Apas National High School

Academic track

Humanities and Social Science

Navigating Academic Stress: A Study on the Experience of High School Students in Humanities

and Social Sciences

Submitted by:

Rocky Guanzon

Sairus zeal Busa

Rajelyn Tienes

Kimberly Clair Abasia

Austri Mae Cartagena

Submitted to:

John Mark Logroño

In partial of the requirements in Practical Research 1

Second Semester, School Year 2023-2024

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 TABLE OF CONTENTS

CHAPTER PAGE

1 THE PROBLEM AND ITS SCOPE

Rationale……………………………………………………………1

Statement of the Problem………………………….…..…………5

Significance of the study…………………………….………..….5

Scope and Delimitation…………………….…………….……….6

2 REVIEW OF LITERATURE

Related theories ……………………………………..……………6

Related Literature…………………….………………..………….7

Related studies…..…………………………………..……………8

Conceptual Theoretical Framework…………….……….………9

3 METHODOLOGY

Research Design.………………………….………….…………10

Research Environment.……………….……….….….…………10

Research Respondents....………..…….………….….…..……11

Research Instruments...…….…….…….…….……….………..11

Data Management Plan..…………….……….……….………..12

Ethical Considerations…………………………….…………….13

REFERENCES ………………………………………………………………..19

CURRICULUM VITAE………………………………………………………….31

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 CHAPTER 1

THE PROBLEM AND IT'S SCOPE

Rationale

Stress is a state of distress that impacts individuals physically and psychologically

which influences the learning and mental well-being of future professionals, particularly

within the health of students (Fatimah, 2020). Stress encompasses motivational,

performance, time-related, and social stressors that can impact students' mental

well-being and overall academic performance (Fasoro et al., 2019). Academic stress is

the common form of stress experienced by students, often occurring with the

emergence of stress-related indicators, including biological, cognitive, and emotional

symptoms that can affect young people's quality of life (Berdida & Grande, 2022).

Academic stress refers specifically to the stress experienced by students in educational

settings due to the demands and expectations of academic work, including exams,

assignments, and the need to meet high academic standards (Quincho et al.,

2021). This type of stress can have significant impacts on students' mental well-being

and academic performance (Adom, chukwuere, Osei, 2020)

The recognition of how academic stress can manifest in various forms, such as

group project, schoolwork and many more this underscores the need to delve deeper

into its impact on students' well-being (Barbayannis & Bandari & Zheng & Baquerizo &

Pecor & Ming, 2022).

Academic stress, stemming from the challenging academic environment, is a significant

factor affecting students' mental health and overall performance (Haikalis & Doucette &

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Meisel & Birch & Barnet, 2022). Research has consistently shown that academic stress

is linked to negative psychological consequences, including unpleasant emotional

states and self-harm (Soares & Woods, 2020). These findings highlight the detrimental

effects of academic stress on students' performance, motivation, and self-esteem

(Espinosa & Hernández & Rodriguez & Maricarmen & Bermúdez, 2020). Therefore,

understanding the experiences of Senior High School (SHS) students in managing

academic stress becomes imperative, driven by the motivation to address its

detrimental effects on their overall well-being (Pascoe & Hetrick & Parker, 2020). This

motivation prompted the researcher to delve into the academic stress experienced by

Senior High School (SHS) students, aiming to understand their experiences and how

students manage it. Additionally the motivation that delves into the academic stress

experienced by Senior High School (SHS) students has led to an investigation into the

rarely studied perspectives of senior students on stress. The aim of these is to

understand their experiences and how students manage it, seeking to promote more

support and contribute to addressing the limited attention given to normalizing stress

among students(Carter & Strum & Manalo, 2021).

Academic stress is a pervasive issue among students, significantly impacting

well-being and academic performance (Zhang et al., 2021). Factors such as high

workload, time pressure, and the need to meet high academic standards contribute to

the experience of academic stress (Chyu & Chen, 2022). The rising costs of education

and limited access to necessary resources further exacerbate academic stress among

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students (Travis et al., 2020). Academic stress has been found to have detrimental

effects on students' mental health, including increased levels of anxiety and depression

(Wang et al., 2021). This research seeks to gain a deeper understanding of the causes

and consequences of academic stress (Hedrick et al., 2021).

