1

CHAPTER 1

THE PROBLEM AND ITS SETTING

This chapter presents the introduction, background of the study,

conceptual framework, theoretical framework, statement of the problem,

hypothesis, significance of the study, scope and limitations and definition of

terms

Introduction

Stress is always part of people’s lives, stress is the body’s response to

pressure, either good or negative pressure. There are different events in one’s

life that can cause stress. It is triggered when someone experiences something

new or unexpected that threatens the sense, capabilities, self, or when they feel

they have the control over the situation. Stress can affect the body, thoughts,

feelings and behavior.

Stress causes major effects not only the body but also the psychological

thinking. But one thing that affects the students are academic stress, academic

stress or also known as academic pressure may come from family expectations,

the high goals or high ambitious goals of the student that they set for themselves,

or the demands placed on them by the society that they belong to. If stress

affects the person’s behavior, the person might experience changes in mood and

personality. It can lead to lack of interest in activities that are used to be

enjoyable, it can also lead to Impulsive behavior, decreased productivity at

school, irritability, anger and even aggression. Changes in behavior due to stress

can lead to serious effects. It can lead to angry outbursts, drug or alcohol misuse,
 2

tobacco use, or social withdrawal. Students might use different stress relivers or

ways to cope for their stress, and for them to control their behavior due to stress.

other student might start discovering new hobbies, new passion and many more

to improve their mental health and behavior due to stress. This study aimed to

gather information from the Senior High School students in ACTS Computer

College as the coverage of the research. Survey will be the most accurate

instrument to collect data on how academic stress affects students’ behavior.

Background of the study

This study talks about how stress affects students’ behavior. Many

students are experiencing difficulties right now, and due to that, they are also

experiencing stress. Stress came from the Latin words “strictus” that means “tight

or narrow” and “Stringere” which means “tighten” these words root carry the

meaning of restrictions and limitedness; it also reflects individual psychosomatic

states under physical pressure or mental demands. Stress has two types, it is the

negative stress and positive stress, positive stressors are called “eustress” it can

include weddings, special events, holidays and other events that brings joys.

On the other hand, negative stress is called “distress” it results in a full-

blown stress response, if distress continues, it can lead to loss of productivity,

health problems, exhaustion. it can also affect the behavior, on how we think and

how we see things. Academic stress is described as the body's reaction to

stresses associated to coursework that surpass pupils' capacity for adaptation.

According to estimates, between 10 and 30 percent of students struggle with

academic stress at some point in their academic lives. stress can start because
 3

of Homelessness, rivalry in school or in life, pressure to succeed personally,

social anxiety, and a lot of work are additional pressures.

Additionally, students who have poor diets, little sleep, or even too much

alcohol experience stress. but how do students get stressed? Simply put

sustained high levels of stress can have a negative impact on how our brain

stores and processes memories, which in turn can impair our ability to learn and

remember new knowledge, and due to that, it can affect the academic

performance of the student which can lead to academic stress. Due to academic

stress, students’ behavior might change, on how they think and how they see the

world. Stress can bring with it significant harm to the student’s academic

performance (e.g., reduced ability to pay attention or to memorize, less

dedication to study, and more absences from class) (Chou et al., 2011; Turner et

al., 2015).

Academic performance is dependent on multiple factors, two of which

are stress and motivation. It is an essential aspect for senior high school

students as they are nearing college life and because having better academic

performance yields better opportunities in life. The context of existing

theories on motivation and stress may vary from these for the Filipino and

Asian students' unconscious views on motivation, stress, and learning in

schools. Stress is anything that poses a challenge or a threat to the well-being of

a person. It can be experienced anywhere, either in-home or even in school.

Students are mostly affected by academic stress, as they are subjected to

different kinds of stressors, such as the pressure of academics and the

 4

obligation to succeed (Noson & Shastri, 2016). According to Kötter et al.

(2017), stress negatively affects academic performance and could also

become a vicious circle of continually increasing stress and decreasing

performance. Thus, motivation is the willingness of a person to do specific

tasks. Bruinsma in 2004 (as cited by Kori et al., 2016) stated that higher

motivation results in higher academic performance. A study conducted by

Ranasinghe et al. (2017) on academic stress and emotional intelligence on

academic performance revealed that academic stress is negatively

correlated with emotional intelligence and academic performance. However,

other studies claim that stress has no significant relationship with academic

performance. A study by Bello & Gumarao (2016) concluded that stress is not

correlated with academic performance. Furthermore, Fereidooni-moghadam et

al. (2017) found out that students' achievement motivation is significantly

correlated with academic performance. Also, Bolkan, Goodboy & Kelsey

(2015) examined the effect of instructor clarity on learning with student

motivation and academic performance. The study's findings revealed the

positive correlation of instructor clarity, student motivation, and academic

performance. This study's main objective is to determine the relationship of

stress and motivation on students' academic performance. The study's findings

could serve as a basis for program development to assess how the school

could alleviate stress, stimulate motivation, and improve the students'

academic performance.
 5

Theoretical Framework

This study is anchored to three theories:

Theory of Emotion

According to theorist William James and Carl Lange might have

separately proposed their respective theories on the correlation of stress and

emotion, but they had a unified idea on this relationship - emotions do not

immediately succeed the perception of the stressor or the stressful event; they

become present after the body’s response to the stress. For instance, when you

see a growling dog, your heart starts to race, your breath begins to go faster,

then your eyes become wide open.

