Introduction

Students in senior high school education setting face a wide range of ongoing

stressors related to academic demands. Previous research indicates that academic-related

stress can reduce academic achievement, decrease motivation and increase the risk of

school dropout. The long-term impacts, which include reduced likelihood of sustainable

employment, cost Government billions of pesos each year. But could focusing one

problem help solve the other? We wanted to find out what the levels of stress are and

hopefully come up with a solution for it (Bayram 2018).

Students in Senior High School education settings face a wide range of ongoing

stressors related to academic demands. Previous research indicates that academic-related

stress can reduce academic achievement, decrease motivation and increase the risk of

school dropout. The longer-term impacts, which include reduced likelihood of sustainable

employment, cost Government billions of pesos each year. But could focusing on one

problem help to solve the other? We wanted to find out what the effects are and hopefully

come up with a solution for it.

Stress is a normal human reaction that happens to everyone. In fact, the human

body is designed to experience stress and react to it. When you experience changes or

challenges (stressors), your body produces physical and mental responses. That’s stress.

Stress responses help your body adjust to new situations. Stress can be positive, keeping

us alert, motivated and ready to avoid danger. For example, if you have an important test

coming up, a stress response might help your body work harder and stay awake longer.

But stress becomes a problem when stressors continue without relief or periods of

relaxation.

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 Grade 12 HUMSS Students in Aim High Colleges Incorporated were doing their

part as students such as meeting requirements; answering module activities, learning

lessons by themselves and many more and because of these things, stress builds up in

doing academic demands to do the requirements needed in order to pass. Graduating

senior high school students are now doing their all to cope up with the stacked demands

and requirements just to pass the semester. Most students break down, get irritated, get

anxious or get depressed from the stress due to too much mental pressure that was dealt

to them by stress.

Statement of the Problem

Most Senior High School Students encounter stress in our everyday lives,

especially in meeting academic demands. The said stressors still remain evident in the

society. Therefore, this study is aimed to determine the level of stress and its effects on

Grade 12 HUMSS students of Aim High Colleges Incorporated.

Specifically, this study sought to find the answer to the following questions:

1. What are the levels of stress as to;

1.1 Module Activities

1.2 Exams

2. What symptoms did the most impact to Grade 12 HUMSS students?

3. Do the different factors have a significant effect on stress as to;

3.1 Anxiety

3.2 Depression or Sadness

3.3 Irritability or Anger ?

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4. Does gender have a significant effect on the stress levels?

5. Is there a relationship between gender and the factors?

Significance of the Study

This study was conducted to determine the level of stress and its effects to Grade

12 HUMSS students of Aim High Colleges Incorporated S.Y. 2022-2023. The result of

the study is beneficial to the following:

Students. The result of the study may serve as a basis for students in distinguishing their

possible choices for the development and improvement of their learning quality.

Teachers. The result of the study may express the virtue and creativity of the teachers

and improve their method of handing activities and requirements.

Parents. The result of the study may be advisable on the part of the parents for them to

be able to be informed and be aware of their child/children’s learning.

School Administration. The outcome of this research would help the school

administrators how to deal with their teachers, develop courses of action to address the

problems needed to be addressed.

Guidance Counsel. The results of this study may be advisable on the Guidance Counsel

to better address the problem regarding stress.

Future Researchers. The result of this study would serve as a point of reference of those

researchers who are planning to conduct the same study in other settings.

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Scope and Delimitation

This study focused on determining the level of stress and its effects to Grade 12

HUMSS students of Aim High Colleges Incorporated. The main instrument for gathering

data was a survey questionnaire.

This study has its limitations, that this was intended only for students who are

Grade 12 HUMSS students. It also doesn’t include the neighboring schools, just Aim

High Colleges Incorporated.

Operational Definition of Terms

Anger. As used in the study, it refers to a feeling of annoyance and displeasure on study.

