ABSTRACT

Grade 10 students have been at the center of academic pressure, grappling with the challenges

of meeting high expectations while navigating the demands of school, social life, and personal

growth. These students face emotional and mental health struggles as they work to keep up with

their coursework and prepare for future educational paths. Despite these difficulties, they continue

to push through, adapting to the pressures and developing coping mechanisms, all while striving

to maintain their mental well-being. According to a previous study conducted by Mapua Malayan

College. Explains that Academic pressure can be caused by Parents, teachers, and peers are

significant sources of academic pressure for the student. A similar study by Jeynes (2022), parental

expectations play a significant role in students' academic achievement and personal development.

An analysis revealed that parental expectations consistently correspond with academic success. To

gain insight into the academic pressure experienced by Grade 10 students, the researchers

conducted a qualitative study using written interviews. We selected participants from various

sections to ensure different perspectives and experiences. The interview questions focused on the

root of academic pressure, its effects on students’ mental well-being, and the coping mechanisms

they do. The responses were then analyzed to identify common themes and patterns related to

academic stress. In the thematic analysis, it was found out that High Expectation from Parents,

Peer Competition, Heavy Workload and Strict Deadlines causes the academic pressure of students

while Mental Health, Time Managing Struggles, Anticipatory Anxiety, and Self-doubt are the

effects of academic pressure. Moreover, these factors proves that Academic Pressure impacts the

mental health of the students in Ernesto Rondon High School.

 CHAPTER I

The Problem and Its Background

This chapter provides an overview of the study, including the background of the study,

conceptual framework, statement of the problem, objectives of the study, significance of the study,

scope and delimitation, and definition of terms.

Background of the Study

In recent times, the mental well-being of students has emerged as an important issue,

particularly regarding academic pressure. The modern educational environment, emphasizing top

performance, competition, and rigorous academic standards, has led to an increase in students

experiencing stress, anxiety, and a range of mental health challenges. While education plays a

crucial role in shaping students' futures, the pressure to succeed academically can adversely affect

their mental well-being.

Academic pressure often deals with the necessity to achieve outstanding grades, meet parental

expectations (Jeynes, 2022), peer relationships, and compete for the highest grade (Banks &

Smyth, 2015). For many students, these pressures can be overwhelming, leading to feelings of

inadequacy, exhaustion, and emotional distress. Moreover, the extensive use of social media and

online platforms has heightened the culture of comparison, with students often evaluating their

accomplishments in relation to their peers.

Studies have shown that academic stress can result in a range of mental health problems, such

as anxiety, depression, sleep issues, and lowered self-esteem. Additionally, extended stress can

hinder students' cognitive abilities, impacting their concentration, memory retention, and academic

performance, creating a harmful feedback loop. (Gallardo et al. 2018)

 Given the increasing worry regarding student mental health, it is essential to comprehend the

intricate relationship between academic stress and its psychological effects. This research seeks to

explore the types of academic stress (Tian & Lu, 2017) experienced by students, the consequences

on their mental well-being, and possible methods to alleviate its negative effects. By examining

how academic stress affects students' mental well-being, the study aims to add to the larger

conversation about fostering more supportive and fair educational settings.

Comprehending these elements will aid students and assist teachers, policymakers, and mental

health experts in creating effective strategies and support networks to tackle the mental health

issues linked to academic stress.

This study does not include the perspectives of teachers, parents, or school administrators. It

also does not compare academic pressure to other mental health challenges unrelated to school.

Additionally, this research does not involve medical diagnoses or professional psychological

evaluations. While academic stress has been studied before, there i͢s not enough research focused

specifically on Grade 10 students and their experiences. There is also little information on which

coping strategies work best for students facing academic stress.

Furthermore, while some studies have explored academic pressure, more research is needed to

understand how factors like family income, cultural background, and personal motivation affect

students' experiences. Finally, there is limited research on how academic stress impacts students

in the long run, including its effects on their future education, career choices, and overall well-

being.
Conceptual Framework

INPUT PROCESS OUTPUT

The academic setting that students occupy is becoming more defined by significant stress. As

learners advance in their academic path, especially during the pivotal moments of their studies,

they encounter increasing pressure to excel. This pressure frequently arises from a mix of factors

like demanding workloads, parental expectations, and the anxiety of failing. Nevertheless,

although the topic of academic pressure is often addressed regarding educational achievement, its

effects on students' mental well-being is an important and inadequately examined matter.

Statement of the Problem

This study aims to explore the impact of mental health of Ernesto Rondon High School students

when they are experiencing academic pressure.

Specifically, the researcher aims to answer the following questions:

 1. What causes academic pressure for grade 10 students?

2. Does academic pressure impact the mental health of Grade 10 students at Ernesto Rondon

High School?

