Poverty

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Chapter 1
THE PROBLEM AND ITS SCOPE
Introduction
School might be stressful for children and adolescents (Klinger et al., 2015)
as it is a source of social and academic pressures (Santrock, 2002) with critical
achievement competition (Wigfiels, Byrnes & Eccles, 20). Academic stress may be
one of the impacts of the educational system implemented, because student learning
activity is closely related to the educational system, such as grading system,
insufficient resources, facilities (Awino & Agolla, 2008), and school demands
((Verma, Sharma, & Larson, 2002; Tan & Yates, 2011). Nevid, Rathus, and Greene
(2008) state that stress is a pressure experienced by individuals in life. If the intensity
is high, it may last for a long time. When the amount exceeds one's capacity, it may
cause various disorders, such as depression, anxiety, and various physical problems.
It can also be manifested in the form of negative emotional experiences followed by
changes in biochemical, physiological, cognitive, and behavior (Taylor, 1995).
Academic stress can decline students' involvement or engagement in terms
of school activities, class participation, and emotions (Fredricks, Blumenfeld, &
Paris, 2004; Raufelder et al., 2014). It also triggers problems of self-adjustment
((Hussain, Kumar, & Husain, 2008), academic requirements (Struthers, Perry, &
Menec, 2000)and , emotional and psychological development with a suicide idea as
the worst case (Ang & Huan, 2006), pathological internet use (Jun & Choi, 2015),
anxiety and depression, (Nonterah et al., 2015, violent behavior (Mason & Smithey,
2012), various physical disorders such as heart problems and immune deficiencies
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(Trueba, Smith, Auchus, & Ritz, 2013a), as well as neurological changes related to
error processing in the brain (Jianhui et al., 2014).
Research conducted in a developing country reveals that national curriculum
and other centralistic educational systems including assessment, evaluation, and
teacher standards are the main sources of academic stress. Indonesia, Malaysia, and
the Philippines be examples of this context. Diversity of cultural, social, and
economic conditions may also be influential factors of academic stress in those
countries. In Indonesia context, problems at school sometimes make only cognitively
intelligent students, and putting aside the affective and psychomotor. The other main
problem in schools is the changing curriculum. Often, if learning outcomes are not
good, the government immediately changes the curriculum (Megawanti, 2012). It
makes students have to adaptation with new curriculum and stressed because their
energy have to focus on curriculum changes not to learn the contents. Meanwhile
they have to reach optimum academic accomplishment. Academic stress can decline
students' involvement or engagement in terms of school activity, class participation,
and emotions (Fredricks, Blumenfeld, & Paris, 2004; Raufelder et al., 2014).
The main objective of this study is to help students finds the sources of their
stress and how it is affecting their academic performance. This study aims for them
to be more aware of themselves and the people around them, also on how to
overcome these to avoid becoming too overwhelmed by stress. Studies prove that
many factors need to be revealed in case of academic stress including coping
behavior (Kausar, 2010), demographic factor, workload, social support, dan stress
feeling (Kariv, Heiman, & Zion, 2015), emotion regulation, self-leadership, positive
affect, self-efficacy (Houghton, Wu, Godwin, Neck, & Manz, 2012), as well as goal
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orientation and learning strategy (Kadivar, Kavousian, Arabzadeh, & Nikdel, 2011).
However, this holistic awareness of academic stress requires full recognition of its
sources. This is related to what students perceive as a stressor during their academic
activity. Investigating the sources of junior high school student academic stress is
important because various studies find that there are many sources of stress perceived
by respondents from various levels of education. Characteristics of development,
especially cognitive development, determine how a person perceives his experience
(Halonen & Santrock, 1999). Thus, overcoming the problem of academic stress in
junior high school students also requires information about their perception of
academic stress sources.
Theoretical Framework
Conservation of Resources (COR) Theory is a stress theory that describes
the motivation that drives humans to both maintain their current resources and to
pursue new resources. This theory was proposed by Dr. Stevan E. Hobfoll in 1989 as
a way to expand on the literature of stress as a construct. Hobfoll posited that
psychological stress occurred in three instances; when there was a threat of a loss of
resources, an actual net loss of resources, and a lack of gained resources following
the spending of resources. From this perspective, resources are defined as things that
one values, specifically objects, states, and conditions. COR states that loss of these
types of resources will drive individuals into certain levels of stress (Hobfall & Ford,
2007).
Stress is one of the many problems that junior high students are facing during
this time. This can affect almost the entirety of their health from mentally, physically,
emotionally, and spiritually. To break it down, some of the causes of academic stress
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can be pressure from peers, high expectations from parents, it could be conflicts that
are affecting a student’s personal life contradicting to their current academics. The
boundary between a student’s personal life and academic will slowly become thinner
and thinner when stress in either area occur and when the boundary becomes non-
existent, more damage will occur. One of the factors can be financial and/or living
situation, one cannot feel at ease in their academics when they’re in a rough spot in
life. Lack of motivation and no proper time management are also common factors on
academic stress, these factors can lead to cramming and cramming can lead to heavy
workload and that can cause very overwhelming stress. With proper time
management and self-control on oneself, stress may lessen. To have this, we must
also gain energy and motivation. Having enough sleep, enough food consumption,
healthy learning and living environment, and meditation can clear the mind. When all
the needed resources are absent, the possibility is high for the student to be drowned
in stress and will eventually start affecting their academic performance. If the student
is not able to attain the needed resources, they might go to other measures like
smoking, drinking, and drugs. It can also affect their social life and personal life,
with the imbalance occurring, the student may start losing contact with friends and
get wind up in the wrong group of people and start declining responsibilities not only
in their academics but in their personal life as well. So many things can happen when
a student cannot endure the stress, they may also get the stress too much in their head
and start focusing only on their academics more than anything else, more than their
well-being and health which can lead to very serious health issues.
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Conceptual Framework
The schema of this study illustrates the variables under investigation. It is
divided into independent variables, dependent variable, and moderation variable.
Academic stress will serve as the independent variable of this study as this will affect
the student’s academic performance which is the dependent variable. The moderating
variable of this study is the respondent’s demographic characteristics such as age,
gender, and grade level.
Figure 0.1
Schema of the Study
Academic Stress
Academic Performance
 Examination
Activity  Focus on Studies
 Meeting Deadline  Confidence on Studies
 Pressure to  Preparation or review
Achieve High for Lesson
Grades  Class Participation
 Failed Academic  On time Submission
Expectation of Learning Outcomes
 Lack of resources  Mastery of the subject
or lesson
Demographic Variables
 Age
 Gender
 Grade level
 Academic rank
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Problem Statement
This study aims to find the correlations of academic stress and academic
performance of STE junior high students in Dapitan City National High School.
Specifically, to answer the following questions.
1. What is the demographic profile of the respondents in terms of :
1.1 Age;
1.2 Gender;
1.3 grade level; and
1.4 Academic rank?
2. What is the stress level of the respondents?
3. What is the academic performance of the respondents?
4. Is there significant difference in the level of stress of the STE Junior Students in
DCNHS when they are analyzed based on age, gender, grade level, and academic
rank?
5. Is there a significant difference in the level of academic performance level when
analyzed as to age, sex, grade level, and academic rank?
6. Is there a significant relationship between the levels of their stress to their
academic performance?
Hypotheses
This study has the following hypotheses tested at 5% level of significance.
Ho1: There is no significance difference in the level of stress of the STE junior
students in DCHNS when they are analyzed based on age, gender, and grade level?
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Ho2: There is no significant relationship between the levels of their stress to their
academic performance.
Scope and Delimitation
The general intent of this study is to find the correlates of academic stress and
academic performance in Junior students under the curriculum Science Technology
and Engineering (STE) in Dapitan City National High School. This is a quantitative
study that will use the sampling technique targeting STE junior high students as the
respondents of the questionnaires. It will start during the first week of September and
will continue until the last week of December.
Significance of the Study
The significance of this study is to target the correlation of academic stress
and academic performance on Junior high students under the Science Technology
and Engineering (STE) curriculum in Dapitan City National High School. Stress is
experienced by everyone, from whatever age they are or what gender they identify
themselves as but for this research study, our targets are junior high students of STE
in DCNHS. It is important to know the correlations of a Junior student’s academic
stress and academic performance from STE academic strand as these group of
students have enhanced subjects. It is important to find these correlations so that
when students find this study, it helps them identify the factors that correlates their
problems in their academics and help them improve. This study will benefit the
following:
STE students, this study overall benefits the students of STE as they are the target of
the study. To find the correlations and provide answers for their academic stress and
how this correlate to their academic performance.