According to James and Lange, the feeling of fear or any other emotion

only begins after you experience these bodily changes. This means that the

emotional behavior is not possible to occur unless it is connected to one’s brain.

the theory of Emotion by James-Lange (1880s) proposed that bodily changes

comes first and form the basis oof emotional experience. emotion is somehow

connected our behavior. there are many ways that emotions affects behaviors,

emotions can influence our behavior, vice versa. In this theory, emotion or

behavior happens because of physiological arousal

Emergency Theory by Cannon-Bard

This theory is quite the opposite of what James and Lange proposed.

According to theorist Walter Cannon, emotion in response to stress can actually

occur even when the bodily changes are not present. Cannon said that the

visceral or internal physiologic response of one’s body is more slowly recognized

 6

by the brain as compared with its function to release emotional response in the

emergency theory it can trigger both physical and emotional responses.

Schachter-Singer Theory

Theorists Stanley Schachter and Jerome Singer argued that the

appropriate identification of the emotion requires both cognitive activity and

emotional arousal in order to experience an emotion. Attribution, or the process

wherein the brain can identify the stress stimulus producing an emotion is also

proposed by Schachter and Singer. The theory explains that we become aware

of the reason behind the emotional response, and when we the reason is not

obvious, the researchers start to look for environmental clues for the proper

interpretation of the emotion to occur.

Conceptual framework

Independent Variable Dependent Variable

Academic Stress
 Peer Pressure
Students’ Behavior
 Written Works
 Academic workload

Figure 1. Research Paradigm of the Study

To further understand the study, a conceptual framework in form of a

research paradigm is provided which consists of the independent and dependent

variables which were considered in the present study. Figure 1 shows the
 7

conceptual paradigm of the study. The independent variable of the study is the

Academic Stress in terms of peer pressure, written works and academic

workload while the students’ behavior is the dependent variable.

Statement of the problem

This study aimed to know the effects of academic stress on the behavior

of selected Senior High School students of ACTS Computer College.

Specifically, it sought to answer the following questions:

1. What is the level of student’s academic stress in the term of:

1.1 Peer Pressure,

1.2 Written Works, and

1.3 Academic Workload?

2. What is the mean level of student’s behavior?

3. Is there a significant relationship between student’s academic stress and

behavior?

Hypothesis

Ho: There is no significant relationship between student’s academic stress

and behaviour.

Significance of the Study

This study will be significant to the following:

Students. They will have their own ideas on how academic stress affects

them. They will be knowledgeable enough to understand what is happening to

them and they are somehow going to evaluate themselves.

 8

Teachers. Through this research, the teachers will know the causes of the

stress of their students and how it affects the behavior of their student. Also,

they will have an idea or it will help them plan and think of strategies to lessen

the stress of their students.

Future Researchers. This research will give future researchers

information and ideas so that they will know how to expand and grow their

knowledge when they conduct the same research. They can also learn from this

research about what strategies they can use to cope with stress as an individual

and as a researchers.

Researchers. This study will help the students to fulfill their research

requirement for the research project. This study will help help their knowledge on

how to make a research paper.

ACTS Computer College. The study can help ACTS Computer College

on the idea on how they can help the students. Also, It can help the school to

understand the situation.

Scope and Limitations

This study was limited to the “Effects of Academic Stress on the Behavior

of Selected Senior High School Students of ACTS Computer College”. The

participants were forty (40) students of ACTS Computer College. They were

given an interview questionnaire that they needed to answer accordingly.

Definition of Terms

For better understanding of the terms use in the study, the following were

defined operationally:
 9

Academic workload - the number of face-to-face. teaching contact hours,

assignments and projects, and. independent study hours per week for a

semester.

Behavior - in which one acts or conducts oneself,

Depression - a mood disorder that causes a persistent feeling of sadness

and loss of interest

Lack of motivation - It refers to lack of passion.

Peer pressure - when you do something because you want to feel

accepted and valued by your friends.

Stress - a state of worry or mental tension caused by a difficult situation

Written work - any copyrightable work.

 10

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter consists of related literature and studies of recognized

authors and researchers. This will also present the synthesis to fully understand

the research to be done.

Foreign Literature

Stress comes in different forms to an individual’s daily life. Stress is a bio-

psychosocial model that refers to the consequence of failure of an organism to

respond adequately to mental, emotional or physical demands, whether actual or

imagined cited in Al-Sowygh, (2013). Stress is always there, it comes in different

forms and natures, they cannot ditch stress because stress is everywhere, it can

be mentally, physically, and emotionally stress.

