Title: The Impact of Academic Pressure on Grade 10 High School Students' Well-being and
Academic Performance
Introduction: Good morning/afternoon everyone. My name is Ma. Deneva Sinson I'm from
Grade 10 dagohoy at Trece Martires City National High School. For my research project, I
investigated the impact of academic pressure on my fellow students' well-being and academic
performance.
Academic pressure is a growing concern in education today. Students face intense pressure
from various sources, including parents, peers, and even themselves. This pressure can lead to
stress, anxiety, and even depression, ultimately affecting their academic success. My research
aimed to understand how this pressure manifests in our school environment and how it affects
our classmates. Schoolmates
Statement of the Problem: The problem I wanted to address is the increasing academic
pressure faced by high school students, which can negatively impact their mental health and
academic performance. Students are dealing with high-stakes exams, difficult homework, and
societal standards for success, leading to stress, anxiety, and even depression.
-There's a lack of understanding about the relationship between these factors, especially within
the high school environment. This gap in knowledge limits the effectiveness of interventions
and support systems aimed at improving student well-being and academic performance.
Research Objectives - "My research objectives were to: Investigate the effects of academic
pressure on Grade 10 high school students at Trece Martires City National High School. Explore
how academic pressure impacts their emotional, psychological, and social well
-being. Identify potential support mechanisms to help students cope with academic pressure.
Research Questions: My research questions focused on how students experience academic
pressure, their coping mechanisms, and their perceptions of its impact on academic
performance. Specifically, I wanted to know:
How often do students feel overwhelmed by their academic workload?
What are the main sources of pressure they face as students?
What is their current level of stress, and how likely are they to seek help?
Do they believe that their school provides adequate support for managing stress?
What activities do they engage in to relieve stress?
Have they ever felt pressured to cheat on an exam or assignment?
Hypotheses: Based on my research, I formulated the following hypotheses:
Hypothesis 1: Students who report greater levels of academic pressure will tend to report
lower academic functioning, as indicated by their grades and GPA.
Hypothesis 2: Students reporting high levels of academic pressure are more likely to report
anxiety symptoms, such as being unable to concentrate, restlessness, irritability, and sleeping
disturbance.
Hypothesis 3: Those who see more parental pressure for achieving academic success will report
more academic pressure and stress.
Hypothesis 4: Those students with access to and utilization of school-based mental health
services (e.g., counseling, support groups) are more likely to have healthier coping styles and
reduced levels of academic pressure stress.
Significance of the Study: This research is significant because it can help:
Students: By understanding their experiences, students can feel validated and find
support.
Teachers: Teachers can gain valuable insights into the struggles students face, allowing
them to better support their students.
Parents and Guardians: The study encourages open communication between parents
and students about the pressures of academic life, promoting a supportive home
environment.
Future Researchers: The study contributes to the existing literature on academic
pressure and its effects on students. The findings can be used as a springboard for
further research investigating this intricate issue in more detail.
Scope and Limitations: This research focuses on understanding the impact of academic
pressure on Grade 10 students at Trece Martires City National High School. It relies on self-
reported data from a survey of 30 students.
The study is limited by its reliance on self-reported data, which can be subject to biases and
inaccuracies. Additionally, the survey doesn't include questions about important contextual
factors that could influence academic pressure, such as school culture, socioeconomic
background, or academic pressure from parents.
Conceptual Framework: My conceptual framework highlights the key variables involved in my
research:
Academic Pressure: The stress and anxiety students experience when they feel they must meet
high academic standards.
Mental Health: Students' overall emotional, psychological, and social well-being, including
stress, anxiety, and depression.
Academic Performance: Students' academic outcomes, including their grades, GPA, and course
completion rates."
Definition of Terms - For clarity, I'd like to define some key terms used in my research:
Academic: Used to describe learning and related activities that involve the acquisition,
exploration, or application of knowledge.
Academic Pressure: The stress and anxiety that students experience when they feel they must
meet high academic standards.
Anxiety: A feeling of worry, nervousness, or unease, typically about an imminent event or
something with an uncertain outcome.
Challenge: Something new and difficult that requires great effort and determination.
Mental Health: A person's overall emotional, psychological, and social well-being.
Peer Pressure: When you are influenced by other people (your peers) to act in a certain way.
Pressure: The burden of physical or mental distress.
Study: The activity or process of learning about something by reading, memorizing facts,
attending school, etc."
