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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered in the study. Consequently, it analyzes and

interprets pertinent data that answers the research problems.

1. Learners’ Demographic Profile

The profile of the respondents was described in terms of their Grade level

1. Grade Level

A grade level refers to a specific stage in the educational system that corresponds

to the progress of students based on age, skills, and curriculum standards. According to the

Glossary of Education Reform (2013), grade levels are commonly organized in sequential

order, starting from kindergarten or first grade and progressing through primary, middle,

and high school. Each grade typically reflects a year's worth of academic development and

is used to structure learning outcomes, assessments, and instructional methods.

Table 1

Distribution of the Respondents According to their Grade level

Grade level Frequency Percentage

Grade 11 65 100%
TOTAL 65 100%

Table 1 presents the distribution of respondents according to their grade level. The

data shows that all 65 respondents (100%) are from Grade 11. This indicates that the study
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exclusively surveyed Grade 11 students, without including participants from Grade 12 or

other educational levels.

2. Factors Affecting the Mental Health of Students

2.1 Personal Factors

Personal factors refers to individual characteristics, behaviors, and internal

conditions that influence a person's mental, emotional, and physical well-being. According

to Robbins and Judge (2019), personal factors include elements such as personality traits,

emotional regulation, coping mechanisms, and lifestyle habits, all of which significantly

impact how individuals respond to stress, relationships, and life challenges. These factors

are often shaped by personal experiences, upbringing, and environmental influences.

Table 2

Personal Factors

Statement Mean Verbal Description

1. I find it hard to manage my own feelings. 3.51 Agree
2. I have trouble sleeping. 3.74 Agree
3. I struggle to deal with stress and life 3.66 Agree
challenges.
4. I use unhealthy ways to cope (e.g., to much
screen time), eating junks food, late night movie 3.51 Agree
marathon
5. I often feel anxious or worried about 3.92 Agree
something.
Grand Mean 3.67 Agree

Based on Table 2, the results indicate that respondents generally agreed that

personal factors have a significant impact on their mental health. Among the identified

personal factors, the highest-rated concern was "I often feel anxious or worried about
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something" with a mean score of 3.92, indicating that anxiety is a common challenge faced

by the respondents. This suggests that a considerable number of students experience

persistent worry or unease.

Following this, "I have trouble sleeping" recorded a mean score of 3.74, suggesting

that sleep disturbances are prevalent among the students. Additionally, the statement "I

struggle to deal with stress and life challenges" had a mean score of 3.66, reinforcing that

many students find it difficult to manage various stressors. Furthermore, the statements "I

find it hard to manage my own feelings" and "I use unhealthy ways to cope" (e.g., excessive

screen time, junk food consumption, and late-night activities) both received a mean score

of 3.51, showing that respondents recognize these as common coping mechanisms.

The Grand Mean of 3.67 confirms that students generally agree that personal factors

contribute significantly to their mental health challenges. These findings highlight the need

for interventions that address anxiety management, emotional regulation, and healthier

coping strategies to support the well-being of Grade 11 Humanities and Social Sciences

Students at Tarlac National High School.

2.2 Social Relationship

Social relationships refer to the connections and interactions individuals have with

others, including family, friends, peers, and the broader community. According to

Baumeister and Leary (1995), social relationships play a crucial role in psychological well-

being, as humans have an inherent need to form and maintain positive interpersonal bonds.

Supportive social relationships can enhance mental health, provide emotional support, and
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improve resilience against stress, while strained or negative interactions may contribute to

anxiety, loneliness, and other mental health challenges.

Table 3

Social Relationship

Statement Mean Verbal Description

6. I have conflict with my family. 2.88 Neutral
7. I struggle to maintain good relationship with
2.69 Neutral
others.
8. I have experienced online bullying or
2.54 Disagree
harassment.
9. I sometimes feel lonely, even around people.. 3.58 Agree
10. I don’t feel like I have strong support from
2.62 Neutral
friends or family.
Grand Mean 2.86 Neutral

Table 3 present the results indicate that respondents had varied experiences

regarding social relationships and their impact on mental health. The highest mean score

on the statements provided was found for "I sometimes feel lonely, even around people" at

a mean of 3.58, which falls under the Agree category. This can be interpreted that loneliness

is a general issue with the respondents even when they are among other people. In

conversely, the item "I have experienced online bullying or harassment" had the lowest

mean rating of 2.54 and was labeled Disagree, suggesting that the majority of the

respondents did not view online harassment as a significant factor affecting their mental

health. Phrases like "I have conflict with my family" (mean = 2.88) and "I find it difficult

to get along with others" (mean = 2.69) were Neutral-rated, indicating these issues exist

but are not salient across the group. Likewise, the response "I don't feel like I have strong
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support from friends or family" had a mean rating of 2.62, also Neutral, suggesting that

there were mixed feelings about social support.

The Grand Mean of 2.86 for social relationships corresponds to a Neutral

description. This suggests that, on average, respondents did not strongly associate their

mental health challenges with social relationship issues. While loneliness appears to be a

notable concern, other social relationship factors such as family conflicts, strained

friendships, and lack of support seem to have a more moderate impact. These findings

indicate that while social relationships may contribute to mental health concerns, they may

not be as dominant as other factors like personal challenges or academic pressure.