Anxiety. In this study, it refers to the stress feeling of worry and unease about something

with an uncertain outcome.

Dependent Variables. In this study, it refers to the stress levels, symptoms, gender and

the factors.

Factors. In this study, it refers to the different stress indicators; module activities, google

classroom and exams.

Gender. In this study, it refers to male and female genders.

Independent Variables. In this study, it refers to the respondents of the study which are

the grade 12 HUMSS students of Aim High Colleges Incorporated.

Performance. In this study, it refers to the academic on how students show their

academic work successfully.

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Stressors. In this study, it refers to the academic demands that the respondents are

meeting.

Students. In the study, it refers to the Grade 12 HUMSS students at Aim High Colleges

Incorporated.

Stress Levels. In this study, it refers on how stressed the students are when facing

academic demands.

Symptoms. In this study, it refers to anxiety, sadness or depression and irritability or

anger.

Related Literature

According to Khan (2013), stress affects some areas like students’ performance,

gender, age and educational level. Student performance shows that the less the students

have their course period but are required to accomplish many modules, leads them to

stress. The higher the stress, the lower the academic achievement of the students. Talib

and Zia-ur-Rehman (2013), implies that the higher the stress perceived by the students,

the lower is their performance. High and low academic performance differed significantly

on educational, miscellaneous and overall sources of stress.

Stress is the reaction of one’s body and mind to something that causes a change in

the balance. The level of difficulties inherent in the coursework and exams may present

different stress levels to the students. (Rafidah, 2019). Stress is a common aspect of many

different emotions like anxiety, frustration, anger, worry, fear, sadness and despair. Some

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reasons for stress during adolescence are because of disturbed family dynamics, peer

pressure, inability to cope with studies, drug abuse and lack of competence.

The amount of stress experienced by the students are desirable in attaining good

academic results, it is equally important to identify what constitute good and bad stress

and how good stress can be enhanced and bad stress can be eliminated. (Rafidah,, 2019).

Stress occurs when aspects of the environment overwhelm an individual, when

too much is expected from and individual cannot meet their expectations. (Wani, 2016,

48).

Learner’s improvement of academic performance is one of the main objectives of

educational centers, because academic performance is essential for success and progress.

Different factors such as individuals learning styles and studying skills can influence

academic performance. (Mashayekhi, 2017).

Related Studies

Stress is something that causes anxiety or depression, it comes from schooling,

church, or even at home. Porwal & Kumar (2014) stated that there are lot of stress related

to studies, home works, test and other academic competitions. The students also face a lot

of stress due to imbalance of academic, social performances and time management for

extra-curricular activities from education. Academic stress in the students who are unable

to maintain balance between their academic activities, social, emotion and family.

Stresses can cause an individual to become stressful, feel distress and emotional

while on the other hand, stresses give motivation and evoke an individual to be more

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upholding and persistence in the study in order to reach the optimum target and achieve

further success. (Singh, Sharma, & Sharma, 2021).

Stress depends on the level of education of students. It is higher in junior students

than senior students because they are less experienced and has a low-level of maturity.

Stress can also affect one’s degree, for instance medical students are much in risk,

depression and anxiety due to perceived stress by students which could be high or low.

Generally, stress is rigid for it can decrease student’s performance can hinder the

students’ ability to study efficiently and better time management which may differ on its

intensity: high moderate and low.

The study found high levels of depression, anxiety and stress among Year 12

students, with higher negative affect associated with lower levels of family, peer and

school connectedness. Negative affect 1 year after leaving school was predicted by

negative affect and peer connectedness at Year 12. Results suggest there are significant

numbers of at‐risk young people in their final year of school, who feel lonely and

disconnected from peers, and who maintain concerning levels of depression, anxiety and

stress. (McGraw K, 2018)

There are no significant effects found between relationship of stress and

performance, this implies that regardless of stress level, students can still achieve

academic excellence. (Gbettor,, 2015).

