CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background of the study where the researcher informs the

reader about the context of the study and the research gap that requires further exploration.

INTRODUCTION

This study will focus in exploring the impact of academic stress to the academic

achievement of grade 11 students in Cabacao National High School. It also explores how

the students experiencing stress when it comes to academic purposes. In this we will

discuss what are the reason and how those students avoid or lessen their stress in

academics.

Academic achievement and stress have a complicated and significant impact.

Most students experience academic stress as a result of demands from deadlines, tests,

workload, and high expectations. In actuality, a certain amount of stress can increase

motivation and possibly enhance performance, but excessive stress typically produces

worse results. Excessive stress can also influence academic performance by impairing

concentration, memory, and decision-making. Studies show that students who experience

high levels of stress are unable to meet their academic expectations due to anxiety and

exhaustion that impair performance and learning. Students who can manage their stress

levels, on the other hand, are resilient and focused on achieving their academic

objectives. A certain degree of stress is necessary for balance in this situation could be

encouraging and positive, but it turns out to be detrimental if such levels are attained. In

other words, stress management programs and support networks would become crucial

in assisting students in successfully navigating other academic challenges. Stress is a

main source of

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problems being faced by the students during their academic carrier when they

are struggling

to get the academic achievements for their future life. Academic pressure is one of the

factors that cause failure among the students. Stress is the response of mental and action

through hormonal signaling, the perception of danger sets off an automatic response

system, known as the fight or flight response. Commonly stress refers to two things, the

psychological perception of pressure, on the one hand, and the body's response to it, on

the other, which involves multiple systems, from breakdown to muscles to memory. Stress

is a lot of expectation from self. Stress is the feeling of strain and pressure. One of the

many problems that the students face in our school was the least affected by any sort of

stress. Stress is now affecting any individual regardless of their developmental stage

(Banerjee & Chatterjee, 2016). Nowadays, the issue in academic stress is still a

consequence that must be address or lessen. We aim to contribute some knowledge and

solve this problem by looking at its roots.

By analyzing the impact of academic stress and academic achievement in

deepest part, our research study aims to provide insights into how the academic stress

affect every student of grade 11 in Cabacao National High School. All students face

different kind of stress in a way to achieve their goal, so here are some primarily

knowledge to lessen those stress that all students are facing in their everyday lives.

This study aims to explore what are the impact of academic stress to the

academic achievements they encounter in our school and the way in which these

struggles can be addressed. Unfortunately, this research study will delve into a specific

problems or stress that every student faced when it comes to academic purposes.

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OBJECTIVES OF THE STUDY
The goals of this research study are to;

1. To determine the Demographic Profile of the students in terms of;

1.1 Gender,

1.2 Age.

2. To determine the profile of the students in terms of their;

2.1 academic stress; and

2.2 academic achievement

3. The level of academic achievement of the students.

4. To identify the significant relationship between students’ stress and academic achievements.

5. To determine on how the academic stress affects the student academic achievements.

STATEMENT OF THE PROBLEM

This study ought to answer the following research questions:

1. What is the Demographic Profile of the students in terms of;

1.1 Gender

1.2 Age

2. What is the profile of the students in terms of their;

2.1 academic stress; and

Academic workload

Time management

Peer competition

Financial concern

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2.2 academic achievement?

3. What is the level of academic achievement of the students?

4.Is there a significant relationship between students' stress and academic

achievement?

5. Does academic stress affect the student academic achievements?

STATEMENT OF THE NULL HYPOTHESES

This study would like to test the validity of the following hypotheses;

1. There is no significant relationship between students' stress and academic

achievement.

2. Academic stress has affected the student academic achievements.

SCOPE AND DELIMITATION

This study focuses on the impact of academic stress to the academic achievements

in grade 11 students, also this study aims to determine whether academic stress

hinders the students in pursuing academic achievements. Understanding the impact

of academic stress to the academic achievements of grade 11 students can be a tool

in understanding the stress faced by them that has achievements on their class

evokes by grade 11 students. The researchers will use Simple Random Sampling in

choosing our respondents, there are 92 male and female grade 11 students enrolled

in first semester of school year 2024-2025 in Cabacao National High School. Each

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participant we’re given a survey questionnaire for them to answer the questions or

the research gap. The students selected came from three different sections of grade

11, unity, sincerity, and integrity to prevent bias, only the grade 11 students we’re

chosen to participate in the study because they are more capable on experiencing

academic stress.