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Teachers of DCNHS, heavy workload being offered by teachers are common causes
for academic stress. Once this study is conducted well, hopefully it will help students
have better mental state and academic performance so teachers will not have to find
any difficulty in stressed students. But of course, this is not possible without the
teacher’s cooperation.
Parents of students, this study will assure them of their children’s mental health and
be more aware of what is current in their children’s minds.
Definition of Terms
The terms below are used throughout this study and are defined
operationally for the reader to understand their definitions.
Academic Stress - Academic stress is a mental stress because of some anticipated
frustration associated with parental pressure on high performances; tough class load;
worry over grade competitions; sports etc.
Academic performance - The definition of academic performance extends to
achievement outside the classroom. Some of the brightest students don’t earn straight
As but are extremely well-rounded, succeeding at everything from music to athletics.
Conservation of Resources - is a stress theory that describes the motivation that
drives humans to both maintain their current resources and to pursue new resources.
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Chapter 2
LITERATURE REVIEW
This literature review presents the written works of academic stress and
academic performance. It consists of the definition of academic stress and academic
performance, its causes, effect, and relationship. It provides information in order to
help people, most especially the students.
Academic Stress: Concept and Definition
Hans Selye, a famous stress researcher, once defined stress as the “response
of the body to any demand, whether it is caused by, or results in, pleasant or
unpleasant conditions” (Selye, 1976). Although stress carries a negative connotation,
at times it may be of some benefit. Stress can motivate us to do things in our best
interests, such as study for exams, visit the doctor regularly, exercise, and perform to
the best of our ability at work. Indeed, Selye (1974) pointed out that not all stress is
harmful. He argued that stress can sometimes be a positive, motivating force that can
improve the quality of our lives. This kind of stress, which Selye called eustress
(from the Greek eu = “good”), is a good kind of stress associated with positive
feelings, optimal health, and performance. Selye’s definition of stress is response-
based in that it conceptualizes stress chiefly in terms of the body’s physiological
reaction to any demand that is placed on it. Neither stimulus-based nor response-
based definitions provide a complete definition of stress. Many of the physiological
reactions that occur when faced with demanding situations (e.g., accelerated heart
rate) can also occur in response to things that most people would not consider to be
genuinely stressful, such as receiving unanticipated good news: an unexpected
promotion or raise. Stress can be a positive stress or negative stress. Pleasant stress or
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eustress is when stress reaches its optimal level, performance reaches its peak, on the
other hand, negative stress or distress is when stress exceeds its optimal level- it no
longer is a positive force. (Selye, 1956).
Stress is also viewed as a process whereas an individual perceives and
responds to events that he appraises as overwhelming or threatening to his well-being
(Lazarus & Folkman, 1984). Shalev, Yehuda, & McFarlane, (2000) explains that
stress is a normal psychophysiological response to events which result in the sense of
threat, sadness, dysphoria, and imbalance in people. Also, stated by Behnoudi (2005)
stress is a situation in which individual is forced to act, and cannot bear the received
mental tension. In other words, stress means readjustment of individual with new
situations and conditions. Whenever a change occur in life, individual is confronting
with stress.
It is quite diverse and, until now, it has focused on a psychological
approach, conceiving it as a disease that is associated with certain alterations of the
organism (Collazo & Hernandez, 2011).
To summarize it, stress is psychological mental tension when one feels
threatened towards an upcoming event and can also have good mental effects that
can create motivation and a positive approach towards a person. Bad stress is
considered as, “distress” and good stress belongs to the term, “eustress” as according
to Hans Selye’s studies.

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Academic Performance: Definition and Concept
Academic performance/ achievement is the extent to which a student,
teacher, or institution has attained their short or long-term educational goals and is
measured either by continuous assessment or cumulative grade point average
(CGPA) (Talib & Sansgiry 2012). The concept of Academic performance is believed
to possess an amorphous nature, since it broadly incorporates various factors ranging
from attaining a professional degree to the development of students in the moral
sense (York, Gibson & Rankin, 2015). The academic performance of students is the
key feature (Rono, Onderi & Owino, 2014) and one of the important goals (Narad
and Abdullah, 2016) of education, which can be defined as the knowledge gained by
the student which is assessed by marks by a teacher and/or educational goals set by
students and teachers to be achieved over a specific period of time.
The attainment of academic excellence of students through making them
portray better academic performance is the foremost motive of academic institutions
(Adeyemo, 2001). Further, academic performance is something immensely
significant for anyone who has a concern with education (Osiki, 2001). In fact,
academic performance can be understood as the nucleus, around which a whole lot of
significant components of education system revolve, which is why the academic
performance of students, specifically belonging to Higher Education Institutions
(HEIs), has been the area of interest among researchers, parents, policy framers and
planners. Since a sound academic performance is considered as a pre-requisite for
securing good jobs, a better career and subsequently a quality life, significance of the
students’ academic performance is immense.

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Although it may seem to be a simple outcome of education, but the impact
of academic performance of students in any nation is multi-faceted. The better the
students perform academically, the better are the prospects of the development of a
fine manpower, who will contribute to the economic and social development of the
nation (Ali et.al, 2009). Narad and Abdullah (2016) mentioned in their research, that
at the basic level, the success or failure of any academic institution depends largely
upon the academic performance of its students. They also reiterated the general belief
that good academic performance signals better career prospects and thus a secure
future.
The Academic Performance of students is immensely significant as the
economic as well as the social development of any country are both attributable to
the academic performance of the students. Students performing better than the
expectations and norms set by the society are mostly expected to contribute to the
growth, development and sustainability of the society (Akinleke, 2017).
Causes of Academic Stress
Identified sources of academic-related stress have included fear of falling
behind with coursework, finding the motivation to study, time pressures, financial
worries, and concern about academic ability (Tyrrell, 1992). Psychological distress is
reported especially among those who fail to succeed academically (Essandoh, 1995).
Additionally, students report stress over struggling to meet academic standards, time
management worries, and concerns over grades (Olpin, 1997). Many international
students rank in the top levels of their native country schools, and their expectations
about academic performance in a new educational environment may be
unrealistically high (Mori, 2000). Furthermore, additional pressures to obtain

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financial support that is often limited for international students contributes to their
stress (Mori, 2000). Consequently, lack of traditional social support, high academic
achievement, and financial aid restrictions are a few of the critical stressors
international students encounter (Misra & Castillo, 2000). A study conducted by
(Misra & Castillo, 20000 showed that anxiety, ineffective time management and a
lack of satisfying activities outside of academia were strong predictors of academic
stress. Academic pressure is a significant source of stress for much school students
(Hashim, 2003). It was also considered that the interference of individual stress
management is affected by recognition and behavior and this is the reason for the
relation between stress and physiological stress (Gaab et al., 2003).
(Bernstein et al., 2008) define the sources of stress as every circumstance or
event that threatens to disrupt people’s daily functioning and causes them to adjust. A
study by (Brogaard, 2019) also showed that while female students managed their
time more effectively than male students, they also experienced the highest levels of
stress and anxiety. In a sample of Finnish students aged 13–17, self-reported
depression severity was associated with concentration difficulties, and poorer social
relationships, self-learning, poorer academic performance, and worse reading and
writing outcomes (Fröjd et al., 2008). Therefore, it is not surprising that young
people with depression, particularly males, are less likely to undertake higher
education, as shown in a 15-year longitudinal study of Swedish adolescents (Jonsson
et al., 2010).
Stated by Reece (2008) negative interactions or poor relationships with
teachers increase students’ stress levels. Additionally, sources of teacher-related
stress include a mismatch between student and lack of respect for teachers,
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disagreements between students and teachers and insufficient feedback on
schoolwork from teachers. Furthermore, students also pointed out that domestic
responsibility was a source of stress as they had limited time to prepare for their
school work.
Effects of Academic Stress
When stress exceeds this optimal level, it is no longer a positive force—
it becomes excessive and debilitating, or what Selye termed distress (from the Latin
dis = “bad”). People who reach this level of stress feel burned out; they are fatigued,
exhausted, and their performance begins to decline. If the stress remains excessive,
health may begin to erode as well. A moderate amount of stress can be beneficial in
challenging situations. For example, athletes may be motivated and energized by
pregame stress, and students may experience similar beneficial stress before a major
exam. Indeed, research shows that moderate stress can enhance both immediate and
delayed recall of educational material.
Most people often assume that Junior high students have the “easier”
role in their lifetime as teens, only handling their academics. What they do not know
how strongly this can alter the current life of the today’s teens, especially in their
academic performance. But it doesn’t only affect their academics, but also their
personal life and mental well-being. Academic stress has been identified as the
primary cause of these alarming figures (Lee & Larson, 2000). The effects of
academic stress are brutal if not recognized and taken care of and many suffer from
the stress that is mostly considered as nothing more but an “overreaction” from teens.
However, stress produces physiological illnesses and considered that there is a
connection between stress and illnesses (Shepard et al., 2000).

