Academic Burnout: Impact on Cognitive Skills of Selected Senior High School

Students in Dauin Science High School of the School Year 2024-2025

A Qualitative Research
Presented to the Faculty of
Dauin Science High School
Bulak, Dauin, Negros Oriental

In Partial Fulfillment of the Requirements

for the Subject Practical Research 1
For Senior High School

Researchers:
Sheilamae C. Alejado
Joelie Mae F. Aliya
Jorevic C. Aujero
Jianne Vienz A. Cambal
Lovely Jean Dela Torre
Heart Scarlet L. Divina
Giovanni Santos

Ms. Jennylynn R. Desiongco

Practical Research Adviser

March 2025
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Abstract

Academic burnout is a prevalent issue among senior high school students, impacting their
cognitive skills. This study, titled “Academic Burnout: Impact on Cognitive Skills of
Selected Senior High School Students in Dauin Science High School for the School Year
2024-2025,” explores the impact of academic burnout on cognitive skills such as memory,
attention, and problem-solving. Using a qualitative phenomenological approach, the
study gathered data from twenty purposively selected Grade XI and Grade XII students
through open-ended survey questions. Findings indicate that academic burnout leads to
cognitive exhaustion, resulting in difficulties in concentration, reduced problem-solving
abilities, and impaired memory retention. The study further highlights key factors
contributing to burnout, including overwhelming academic demands, lack of support
systems, and high expectations. Additionally, thematic analysis revealed both negative
and potential positive impacts of burnout, such as resilience and adaptability in some
students. This research provides valuable insights for students, teachers, and parents in
exploring academic burnout. The findings can help educators develop interventions that
promote a balanced academic environment and foster better mental well-being. Future
researchers may use this study as a reference for further exploration of academic burnout
in different educational settings.
________________________________________________________________________

Keywords: Academic burnout, cognitive skills, senior high school students, qualitative
study, thematic analysis, student well-being
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Table of Contents

Abstract i

Table of Contents ii

List of Figures iv

List of Appendices v

Acknowledgement vi

CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction 1

Background of the Study 3

Conceptual Framework 7

Theoretical Background 8

Statement of the Problem 9

Scope and Delimitation of the Study 10

Significance of the Study 11

CHAPTER II

REVIEW OF RELATED LITERATURE

Review of Related Literature 13

CHAPTER III

RESEARCH METHODOLOGY

Research Design 20

Research Respondents 20
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Research Instrument 20

Research Procedure 21

Operational Definition of Terms 21

CHAPTER IV

RESULTS AND DISCUSSION

Results and Discussion 23

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS

Summary of Findings 38

Conclusion 40

Recommendation 42

References 44

APPENDICES 48
iv

List of Figures

Figure Title Page No.

1 Conceptual Framework of the Study 7

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List of Appendices

Appendix Title Page No.

1 Permission Letter 49

2 Survey Questionnaires 50

3 Answers of the Respondents 53

4 Researchers of the Study 67

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ACKNOWLEDGEMENT

The researchers sincerely extend their deepest gratitude to all individuals who

contributed to the successful completion of this study.

Foremost, heartfelt appreciation is given to the participants, whose time, effort,

and invaluable responses provided the essential data and insights necessary for this

research. Their cooperation played a vital role in the fulfillment of this endeavor.

Special thanks are extended to Ms. Jennylynn R. Desiongco, our Practical

Research 1 adviser, for her continuous support, expert guidance, and thoughtful feedback.

Her dedication and encouragement were instrumental in shaping and refining this study.

The researchers would also like to express their gratitude to Mr. Christian

Tubog, the school principal, for his approval and support in facilitating the survey

process. His assistance made it possible to gather the data needed for this research.

Deepest appreciation goes to the researchers’ families, whose patience,

understanding, and unwavering support made this journey possible. The provision of

spaces for collaboration and productivity, along with their encouragement, greatly

contributed to the completion of this work.

Above all, the researchers offer their profound thanks to the Almighty God,

whose grace, wisdom, and guidance provided strength and clarity throughout this

undertaking.

Finally, the researchers extend their sincere gratitude to everyone who, in one

way or another, offered support and assistance behind the scenes. Though their names

may not be mentioned, their contributions were essential to the success of this study.
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CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Education is often perceived as a gateway to success, yet the challenges that come

with academic demands can significantly impact students' cognitive skills. One of the

most pressing issues faced by students today is academic burnout, a psychological

syndrome characterized by emotional exhaustion, depersonalization, and a diminished

sense of personal accomplishment (Rotenstein et al 2022). This phenomenon is

particularly prevalent among senior high school students who must juggle rigorous

academic tasks, extracurricular activities, and the pressures of future planning (Salmela-

Aro & Upadyaya, 2020). According to Nevena & Nataša (2024), school burnout

syndrome is typically defined through exhaustion from academic demands, cynicism

toward school, and feelings of inadequacy as a student, identically as occupational

burnout syndrome.

Cognitive skills such as memory, attention, critical thinking, and problem-solving

are essential for student success. However, excessive academic stress and burnout can

lead to cognitive fatigue, making it difficult for students to concentrate, retain

information, and apply knowledge effectively. This situation may lead to a fall in

students' motivation towards lessons and, consequently, an increase in their absenteeism

(Yang & Farn, 2020). When students are mentally drained, their ability to engage in

higher-order thinking and problem-solving diminishes, ultimately affecting their

academic performance. Understanding the extent of this impact is crucial in developing

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strategies to support students in maintaining both their mental well-being and

academic potential.

Dauin Science High School, known for its rigorous academic curriculum,

provides an ideal setting to explore this issue. According to Külekçi-Akyavuz (2020) as

school burnout experienced by students increases, their academic success may decrease.

The high demands placed on students may increase their risk of experiencing burnout,

potentially affecting their cognitive skills and overall academic performance.

Through survey questionnaires, this phenomenological study aims to assess the

impact of academic burnout on the cognitive skills among selected senior high school

students in Dauin Science High School of the school year 2024-2025. By the contributing

factors, the findings of this research can help educators and, parents to develop

interventions to reduce academic burnout and enhance students’ learning experiences.

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Background of the Study

Academic burnout has emerged as one of the most pressing issues in modern

education, significantly impacts students' well-being, academic performance, and overall

development. It is characterized by chronic emotional exhaustion, detachment from

academic work, and a diminished sense of accomplishment. Unlike temporary feelings of

being overwhelmed, burnout represents a prolonged state of mental, and emotional

fatigue that severely impacts students' ability to learn, retain information, and perform

well academically. Even high-achieving students are not immune, as excessive pressure,

perfectionism, and unrealistic academic expectations can contribute to burnout (Chakarbi

et al., 2020).

Historically, education has been regarded as a critical factor in personal and

professional success. Societies have long emphasized academic excellence as a means of

securing a stable and prosperous future. Over time, however, the pressures placed on

students have intensified. In today's fast-paced, competitive educational environment,

students are burdened with demanding coursework, high-stakes examinations, and a

culture that often equates self-worth with academic performance. As a result, many

education systems prioritize results, grades, and rankings, frequently at the expense of

students' cognitive health and personal development (Thornby et al., 2023).

The term "burnout" was first introduced by psychologist Herbert Freudenberger in

the 1970s, originally describing workplace exhaustion among professionals in high-stress

jobs. Researchers soon identified similar patterns of emotional depletion, stress, and

disengagement among students, leading to the development of the concept of "academic

burnout." Unlike occupational burnout, which is linked to excessive workloads and lack
 4

of work-life balance, academic burnout is driven by relentless study demands, strict

deadlines, competitive grading, and inadequate support systems (Montgomery, 2021). As

students experience burnout, they become emotionally drained, disengaged from their

studies, and increasingly unable to meet academic expectations, despite their best efforts.

The prevalence of academic burnout has raised significant concerns among

educators, psychologists, and policymakers. Studies have shown that burnout adversely

impacts cognitive skills, including memory retention, critical thinking, problem-solving,

and information processing. As burnout progresses, students struggle with concentration,

motivation declines, and they develop a negative attitude toward learning. This leads to

poor academic performance and diminished creativity and problem-solving abilities.

Over time, burnout erodes students' confidence in their abilities, contributing to feelings

of helplessness, anxiety, and depression.

Beyond cognitive impairments, academic burnout has profound psychological and

emotional consequences. Many students report experiencing overwhelming stress,

feelings of worthlessness, and emotional exhaustion due to academic pressures. The

mental toll can result in heightened anxiety, social withdrawal, and, in severe cases,

depressive symptoms. Some students, unable to cope with persistent stress, may

contemplate dropping out of school, which can have long-term effects on their career

prospects and future opportunities. The fear of failure and the constant drive to meet

academic expectations perpetuate a cycle of distress, significantly impacting students'

overall well-being (Poku et al., 2020).

A key contributing factor to academic burnout is the traditional structure of

educational institutions. Many schools and universities operate on rigid schedules with
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minimal flexibility to address students' mental health needs. The focus on standardized

testing, performance-based assessments, and competitive grading creates an environment

where students feel compelled to excel at all costs. This pressure often leads to sleep

deprivation, unhealthy study habits, and a lack of work-life balance, further exacerbating

burnout (Nevena et al., 2024).