This study is important because this focuses on students' experiences with

academic stress.

This highlights the negative impact and struggles that students face (Li and Lin, 2021).

By understanding the experiences, this research helps to gain insight into the effects of

academic stress on students (Henrick, 2020). Furthermore, this study contributes to a

better understanding of students' academic stress (Rodriguez, 2020), which can help in

developing a more effective support system and better understanding for the students

experiencing this stress (Cobiellas,2020). This research holds significant importance as

it enhances the understanding the academic stress experienced by students (Green,

2021).

According to Pascoe (2020), stress is the common issue to the students

experiencing academic stress. This study of academic stress has been addressed

especially to those students who experience academic stress (Chen, 2022). High levels

of academic stress lead to poorer examination performance, affect mental well-being,

disrupt sleep, lower confidence and motivation (Hetrick, 2020). Additionally, recent study

showed that academic stress can have harmful consequences on the students

5
performance, and self-esteem (Espinosa & Herman's & Rodriguez, 2020). Academic

stress can manifest in the form of anxiety, depression, and emotional exhaustion, which

can negatively affect students' psychological well-being (Barbayannis,2022).

Reviewing previous research studies has revealed a significant knowledge gap

concerning academic stress and the impact it exerts on students. ( Locion & Sison &

Suarez & De Jesus, & Pelande & Uy, 2022). While studies on the incidence and effects

of academic stress are available, a thorough examination of the particular elements that

lead to academic stress on students ( Chyu & Chen, 2022). Moreover, the factors

causing stress in students due to examinations and academic responsibilities have not

been sufficiently explored or thoroughly investigated (Joselle, 2020). Further research is

needed to examine the daily challenges students face Such as homework, group,

project and test, and how this contributes to academic stress. ((Desamparadoa &

Mendozab & Minguitoc & Monevad, 2020). By bridging these gaps, researchers can

acquire a more profound insight into academic stress, devise successful coping

mechanisms for students, and foster a more supportive and conducive educational

environment ( Advincula & Morales & Morales, 2023)

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Statement of the problem

This study investigates the Senior High School (SHS) Humanities and Social Sciences

(HUMSS) students' experiences regarding academic stress, understanding the

challenges of academic stress that students face, and the impact of academic stress on

students.

Furthermore, the following questions aim to specifically address this concern.

1. How do students cope with stress during Academic Tasks like homework, group

projects, or tests?

2. What everyday challenges do students face with homework and group projects that

lead to stress?

3 Why do students find homework, group projects, or tests stressful?

SIGNIFICANCE OF THE STUDY

The outcomes of this study on academic stress in Grade 11 and Grade 12 Senior

High School (SHS) students are important because this period is crucial for students as

they prepare for higher education or the workforce. Academic stress during this time

can have significant impacts on students' mental health, academic performance, and

future prospects.

This study will contribute to the existing body of knowledge by providing a

comprehensive understanding of the specific stressors experienced by Grade 11 and

Grade 12 SHS students.

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This study will identify the causes, manifestations, and effects of academic stress,

offering insights effective coping mechanisms and support systems tailored to this

demographic.

Lastly, curriculum Developers, parents and classroom teachers will benefit by being

informed about their children's stressors, enabling them to provide appropriate support,

guidance, and encouragement, thereby improving parent-child communication and

family dynamics. By understanding the unique stressors of Grade 11 and Grade 12

students, this contributes to the broader understanding of academic stress, a

multidisciplinary endeavor involving psychology, education, and public health. This

knowledge can inform the development of policies and programs aimed at promoting

healthy behaviors and reducing stress-related problems.