Stress is normal in one’s life, everybody experiences stress. It may come from

different situations that causes one to feel frustrated, angry or anxious. Stress could be

positive as well as negative. When an individual is doing his/her work properly and

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systematically then it is because of positive stress or eustress but when one lost rhythm

for same work, it is negative stress or distress. So, stress is good in one way and bad in

other way. (Khan, Lanin, & Ahmad, 2015).

Theoretical Framework

Stress level can be high or low. Having a low stress level can be good. Stress can

motivate and help one to become productive. However, experiencing or responding too

much stress can be harmful so that, it may have a negative effect on the functioning mind

and learnings of students. It can also affect student’s grades, health and personal

adjustment. (Akande, Olowonirejuano & Okwara-Kalu, 2014).

According to Bayram and Bilgel (2007), students who were satisfied with their

education had lower depression, anxiety and stress scores than those who were not

satisfied. Stress arises when there is a burden on the person which exceed his available

assets.

The study also shows that there is a significant association of stress levels between

gender and the content of students. This signifies that gender has something to do with

the stress levels of senior high school students in Practical Research 2. Furthermore, there

is no significant association of stress levels and the skills and attitude of students

categorized to gender. With this it can be inferred that gender has nothing to do with the

stress levels of students in terms of skills/performance and attitude. (Desamparado,

Mendoza, Minguito, & Moneva, 2019)

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Conceptual Framework

Independent Variables Dependent Variables

Grade 12 HUMSS Stress Levels, Symptoms,

Students. Gender, Factors

Figure 1. The Conceptual Paradigm

The conceptual framework is shown in figure 1. It shows the relationship between

the dependent variables and independent variables. The dependent variable presents the

Grade 12 HUMSS students that are facing stress in meeting the academic demands while

the independent variable presents the levels of the stress, symptoms, gender, and factors.

The study's research methodology is presented in this chapter. It covers the

research setting, research subjects, sampling strategies, instrumentation, data gathering

techniques, and statistical treatment, as well as the research design and research

procedures.

Research Design

In this study, the researcher used a semi-quantitative, descriptive survey research

design to gather data and determine the results of the study. It involved questions through

survey questionnaires to gather facts from the respective participants, attempting to

determine the effects of stressors to senior high school students of Aim High Colleges

Incorporated.

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Research Sampling

The researcher used convenient sampling. The number of participants used in this

study was 30 Grade 12 HUMSS students studying at Aim High Colleges Incorporated.

The students who were studying for the academic year 2022 – 2023 is the basis in

population selection in generating information about their views on the effects of

common stressors to senior high school students of Aim High Colleges Incorporated.

Inclusion: The sampling included 30 senior high school students of Aim High

Colleges Incorporated who were officially enrolled for the academic year 2022 – 2023.

The students undergone the same questions on the questionnaires that gathered and then

recorded the data given regarding on the issue of facing the effects of the said common

stressors.

Research Population

This study involves Grade 12 HUMSS students who are studying Aim High

Colleges Incorporated who were enrolled in the school year 2022 – 2023. There are 30

respondents in all.

Table 1. Respondents of the Study

Gender Total Number Percentage

Male 15 50%

Female 15 50%

Total 30 100%

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Research Instrument

The data collection instrument that was used in the research is the survey

questionnaire. The survey questionnaire was used to collect data from the participants

who were available and voluntarily participated Grade 12 HUMSS students Aim High

Colleges Incorporated.

Establishing Validity

The researcher first presented the letter of validation to respective experts on

asking permission to validate the questionnaire for the respondents to answer and to rate

the structured questionnaire.

Data Gathering Procedure

1. The researchers got the validation from the respected experts.

2. The researcher asked permission to the school principal to begin gathering the data

needed.

3. After getting the permission, the researcher then distributed the validated self-made

questionnaires online for the respondents to answer to gather data.

4. After gathering the data needed, the researcher advanced to tally the gathered data

and determine the results.