3. What are the effects of academic pressure on grade 10 students' mental health?

Objectives of the Study

This study aims to examine the impact of academic pressure on the mental health of Grade 10

students. Specifically, it seeks to:

1. Identify the common causes of academic pressure experienced by Grade 10 students.

2. Analyze how academic pressure affects students' mental health, including stress, anxiety,

and burnout.

3. Analyze how academic pressure affects students' academic performance.

4. Explore the coping mechanisms used by students to manage academic-related stress.

Significance of the Study

This study aims to explore the effects of academic pressure on the mental health of students. Its

findings will be beneficial to various stakeholders, including students, parents, teachers, and future

researchers.

The findings of this research can significantly contribute to the following:

This research will help students become more aware of how academic pressure affects their

mental well-being. By understanding the signs of stress and burnout, they can adopt healthier

coping mechanisms and seek support when needed.

 For parents, the study will provide insights into the challenges students face due to academic

expectations.

This will help the teachers by recognizing the impact of academic stress; teachers can

implement strategies to create a more supportive learning environment. This includes promoting

student well-being, adjusting workloads, and encouraging open communication.

For future researchers, this study can serve as a reference for those who wish to explore further

the relationship between academic expectations and student mental health. It can also open

opportunities for studies on interventions that promote a healthier school environment.

Scope and Delimitation

This study aims to understand how academic pressure affects the mental health of Grade 10

students. The researchers will examine how schoolwork, exams, and expectations contribute to

stress and how this stress impacts students emotionally and mentally. It will also explore how

academic pressure interacts with other stress factors, such as family problems and personal issues.

However, this study does not include the perspectives of teachers, parents, or school

administrators. It will not compare academic pressure with other major mental health concerns

unrelated to school. The study also does not provide medical diagnoses or professional

psychological evaluations. Furthermore, there is a lack of studies specifically focusing on Grade

10 students and their experiences with academic pressure. Additionally, limited research exists on

effective coping mechanisms for students dealing with academic stress. The students from Grade

10 of Ernesto Rondon High School S.Y 2024-2025 are the chosen participants for the study.

Definition of Terms
 The following variables are defined to provide clarification on the meaning of the terminologies

used in the study.

Academics refers to the field of study and intellectual pursuits that involve theoretical

knowledge and reasoning rather than practical or technical skills. In this study, academics pertains

to students' engagement in educational activities, including studying, completing assignments, and

participating in assessments to achieve academic success.

Academic Performance is a measure of a student's achievement based on grades, test scores,

and other forms of academic assessment. In this study, academic performance is assessed

through students' reported grades, test results, and self-perceived success in completing academic

tasks.

Academic Pressure refers to the stress and anxiety students experience due to expectations

and demands in an educational setting. In this study, academic pressure is measured by students’

self-reported stress levels, workload, and perceived pressure from teachers, parents, and peers.

Anxiety is a psychological and physiological state characterized by excessive worry, increased

heart rate, and fear responses triggered by stressors. Anxiety in this study is identified through

self-reported stress levels, physical symptoms, and psychological distress related to academic

expectations.

Coping Mechanism is a conscious or unconscious strategy used to manage stress and reduce

anxiety in challenging situations. In this study, coping mechanisms refer to the specific strategies

students use to handle academic pressure, such as time management, seeking social support, or

engaging in relaxation techniques.

 Depression is a mental health condition characterized by persistent sadness, lack of motivation,

and feelings of hopelessness, often resulting from stress and high expectations. In this

study, depression is measured through self-reported symptoms such as lack of motivation, social

withdrawal, and difficulty concentrating due to academic demands.

Expectations refer to strong beliefs regarding outcomes, often based on standards of

performance, time, cost, or quality. In this study, expectations relate to students anticipated

academic achievements, as measured by personal goals, parental expectations, and institutional

grading standards.

Mental Health is a state of well-being in which an individual can cope with stress, work

productively, and contribute to their community. In this study, mental health is assessed using self-

reported well-being surveys and students’ ability to handle academic stress and social interactions.

Peers are individuals of the same age, social status, or educational level who interact and

influence each other’s behavior. In this study, peers refer to classmates within the same grade level,

whose interactions contribute to students’ academic experiences and pressures

Pressure refers to external or internal forces that create a sense of urgency or stress. In physics,

it is defined as force per unit area, measured in Pascals. In this study, pressure refers to the

psychological force exerted by academic demands, including the need to achieve high grades, meet

deadlines, and fulfill expectations from teachers, parents, and peers.

Stress is the body’s response to external demands, often resulting in physical and emotional

strain. In this study, stress is identified through students’ experiences of tight deadlines, workload

management, and high academic expectations.

 Well-Being is a multidimensional concept encompassing physical, mental, and social health.

In this study, well-being is measured using self-reported scores on standardized well-being scales,

reflecting students’ ability to cope with academic pressure.

Workload refers to the amount of tasks or responsibilities assigned to an individual within a

specific timeframe. In this study, workload is assessed based on the number of academic tasks

students are required to complete, including assignments, exams, and extracurricular

commitments.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter reviews existing literature on the impact of academic pressure on students’ mental

health. By examining relevant studies, this chapter aims to provide insights into how academic

pressure affects students, what are the possible factors of academic pressure, and give further

understanding and comprehension of the research.