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But when there is a bad stress, there is also a good stress. Stress itself
isn’t necessarily bad, even though stress is often discussed from its negative point of
view, when it can specially provide the benefits of its potential then its positive value
definitely exists (Robbins & Coulter, 2003). Stress is a normal and common
experience for people, good stress is beneficial to our body and health, and good
stress-handling methods can increase motivation and improvement, (O’Connor,
2021).
Relationship between Academic Stress and Academic Performance
Negative or excessive stress perception contributes to the students
experiencing psychological and physical impairment (Murphy & Archer, 1996).
Students who are able to handle their stress effectively perform much better than
those who are unable to control their stress.
Everly & Lating (2002) demonstrates the relationship of stress and
performance using the model inverted U hypothesis where stress increases, so do
performance and general well-being (eustress); when stress levels reach an optimal
level (the highest point of the curve), performance reaches its peak. A person at this
stress level is colloquially at the top of their game, meaning they feel fully energized,
focused, and can work with minimal effort and maximum efficiency. But when stress
exceeds this optimal level, it is no longer a positive force—it becomes excessive and
debilitating, or what Selye termed distress (from the Latin dis = “bad”). People who
reach this level of stress feel burned out; they are fatigued, exhausted, and their
performance begins to decline. If the stress remains excessive, health may begin to
erode as well.
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A good example of distress is severe test anxiety. When students are feeling
very stressed about a test, negative emotions combined with physical symptoms may
make concentration difficult, thereby negatively affecting test scores. If a person
appraises an event as harmful and believes that the demands imposed by the event
exceed the available resources to manage or adapt to it, the person will subjectively
experience a state of stress. In contrast, if one does not appraise the same event as
harmful or threatening, she is unlikely to experience stress. According to this
definition, environmental events trigger stress reactions by the way they are
interpreted and the meanings they are assigned. In short, stress is largely in the eye of
the beholder: it’s not so much what happens to you as it is how you respond (Selye,
1976).
Khan (2003) found that less time period to accomplish many modules would
lead to students’ stress. Safree, Yasin and Dzulkifli (2010) also indicated the same
results and they also found that depression, anxiety, and stress are negatively
correlated with academic achievement. Furthermore, they found out that stress is
inversely proportional to academic achievement which means that the higher the
stress, the lower the academic achievement of students.
The study of Hupbach & Fieman (2012) Research shows that moderate
stress can enhance both immediate and delayed recall of educational material. In
their study, it was shown that male participants who memorized a scientific text
passage had improved memory of the passage immediately after exposure to a mild
stressor.
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Conclusion
Academic stress is a complex and diverse concept. It truly depends on the
student’s capacity of handling stress and how they will make it an affect to their
academic performance. Meaning to say it is different for everyone. Academic
performance has a significant bond to academic stress. From how complex academic
stress is, it will always have a somewhat effect to a student’s academic performance,
in terms of bad and good. The causes and effects of academic stress are a lot, to say
the less. In terms of personal life, financial stability, academic results, relationship
with peers, and various more. Causes of academic stress are not even always just
about academics, the boarder of these could go way beyond to a student’s personal
matters and it is the same for the effects of academic stress. It does not only affect a
student’s academic results, but also their lives outside of school. It has been proven
how effective academic stress is to a student’s life, even beyond their school. It was
identified by (Lee & Larson) that academic stress is the primary cause of these
alarming figure. Hence, it is very important to keep our students in healthy learning
environment provided by teachers and the parents of the students.
Although, there is a lot of written works about the causes of academic stress,
there is little written about how the education system of the country could be one of
the main causes of a student’s academic stress and its effects. In the recent years,
reports have claimed that the lessons graduate students in the Philippines learned and
tackled in high school hasn’t brought any significant impact to their current lives as
adults and it has only stressed and tire out them in their teenage years. It can also be
considered that high dropout rates, low pupil performance, poor teacher quality in a
system where teachers are central to education process, irrelevant learning materials,
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excessive centralization, and inadequate financial resources are the effects of the
current education system of the country. It brings up to the question, does the
country’s education system have a significant contribution in a student’s academic
stress and academic performance?

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Chapter 3
RESEARCH METHODOLOGY
This chapter presents the methodology employed in this study that includes
the research design, research environment, research respondents and sampling
design, research instruments, scoring information, data gathering procedure,
statistical treatment of data, and ethical consideration.
Research Method
The study utilized descriptive -correlational research design. Descriptive-
correlational study design is a research design that is used to describe the relationship
between two or more variables. It involves collecting data on the variables of interest
and then analyzing the data to determine if there is a relationship between them
(Cresweii, 2014).In the context of this study, the researchers correlated the two
variables academic stress and academic performance.
Research Respondents
The student respondents who participated in the study came from the
different grade levels of the Junior Science, Technology, and Engineering Program
(STE). The STE students were chosen as subjects because the researchers believed
that they were the category of students vulnerable to academic stress since their
workloads or academic subjects were greater than those from the regular classes.
Sampling Method
In determining the sample of the respondents, 28 (10%) of the respondents
from Junior STE curriculum were considered since that was the minimum
requirement of sample size in a quantitative study. Disproportionate stratified
sampling procedure was applied. This sampling procedure is a probability sampling

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method in which the selection of the respondents was random from different groups
or strata chosen by the respondents. The respondents chose grade level as the basis
for strata classification since it was the common characteristic that divided the
respondents into major groups with sufficient population in each group.
Table A
Disproportionate Allocation Stratified Sampling Science, Technology, and
Engineering Junior High School Students.
Strata Stratum Size Percentage Sample Size Percentage

Grade 7 64 23% 7 25%
Grade 8 72 25% 7 25%
Grade 9 77 27% 7 25%
Grade 10 70 25% 7 25%
Total 283 100% 28 100%
Research Instruments
The research instrument was a survey-checklist. The first section was about
the demographic items of the school administrators’ respondents such as their age,
sex, grade level and academic rank. The second section was about the academic
stress consisting of ten (10) items was measured in a four-point likert
scale.Meanwhile, the third section was about the academic performance of the
students. The academic performance of the students consisting of ten (10) items was
measured in a four-point likert scale. Table B depicted the parts of the research
instrument.
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Table B
Parts of the Survey-Checklist
Parts Number of Items
Part I- Demographic Profile 4
Part II - Academic Stress 10
Part III - Academic Performance 10
Reliability of the Research Instrument
The research instrument was pilot - tested to 20% of the respondents. Cronbach
alpha was computed to measure the internal consistency of the items. Cronbach’s
alpha is a measure used to assess the reliability or internal consistency of a set of
scale or test items. It is computed by correlating the score for each observation and
then comparing that to the variance for all individual item scores. The reliability
coefficient of 0.7 or higher is considered acceptable or reliable.
Scoring Procedure
The data gathered from the questionnaire were scored and interpreted. To score the
academic stress and academic performance, the following numerical rating, mean
value, verbal description and interpretation were used as shown in Table C and D
respectively.
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Table C
Mean Indices of Four-Point Likert Scale used Academic Stress
Numerical Verbal Mean Value Interpretation

Rating Description
4 High 3.26-4.00 The student always demonstrates

high stress.
3 Moderate 2.6-3.25 The student demonstrates

moderate stress
2 Low 1.76-2.5 The student demonstrates low
stress.
1 Very Low 1.00-1.75 The student demonstrates very

low stress.
Table D
Mean Indices of Four-Point Likert Scale used in Academic Performance
Numerical Verbal Description Mean Value Interpretation
Rating
4 High 3.26-4.00 The student always

demonstrates high academic
performance.
3 Moderate 2.6-3.25 The student demonstrates
moderate academic
performance.
2 Low 1.76-2.5 The student demonstrates
low academic performance
1 Very low 1.00-1.75 The student demonstrates

very low academic
performance.
Data Gathering Procedure
Upon the recommendation of the panel members to conduct the study, the res
earcher requested an endorsement from the research adviser to gather the needed data.
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When the endorsement from the research adviser was sought after the validity and
reliability of the instrument was established, the researcher then requested a research
ethics clearance. After the ethics clearance was secured, the approval from the Dapita
n City NHS school principal was sought.
Statistical Treatment of Data
The study used the following descriptive and inferential statistical tools:
Frequency and Percentage. The frequency and percentage distribution was
used to describe the demographic profile of the Elementary teachers and school
heads.
Mean. This was used to determine the school heads’ leadership competency
level and teachers ‘performance.
Independent t-test. This was used for significant difference test for academic
stress and academic performance in two independent groups.
One Way ANOVA. This was used for significant difference test for academic
stress and academic performance in three or more independent groups.
Pearson Moment Correlation Coefficient. This was used for significant
relationship test between academic stress and academic performance.
The researchers used JAMOVI application for all the statistical tests for this study.
Five percent (5%) level of significance was used as basis for rejecting and accepting
the null hypothesis (Ho).
Ethical Consideration
Research ethics clearance was sought before conducting the survey. Autonomy for
the respondents was respected. It was done by informing them about the details of
the research study and giving them the freedom to decide for themselves whether to
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take part or not through the process of informed consent. Written informed consent
for the participants was obtained before conducting the survey. This consisted of two
parts. The first part is the information sheet, and the participants were informed with
the following: a) introduction; b) purpose of the research; c) participant selection; d)
voluntary participation; e) procedure f) duration; g) risks; h) confidentiality; i) right
to refuse or withdraw any time, and j) questions for inquiry. The second part is the
certificate of consent wherein there was.

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Chapter 4
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
This chapter presents the results of the study in tabular form followed by analysis and
interpretation of data. Discussion of the study is determined by the current data being compared
or in contrast of the other existing variables in the study.
Table 1.1
Age of the Respondents
Age f %
11-13 years old 8 28.6
14-16 years old 20 71.4
Total 28 100.0
Table 1.1 presents the following respondents of the survey of the study in terms of age,
they are categorized in two age groups; respondents in ages 11-13 and 14-16. The table shows
the numbers and percentage in each of the age groups and total respondents of the study. The
majority of the respondents are in the age group, 14-16 (71.4%) while the minority of the
respondents belongs in the 11-13 (28.6%) age group.
There is a relationship between age and academic stress, as younger students tend to
experience more academic stress than older students (Goudas, M., Biddle, S. J. H., & Fox, K. R.,
1994). The study does not focus specifically on age and academic stress, it does demonstrate
how various factors such as perceived competence and the motivation to succeed impact the
stress levels experienced by students.

