Group 7

Carillo, Dm

Manansala, Pete Mitchell

Libang, Mhelord

Ong, Myrk Kelvin Edwin

Salisi, Pol Vince

Villegas, Michael Enrick

Urgel, Lorie Mae

STATEMENT OF THE PROBLEM

This study aims to determine the significant relationship between the perceived difficulty on specialized
subject and the stress level experienced by Grade 12 STEM students in Malvar Senior High School.

Specifically, the researchers sought to answer the following:

1. What is the students’ difficulty perception on their specialized subjects:

1.1. Physics
1.2. Chemistry
2. How may the stress level of the respondents be described?
3. Is there a significant relationship between the perceived difficulty of Grade 12 STEM specialized
subjects and students’ stress levels?
4. Based on the findings of the study, what strategies can be proposed to reduce the stress levels
encountered by the students?

Author, year (Title) Discussion/ Result Research Gap Contributor

(Local) The researcher Not application Libang, Mhelord
(Sasuya et al. 2019) discovered that the
respondents frequently
Academic Stress On experience high levels of
The Academic stress. The data
Performance in General collected revealed a
Physics 1 of Grade 12 positive and weak
STEM Students of correlation between
Cabuyao Integrated academic stress and
National High School academic performance in
General Physics 1. In
General Physics 1,
however, there is no
significant relationship
between academic stress
and academic
performance.
(Foreign) The study was thus Not application
(MelakuMasresha designed to determine
Woldeamanuel et al., students' anxiety toward
Harrison Atagana et al., learning chemistry,
& Temechegn Engida et identify the factors that
al. 2013) cause the anxiety,
examine sex's disposition
Students’ Anxiety toward learning
Towards the Learning of chemistry, and suggest
Chemistry in Some ways to increase their
Ethiopian Universities interest in the subject.
(Local) This study looked at the Manansala, Pete
(Austria- Cruz et al. academic stress and Mitchelle
2019) coping mechanisms of Lack of
382 students (382)
sufficient
Academic Stress and College students from
Coping Strategies of public and private research
Filipino College universities in Central
Students in Private and Luzon, Philippines,
Public Universities in conducting descriptive
Central Luzon research design. The
findings revealed that
teachers, as well as the
completion of
assignments, were major
sources of stress for
respondents,
requirements and peers
who cheat. They were
academically stressed
and had sleeping
problems, low self-
esteem and moodiness.
Respondents coped with
stress through spirituality,
which was one of the
most prominent
characteristics of
Filipinos. The study
emphasizes the
importance of adhering to
mental health protocols
and creating avenues for
success well-being for
students with diverse
interests.
(Foreign) Students' mental health, Not application
(Sibnath Deb et particularly academic
al., Esben Strodl et stress and its impact, has
al., Jiandong Sun et al. become a serious issue
2015) among researchers and
policymakers due to an
increase in the number of
Academic Stress, suicides among students
Parental Pressure, worldwide. According to
Anxiety and Mental the current study, 63.5%
Health among Indian of higher secondary
High School Students students in Kolkata suffer
from academic stress.
Finally, this study looked
at the level of academic
stress among year 12
high school students in
Kolkata, India. Almost
two-thirds of the students
reported academic
stress, with no significant
differences across
gender, age, grade, and
several other personal
factors. Furthermore,
roughly two-thirds of the
students reported feeling
pressured by their
parents to perform better
academically.
Approximately one-third
of the students displayed
symptoms of psychiatric
caseness, and 81.6%
reported exam-related
anxiety. Academic stress
was associated with
parental pressure and
psychiatric problems,
while exam-related
anxiety was also
associated with
psychiatric problems.
(Foreign) The findings indicate that Not application Ong, Myrk Kelvin
(Dmitri Rozgonjuk et al., mathematics self-efficacy Edwin
Tiina Kraav et al., Kristel plays a significant role in
Mikkor et al., Kerli Orav- mathematics anxiety. As
Puurand et al., & Karin a result, one potential
Täht et al. 2020) takeaway from the
current study's findings is
that increasing students'
Mathematics anxiety mathematics self-efficacy
among STEM and may also be beneficial in
social sciences reducing mathematics
students: the roles of anxiety. Because the
mathematics self- current study was cross-
efficacy, and deep and sectional, it is possible
surface approach to that reducing students'
learning mathematics anxiety may
be beneficial in
increasing their
mathematics self-
efficacy. Future research
should seek to identify
the causal link in this
relationship.
(Foreign) This study investigated Problem with
(Skaalvik et al. 2018) the relationships between previous
Mathematics anxiety middle school students' studies
and coping strategies achievement goal
among middle school orientations in
students: relations with mathematics lessons,
students’ achievement math anxiety, and failure
goal orientations and coping strategies. The
level of performance SEM analysis also
controlled for the effect of
prior math grades. In this
study, two coping
strategies were
investigated: an adaptive
problem-focused strategy
centered on attempting to
understand the problem
and determining what
went wrong, and a
maladaptive self-
protective strategy
centered on concealing
one's results and math
problems.
(Local) There is a significant Lack of Salisi, Pol Vince
(Taroc et al., Paculba difference between insufficient
et al., Tan et al., students' grades in research
Maghanoy et al. 2015) general chemistry and
their age and section, but
The Performance of not between the course
Bachelor of Science in they enrolled in.
Maritime Education Chemistry students'
Students od Siquijor attitudes differ
State College, Siquijor, significantly depending
Philippines in General on their age, course, and
Chemistry and Their section. There is a weak
Attitudes Towards The positive correlation
Subject between grades and
attitudes toward
chemistry, especially
when laboratory
equipment, teacher,
importance of the
chemistry subject,
laboratory experiments,
difficulty of the subject,
and interest in the
subject are considered.
To improve students'
performance in general
chemistry, teachers
should consider the
following: identifying the
type of learner and
varying teaching
strategies for each class;
knowing the IQ level of
 the students per section;
and connecting theories
in lectures to actual
laboratory. The
department's sectioning
basis (the students' IQ
level) may also be
retained to ensure
homogeneous grouping.