Academic Pressure

Academic pressure refers to the expectations and demands placed on individuals within

academic institutions, particularly students, to meet high-performance standards in learning and

assessments. While lecturers also face institutional pressures, the primary focus here is on students,

who often experience stress from maintaining high grades, excelling in standardized tests, and

meeting competitive admission requirements. This pressure can lead to exhaustion, anxiety, and a

decline in overall well-being. Balancing academic responsibilities with personal health is essential

to prevent burnout and support student success. (Quach et al., 2015; Kleinkorres, Stang-Rabrig, &

McElvany, 2022; Chen et al., 2023).

The need to maintain high grades, excel in standardized testing, and meet competitive

admission requirements creates an environment of stress and anxiety. This pressure can negatively

affect their mental well-being, leading to exhaustion, decreased motivation, and, in some cases,

academic burnout. This pressure can negatively affect their mental well-being, leading to

exhaustion, decreased motivation, and, in some cases, academic burnout. Academic burnout causes
burnout and mental exhaustion by triggering chronic stress, depleting mental resources, and

ultimately impacting motivation, performance, and overall well-being.

Overall, academic pressure is a complicated issue that affects both educators and students.

While it can serve as motivation for academic excellence, excessive pressure without adequate

support systems can result in serious consequences, including stress, mental health struggles, and

a diminished quality of life. Addressing these challenges requires institutions to implement

balanced policies that promote academic achievement while safeguarding well-being, such as

flexible deadlines, stress management programs, student codes of conduct, and mental health

support that promote academic achievement while safeguarding well-being.

Causes of Academic Pressure Among Students

According to Mapua Malayan College (2015), defines academic pressure as the stress students

experience when striving to meet high academic expectations. This pressure includes parental

expectations, peer competition, and institutional demands. Understanding these factors is essential

in addressing the impact of academic pressure on students’ well-being.

Parental expectations play a crucial role in shaping students' academic stress levels. Parents

often set high standards for their children's academic performance, expecting them to achieve top

grades and excel in their studies. This pressure can create feelings of inadequacy, as students may

feel that their worth is tied to their academic achievements. The constant fear of disappointing their

parents can create feelings of inadequacy, reducing motivation and overall mental well-being

(Mapua Malayan College, 2015).

 Peer competition is another major contributor to academic stress, as students often compare

their academic performance to that of their classmates. The presence of high-achieving peers can

heighten self-doubt and insecurity, making students feel pressured to keep up. This competitive

environment can sometimes lead to unhealthy behaviors, such as excessive studying, cheating, or

neglecting personal well-being in pursuit of academic success.

A study by Deb et al. (2015) found that academic stress significantly affects high school

students, with nearly 63.5% reporting pressure from their parents to perform well. The research

also indicated that students whose fathers had lower educational attainment (non-graduates) were

more likely to experience academic pressure. Additionally, 32.6% of students exhibited symptoms

of mental distress, and 81.6% reported experiencing exams related to anxiety.

According to Jeynes (2022), parental expectations play a significant role in students' academic

achievement and personal development. An analysis revealed that parental expectations

consistently correspond with academic success. However, high parental expectations can also lead

to increased stress among students (Sharma, 2022). Parents' attitudes and expectations towards

education are influenced by their own educational background and socioeconomic status, with

higher education levels often associated with more positive attitudes and higher expectations

(Gužíková & Mendelová, 2022).

Research indicates that parental educational expectations remarkably impact adolescent mental

health. High parental expectations are associated with fewer mental health problems in adolescents

(Xu et al., 2023; Almroth et al., 2019). However, academic pressure moderates this relationship,

with higher pressure strengthening the association between parental expectations and mental health
issues (Xu et al., 2023). Studies show that a majority of students experience stress due to academic

pressure and parental expectations for better performance (Deb et al., 2015; Talha et al., 2020).

This academic stress positively correlates with parental pressure and psychiatric problems (Deb et

al., 2015). Notably, when both parents and children have low academic expectations, there is an

increased risk of manifesting problems in adolescents (Almroth et al., 2019).

Research suggests that peer relationships are directly and significantly connected to the

academic success of junior high school students. Moreover, peer relationships are indirectly

associated with academic achievement through learning motivation and engagement. The study

also indicates a considerable indirect and beneficial connection between peer relationships and

academic success among junior high school students (Shao et al., 2024).

Peer relationships are acknowledged as significant contributors to the academic pressure of

adolescents (Wang et al, 2018). These relationships encompass social interactions, emotional

bonds, and communication patterns among students. While supportive peer connections are

associated with higher academic achievement, negative peer influence can lead to academic

disengagement and increased stress (Gallardo et al.,2018).