SCOPE AND DELIMITATION

This study focuses on the students who experience academic stress of grade 11 &

12 Humanities and Social Sciences (HUMSS) students in one of the public schools in

Cebu City, Who are enrolled in School Year (S. Y) 2023-2024 This Qualitative study will

use a phenomenological approach, and the data will be gathered by conducting

one-on-one interviews with the HUMSS students in grades 11 & 12 focusing on

academic stress.

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 This study will not cover other problems that are not connected to the academic

experiences of HUMSS students. Each of the respondents will be interviewed. The

results of this study will be applicable only to the respondents of this study and will not

be used to measure the effects on the academic performance of students who do not

belong to the population of this study.

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 CHAPTER 2

REVIEW OF LITERATURE

Related Theories

The Transactional Model of Stress and Coping, proposed by Lazarus and Folkman (2020),

presents a comprehensive framework for comprehending academic stress among students,

delineating the interaction between stressors, cognitive appraisals, coping mechanisms, and the

influence on student well-being. Smith (2019) further emphasizes the relevance of this model in

academia, suggesting that factors such as workload, peer pressure, and academic expectations

contribute to students' stress levels within this framework. Kim (2021) adds to this perspective,

highlighting how individual differences in coping mechanisms and stress appraisals further

shape students' experiences of academic stress.

The Cognitive Appraisal Theory, building upon the foundational work of Lazarus, presents a

comprehensive framework that emphasizes the critical role of individuals cognitive evaluations

in understanding the impact of stressors (Bayram, 2019). Jones (2020) extends this

perspective, highlighting the role of students' beliefs about the ability to cope with academic

challenges in shaping the students' stress responses. Additionally, Chen (2022) explores

cultural variations in cognitive appraisals of academic stress, providing insights into how cultural

factors influence students' stress experiences.

The Social Support Theory, as introduced by Cohen and Wills (2020), underscores the

significance of social relationships in mitigating stress. Applying this to academic stress, Wang

(2022) suggests that nurturing strong social support systems can enhance students' resilience

and coping abilities, ultimately promoting the students academic success and overall well-being.

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Furthermore, this examines the role of online social support networks in moderating academic

stress, highlighting the importance of digital communities in providing support to students in

contemporary educational contexts (Lee, 2023).

RELATED LITERATURE

ACADEMIC STRESS
Sinha & Sinha (2019) define academic stress as the pressure and anxiety
students experience due to academic demands, such as exams, assignments,
and expectations from teachers and parents. In today's competitive
educational environment, as noted by Shaikh et al. (2019), students often face
intense pressure to excel academically, leading to heightened stress levels.
Pascoe et al. (2020) emphasize that this stress can manifest in various ways,
including physical symptoms like headaches and insomnia, as well as
emotional struggles such as feelings of inadequacy and fear of failure.
Moreover, Green et al. (2021) suggest that effective coping strategies, support
systems, and a balanced approach to academics can help mitigate the
negative effects of academic stress on students' well-being. These findings
are further supported by Kumar & Dixit (2020), who underscore the
importance of holistic approaches in managing academic stress.

ACADEMIC PRESSURE

Academic pressure refers to the stress and demands placed on students to

excel in studies, often resulting from high expectations from themselves,
peers, parents, and institutions (Smith, 2021). In today's competitive
educational landscape, students face increasing pressure to perform well
academically in order to secure future opportunities and meet societal

11
standards (Jones & Lee, 2022). This pressure can manifest in various forms,
including heavy workloads, rigorous coursework, standardized testing, and the
pursuit of extracurricular activities to bolster resumes (Brown, 2023).
Moreover, the fear of failure or disappointing others can intensify this
pressure, leading to mental health challenges such as anxiety and depression
among students (Garcia et al., 2024). Patel and Wang (2024) emphasize the
importance of maintaining a healthy balance between academic pursuits and
personal well-being to mitigate the adverse effects of academic pressure.