Despite growing research on academic burnout, there is a notable gap in

understanding its specific impact on senior high school students. Senior high school

learners face unique challenges, such as developing independent study habits, managing

multiple subjects, and making decisions about their future careers. The transition from

junior to senior high school brings increased academic responsibility, heightened

expectations, and pressure to perform well in college entrance exams. This stage of

development is also marked by significant emotional and psychological changes, making

students particularly vulnerable to burnout (Salmela-Aro & Upadyaya, 2020).

One of the most concerning aspects of academic burnout among senior high

school students is its direct impact on cognitive skills. Research indicates that chronic

stress and mental exhaustion impair brain function, leading to difficulties in concentration,

slower information processing, and reduced problem-solving abilities. Consequently,

students experiencing burnout struggle to comprehend new material, retain information,

and apply knowledge effectively. This decline in cognitive skills not only hampers

academic performance but also reduces their ability to think creatively—an essential trait

for success in higher education and professional careers.

The long-term consequences of academic burnout extend beyond the classroom.

Students who suffer from severe burnout often carry its effects into adulthood, impacting
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their career performance, job satisfaction, and mental health. Those who experience

chronic stress during their academic years may develop poor coping mechanisms, making

them more susceptible to burnout in their professional lives. This underscores the need

for early intervention strategies that promote mental well-being, resilience, and

sustainable study habits.

In conclusion, exploring academic burnout and its impact on cognitive skills is

crucial for creating a balanced and effective educational system. By exploring the factors

that contribute to academic burnout, this study seeks to contribute to the development of

a healthier, more sustainable learning environment at Dauin Science High School.

Students should not have to sacrifice their mental health for academic success; instead,

education should nurture both intellectual growth and emotional well-being.

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Conceptual Framework

This study's conceptual framework explores the impacts of academic burnout on

the cognitive skills of selected senior high school students at Dauin Science High School

during the 2024-2025 school year.

INPUT PROCESS OUTPUT

 What are the  Seeking approval  Factors

factors from the school contributing

contributing to administration to academic burnout.

academic burnout. conduct the study.  Exploring of how

 How academic  Selecting academic burnout

burnout negatively respondents based negatively and

and positively on specific criteria positively impacts

Impact the aligned with the students’ cognitive

students’ cognitive study’s objectives. skills.

skills.  Utilizing open-eded  Identification of

 Both the positive questions. both the negative


and negative  Systematically and positive

impacts of analyzing the impacts of

academic burnout collected data. academic burnout

on cognitive skills.  Conducting a on cognitive skills.

thematic analysis.

Figure 1: The Schematic Diagram of the Conceptual Framework of the Study

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The conceptual framework of this study serves as a guide for exploring how

academic burnout impacts the cognitive skills of selected senior high school students at

Dauin Science High School. The input phase identifies factors that contribute to

academic burnout and its impact on students’ cognitive skills both positively and

negatively. The process phase outlines the necessary steps to conduct the study, including

obtaining approval from the school administration, selecting respondents based on

specific criteria, collecting qualitative data through open-ended questions, and analyzing

responses using thematic analysis to identify recurring patterns. Finally, the output phase

presents the study’s expected findings, which include the factors contributing academic

burnout, a deeper exploration of how it impacts the students’ cognitive skills, and the

identification of both its negative and potential positive impacts.

Theoretical Background

The Study Demands-Resources (SD-R) Theory by Salmela-Aro et al. (2008)

provides a critical perspective on how academic burnout emerges when study demands

exceed available resources. In the study "Academic Burnout: Impact on Cognitive Skills

of Selected Senior High Students in Dauin Science High School, School Year 2024-

2025," this theory highlights how an overwhelming academic workload, frequent

assessments, and high expectations can negatively impact students’ cognitive skills.

When students face excessive academic pressures without sufficient support, they are

more likely to experience burnout, characterized by exhaustion, detachment from

schoolwork, and reduced academic motivation.

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As academic demands increase, cognitive skills such as problem-solving, critical

thinking, memory retention, and concentration may suffer. Burnout can lead to mental

fatigue, making it difficult for students to focus, process information efficiently, and

perform well in school. Instead of being able to engage deeply with their studies, they

may struggle with retention, analytical thinking, and overall academic performance. This

cognitive decline can create a cycle in which students, despite putting in effort, feel

mentally drained and incapable of meeting academic expectations, further worsening

their burnout.

Moreover, when students lack study resources, such as teacher support, peer

collaboration, and effective coping mechanisms, the negative impact of academic burnout

becomes even more pronounced. Without adequate support, they may feel isolated and

overwhelmed, making it harder to manage academic pressures. This highlights the

importance of creating a balanced academic environment where study demands are

aligned with sufficient resources. Addressing this imbalance can help prevent academic

burnout and ensure that students maintain their cognitive skills, ultimately catering a

healthier and more effective learning experience.

Statement of the Problem

This phenomenological study explored the impact of academic burnout on the

cognitive skills of selected senior high school students at Dauin Science High School for

the school year 2024-2025. Specifically, the study aimed to address the following

questions:
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1. What are the factors contributing to academic burnout among selected senior high

school students in Dauin Science High School?

2. How does academic burnout impact the cognitive skills of selected senior high school

students in Dauin Science High School?

3. What are the impacts of academic burnout on the cognitive skills of selected senior

high school students in Dauin Science High School?

Scope and Delimitation of the Study

Scope of the Study

The scope of this study were the selected senior high school students from Dauin

Science High School. This research aimed to explore the Impact of Academic Burnout

on Cognitive Skills of Senior High Students in Dauin Science High School S.Y.2024-

2025.

Delimitation of the Study

The study was limited to twenty Senior High School students, comprised of ten

students from each senior grade level of Dauin Science High School of the S.Y. 2024-

2025. This study focused on students who had experienced the impact of academic

burnout on cognitive skills. It included the perceptions of the selected students and did

not consider the perspectives of the students from other schools or academic years.

Therefore, the findings of this study is valid for twenty senior high students.
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Significance of the Study

The study titled “Academic Burnout: Impact on Cognitive Skills of Selected

Senior High School Students in Dauin Science High School for the School Year 2024-

2025” provides valuable insights into how academic burnout impacts students' cognitive

skills. This research aims to explore the impact of academic burnout on cognitive skills.

Through this study, teachers can develop more effective interventions to create a

balanced and supportive learning environment.

Students. This study helps students become more aware of the impacts of academic

burnout on their cognitive skills, such as memory, attention, and problem-solving. By

exploring how burnout impacts their academic performance, students can develop better

coping strategies and maintain a healthier balance between their studies and well-being.

Teachers. Teachers can use the findings of this study to identify signs of academic

burnout in their students and understand its impact on cognitive skills. With this

knowledge, they can implement more effective teaching strategies, create a supportive

classroom environment, and offer interventions that reduce stress while enhancing

students' learning experiences.

Parents. Parents play a vital role in their children’s education and mental well-being.

This study can help parents recognize symptoms of academic burnout and its impact on

their child’s cognitive skills. By being more aware, they can provide better mental
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support and collaborate with teachers to foster a more balanced and nurturing home and

school environment.

Future Researchers. This research can serve as a valuable reference for future studies on

academic burnout and cognitive skills. It can help future researchers identify gaps in

existing literature, explore new dimensions of the topic, and develop more

comprehensive strategies to address academic burnout in different educational settings.

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CHAPTER II

REVIEW OF RELATED LITERATURE

Review of Related Literature

Academic burnout is a growing concern among students, impacting their

cognitive skills. Research has shown that excessive academic pressure, stress, and

prolonged mental exhaustion can lead to difficulties in concentration, memory retention,

and problem-solving. Additionally, factors such as workload, procrastination, and

emotional resilience play a crucial role in determining how students cope with academic

challenges. Exploring the impact of academic burnout on the cognitive skills is essential

in understanding students' mental health and academic success.

According to Yusoff et al., (2024) The academic environment is increasingly

competitive and demanding, placing significant pressure on students to perform. A

substantial component of this pressure is the workload assigned to students,

encompassing homework, projects, presentations, and preparation for exams. While a

certain level of academic rigor is necessary for learning, an excessive workload can

negatively impact student learning outcomes. This article explores the various

dimensions through which a heavy workload impacts students’ cognitive skills.

Furthermore, cognitive science suggests that there is a limit to how much information the

human brain can effectively process and retain in a given period. Beyond this point,

additional information does not only fail to be absorbed but can also impair the learning

of material that has already been covered. A heavy workload pushes students beyond

their optimal learning capacity, resulting in diminishing returns where the increased effort
 14

does not correspond to better learning outcomes. This scenario is particularly concerning

in rigorous academic programs where the quantity of material to be covered can easily

eclipse the quality of understanding.