Learning motivation and engagement in learning are two psychological concepts that have been

widely examined in connection to academic success (Dogan et al. 2015). Learning Motivation

includes the internal urge and tendency to engage in educational activities, which can be divided

into two primary types: intrinsic motivation and extrinsic motivation (Tanaka et al. 2013). Intrinsic

motivation arises from personal interests, curiosity, and the natural gratification gained from the

learning experience itself, whereas extrinsic motivation is influenced by outside factors like

rewards, grades, or social acknowledgment (Ryan et al. 2020).

Effects of Academic Pressure on Students’ Mental Health

Brodowicz (2024) states that academic pressure can have a range of effects on students both

short term and long term. Short-term effects include exam-related anxiety, sleep disturbances, loss

of appetite, decreased self-confidence, withdrawal from social activities. Among these, anxiety is

the most prevalent consequence of academic pressure. Common symptoms include uneasiness,

restlessness, difficulty concentrating, sleep problems, fatigue, irritability, and a persistent sense of

danger.

Although some anxiety symptoms may be common in adolescents, persistent academic pressure

can contribute to clinical/anxiety disorders. The good news is that with proper treatment, 80% of

affected young individuals show significant improvement. Anxiety and stress are among the most

common concerns they encounter. These issues often arise due to excessive worry or perceived

high academic pressure. Emotional and mental stimulation triggers the central nervous system to

release adrenaline, activating the body's fight-or-flight response. Prolonged exposure to high levels

of stress can worsen anxiety and related problems over time. Among the symptoms studied,

emotional exhaustion was the most prevalent, followed by depersonalization—both consistent

with burnout indicators. The mediating role of academic stress in the relationship between

personality and burnout was moderate, suggesting that individual differences and contextual

factors significantly influence psychological health and functioning (Bella & Renoa, 2022).

Findings also indicated that male participants were less likely to experience academic pressure

than female participants, with no significant differences observed across years of study

(Tharaldsen et al., 2022).

 Parental expectations, competition in academics, an overload of tests, fear of exam failure,

uncertainty regarding the future, and comparisons with peers are key contributors to academic

stress in adolescents.

The teenagers who faced academic stress had a higher likelihood of developing depression. The

global pooled prevalence of anxiety in adolescents was 6.5%. A research study in India found that

81.6% of teenagers experienced anxiety related to exams, while 66% reported feeling pressure

from their parents for better academic results. Adolescent anxiety was linked to factors such as

parental age, education level, student grade, family size, and living environment. The overall well-

being of adolescents has a positive impact on their academic success and achievements.

Students all know that the feeling of academic stress is inevitable. Even if you are a stellar

student, it is extremely difficult to stay stress-free, especially as you progress through higher grade

levels. Academic stress is defined as “the body’s response to academic-related demands that

exceed the adaptive capabilities of students” (Alsulami et al., 2018). Although not talked about or

acknowledged often, about 10-30% of students are expected to experience academic stress in their

academic careers. But, don’t take my word for it, let’s take a look at what experts have to say about

the relationship between academic stress and mental health concerns (Chyu, 2022).

It has been noted that persistent academic pressure can result in significantly more severe

mental health issues like anxiety and depression. According to researchers, around 35% of students

after high school face anxiety, while 30% deal with depression. Academic stress not only leads to

mental health issues but also diminished mental well-being can result in social, academic, and

physical health repercussions.

 Academic pressure impacts student performance, and so does parental pressure for improved

academic results. This appears to be an issue that many students encounter, with 66% of high

school students in India indicating they feel pressure from their parents to enhance their grades.

Interestingly, the level of pressure a student experienced from their parents differed based on the

parents' occupations, education levels, and social status. Moreover, the pressure that one places on

oneself can also negatively affect mental well-being. The desire to succeed generates significant

stress for numerous students, particularly those in high school.

Forgetting the figures, the researchers fully acknowledge that going through all these stats can

feel quite demoralizing and grim, yet I've chosen to present this information to highlight the

challenges that many students encounter. Ignoring the reality of academic stress can be quite

perilous, and our challenges must be acknowledged and discussed. The researchers hope this

article serves as a reminder for you to prioritize self-care today and to take frequent breaks. Your

mental health is as important to overall well-being as your physical health, so please don’t neglect

it (Jeynes, 2022).

According to the World Health Organization (2020), mental health is a state of well-being in

which individuals recognize their potential, effectively manage daily problems, work productively,

and contribute to their community. Good mental health enables individuals to cope with life's

challenges, achieve their full potential, learn and work efficiently, and engage meaningfully with

society.

Mental health is essential to well-being. It is influenced by complex interplay of structural,

biological, community, and individual factors, which can either support or undermine it at any

given time. While many people demonstrate resilience in the complex interplay of structural,

biological, community, and individual factors, which can either face adversity, exposure to
negative conditions—such as poverty, violence, disability, and social inequality—can significantly

increase the risk of developing mental health disorders. Addressing these challenges requires a

comprehensive approach that promotes mental well-being through supportive environments,

accessible healthcare, and social equity (Qomariyah et al., 2023).