2.3 Academic Pressure

Academic pressure refers to the stress and psychological strain that students

experience due to academic demands, such as assignments, exams, grades, and future

career expectations. According to Pascoe, Hetrick, and Parker (2020), academic pressure

arises from both internal expectations (e.g., personal goals and perfectionism) and external

influences (e.g., parental expectations, teacher demands, and competitive environments).

Prolonged exposure to academic pressure can significantly impact students' mental well-

being, potentially leading to anxiety, burnout, and reduced academic performance.

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Table 4

Academic Pressure
Verbal
Statement Mean
Description
11. I am overwhelmed by my academic workload. 2.57 Agree
12. I get really stressed about exams and grades. 3.88 Agree
13. I worry a lot about my future career and college plans. 4.23 Strongly Agree
14. It’s hard for me to balance school and my personal
3.38 Agree
life.
15. I feel pressured to get high grades. 3.34 Agree

Grand Mean 3.68 Agree

Table 4 present the mean score for the highest rating is "I worry a lot about my

future career and college plans" at a mean of 4.23, which is classified as Strongly Agree.

It is inferred from this finding that worry concerning future career and college plans is the

topmost stress factor of the respondents. The statement "I get really stressed about exams

and grades" scored 3.88 on average and was rated as Agree, demonstrating that test taking

and grading are also significant sources of stress. Likewise, "It's hard for me to balance

school and my personal life" (mean = 3.38) and "I feel pressured to get high grades" (mean

= 3.34) both ranked on the Agree measure, meaning both balancing the expectations of

academic duties with individual time and pressure to perform academically are mutual

concerns.

On the other hand, the statement "I am overwhelmed by my academic workload"

received the lowest mean score of 2.57, categorized as Agree, suggesting that while

workload is a concern, it is perceived as less intense compared to worries about future plans

and academic performance.

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Grand Mean of 3.68, falling under Agree as well, indicates that the participants

overall accepted academic pressure as an important element impacting their mental well-

being. The findings underscore the fact that fears regarding the future, test stress, and the

need to keep up grades are major elements responsible for the students' mental well-being

issues. This supports the need for support systems, time management practices, and

guidance initiatives to ensure the students handle academic pressure optimally.

3. Most and Least Factors Affecting Student’s Mental Health

The most factors affecting students' mental health refer to the prominent influences

that have a significant impact on their psychological well-being. These factors may include

academic pressure, social relationships, family issues, and personal struggles such as

anxiety or low self-esteem. According to Smith et al. (2020), key stressors like academic

performance, peer pressure, and emotional instability are often reported as the most

influential elements in students' mental health outcomes. On the other hand, the least

factors are those influences that have a minimal or less noticeable effect on students' mental

health. These may include minor environmental conditions, occasional social conflicts, or

infrequent academic challenges. As noted by Johnson and Roberts (2018), while these

factors exist, their impact is generally less severe compared to major stressors.
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Table 5

Most and Least Factors Affecting Student’s Mental Health

Factors Mean Verbal Description Rank

Personal Factors 3.67 Agree 2
Social Relationship 2.86 Neutral 3
Academic Pressure 3.68 Agree 1
Grand Mean 3.40 Agree

Table 5 present the findings indicate the factors that influence most and least the

mental well-being of grade 11 (HUMSS) students at Tarlac National High School. Of the

factors identified, academic pressure scored the highest mean value of 3.68, which is

classified as Agree, and hence is the most significant factor impacting students' mental

well-being.

This shows that students face extreme stress regarding their academic workloads,

including workload, grades, and future career issues. Personal issues were in the second

place, with a mean score of 3.67, which was also rated as Agree. This indicates that anxiety,

sleep issues, and poor coping skills are also central issues driving students' mental illness.

Concurrently, social relationships were rated lowest at a mean score of 2.86, which falls in

the category of Neutral. This suggests that although social dynamics contribute somewhat

to mental health, they are viewed as being less contributory than academic and personal

influences.

The Grand Mean of 3.40 suggests an overall rating of Agree, which implies that

students largely accept these influences as strong contributors to their mental health. The

findings suggest that personal issues and academic pressures are predominant concerns that
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must be tackled with school-based interventions, coping skills, and mental health education

initiatives.

4. The Implication on the study to Mental Health Education

The results of this research hold important implications for mental health education,

especially for Tarlac National High School Senior High School students. The findings

showed that academic pressure was the most significant factor impacting students' mental

health, followed by personal factors, and social relationships were the least significant.

This presents an urgent need for schools to implement proactive measures in dealing with

these concerns through mental health education programs. To counter the impact of

academic stress, schools can include stress management skills and coping mechanisms in

the curriculum.

Workshops, counseling, and mentorship can teach students good time management

skills, emotional regulation methods, and learning to balance academic pressures with their

well-being. Teachers and school personnel should also be trained to recognize symptoms

of anxiety and emotional distress in students so that early intervention is possible. Also,

although social contacts had a minimal effect, instilling positive interpersonal relationships

and providing inclusive settings continue to be relevant. The promotion of peer assistance

programs, groups, and guidance services can serve to enhance greater social connections

between students and stronger emotional resilience.

By implementing these focused interventions, schools can build a more supportive

climate that enhances students' mental health, diminishes academic stress, and fosters
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healthy coping strategies. These efforts will lead to the production of well-rounded

individuals who are ready to meet academic as well as life challenges.