According to Donkor et al., (2020), academic burnout is a state of emotional

weariness characterized by a loss of passion for work. Excessive workload, personal

pressures, and persistent workplace tension can result in emotional exhaustion, a chronic

symptom of somatic and cognitive depletion. Academic burnout is a mental health

condition that develops due to work-related stress and involves a constant reactivity to

ongoing interpersonal pressures. Overwhelming exhaustion, emotions of cynicism, and

alienation are all critical contributors to burnout. A perception of ineffectiveness and lack

of accomplishment may also result. Academic burnout is a state of emotional exhaustion

that typically arises from prolonged stress at school. It is characterized by a loss of

passion for one’s job and can be triggered by factors such as heavy academic workloads,

personal stress, high expectations from peers and families, and ongoing tension in the

workplace. This condition is not just about feeling tired; it involves deep emotional and

physical depletion, where the person feels overwhelmed by constant work-related

pressures. Critical signs of burnout include extreme fatigue, a sense of cynicism toward

work, and emotional alienation from colleagues and responsibilities. Additionally,

individuals experiencing burnout often struggle with feelings of ineffectiveness and a

lack of accomplishment, which can contribute to overall frustration and dissatisfaction.

Essentially, burnout is a mental health condition that emerges due to chronic work-related

stress and affects both the mind and body.

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According to Mehmet (2021), there are factors that significantly contributes to

school burnout. Through a qualitative approach, the study focused on the influence of

various factors such as self-regulation, student-teacher relationships, peer relationships,

family involvement in school, academic performance, and well-being. The findings

confirmed that self-regulation, student-teacher relationships, peer relationships, and

family involvement in school played a crucial role in students' experiences of school

burnout. These variables were found to have a direct and negative impact on burnout, as

students who reported strong self-regulation skills and supportive relationships with

teachers, peers, and family members described lower levels of emotional exhaustion and

disengagement.

One of the primary ways procrastination contributes to burnout is through

heightened task pressure and stress. According to Qu et al. (2022), students who

procrastinate often find themselves overwhelmed by looming deadlines, leading to

feelings of panic, anxiety, and frustration. When students postpone assignments or exam

preparations, they eventually face time constraints that make it difficult to complete tasks

effectively. This last-minute pressure reduces cognitive efficiency, making it harder to

focus, retain information, and produce quality work. Consequently, students experience

high stress levels, which contribute to the emotional exhaustion that defines academic

burnout.

Patel and Sharma (2022) explored the relationship between academic burnout and

cognitive skill, highlighting an unexpected positive aspect of burnout. Their study found

that for some students, experiencing burnout could actually lead to improved academic

performance due to the heightened motivation to overcome the stress and pressure. The
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authors argued that in certain cases, the experience of burnout triggers a "motivational

rebound," where students increase their efforts and dedication to their studies to cope

with the emotional strain. This response often leads to enhanced focus, more disciplined

study habits, and higher academic achievements.

Nguyen and Lee (2023) examined how academic burnout can, in certain situations,

serve as a motivator that boosts cognitive skills, particularly in secondary students. Their

research found that burnout, when paired with a strong intrinsic motivation to succeed,

led some students to channel their stress and fatigue into a heightened sense of urgency

and purpose. The authors discovered that these students tended to work longer hours,

engage more deeply with their home works, and develop more efficient study techniques

to manage their workloads. As a result, they reported an improvement in both their

academic performance and cognitive skills. Nguyen and Lee suggest that burnout can act

as a catalyst for students to reevaluate their study habits, set higher personal goals, and

engage in more focused, disciplined work.

According to Jurado (2021) academic burnout impacts students negatively in a

way that it develops when students are subjected to stress for long periods and pressured

to reach goals at school, impacting their aspirations and beliefs about their own

performance. This can be divided into three dimensions: exhaustion, meaning emotional

fatigue when faced with continual demands; cynicism (that is, indifferent, distant attitude

to school); and efficacy (expectations about the ability to reach academic goals

successfully. This syndrome, along with school participation, have been found to be the

two factors involved in school wellbeing. Furthermore, it means students have a more

negative perspective of the future, and is a risk factor for developing behaviors such as
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smoking, altered sleep quality and symptoms of depression, anxiety and stress linked

with negative affect.

Liu B. (2023) explored academic stress and academic burnout in students through

a moderated mediation model. Their study found that academic stress is a significant

predictor of academic burnout, which, in turn, negatively impacts students' cognitive

skills. The researchers identified that burnout not only impairs cognitive skills directly

but also leads to a decrease in motivation, further exacerbating cognitive decline.

Johnson and Williams (2021) explored the complex impacts of academic burnout.

While academic burnout is typically associated with emotional exhaustion and cognitive

depletion, their research highlights that, in certain students, academic burnout can lead to

what they term "cognitive resilience." This resilience emerges as students, particularly

those with adaptive coping mechanisms, learn to adjust and even thrive under the

pressure of burnout. Rather than succumbing to stress, these students enhance their

cognitive strategies to handle academic challenges more efficiently. They develop

improved problem-solving abilities, becoming better at strategizing and executing tasks.

Burnout forces these students to refine their study habits, leading to better organization

and time management, which ultimately improves their academic performance. The

heightened stress, rather than hindering their progress, pushes them to be more

disciplined and focused.

Similarly, Barker and Lee (2022) also suggests that burnout, while initially

disruptive, can serve as a catalyst for cognitive skills growth. Their research found that

the stress and exhaustion associated with academic burnout forced students to reevaluate

their academic approaches, ultimately leading to enhanced cognitive skills. The

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emotional strain from burnout encouraged students to engage in deeper critical thinking,

as they had to find ways to process and understand complex material under pressure. This

critical thinking was paired with the development of increased perseverance and

resilience. Rather than allowing burnout to cause disengagement, students used it as an

impetus to work harder, adopt more disciplined study habits, and focus on long-term

academic goals. They also developed more effective coping strategies, including better

time management and strategic planning, which improved their overall ability to meet

academic demands.

According to Mutai and Kipchumba (2020), academic burnout significantly

impacts cognitive skills among senior high school students. Their study found that

students experiencing academic burnout exhibited a noticeable decline in memory,

attention, and concentration. The research showed that burnout led to cognitive fatigue,

impairing students' ability to focus on complex academic tasks, thus reducing overall

academic achievement. Emotional exhaustion, stress, and a feeling of being overwhelmed

were identified as key factors contributing to cognitive decline, particularly in tasks

requiring critical thinking and problem-solving skills. The study emphasized that when

students are affected by burnout, their cognitive processing abilities are diminished,

leading to poorer academic performance and difficulty in retaining new information.

Furthermore, the study indicated that the cognitive impacts of academic burnout are not

just limited to short-term memory but also extend to long-term learning, making it

challenging for students to maintain engagement in their academic pursuits. This

reinforces the notion that academic burnout is detrimental to cognitive skills, especially

in an academic environment that demands high levels of concentration and mental effort.
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Roth et al. (2021) investigated the relationship between burnout and self- efficacy,

which is directly linked to cognitive skills. Their study found that students experiencing

burnout often report lower levels of self-efficacy, which, in turn, impacts their ability to

engage in effective problem-solving and decision-making. When students feel incapable

of managing their academic challenges due to burnout, their cognitive performance

declines, as they become less confident in their thinking abilities and more prone to

disengagement.
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CHAPTER III

RESEARCH METHODOLOGY

Research Design

This study utilized a qualitative research design, specifically a phenomenological

approach, to explore the impact on cognitive skills of selected senior high students at

Dauin Science High School. A phenomenological design was chosen to deeply explore

the students’ lived experiences and insights on academic burnout. To select participants,

the researchers employed a purposive sampling method, ensuring a balanced

representation of Grade XI and Grade XII students. A total of twenty participants were

chosen, with ten participants from each grade level.

Research Respondents

The researchers study was conducted involving twenty respondents from Dauin

Science High School. Specifically, the researchers selected ten students from Grade XI

and Grade XII. This selection aims to provide a comprehensive exploration of how

academic burnout impacts the cognitive skills of senior high school students at different

stages in their educational journey, offering insights into the impact of burnout across

these two critical academic years.

Research Instruments

In gathering data for the study, researchers conducted a modified survey

questionnaire adapted form Irizarry's (2021) study, as the primary data collection tool.
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The study use a purposive sampling method, as it was conducted in Dauin Science High

School. The study is limited to twenty students, as the selection of respondents was based

on specific criteria regarding the impact of academic burnout on cognitive skills. The

researchers questionnaire consisted of six open-ended questions to explore the impact of

academic burnout on cognitive skills of selected senior high students. Open-ended

question allowed the participants to provide detailed responses, offering a valuable

personal experiences to the researchers study.

Research Procedure

Before completing the survey, the researchers wrote a permission letter to Mr.

Christian A. Tubog, the principal of Dauin Science High School, to obtain permission for

the study. Once clearance was given, data collecting proceeded with twenty respondents,

ten each from Grades XI and XII. The respondents were advised that their participation

was voluntary and that their responses would be kept confidential. The poll consisted of

open-ended questions that probed how academic burnout impact the cognitive skills.

Data were collected in a methodical manner, ensuring that all participants finished the

survey. To ensure data quality, any confusing replies were explained personally with

respondents throughout the process. The researchers then applied thematic analysis to

the acquired data, allowing them to synthesize findings and discover recurring themes.

Operational Definition of Terms

Academic Burnout – Refers to the state of physical, emotional, and mental exhaustion

caused by prolonged academic stress and pressure, characterized by feelings of fatigue,

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lack of motivation, frustration, and a decline in academic performance among select

Senior High School students of Dauin Science High School during S.Y. 2024-2025.