(Local) The purpose of this study Not application

(Mangaoang-Boado et was to look into the
al, 2013) predictors of academic
performance in Physics
FACTORS of Don Mariano Marcos
INFLUENCING THE Memorial State
ACADEMIC University Mid La Union
PERFORMANCE IN Campus (DMMMSU-
PHYSICS OF MLUC) Laboratory High
DMMMSU- MLUC School Fourth Year
LABORATORY HIGH Students during the
SCHOOL FOURTH 2011-2012 school year.
YEAR STUDENTS S.Y. Academic performance
2011-2012 was linked to factors
such as family, student,
school, and teacher.
Grade Point Average
(GPA) in Math, GPA in
English, attitude toward
Physics, and study habits
all had significant
relationships to academic
performance in Physics.
According to the findings,
students' performance in
Physics will be higher if
they perform better in
English and
Mathematics, have a
positive attitude toward
Physics, and have good
study habits. Among the
variables, GPA in Math
had the greatest impact
on academic
performance in Physics.
(Foreign) The study that dealt Not application Urgel, Lorie Mae
(Adebisi et al. 2020) with psychological
variables such as
Psychological academic stress, anxiety,
Variables among and self-efficacy among
Physics Students in physics students in
Senior Secondary senior secondary schools
Schools in Osun State, in Osun State, Nigeria, is
Nigeria crucial in explaining the
 fundamental student
learning behaviors
According to the findings
of this study, physics
students in senior
secondary schools in
Osun State, Nigeria,
have a moderate level of
academic stress, anxiety,
and self-efficacy in
learning physics.
However, there is no
difference in the learning
of Physics between male
and female students
based on the influence of
psychological variables
such as academic stress,
anxiety, and self-efficacy
in secondary schools in
Osun State, Nigeria
(Foreign) Stress has been shown Not application
(Morey et al., & Taylor in studies to have a
et al. 2019) significant impact on
undergraduate students'
Understanding How college experiences. The
Undergraduate majority of what we know
Students Experience about this topic is
and manage Stress: quantitative, based on
Implication for Teaching surveys of large numbers
and Learning of college students' self-
Anthropology reported data. The
current study offers an in-
depth qualitative
perspective on college
students and stress,
emphasizing the voices
of these young adults. In
particular, we (a) present
findings from a study
using qualitative methods
to investigate how
college students
experience and manage
stress, and (b) strategies
to assist anthropology
instructors in designing
and managing their
classes to improve
learning for students who
are under chronic stress.
(Local) Based on the findings, Not application Carillo, Dm
(Depaynos et al., the researchers reach
Butala et al., and the following conclusions:
Atompag et al. 2021) 1. Due to
uncooperative
Academic Stress of students,
Academic Track Senior academic track
High School Students students are
experiencing a
high level of
academic stress.
group members,
failed tests or
quizzes, a
requirement that
was not
completed, and
teachers
2. There is a
significant
difference in
academic stress
between
academic track
students.
when compared
based on their
strand The most
severe level of
academic stress
is
GAS students
are experiencing
the highest level,
whereas STEM
students are
experiencing the
lowest level.
of academic
pressure
3. Students on
the academic
track face a high
level of academic
stress, despite
their best efforts.
chosen strand, and they
are academically
stressed as a result of
the main stressors
(Local) The purpose of this Not application Villegas, Michael
(Abad et al., Barit et al., research is to determine Enrick
Capacio et al., Delfin et the effects of stress on
al., Iglip. 2017) academic performance of
fourth-year accounting
The Effects of Stress on students at the University
The Academic of Perpetual Help System
Performance of Dalta-Calamba Campus.
Selected 4th Year It also discusses the
 Accountancy Students various factors that
of University of cause stress among
Perpetual Help System accounting students, as
Dalta- Calamba well as their various
Campus approaches to dealing
with it. The collected data
must include the
demographic profile of
the respondents,
specifically their age,
gender, civil status, and
place of residence.

