1
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Stress is a fact of life, wherever you are and whatever you are doing. You cannot
avoid stress, but you can learn to manage it so it doesn’t manage you. At some point we
have all experienced a very stressful situation, and most of us experience stress on some
level every day. Students face different challenges in terms of their academic, family
situation, friends and many more. People that they encounter can lead them to rapid
bodily changes such as feelings of emotional unrest causing them to feel body aches. In
addition, consequences of stress can be devastating for some individuals. Stress is one
factor that influences academic performance and academic success (Salas, Driskell, and
Hughes, 1996). It occurs when individual feel pressure to adapt to their environment. For
many students the most significant source of stress is examinations. And some students
are afraid if they cannot answer the questions when they are called to answer in school.
And some students are working for them to help provide for their families, they have
major loads of responsibilities and priorities to adhere to as well as maintaining the role
of being a student. Stressors of students are affecting their academic performance and
those stressors maybe health factors and social factors.
Stress is any situation or event that evokes negative thoughts and feelings in a
person. The same stressful situation is not stressful for all people, and all people do not
experience the same negative thoughts and feelings when stressed.
2
Stress is associated with impairment of health, and negative emotional
experiences which is detrimental to quality of life and sense of well-being (Sinha, 2000).
Many students face stress as they try to mix up busy lives, school and work; while they
are trying also to have time with their family and friends. For some students, stress
becomes almost a way of living.
However, it is dangerous to let the stress become student’s way of living in
Senior High School because some stress levels can lead to terrible effect that changes
completely in student’s life and it may result a failure. Therefore, students need to create
a stress management for their stress in order for them to reduce the negative effects to
their learning and performance. Stress is necessary to challenge students to learn.
Approaches are needed that manage the negative aspects of stress which lessen students
learning and performance. The key to reducing and managing distress in students is
providing students with a feeling control over their education, information about what to
expect and feedback regarding what can be done to improve their performance.
Students are exposed to stress at some time in their lives, that uncomfortable
situation that affects our sense of well-being and quality of life. According to the
cognitive-transactional model of stress, stress is the dynamic relationship between an
individual and the environment in which a stimulus (whatever it is) disturbs an
individual’s homeostasis, causing him/her to respond to the situation with all available
resources.
Stress to students is not a joke they are only students not a professional some
students experiencing depression that because of the academic problem/school problem,
3
this situation can lead into the students suicidal attempt. We interview students of La Paz
National High School about their stress management, other said that they can manage,
but the others feel so much stressful this is the number one reason why students drop
their subjects.
We conduct this research to analyze the students management techniques,
students stress behavior, to study the student’s academic success, in different level.
Mental stress among higher education is increasing day by day. The effect of stress on
academic success of students is not good. A lot of different pressures affects than heavily
such as financial pressure, maintaining their good grades, completing their projects and
requirements on time. This study is to look into the effect of stress on student’s academic
success; stress can be both positive and negative on the individual. On the other hand,
excessive stress in school can 3 result to loss appetitive for reading, to perform well and
declining mental and physical health. We need a healthy and productive workforce; we
need to know the levels of mental stress towards academic success of the students in
order to formulate a viable solution.
4
Statement of the Problem
This study aims to identify the Stress Management Among Grade 12 Students in La Paz
National High School S.Y 2019-2020.
Specifically, it seeks to answer the following research questions:
1. What is the profile of the respondents in terms of:
1.1 Age
1.2 Sex
1.3 Location
1.4 Strand?
2. What are the different stressors that grade 12 students encounter in terms of:
2.1 Family problem
2.2 Finance
2.3 Academics?
3. How do grade 12 students manage the different stressors that they encounter?
4. What is the implication of the study among grade 12 students in La Paz National
High School?
5
Scope and Delimitation
The respondents of this study are Grade 12 students of La Paz National High School S.Y
2019-2020. Grade 12 students has a total population of 366 students but only 15 students per
strand will be the respondents.
Significance of the Study
The study of stress management among grade 12 students in La Paz National High
School is important to the following:
To the Students. Students will benefit to this study because they will know how to
handle the different stressor that they encounter.