Impact – Refers to the influence or effect that academic burnout has on the cognitive

skills of the select Senior High School students, including changes in their ability to think,

learn, remember, and solve problems.

Cognitive Skills – The core mental abilities involved in learning, understanding,

processing, and applying information, including memory, attention, critical thinking, and

problem-solving, as perceived and demonstrated by the select Senior High School

students of Dauin Science High School.

Senior High School Students – Refers to the Grade 11 and Grade 12 students of Dauin

Science High School who are part of the study and whose cognitive skills and

experiences with academic burnout are being assessed.

Cognitive Exhaustion – Refers to the mental fatigue resulting from continuous academic

effort, leading to difficulty concentrating, reduced problem-solving abilities, and

impaired memory and decision-making.

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CHAPTER IV

RESULTS AND DISCUSSION

Results and Discussion

This chapter contains data gathered from the surveyed questionnaires regarding

the factors contributing to academic burnout, how academic burnout impacts cognitive

skills, and its overall impacts (positive and negative) on selected senior high school

students during the 2024-2025 school year.

I. Contributing Factors of Academic Burnout

A. Excessive Academic Workload, High Expectations, and Procrastination

Majority of the students identified overwhelming schoolwork, high expectations,

and procrastination as factors causing academic burnout.

“Based on personal experience the primary sources of academic stress for me as

a student are the heavy workloads, upcoming periodical exams, high expectations from

teachers, parents, and colleagues, fear of failure, and poor time management” (R1)

“The primary sources of academic stress usually comes from heavy workloads,

high expectations and time management.” (R2)

“In my experiences, the sources of me having/getting stressed are the assignments

(lots of assignments), projects, exams, expectations from my family, and also not having a

good time management.”(R3)

“My primary sources of academic stress include heavy workloads, high

expectations, and time management challenges.”(R4)

“Primary sources: Heavy workloads, tight deadlines, high expectations.”(R7)

 24

“Workload and busy schedule”(R8)

“Academic workloads”(R9)

“Academic workloads”(R10)

“Too much workload”(R11)

“The primary sources of academic stress, based on my own experience includes

the amount of homework/ exams given.”(R12)

“Pressure received from parents and peers, consecutive tasks given by the

teachers, and self-doubt regarding my capabilities and knowledge as a student.”(R13)

“Having too much schoolworks and exams at the same time.”(R14)

“schoolworks, assignments, performance tasks, and quizzes.”(R15)

“schoolworks, performance tasks, and tests.”(R16)

“having too many assignments, projects, and exams all at the same time.”(R17)

“Lack of time management”(R18)

“The main source of my academic troubles, as the word itself suggests, is

academics. When various tasks pile upon my schedule and overlap, I am left with no

choice but to halter their completion.”(R19)

“I would say that procrastination and overwhelming workload”(R20)

Academic burnout is often a result of excessive workloads, high expectations, and

procrastination, all of which contribute to heightened stress levels among students.

Research indicates that heavy academic demands can lead to diminished cognitive skills

and overall well-being, as students struggle to retain information and stay engaged in

their studies (Gazzete, 2023). Additionally, while parental expectations can be motivating,

unrealistic or excessive pressure may result in anxiety and self-doubt, ultimately affecting
 25

students' motivation and academic performance (Noursi, 2021). Many students also

report that procrastination and poor time management intensify their stress, as last-minute

workloads lead to rushed tasks and insufficient rest. These factors align with student

responses, where the majority cite heavy workloads, tight deadlines, and pressure from

parents and teachers as primary sources of academic stress. When students are

overburdened, their focus shifts from meaningful learning to simply completing tasks,

leading to superficial engagement and burnout. Addressing these issues requires a

balanced academic approach, fostering both academic rigor and student well-being.

B. Teacher-Related Factor

Some of the selected senior high school students stated that teachers are the

primary sources of academic stress.

“The primary sources of academic stress are the teachers.” (R5)

‘Teachers” (R6)

Some students identified teachers as the primary source of their academic stress.

This perspective is supported by recent research indicating that teachers' behaviors and

classroom management styles significantly influence students' stress levels. For example,

a study by Akman (2020) found that human management behaviors, a component of

classroom management, significantly predicted students' confidence in teachers and their

levels of educational stress.

C. Biggest Factor Contributing Academic Burnout

A significant number of selected senior high school students identify excessive

 26

academic workload, poor time management, and procrastination as primary contributors

to academic burnout.

“Excessive academic pressure and lack of proper time management.” (R1)

“Lots of assignments .”(R2)

“The biggest factor that contributes to academic burnout is the heavy

workload.”(R3)

“Probably the assignments, projects, exams. (these 3 are like the same right?

TvT)”(R4)

“Among these, the biggest factor that contributes to academic burnout as a senior

high school student is the heavy workloads. Managing multiple assignments, exams, and

deadlines can be overwhelming, leading to stress.”(R5)

“The biggest factor that contributes to academic burnout as a senior high school

student is the academic pressure.”(R6)

“School works”(R7)

“Procrastination”(R8)

“Workload is the biggest factor that contributes to academic burnout”(R9)

“The biggest factor was time management”(R10)

“The biggest factor that contributes to academic burnout as a senior high school

student is the amount of homework/ exams given”(R11)

“Based on my answer to number 1, the biggest factor that contributes to

academic burnout as a senior high school student is/are the multiple/several tasks that

are given by the teachers consecutively”(R12)

“Lack of proper time management”(R13)

 27

“The biggest reason for academic burnout is having too many assignments,

projects”(R14)

“Biggest factor that contributes to academic burnout is quizzes”(R15)

“The biggest factor that contributes to my academic burnout as a senior high

school students are quizzes or tests”(R16)

“The biggest reason for academic burnout is having too much school works and

not enough time to relax“(R17)

“A lots of school works”(R18)

“The biggest factor that causes burnout, based on the first answer, is the

overwhelming accumulation of academic tasks that overlap and demand urgent

completion. The constant need to cram and meet deadlines creates relentless stress,

leaving little none for rest which of course cause the burnout”(R19)

“My Procrastination ;(“(20)

The accumulation of assignments, projects, and exams often leads to heightened

stress and diminished well-being. Additionally, the inability to manage time effectively

exacerbates feelings of being overwhelmed, further intensifying academic burnout.

Procrastination, characterized by delaying tasks, not only increases stress but also

negatively impacts academic performance.

Research supports these observations, highlighting that heavy academic

workloads and associated stressors are significant predictors of academic burnout (Yang,

2023) . Furthermore, studies have found a significant positive correlation between

academic procrastination and burnout, indicating that students who frequently

procrastinate are more susceptible to burnout (Sirois & Pychyl, 2023).

 28

II. How Academic Burnout Impacts the Cognitive Skills

A. Exhaustion and Demotivation

Many students have stated that exhaustion and demotivation are the primary

impacts of academic burnout on their cognitive skills. As burnout intensifies, it leads to

mental fatigue, reduced concentration, and slower thinking processes, ultimately affecting

academic performance.

“It makes me feel exhausted and unmotivated.”(R1)

“Academic burnout usually makes me feel unmotivated and stressed out”(R2)

“Emotionally-stressed”(R3)

“It negatively impacts my mental health, Including severe anxiety and stress

under pressure.”(R4)

“Academic burnout affects me by making me feel constantly tired, mentally

exhausted”(R5)

‘Stress, so much stress”(R6)

“exhaustion”(R7)

“it affected me negatively”(R8)

“It can significantly contribute to my stress which can lead to lack of

motivation”(R10)

“It somehow made me lose my motivation to do well and give my best

performance”(R11)

“It makes me feel worn out.”(R12)

“It causes or gives me stress.”(R13)

“It makes me feel tired”(R14)

 29

“It makes me feel tired and stressed.”(R15)

“It affects my energy because it exhausts me.”(R16)

“I am demotivated.”(R17)

“it leads me to be more unmotivated to engaged more on certain works in

school”(R18)

“Well, academic burnout really drains both my energy and motivation, making it

difficult to focus on find satisfaction in my studies. Tasks that once felt manageable

became overwhelming, and even the simplest assignments feel exhausting.”(R19)

“It impacted me negatively.”(R20)

According to Mehmet Buğra Özhan and Galip Yüksel (2021), academic burnout

significantly impact students' academic performance and overall well-being. Their study,

"The Impact of School Burnout on Academic Achievement and Well-Being in High

School Students: A Holistic Model Proposal," found that burnout leads to exhaustion and

demotivation, which in turn impair cognitive skills. As students experience prolonged

academic stress, they become mentally fatigued, struggle with concentration, and lose

motivation to engage in schoolwork effectively. Özhan and Yüksel’s research further

supports the claim that when students face an overwhelming workload and pressure, their

ability to focus diminishes, leading to lower academic performance and an overall decline

in well-being.

B. Cognitive Impairment and Reduced Cognitive Skills

Students reported less concentration/focus, forgetfulness, and slower thinking due

to burnout. As academic pressures increase, many experience mental fatigue, decreased

 30

motivation, and difficulty retaining information, ultimately impacting their cognitive

skills.