(Dmitri Rozgonjuk et al., Tiina Kraav et al., Kristel Mikkor et al., Kerli Orav-Puurand et al., & Karin Täht et
al. 2020) Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-
efficacy, and deep and surface approach to learning and (Skaalvik et al. 2018) Mathematics anxiety and
coping strategies among middle school students: relations with students’ achievement goal orientations
and level of performance

- Synthesis - Einar M. Skaalvik, (2018) he indicates that the link between achievement goal
orientation and coping mechanisms cannot be entirely explained by the effect of achievement
goals on anxiety, despite the fact that achievement goal orientations in math classes are
predictive of math anxiety.While Dmitri Rozgonjuk, Tiina Kraav, Kristel Mikkor, Kerli Orav-
Puurand & Karin Täht (2020) found that raising students' mathematical self-efficacy might also be
useful in lowering mathematics fear. Due to the cross-sectional nature of the current study, it is
also possible that decreasing students.

(Skaalvik et al. 2018) Mathematics anxiety and coping strategies among middle school students: relations
with students’ achievement goal orientations and level of performance and (Austria- Cruz et al. 2019)
Academic Stress and Coping Strategies of Filipino College Students in Private and Public Universities in
Central Luzon

- Synthesis – (Austria-Cruz et al. 2019) Discussion on the most practical adaptation to preventing
excessive stress in students should be done by training them to improve their analytical skills in
situational settings. Solving both complex and simple problems. Teachers may constantly assist
students in developing a harmonious and professional relationship with them. Previous research
has linked a mastery goal orientation to adaptive learning strategies (e.g., help seeking behavior
and deep processing), whereas a performance-avoidance goal orientation is linked to less
adaptive learning strategies. This study confirms and expands on previous research by
demonstrating that a mastery goal orientation predicts adaptive coping strategies after failure,
whereas a performance-avoidance goal orientation predicts self-protective but maladaptive
strategies.

(Adebisi et al. 2020) Psychological Variables among Physics Students in Senior Secondary Schools in
Osun State, Nigeria, (Morey et al., & Taylor et al. 2019) Understanding How Undergraduate Students
Experience and manage Stress: Implication for Teaching and Learning Anthropology and (Mangaoang-
Boado et al, 2013) FACTORS INFLUENCING THE ACADEMIC PERFORMANCE IN PHYSICS OF
DMMMSU- MLUC LABORATORY HIGH SCHOOL FOURTH YEAR STUDENTS S.Y. 2011-2012

- Synthesis - More than one-third of all college students report experiencing stress that impacted
their academic performance in the previous academic year (Morey et al. & Taylor et al. 2019),
which may cause a lot of undergraduates. (2020) (Adebisi et al.) The pressure to succeed makes
the academic environment stressful. Excessive stress has been shown in studies to impair
academic performance and lead to dropout. (Mangaoang-Boado et al, 2013) According to the
findings, students will perform better in Physics if they perform better in English and Mathematics,
have a positive attitude toward Physics, and have good study habits. GPA in Math had the
greatest impact on academic performance in Physics among the variables.