Statistical Treatment of Data

To answer problem statement number 1 and number 3, Likert’s method of

computing the weighted mean was applied using the rating scale and formula:

WM = Σwx/Σw

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 To answer problem statement number 4, Pearsons R – Correlation Coefficient was

used to determine if there is a significant effect on gender.

Two-way ANOVA was used to answer problem number 5 to determine if there is

a significant effect on factors.

Table 2. Indicator on level of Stress Level

Description Rating Scale

Very High (VH) (Extremely Stressed) 3.26 – 4.0

High (H) (Very Stressed) 2.51 – 3.25

Average (A) (Stressed) 1.76 – 2.50

Low (L) (Slightly Stressed) 1.0 – 1.75

Presentation, Analysis and Interpretation of Data

The presentation of the data is based on the respondents’ answers on the given

questionnaire to determine the levels of stress to Grade 12 HUMSS students of Aim High

Colleges Incorporated.

Levels of Stress on Modular Activities

Table 3 showed the weighted mean of the levels of stress of HUMSS 12 students

in meeting academic demands in terms of Module Activities. Both genders got “High” as

an interpretation of the weighted mean 3.06 for male and 3.20 for female in the statement

number 1 received the highest level of stress for both genders. On the other hand,

statement number with interpretation of “high’ of the weighted mean 2.66 and “Average”

for the female students of the weighted mean 2.20 got the lowest mean. Overall, the

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students experience High levels of stress with a weighted mean of 2.81 for male and 2.68

for female.

Table 3. Stress Levels of Students in Module Activities

Male Female
Module Activities
WM D WM D

1. I am forced to understand the

3.06 H 3.20 H
lessons that are too hard.

2. The activities are too hard to

2.80 H 2.20 A
answer.

3. The time given is too short. 2.73 H 2.40 A

4. The quality of the printed

2.86 H 3.00 H
modules is bad.

5. Instructions are confusing. 2.66 H 2.60 H

Overall Mean 2.81 H 2.68 H

Levels of stress on Exams

As showed in Table 4 of the levels of stress of HUMSS 12 students in meeting

academic demands in terms of Exams, item number 3 got the highest mean of 3.00 with

an interpretation of High for Male students while item number 2 got the highest mean for

female students with a mean of 2.46 and an interpretation of Avergae. In addition, both

item number 5 got the lowest mean of 2.06 for male students with an interpretation of

average and 2.13 for female with and interpretation of average. The overall weighted

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mean for Exams got an interpretation of “Average” which is 2.47 for male and 2.35 for

female.

Table 4. Stress Levels of Students in Exams

Male Female
Exams
WM D WM D

1. The questions don’t match the

2.20 A 2.40 A
lessons.

2. The time given is too short. 2.53 H 2.46 A

3. The instructions are confusing. 3.00 H 2.26 A

4. Too many items to answer. 2.60 H 2.53 H

5. If there are choices, the answer

2.06 A 2.13 A
isn’t there.

Overall Mean 2.47 A 2.35 A

Perceived symptoms significantly influence the Students

The simple Pie Graph above showed in figure 2 reveals what symptom did most

affect according to the respondents. Anxiety received 26.67% of the 30 respondents’

votes. Also, 26.67% of the students significantly experienced Irritability or Anger.

Depression or Sadness received most of the votes, making it the symptom that

significantly affected most of the respondents according to the data.

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 b.
c. Depression ororAnger
a. Anxiety
Irritability Sadness
26.67% 46.66%
26.67%

Figure 2 Symptoms that did the most effect according to the respondents

Significance of Stress on different factors

Table 5 shows the weighted mean of the students in terms of anxiety, table 6

shows the weighted mean of the students in terms of depression or sadness, and table 7

shows the weighted mean of the students in terms of irritability or anger.