The experience of high levels of academic-related stress increases the

risk of young people developing preventable physical health problems later in life.

A systematic review of prospective studies found that people who were stressed,

such as during examination periods, were less likely to be physically active, the

impact of which is associated with a plethora of potentially inter-related poor

physical health outcomes ((Stults-Kolehmainen & Sinha, 2014). High level of

stress can give a huge effect to a student’s physical and mental health, it can

cause different disease that can affect their performance.

There are stressors among students like difficulty in understanding subject

that have been learnt, too much homework, and school schedules were too

packed. (Shahmohammadi, 2011).The study is related to our study because

 11

academic stress starts from numerous activities, packed schedules, and other

activities.

One notable study of (Suldo, Shaunessy &Hardesty, 2018) states that

participation in a particularly academically demanding curriculum is associated

with increased perceptions of stress in fact, the manner in which students cope

with stress appears to be related to their emotional well-being. The study that is

presented is related to our study because when students’ high academic

demands it can easily increase the student’s level of stress that can result in

changes in their manner and well-being

Delayed academic stress decreases students’ academic performance it

hinders his ability to study efficiently and better time management. (Khan &

Kausar, 2013, 149). Due to academic stress it can easily affect a student’s ability,

and performance making it difficult for them to have a study habit, and for them to

study efficiently.

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. When a student’s schedule is short but

whenever they have to accomplish a certain task or submit multiple modules at

the same time it leads to a higher level of stress, making their academic

performance low.
 12

Talib and Zia-ur-Rehman (2012), 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. (Shastri, 2016, 79). The presented literature is related

to our study because when a student’s stress becomes high, their performance is

affected by it. It can cause the overall stress of the student making it difficult for

the student to catch up with their studies. Stress can bring with it significant

harm to the student’s academic performance (e.g., reduced ability to pay

attention or to memorize, less dedication to study, and more absences from

class) (Chou et al., 2011; Turner et al., 2015). The presented literature is relevant

to the study because stress decreases students learning ability and they may not

able to function effectively.

One notable study of (Zajacoba et al. 2015) states that Stress is common

among students in the academic context which is related to our study because

everyone or every student feels stress, in any form and in any ages, anyone who

goes to school might feel academic pressure or they may get stressed.

According to Kaur, (2016:112) stress is as the perception of discrepancy

between the sources of stress and someones capacities to cope with these

stressors. It means that stress is someone’s perception towards environmental

conditions pressure and their capability to cope with it. Stress is a perceived

disconnect between a situation and our resources to deal with the situation.

Empirical evidence of the impact of stress on the individual has shown that

depending on the stress coping strategies of the individual, stress could be very
 13

harmful to a person’s physical and mental health (Akhlaq et al., 2010; Al-Sowygh,

2013; Hung & Care, 2011; Smith et al., 2014). Stress might show different things

and effects, when stress is not handle well there might be a huge chance that it

can damage the persons mental, behavior, academics, and physical health. The

literature furthermore documents that high levels of stress if not controlled could

result into poor academic performance, examination malpractices and incidence

of improper behavior among tertiary students (Rourke et al., 2010; Soliman,

2014).

According to the above literature, if a student failed to control their stress,

there are high possibilities that they cannot maintain their good academic

performance. They may not also function properly during classes or when they

are taking their examinations.

Stress comes in different forms to an individual’s daily life. Stress is a bio-

psychosocial model that refers to the consequence of failure of an organism to

respond adequately to mental, emotional or physical demands, whether actual or

imagined cited in Al-Sowygh, (2013). The presented literature is relevant to the

study because stress is always there, it comes in different forms and natures,

they cannot ditch stress because stress is everywhere, it can be mentally,

physically, and emotionally stress.

One notable study of Li and Lin, 2013, states that Academic stress has

also been shown to negatively impact mental health in students, which is related

to our study because stress can easily affect a students; health and mental

behavior. It can lead to negative impacts like mental and academic problems.
 14

Academic stress gives a huge impact on studying. It can lead to negative, and

behavioral problems making it difficult for the student to keep up and maintain

their academic status.

Many psychological problems such as depression and suicide occur as a

result of low self-esteem (Nikhithaet al.2014).The presented literature is related

to our study because due to academic stress, and pressure it can lead to multiple

behaviors whenever a person or student is stress.

Leung et al., (2010) indicated that academic stress was a risk factor that

heightened student anxiety levels and that parental emotional support was a

protective factor that contributed to better mental health among children. The

presented literature is related to our study because the student’s stress and the

academic stress is a huge factor for the student’s performance and behavior. It

can give a high level of anxiety to the students.