SIGNIFICANCE OF THE STUDY

The study is considered important to the following entities;

Students. This study will help students to recognize and address their individual

stressors and learn effective stress management techniques, this research will also

help students to improve their academic performance and physical well-being.

Teachers. This study will help teachers to adapt their instructional methods to

support stressed students. This will also help every teacher to lessen the school

works that they are giving to every student and foster empathetic teacher-student

relationship.

Parents of the students. This research will help parents to understand

the academic pressure on every student, and develop strategies to support stress

management that can help children ease their stress. This research will also help

parents to encourage activities that balance academic demands with physical and

mental well-being.

Future Researchers. This study will help future researchers to be guided on having

further knowledge that can help them about their chosen topic. This will also help

future researchers that are experiencing academic stress like other students to know

how to mitigate and contribute to the development of effective strategies to improve

student well-being and academic outcomes.

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School. This will help the school or campus in awakening it that the research study

is still in consequence and existing nowadays.

DEFINITION OF TERMS

Academic achievement: Describes academic outcomes that indicate the extent to

which a student has achieved their learning goals.

Academic stress. Is stress experienced by students that comes from the learning

process or things related to learning activities. The result of academic demands that

exceed a student's ability to cope, leading to stress and potential negative effects on

mental health.

Stressors. A stressor is an event or situation that causes stress. Stressors can be

understood as any disturbing influence that leads an individual to feeling unbalanced or

overwhelmed

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Chapter II
REVIEW OF RELATED LITERATURE
This chapter presents the relevant literature and studies that the researcher considered in

strengthening the importance of the present study. It also presents the synthesis of the art

to fully understand the research for better comprehension of the study.

CONCEPTUAL FRAMEWORK

ACADEMIC STRESSOR

Academic workload
Student’s Academic
Time management
Achievement
Peer competition

Financial concerns

IV DV
Figure 1. Conceptual Framework
The figure shows the flow of the study that is going to followed by the researchers.

This conceptual framework shows the Independent and Dependent Variables. The

Independent Variable is Academic workload, Time management, Financial Concerns

and Peer competition. While the Dependent Variable is Student’s Academic

Achievement. This conceptual framework shows the impact of Academic Stress to

the Academic Achievement.

THEORETICAL FRAMEWORK
This study is founded on the theory of the Yerkes-Dodson law describes the empirical

impact of stress to the academic performance. In particular, it deposits that performance

increases with physiological or mental arousal, but only up to a certain point. This is also

known as the inverted U model of arousal. When stress gets too high, performance

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decreases. Various theories have been proposed to explain the phenomenon of academic

pressure among students. One such theory is the concept of academic stress, which

arises from the mismatch between academic demands and the individual coping

resources. According to them a stressful appraisal concerns feelings of harm, threat, or

challenges. Hence, this research study will explore the impact of academic stress to the

academic achievement could utilize the stress and coping theory.

Related Literature
Stress
According to study of Maajida Aafreen, M., Vishnu Priya, V., & Gayathri, R. (2018). Effect

of stress on academic performance of students in different streams. The impact of stress

on students in secondary school and higher education Michaela C Pascoe, Sarah E

Hetrick, Alexandra G Parker International journal of adolescence and youth 25 (1), 104-

112, 2020 Students in secondary and tertiary education settings face a wide range of

ongoing stressors related to academic demands. Previous research indicates that

academic-related stress can reduce academic achievement, decrease motivation and

increase the risk of school dropout.

SOURCES OF STRESSOR

ACADEMIC WORKLOAD
Impact of workload on teachers’ efficiency and their students’ academic achievement at

the university level Ayesha Kanwal, Shahid Rafiq, Ayesha Afzal Gomal University Journal

of Research (2023) This study explores the impact of workload on teachers' efficiency and

their students' academic achievement at the public sector university in Lahore, Pakistan.

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The research design was a qualitative case study approach, which allows for an in-depth

exploration of the experiences and perceptions of teachers and students about affiliation

between workload and academic achievement.