Male students in anxiety received an overall weighted mean of 1.98. In terms of

depression or sadness, the male students got the highest overall weighted mean of 2.79. it

can be inferred that most of the students experience depression or sadness due to

academic stress. In terms of irritability or anger, the male students got an overall

weighted mean of 2.13.

On the female category, in terms of anxiety they received an overall weighted

mean of 2.24. In terms of depression or sadness, the female students got the highest

overall weighted mean of 2.39. It can be stated that most of the female students

experience depression or sadness when experiencing academic stress, same as the male

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students. In terms of irritability or anger, the female students got an overall weighted

mean of 2.09.

Table 5. Stress levels in terms of Anxiety

Male Female
Anxiety
WM WM

1. Answering module activities. 2.06 2.26

2. Encountering new words. 2.00 2.33

3. Knowing that the answers for the activities aren’t in the

module lessons. 1.93 2.20

4. Having to study to learn something by myself. 1.93 2.26

5. Knowing that I haven’t learned anything from the lessons. 2.00 2.26

Overall Mean 1.98 2.24

Table 6. Stress Levels in terms of Depression or Sadness

MALE FEMALE
Depression or Sadness
WM WM

1. Internet is a problem when doing online activities. 2.80 2.46

2. Not knowing what to answer in the activities. 2.80 2.26

3. Stacked academic requirements needed to be done. 2.80 2.46

4. Overthinking from the stacked academic works. 2.73 2.33

5. Knowing that I haven’t learned anything from the lessons. 2.80 2.46

Overall Mean 2.79 2.39

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Table 7. Stress Levels in terms of Irritability or Anger
Male Female
Irritability Or Anger
WM WM

1. I am forced to understand the lessons that are too hard. 2.20 2.13

2. The exam questions aren’t answerable with the module

lessons. 2.00 2.00

3. Too much required works. 2.06 2.13

4. The instructions in the module activities are confusing. 2.13 2.06

5. Knowing that I haven’t learned anything from the lessons. 2.26 2.13

OVERALL MEAN 2.13 2.09

Significant effect on the stress levels between Gender

Table 8 shows the output of Pearson’s r Correlation Coefficient to establish

relationship between gender of Grade 12 HUMSS of Aim High Colleges Incorporated

The table revealed a p-value of 0.037 which is less than the level of significance at 0.05.

This means that there is a significant relationship between the gender of Grade 12

HUMSS of Aim High Colleges Incorporated. Table also showed the correlation

coefficient of 0.33.

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Table 8. Correlations Between Gender

Male Female

Correlation 1.000 .330

Male Coefficient
Pearson’s R Sig. (2-Tailed) . .045
Correlation
N 15 15
Coefficient
Correlation
.330 1.000
Coefficient
Female
Sig. (2-Tailed) .037 .

N 15 15

Relationship Between Gender and Factors

The table 9 below shows the result of the two-way ANOVA. For the factors, F

ratio = 4.43; for gender, F ratio = 1.70; and for the interaction, 0.006.

It can be inferred that the factors have a significant effect on stress. Since the

computed value of F ratio on the factors (4.43) is greater than its critical value which is

3.40. Hence, reject the null hypothesis. The computed value of F ratio on gender (1.70) is

less than its critical value which is 4.60. Therefore, the null hypothesis is accepted, this

means that gender has no significant effect on the stress levels. It can also be noticed that

interaction is absent. The computed value (0.006) is less than its critical value which is

3.40. Therefore, the null hypothesis is retained.

Table 9. The test for Significant Effect

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 Source d. f. SS MSS F Ratio F critical Decision

Factors (C – 1) = 2 166.7 83.35 4.43 3.40 Reject H0

Gender (R - 1) = 1 32.06 32.06 1.70 4.60 Retain H0

Interaction (C – 1)(R – 1) = 2 0.24 0.12 0.006 3.40 Retain H0

Residual C × R × (n – 1) = 24 452 18.83

Total (N – 1) = 29 651

Significance level = 0.05

C – No of columns (Factor category) = 3

R – No of rows (Student category) = 2
N – Total Number of observations = 30
n – No of observations in a group = 5
Summary of Findings

This study aimed to know the level of stress experienced by the Grade 12

HUMSS students of Aim High Colleges Incorporated.