To the Teachers. Teachers will know what to do to their students who are having a low
grade in academic performance because of the stressors.
To the Administrators. Administrators will benefit to this study since they are the one
who manage the school and they will have an information about the students that have a stressor
that can affect to their academic performance.
To the Parents. Parents will benefit to this study because they will be aware on how
does the stressor of their children can affect their children’s academic performance.
To the Future Researchers. Future researchers can benefit to this research because they
will get some ideas about this research.
Definition of Terms
The following terminologies will be operationally defined as used in this study.
6
Stress. In psychological terms, stress is the body’s reaction to any change that requires an
adjustment or response. The body reacts to these changes with physical, mental and emotional
responses. Typically, stress is really hard to manage and to reduce. In this study, it refers to the
way of students how they handle it, and what kind of strategies they will use.
Management. Management (or managing) is the administration of an organization,
whether it is a business, a not-for-profit organization, or government body. Management includes
the activities of setting the strategy of an organization and coordinating the efforts of its
employees (or of volunteers) to accomplish its objectives through the application of available
resources, such as financial, natural, technological, and human resources.
Study. The devotion of time and attention to acquiring knowledge on an academic
subject, especially by means of books.
School. A school is an educational institution designed to provide learning spaces and
learning environments for the teaching of students (or "pupils") under the direction of teachers.
Most countries have systems of formal education, which is commonly compulsory.
Depression. Depression is a state of low mood and aversion to activity. It can affect a
person's thoughts, behavior, motivation, feelings, and sense of well-being.
Stress Management. Is a wide spectrum of techniques and psychotherapies aimed at
controlling a person’s level of stress, esprcially chronic stress, usually for the purpose of and for
the motive of improving everyday functioning.
7
Behavior. Is the actions and mannerisms made by individuals, organisms, systems or
artificial entities in conjunction with themselves or their environment, which includes the other
systems or organisms around as well as the (inanimate) physical environment.
Effect. Is the result of an action, as in those “cause and effect” papers you might write in
English class. Your topic could be how your late-night tuba playing (cause) has driven your
roommate insane (effect).
Mental. Describes anything having to do with the mind, just as "physical" has to do with
the body. Mental has to do with the intellect, the mind, or the brain.
Health. Is a state of physical, mental and social well-being in which disease and infirmity
are absent.
8
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This section summarizes all relevant and studies gathered from books, websites, and
other printed materials. These related literature and studies give helpful insights or hints on the
direction of the study.
Related literature
The review of related literature or this study focuses on the positive and negative impact
of stress to the students.
Cutshall SM, et.al.(2011) report that self-directed, computer-guided meditation training
program is useful for stress reduction in hospital nurses. This pilot study suggests the feasibility
and efficacy of a biofeedbackassisted, self-directed, meditation training program to help hospital
nurses reduce their stress and anxiety. Optimal frequency of use of the program, as well as the
duration of effects, should be addressed in future studies.
Hartfiel et al (2011) results show that even a short program of yoga is effective in enhancing
emotional well-being and resistance to stress in the workplace. Mohan A et.al (2011) report a significant
increase in physiologic Galvanic Skin Response (GSR), Heart Rate (HR), Electromyography ( EMG), s
ympathetic reactivity(GSR, EMG, HR, QTc/QS2) and psycho logic (acute stress questionnaire scores)
markers of stress. Meditation was associated with relaxation (significant decrease in GSR, EMG,
QTc/QS2, and acute stress questionnaire scores). Meditation, if practiced before the stressful event,
reduced the adverse effects of stress. Memory quotient significantly increased, whereas cortisol level
decreased after both stress and meditation. VisualChoice Reaction Time (VCRT). showed no significant
change.
Sao, Akhileshwar et.al (2011) reported that intervened yoga practices caused significant
beneficial effect on the psychological disorders. It has various gentle asanas, pranayama, and
9
relaxation techniques. Two groups of experimental and control subjects were used. Yogic
RESEARCH PAPERS i-manager’s Journal on Educational Psychology, Vol. 6lNo. 4 lFebruary –
April 2013 43 management programme consist of regulated breathing, physical postures (asanas)
and relaxation for interaction. Significant reductions were shown for stress, depression, anxiety,
and reduction in fatigue was observed in the experimental group (yoga group).
