WESTERN MINDANAO STATE UNIVERSITY

College of Science and Mathematics

Department of Biological Sciences
Graduate School

RESEARCH PAPER
Entitled
ACADEMIC STRESSORS: STRESS LEVELS AMONG THE SENIOR HIGH SCHOOL
STUDENTS
A Proposal
Presented to the faculty of the
Department of Biological Sciences
Graduate School Master of Science in Teaching Biology

JEAH A. BATOBALUNOS
 ACADEMIC STRESSORS: STRESS LEVELS AMONG THE SENIOR HIGH SCHOOL
STUDENTS
CHAPTER I
INTRODUCTION
Background of the Study
Different consequences of the kids' academic struggles have had an impact on their
performance. In particular, the Senior High School students have seen a significant increase in
stress as a result of the epidemic. They struggle to study the various subjects and themes this
school year because of the integrated learning. Without a qualified instructor, a student would
undoubtedly be uncertain about the responses they gave in the tasks for their modules. The
thought of having insufficient information to pass this academic year causes students to worry
and become anxious. The academic performance of a student differs in the capacity of their
understanding and knowledge. Students stresses out when there is too much to do and not
enough to finish it for the due date. The brain becomes exhausted from being overworked by too
much activity. When someone doesn't get enough rest after a demanding job, they continue to
feel exhausted. The same is true if a student procrastinates and completes their work days before
the due date. It will only exert the necessary effort and assume the danger of fatigue in order to
complete the stated duties. Students' reactions to stress make them anxious and have an impact
on their academic performance.
One of the normal responses the human body has to difficulties is stress. Numerous
things might cause stress in students. Regardless of age or grade, a student's capacity to learn,
memorize, and maintain a high level of academic achievement can be affected by chronic stress
or high stress levels. Additionally, stress can lead to poor mental, emotional, and physical health
in students. If parents and teachers are aware of and have a solid understanding of typical
stressors, they may be able to assist pupils in avoiding chronic stress in their life. It is important
to deal with student stress because it might have major negative impacts. Fear of failure among
students who have struggled in school because they might have a track record of failure.
According to experts, stress is an outburst of energy that basically advises you on what to
do. In small doses, stress has many advantages. For instance, stress can help you meet daily
challenges and motivates you to reach your goals. In fact, stress can help you accomplish tasks
more efficiently. It can even boost memory. Stress can also be a vital warning system, producing
fight-or flight response. When the brain perceives some kind of stress, it starts flooding the body
with different chemicals. This creates a variety of reactions such as an increase in blood pressure
and heart rate. In addition, the senses suddenly have a laser-like focus. Stress is the key for
survival, but too much stress can be detrimental. Emotional stress that stays around for weeks or
months can weaken the immune system and cause high blood pressure, fatigue, depression,
anxiety and even heart disease. If stress can weaken the immune system, then students are
particularly having the inability to concentrate or complete tasks, get sick more often with colds,
body aches, other illnesses like autoimmune diseases flare up, headaches, irritability, trouble
falling sleeping or staying awake, changes in appetite or gets more angry or anxious than usual.
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 Senior High School students.
Specifically, this study sought to find the answer to the following questions:
1. What are the levels of stress in each indicator?

2. What symptoms did the most impact to Senior High School students?

3. Do the different factors have a significant effect on stress?

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 is conducted to determine the level of academic stress and its effects to Senior
High School students. The result of this 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 handling 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.
 CHAPTER II
REVIEW OF 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 (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.
Delayed academic stress decreases students’ academic performance it hinders his ability
to study efficiently and better time management. (Khan & Kausar, 2013). In general, the
components of academic performance are curriculum and instruction, teamwork and placement
and among these aspects curriculum and instruction were found to be largely responsible.

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

educational institutions, because academic performance is essential for success and progress.
Stress, anxiety, depression is commonly found among the students in present days (Wani,
Sankar, Rakshantha, Nivatha, Sowparnika, & Marak, 2016) stated further that academic stress,
social stress, emotional stress and financial stress are some of the common stresses that are
experienced by students.
According to Porwal and Kumar (2014), some sources of student‟s stress are their
academic performance, family, friends, and other social performances that was not able to be
managed and well treated while handling it. Hence, academic stress adversely affects overall
adjustment of students.

In fact, Shastri (2016) were emphasizing that stress is correlated to academic

achievement. Gunuc (2014) stated that cognitive, emotional and behavioral engagements had a
strong relationship with academic achievement, and it is important to increase students‟
cognitive and behavioral engagements.

Ghatol (2017) stated that stress is also highly correlated with social and financial stress
and family status in the society. It is a result of a wide range of issues, including test and exam
burden, a demanding course, a different educational system, and thinking about future plans
upon graduation.
Stress is something that causes anxiety or depression, it comes from schooling, church,
environment 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.
Stress occurs when aspects of the environment overwhelm an individual, when too much
is expected from and individual cannot meet their expectations. (Wani. Sankar, Rakshantha,
Nivatha, Sowparnika & Marak, 2016,).
 Learner’s improvement of academic performance is one of the main objectives of
educational institution, because academic performance is essential for success and progress.
Different factors such as individuals learning styles and studying skills can influence academic
performance. (Mashayekhi, Rafati, Mashayekhi, Rafati, Mohamadisardoo & Yahaghi 2014).