TIME MANAGEMENT
The study of Nasrullah_PhD, S., & Khan_PhD, M. S stated that the Impact of Time

Management on the Students’ Academic Achievements aim of the current research was

to determine the relationship between the time management skills and academic

achievement of the students. Time management is very important and it may actually

affect individual's overall performance and achievements. However, all of these are

related by how individuals manage their time to suit their daily living or to make it flow

steadily with their routines. Conducive settings and environment will surely promote

positive outcomes to the students, besides having good lectures given by their teachers.

Nevertheless, students' time management can be considered as one of the aspects that

can move a student to be a good student. A good time management is vital for students to

shine. However, some of the students do not have a good time management skill that has

negatively affect their life and their academics. The usage of time by students in higher

education institutions is related to their daily routines and activities. Students' time

management can also affect stress level of students as they need to cope with their tasks

and their personal achievements. In this regard, the data was collected from the students

of Qurtuba University of Science and Technology to analyze that how effectively they are

managing their time for achieving their academic standards.

PEER COMPETITION

Peer pressure and its impact on academic achievements of students of secondary

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schools Subhash Sarkar, Mr Goutam Das, Mrs Chaitali Banik Journal of Positive School

Psychology, 8104–8123-8104–8123, 2022. The modern globalized society is known as

theperiod of information and knowledge base society due to the effects of scientific and

technological research and activities. It is highly evolved owing to being connected with

technological fields along with its vast areas. Of the most notable action desired by the

present people is to have knowledge to reach the limit of sky through extending

knowledge for implementing the proverb that knowledge is power. Consequently, at

present Indian education system force’s its student to live a pressure filled life, demanding

excellence in the form of an external reward and marks or grades. India is moving

towards modernization and there is lot of competition over the children and it is creating a

pressure on children. When pressure held by those people who are similar in age, grade,

status or interest and similar in other some ways, it’s called peer pressure.

FINANCIAL CONCERN
According to the study of Reid, M., Jessop, D. C., & Miles, E. Explaining the

negative impact of financial concern on undergraduates’ academic outcomes: evidence

for stress and belonging as mediators.

Financial concern predicted subsequent changes in intrinsic academic

motivation, as mediated by changes in stress and sense of belonging at university.

Together, this provides consistent evidence for stress and belonging as mediators of the

impact of finances on academic outcomes. Our findings afford a more complete

understanding of how financial concern may affect students’ experience at university,

highlight potential negative consequences of funding systems that place a financial

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burden on students, and could serve to inform interventions aimed at mitigating the

negative effects of financial

concern.

ACADEMIC ACHIEVEMENT
Wilder, S. (2015). Impact of problem-based learning on academic achievement in

high school: A systematic review. Educational Review. This study states that the

considerable impact of problem-based learning (PBL) on academic achievement of

students in medical education has prompted the K-12 community to start implementing

this non-traditional, student-centered, and inquiry-driven teaching approach in its

classrooms.

This paper examines the current reported evidence of PBL effectiveness in secondary

education. To our knowledge, there has been no systematic review of the literature that

evaluates the impact of PBL on student academic achievement in high school education.

Based on the exhaustive review of the current literature it is not possible to claim with a

high degree of confidence that PBL is indeed more effective in increasing student content

knowledge. While it is evident from the results of the reviewed studies that PBL positively

influences student academic achievement, there are several reasons that prevent the

generalization of these findings to a wider, secondary education population.

POOR ACADEMIC PERFORMANCE

According to the study of Al-Tameemi, R. A. N., Johnson, C., Gitay, R., Abdel-Salam,

A. S. G., Hazaa, K. A., BenSaid, A., & Romanowski, M. H. (2023). Determinants of poor

academic performance among undergraduate students-A systematic literature review.

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Determinants of poor academic performance among undergraduate students-A

systematic literature review.

These studies revealed that many factors could impact students' performance;

however, four main thematic categories were identified: academic, personal, social, and

demographic. The findings of this study will facilitate the use of social strategies and

management techniques for students to improve their academic performance and lead to

better academic outcomes.

Empirical Studies on Source of Stress and Academic Performance

This study will explore the impact between stress factors, perceived stress and

academic performance among grade 11 students in Cabacao National High School which

to date has received very little research attention. The results indicate that the students

experienced stress but at a moderate level. There is a statistically significant difference

between the level of perceived stress at the beginning and middle of the semester but not

statistically significant between the beginning and middle with the end of the semester.

The correlation was not statistically significant between the level of perceived stress at the

beginning and middle of the semester, but statistically significant between the end of

semester with academic performance of students.