Birinder S et.al (2011) report that findings may assist in implementing practical
interventions such as yoga in the workplace to mitigate stress, enhance health status and reduce
the risk of cardiovascular and metabolic diseases. Statistical significance and clinical
significance will be interpreted and will be used to express group differences. Changes between
groups will be determined by analysis of covariance of the post-treatment score controlling for
he baseline score.
Related Study
A. Foreign
Stress can be defined as ‘any challenge to homoeostasis’, or to the body’s internal sense
of balance. It can manifest itself either as eustress or as distress. Eustress, literally translated as
‘good stress’, is a positive form of stress that motivates an individual to continue working. It is
when this stress is no longer tolerable and/or manageable that distress manifests. Distress, or
‘bad stress’, is the point at which the good stress becomes too much to bear or cope with. Some
signals that this change has occurred are when tension begins to build, and there is no longer any
fun in the challenge or there seems to be no relief or end in sight. This kind of stress is well-
known, and may lead to poor decision-making. The general characteristics of a person in distress
are: being over-aroused; tense or unable to relax; touchy, easily upset or irritable; easily startled
or fidgety, and demonstrating intolerance of any interruption or delay. Excessive stress results in
10
an increased prevalence of psychological problems like depression, anxiety, substance abuse and
suicide ideation ( ivek B. Waghachavare, Girish B. Dhumale, Yugantara R. Kadam, and Alka D.
Gore 2011-2012)
James D. et.al (2010) reported improved mood, and significantly Meditation training has
become a popular intervention for the prevention and treatment of stressrelated diseases and for
the management of stress.
Manocha, et.al (2011) Conducted a study “A Randomized, Controlled Trial of Meditation
for Work Stress, Anxiety and Depressed Mood in Full-Time Workers”. Results show that there
was a significant improvement in the meditation group compared to both the relaxation control
and the wait-list groups.
B. Local
College students in the Philippines are very often in the late adolescent years. As
students, they are said to experience a unique cluster of stressors (Garrett 2010) which may have
a significant impact on their ability to cope with college life (Dussellier etal. 2012). Some of
these may be internal while some may be external to the individual. There are interpersonal,
intrapersonal, academic and environmental stressors (Ross, Neibling & Heckert 2014).
Generally, it was the intrapersonal stressors (change in sleeping habits, desire for vacation/break,
change in eating habits, new responsibilities) which were reported as the most frequent sources
of stressors of college students. The fifth source was the increased class workload.
Agolla and Ongori (2013) specifically pointed out stressful activities such as exams,
papers, organization activities, deadlines and the like. How adolescents perceive stress is crucial
to their well-being as individuals and learners. The individual's perception of the stressor and
11
ability to adapt to the stressor are significant in the perception of whether the stressor is equal to
or exceeding his emotional and behavioral resources to cope (Hardesty 2006; Amponsah &
Owolabi 2011). Exposure to many stressors during this period can be related to psychological
symptoms such as depression and anxiety (Charbonneau et al. in Moksnes et al. 2010).If it is
severe and prolonged, it could affect the student’s academic performance and campus life along
with an increase in potential behavior for substance abuse and other like behaviors (Richlin-
Klonsky & Hoe in Busari 2012).
The action and state of individuals due to the presence or perceived presence of these
stressors is termed as stress response (Larkin 2010). It must be noted that stress response is
different from coping. Stress response is the "fight or flight" reaction to a stressor where
adrenaline is released to the body (Larkin 2010) while coping is the psychological process where
an individual tries to fight and manage psychological stress (Lazarus & Folkman, 2011). Stress
responses can be categorized as affective, behavioral, cognitive and physiological depending on
the individual’s age, financial status, social support, gender, and other related variables (Larkin
2010). Affective or emotional responses to stress are exhibited in behaviors concerned with
emotional states (Campbell & Ehlert 2012). Examples of negative emotions associated with
stressors are anxiety, depression, anger, annoyance, guilt, and fear (Larkin 2005; Busari 2012).