STRESS

Stress, as defined by Buskirk-Cohen and Plants (2019), encompasses the

body's response to various demands or pressures, resulting in physical,
emotional, or psychological strain. McLoughlin et al. (2023) explore how
stress manifests differently across environments, emphasizing the importance
of individual coping mechanisms in mitigating its effects. This understanding is
further complemented by Monzonís-Carda et al. (2021), who investigate the
role of social support in buffering stress, particularly within familial and
community contexts. Additionally, Barbayannis et al. (2022) delve into the
physiological responses to stress, shedding light on the body's intricate
mechanisms for adaptation and resilience, thus reinforcing the
interconnectedness of physiological and psychological aspects of stress.
Finally, Ang et al. (2024) propose innovative interventions for stress
management, advocating for personalized approaches tailored to individual
needs and circumstances, thus bridging theoretical understanding with
practical application in addressing stress-related challenges.

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RELATED STUDIES

The study conducted by Jayben P. Locion et al. (2022) delves into how high school students

are navigating academic stress. Employing qualitative research methods, the authors pinpoint

student challenges and propose remedies. Suggestions encompass improved time

management, transparent communication from teachers, regular monitoring of mental health by

parents, fostering supportive school environments, and implementing community programs to

address stigma. These insights underscore the importance of holistic support systems in

mitigating academic stress among students.

The research of Jayben P. Locion et al. (2022) investigates how high school students

grapple with academic stress. Employing qualitative methods, the authors identify student

challenges and propose solutions. Recommendations entail enhancing time management skills,

fostering transparent communication from teachers, ensuring regular mental health monitoring

by parents, cultivating supportive school environments for mental health, and organizing

community programs to combat stigma. These findings resonate with prior research on student

stress, underscoring the need for robust support mechanisms.

The study of Jhoselle Tus (2020) explores the interplay between academic stress,

motivation, and academic performance among senior high school students. Using a quantitative

research approach, specifically a descriptive correlational approach, the study investigates how

stress and motivation impact students' academic achievements. Despite the common belief that

stress and motivation significantly influence academic performance, the findings suggest

otherwise.The study reveals that stress and motivation levels did not significantly affect

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students' academic performance. Interestingly, the respondents exhibited average stress levels,

indicating effective coping mechanisms, such as engaging in hobbies, to mitigate stress.

Additionally, the students demonstrated above-average motivation levels, suggesting a drive for

self-fulfillment and personal growth. These results challenge the conventional understanding of

stress and motivation's role in academic performance and shed light on the resilience and

motivation of senior high school students.

The study of Camille Gay A. Desamparado, et al., (2019) aims to evaluate and understand

the stress levels experienced by senior high school students during their participation in

practical research. Employing a quantitative research design, the study investigates the factors

contributing to these stress levels, specifically focusing on gender, academic strand, and

economic status of students. The results indicate significant associations between stress levels

and gender, as well as between stress levels and students' academic content and attitude.

However, no significant associations were found between stress levels and gender in terms of

skills and attitude, or between stress levels and academic strand. Furthermore, while stress

levels were significantly associated with students' economic status in terms of academic content

and attitude, no significant association was observed with skills. These findings provide valuable

insights into the stressors experienced by senior high school students during practical research

activities and highlight the need for targeted support and interventions.

The study by Armielyn Bernabe Advincula et al., (2023) investigates the correlation between

academic stress, motivation, and academic performance among senior high school students.

Utilizing a quantitative research approach, specifically correlational research, the study explores

how academic stress and motivation influence students' academic achievements. The results

reveal a significant relationship between academic motivation and students' academic

performance. Based on these findings, the study formulates several conclusions and

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recommendations to address the identified correlations. These insights provide valuable

guidance for educators and policymakers in supporting students' academic success.

Conceptual Theoretical Framework

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 CHAPTER 3

METHODOLOGY

Research Design

This study will adopt a qualitative research design with a phenomenological

approach. Data collection will involve conducting face-to-face interviews with students to

delve into perceptions, emotions, and underlying factors influencing academic stress.