Related Studies

STRESS

Academic Experiences as Determinants of Anxiety and Depression of Filipino College

Students in Metro Manila. Rowalt Alibudbud Youth Voice Journal, 2021 There is an

increasing local and international pressure to integrate mental health into educational

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institutions due to a surge in discrimination and lack of mental healthcare services,

especially among developing nations including the Philippines. However, there remained

to be sparse information regarding mental health in these settings. This study determined

the relationship and the extent of adverse academic experiences, anxiety, and depression

among Filipino College students.

This is a randomized cross-sectional study that employed descriptive statistics

and logistic regression. A total of 232 adult college students participated in this study.

Findings College students at risk for depressive and anxiety disorders were 35% and

47.2%, respectively. Experiencing difficulties coping with studies was associated with

significant depressive symptoms (OR= 4.824, p. 001) and anxiety problems (OR= 2.148,

p. 040) with an index of determination of 8.5% to 18.6%. Discussion The rates of

depression and anxiety among college students have increased over the years. They are

also two to three times at risk for depression and anxiety problems compared to the

general population. Students experiencing difficulties coping with their studies have up to

five times higher risk for depression and anxiety. Instituting mental health promotion in

school settings can decrease these rates by up to 18.6%. Thus, mental health promotion

should be integrated into the educational system. Value This study supported the

establishment of mental health programs in educational settings to improve students'

mental wellbeing.

SOURCE OF STRESSOR

ACADEMIC WORKLOAD

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Social support, psychological adjustment, and acculturative stress among

international students in Baguio City of the Philippines Blesslove Nimako Pinamang,

Ohene Bobie-Nimako, Williams Kwasi Peprah, Simon Akwasi Osei, Fiskvik Boahemaa

Antwi, Nana Owusu Nimako, Elvis Agyenim-Boateng Int. J. Nurs 11, 1-7, 2021

International students' cross-cultural living though exciting, can be challenging as they

experience stress due to the continual changes and adaptation difficulties in host

countries. During the acculturation process, these students' stress subjects them to poor

mental health and well-being. Initial evidence suggests a link between social support,

psychological adjustment,

and acculturative stress experienced by students. This study examined the extent of

social support, psychological adjustment, acculturative stress among international

students and their impact. This descriptive-correlational study utilized 125 international

students in Baguio City, Philippines, using a convenience sampling method, and

researchers contacted students to answer an online distributed self-constructed

questionnaire. The questionnaires had a Cronbach alpha of 0.78 for social support, 0.86

for psychological adjustment, and acculturative stress as 0.82. Data were analyzed

descriptively using parametric inferential statistics by relying on regression analysis in

SPSS and central tendency. The study revealed that international students experience

very high acculturative stress. International students also reported low social support and

a very high psychological adjustment. The study revealed a moderately negative

significant relationship between psychological adjustment and acculturative stress. The

study also revealed that there is a highly negative significant relationship between social

support and acculturative stress. Results of this study imply that students with low social

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support often encounter high acculturative stress. In the present study, international

students reported a very high psychological adjustment, although they have high

acculturative stress. The study recommends that international students engage in more

innovative programs and activities to maintain their psychological adjustments. Social

support network systems should also be strengthened in both host and home countries to

reduce acculturative stress. Future research studies should investigate social support

sources and other factors contributing to high acculturative stress among international

students.

TIME MANAGEMENT

Time Management and Academic Performance of School of Education Students

(SED) in Universidad de Zamboanga Moniza M Danial, Nurkhalika A Ladjahali, Sherian

Hussin Alih Philippine Journal of Basic Research, 144 This study aimed to assess the

level of Time Management and Academic Performance of the respondents and to explore

the potential relationship between these two variables. Employing a Quantitative

descriptive research design, the study utilized total enumeration sampling to involve

students from the school of education at Universidad de Zamboanga, enrolled during the

second semester of the academic year 2022-2023. Specifically, the research aimed to

investigate the level of time management among respondents regarding Short-range

planning, Time attitudes, and Long-range planning. The findings indicated that the time

management of the respondents in all three dimensions-Short-range planning, Time

15
attitudes, and Long-range planning-was rated as high. Similarly, the academic

performance of the respondents was found to be very satisfactory. The study did not find

any significant difference in time management and academic performance when

respondents were grouped based on their program and socio-economic status. However,

there were significant differences observed when considering respondents' year level and

sex. Regarding the relationship between time management and academic performance,

the study found no significant correlation between the two variables. Based on the

research findings, the researchers recommended further investigation into the factors that

could contribute to the differences in time management and academic performance based

on year level and sex. Additionally, it was suggested that they explore other potential

variables that may influence the relationship between time management and academic

performance.