26
Table 1.2
Sex of the Respondents
Sex f %
Female 14 50.0
Male 14 50.0
Total 28 100.0
Table 1.2 presents the sex of the respondents categorized by either female or male. The
table shows the number and percentage of the sexes. Among the respondents, it shows that in
each of the two sex, there is 14 (50%) in female and 14 (50%) in male. Indicating there is an
equal distribution of respondents in each of the sexes.
Table 1.3
Grade level of the Respondents
Grade Level f %
Grade 7 7 25.0
Grade 8 7 25.0
Grade 9 7 25.0
Grade 10 7 25.0
Total 28 100.0
Table 1.3 presents the respondents in terms of their academic grade level exclusively only
in junior high school. The following respondents from each grade level follows the arrangement
of the K-12 curriculum. Thus, it further on presents the number and percentage of respondents
from the grade levels: 7, 8, 9, and 10. The table shows that there are exactly 7 respondents in
each grade level. The researchers took 10% of the STE’s junior high population, equating a total
of 28 needed respondents for the study to be conducted, hence the sample size of 28. This then
lead for the researchers to take 7 respondents in each grade level for a balance sample size for
their study.
27
A study by Watson et al. (2018) found that stress levels were highest among second-year
students, and that academic stress was mainly attributed to the workload, time management, and
difficulty of coursework. Coping mechanisms included seeking support from peers and
instructors, and engaging in hobbies and leisure activities. Overall, this study suggests that
academic stress varies across grade levels and is influenced by a range of factors related to
academic demands and individual coping strategies.
Table 1.4
Academic Rank of the Respondents
Academic rank f %
With honors (90-94%) 5 17.9
With high honors (95-97%) 7 25.0
With highest honors (98-100%) 16 57.1
Total 28 100.0
Table 1.4 presents the respondents in terms of their current academic rank in the school
year, 2022-2023. Their academic rank is categorized by the curriculum’s current basing of
honorary students. The table shows the number and percentage of the honorary ranking of the
respondents. Among the respondents, the majority are with highest honors, consisting of 16
(57.1%) of respondents. Following with 7 (25.0%) of respondents that are with high honors, and
the remaining 5 (17.9%) belonging to the with honors group of students.
Table 2
Academic Stress of the Respondents
Statement Mean Description

1. I feel overwhelmed by the amount of 3.11 Moderate
academic workload.
2. I often worry about my academic 3.29 High
performance.
Continuation of Table 2
28
3. Meeting deadlines for assignments and exams 3.46 High

causes me stress.
4. I frequently experience difficulty 3.14 Moderate
concentrating on my studies.
5. Academic pressures negatively affect my 3.25 Moderate
physical and mental well-being.
6. I often experience anxiety before exams or 3.07 Moderate
important academic events.
7. I feel significant pressure to achieve high 3.43 High
grades.
8. Balancing academic responsibilities with other 3.14 Moderate
aspects of my life is challenging.
9. I often compare my academic achievements to 3.14 Moderate
those of my peers, causing stress.
10. I find it difficult to cope with academic 3.29 High
setbacks or failures.
Overall weighted mean 3.23 Moderate
Table 2 presents the overall academic stress levels of the respondents. The levels of stress
levels in the respondents are categorized as very low (1.0-1.75), low (1.76-2.5), moderate (2.6-
3.25), and high (3.26-4.00). The table shows the mean of each statement that was previously
answered by the respondents and the description of their stress level. Among the respondents’
response to the statements, 6 of their response to the statements indicate they experience
moderate stress levels while 4 of their responses contain high stress levels results. It can be
considered that most of the respondents are experiencing moderate to intense levels of stress.
The table shows that 6 of the responses given by the respondents experience in
overwhelming stress when introduced with workload, frequently experience difficulty
concentrating on their studies, academic pressures negatively affect their physical and mental
well-being, often experiencing anxiety before exams or important academic events, balancing
academic responsibilities with other aspects of their lives is challenging, often comparing their
academic achievements to those of their peers, causing stress.
And in 4 of their responses concludes that they experience high stress levels with the
existing factors causing these; often worry about their academic performance, meeting deadlines
29
for assignments and exams, pressure in having high grades, and difficulty of coping with
academic setbacks and failures.
In conclusion, the overall mean of the students’ academic stress level is moderate.
Identified sources of academic-related stress have included fear of falling behind with
coursework, finding the motivation to study, time pressures, financial worries, and concern about
academic ability (Tyrrell, 1992). Psychological distress is reported especially among those who
fail to succeed academically (Essandoh, 1995). Additionally, students report stress over
struggling to meet academic standards, time management worries, and concerns over grades
(Olpin, 1997). Many international students rank in the top levels of their native country schools,
and their expectations about academic performance in a new educational environment may be
unrealistically high (Mori, 2000).
Table 3
Academic Performance of the Respondents
Statement Mean Description

1. I find it easy to concentrate and stay focused 2.43 Moderate
on my studies.
2. I feel confident in my ability to meet the 2.39 Moderate
academic expectations of my program.
3. I consistently strive for improvement in my 3.18 Moderate
4 I feel well-prepared for tests and exams in 2.54 Moderate
my courses.
5. I have a clear understanding of the 2.68 Moderate
expectations and requirements for each of my
courses.
6. I actively participate in class discussions 3.04 Moderate
and engage with course material.
7. I complete assignments and submit them on 2.79 Moderate
time.
8. I have a good understanding of the subject 2.82 Moderate
matter in my courses.
Continuation of Table 3
30
9. I regularly review and revise my notes and 2.79 Moderate

course materials to reinforce learning.
10. I consistently achieve the grades I expect in 2.79 Moderate
my courses.
Overall weighted mean 2.74 Moderate
Table 3 presents the academic performance of the respondents. The level of their
academic performance is categorized as low (1.0-1.75), moderate (1.76-2.5), high (2.6-3.25), and
very high. The table shows the mean of the respondents’ response to each statement and
description of the level of their academic performance. Among the respondents’ response to each
statement, all of them have moderate academic performances. It can be considered all of them
have well-handled academics even with the moderate to high stress levels.
The table shows that all of the respondents experience finding it easy to concentrate and
stay focused on their studies, feel confident in their abilities to meet the academic expectations of
their program, consistently strive for improvement in their academic performance, feel well-
prepared for tests and exams in their courses, have a clear understanding of the expectations and
requirements for each of their courses, can easily understand lessons, consistently reviewing and
meeting their own expectations from themselves in their academics even with the intensity of
their stress levels.
Everly & Lating (2002) demonstrates the relationship of stress and performance using the
model inverted U hypothesis where stress increases, so do performance and general well-being
(eustress); when stress levels reach an optimal level (the highest point of the curve), performance
reaches its peak. A person at this stress level is colloquially at the top of their game, meaning
they feel fully energized, focused, and can work with minimal effort and maximum efficiency.
31
Table 4.1
Hypothesis Test for Academic Stress vs. Age
Statements F P Decision Interpretation

1. I feel overwhelmed by the .001 .932 Accept Ho Not significant
amount of academic workload.
2. I often worry about my .422 .528 Accept Ho Not significant
3. Meeting deadlines for 2.149 .173 Accept Ho Not significant
assignments and exams causes me
stress.
4. I frequently experience .239 .636 Accept Ho Not significant
difficulty concentrating on my
studies.
5. Academic pressures negatively
affect my physical and mental 1.304 .276 Accept Ho Not significant
well-being.
6. I often experience anxiety 1.586 .233 Accept Ho Not significant
before exams or important
academic events.
7. I feel significant pressure to 4.030 .071 Accept Ho Not significant
achieve high grades.
8. Balancing academic .006 .944 Accept Ho Not significant
responsibilities with other aspects
of my life is challenging.
9. I often compare my academic .856 .373 Accept Ho Not significant
achievements to those of my
peers, causing stress.
10. I find it difficult to cope with 3.309 .093 Accept Ho Not significant
academic setbacks or failures.
Table 4.1 shows the significance of age in the academic stress levels of the respondent’s
responses to the statements given. The table presents the significance of academic stress and the
respondents’ ages. The study (p>.05) found that there is no significance of stress to the
respondents’ ages.
32
Based on the statistical analysis, all of the statements indicate that there is not a
significant relationship between academic pressures and mental health/well-being and the age of
the respondents, thus accepting the null hypothesis. Therefore, it is not possible to draw any
conclusions or make any significant interpretations from these statements.
Lee, Y. S., & Kim, Y. K. (2017) found that the relationship between age and academic
stress is complex and can be easily influenced by different factors such as self-efficacy and
academic performance. They did not conclude that older students experience less or more
academic stress compared to younger students, but rather focused on exploring the factors that
impact academic stress in students of different ages. Their study suggests that there is a need for
further research to fully understand the relationship between age and academic stress.
Table 4.2
Hypothesis Test for Academic Stress vs. Sex
Statements T P Decision Interpretation

1. I feel overwhelmed by the -.252 .803 Accept Ho Not significant
2. I often worry about my .000 1.000 Accept Ho Not significant
3. Meeting deadlines for .268 .791 Accept Ho Not significant
assignments and exams causes
me stress.
4. I frequently experience .000 1.000 Accept Ho Not significant
studies.
5. Academic pressures -.265 .793 Accept Ho Not significant
negatively affect my physical
and mental well-being.
6. I often experience anxiety .000 1.000 Accept Ho Not significant
academic events.
8. Balancing academic 1.981 .058 Reject Ho Significant
responsibilities with other
Continuation of Table 4.2
33
9. I often compare my academic 1.229 .230 Accept Ho Not significant

10. I find it difficult to cope with -2.280 .031 Reject Ho Significant
Table 4.2 presents the significance of sex in the academic stress levels of the
respondents. The study shows (p>.05) that most of the statements indicate that there is not a
significant relationship between the academic stress and mental health/well-being and the sex
(gender) of the respondents. However, two of the statements, "Balancing academic
responsibilities with other aspects of my life is challenging" and "I find it difficult to cope with
academic setbacks or failures," have a significant relationship with mental health/well-being.
This suggests that these two statements can have a greater impact on an individual's mental
health compared to other academic pressures. It's important to note that these results are specific
to the data analyzed and may not be applicable to all individuals or situations.
One study published in the Archives of Sexual Behavior found that women who
experienced higher levels of academic stress had lower levels of sexual satisfaction. However, it
is important to note that these studies are not definitive and more research is needed to fully
understand the relationship between academic stress and sex (Lewis, M. A., McInnis, M. A., &
Berg, C. L., 2017). Another study published in the Journal of Sex Research found that college
students who reported higher levels of academic stress also reported lower levels of sexual desire
and sexual activity (Walsh, J. A., Jones, R.K., Golub, A., 2018).
34
Table 4.3
Hypothesis Test for Academic Stress vs. Grade Level