Through the application of phenomenology, the research aims to elucidate the core

essence of experiences with academic stress, with the ultimate goal of informing

targeted interventions to enhance well-being and academic achievement.

Research Environment

This study will be conducted at a public school in Cebu City that offers the Science,

Technology, Engineering and Mathematics (STEM), Technical-Vocational Livelihood

(TVL) Home Economics (HE), Technical-Vocational Livelihood (TVL) Information

Communication and Technology (ICT), General Academic Strand (GAS), and

Humanities and Social Sciences (HUMSS) tracks. The focus is on examining academic

stress among students enrolled in the HUMSS track in Grades 11 and 12. This school,

catering to students from Grade 7 to 12, provides an ideal research environment with a

diverse student body and a strong emphasis on academic achievement. The study will

involve face-to-face interactions with the participants, allowing for direct access and

personal engagement. This approach will foster trust and rapport, facilitating a deeper

understanding of the experiences of academic stress among Senior High School (SHS)

16
students. Additionally, the class setup at this school predominantly consists of

synchronous classes, where students attend live sessions and actively participate in

real-time discussions and activities.

Research Respondents

The research respondents for this study will be Senior High School (SHS) students

enrolled in the Humanities and Social Sciences (HUMSS) track at one of the public

schools in Cebu City. The target respondents for this study will consist of 10 Grade 11

students and 10 Grade 12 students, totaling 20 representatives. To ensure diverse

participation from both grade levels, there will be an equal distribution of 5 boys and 5

girls for each grade level. The participants involved in the study will be aged 16 and

above. By specifically focusing on the HUMSS track, the study aims to gain a

comprehensive understanding of the academic stress experienced by students in this

particular track. Including students from both grade 11 and 12, as well as considering

different genders and age ranges, will provide valuable insights into the unique

challenges and experiences faced by HUMSS track students in Cebu City.

RESEARCH INSTRUMENT

In this phenomenological study, the instrument to be used is a semi-structured

interview aimed at understanding the academic stress experienced by Senior High

School (SHS) students. The interview questions will be prepared in advance,

undergoing evaluation and validation by professionals. These questions will be

open-ended, allowing SHS students to express themselves comfortably in the language

17
they prefer, ensuring they can convey their experiences of academic stress without

ambiguity.

DATA MANAGEMENT PLAN

The research process starts with a formal request forwarded to the school principal,

seeking approval to conduct a study on comprehending the academic stress faced by

Senior High School (SHS) students. The request highlights the potential benefits to the

educational institution in enhancing student well-being. Customized consent forms,

tailored for students aged 16-18 years, are then sent out to parents or legal guardians,

requesting permission for their children's participation. These consent forms are crafted

in a language familiar to the community, possibly the regional dialect, to ensure clarity

regarding the study's purpose and the potential advantages for the students.

All collected data are stored securely, with access limited to the research team, to

ensure confidentiality and privacy. Rigorous analysis is conducted by the researcher,

employing robust methodologies to extract meaningful insights into the academic stress

experienced by SHS students. Findings are communicated exclusively to the research

adviser and designated panelists, maintaining confidentiality and adhering to ethical

standards to protect participant privacy.

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Research ethical considerations

Confidentiality

All information gathered from students regarding their experiences with academic

stress will be treated with the utmost confidentiality. The identities of the participants will

be kept anonymous, and any data collected will be used solely for the purpose of

research and academic study. No personal information will be disclosed to any third

party without explicit consent from the participants. The data collected will be stored

securely and accessed only by authorized researchers involved in the study.

Participants can rest assured that their privacy and confidentiality are of paramount

importance throughout this research process.

Honesty and Integrity

The researchers are committed to presenting the findings accurately and truthfully,

without any bias or manipulation of information. Integrity will be upheld in every

interaction with participants, ensuring that their voices are heard and respected

throughout the research process. The research team pledges to uphold the values of

honesty and integrity to maintain the credibility and ethical standards of this study.