These findings can inform educators and administrators in designing tailored

interventions to enhance time management skills among students and improve academic

outcomes.

PEER COMPETITION

Peer Pressure and Motivation of Student Learning in Filipino: The Mediating Effect of

Cooperative Learning Laidee Dianne D Fragata, Marilou Y Limpot Asian Journal of

Education and Social Studies 44 (1), 1-12, 2023 Aims To determine the mediating effect

of cooperative learning on the relationship between peer pressure and learning motivation

in Filipino among students. Study Design Quantitative non-experimental design. Place

and Duration of Study The study was conducted through online survey in a public school

of Division of Davao del Surduring the school year 2021-2022. The respondents were 290

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juniors high schoo students from a public school in Division of Davao del Sur, Region XI,

Southern Mindanao, Philippines. The selection of respondents was carried out through a

stratified sampling technique. The data were collected educing google forms. It was

discovered that the independent variable peer pressure obtained a high level, as well as

the independent variable student motivation in learning Filipino, and the mediating

variable cooperative learning. It was also found that peer pressure and students'

motivation in learning Filipino have a significant relationship, as well as peer pressure and

cooperative learning, and cooperative learning and students' motivation in learning

Filipino.

POOR ACADEMIC PERFORMANCE

The Effects of School Quality on Low and High Achievers: Determinants of Academic

Achievement in the Philippines Marigee Bacolod, Elizabeth M King World Bank,

Washington, DC Mimeo, 2000 Quantile regressions are applied to Philippine data to

estimate the differential impact of inputs on students at various points on the conditional

achievement distribution. Variation in the students who attend schools outside their

district, students who do not attend the nearest school, and students who transferred

schools are used to identify these differential impacts and control for selection. Suggest a

policy of reducing student to teacher ratios has a positive effect on raising students’ math

achievement, but may benefit high achievers more than the average or low achievers. In

contrast, the impact of class size on English achievement is greater for the average or

median student.

ACADEMIC ACHIEVEMENT

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Determinants of low academic performance for pupils in upland barangays, Iligan City,

Philippines Rebecca M Alcuizar International Journal of Physical Education, Sports and

Health 3 (2), 321-325, 2016 The purpose of this research work is to determine the

significant factors that affect the low academic performance among pupils in upland

barangays. The paper reviewed the focal literature focusing on the effect of the

determinants of nutrition, family’s living condition, parents’ support to their children, and

school related. These factors built an analytical model of determinants of pupils’ low

performance in their academics with a mind of gaining useful insights into the weight of

these determinants. From the findings of this study, the determinants of nutrition, and

living condition are the most related factors investigated that have significant effects on

the low academic performance among the pupils of Rogongon, Iligan City, Philippines.

Education in rural areas and upland barangays in the city has not given priority by the

parents considering on their poor living condition and distance of the school from their

home.

Moreover, schools in rural areas have less support from local government for their

instructional materials and training of teachers. Hence, the academic performance of the

pupils in the area is poor as well as their National Achievement Test or NAT. Based on

the findings of this paper, measures that can be taken by the school and local government

are discussed and appropriate recommendations were made.

FINANCIAL CONCERN

Student performance and school costs in the Philippines' high schools

Emmanuel Jimenez, Vicente Paqueo, Ma Lourdes de Vera, Banco Mundial International

Bank for Reconstruction and Development, 1988 Few analysts have challenged the

18
notion that the public sector has a role to play in directing and stimulating education.

However, the nature of that role has been the focus of a recent lively exchange in the

literature. 1 In particular, it has been argued that, since private schools have built-in

incentives to provide education efficiently, they should be allowed to compete with public

schools on a (more or less) equal footing. Among developing countries, there is an added

policy dimension: tightening fiscal constraints have limited the ability of the public sector

to expand its provision of free public education (World Bank 1986). A greater reliance on

the private sector may become a financial necessity if ambitious educational targets are

going to be met in the near future. The key empirical questions are do private school

students learn more than their public-school counterparts? Is it more or less expensive to

educate students in private schools? The debate is fueled by controversy over

methodology, interpretation and date. The most important methodological issue is the

difficulty in attributing differences between the cognitive abilities of students in public

versus private schools to school inputs alone, since

a variety of non-school factors also affect achievement, such as socio-economic

background, innate ability and individual motivation. Moreover, these non-school factors

also affect school choices made by families.