In addition, feelings of loneliness can further lead to a negative impact on

learning ability and learning achievement among students (Benner, 2011). The

presented literature is related to our study because feelings and loneliness can

affect a student’s academic performance. Their learning ability might slow due to

stress and insufficient support.

Baviskar et.al (2013) noted that uncertainty regarding future, past

academic performance, low self-esteem may all be contributing to higher levels

of depression, anxiety and stress. Stress associated with academic activities has

been linked to various negative outcomes such as poor health. The presented

literature is related to our study because a student’s stress, anxiety and other
 15

serious mental illness can lead to a student’s poor academic response. Soliman

(2014) argue that high levels of stress do not only lead to anxiety and loss of

objectivity but could also lead to increased incidence of errors and improper

behavior such as cheating in examination, fraud and negligence. Therefore the

presented literature is related to our study because if the student is experiencing

a high level of stress, it may be difficult for him to focus on studying and there is a

possibility that he will not be able to review properly before the examination. And

it can lead to examination fraud.

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the methodology used in this study. It includes the

research design, research locale, sample of the respondents, research

instruments, date collection procedure and data analysis procedure of this study.

Research Design

The researchers used the descriptive research to conduct this study

entitled, “Effects of Academic Stress on the Behavior of Selected Senior High

School Students of ACTS Computer College.” A descriptive study is a type of

study that is used to describe sample size. Descriptive data gathers data that can

be used to answer a wide range of questions.

Research Locale

This was conducted at ACTS Computer College, located in EGK Building P.

Guevara Av, Cor., A Bonifacio Street, Sta. Cruz, Laguna 4009, Philippines.

ACTS Computer College was established in 1987

Figure 2 Map of ACTS Computer College – Santa Cruz

Source: https://maps.app.goo.gl/Uc51hgjsNeM3nXXRA
 17

Sample of the Respondents

The respondents of this study were composed of Senior High School

students of ACTS Computer College Sta. Cruz, Laguna S.Y. 2022-2023. The

total respondents of this study were forty (40) Senior High School students. They

were chosen through the random sampling technique

Research Instruments

The instrument used in this study questionnaire that was distributed using

Google form. A questionnaire was prepared to on how academic stress affects

the behaviour of Selected Senior High School Students at ACTS Computer

College. The researchers used the point scale below.

Likert Point Scale

Point of Scale Range of Weighted Mean Descriptive Rating

5 4. 20 - 5.00 Strongly Agree

4 3.40 – 4.19 Agree

3 2.60 – 3.39 Moderately Agree

2 1.80 - 2.59 Disagree

1 1.00 – 1.50 Strongly Disagree

Data Gathering Procedure

The researchers sought a variety of materials to assist them in developing

study-related questions. The researchers could use this to generate ideas and

questions for the online questionnaire form.

The researchers also humbly requested clearance from the

President/Director of ACTS Computer College, the Principal, and their Subject

 18

Teacher, as well an endorsement letter that would allow them to create and

distribute an online survey questionnaire. The researchers thoroughly described

all the guidelines and items to the twenty (20) Senior High School students to

guarantee that they understood and correctly responded to the online

questionnaire.

Data Analysis Procedure

The collected data were analyzed to use the following:

A. Descriptive Statistics

1. Frequency and Percentages was utilized by the researchers to

summarize the results of the first portion of the questionnaire. It is a type of data

presentation that shows the number of observations for each data point or

collection of data points. It was a great way to describe the relative frequency of

survey replies and other information. Tables, bar graphs, and pie charts were

frequently used to depict percentage frequency distributions (Lavrakas, 2008).

The formula for getting the percentage is given as:

f
P= x 100
n

Where: P- Percentage

f- Frequency

n- Number of Respondents

2. Weighted Mean refers to each data point in a collection is multiplied by

a value specified by some attribute of whatever contributed to the data point in

the weighted mean. A concrete example should assist clarify that somewhat hazy

term (D. Clark-Carter, 2010).

 19

The formula for computing the weighted mean is given as:

WM=
∑ (s)( f )
n

Where: WM- Weighted Mean

s- Scale

f- Frequency

n- Number of Respondents

B. Inferential Statistics

a. Pearson r - Pearson Product Moment Correlation Coefficient, it

measures the strength and direction of linear relationships between pairs and

continuous variables. Hauke and Kossowski (2011) do endorse that the

Pearson's Product Moment Correlation Coefficient (R or r) was a scale to

measure the strength of linear association between variables.

The formula for the Pearson r is given as:

N ∑ xy −( ∑ x)( ∑ y )
r=
√¿¿ ¿

Where:

N = number of pairs of works

∑ xy = sum of the product of paired scores

∑x = sum of x scores

∑y = sum of y scores

∑ x2 = sum of squared x scores

∑ y2 = sum of squared y scores

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CHAPTER 4

RESULTS AND DISCUSSIONS

This chapter presents the results gathered and analyzed by the researchers

from the questionnaires answered by the selected Senior High School students

of ACTS Computer College Santa Cruz, Laguna using Frequency and

Percentage, Weighted Mean and Pearson r.