"It affects my concentration, memory, and problem-solving ability." (R1)

"Academic burnout impacts my overall cognitive skills as a student in a way that

hinders my ability to think critically on time, as well as the ability to absorb new

information better learning and understanding." (R2)

"If we're going to talk about cognitive skills I suppose I did experience having a

hard time to focus and struggle, also it reduces my motivation into doing a particular

thing." (R3)

"Academic burnout makes it harder for me to concentrate and think clearly on

things." (R4)

"Academic burnout impacts my overall cognitive skills as a student by making it

difficult for me to concentrate and make decisions." (R5)

"Academic burnout impacted my overall cognitive skills as a student by difficulty

to focus resulting in poor attention span and difficulty to retain information." (R6)

"Academic burnout lowers my cognitive skills by causing me stress." (R7)

"It affected my overall cognitive skills by being stress." (R8)

"I have difficulty in managing my time and I feel stressed." (R9)

"Sometimes I lose concentration." (R10)

"Academic burnout made studying feel difficult for me." (R11)

"Academic burnout impact my overall cognitive skills as a student in a way that I

could lose my focus during discussions and I tend to forget things easily." (R12)
 31

"Academic burnout impact my overall cognitive skills as a student by resulting to

stress and anxiety, which affects my overall cognitive skills that impacts me mentally as

those stress & anxiety distracted me in doing important activities & my responses to

other people's questions." (R13)

"Academic burnout makes it hard for me to focus and it also slows down my

thinking and problem-solving skills, making school works more difficult." (R14)

"It prevents my mind to think critically." (R15)

"It lowers my focus and sometimes hinders my ability to think and decide properly

as a student." (R16)

"Academic burnout makes it hard for me to focus in class and remember

important lessons." (R17)

"All I can write is that it leads to stress as it makes not so engaging in other

certain works." (R18)

"Academic burnout dulls my ability to think clearly and efficiently. As focus

wavers, my memory weakens, and tasks that once seemed simple now feel very

exhausting to do." (R19)

"Academic burnout affected my cognitive skills in a negative way." (R20)

According to Yaghoobi et al. (2020), academic burnout has a significant negative

impact on students' cognitive skills, particularly in areas like concentration, decision-

making, and memory retention. Their study found that burnout leads to cognitive

overload, making it harder for students to focus on tasks, process new information, and

retain what they have learned. When students experience prolonged stress and exhaustion,
 32

their brain's ability to function efficiently declines, resulting in forgetfulness, slower

thinking, and difficulty making decisions.

III. Perceived Impacts of Academic Burnout (Both Positive and Negative)

A. Adaptive Responses to Academic Burnout

Despite its predominantly negative impacts, there are still various aspects that

states that academic burnout can sometimes lead to adaptive cognitive and behavioral

responses.

“As as student, it can help me learn new things like time management, focusing

on tasks, and handling stress.”(R1)

“As I have observed, the positive impacts of academic burnout on my cognitive

skills as a student include acute stress response. This indicates that the stress that I am

experiencing during a certain situation triggers a "fight or flight" response within me,

allowing me to obtain temporary cognitive enhancement”(R3)

“As a student, the positive impacts of academic burnout on my cognitive skills

include self-awareness and motivation for change.”(R4)

“The positive impacts of academic burnout on my cognitive skills as a student can

force me to be motivated for improvement.”(R5)

“It forces me to develop resilience, adaptability, and better time management.”(R7)

“The positive impact of academic burnout on my cognitive skills as a student is it

helps me feel motivated.”(12)

“The positive impacts of academic burnout on my cognitive skills as a student are:

 33

- it helps me get motivated to do school related activities due to the presence of other

school activities.

- It helps me develop my critical thinking skills.

- It helps me learn more and improve”(13)

“One positive effect is that it teach me how to handle stress, making me stronger

when facing challenges in school.”(R14)

“It pressured me to boost my actions to study harder.”(R15)

“I was able think and do academic workloads under pressure.”(R16)

“One positive effect is that it helps me learn how to manage my time better and

become more organized.”(R17)

“Makes me challenged to be a better student out of all the cases possible”(R18)

“Though burnout is largely well-it is detrimental-it may offer some rather...

unintended benefits. Like, it forces me to recognize my limits, pushing me to develop

better time management. I guess? HAHA”(R20)

While academic burnout is often viewed negatively, some studies suggest that

certain stressors can lead to positive cognitive impacts, aligning with student responses.

One such impact is the acute stress response, which can momentarily enhance cognitive

skills. According to Hermans et al. (2020), acute stress triggers a "fight or flight" reaction

that can enhance cognitive skills such as attention, memory, and problem-solving in the

short term. This suggests that students experiencing temporary stress may gain a

heightened ability to focus and perform under pressure, allowing them to complete

academic tasks more efficiently. However, this benefit is only short-lived, as prolonged

stress can eventually lead to cognitive exhaustion.

 34

Moreover, academic burnout can foster resilience and adaptability, essential skills

for handling future academic and professional challenges. Liu et al. (2023) found that

learning stress contributes to psychological resilience, enabling students to develop

coping mechanisms that help them navigate difficult situations. Many students in the

responses indicated that burnout forced them to become more organized, manage their

time better, and strengthen their ability to handle stress. While excessive stress is harmful,

moderate levels of academic pressure may push students to develop essential life skills,

ultimately improving their long-term performance.

Lastly, academic stress can sometimes serve as a source of motivation for

improvement. Research by Park et al. (2021) suggests that low to moderate stress can

enhance cognitive skills, encourage goal-directed behavior, and increase perseverance.

This aligns with student responses that indicate burnout sometimes pushes them to study

harder, become more self-aware, and seek better time management strategies. When

stress is managed effectively, it can serve as a catalyst for growth, helping students refine

their skills and develop a stronger academic mindset.

B. Absence of Cognitive Benefits in Academic Burnout

Some of the selected senior high schools have stated that academic burnout has no

positive impacts in their cognitive skills.

“Academic burnout has no (pasitive) positive impacts on my cognitive skills”(R2)

“None”(R6)

“There is no positive impact”(R8)

“There are no positive impacts.”(R9)

 35

“(Nganong naay positive impact? huhu) Why is there a positive impact?

Huhu”(R10)

“I don't think it has a positive impact on my cognitive skills”(R11)

“From what I've experienced, there are no positive impacts of academic burnout

on my cognitive skills”(R19)

Academic burnout has been widely associated with cognitive impairments rather

than benefits, aligning with students' responses that it has no positive impact on their

cognitive skills. According to Salmela-Aro and Upadyaya (2020), burnout leads to

decreased cognitive skills, including difficulties in concentration, memory retention, and

problem-solving, which negatively impact academic performance. Additionally, a study

by Yang et al. (2021) found that burnout contributes to heightened stress and anxiety,

further impairing cognitive skills and overall mental well-being. These findings support

the perspective that burnout primarily hinders, rather than enhances, cognitive skills,

emphasizing the need for interventions that prevent excessive academic stress.

C. Perceived Negative Impacts

All of the selected senior high school students reported that academic burnout

negatively impacts their cognitive skills, leading to difficulties in concentration,

comprehension, memory retention, and decision-making.

"One negative impact is that it makes it hard for me to concentrate and

understand the lessons." (R1)

"Lowered my confidence in school." (R2)

 36

"It made me realize how bad I am in thinking and comprehending school

lessons." (R3)

"One negative impacts is that it makes it hard for me to focus and understand

lessons properly." (R4)

"Mentioned above is the lack of motivation to work further and the certainty of

inability to learn other skills." (R5)

"Reduces focus, slows learning, and increases mental fatigue." (R6)

"Academic burnout makes it hard for me to focus, remember things, and think

properly." (R7)

"The negative impacts of academic burnout on my cognitive skills would be the

difficulty of deciding something, it reduces my motivation, I can't think properly (It gives

me a hard time)." (R8)

"As far as I know, the negative impacts of academic burnout on my cognitive

skills as a student Include a decline in critical thinking skills, poor memory retention, and

difficulties in concentration. This is due to the under-lying stress that i might be

experiencing, leading to a decrease in the functionality of my brain." (R9)

"As a student, the negative impacts of academic burnout on my cognitive skills

include decrease concentration and poor-decision making." (R10)

"The negative impacts of academic burnout on my cognitive skills as a student is

that it affects my abilities in making tasks and it lead me to lack of motivation" (R11)

"I easily forget sometimes the lessons that have been discussed." (R12)

"Being stressed, not thinking properly & anxiety." (R13)

"Anxiety and stressed" (R14)

 37

"stress; lack of motivation; lack of concentration" (R15)

"I always feel mentally tired and it made doing simple tasks seem overwhelming."

(R16)

"The negative impacts of academic burnout on my cognitive skills are: First: It

made me forget things easily. Second: It made me feel distracted every time that i am

doing things. Third: It made me lose my focus during discussion." (R17)

"The negative impacts of academic burnout on my cognitive skills as a student are:

It causes stress and anxiety. It distracts/stress & anxiety distracts me in relation from

doing other important things. It consumes too much of my time- including sleep hours."

(R18)

"Well, it weakens my focus, slows down my processing speed, and reduces

memory retention. making it harder to absorb and recall information." (R19)

"This includes stress, anxiety, depression, fatigue, and more." (R20)

These self-reported experiences are consistent with findings from recent studies.