SYNTHESIS OF RELATED LITERATURE/FOREIGN

Introduction

The impact of stress to the academic achievement among students is wide and has

different aspects, influenced by various factors such as academic workload, time

management, peer competition, and financial concerns. Multiple studies highlight the

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negative effects of stress on students' academic achievements among different

academic levels. Stress and Its Impact on Academic Performance Stress arises when

pressures exceed an individual's coping resources, significantly affecting students'

mental health and academic performance. Aafreen et al. (2018) claim that stress can

cause sadness and anxiety, worsen their ability to concentrate and succeed

academically. Similarly, Pascoe et al. (2020) argue that academic stress can lower

achievement, motivation, and increase dropout rates among students in secondary and

post-secondary school. Sources of Stress Academic workload: Kanwal et al. (2023)

investigated how academic workload affects both instructor efficiency and student

achievement. According to the study, too much workload can lead to instructor burnout,

which has a negative impact on educational quality and student performance. Time

Management: Nasrullah and Khan's research focuses on the importance of time

management in academic performance. Poor time management skills can worsen

stress and can lead to poor academic performance. Students who can effectively

manage their time are more likely to achieve academically, whereas those who struggle

with this has higher experience

stress and poor performance. Peer Competition: Sarkar et al. (2022) examine the

effects of peer pressure on students. The pressure to perform well academically can

create a stressful thoughts and environment in which students feel forced to compete

for grades, that can lead to burnout and anxiety. Financial Concerns: Reid et al. found

that financial stress has a negative impact on academic motivation and performance.

Financial issues can cause greater stress, which reduces students' sense of belonging,

that can affect their academic performance. Academic Achievement and Poor

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Performance: Al-Tameemi et al. (2023) conducted a comprehensive review to identify

numerous reasons of low academic performance among undergraduates, defining them

as academic, personal, social, and demographic. This large investigation shows that

addressing these factors can improve academic performance. Therefore, it shows that

stress has a major impact on students' academic performance, with several contributing

elements. Understanding these elements and their connection is important for

considerate effective techniques and improving academic performance. The solution is

focusing on time management, workload balance, peer support, and financial guidance

are significant in providing a positive learning environment for students from all

educational matters.

SYNTHESIS OF RELATED STUDIES/ LOCAL

Introduction

The Different of academic experiences and socio-demographic characteristics have

impact on Filipino students' mental health and academic achievement. Recent research

has found a disturbing common effects of anxiety and depression among students.

Anxiety, Depression: Alibudbud (2021) discovered that 35% of college students were

at risk for depression and 47.2% for anxiety.

Difficulties in overcoming with educational obligations were connected with significantly

higher chance for depressive symptoms and anxiety problems. The study can help for

mental health promotion in educational institutions to reduce these hazards.

Acculturative Stress Among International Students: Pinamang et al. (2021) investigated

the experiences of international students in Baguio City, finding high levels of

21
acculturative stress, little social support, and positive psychological adjustment.

According to the findings, building social support networks may help these students

overcome their stress. Sociodemographic Factors: Serrano et al. (2023) investigated

how sociodemographic matter, social support, and family history affect mental health

among senior high school students. The study discovered that high levels of anxiety

and depression were common, particularly among females and those with a family

history of mental problems, highlighting the importance of social support. Academic

Performance Influences Workload and Academic performance: Kurata et al. (2015)

investigated the effects of workload on academic performance among working

engineering students. The findings show that a high workload has a negative impact on

both academic performance and mental health suggesting recommendations for

interventions to help students manage their physical and mental health. Time Pressure

in Decision-Making: Ulanday et al. (2024) investigated the impacts of time pressure on

graduate students' decision-making, suggesting that time limitations have impact on

their performance and decision-making processes. The study highlights the need of

good time management practices in academic matter. Peer Pressure and Motivation:

Fragata and Limpot (2023) studied how cooperative learning resolve the relationship

between peer pressure and motivation. The study revealed that, while peer pressure

has an impact on motivation, cooperative learning can help to lessen this effect.