Table 1 Level of Students’ Academic Stress in terms of Written Works

Statement Mean Remarks

I can finish my activities on time without any
3.55 Agree
problem.
I can answer my quizzes or activities even though I
3.89 Agree
am stressed.
I still answer my activities on time even though I lack Moderately
3.7
focus Agree
I still answer and submit my activities on time even
3.68 Agree
though I am stressed and pressured
My heavy workload gives me pressure and stress. 3.65 Agree
Weighted Mean 3.71
Verbal Interpretation High

Table 1 presents the Level of Students’ Academic Stress in terms of

Written Works. In this variable statement two “I can answer my quizzes or

activities even though I am stressed” has the highest mean of 3.89 with the

remarks of Agree. With statement three “I still answer my activities on time even

though I lack focus” has the lowest mean of 3.7 with the remarks Moderately

Agree and Lastly, Table 1 shows the weighted mean of 3.71 with a Verbal

Representation of Agree. In relation to this, delayed academic stress decreases

 21

students’ academic performance it hinders his ability to study efficiently and

better time management. (Khan & Kausar, 2013, 149). Because of that, due to

academic stress it can easily affect a student’s ability, and performance making it

difficult for them to have a study habit, and for them to study efficiently.

Table 2 Level of Students’ Academic Stress in terms of Academic

Workload

Statement Mean Remarks

I still have my personal time even though I have a Moderately
3.9
heavy academic workload. Agree
I still spend my time with my family, and friends even
3.65 Agree
though I have a heavy academic
I still finish my activities even though I have a heavy Moderately
3.95
academic workload that adds stress and pressure. Agree
I still answer my activities even though my academic
workloads lead me to more difficulties in studying 3.8 Agree
that are too hard to deal with
I still do my hobbies and likes even though my
3.65 Agree
academic workload is heavy.
Weighted Mean 3.79
Verbal Interpretation High

Table 2 shows the Level of Students’ Academic Stress in terms of in terms

of Academic Workload. In statement three “I still finish my activities even though I

have a heavy academic workload that adds stress and pressure” has the highest

mean of 3.95 with the remarks of Strongly Agree. And the statement four “I still

answer my activities even though my academic workloads lead me to more

difficulties in studying that are too hard to deal with” has the lowest mean of 3.8
 22

with the remarks of Agree. With this, table 2 shows the weighted mean of 3.79

with a Verbal Representation of Moderately Agree. In addition to this, according

to Kaur, (2016:112) stress is as the perception of discrepancy between the

sources of stress and someone’s capacities to cope with these stressors. It

means that stress is someone’s perception towards environmental conditions

pressure and their capability to cope with it

Table 3 Level of Students’ Academic Stress in terms of in terms of Peer

Pressure

Statement Mean Remarks

Sometimes I miss classes because my friends urge
2.2 Disagee
me to do so.
I cannot say "NO" to my friends even if my parents Moderately
2.73
do not agree Agree
I tend to agree with my peer about the things that I Moderately
2.88
don’t usually do. Agree
I always get low scores in my tests and assignments
2.38 Disagree
due to peer pressure.
I do something that I normally would not do because Moderately
3.1
I want to feel accepted and valued by my friends. Agree
Weighted Mean 2.66
Verbal Interpretation Moderate

Table 3 presents the Level of Students’ Academic Stress in terms of in

terms of Peer Pressure. In this variable, statement three “I tend to agree with my

peer about the things that I don’t usually do” has the highest mean of 2.88 with

the remarks of Moderately Agree. And the statement one “Sometimes I miss

classes because my friends urge me to do so” has the lowest mean of 2.2 with

the remarks of Disagree. Lastly, Table 3 shows the weighted mean of 2.66 with
 23

the Verbal Interpretation of Moderate. In addition to this, stress might show

different things and effects, when stress is not handle well there might be a huge

chance that it can damage the persons mental, behavior, academics, and

physical health. The literature furthermore documents that high levels of stress if

not controlled could result into poor academic performance, examination

malpractices and incidence of improper behavior among tertiary students

(Rourke et al., 2010; Soliman, 2014). In relation to that, if a student failed to

control their stress, there are high possibilities that they cannot maintain their

good academic performance. They may not also function properly during classes

or when they are taking their examinations.