World Health Organization (2020), Wrote that mental health pertains to a person's ability to

develop and maintain significant connections, perform societal roles relevant to their culture,

adjust to changes, articulate and recognize positive feelings and behaviors, and adeptly cope with

emotions such as sadness. Mental health offers individuals a sense of self-value, agency, and

understanding of their internal and external operations. According to Ngyuen (2017), Students'

mental health can significantly impact their learning ability. Research suggests that mental health

concerns, such as anxiety and depression, negatively impact students’ academic performance and

overall well-being. To address these challenges, schools must integrate mental health support into

classroom practices, ensuring that students receive the necessary resources to thrive in their

learning environment.

Coping Mechanisms for Academic Pressure

High school is demanding for students, often characterized by academic pressure and elevated

stress levels. According to the American Psychological Association's Stress in America (2020)

survey, academic stress has intensified in recent years, particularly during the covid-19 pandemic.

The survey reported that 43% experienced increased stress, while 45% struggled with

concentration and motivation in schools. Additionally, Reynolds (2022) similarly notes that

academic demands can overwhelm students, highlighting the need for effective coping

mechanisms to mitigate stress.

 The challenges forced by high school students have evolved overtime, often becoming more

complex. Surveys indicate that students continue to experience a decline in both mental and

physical health due to academic stress. To mitigate these effects, researchers emphasize the

importance of adopting effective stress management techniques that promote emotional resilience

and academic success.

Facing numerous significant life choices in the future, navigating through high school while

feeling happy and complete can indeed seem difficult at moments. It's clear to understand why

numerous high school students experience stress. The positive aspect is that solutions exist.

Employ the methods, take deep breaths, and remember that it is only temporary (Reynolds, 2022).

Academic stress is a critical problem among most high school students, with research indicating

that approximately two-thirds experience stress due to academic pressure (Deb et al., 2015).

International studies consistently show that high-stakes exams are a significant source of stress

and worry for secondary school students. Existing research focuses on individual variation in

exam-related stress levels, with little attention given to the influence of school context. Individual

and school-level factors, such as the quality of peer and student-teacher relationships, affect this

stress (Banks & Smyth, 2015). Implementing supportive school rules, such as limiting excessive

homework, enforcing reasonable grading policies, and encouraging open communication between

students and teachers, can help alleviate academic stress and create a more balanced learning

environment.

Pressure from parents to perform well academically is also a causative factor, especially in

children of fathers with lower education (Deb et al., 2015). School principal practices in managing

teachers' workload have been found to critically influence students' academic performance

(Musyoki et al., 2024). Academic stress between males and females has been reported, with girls
experiencing more stress than boys (Razia, 2016). Additionally, private school students report

higher academic stress than government school students (Razia, 2016). These results highlight the

multifaceted nature of academic stress and emphasize the role schools can play in addressing it by

implementing stress management programs, providing counseling services, and promoting

balanced workload policies to support students’ well-being.

Conclusion

The review-related literature regarding the impact of academic pressure on students’ mental

health uncovers a complicated and troubling effect. The significant pressure to achieve excellence

can deeply affect students’ mental health, leading to abundance of negative effects, etc. Studies

consistently show that learners, particularly in highly competitive environments, struggle to

balance academic demands with personal and social needs. This pressure can result in various

mental health concerns, including burnout, sleep difficulties, and lowered self-esteem. Moreover,

the enduring impacts of these mental health issues can affect students' overall wellness and their

future academic and professional aspirations. Education is often regarded as the foundation of

future success. It is highly competitive and frustrating, with demanding exams and high

expectations coming from parents driving the student to work hard. Understanding the impact of

academic pressure on mental health is crucial, as the mental well-being of students depends on

their overall development. It's necessary to have aligned solutions to help students overcome these

difficulties such as rescheduling study workload, improving teaching methods, and psychological

support from schools, families, and peers (Banks & Smyth, 2015).
 CHAPTER III

Research Methodology

This chapter presents the research design, locale of the study, the respondents of the study

and sampling procedures, the research instruments as well as the collection and analysis of data.

Research Design

This research follows a phenomenological approach to understand the impact of academic

pressure on the mental health of Grade 10 students based on their personal experiences. It uses in-

depth interviews to gather insights into how students perceive and respond to academic pressure

from their family, school, and peers.

To ensure the accuracy of the data, the researchers will compare students' responses to identify

common themes. Once the data is collected, it will be carefully analyzed to recognize patterns in

students’ experiences with academic pressure.

The findings from this study may serve as a foundation for future research and contribute to the

development of support systems that address academic stress among students.