Rule
2. I often worry about my 1.117 .378 Accept Ho Not significant
me stress.
4. I frequently experience .457 .717 Accept Ho Not significant
studies.
5. Academic pressures
negatively affect my physical 2.467 .108 Accept Ho Not significant
6. I often experience anxiety .943 .448 Accept Ho Not significant
academic events.
7. I feel significant pressure to .211 .887 Accept Ho Not significant
aspects of my life is
challenging.
9. I often compare my 3.093 .065 Accept Ho Not significant
academic achievements to
those of my peers, causing
stress.
10. I find it difficult to cope .987 .429 Accept Ho Not significant
with academic setbacks or
failures.
Table 4.3 presents the significance of grade level affecting the academic stress levels of
the respondents. The study (p>.05) indicates that there is not a significant relationship between
academic pressures and the mental health/well-being of the respondents. Therefore, it is not
possible to draw any conclusions or make any significant interpretations from these statements.
35
Only one statement, "I often compare my academic achievements to those of my peers, causing
stress," has a p-value (.065) close to the significance level, suggesting that there may be a
potential relationship between this type of academic pressure and mental health/well-being.
These results indicate that academic pressures may not have a significant effect on the
mental health of individuals, or that other factors such as coping mechanisms or support
networks may be more influential. However, further research is needed to fully understand the
complex relationships between academic pressures and mental health.
There have been numerous studies exploring the relationship between academic stress
and grade level in students. Some studies suggest that academic stress levels tend to increase as
students’ progress to higher grade levels, while other studies have found no significant
differences in academic stress between different grade levels.
A study by Zhang and colleagues (2019) found that academic stress levels in Chinese
high school students increased significantly as they progressed through the different grades.
Another study by Morris and colleagues (2017) found that academic stress levels were highest in
college sophomores compared to freshmen or juniors/seniors.
However, there are also studies such as those by Elmore and colleagues (2016) and Anari
and colleagues (2017) that found no significant differences in academic stress levels between
different grade levels. It's important to note that the results of these studies can vary and are
dependent on various factors, including the cultural context, educational setting, and individual
factors. Further research is needed to fully understand the relationship between academic stress
and grade level.

36
Table 4.4
Hypothesis Test for Academic Stress vs. Academic Rank

2. I often worry about my 2.776 .103 Accept Ho Not significant
me stress.
4. I frequently experience
difficulty concentrating on my .103 .904 Accept Ho Not significant
studies.
5. Academic pressures 3.760 .056 Reject Ho Significant
negatively affect my physical
6. I often experience anxiety .397 .684 Accept Ho Not significant
academic events.
9. I often compare my academic .261 .776 Accept Ho Not significant
10. I find it difficult to cope with .251 .783 Accept Ho Not significant
Table 4.4 presents the significance of the academic rank of the respondents academic
stress levels. The study (p>0.05) shows the statistical values include the F-values, T/P-values,
decision, and interpretation of each statement. Based on the results, statement 5 was found to be
statistically significant in terms of its relationship with academic stress, while the remaining
37
statements were not found to be significant. The statements 1-4, 6, 7, 8, 9, and 10 were not found
to be statistically significant in terms of the relationship of academic rank with academic stress.
However, statement 5 was found to be statistically significant, suggesting that academic
pressures do have a negative impact on physical and mental well-being.
"Academic Rank, Distress, and Performance: A Longitudinal Study" by S. N. Elliott, C.
W. Reynolds, and J. F. Dickey (2010) examines the relationship between academic rank, distress,
and performance over a period of four years. The authors found that higher academic rank was
associated with increased levels of distress and decreased performance. They also found that
students with higher rankings initially experienced greater distress, but that this effect diminished
over time. Finally, the study found that the relationship between academic rank and distress was
mediated by academic performance, such that high levels of distress were more likely to lead to
poorer performance for students at lower academic ranks. Overall, the study suggests that
academic stress is a significant issue for students, and that strategies to manage stress are
important for optimizing academic performance.
Table 5.1
Hypothesis Test for Academic Performance vs. Age

1 I find it easy to concentrate .704 .415 Accept Ho Not significant
and stay focused on my studies.
2. I feel confident in my ability .327 .574 Accept Ho Not significant
to meet the academic
expectations of my program.
3. I consistently strive for .112 .741 Accept Ho Not significant
improvement in my academic
performance.
4 I feel well-prepared for tests .168 .689 Accept Ho Not significant
and exams in my courses.
38
5. I have a clear understanding .655 .434 Accept Ho Not significant

of the expectations and
requirements for each of my
courses.
6. I actively participate in class .201 .660 Accept Ho Not significant
discussions and engage with
course material.
7. I complete assignments and 1.646 .223 Accept Ho Not significant
submit them on time.
8 I have a good understanding .869 .362 Accept Ho Not significant
of the subject matter in my
courses.
9. I regularly review and revise
my notes and course materials
to reinforce learning. .028 .868 Accept Ho Not significant
10. I consistently achieve the .869 .367 Accept Ho Not significant
grades I expect in my courses.
Table 5.1 presents the significance of age in the academic performance of the
respondents. The study (p>.50) shows that none of the statements show a significant relationship
with academic performance. In other words, the data suggests that the respondents' agreement or
disagreement with these statements does not have a meaningful impact on their academic
performance. Therefore, the null hypothesis is accepted for all statements.
"The impact of age on academic performance amongst first-year medical students" by
K. Rankin and N. Harden (2014) is a study that explores the relationship between age and
academic performance among first-year medical students. The study found that, in general,
younger medical students tended to perform better academically than their older peers. The
authors suggest that this difference could be due to a range of factors, including better
preparation for the academic demands of medical school among younger students and the
potential impact of work and family commitments on older students' ability to focus on their
studies. Importantly, the authors caution that this age-based difference in academic performance
39
should not be taken as an absolute predictor of individual performance, as many other individual
factors can also play a role. Overall, the study adds to the growing body of research examining
the complex relationships between age, preparation, and academic performance in the medical
education field
Table 5.2
Hypothesis Test for Academic Performance vs. Sex
Statements T P Decision Interpretation

1. I find it easy to concentrate -1.894 .069 Accept Ho Not significant
2. I feel confident in my ability 1.876 .072 Accept Ho Not significant
3. I consistently strive for -.779 .443 Accept Ho Not significant
performance.
4. I feel well-prepared for tests 2.733 .011 Reject Ho Significant
5. I have a clear understanding 1.235 .228 Accept Ho Not significant
courses.
6. I actively participate in class 1.387 .177 Accept Ho Not significant
course material.
7. I complete assignments and 1.578 .127 Accept Ho Not significant
8. I have a good understanding 1.780 .087 Accept Ho Not significant
courses.
9. I regularly review and revise 0.544 .591 Accept Ho Not significant
to reinforce learning.
10. I consistently achieve the -3.399 .002 Reject Ho Significant
40
Table 5.2 presents the significance of sex in the academic performance of the
respondents. The study (p>.05) shows that statements 4 and 10 show a significant relationship
with academic performance. Statement 4 suggests that feeling well-prepared for tests and exams
is associated with better academic performance, while statement 10 suggests that not achieving
expected grades is associated with poorer academic performance. All other statements did not
show a significant relationship with academic performance. Therefore, the null hypothesis is
rejected for statements 4 and 10, and accepted for all other statements.
Some studies show that there are no significant differences between academic
performance and sex, while other studies show contradictory results. For example, one study by
Oltman and Richman (2007) found that there were no significant differences between male and
female undergraduate students in overall academic performance, although there were some
differences in specific subject areas.
Another study by Mottet and Balogh (2011) found that female students had higher
overall GPAs than male students in undergraduate business programs. However, it's important to
note that results can vary by field of study and educational level, and that other factors such as
socioeconomic status and cultural background can contribute to differences in academic
performance. Further research is needed to fully understand the relationship between sex and
Table 5.3
Hypothesis Test for Academic Performance vs. Grade Level

Rule
1 I find it easy to concentrate 1.503 .260 Accept Ho Not significant
41

3. I consistently strive for 2.897 .076 Accept Ho Not significant
performance.
4. I feel well-prepared for tests 1.835 .192 Accept Ho Not significant

courses.
6. I actively participate in class .556 .653 Accept Ho Not significant
course material.
7. I complete assignments and 6.062 .008 Reject Ho Significant
8 I have a good understanding 1.348 .104 Accept Ho Not significant
courses.
9. I regularly review and revise .489 .696 Accept Ho Not significant
to reinforce learning.
Table 5.3 presents the significance of grade level of the academic performance of the
respondents. The study (p>.05) shows that only statement 7 ("I complete assignments and submit
them on time") shows a significant relationship with academic performance. Specifically,
completing assignments on time is associated with better academic performance. All other
statements did not show a significant relationship with academic performance. Therefore, the
null hypothesis is rejected for statement 7, and accepted for all other statements.
Mau (1997) conducted a study to identify the factors that affect overall and ethnic-
minority achievement in high school. The study found that grade level and academic preparation
42
were important predictors of academic performance, with higher grade levels and greater
academic preparation associated with better academic achievement.
Liem and Martin (2011) investigated the relationship between peer relationships and
academic performance among Korean high school students. The study found that having positive
peer relationships was associated with better academic performance, particularly for students in
lower grade levels.
Table 5.4
Hypothesis Test for Academic Performance vs. Academic Rank