For instance, a systematic review and meta-analysis by Deligkaris et al. (2021) revealed

that clinical burnout is associated with broad impairments across several cognitive

domains, including attention, memory, and executive functions. Similarly, a study by

May et al. (2023) found that school burnout impairs individuals' cognitive skills,

potentially leading to negative cognitive biases.

 38

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS

Summary of Findings

This study explored the factors contributing to academic burnout, its impact on

cognitive skills, and the overall impacts of burnout among selected senior high school

students at Dauin Science High School. The findings, gathered from survey responses,

highlight the significant role of academic stress in shaping students' cognitive

performance and well-being.

The results indicate that excessive academic workload, high expectations, poor

time management, and procrastination are the primary contributors to academic burnout.

Many students reported that the overwhelming accumulation of assignments, exams, and

projects, coupled with tight deadlines, led to heightened stress levels. Additionally, the

pressure exerted by teachers and parents played a significant role in their burnout. Poor

time management and procrastination further intensified stress, as students struggled to

complete tasks on time, leading to rushed work and cognitive strain. These findings align

with existing research that links heavy academic demands to student burnout and

decreased cognitive efficiency.

Academic burnout was found to have a negative impact on students' cognitive

skills, particularly in terms of concentration, memory retention, decision-making, and

processing speed. Many students reported difficulties in maintaining focus during lessons,

experiencing mental fatigue, and struggling to retain information. The study also revealed

that burnout led to demotivation and emotional exhaustion, making it harder for students
 39

to engage in their academic tasks effectively. These findings support previous studies that

suggest prolonged academic stress diminishes cognitive skills, weakens problem-solving

abilities, and reduces overall academic engagement.

The overall impacts of academic burnout were predominantly negative, with the

majority of students experiencing reduced focus, slower learning, increased mental

fatigue, and difficulties in comprehending lessons. Some also noted a decline in critical

thinking skills, difficulties in decision-making, and an overall weakening of cognitive

skills. However, a small number of students acknowledged potential adaptive responses

to burnout, such as improved time management, enhanced problem-solving under

pressure, and increased motivation for self-improvement. Some respondents suggested

that short-term academic stress could momentarily boost cognitive skills by triggering an

acute stress response. Despite these perceived benefits, research indicates that prolonged

burnout ultimately leads to cognitive exhaustion and decreased academic performance.

Thus, several students firmly believed that academic burnout has no positive

impact on their cognitive skills, reinforcing the widely accepted notion that burnout

primarily hinders rather than enhances cognitive skills. These results emphasize the

urgent need for academic support systems, stress management strategies, and balanced

workloads to help students cope with academic demands without compromising their

cognitive well-being.
 40

Conclusion

Regarding the first statement of the problem, the study identified multiple factors

that contribute to academic burnout among senior high school students. The most

prominent causes include excessive academic workload, high expectations from teachers

and parents, procrastination, and poor time management. Many students reported

struggling with consecutive assignments, projects, and exams, which often overlap and

create an overwhelming academic environment. Unrealistic academic expectations

further increase pressure, leading to stress and self-doubt. Additionally, procrastination

and ineffective time management intensify the burden, as students rush to complete tasks

at the last minute, leading to poor-quality work and insufficient rest. Some students also

cited their teachers as a significant source of academic stress, emphasizing that teaching

styles, grading policies, and the frequency of assigned tasks contribute to their struggles.

In response to the second statement of the problem, the study found that academic

burnout significantly impacts students' cognitive skills. In a manner that many students

experience exhaustion, mental fatigue, and demotivation, which hinder their ability to

focus and engage in learning. As burnout worsens, students struggle with concentration,

decision-making, and memory retention. Some respondents mentioned that they find it

difficult to absorb and retain lessons, while others reported experiencing slowed thinking

and poor problem-solving abilities. These cognitive impairments negatively impact

academic performance, making it harder for students to complete tasks efficiently and

effectively. The study also found that prolonged burnout reduces motivation, causing

students to disengage from their studies and lose interest in academic activities.
 41

Addressing the third statement of the problem, the study explored both the

negative and perceived positive impacts of academic burnout on cognitive skills. The

majority of respondents highlighted the detrimental effects, including difficulties in

concentration, forgetfulness, slower information processing, and an overall decline in

cognitive skills. These findings align with existing research, which suggests that

academic burnout is linked to cognitive impairments that can impact learning,

comprehension, and decision-making. However, a smaller portion of students identified

potential adaptive responses to burnout. Some students mentioned that burnout forced

them to improve their time management skills, develop resilience, and become more

disciplined in handling academic tasks. A few also noted that short-term stress triggered a

temporary cognitive enhancement, allowing them to complete tasks under pressure.

Nonetheless, these benefits are limited and do not outweigh the long-term negative

effects of academic burnout.

Overall, this study confirms that academic burnout is a serious issue that

negatively impacts students’ cognitive skills. The findings highlight the need for

interventions to address burnout, such as promoting balanced workloads, teaching

effective time management strategies, and fostering a supportive learning environment.

By acknowledging and addressing academic burnout, educators and policymakers can

help students maintain both their cognitive skills and well-being, ensuring a healthier and

more productive learning experience.

 42

RECOMMENDATIONS

To future researchers who wish to explore academic burnout and its impact on

cognitive skills, this study offers valuable insights but also highlights areas for further

investigation. One important recommendation is to expand the scope and sample size.

This study focused on selected senior high school students in Dauin Science High School,

but future research could include a larger sample from multiple schools or different

educational levels. Examining students from various academic tracks or regions may

provide a more comprehensive understanding of how different learning environments

influence burnout and cognitive performance.

Another key recommendation is to utilize a mixed-methods research approach.

While this study relied on qualitative data, combining qualitative and quantitative

methods could offer stronger empirical evidence. Future researchers could conduct

surveys alongside cognitive performance tests or statistical analyses to measure the direct

impacts of burnout on memory, attention, and decision-making. This would provide more

concrete findings on how academic stress impacts students’ cognitive skills. Additionally,

investigating the long-term impacts of academic burnout would be valuable. This study

primarily explored students' current experiences, but future research could track students

over time to determine whether burnout has lasting cognitive and psychological

consequences, such as its impact on academic performance, career choices, or overall

mental well-being.

It is also recommended that future studies explore coping mechanisms and

interventions. Some students in this study mentioned adaptive responses to burnout,

suggesting that research into effective stress management strategies could be beneficial.
 43

Investigating school-based interventions, mental health support programs, and student-led

initiatives may help in developing practical solutions to mitigate burnout’s negative

effects. Additionally, since high expectations from teachers and parents were identified as

major contributing factors, future researchers could examine how instructional methods

and parental pressure shape students’ stress levels. Understanding the role of academic

support and expectations could help create a more balanced and supportive learning

environment.

Future studies should also consider psychological and emotional factors. While

this study focused on cognitive skills, academic burnout is closely linked to mental health

issues such as anxiety, depression, and low self-esteem. Exploring these emotional effects

could provide a more holistic view of how burnout impact students’ overall well-being.

Lastly, future research should aim to develop actionable solutions for schools. This could

include policies on workload management, flexible deadlines, mental health programs, or

strategies to improve student motivation and engagement. By bridging the gap between

research and practice, future studies can contribute to meaningful changes in educational

institutions, ultimately ensuring students' cognitive and emotional well-being.

 44

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academic_and_cognitive_performance
 48

APPENDICES
 49

Appendix 1

Permission Letter
 50

Appendix 2

Srurvey Questionnaires

Dear Respondents,

The researchers are conducting a study entitled “Academic Burnout: Impacts on

Cognitive Skills of Select Senior High Students in Dauin Science High School Year

2024-2025.” Your insights are valuable in helping to better understand this issue. The

researchers kindly ask you to answer the following preliminary questions honestly based

on your personal experiences.

Rest assured that your responses will remain confidential and will only be used

for research purposes. There are no right or wrong answers, this study aims to gain a

deeper understanding of your experiences.

Please take your time in answering the questions below:

1. Have you ever experienced academic burnout? ____

If you answered "Yes" to the preliminary question, please proceed to the following

questions:

1. What are the primary sources of academic stress?

________________________________________________________________________
 51

________________________________________________________________________

________________________________________________________________________

2. Based on your answer to number 1, what is the biggest factor that contributes to

academic burnout as a senior high school student?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. How does academic burnout impact you as a person?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. How does academic burnout impact your overall cognitive skills as a student?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. What are the positive impacts of academic burnout on your cognitive skills as a student?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 52

6. What are the negative impacts of academic burnout on your cognitive skills as a

student?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 53

Appendix 3: Answers of the Respondents

Contributing Factors:

Legend: - Excessive Academic Workload, High Expectations, and Procrastination

Question 1. What are the primary sources of academic stress?

1. Based on personal experience the primary sources of academic stress for me as a

student are the heavy workloads, upcoming periodical exams, high expectations from

teachers, parents, and colleagues, fear of failure, and poor time management

2. The primary sources of academic stress usually comes from heavy workloads, high

expectations and time management.

3. In my experiences, the sources of me having/ getting stressed are the assignments (lots

of assignments), projects, exams, expectations from my family, and also not having a

good time management.

4. My primary sources of academic stress include heavy workloads, high expectations,

and time management challenges.