Carefulness

Conducting about the experience of students in academic stress. Every step of the

research process, from data collection to analysis and interpretation, will be approached

with meticulous attention to detail and precision. The researchers will exercise caution

19
and thoroughness in handling all aspects of the study to ensure the accuracy and

reliability of the findings. Careful consideration will be given to the ethical implications of

the research, and measures will be taken to safeguard the well-being and confidentiality

of the participants. By prioritizing carefulness, the research aims to uphold the highest

standards of academic rigor and integrity.

Human Subject Protection

The protection of human subjects in this study on the experience of students in

academic stress is of utmost importance. All participants involved in the research will be

treated with respect, dignity, and ethical consideration. The researchers are committed

to ensuring the safety, confidentiality, and well-being of all individuals who partake in the

study. Measures will be implemented to secure the privacy of participants, maintain

anonymity, and uphold the principles of informed consent throughout the research

process. Adherence to institutional review board (IRB) guidelines and ethical standards

will be strictly followed to safeguard the rights and welfare of human subjects. The

research team is dedicated to upholding the highest level of human subject protection to

ensure the integrity and validity of the study outcomes.

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The academic stress of the students because who experience academic stress are not

without hope. Educators and parents can aid in reducing stress among students in the

school setting and at home. Various practices can be implemented and encouraged at

the universal level, to benefit all students, including those who experience significant

academic stress.Baumrind, D. (1966). Effects of authoritative parental control on child

behavior. Child Development, 887–907.

Teque, M., Gálvez, N., & Salazar, D. (2020). Academic stress in senior students

from a peruvian university. , 14(2), 43–47.

This study it can lead us student to be aware in academic stress espicially for those

students withoud hope and weak. Academic stress can reduce motivation, hinder

academic achievement, and lead to increased college dropout rates (Pascoe & wilks,

2020).

Misra R., McKean M., West S., Russo T. (2000). Academic stress of college students:

Comparison of student and faculty perceptions. Coll. Stud. J. 34, 236–245

Other is known Academic stress is an outcome of academic demands imposed beyond

an individual's available adaptive resources (Wilks, 2008),however , Academic stress

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 Curriculum Vitae

PERSONAL BACKGROUND

Name: Rocky B. Guanzon

Age: 17

Sex: male

Civil status: Single

Religious Affiliation: Roman Catholic

Address: Sitio Son Oc, Lahug, Cebu City

EDUCATIONAL QUALIFICATIONS

Senior High

Apas National High School

2023 - 2024

ELIGIBILITY

Senior High School Strand

Humanities and Social Sciences (HUMSS)

33
Personal data

Name: Sairus Zeal F. Busa

Age: 17

Sex: male

Civil status: Single

Religious Affiliation: Born Again

Address: Pc Compound Fulton Str. Apas Cebu City

Educational qualifications

Senior High

Apas National High School

2023 - 2024

Eligibility

Senior High School Strand

Humanities and Social Sciences (HUMSS)

34
Personal data

Name: Rajelyn Tienes

Age: 17

Sex: Female

Civil status: Single

Religious Affiliation: Roman Catholic

Address:Upper Calvary Hills Cebu City

Educational qualifications

Senior High

Apas National High School

2023 - 2024

Eligibility

Senior High School Strand

Humanities and Social Sciences (HUMSS)

35
Personal data

Name: Kimberly Claire O. Abasia

Age: 16

Sex: Female

Civil status: Single

Religious Affiliation: Roman Catholic

Address: Sitiio Purok 6, San Miguel Apas Cebu City

Educational qualifications

Senior High

Apas National High School

2023 - 2024

Eligibility

Senior High School Strand

Humanities and Social Sciences (HUMSS)

36
Personal data

Name: Austri mile F Cartagena

Age: 16

Sex:Female

Civil status: Single

Religious Affiliation: Roman Catholic

Address: Sitio, Rutonda, banilad, Cebu City

Educational qualifications

Senior High

Apas National High School

2023 - 2024

Eligibility

Senior High School Strand

Humanities and Social Sciences (HUMSS)

37
38