(MelakuMasresha Woldeamanuel et al., Harrison Atagana et al., & Temechegn Engida et al. 2013)
Students’ Anxiety Towards the Learning of Chemistry in Some Ethiopian Universities and (Taroc et al.,
Paculba et al., Tan et al., Maghanoy et al. 2015) The Performance of Bachelor of Science in Maritime
Education Students of Siquijor State College, Siquijor, Philippines in General Chemistry and Their
Attitudes Towards the Subject

- Synthesis - MelakuMasresha Woldeamanuel et al., Harrison Atagana, & Temechegn Engida et al,
2013) discovered that one of the primary causes of students' anxiety towards learning chemistry
is a lack of well-equipped laboratories, as well as poor teaching methods, similar to the study of
(Taroc, Paculba, Tan & Maghanoy et al., 2015) that to improve students' performance in general
chemistry is to vary on teaching strategies that are appropriate for the class and connect theories
in lectures to an actual labaratory performace of experiments using different apparatus and
equipments.Harrison Atagana, & Temechegn Engida et al, 2013) discovered that one of the
primary causes of students' anxiety towards learning chemistry is a lack of well-equipped
laboratories, as well as poor teaching methods, similar to the study of (Taroc, Paculba, Tan &
Maghanoy et al., 2015) that to improve students' performance in general chemistry is to vary on
teaching strategies that are appropriate for the class and connect theories in lectures to an actual
labaratory performace of experiments using different apparatus and equipments.Harrison
Atagana, & Temechegn Engida et al, 2013) discovered that one of the primary causes of
students' anxiety towards learning chemistry is a lack of well-equipped laboratories, as well as
poor teaching methods, similar to the study of (Taroc, Paculba, Tan & Maghanoy et al., 2015) that
to improve students' performance in general chemistry is to vary on teaching strategies that are
appropriate for the class and connect theories in lectures to an actual labaratory performace of
experiments using different apparatus and equipments.

(Depaynos et al., Butala et al., and Atompag et al. 2021) ACADEMIC STRESS OF ACADEMIC TRACK
SENIOR HIGH SCHOOL STUDENTS, (Austria-Cruz et al. 2019) Academic Stress and coping Strategies
of Filipino College Students in private and public universities in Central Luzon, (Sibnath Deb et al., Esben
Strodl et al., Jiandong Sun et al. 2015) Academic Stress, Parental Pressure, Anxiety and Mental Health
among Indian High School Students and ( Sasuya et al. 2019) Academic Stress On The Academic
Performance in General Physics 1 of Grade 12 STEM Students of Cabuyao Integrated National High
School

- Synthesis - Examinations, subject difficulty, too many contents in a lesson, and making decisions
about tertiary education were the top causes of academic stress (Dapaynos et al., Butala et al., &
Atompag et al. 2021). Furthermore, results showed that Grade 10 and 12 students with lower
grades experienced a higher level of stress than those with higher grades, indicating that there is
a high level of academic stress and exam anxiety. Some students experience academic
psychological problems as a result of academic stress, such as academic pressure, academic
 anxiety, academic conflict, and academic frustration in school-related activities. (Austria- Cruz et
al. 2019) The respondents' subject-related academic stress, Requirements completion received
the highest weighted mean (3.68) with a verbal interpretation of the most likely source of stress
This implies that subject-related academic stress can be a factor in students' depression. Levels
of stress that can lead to absenteeism or feelings of helplessness and hopelessness that
impedes effective study habits. Academic achievement is then weakened even further. The
writers in concluded that academic stress not only hinders academic performance, but also an
adaptation to a larger extent. (Deb et al., Strodl et al., Sun et al. 2015) In the current study, 81.6%
of the students, particularly female students from Bengali medium schools who are not proficient
in English, reported examination-related anxiety. Gender was also discovered to be significantly
related to exam-related anxiety and psychiatric caseness. That is, female students have higher
levels of exam-related anxiety and psychiatric caseness than male students. (Sasuya et al. 2019)
Academic stress arises when there is a perception of overwhelming pressure on the students,
which interferes with their academic success. Stress afflicts students' physical health, emotional
welfare, and academic performance. Students develop a nonchalant attitude towards their studies
because of stress.

(Skaalvik et al. 2018) Mathematics anxiety and coping strategies among middle school students:
relations with students’ achievement goal orientations and level of performance and (Abad et al.,
Barit et al., Capacio et al., Delfin et al., Iglip. 2017) The Effects of Stress on The Academic
Performance of Selected 4th Year Accountancy Students of University of Perpetual Help System
Dalta- Calamba Campus
- Synthesis – (Abad et al., Barit et al., Capacio et al., Delfin et al., Iglip. 2017) discusses the various
stressors that accounting students face, as well as their various approaches to dealing with them.
(Skaalvik et al. 2018) Two coping strategies were investigated in this study: an adaptive problem-
focused strategy focused on attempting to understand the problem and determining what went
wrong, and a maladaptive self-protective strategy focused on concealing one's results and math
problems.