Self-Conception and Teaching Strategies: Pasco (2021) investigated how self-concept,

educational strategies, and peer pressure influence academic performance. The study

discovered that peer pressure had a large impact on students' performance, highlighting

the importance for instructors to be aware of social interaction in the classroom. Factors

22
of low academic performance: Alcuizar (2016) identified nutrition, housing environment,

and family support as key factors influencing students' academic achievement in

highland barangays. The study explains the socioeconomic problem that contribute to

educational challenges in rural locations. Challenges during the pandemic: Laguador

(2021) evaluated the problem faced by college students during the pandemic, shows

that students in rural locations faced more barriers to resources and communication

than other, suffering their learning outcomes. The findings of these research highlight

the significant challenges of mental health and academic performance among students.

There is a space need for connected mental health care in educational institutions, as

well as measures to deal with academic workload, peer pressure, socio-cultural issues

and other matters. Strengthening social support networks, improving teaching practices,

and understanding overall student well-being are important for improving mental health

and academic success in this group. Future research should focus on these processes

in order to effectively inform plans and practice.

CHAPTER III

RESEARCH METHODOLOGY

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This is the third part of the study which is entitled as the research methodology, where

the researchers gather data to survey. This episode has content of information that

would determine the data for the survey.

RESEARCH LOCALE

Figure 2. Cabacao National High School

RESEARCH SITE

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This study was conducted in Cabacao National High School (CNHS) located

at Barangay Cabacao Sitio, Ilaya. In grade 11 students, Year 2024-2025. It is

situated at 13.34119° North, 120.65736° East, the school provides a suitable

environment for research on the connection of study habits and academic

performance among Grade 11 students. The researchers selected this location due

to the students' open-mindedness regarding the topic.

POPULATION AND SAMPLE

The participants of this study would be 50 grade 11 students of Cabacao

National High School that would be randomly chosen among 3 sections which is

sincerity (17), integrity (16) and unity (17). The sampling technique that would be use

is sample random sampling (lottery sampling).

SECTIONS TOTAL POPULATION TARGET SAMPLE

Integrity 31 17

Sincerity 30 17

Unity 31 16

TOTAL: 92 50

Table 1. Distribution of the Sample Size

RESPONDENT OF THIS STUDY

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This research focuses on Grade 11 students at Cabacao National High

School. Out of the school's 92 students, 50 were chosen for the study, representing

male and female students from each of the three Grade 11 sections (Unity, Sincerity,

and integrity). To ensure a fair representation, the researcher used a simple random

sampling method to select male and female students from each section. This

approach aims to minimize bias and gather diverse perspectives from the Grade 11

population. The researcher believes this sample size is sufficient to provide valuable

insights and answer the research questions.

RESEARCH DESIGN

This study uses a descriptive research design, which aims to find out if there

is an impact of two variables: academic stress (independent variable) and their

academic achievement (dependent variable). In this type of research, we do not

control or change anything, we simply observe and gather information to see if these

two variables are related. The survey method was employed in the investigation.

According to Marthy Shuttleworth, the survey research design is a very changeable

tool for assessing attitudes and trends, hence this design is considered appropriate

for the study.

RESEARCH SAMPLING TECHNIQUE

This research focuses on Grade 11 students at Cabacao National High

School in Barangay Cabacao, Abra de Ilog, Occidental Mindoro. To select

participants, a simple random sampling method was employed.

This means every student had an equal chance of being chosen for the study.

Simple random sampling is popular among researchers because it helps create a

26
representative sample that accurately reflects the entire student population. This

ensures that all students have an equal opportunity to be included in the research.

DATA GATHERING PROCEDURE

The researchers will write a request letter which will be address to the school

officials of Cabacao National High School in Barangay Cabacao, Abra de Ilog

Occidental Mindoro. This will serve as the permission for the researchers to conduct

their study in their school. After the approval, the researchers will directly approach the

concerned teachers to inform them about their study and to discuss the details of the

data gathering procedures. The researchers made a survey questionnaire with the

guidance of their research adviser. Through the questionnaires, researchers can

gather the needed data to fulfill the research study. The data collection method used in

the research is the survey questionnaire. In this method, respondents will provide their

written answers to the given survey questionnaires. Each respondent will be asks to

answers thirteen (13) questions from the given questionnaires. These questions will

show how academic stress can affect the academic achievements and academic

performances of each student; the questions are all about the impact of academic

stress to the academic achievement of the students. After the respondents complied

the questionnaires, it will be collected by the researchers. The information gathered

from the questionnaires will be presented through tables and graphs and the research

will provide an analysis and interpretation of the gathered information.