Table 4 Significant Relationship of Academic Stress and Students’

Behavior

Behavior
r Correlation p-
Analysis
valu Interpretation valu
e e
Not
Peer Pressure -0.078 Very Low Negative 0.634
Correlation Significant

Written Works 0.620 High Positive < .001 Significant

Correlation
High Positive
Academic Work 0.603 < .001 Significant
Correlation

Table 4 presents the significant Relationship of Academic Stress and

Students’ Behavior. It shows that Peer Pressure in terms of Behavior got a r

value of -0.078, a very low negative correlation, p-value of 0.634 with an analysis

of not significant While Written Works got a r value of 0.620 with a high positive

correlation, with a p-value of .001 with an analysis of significant. Lastly, academic

 24

workload got r value of 0.603 with a high positive correlation, p-value of .001

with an analysis of significant One notable study of Li and Lin, 2003, states that

Academic stress has also been shown to negatively impact mental health in

students, which is related to our study because stress can easily affect a

students; health and mental behavior. It can lead to negative impacts like mental

and academic problems. Academic stress gives a huge impact on studying. It

can lead to negative, and behavioral problems making it difficult for the student to

keep up and maintain their academic status.

CHAPTER 5
 25

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter presents the summary, conclusions, and recommendations

of the study

Summary of Findings

The study's main goal was to determine “The Effects of Academic Stress

on the Behavior of Selected Senior High School Students at ACTS Computer

College”. Specifically, it aimed to answer the following: (1) What is the level of

student’s academic stress in the terms of peer pressure, written works, and

academic workload. (2) what is the mean level of students' stress and (3) is there

a significant relation for student’s academic stress and behavior.

The participants were forty (40) students from ACTS Computer College

Senior High School Department. They were chosen using random sampling. It

was held at the aforementioned College in Sta. Cruz, Laguna, School year 2022-

2023. In order to determine the relationship between academic stress and the

behavior of the students, a descriptive method was conducted. The questionnaire

guide was given to the researchers for them to use in developing their

questionnaire. The questionnaire was also modified and evaluated by the

researchers' adviser and grammarian before it was distributed to the

respondents. The school principal’s consent was requested before the data

collection phase could begin. After the request was approved, the gathering of

data was done. The researchers also distributed the questionnaire to the

respondents. The responses from the respondents were recorded, tallied,

computed, and analyzed.

 26

The statistical treatments used in computing the data were frequency and

percentage, weighted mean, and chi-square test of independence. Based on the

gathered data analysis that was conducted, the following findings are presented:

Peer pressure in terms of behavior obtain a very low rating, this means that peer

pressure does not affect the students behavior. In terms of written works it

obtained a high rating, meaning that written works can affect the students

behavior. Lastly, academic workload got a high rating. This implies that academic

workload can affect a students’ behavior

Conclusions

The following conclusions are drawn based on the study’s various findings

in order to address the problem’s stated requirements.

The null hypothesis was partially rejected which implies there is a

correlation between academic stress and behavior.

The Effects of Academic Stress on the behavior of selected Senior High

School Students at ACTS Computer College. With this, the students performed

well academically and academic stress does not affect their behavior.

Recommendations

Based on the conclusions of the study are the following recommendations

1. Students may learn how to cope properly so that their academic

performance will not decrease or get affected with the sudden behavioral

changes.

2. Teachers may asses the student whenever their academic performance

decreases. So that, the teacher can help the student to keep up in class.
 27

3. Future researchers may use this research as a basis or reference so

that they can study more about this kind of problem so that the students,

researchers, teachers, and other school heads are aware how academic stress

gives a huge impact at a students behavior.

 28

BIBLIOGRAPHY

Al-Sowygh, Z. H. (2013). Academic distress, perceived stress and coping

strategies among dental students in Saudi Arabia. The Saudi Dental Journal,
25(3), 97–105.doi:10.1016/j.sdentj.2013.05.002. Retrieved from: https://ijip.in/wp-
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Akhlaq et al., 2010; Al-Sowygh, 2013; Hung & Care, 2011; Smith et al., 2014).
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Baviskar et.al 2013) https://ijip.in/wp-content/uploads/2019/03/18.01.081.201

90701.pdf

Benner, 2011). https://ijip.in/wp-content/uploads/2019/03/18.01.081.

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10.3389/fpsyg.2020.00841/full

Li and Lin, 2013; Eisenberg et al., 2019; Green et al., 2021) Retrieved from:
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full#:~:text=Academic%20stress%20can%20reduce%20motivation,et
%20al.%2C%202021).

Khan(2013) Retrieved from: https://www.researchgate.net/publication/330821362

_Stress_Levels_Among_the_Senior_High_School_Students_in_Practical

Khan & Kausar, 2013, 149) Retrieved from: https://www.researchgate

.net/publication/
330821362_Stress_Levels_Among_the_Senior_High_School_Students_i
n_Practical

Kaur 2016:112) https://ecampus.iainbatusangkar.ac.id/batusangkar/Ambil

Lampiran?\d=GtiiN14zpdLAGDHe9fP5OrcUzwrYmVoU4fbk3Q
%2FGDs1na0bvgthrJduDrsB7KFKMbbHSe48hvdhLA20vCCwqL9PKSeJz
DHbsbFV6urHO499OmNQVDcd%2FfX50d
%2FTKZgT7MIBtLzJZO4JIw8DcmSOyct3wQ6OEeWTvAi14Ynbst2g%3D

Li and Lin, 2013; Eisenberg et al., 2019; Green et al., 2021) Retrieved from:
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.886344/
full#:~:text=Academic%20stress%20can%20reduce%20motivation,et
%20al.%2C%202021).