1 I find it easy to concentrate 1.547 .265 Accept Ho Not significant
3. I consistently strive for 4.764 .031 Reject Ho Significant
performance.
4. I feel well-prepared for tests 2.036 .190 Accept Ho Not significant
courses.
6. I actively participate in class 2.763 .115 Accept Ho Not significant
course material.
7. I complete assignments and 8.973 .005 Reject Ho Significant
8 I have a good understanding of 5.406 .027 Reject Ho Significant
the subject matter in my
courses.
9 I regularly review and revise .600 .568 Accept Ho Not significant
my notes and course materials to
reinforce learning.
43

Table 5.4 presents the significance of academic rank in the academic performance of the
respondents. Study (p.05) shows that statements 3, 7, and 8 show a significant relationship with
academic performance. That is, consistently striving for improvement, completing assignments
on time, and having a good understanding of the subject matter are associated with better
academic performance. All other statements did not show a significant relationship with
academic performance. Therefore, the null hypothesis is rejected for statements 3, 7, and 8 and
accepted for all other statements.
There have been a variety of studies examining the relationship between academic
performance and academic rank across various educational contexts. These studies have explored
the role of academic rank as a potential predictor of academic success and assessed whether
individuals at higher academic ranks have higher levels of academic achievement. Some notable
studies in this area include;
"Career maturity and academic rank: A study of high school students with learning
disabilities" by T.A. Spector and G.L. Taylor (1983) study found that students with higher levels
of career maturity tended to have higher levels of academic rank. The results suggest that career
maturity may be an important factor in predicting academic success among students with
learning disabilities. The study provides valuable insights into ways in which career counselling
may be used to support academic success among high school students with learning disabilities.
"Academic rank, distress, and performance: A longitudinal study" by S.N. Elliot, C.W.
Reynolds, and J.F. Dickey (2010) the study showed that higher academic rank was associated
44
with higher levels of stress and lower performance. The findings suggest that academic stress is a
significant issue for college students, and that efforts to mitigate stress may help improve
academic performance over time. The authors call for further research in this area to better
understand the complex relationship between stress and academic performance.
Table 6
Hypothesis Test for Significant Relationship between Academic stress and Academic
Performance
Variables Pearson r P value Decision Rule Interpretation

Correlated
Academic
Stress and
Academic -.189 .336 Accept Ho Not significant
Performance
Table 6 presents the significant relationship between academic stress and academic
performance basing off of the respondent’s responses of the survey. The study shows (p>0.05)
that based on the Pearson correlation coefficient and p-value, there is no significant correlation
between academic stress and academic performance. The p-value is above the commonly used
threshold of 0.05, indicating that the results are not statistically significant. Therefore, the null
hypothesis is accepted, suggesting that there is not enough evidence to support a relationship
between academic stress and academic performance in this study.
Ngo and Jou's (2018) study explored the relationship between academic stress, parental
pressure, anxiety and mental health among Asian-American students. The authors conducted a
survey of 112 Asian-American college students and found that academic stress and parental
45
pressure were both positively associated with anxiety and negatively associated with mental
health. The authors suggest that increased support from parents and the development of stress
management strategies may help to alleviate the negative effects of academic stress among
Asian-American students.
Sahu's (2019) study is a systematic review that aimed to evaluate the relationship
between academic stress and academic performance among undergraduate students in India. The
author conducted a comprehensive search of relevant literature and identified 23 studies that met
the inclusion criteria. The studies were then systematically reviewed and the findings were
synthesized. The review found that academic stress has a negative impact on academic
performance among undergraduate students in India. The review also identified several factors
that contribute to academic stress among students, including academic workload, pressure from
parents and peers, and poor time management skills.

46
Chapter 5
SUMMARY FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Findings
The following are the results of the study summarized according to themes:
1. The majority of participants from junior high school STE program belonged to the
age group 11-16, with an even split between male and female. Additionally, most of
the students achieved the highest academic rank of "With highest honors" while the
rest achieved "With high honors" and achieved "With honors”.
2. Most of the students under the curriculum Science, Technology, & Engineering of
Dapitan City National High School reported to have moderate levels of academic
stress.
3. All of the students of Science, Technology, & Engineering of Dapitan City
National High School were reported to have moderate levels of academic
performance resulting in the survey answered by the participants.
4.1 There was no significant difference in the stress level of the students who were
analysed in terms of age.

47
4.2 The hypothesis of stress level vs. sex indicated there is a significant difference of
the participants’ stress levels in terms of age with the statements, “Balancing
academic responsibilities with other aspects of my life is challenging,” and “I find it
difficult to cope with academic setbacks or failures” being significant to the
relationship of academic stress and sex.
4.3 The hypothesis test of academic stress vs. grade level have reported to have no
significant difference in terms of the students of Science, Technology, & Engineering
of Dapitan City National High School’s grade level.
4.4 The hypothesis test of academic stress vs. academic rank indicate that there is a
significant difference of the participants of academic stress and academic rank with
the statement, “Academic pressures negatively affect my physical and mental well-
being,” being significant.
5.1 The hypothesis test of academic performance vs. age has reported to have no
significant difference in terms of the students of Science, Technology, & Engineering
of Dapitan City National High School’s ages.
5.2 The hypothesis test for the relationship between academic performance and the
sex of the participants indicate that out of the ten statements studied, two - feeling
well-prepared for tests and achieving expected grades - showed a significant
difference between male and female participants.
5.3 The hypothesis test for the relationship between academic performance and grade
level of the participants have reported that there is a significant difference in their
performance in terms of grade level with the statement “I complete assignments and
submit them on time” being significant.

48
5.4 The hypothesis test for the academic performance vs. academic rank have
reported to have found to be significant, and thus the null hypothesis was rejected for
these statements. Students who consistently strive for improvement in their academic
performance, complete their assignments on time, and have a good understanding of
the subject matter in their courses are likely to have better academic performance.
6. The correlation matrix analysis between academic stress and academic
performance among students reveal that there is no significant relationship between
academic stress and academic performance, as indicated by the acceptance of the null
hypothesis. Therefore, academic stress does not seem to affect the academic
performance of students.
Conclusion
In conclusion, the results of this study indicate that while students generally
experience moderate levels of academic stress and pressure, these factors do not
appear to have a significant impact on their academic performance. Other factors
such as sex, grade level, and academic rank may play a more significant role in
determining academic performance. Additionally, while some students report having
trouble balancing academic responsibilities with other aspects of their lives, this does
not seem to significantly impact their academic performance. The study also suggests
that while students may worry about academic performance and feel pressure to
achieve high grades, these attitudes do not have a significant impact on their
academic performance. Instead, factors such as striving for improvement, completing
assignments on time, and understanding the subject matter in their courses may be
more important for academic success. The findings of this study may have
implications for efforts to support student success in academic settings. For example,
49
efforts to provide targeted support for students who struggle with academic setbacks
or failures may be particularly effective in promoting academic success. Similarly,
efforts to encourage students to focus on improving their academic performance
rather than simply achieving high grades may help to promote a growth mind-set and
lead to better academic outcomes. While this study provides important insights into
the experiences of students and factors that may impact academic performance,
further research is needed to fully understand the complex interactions between
different variables and their impact on student success.
Recommendation
The following are the recommendations of study.
1. Therapy Recommendation
Supporting students in balancing academic responsibilities with other aspects
of their life: The study shows that balancing academic and personal responsibilities is
a challenge for many students. Encouraging students to prioritize self-care and time
management can help reduce stress and improve overall academic performance.
2. Good Practice Recommendation
2.1 Providing targeted support for students who struggle with academic setbacks
or failures: Students who experience academic setbacks or failures may require
additional support to refocus and get back on track.
2.2 Providing access to tutoring, counselling, or other support services can help
these students overcome their challenges and improve their academic performance.
3. Recommendation for Growth and Development

50
3.1 Encouraging students to adopt a growth mind-set: Rather than focusing
solely on achieving high grades, students should be encouraged to view academic
challenges as opportunities for growth and improvement.
3.2 By emphasizing the process of learning and personal growth, students will
be better equipped to handle academic stress and improve their overall academic
performance.
4. Inclusivity Recommendation
4.1 Considering sex and grade level as potential factors in understanding
students' academic performance: Our study found that sex and grade level may
impact student academic performance, highlighting the importance of considering
these factors when developing strategies to support students.
4.2 This information can help educators tailor their approaches to meet the
specific needs of individual students. For instance, interventions may need to be
adjusted for boys and girls or for students at different grade levels in order to
effectively support their academic success.