Conceptual Framework

Independent Variables Dependent Variables

Senior High School Stress Levels, Symptoms,

Students Gender, Factors

Figure 1. The Dependent and Independent Variables

The conceptual framework is shown in figure 1. It shows the relationship between the
dependent variables and independent variables. The dependent variable presents the Senior High
School students that are facing stress in meeting the academic demands while the independent
variable presents the levels of the stress, symptoms, gender and factors.
 CHAPTER III

RESEARCH METHODOLOGY

Research Design

The researcher will employ an experimental correlational research design in this study
with the help of a custom questionnaire. The research tool is largely used to collect the data. To
ascertain the effects of stressors on the senior high school students of Sibugay Technical Institute
Inc., a correlational analysis is conducted on the data principally derived from the study
instrument.
Research Sampling
The researcher will employ convenient sampling procedure. 100 Sibugay Technical
Institute Incorporated STEMS students will participate in this study as participants. The Sibugay
Technical Institute Inc. senior high school students are the target population for this study in
generating information about their view on the effects of stressors, which uses the students who
are enrolled for the academic year 2023–2024 as the foundation for population selection.
Inclusion: the sampling included 50 senior high school students of Sibugay Technical
Institute Incorporated who are officially enrolled for the academic year 2023-2024. The students
undergone the same questions on the questionnaires that gathered and tallied then recorded the
analyzed using the data given regarding on the issue of facing the effects of the said common
stressors.

Research Settings

The setting for the research is at Sibugay Technical Institute Incorporated, Lower Taway,
Ipil, Zamboanga Sibugay. Students who are included on the research are living within the
municipality of Ipil, Zamboanga Sibugay but the main location is at the school for the data
gathering and it is process by giving questionnaires through face-to-face.
Respondents of the Study

This study involved Senior High School Students who are studying at Sibugay Technical
Institute Incorporated who were enrolled in the School Year 2023-2024.
Table 1 Respondents of the Study
GENDER TOTAL PERCENTAGE
MALE 75 50%
FEMALE 75 50%
TOTAL 150 100%

Research Instrument

The data collection instrument to be used in the research is a self-made questionnaire.

The self-made questionnaire will be used to collect data from the participants who are selected
Senior High School Students of Sibugay Technical Institute Inc. Descriptors of each indicator
were measured in terms of the five-point Likert scale format, namely: 4 – very high, 3 – high, 2 –
average, 1 – low.

Establishing Validity and Reliability

The instrument is referred to the Guidance Counselor of this undertaking for their
approval of the instrument of this study. A reliability testing of the instrument is necessary since
the instrument is a self- made and content validity indices and reliability coefficients are already
obtained. The researchers formatted only the instrument considering its face validity,
readability, reliability and aesthetic value. Rating scale will be added with the corresponding
qualitative descriptions.
Scoring Procedure

To draw out the responses of the respondents in the effects of stressors to senior high
school students of Sibugay Technical Institute Incorporated, the four-point Likert scale format
are employed and described as follows:

4 – Strongly Agree/Very High. This is a rating given to statement where provisions in

the level of stress are excellently observed.
3 – Agree/High. This is a rating given to statement where provisions in the level of
stress are satisfactorily observed.
2 – Disagree/Average. This is a rating given to statement where provisions in the level
of stress are fairly observed.
1 – Strongly Disagree/Low. This is a rating given to statement where provisions in the
level of stress are poorly observed.
 Scoring is done by multiplying “very high” by 4; “high” by 3; “average” by 2; “low” by
1. Weighted mean was given description as follows.

Scale Range Description

4 3.21 – 4.00 Very High
3 2.41 – 3.20 High
2 1.61 – 2.40 Average
1 0.01 – 1.60 Low

Data Gathering Procedure

A letter of the researchers will be sent to the Office of the School Management of Sibugay
Technical Institute, Incorporated, for the approval and endorsement to gather data of the study.
Upon approval, the researchers personally administered the instrument to the respondents. The
researchers observed all the rights for the respondents to understand and to respond to the items in the
questionnaire.
After the administration, the questionnaires immediately were retrieved. The responses
were then tallied, computed and interpreted employing the appropriate statistical tools.

Statistical Treatment of the Data

Weighted Mean. This will be employed to find out the level of stress of Senior High
School Students of Sibugay Technical Institute Incorporated. Computation was performed by
getting the product of the weight of the scale and the frequency of each scale divided by the total
respondents using the formula:

∑ WX
N
Weighted Mean =

where:  = Summation
X = Frequency of each scale
W = Weight of each scale
N = Total Number of Respondents

Pearson r Product-Moment Coefficient of Correlation. This will be used to find out the
significant effect of stress of Senior High School Students of Sibugay Technical Institute
Incorporated.
The computed r was obtained using the formula:
 6∑ d 2
i
r s=
n ( n −1 )
2

Where
d i , is the difference of the ranked variables.
n ,is the number of observations

The correlation value was interpreted as follows:

An r from 0.00 to ± 0.20 denotes negligible correlation
An r from ± 0.21 to ± 0.40 denotes low or slight relationship
An r from ± 0.41 to ± 0.70 denotes marked or moderate correlation
An r from ± 0.71 to ± 0.90 denotes high relationship
An r from ± 0.91 to ± 0.99 denotes very high relationship
An r equals ± 1.00 denotes perfect relationship

Ethical Considerations:
An ethical committee or institutional review board should examine and approve the
research design and methods. The researcher will obtain a letter to tell the respondents as they
participate in the study. Any pertinent information will be disclosed, and the replies of the
responders will be taken into account.
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