Leung et al., 2010) Retrieved from: https://ijip.in/wpcontent/uploads/2019/03

 29

/18.01.081.20190701.pdf

Nikhithaet al.2014) Retrieved from: https://ijip.in/wpcontent/uploads

/2019/03/18.01.081.20190701.pdf

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Shahmohammadi, 2011, 395) Retrieved from:

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330821362_Stress_Levels_Among_the_Senior_High_School_Students_i
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Soliman 2014) Retrieved from: https://files.eric.ed.gov

Suldo, Shaunessy &Hardesty, 2018, 288) Retrieved from: Stress Levels Among
the Senior High School Students in Practical
https://www.researchgate.net/publication/
330821362_Stress_Levels_Among_the_Senior_High_School_Students_i
n_Practical

Talib and Zia-ur-Rehman 2012) Retrieved from:

https://www.researchgate.net/publication/
330821362_Stress_Levels_Among_the_Senior_High_School_Students_i
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Zajacova et al. 2015) Retrieved from:

https://www.researchgate.net/profile/Caterina-Calderon/publication/
255696312_Coping_strategies_and_psychological_well-
being_among_teacher_education_students_Coping_and_well-
being_in_students/links/0c9605203372f2a81f000000/Coping-strategies-
and-psychological-well-being-among-teacher-education-students-Coping-
and-well-being-in-students.pdf
 30

Appendix A
Request Letter

ACTS COMPUTER COLLEGE

EGK Bldg., P. Guevara Avenue, corner A. Bonifacio Street,
Sta. Cruz, Laguna Philippines 4009 Tel. No. (049) 501-1484

May 30, 2023

PROF. JOHN MATTHEW M. MACALINAO, MBA

College Director
ACTS Computer College
Santa Cruz, Laguna

Dear Sir:

Greetings!

We, the Senior High School Students of ACTS Computer College are in the process of
preparing our research paper entitled “EFFECTS OF ACADEMIC STRESS ON THE
BEHAVIOR OF THE SELECTED SENIOR HIGH SCHOOL STUDENTS OF ACTS
COMPUTER COLLEGE”, as a requirement on our subject Research Project.

In light of the foregoing, we sincerely request permission from your excellent office to
conduct a survey among ACTS Computer College selected Senior High School
students. Rest assured that the information you provide will be kept private and used
solely for academic reasons.

I eagerly await your thoughtful evaluation and approval of my modest request.

Thank you very much, more power and GOD bless.

Respectfully yours,

ANGELA C. VISMONTE JOSHUA R. AQUINO

Researcher Researcher

FRANCINE JOY N. PRING

Researcher
 31

Noted by: Approved by:

MRS. MARICRIS A. AMOLOZA PROF. JOHN MATTHEW M. MACALINAO,

MBA
Subject Teacher College Director

DR. ERIC P. CASTILLO

SHS Principal
 32

Appendix B
Questionnaire

ACTS COMPUTER COLLEGE

EGK Bldg., P. Guevara Avenue, corner A. Bonifacio Street,
Sta. Cruz, Laguna Philippines 4009 Tel. No. (049) 501-1484

Introduction
This questionnaire is part of a research paper which is a partial
requirement for the subject, Inquiries, Investigation, and Immersion (Research
Project).

This questionnaire would like to know your views and opinion in the topic,
“EFFECTS OF ACADEMIC STRESS ON THE BEHAVIOR OF THE SELECTED
SENIOR HIGH SCHOOL STUDENTS OF ACTS COMPUTER COLLEGE”.

The information that will be gathered through this questionnaire will be

treated with utmost confidentiality and will be used for academic purposes only.

Would you mind spending a few minutes helping us by completing the

questionnaire?

Thank you very much for your cooperation.

Direction: Fill up the following with the correct details about yourself.
Name:
Strand & Section:

“EFFECTS OF ACADEMIC STRESS ON THE BEHAVIOR OF SELECTED

SENIOR HIGH SCHOOL STUDENTS OF ACTS COMPUTER COLLEGE ”

Directions: Kindly rate and read the following statements carefully and check
your answer at the appropriate column that corresponds to your answer. Use the
following scale:
5- Strongly Agree
4- Agree
3- Neutral
2- Disagree
1- Strongly Disagree
 33

A. Peer Pressure
Statements 5 4 3 2 1
1. Sometimes I miss classes because my
friends urge me to do so.
2. I cannot say ‘NO’ to my friends even if my
parents do not agree.
3. I tend to agree with my peer about the things
that I don’t usually do.
4. I always get low scores in my tests and
assignments due to peer pressure.
5. I do something that I normally would not do
because I want to feel accepted and valued
by my friends.