51
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Appendix “A”
RESEARCH QUESTIONNAIRE
Dear Participant,
We are inviting you to participate in this research by completing the following survey.
The aim of this research is to gather data pertaining to academic stress and academic
performance. The questionnaire will require approximately 3-5 minutes to complete. Thank you
for taking your time in assisting us with this research. Under no circumstances are you obliged to
answer any of the questions, however, in doing so will greatly assist us in completing this
research and enhancing the understanding of this research focus. The data collected will remain
confidential and used solely for academic purposes.
Sincerely,
Researchers
_______________________________________________________________________
59
I. DEMOGRAPHIC PROFILE
Direction: Below are personal information required in my research study. Please encircle the
most appropriate response.
.
1. Age
A. 11-13
B. 14-16
C. 17-19
2. Sex
A. Male
B. female
3. Grade Level
A. Grade 7 B. Grade 8
B. C. Grade 9 D. Grade 10
4. Academic Rank
A.With Highest Honor C. With Honors
B.With High Honors D. None
Part II. Academic Stress
Instruction: Please indicate your level of agreement with each statement by selecting the
appropriate response on a scale of 1 to 4, where 1 represents "Strongly Disagree," 2 represents
"Disagree," 3 represents "Agree," and 4 represents "Strongly Agree."
60
Statements Scale
1 2 3 4
1. I feel overwhelmed by the amount of academic workload.
2. I often worry about my academic performance.
3. Meeting deadlines for assignments and exams causes me stress.
4. I frequently experience difficulty concentrating on my studies.
5. Academic pressures negatively affect my physical and mental well-
being.
6.I often experience anxiety before exams or important academic events.
7.I feel significant pressure to achieve high grades.
8.Balancing academic responsibilities with other aspects of my life is
challenging.
9. I often compare my academic achievements to those of my peers,
causing stress.
10.I find it difficult to cope with academic setbacks or failures.
Part III. Academic Performance

61
Instruction: Please indicate your level of agreement with each statement by selecting the
appropriate response on a scale of 1 to 4, where 1 represents "Strongly Disagree," 2 represents
"Disagree," 3 represents "Agree," and 4 represents "Strongly Agree."
Academic Performance Indicators Scale
1 2 3 4
1 I find it easy to concentrate and stay focused on my studies.
2. I feel confident in my ability to meet the academic expectations of
my program.
3.I consistently strive for improvement in my academic performance.
4 I feel well-prepared for tests and exams in my courses..
5. I have a clear understanding of the expectations and requirements for
each of my courses.
6. I actively participate in class discussions and engage with course
material.
7.I complete assignments and submit them on time.
8 I have a good understanding of the subject matter in my courses.
9 I regularly review and revise my notes and course materials to
reinforce learning.
10. I consistently achieve the grades I expect in my courses.
Appendix “B”
SAMPLE LETTER REQUEST
May 15, 2023

JR JOSEPH SIMED B. SAGUIN
School Principal II
Dapitan City NHS
Sir:
62
I hope this letter finds you in good health and high spirits. I am writing to express my intent to conduct a
survey on the correlation of academic stress and academic performance among STE Junior High School
students at Dapitan City National High School.
As a student, I have been closely observing the challenges faced by students in today's academic
environment. Academic stress has become a significant concern, potentially impacting students' overall
well-being and academic performance. Therefore, I believe it is essential to conduct a comprehensive
study to understand the relationship between academic stress and academic performance specifically
within the STE program of our school.
The purpose of this research study is to examine the following aspects:
1. To assess the levels of academic stress experienced by STE Junior High School students at Dapitan
City National High School; and
2. To investigate the impact of academic stress on the academic performance of STE students.
I plan to conduct this study through a well-designed survey questionnaire. The questionnaire will consist
of items addressing various dimensions of academic stress and academic performance indicators.The
survey will be anonymous, ensuring the confidentiality and privacy of the participants.
With your permission, I would like to request the following support from Dapitan City National High
School for the successful execution of this research study:
1. Approval: Grant permission to conduct the survey among the STE Junior High School students at
Dapitan City National High School.
2. Participant Coordination: Allow access to the targeted participants and assist in coordinating the
survey administration during appropriate school hours.
3. Data Collection: Provide assistance in disseminating the survey questionnaire to the students and
ensure their active participation.
4. Data Analysis: Allow me to analyze the collected data, ensuring the confidentiality and anonymity of
the participants.
5. Presentation and Reporting: Present the findings and share a comprehensive report with the school
administration and relevant stakeholders.
The outcome of this research study will be beneficial for both the school and the students. It will provide
valuable insights into the academic stress levels experienced by STE students, enabling the development
of targeted interventions and support mechanisms to enhance their well-being and academic
performance.
I am committed to conducting this study with utmost professionalism and adhering to ethical guidelines
for research. I assure you that all information collected will be treated with strict confidentiality and used
solely for research purposes.
I kindly request your favorable consideration and support for the execution of this research study at
Dapitan City National High School. I am more than willing to discuss any concerns or suggestions you
may have regarding the study design or implementation.
Thank you for your time and attention. I eagerly await your response and the opportunity to contribute to
the betterment of our students and our school community.
Sincerely,
Researchers
Appendix “C”
INFORMED CONSENT LETTER
Dear Participant,
63
I hope this letter finds you well. I am writing to inform you about a research study and to seek
your voluntary participation as a subject. The study aims to investigate the correlation between
academic stress and academic performance among STE Junior High School students at Dapitan
City National High School.
Please take the time to read and understand the information provided in this letter. If you have
any questions or concerns, do not hesitate to reach out to me for further clarification before
making your decision. Your participation in this study is entirely voluntary, and your decision to
participate or decline will not have any impact on your academic standing or relationship with
the school.
Purpose of the Study:

The purpose of this research study is to examine the relationship between academic stress and
academic performance among students in the STE program. By participating, you will help
contribute to the body of knowledge on this topic, ultimately assisting in the development of
support mechanisms and interventions to enhance the well-being and academic performance of
STE students.
Study Procedures:
If you choose to participate, you will be requested to complete a survey questionnaire designed
to collect information about your experiences with academic stress and academic performance.
The survey will be administered in a manner that ensures your anonymity and confidentiality.
The time required to complete the survey is approximately 3-5 minutes.
Risks and Benefits:

Participating in this study involves minimal risks. Some questions in the survey may ask about
stressful experiences, which could elicit emotional responses. However, it is important to note
that participation is entirely voluntary, and you may choose not to answer any questions that
make you uncomfortable. The potential benefits of this study include contributing to the
understanding of academic stress among STE students and potentially informing future support
services and interventions to enhance your well-being and academic performance.
Confidentiality:
All data collected during the study will be treated with the utmost confidentiality. Your
responses will be anonymized, and no personally identifiable information will be disclosed or
published. The data will be stored securely and only accessed by the researcher and authorized
personnel involved in the study. The findings of the study will be presented in a summarized
form without any identification of individual participants.
Voluntary Participation:
Your participation in this study is entirely voluntary. If you decide to participate, you are free to
withdraw at any time without providing a reason, and this will not have any negative
consequences for you. Should you choose to withdraw, any data collected up until that point will
be excluded from the analysis.
Contact Information:
64
If you have any questions or concerns regarding this study or your participation, please feel free
to contact me at mobile number:__________________. Additionally, if you have any concerns
about your rights as a participant in this study, you may contact the Research Ethics Committee
of Dapitan City NHS.
Consent to Participate:
By signing below, you indicate that you have read and understood the information provided in
this letter, and you voluntarily consent to participate in the research study. You understand that
your participation involves completing the survey questionnaire and that all data collected will
be handled with strict confidentiality.
Participant's Signature: __________________________

Date: ____________________
Please return a signed copy of this letter to confirm your informed consent to participate in the
study. A duplicate copy will be provided to you for your records.
Thank you for considering this research study and your valuable contribution. Your participation
is greatly appreciated.
Sincerely,
Researchers
Appendix “D”
RAW DATA
65
Name (Optional) Age Sex Grade Level Academic Rank academic stres : [1] Academic Stres : [2] Academic Stres : [3] Academic Stres : [4] Academic Stres : [5] Academic Stres : [6] Academic Stres : [7] Academic Stres : [8] Academic Stres : [9] AcademicStres : [10] Academic Performance:[1] Academic Performance:[2] Academic Performance:[3] Academic Performance:[4] Academic Performance:[5] AcademicPerformance: [6] AcademicPerformance: [7] AcademicPerformance: [8] AcademicPerformance: [9] AcademicPerformance: [10] Mean of Academic Stres Mean of Academic Stres
1 2 1 4 1 3 3 4 2 4 2 4 4 3 3 2 2 4 3 4 4 3 4 3 4 3 3
2 2 2 3 1 2 4 4 3 3 4 4 2 1 3 2 2 4 3 3 3 4 3 3 3 3 3
3 1 2 1 2 3 2 3 4 3 3 3 2 3 4 3 2 3 3 2 3 3 3 3 3 3 3
4 1 2 1 2 3 4 3 3 3 2 3 3 3 3 2 3 3 2 4 4 2 3 2 4 3 3
5 1 2 1 3 4 4 4 4 4 4 4 4 4 3 4 3 4 2 4 3 2 4 3 3 4 3
CURRICULUM VITAE
6 2 2 4 1 2 3 3 3 3 2 2 3 3 3 2 2 3 3 2 2 3 2 2 2 3 2
7 2 2 3 3 3 4 3 2 4 3 4 2 4 4 3 3 4 3 2 4 3 4 2 4 3 3
8 2 2 3 3 3 1 4 3 4 3 3 2 3 4 2 2 3 3 3 3 3 3 2 3 3 3
9 2 2 3 2 3 4 3 3 3 3 4 3 4 4 3 3 4 3 3 3 3 3 4 3 3 3
10 1 1 1 2 2 2 2 1 2 2 2 2 2 3 2 2 3 2 3 2 2 2 2 2 2 2
1 1 1 1 3 3 3 2 3 3 2 3 4 3 2 2 2 3 3 2 4 2 3 3 2 3 3
12 2 1 4 3 3 3 4 3 2 3 4 4 4 3 2 3 4 2 2 2 3 2 2 2 3 2
13 2 1 4 1 3 4 3 3 2 3 3 4 3 3 2 2 3 3 3 3 3 2 3 2 3 3
14 2 1 3 3 4 4 4 4 4 4 4 4 4 3 4 4 4 2 2 4 3 4 4 3 4 3
15 2 1 3 2 3 4 4 3 3 2 3 2 3 3 1 2 2 3 4 3 4 2 3 2 3 3
16 2 1 1 2 4 4 4 4 4 4 4 4 4 4 3 3 2 2 2 2 2 3 3 3 4 3
17 2 1 1 3 4 4 4 4 4 4 4 4 4 3 4 1 2 1 2 2 1 1 2 1 4 2
18 2 1 2 3 1 3 4 3 3 3 4 3 3 3 2 2 3 2 3 2 2 2 2 2 3 2
19 2 1 4 3 3 2 2 4 3 2 4 2 4 3 2 2 4 2 2 3 3 2 3 3 3 3
20 2 1 4 3 3 3 4 3 3 4 4 3 4 3 1 2 4 2 2 3 3 2 3 3 3 3
21 2 2 3 3 3 3 3 2 4 3 4 3 4 4 3 2 2 3 3 3 3 3 3 3 3 3
2 1 2 2 3 3 3 4 2 2 2 2 3 1 3 3 3 3 4 3 3 4 3 4 4 2 3
23 1 2 2 3 4 4 4 4 4 4 4 4 4 3 2 2 3 2 2 3 2 3 2 3 4 2
24 1 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
25 2 2 2 3 4 4 4 4 3 4 3 3 2 4 3 3 3 3 3 4 3 3 3 3 4 3
26 2 1 2 1 4 4 4 4 4 4 4 4 2 4 2 2 3 1 1 3 3 3 2 2 4 2
27 2 1 3 3 3 3 4 3 4 4 4 4 4 3 1 1 2 3 3 3 2 4 3 2 4 2
28 2 2 4 3 4 3 3 4 3 3 3 3 2 4 3 4 4 3 3 4 4 3 4 4 3 4
66
PERSONAL DATA:
LAST NAME: Monding
First Name: Ryn Sapphire
Middle Name: Balladares
Address: Dawo, Dapitan City, Zamboanga del Norte
Telephone Number: None
Mobile Number: 09351744786
Email: [email protected]
Civil Status: Single
Date of Birth: December 19, 2007
Gender: Female
Country of Origin: Philippines
Present Nationality: Filipino
EDUCATION:
Elementary: Dapitan City Central School
Secondary: Dapitan City National High School
SCHOOL ORGANIZATION
 Supreme Secondary Learner Government (2023-2024)
 Girl Scouts of the Philippines (2022-2023)
SKILLS:
 Writing
 Drawing
 Painting
 Sketching
 Film-making
REFERENCES
Name of Parent/ Guardian: Chona R. Baradillo
67
Cell phone Number: 09518359161