Research Locale

This study will be conducted at Ernesto Rondon High School, located on Road 3, Project 6, Quezon

City. By conducting the research within the school setting, the study ensures direct access to

participants and a better understanding of their academic experiences. The school has a total of

837 Grade 10 students.

Respondent and Sampling Procedure

The researcher will select Grade 10 students from Ernesto Rondon High School. They were

chosen based on their availability and willingness to participate in the research. The study aims to

gather insights into their experiences, opinions, and perspectives regarding academic stress and its

impact on mental health.

A convenience sampling method was used to select Grade 10 students from Ernesto Rondon

High School. Participants were chosen based on their accessibility to take part in the study. Data

collection involved face-to-face interviews with open-ended questions, allowing students to share

their experiences in detail. This method provided rich, qualitative data on the effects of academic

stress.

To ensure ethical research practices, informed consent was obtained from all participants.

Students were informed of their rights, including the voluntary nature of their participation and

their right to withdraw from the study at any time. Confidentiality and anonymity were also

maintained throughout the research process.

Research Instrument

For this study, the researchers will use written interviews as the primary data collection tool.

An interview allows for a guided yet flexible conversation between the interviewer and the

participant, ensuring that key topics are covered while also allowing participants to elaborate on

their responses.
 This study will use interviews as the primary method of data collection to gather comprehensive

insights from Grade 10 students at Ernesto Rondon High School. This method will allow

researchers to gain an in-depth understanding of students' experiences and perspectives. The study

will involve both male and female Grade 10 students, with participation limited to those enrolled

in Ernesto Rondon High School.

Data Collection

The interviews will be conducted face-to-face, providing an opportunity for real-time interaction

and clarification of responses. The researchers will manually record the participants' answers

through notetaking to ensure accuracy and reliability. The interview will consist of five (5) key

questions, designed to gather in-depth insights related to the study’s objectives.

Analysis of Data

For this study, the researcher will use thematic analysis for analyzing qualitative data. Thematic

analysis is a widely used approach in qualitative research that involves identifying, analyzing, and

interpreting patterns or themes within the collected data (Braun & Clarke, 2019). This method was

chosen because it allows for a systematic yet flexible way of understanding students’ experiences

with academic pressure and its impact on their mental health.

Additionally, thematic analysis was used to make sense of seemingly unrelated material by

organizing qualitative information into meaningful categories. It enables researchers to analyze

qualitative data systematically and gain valuable insights. Thus, the following process was

adopted:

1) Collect Data - data will be gathered from the answers of the informants. Data from

conversations in interviews were transcribed.

 2) Coding Data - The data was manually coded by the researchers, who used a clear and

ongoing procedure to modify and alter the study as ideas and data developed.

3) Code Validation - to ensure the integrity of the codes, that they have not been

misinterpreted and are free of researcher bias, the ideas developed were reviewed by more

than one person. The researcher read and re-read the data, double-checking the codes for

consistency and validation. The integration of the codes from the data becomes the codebook

from which themes developed.

4) Themes Identification - from the codebook, the researchers have identified sub-themes

and themes: patterns established from the coded data. These themes may appear from

patterns like conversation topics or words. Alternatively, other features may be how often

they appear, only being present when others are present, and the time of day, week, or month.

The researcher must be able to define each theme adequately enough so that they know

exactly what the theme is.

5) Information Consolidation Finalizes Theme Names - the researchers finalized the name

of each theme, wrote its description, and illustrated it with a few quotations from the text to

help communicate its meaning to the reader.

Through this approach, the study will be able to uncover recurring themes and insights related

to students’ experiences with academic pressure, their emotional responses, and the coping

mechanisms they use to manage stress. The thematic analysis ensured that the findings were rooted

in participants' perspectives, providing a comprehensive and in-depth understanding of the issue.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented, analysed and interpreted the result from the conducted written interview

gathered by the researcher. The analysis on the result of the evaluation was done to measure the

effectiveness of the develop system.

Demographic Profile of Participants

The participants in this study consist of Grade 10 students from different sections. They were

selected through purposive sampling, ensuring that they have firsthand experiences with academic

pressure. The demographic profile provides insights into their background, including their age and

gender.

Table 1

GENDER

CATEGORY NUMBER OF PARTICIPANTS

Male 10

Female 10

TOTAL: 20
Table 2

AGE

CATEGORY NUMBER OF PARTICIPANTS

15 years old 12

16 years old 8

TOTAL: 20

The participants included an equal number of male and female students. They ranged in age

from 15 to 16 years old, representing a group of students who shared different perspectives on

academic pressure and its effects on their mental health.

Definition of Academic Pressure

All participants acknowledged experiencing academic pressure. They defined academic

pressure as the overwhelming expectation to excel in schoolwork, often leading to stress and

anxiety. Some described it as a feeling of being constantly evaluated and compared to peers.

Table 3
 THEMES SAMPLE RESPONSE

Definition of “Academic pressure defines stress and anxiety to me, because of the

Academic Pressure high expectations they have on me- I'm scared to fail.” - (Participant

4)

1. Definition of Academic Pressure

One of the most common problems faced by students is academic pressure. Many participants

stated the bad effect of academic pressure like stress, anxiety and they struggle to focus on their

studies, they defined academic pressure as negative motivation that affects their mental health.