6. School works and Teachers.

7. Primary sources: Heavy workloads, tight deadlines, high expectations, and lack of rest.

8. Workload and busy schedule

9. Academic workloads

10. Academic workloads

11. Too much workload

 54

12. The primary sources of academic stress, based on my own experience includes the

amount of homework/ exams given.

13. Pressure received from parents and peers, consecutive tasks given by the teachers,

and self-doubt regarding my capabilities and knowledge as a student.

14. Having too much school works and exams at the same time.

15. The primary sources of academic stress are school works, assignments, performance

tasks, and quizzes.

16. The primary sources of my academic stress are school works, performance tasks, and

tests.

17. One main source of academic stress is having too many assignments, projects, and

exams all at the same time.

18. If it comes personal factors it Lack of time management This organized time frames

of Works engagement and personal problems If if by school attainment perhaps skills-

uses problem.

19. The main source of my academic troubles, as the word itself suggests, is academics.

When various tasks pile upon my schedule and overlap, I am left with no choice but to

halter their completion, a practice that brings me no small amount of distress.

20. From my experiences, I would say that procrastination, overwhelming workload, and

bad sleep schedule are the sources of my academic stress.

 55

Contributing Factors:

Legend: Teacher Related Factor

Question 1. What are the primary sources of academic stress?

5. The primary sources of academic stress are the teachers.

6. School works and Teachers.

 56

Contributing Factors:

Legend: - Biggest Factor Contributing Academic Burnout

Question 2. Based on your answer to number 1, what is the biggest factor that

contributes to academic burnout as a senior high school student?

1. Excessive academic pressure and lack of proper time management.

2. Lots of assignments

3. The biggest factor that contributes to academic burnout is the heavy workload.

4. Probably the assignments, projects, exams. (these 3 are like the same right? TvT)

5. Among these, the biggest factor that contributes to academic burnout as a senior high

school student is the heavy workloads. Managing multiple assignments, exams, and

deadlines can be overwhelming, leading to stress.

6. The biggest factor that contributes to academic burnout as a senior high school student

is the academic pressure.

7. School works

8. Procrastination

9. Workload is the biggest factor that contributes to academic burnout.

10. The biggest factor was time management

11. The biggest factor that contributes to academic burnout as a senior high school

student is the amount of homework/ exams given.

 57

12. Based on my answer to number 1, the biggest factor that contributes to academic

burnout as a senior high school student is/are the multiple/several tasks that are given by

the teachers consecutively.

13. Lack of proper time management

14. The biggest reason for academic burnout is having too many assignments, projects

and not enough time to relax.

15. Biggest factor that contributes to academic burnout is quizzes.

16. The biggest factor that contributes to my academic burnout as a senior high school

students are quizzes or tests.

17. The biggest reason for academic burnout is having too much school works and not

enough time to relax.

18. A lots of school works

19. The biggest factor that causes burnout, based on the first answer, is the overwhelming

accumulation of academic tasks that overlap and demand urgent completion. The

constant need to cram and meet deadlines creates relentless stress, leaving little none for

rest which of course cause the burnout.

20. My Procrastination ;(
 58

How Academic Burnout Impacts the Cognitive Skills:

Legend: - Exhaustion and Demotivation

Question 3. How does academic burnout impact you?

1. It makes me feel exhausted, unmotivated, it impacts me negatively.

2. Academic burnout usually makes me feel unmotivated and stressed out.

3. Emotionally-stressed, also I get really sad or hopeless (sometimes)

4. Academic burnout impacts me in variety of ways, both negative and positive. It

impacts me in a way that motivates me to do things faster, as I work better under pressure,

However, it also negatively impacts my mental health, Including severe anxiety and

stress under pressure.

5. Academic burnout affects me by making me feel constantly tired, mentally exhausted,

and struggling to concentrate, which makes it difficult to focus on my studies.

6. Stress, so much stress.

7. Exhaustion

8. It affected me negatively

9. I am stressed and pressured

10. It can significantly contribute to my stress which can lead to lack of motivation

11. It somehow made me lose my motivation to do well and give my best performance.

12. It makes me feel worn out.

13. Academic burnout impacts me in a way that it causes or gives me stress.

14. It makes me feel tired.

 59

15. It makes me feel tired and stressed, making it harder to focus and enjoy learning.

16. It affects my energy because it exhausts me.

17. I am demotivated.

18. Either I am challenged to overcome these problems and be able to grow from it or it

leads me to be more unmotivated to engaged more on certain works in school but it's

either my will to work further regardless.

19. Well, academic burnout really drains both my energy and motivation, making it

difficult to focus on find satisfaction in my studies. Tasks that once felt manageable

became overwhelming, and even the simplest assignments feel exhausting.

20. It impacted me negatively

 60

How Academic Burnout Impacts the Cognitive Skills:

Legend: - Cognitive Impairment and Reduced Cognitive Skills

Question 4. How does academic burnout impact your overall cognitive skills as a

student?

1. It affects my concentration, memory, and problem- solving ability.

2. Academic burnout impacts my overall cognitive skills as a (studant) student in a way

that hinders my ability to think critically on time, as well as the ability to absorb new

information better learning and understanding.

3. If we're going to talk about cognitive skills I suppose I did experience having a hard

time to focus and struggle, also it reduces my motivation into doing a particular thing.

4. Academic burnout makes it harder for me to concentrate and think clearly on things.

5. Academic burnout impacts my overall cognitive skills as a student by making it

difficult for me to concentrate and make decisions.

6. Academic burnout impacted my overall cognitive skills as a student by difficulty to

focus resulting in poor attention span and difficulty to retain information.

7. Academic burnout lowers my cognitive skills by causing me stress.

8. It affected my overall cognitive skills by being stress.

9. I have difficulty in managing my time and I feel stressed.

10. Sometimes I lose concentration.

11. Academic burnout made me studying feel difficult for me.

 61

12. Academic burnout impact my overall cognitive skills as a student in a way that I

could lose my focus during discussions and I tend to forget things easily.

13. Academic burnout impact my overall cognitive skills as a student by resulting to

stress and anxiety, which affects my overall cognitive skills that impacts me mentally as

those stress & anxiety distracted me in doing important activities & my responses to other

people's questions.

14. Academic burnout makes it hard for me to focus and it also slows down my thinking

and problem-solving skills, making school works more difficult.

15. It prevents my mind to think critically.

16. It lowers my focus and sometimes hinders my ability to think and decide properly as

a student.

17. Academic burnout makes it hard for me to focus in class and remember important

lessons.

18. All I can write is that it leads to stress as it makes not so engaging in other certain

works.

19. Academic burnout dulls my ability to think clearly and efficiently. As focus wavers,

my memory weakens, and tasks that once seemed simple now feel very exhausting to do.

20. Academic burnout affected my cognitive skills in a negative way.

 62

Perceived Impacts of Academic Burnout (Both Positive and Negative):

Perceived Positive Impacts

Legend: - Adaptive Responses to Academic Burnout

Absence of Cognitive Benefits in Academic Burnout

Question 5. What are the positive impacts of academic burnout on your cognitive

skills as a student?

1. As as student, it can help me learn new things like time management, focusing on tasks,

and handling stress.

2. Academic burnout has no (pasitive) positive impacts on my cognitive skills.

3. As I have observed, the positive impacts of academic burnout on my cognitive skills as

a student include acute stress response. This indicates that the stress that I am

experiencing during a certain situation triggers a "fight or flight" response within me,

allowing me to obtain temporary cognitive enhancement.

4. As a student, the positive impacts of academic burnout on my cognitive skills include

self-awareness and motivation for change.

5. The positive impacts of academic burnout on my cognitive skills as a student can

force me to be motivated for improvement.

6. None

7. It forces me to develop resilience, adaptability, and better time management.

8. There is no positive impact

 63

9. There are no positive impacts.

10. (Nganong naay positive impact? huhu) Why is there a positive impact? huhu

11. I don't think it has a positive impact on my cognitive skills.

12. The positive impact of academic burnout on my cognitive skills as a student is it

helps me feel motivated.

13. The positive impacts of academic burnout on my cognitive skills as a student are:

- it helps me get motivated to do school related activities due to the presence of other

school activities.

- It helps me develop my critical thinking skills.

- It helps me learn more and improve.

14. One positive effect is that it teach me how to handle stress, making me stronger when

facing challenges in school.

15. It pressured me to boost my actions to study harder.

16. I was able think and do academic workloads under pressure.

17. One positive effect is that it helps me learn how to manage my time better and

become more organized.

18. Makes me challenged to be a better student out of all the cases possible.

19. From what I've experienced, there are no positive impacts of academic burnout on my

cognitive skills, although it taught me a lesson about planning accordingly.

20. Though burnout is largely well-it is detrimental-it may offer some rather... unintended

benefits. Like, it forces me to recognize my limits, pushing me to develop better time

management. I guess? HAHA

 64

Perceived Negative Impacts

Legend: - Detrimental Impacts of Academic Burnout

Question 6. What are the negative impacts of academic burnout on your cognitive

skills as a student?

1. One negative impact is that it makes it hard for me to concentrate and understand the

lessons.