Behavioral responses to stress usually involve trying to reduce or tolerate the stress in positive or
negative ways depending on the influence of personal characteristics (Weiten, Dunn, & Hammer,
2012).
We mentioned it earlier and it bears repeating: stress is not always a bad thing. Stress is
simply the body's response to changes that create taxing demands. The previously mentioned Dr.
Lazarus (building on Dr. Selye's work) suggested that there is a difference between eustress,
12
which is a term for positive stress, and distress, which refers to negative stress.In daily life, we
often use the term "stress" to describe negative situations. This leads many people to believe that
all stress is bad for you, which is not true.
In comparison to Selye’s biological explanation as to how we respond to stress, the
transactional model suggests that our stress responses are mediated by our appraisal of the
stressor and also by the social and cultural resources at our disposal. The model of appraisal and
transaction Both Cannon’s and Selye’s early models of stress presented it as an automatic
response to an external stressor. A perspective that is also reflected in life events theory, with its
use of expert rather than individual rating schemes. By contrast, more recent models allow for
active interaction between the individual and external stressors, rather than passive response.
CONCEPTUAL FRAMEWORK
Grade 12 students manage
The different stressors their different stressors that
The profile of the they encounter by:
that the grade 12
respondents in terms of
students encounter are The implication of the study
their age, sex, location among Grade 12 students in La
family problem, finance
and strand. Paz National High School are:
and academics.
13
CHAPTER 3
METHODS OF RESEACRH AND SOURCES OF DATA
This chapter focuses on the methodology of the study. It specifically presents the steps
and procedures that the researcher implemented in order to effectively achieve the problems
identified in Chapter 1.
Research Design
This study will use descripted research design which determined the stress management
among grade 12 student in La Paz National High School S.Y 2019-2020. A Descripted research
design can use a wide variety of quantitative and qualitative methods to investigate one or more
variables.
Respondents of the Study
The respondents of this study are the Grade 12 students at La Paz National High School
that located in La Paz, Tarlac. Who were enrolled in the school year 2019-2020. The respondents
were selected 75 students of Grade 12 students who belongs to different Strands.
Data Gathering
The researchers will secure the permission from the principal of La Paz National High
through a letter School to conduct the present study and to gather data from the Grade 12
Students. The questionnaire will be distributed to the selected Grade 12 students who will serves
as the respondense of the study.
Instruments
The research instrument is checklist-questionnaire which composed of questions.
14
BIBLIOGRAPHY
Retrieved from:
https://www.sciencedirect.com/science/article/pii/S2452301117300305
https://ejournals.ph/article.php?id=776
https://www.homehealthproducts.nl/paintest/schmerztests/stress/stap1?
utm_source=Google&utm_medium=ppc&utm_campaign=TFC&utm_term=stress&msclkid=1a208299f8f
a150c9f35dcc92ae6f08f&utm_content=Stress
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3749028/
http://www.ijsrp.org/?fbclid=IwAR0L-Iwpq2jrIfxY2uFdHP4Cpk0KpCRrMgAYk_Q1seh299GJuC_nQ0gqdpk
https://www.sciencedirect.com/?