“Academic pressure defines stress and anxiety to me, because of the high expectations they

have on me- I'm scared to fail.” - (Participant 4)

Due to their mental health, some students define that Academic Pressure has a bad effect on

their mental health. In other words Academic Pressure is affecting students' mental health leading

to stress.

Causes of Academic Pressure

 Participants identified the following reasons for their academic pressure:

Table 4

Source Description Sample Response

High Due to high expectations “Because my parents have high

Expectations students always pressure expectations of me and I don't wanna

from Parents themselves to have high disappoint them.”- (Participant 2)

grades.

Peer Competition Due to the ranking of “Sometimes because I’m in a higher

sections students do their section I feel pressure to do my best so I

best and feel pressure just won’t be left behind.” - (participant 11)

not left behind.

Heavy Workload Due to a lot of school work “Sometimes because our teachers are

and Strict students rushed to finish the giving us a lot of school work and

Deadlines task just to finish it on time. expecting us to finish it in a day before the

given time (rushed).” - (Participant 4)

1. High Expectations from Parents

 Another challenge was students often pressured to meet the high expectations set by their

parents and teachers. This pressure can lead to stress and anxiety as students achieve excellent

grades.

“Because my parents have high expectations of me and I don't wanna disappoint them.”-

(Participant 2)

This challenge feels a strong sense of responsibility to meet their parents high expectations.

They fear disappointing their parents, which leads them to put pressure on themselves to achieve

high grades.

2. Peer Competition

This common issue reflects the impact of peer competition on students' academic experiences.

They expressed that being in a higher-ranking section creates a sense of pressure to perform well.

The fear of falling behind their peers motivates them to work harder, but it also adds stress on

them.

“Sometimes because I’m in a higher section I feel pressure to do my best so I won’t be left

behind.” - (Participant 11)

 Due to their placement in higher-ranking sections, students often feel compelled to perform

their best to avoid falling behind their peers. The pressure to maintain their status and meet

expectations can lead to increased stress and a constant need to prove their abilities.

3. Heavy Workload and Strict Deadlines

The challenge students face when dealing with a heavy workload and strict deadlines.

Participant 4 expresses the pressure of receiving large amounts of schoolwork with limited time

for completion. As a result, students may prioritize finishing tasks quickly rather than focusing on

quality and understanding.

“Sometimes because our teachers are giving us a lot of school work and expecting us to finish

it in a day before the given time (rushed).” - (Participant 4)

In some cases, a heavy workload and strict deadlines refer to situations where students are

assigned numerous tasks with limited time for completion. This can lead to stress and anxiety as

they struggle to meet expectations.

Effects of Academic Pressure

Participants described various effects of academic pressure, including:

Table 5

Effects Description Sample Response

Mental Health Because of being afraid to fail “I'm scared to fail. It affects me by

students pressure themselves just messing up my mental health, increasing

to not fail and mess up their my anxiety, and overworking myself.” -

mental health. (Participant 6)

Time Due to many tasks, strict “It affected me in a way. I don't have time

Management deadlines, and performance they for myself, not eating on time, and not

Struggles can’t manage their time and do getting enough sleep.” - (Participant 13)

not have self care.

Anticipatory Being uncertain or worried for “It affects and worries about my future by

Anxiety their future or what the future making me feel anxious, and

will be. overwhelmed.” - (Participant 17)

Self-Doubt Doubting one’s capability or "I often feel like my efforts aren’t enough,

lacking confidence, comparing especially when I compare myself to

themselves to others. others. It makes me doubt my abilities.” -

(Participant 10)
 1. Mental health

One of the most significant effects of academic pressure on students is its impact on their mental

health. Many participants shared that the overwhelming workload, constant deadlines, and high

expectations caused them to feel stressed, anxious, and emotionally drained.

“I'm scared to fail. It affects me by messing up my mental health, increasing my anxiety, and

overworking myself.” - (Participant 6)

The fear of falling behind or not meeting expectations led some students to overwork

themselves, often at the cost of their emotional well-being.

2. Time Management Struggles

Balancing academic responsibilities proved to be a major challenge for many students. The

pressure to complete assignments, study for exams, and meet deadlines often left them with little

time for self-care and rest.

“It affected me in a way. I don't have time for myself, not eating on time, and not getting enough

sleep.” - (Participant 13)

 Due to their demanding schedules, some students neglected basic needs like proper nutrition

and sleep, which negatively impacted both their physical and mental health.

3. Anticipatory Anxiety

The pressure to succeed academically caused many students to experience anticipatory anxiety.

The fear of failing exams or not meeting expectations made them feel constantly stressed and

overwhelmed.

“It affects and worries about my future by making me feel anxious, and overwhelmed.” -

(Participant 17)

This ongoing anxiety made it difficult for some students to concentrate on their studies,

affecting their overall academic performance and well-being.