B. Written Works
Statements 5 4 3 2 1
1. I can finish my activities on time without any
problem.
2. I can answer my quizzes or activities even
though I am stressed.
3. I still answer my activities on time even
though I lack focus.
4. I still answer and submit my activities on time
even though I am stressed and pressured.
5. My heavy workload gives me pressure and
stress.

C. Academic Workloads
Statements 5 4 3 2 1
1. I still have my personal time even though I
have a heavy academic workload.
2. I still spend my time with my family, and
friends even though I have a heavy academic
workload
3. I still finish my activities even though I have a
heavy academic workload that adds stress
and pressure.
4. I still answer my activities even though my
academic workloads lead me to more
difficulties in studying that are too hard to deal
with.
5. I still do my hobbies and likes even though my
academic workload is heavy.
 34

D. Behavior
Statements 5 4 3 2 1
1. I put a lot of effort into my studying.
2. I come to class even though I am pressured
and stressed.
3. I organize my study hours even though I am
busy dealing with my problems.
4. I enjoy attending my classes even though I
am stressed.
5. I still keep my focus on class even though I
am overthinking about my academic
performance.
 35

JOSHUA R. AQUINO
Sitio 4 Bagumbayan Sta. Cruz Laguna
[email protected]
Phone No. 0968559651

OBJECTIVE
To obtain a position where I could effectively apply my skills and
knowledge I’ve learned and further enhance them to contribute to my
development as a person.

EDUCATIONAL ATTAINMENT

Senior High School ACTS Computer College

EGK. Building P. Guevara Ave. cor. A. Bonifacio St.
Sta. Cruz, Laguna
2021 – Present
Secondary Gov. Felicisimo T. San Luis Integr. Senior High School
Sta. Cruz, Laguna
2017 – 2021
Primary Bagumbayan Elementary School
Bagumbayan, Sta. Cruz, Laguna
2010 – 2017
PERSONAL BACKGROUND

Sex : Male
Civil Status : Single
Birth Date : August 21, 2004
Birth Place : Sta. Cruz, Laguna
Height (cm) : 175 cm
Weight (kg) : 55 kg
Religion : Mormons
Nationality : Filipino
Languages : Tagalog and English
CHARACTER REFERENCE

Prof. Moriela K. Mercado

SHS Teacher
09516354124

I hereby certify that the information given above is true and correct to the
best of my knowledge and ability.

Joshua R. Aquino
 36

Signature
FRANCINE JOY PRING
Brgy. Bagong Pook Pila, Laguna
[email protected]
Contact no. 09365436266
OBJECTIVE
To obtain a position where I could effectively apply my skills and knowledge I’ve
learned and further enhance them to contribute to my development as a person.
EDUCATIONAL ATTAINMENT
Senior High School ACTS Computer College
EGK. Building P. Guevara Ave. cor. A. Bonifacio St.
Sta. Cruz, Laguna
2021-Present

Junior High School Linga National High School

Brgy. Linga Pila, Laguna
2017-2021

Primary Bagong Pook Elementary School

Brgy. Bagong Pook Pila, Laguna
2010-2017
PERSONAL BACKGROUND
Sex : Female
Civil Status : Single
Age : 17
Birth Date : April 05, 2005
Birth Place : Pila, Laguna
Height (cm) : 157
Weight (kg) : 56
Religion : Iglesia Ni Cristo
Nationality : Filipino
Languages : Tagalog and English
CHARACTER REFERENCE

Prof. Moriela K. Mercado

SHS Teacher
09516354124

I hereby certify that the information given above is true and correct to the best of
my knowledge and ability.

FRANCINE JOY PRING

Signature
ANGELA C. VISMONTE
3001 Sampaguita St. Santo Angel Norte, Sta. Cruz, Laguna
[email protected]
 37

Contact no. 09322758776

OBJECTIVE
To obtain a position where I could effectively apply my skills and knowledge I’ve
learned and further enhance them to contribute to my development as a person.

EDUCATIONAL ATTAINMENT

Senior High School ACTS Computer College

EGK. Building P. Guevara Ave. Cor. A. Bonifacio St.
Sta. Cruz, Laguna
2021 – Present

Secondary Pedro Guevara Memorial National High school

Pedro Guevara Ave. Santa Cruz, Laguna
2017 – 2021

Primary Santo Angel Central Elementary School

2010 – 2017

PERSONAL BACKGROUND
Sex : Female
Civil Status : Single
Age : 18
Birth Date : May 06, 2005
Birth Place : Sta Cruz, Laguna
Height (cm) : 154 cm
Weight (kg) : 75 kg
Religion : Roman Catholic
Nationality : Filipino
Languages : Tagalog and English

CHARACTER REFERENCE

Prof. Moriela K. Mercado

SHS Teacher
09516354124

I hereby certify that the information given above is true and correct to the best of
my knowledge and ability.

ANGELA C. VISMONTE
Signature