2. Lowered my confidence in school.

3. It made me realize how bad I am in thinking and comprehending school lessons.

4. One negative impacts is that it makes it hard for me to focus and understand lessons

properly.

5. Mentioned above is the lack of motivation to work further and the certainty of inability

to learn other skills.

6. Reduces focus, slows learning, and increases mental fatigue.

7. Academic burnout makes it hard for me to focus, remember things, and think properly.

8. The negative impacts of academic burnout on my cognitive skills would be the

difficulty of deciding something, it reduces my motivation, I can't think properly (It gives

me a hard time).

9. As far as I know, the negative impacts of academic burnout on my cognitive skills as a

student Include a decline in critical thinking skills, poor memory retention, and

difficulties in concentration. This is due to the under-lying stress that i might be

experiencing, leading to a decrease in the functionality of my brain.

 65

10. As a student, the negative impacts of academic burnout on my cognitive skills

include decrease concentration and poor-decision making.

11. The negative impacts of academic burnout on my cognitive skills as a student is that

it affects my abilities in making tasks and it lead me to lack of motivation

12. I easily forget sometimes the lessons that have been discussed.

13. Being stressed, not thinking properly & anxiety.

14. Anxiety and stressed

15. stress, lack of motivation, lack of concentration

16. I always feel mentally tired and it made doing simple tasks seem overwhelming.

17. The negative impacts of academic burnout on my cognitive skills are: First: It made

me forget things easily. Second: It made me feel distracted every time that i am doing

things. Third: It made me lose my focus during discussion.

18. The negative impacts of academic burnout on my cognitive skills as a student are:

- It causes stress and anxiety.

- It distracts/stress & anxiety distracts me in relation from doing other important things.

It consumes too much of my time- including sleep hours.

It doesn't help me enjoy my life as a student.

- Due to the workload/too much tasks given by the teachers, I no longer have time to

spend with my family (family bond) or to even take care of myself, as I focus on school

responsibilities rather than my personal needs and wants.

- Too much/academic burnout doesn't give me time to do my passion or some leisure

activities.

19. Well, it weakens my focus,

 66

slows down my processing speed, and reduces memory retention.

making it harder to absorb and recall information.

20. This includes stress, anxiety, depression, fatigue, and more.

 67

Appendix 4: Researchers of the Study

GIOVANNI IAN S. SANTOS

Purok Mangga, Lipayo, Dauin, Negros Oriental
Cel. No. +639532538721
Email Address: [email protected]

EDUCATION BACKGROUND
Dauin Science High School
Bulak, Dauin, Negros Oriental
SECONDARY Dauin National High School
Dauin, Negros Oriental

Dauin Central School

Dauin, Negros Oriental
ELEMENTARY Zamboanga West Central School
Zamboanga City

SPECIAL SKILLS AND INTERESTS

Good communication skills

HONORS AND AWARDS

Conduct Award (2014-2018)
With Honor 2018-2019
Conduct Award 2019-2020
2nd Runner Up in Fruit Carving
1st Runner Up in Contemporary Dance
With Honor (2022-2024)

CHARACTER REFERENCE

Jebe T. Bais (Teacher)

Dauin, Negros Oriental

Janilyn T. Credo (Teacher)

Dauin, Negros Oriental

Diana Jude Divino (Teacher)

Dumaguete City
 68

JOELIE MAE F. ALIYA

Upper Buntis, Bacong Negros Oriental
Cel. No. +639308565683
Email Address: [email protected]

EDUCATION BACKGROUND
Dauin Science High School
Bulak, Dauin, Negros Oriental
SECONDARY San Miguel National High School
San Miguel, Bacong, Negros Oriental

Bacong Elementary School

ELEMENTARY Bacong, Dumaguete, Negros Oriental

SPECIAL SKILLS AND INTERESTS

Good communication skills
Leadership skills

HONORS AND AWARDS

Most Helpful Award 2014-2015
Best in Reading Award 2015-2016
Conduct Award (2016-2020)
Miss Flores De Mayo 2020
Miss Choir 2020
With Honor 2022-2024
Mr. And Ms. SMNHS 2024
Miss United Nations DSHS 2024

CHARACTER REFERENCE

Ray Anthony C. Tinguha (Teacher)

Buntis, Bacong, Negros Oriental

Myla S. Corsame (Teacher)

Sacsac, Bacong, Negros Oriental

Gellie Navales (Teacher)

Ogahong, Valencia, Negros Oriental
 69

SHEILAMAE C. ALEJADO
Purok 3, Magsaysay, Dauin, Negros Oriental
Cel. No.+639621806810
Email Address: [email protected]

EDUCATION BACKGROUND
Dauin Science High School
Bulak, Dauin, Negros Oriental
SECONDARY Antonio B. Alejado Memorial High School
Mag aso, Dauin, Negros Oriental

Magsaysay Elementary School

ELEMENTARY Magsaysay, Dauin, Negros Oriental

SPECIAL SKILLS AND INTERESTS

Good communication skills
Critical thinking skills

HONORS AND AWARDS

Conduct Award (2014-2019)
With Honor (2022-2024)

CHARACTER REFERENCE

Vanesa R. Delena (Teacher)

Casile, Dauin, Negros Oriental

Manuela B. Solamillo (Teacher)

Magsaysay, Dauin, Negros Oriental

Rosalia D. Enmenso (Teacher)

Timbanga, Bacong, Negros Oriental
 70

HEART SCARLET L. DIVINA

Purok 7, Tugawe, Dauin, Negros Oriental
Cel. No.+639555370515
Email Address: [email protected]

EDUCATION BACKGROUND
Dauin Science High School
SECONDARY Bulak, Dauin, Negros Oriental

Divine Grace International Christian School

ELEMENTARY Bacong, Negros Oriental

SPECIAL SKILLS AND INTERESTS

Active listening skills
Adaptability skills

HONORS AND AWARDS

With Honor (2014-2016)
Enthusiastic Award
With Honor (2016-2018)
Ms. Hawaii 2017
With Honor (2018-2020)

CHARACTER REFERENCE
Dr. Ruth V. Eva (School Principal)
Bacong, Negros Oriental

Mary Christine V. Bodino (Teacher)

Bacong, Negros Oriental

Kristabel June Silva (Teacher)

Bacong, Negros Oriental
 71

JOREVIC C. AUJERO
Purok 5, Masaplod Sur, Dauin, Negros Oriental
Cel. No.+639653368691
Email Address: [email protected]

EDUCATION BACKGROUND
Dauin Science High School
SECONDARY Bulak, Dauin, Negros Oriental

Masaplod Sur Elementary School

ELEMENTARY Bulak, Dauin, Negros Oriental

SPECIAL SKILLS AND INTERESTS

Good communication skills

HONORS AND AWARDS

Conduct Award (2014-2020)
With Honor (2020-2024)

CHARACTER REFERENCE
Eva A. Alama (Teacher)
Tugawe, Dauin, Negros Oriental

Remilie B. Edrial (Teacher)

Masaplod Sur, Dauin, Negros Oriental

Jessica At-at (DSWD Personnel)

Masaplod Sur, Dauin, Negros Oriental
 72

JIANNE VIENZ A. CAMBAL

Maayongtubig, Dauin, Negros Oriental
Cel. No.+639695206819
Email Address: [email protected]

EDUCATION BACKGROUND
Dauin Science High School
SECONDARY Bulak, Dauin, Negros Oriental

Maayongtubig Elementary School

ELEMENTARY Maayongtubig, Dauin, Negros Oriental

SPECIAL SKILLS AND INTERESTS

Critical thinking skills
Keen observation

HONORS AND AWARDS

With Honor (2014-2019)
With High Honor 2019-2020

CHARACTER REFERENCE
Jesus Salboro (Barangay Captain)
Maayongtubig, Dauin, Negros Oriental

Gilbert Paul (Uymatiao Manager)

Bacong, Negros Oriental

Potenciana Zamora (Teacher)

Maayongtubig, Dauin, Negros Oriental
 73

LOVELY JEAN DELA TORRE

Purok 2, San Miguel, Bacong, Negros Oriental
Cel. No.+639952975744
Email Address: [email protected]

EDUCATION BACKGROUND
Dauin Science High School
SECONDARY Bulak, Dauin, Negros Oriental

DLHOH Institute Learning Center Corporation

Sacsac, Bacong, Negros Oriental
ELEMENTARY Bacong Central School
Bacong, Negros Oriental

SPECIAL SKILLS AND INTERESTS

 Exceptional ability to articulate ideas clearly and effectively
 Proficient in delivering engaging speeches, presentation, and or performances with
confidence
 Skilled at crafting compelling writent content across various mediums
 Radiates positivity and optimism
 Talented in expressing cretivity through various artistic imagination

HONORS AND AWARDS

With Honors 2014-2024
1st Runner Up in Character Impersonation 2022-2023
Champion in Seniors Debate 2024-2025
Champion in Douglas-Debate 2024-2025

CHARACTER REFERENCE
Sansen A. Walloe (Doctor)
San Miguel, Bacong, Negros Oriental

Aldrin A. Dela Torre (Nurse)

San Miguel, Bacong, Negros Oriental

Jezrel B. Dela Torre (Engineer)

San Miguel, Bacong, Negros Oriental