4. Self-Doubt

Academic pressure also contributed to feelings of self-doubt among students. Many struggled

with comparing themselves to their peers, leading to a lack of confidence in their abilities.
 "I often feel like my efforts aren’t enough, especially when I compare myself to others. It makes

me doubt my abilities.” - (Participant 10)

These feelings of inadequacy often discouraged students from fully engaging in their studies,

affecting both their motivation and academic growth.

Coping Mechanisms for Academic Pressure

When the participants was asked how they handle academic pressure, participants shared

various strategies:

Table 6

Coping Description Sample Response

Mechanisms

Time Some students practiced “I try to organize my tasks by

Management prioritization and scheduling to making a schedule. It helps me feel

handle their workload more less overwhelmed.” - (Participant

effectively. 11)

Recreational Some students prefer doing “I usually cycle to distract myself”

Activities activities to distract themselves - (Participant 20)

 from the pressure and focus more on

their activity.

Seeking Many relied on friends and family “By hanging out with friends and

Emotional for encouragement and motivation eating delicious food to comfort

Support to manage stress. myself.” - (Participant 14)

1. Time Management

Some students try to manage academic pressure by organizing their tasks. Creating a schedule

helps them stay on track and feel less stressed.

“I try to organize my tasks by making a schedule. It helps me feel less overwhelmed.” -

(Participant 11)

By planning their time wisely, they can balance schoolwork and personal life more effectively.

2. Recreational Activities
 Doing enjoyable activities helps students cope with stress. Engaging in hobbies or physical

activities gives them a break from school pressure.

“I usually cycle to distract myself” - (Participant 20)

Taking time for fun activities helps students relax and refresh their minds.

3. Seeking Emotional Support

Many students rely on friends and loved ones for emotional support. Spending time with others

and enjoying simple comforts can help them feel better.

“By hanging out with friends and eating delicious food to comfort myself.” - (Participant 14)

Being around supportive people helps students relieve stress and feel less alone in their

struggles.
CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary and conclusion derived on the conduct of the study which

is to probe the impact of academic pressure on the mental health of grade 10 students. It also

provides recommendations based on the insight gathered from the students.

The study was conducted at Ernesto Rondon High School. The selected participants are the

grade 10 students from various sections. It employed qualitative research design using convenience

structure. Data was collected through a written interview. Thematic analysis was applied to identify
recurring themes and patterns related to the impact of academic pressure on the mental health of

grade 10 students.

Summary

Conclusion

Based on the findings, it is clear that academic pressure significantly affects the mental well-

being of Grade 10 students. While some pressure can serve as motivation, excessive academic

demands often result in stress, anxiety, and negative self-perception. Students with effective coping

mechanisms are better prepared to handle academic challenges. However, students without

sufficient support often struggle more with the emotional burden of academic pressure.

Recommendation

For Students - Develop healthy study habits. It's important to manage their time productively

and stay organized. Setting a goal for each day can help them finish their task faster, with this they

can prevent from feeling overwhelmed. Prioritizing rest and taking short breaks while study

sessions is also essential to avoid burnout. In addition, engaging in hobbies can offer a mental

escape and overall well-being.

 For Parents - Foster open communication with children regarding academic concerns and set

realistic expectations that promote both academic success and mental well-being. Encourage your

child to share their struggles without fear of disappointment or judgment. Let them know that their

efforts matter just as much as their results. Supporting good study habits and time management

can help reduce stress. Allowing them to take breaks, engage in hobbies, and have enough rest can

improve both their academic performance and overall well-being. Providing emotional support

and reassurance can boost their confidence and motivation, helping them handle academic pressure

in a healthier way.

For Teachers - Teachers can help reduce academic pressure by giving a balanced amount of

schoolwork and setting fair deadlines. Encouraging students to talk about their struggles and ask

for help can make them feel supported. Teaching simple time management skills can also help

them handle stress better. It’s important to care for students’ mental health. Allowing short breaks,

using fun activities, and making lessons engaging can make learning less stressful. Lastly, praising

students’ efforts instead of just focusing on grades can boost their confidence and motivation.

For Schools - Implement programs that address students’ mental health, such as counseling

services, stress management workshops, and awareness campaigns on academic pressure. Schools

should ensure that professional counselors are available to provide guidance and emotional support

to students who feel overwhelmed by their studies. Stress management workshops can include
activities like mindfulness exercises, time management training, and relaxation techniques to help

students develop healthy coping mechanisms.

Future Researchers - Researchers should always prioritize ethical considerations in research,

ensuring the well-being of participants, data privacy, and the responsible use of research findings.

Additionally, researchers use written interviews to collect real-time data on participants' behaviors

and outcomes. Research should investigate how societal and cultural expectations contribute to

academic pressure, including the influence of family, peers, and the educational system on

students' perceptions of success and achievement.