The following findings were revealed based on the analysis and interpretation of

the gathered data:

1. Both male and female students experience high levels of stress in module

activities,2.82. Both male and female students experience average levels of stress in

exams, 2.47 and 2.35.

2. 26.67% of the students experienced anxiety, 26.67% of the students experienced

anger or irritability and 46.66% of the students experienced depression or sadness

due to stress.

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 Both male and female students got the highest weighted mean in depression or

sadness which is 2.79 and 2.39 respectively. This means that most of the students

experience depression or sadness when meeting academic stress.

3. The different factors have a significant effect on stress. F ratio(4.43) > F crit(3.40)

4. Gender has no significant effect on the stress levels. F ratio(1.70) < F crit(4.60)

5. There is no relationship between gender and the factors. F ratio(0.006)< F crit(3.40)

Conclusion

In the light of findings derived from this study, the researcher hereby concluded

that the Grade 12 HUMSS students of Aim High Colleges Incorporated are experiencing

High levels of stress in meeting academic demands.

1. Both male and female students receive high levels of stress in doing Module

Activities. Both male and female students also receive high levels of stress in

doing Google Classroom. Both male and female students receive average levels of

stress in Exams.

2. Most students suffer from depression or sadness due to stress.

3. The different factors have a significant effect on stress.

4. Gender has no significant effect on the stress levels.

5. There is no relationship between gender and the factors.

Recommendations

Based on the findings and conclusions of this study, the following

recommendations are hereby made.

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1. Teachers. Teachers should always improve their capacity through continuing
professional education because it is expected from them as teachers. Teachers are
given this academic freedom to continuously grow professionally and personally.
Teachers regardless of their length of service should not stop educating themselves.
2. School Administrators. The school administrators should value each teacher and
should let them develop confidence by giving different tasks that will somehow
motivate them to do better and give challenging tasks that will allow them to show
what they really can do as teachers and for them to be able to show their potentials.
The school administrators should also try not to demotivate teachers because it will
truly affect their performance in the class and in school in general.
3. Students. Students should go and ask questions regarding the lessons if the lessons
are too hard to understand. Also try and ask someone that may know about it such as
parents, siblings, friends, etc. to understand the lessons better and reduce getting
stressed thinking too hard about it.
4. Parents. Parents should observe their children and try to help out as much as they
can. Try to support the students in any way possible to let them know that they are not
alone. The lessons may be too hard for the student, that is why parents should provide
moral support.
5. Future Researchers. The researcher would suggest other researchers to conduct
similar study in other districts to validate the results and strengthen its outputs. This
may be the springboard to start the discussion regarding stress to students.
6. Guidance Counsellors. The Guidance Counsellors could give counselling to students
since most of them are experiencing depression or sadness due to academic stress to
address this issue and helps students finish their studies.

References

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 Sources of Stress among Secondary School Student. Journal of Research &

Method in Education, 4(5), 32-36. Retrieved from http://www.iosrjournals.org

Bayram, N. and Bilgel, N. (2008). The Prevalence and Socio-demographic Correlations

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Socio Psychiatry Epidemiology, 43, 667-672. doi: 10.1007/s00127-008-0345-x

Desamparado C, Mendoza S, Minguito T, Moneva J (2019). Stress Levels Among the

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 from http://www.academia.edu

Rafidah, K., Azizah, A., Norzaidi, M., Chong, S., Salwani, M., and Noraini, I. (2009).

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APPENDICES

24
Appendix A
Letter of Approval

25
26
Appendix B
Letter of Validation

27
28
Appendix C
Research Questionnaire

29
30
31
Appendix D
Documentation

32
 Appendix E
Curriculum Vitae of the Authors

33