fbclid=IwAR3rtjd50m54A7Nea8vw8jO30Mqpq5Fi3kRTrlvwpqEoZMMxjLtvpKpRO4U
15
BELTRAN, MA. NICOLE ANNE DIMARUCUT
Address: Balingcanaway, Tarlac City
Number: 09993173237
EDUCATION BACKGROUND
La Paz National High School
San Roque, La Paz Tarlac
2018-2020
La Vlaize Integrated Science School
A. Soriano Hi-way, Timalan, Naic, Cavite
2010-2018
PERSONAL PARTICULARS
Age: 16
Gender: Female
Birthdate: October 11, 2003
Height: 5’3
Religion: Espiritista
Civil Status: Single
Language: Tagalog, English
Nationality: Filipino
16
DARACAN, ABIGAIL CATACUTAN
Address: San Isidro, La Paz Tarlac
Number: 09279795957
EDUCATION BACKGROUND
La Paz National High School
San Roque, La Paz Tarlac
2016-2020
San Isidro Central Elementary School
La Paz Tarlac
2010-2016
PERSONAL PARTICULARS
Age: 16
Gender: Female
Birthdate: December 19, 2003
Height: 5’2
Religion: Catholic
Civil Status: Single
Language: Tagalog, English
Nationality: Filipino
17
FELICIANO, MARCO PAYPA
Address: San Roque, La Paz Tarlac
Number: 09106416511
EDUCATION BACKGROUND
La Paz National High School
San Roque, La Paz Tarlac
2016-2020
Engracio M. Castaneda Central Elementary School
La Paz Tarlac
2010-2016
PERSONAL PARTICULARS
Age: 15
Gender: Male
Birthdate: August 06, 2004
Height: 5’9
Religion: Catholic
Civil Status: Single
Language: Tagalog, English
Nationality: Filipino
18
FERNANDEZ, IRENE BRUNO
Address: San Roque, La Paz Tarlac
Number: 09385748187
EDUCATION BACKGROUND
La Paz National High School
San Roque, La Paz Tarlac
2016-2020
Engracio M. Castaneda Central Elementary School
La Paz Tarlac
2010-2016
PERSONAL PARTICULARS
Age: 16
Gender: Female
Birthdate: December 01, 2003
Height: 4’6
Religion: Catholic
Civil Status: Single
Language: Tagalog, English
Nationality: Filipino
19
GUILLERMO, JEANN ORGANO
Address: Caramutan, La Paz Tarlac
Number: 09752943819
EDUCATION BACKGROUND
La Paz National High School
San Roque, La Paz Tarlac
2016-2020
Caramutan Elementary School
La Paz Tarlac
2010-2016
PERSONAL PARTICULARS
Age: 16
Gender: Female
Birthdate: June 03, 2004
Height: 5’2
Religion: Catholic
Civil Status: Single
Language: Tagalog, English
Nationality: Filipino
20
LUSUNG, STEPHEN REYES
Address: Lauangcupang, La Paz Tarlac
Number: 09302225506
EDUCATION BACKGROUND
La Paz National High School
San Roque, La Paz Tarlac
2018-2020
Laungcupang Elementary School
La Paz Tarlac
2010-2016
PERSONAL PARTICULARS
Age: 16
Gender: Male
Birthdate: September 24, 2003
Height: 5’7
Religion: INC
Civil Status: Single
Language: Tagalog, English
Nationality: Filipino
21
MAGBAG, MARIAH JOI PARUNGAO
Address: Balanoy, La Paz Tarlac
Number: 09125103631
EDUCATION BACKGROUND
La Paz National High School
San Roque, La Paz Tarlac
2016-2020
Balanoy Elementary School
La Paz Tarlac
2010-2016
PERSONAL PARTICULARS
Age: 15
Gender: Female
Birthdate:April 29, 2004
Height: 5’3
Religion: Catholic
Civil Status: Single
Language: Tagalog, English
Nationality: Filipino
22
PABLO, MARICRIS LUNGOS
Address: San Isidro, La Paz Tarlac
Number: 09364039968
EDUCATION BACKGROUND
La Paz National High School
San Roque, La Paz Tarlac
2016-2020
Engracio M. Castaneda Central Elementary School
La Paz Tarlac
2010-2016
PERSONAL PARTICULARS
Age: 16
Gender: Female
Birthdate: December 15, 2003
Height: 5’3
Religion: Born-again
Civil Status: Single
Language: Tagalog, English
Nationality: Filipino
23
SIOCO, MARK RAVEN DIGAP
Address: San Roque, La Paz Tarlac
Number: 09159430608
EDUCATION BACKGROUND
La Paz National High School
San Roque, La Paz Tarlac
2016-2020
Engracio M. Castaneda Central Elementary School
La Paz Tarlac
2010-2016
PERSONAL PARTICULARS
Age: 15
Gender: Male
Birthdate: November 01, 2004
Height: 5’9
Religion: Catholic
Civil Status: Single
Language: Tagalog, English
Nationality: Filipino
