that is
currently happening, even in an online class setting, among schools and we observe that it affects
The study also aimed to identify the most common stressor and the most common
indicator of academic stress among senior high school students who attend online classes. The
findings showed that heavy academic workload was the prevalent stressor of academic stress,
and tiredness was the most common indicator of academic stress amongst senior high students
More so, this study aimed to identify how academic stress affects the academic
performance of senior high school students who attend online classes. It was found that the
laziness gets affected when they are feeling academically stressed. It was also found that students
are more likely to accomplish only 2 activities when they are experiencing academic stress.
Finally, this study wanted to identify the best way to cope with academic stress to
enhance the academic performance of senior high school students who attend online classes. The
findings showed that having enough sleep can reduce academic stress thereby improving
As per the study findings, every senior high school student experiences varying degrees
of academic stress, which affects their academic performance in school. The study established
indicators that can be used to identify students who are experiencing academic stress. These
included tiredness, headaches, a loss of confidence, and becoming more prone to error. The study
Also, the study identified stressors that can be used to determine and identify students
who are experiencing academic stress. Following data collection, the study identified the most
common stressor experienced by senior high school students which is heavy academic workload,
which greatly affects their academic performance in school during online classes.
Further findings from the study indicated that students believe academic stress has a great
influence on their performance in school. Stress reduces students' work and productivity rates,
causes lack of concentration in class, reduces students' ability to learn and complete and submit
schoolwork, and for some, it increases absenteeism and tardiness. This, in turn, leads to poor
quality work and lower academic performance. As a result, academic stress has a negative
impact on student performance. The more stressed a student is, the worse he or she performs in
school.
Furthermore, the study determined and identified the coping mechanisms of senior high
school students toward academic stress, such as sleeping, eating, playing games, listening to
reading books, in order to properly manage and handle stress to enhance and improve their
After concluding that academic stress has a negative impact on students' academic
academic stress. The following recommendations have been made based on the study's findings:
School authorities should ensure that students have a good academic environment and
that measures to reduce academic stress are in place, such as appropriate workload, appropriate
Lecturers and educators should emphasize interest and motivation, which will have a
greater impact on students' ability to achieve high academic performance despite academic
stress.
basis for students so that they are adequately equipped to deal with issues related to academic
stress.
developing a positive perception of academic stress, thereby assisting students in coping with
academic stress.
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