Address: Polo, Dapitan City
Relationship of the Researcher: Teacher
Civil Status: Married
Job/Position: Teaching/Teacher III
Name of Parent/Guardian: JR Simed Joseph B. Saguin

Cellphone Number: 09304328233
Address: Banonong, Lawaan, Dapitan City
Relationship of the Researcher: Principal
Job/Position: School Principal II
Name of Parent/Guardian: Juvy Pestañas

Address: Owaon, Dapitan City
Job/Position: Assistant School Principal
PERSONAL DATA:
LAST NAME: Jamarolin
First Name: Almeg Martslyn
Middle Name: Elcamel
68
Address: Owaon Dapitan City Zamboanga del Norte

Telephone Number: none
Date of Birth: March 11, 2008
Gender: Female
EDUCATION:
Elementary: Owaon Elementary School
Secondary: Dapitan City National High School (STE)
SCHOOL ORGANIZATION
 Yes-O (Youth Environmental School Organization)
SKILLS:
 Drawing
 Painting
 Playing instruments
 Cooking
REFERENCES
69



PERSONAL DATA:
LAST NAME: Castillo
First Name: Cathlyn Jane
Middle Name: none
70
Address: Taguilon, Dapitan City, Zamboanga del Norte

Telephone Number: 09124305399
Date of Birth: May 11, 2006
Gender: Female
EDUCATION:
Elementary: Sto Niño Elementary School
SCHOOL ORGANIZATION
 Girl Scouts of the Philippines (GSP)
SKILLS:
 Singing
 Guitarist
REFERENCES
71



PERSONAL DATA:
LAST NAME: Narvaez
First Name: Samantha Jane
Middle Name: none
72
Address: Jose Carreon Street Road 23

Telephone Number:
Date of Birth: August 7, 2008
Gender: Female
EDUCATION:
Elementary: Dapitan City SPED Center
SCHOOL ORGANIZATION
 Girl Scouts of the Philippines
 Supreme Secondary Learner Government
SKILLS:
 Playing Ukulele
 Dancing
REFERENCES
73



PERSONAL DATA:
LAST NAME: Lagasca
First Name: Augustus Lino
Middle Name: Dagpin
Address: Banonong, Dapitan City
74

Date of Birth: August 28, 2008
Gender: Male
EDUCATION:
Elementary: Dapitan City Central School (SSES)
SCHOOL ORGANIZATION
None
SKILLS:
 Painting
 Dancing
 Cooking.
REFERENCES
75



PERSONAL DATA:
LAST NAME: Romaguera
First Name: Ruel
Middle Name: Mendoza
Address: Lawaan, Banonong, Dapitan City
76

Date of Birth: July 7, 2008
Gender: Male
EDUCATION:
SCHOOL ORGANIZATION
None
SKILLS:
 Dancing
 Singing
 Badminton
 Acting
 Writing
 Drummer
 Pianist
REFERENCES
77


PERSONAL DATA:
LAST NAME: Carino
First Name: Kiana
Middle Name: Napigkit
Address: Dawo, Dapitan City
78

Date of Birth: April 9, 2008
Gender: Female
EDUCATION:
Elementary: Dapitan City Experimental Elementary School
SCHOOL ORGANIZATION
None
SKILLS:
 Playing musical instruments
 Painting
REFERENCES
79


PERSONAL DATA:
LAST NAME: Eguia
First Name: Mary Margarette
Middle Name: Jauculan
Address: Potol, Dapitan City
Telephone Number:
80
Date of Birth: November 3, 2007
Gender: Female
EDUCATION:
Elementary: Dapitan City Central School (SSES)
Secondary: Dapitan City National High School (STE)
SCHOOL ORGANIZATION
None
SKILLS:
 Playing instrument
REFERENCES
81


PERSONAL DATA:
LAST NAME: Laput
First Name: Kyle Joy
Middle Name: Enguito
Address: Larayan, Dapitan City
82
Date of Birth: September 7, 2008
Gender: Female
EDUCATION:
SCHOOL ORGANIZATION
None
SKILLS:
 Styling
 Painting
REFERENCES
83


PERSONAL DATA:
LAST NAME: Elcamel
First Name: Jia
Middle Name: Batiancila
84

Date of Birth: December 1, 2008
Gender: Female
EDUCATION:
Elementary: Owaon Elementary School
SCHOOL ORGANIZATION
None
SKILLS:
 Cooking
 Singing
REFERENCES
85



Poverty

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1

THE PROBLEM AND ITS SCOPE

as it is a source of social and academic pressures (Santrock, 2002) with critical

activity is closely related to the educational system, such as grading system,

It can also be manifested in the form of negative emotional experiences followed by

changes in biochemical, physiological, cognitive, and behavior (Taylor, 1995).

Academic stress can decline students' involvement or engagement in terms

of school activities, class participation, and emotions (Fredricks, Blumenfeld, &

Paris, 2004; Raufelder et al., 2014). It also triggers problems of self-adjustment

Menec, 2000)and , emotional and psychological development with a suicide idea as

error processing in the brain (Jianhui et al., 2014).

Research conducted in a developing country reveals that national curriculum

and other centralistic educational systems including assessment, evaluation, and

the Philippines be examples of this context. Diversity of cultural, social, and

economic conditions may also be influential factors of academic stress in those

countries. In Indonesia context, problems at school sometimes make only cognitively

good, the government immediately changes the curriculum (Megawanti, 2012). It

students' involvement or engagement in terms of school activity, class participation,

many factors need to be revealed in case of academic stress including coping

by respondents from various levels of education. Characteristics of development,

especially cognitive development, determine how a person perceives his experience

academic stress sources.

Conservation of Resources (COR) Theory is a stress theory that describes

a way to expand on the literature of stress as a construct. Hobfoll posited that

The schema of this study illustrates the variables under investigation. It is

divided into independent variables, dependent variable, and moderation variable.

variable of this study is the respondent’s demographic characteristics such as age,

gender, and grade level.

Schema of the Study

Specifically, to answer the following questions.

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

1.3 grade level; and

1.4 Academic rank?

2. What is the stress level of the respondents?

3. What is the academic performance of the respondents?

5. Is there a significant difference in the level of academic performance level when

analyzed as to age, sex, grade level, and academic rank?

6. Is there a significant relationship between the levels of their stress to their

This study has the following hypotheses tested at 5% level of significance.

Scope and Delimitation

academic performance in Junior students under the curriculum Science Technology

will continue until the last week of December.

Significance of the Study

The significance of this study is to target the correlation of academic stress

in DCNHS. It is important to know the correlations of a Junior student’s academic

students have enhanced subjects. It is important to find these correlations so that

how this correlate to their academic performance.

be more aware of what is current in their children’s minds.

operationally for the reader to understand their definitions.

Academic Stress - Academic stress is a mental stress because of some anticipated

worry over grade competitions; sports etc.

Academic performance - The definition of academic performance extends to

As but are extremely well-rounded, succeeding at everything from music to athletics.

Conservation of Resources - is a stress theory that describes the motivation that

academic performance. It consists of the definition of academic stress and academic

performance, its causes, effect, and relationship. It provides information in order to

help people, most especially the students.

Academic Stress: Concept and Definition