POTENTIAL ETHICAL ISSUE

27
For Potential Ethical Issues, before the study well be conducted, the respondent

will give a detail and key information about the purpose of the study. Through

informed consent, the respondent shall willingly decide to be part in this study. In

order to give them privacy the researcher will expected to show there’s honesty in

the respondents, and all information will be held handled with the utmost

confidentiality by not disclosing the names and the identity of research participants in

accordance with RA 10173, generally known as the Data Privacy Act.

RESEARCH INSTRUMENTS

For data collection, this study employed a survey questionnaire as the primary

instrument. The survey questionnaire is divided into five sections, the first section is

all about the respondent personal information, the second contains the Academic

stress, the third section is academic performance, the fourth section is association

between stress and Academic achievement and last but not the least is the general

feedback that is important in the study. The survey questionnaire was designed to

gather information regarding the impact of academic stress to the academic

achievement of the respondents.

VALIDITY & RELIABILITY RESEARCH INSTRUMENTS

The researchers crafted a survey based on previous research and existing

studies. They presented it to their adviser for review and approval. They welcomed

suggestions and recommendations to Improve the survey's reliability. After validating

the survey themselves, the researchers conducted a pilot test.

28
They answered the survey questions to ensure it was clear and appropriate for grade

11 students. Once they were confident the survey was usable and reliable, they

began collecting data from their target audience.

TREATMENT OF DATA

The study use stratified random sampling formula to calculate the needed

sample size.

n= £ (No x (Ni/N)

Through this, the researchers we're able to identify the sample size 50 of grade 11

students.

Data collected and analysis was done with the use of the statistical techniques.

1. Simple Percentage. The simple percentage formula was used to analyze the

respondents' demographic profile variables.

f
P= × 100 %
N

Where:

P = percentage

f = frequency

N = total number of respondents

100 = constant multiplier

29
CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION

In this chapter, the data that were collected are statistically analyze and

explained in order to provide the study’s intended answer.

SECTION 1: PERSONAL INFORMATION

Problem 1. What is the Demographic Profile of the students in terms of;

1.1Gender,

1.2Age

1.1 Gender

GENDER OF FREQUENCY PERCENTAGE

RESPONDENTS

MALE 25 50%

FEMALE 25 50%

TOTAL: 50 100%

Table 2. Frequency of Demographic Profile of Gender

Table 2 shows the gender distribution of the respondents. Out of the total of 50

respondents, 25 (50%), were male and 25% (50) were female.

30
1.2 Age

AGE OF FREQUENCY PERCENTAGE%

RESPONDENTS

12-14 years old 2 4%

15-18 years old 47 94%

19-21 years old 1 2%

22-24 years old 0 0%

TOTAL: 50 100%

Table 3: Frequency of Demographic Profile of Age

Table 3 shows the age distribution of the respondents. Out of the total 50

respondents, 2 (4%) aged 12-14, 47 (94%), were aged 15-18, 1 (2%) were aged 19-

21, and 0 (0%) were aged 22-24.

SECTION 2: ACADEMIC STRESS

How often do you feel FREQUENCY PERCENTAGES%

stressed about your
studies?
Never 1 2%

Rarely 0 0%

Sometimes 40 80%

Often 1 2%

Always 8 16%

TOTAL: 50 100%

Table 4: Frequency of feeling stressed about Studies

30

31
Table 4 shows the academic stress of the respondents. The results indicates

that 40 or 80% of the respondents were sometimes feel stressed in their studies, 16

% or 8 participants are always stressed and only 2% never experienced academic

stress as shown in the table. The above figure suggests that majority of the

participants feel stress about their studies.

4. Level of Stress Caused by Academic Work Load

FREQUENCY PERCENTAGES%

Very Low 0 0%

Low 14 28%

Moderate 23 46%

High 10 20%

Very High 3 6%

TOTAL: 50 100%

Table 5: Level of Stress Caused by Academic Workload

Table 5 shows the Level of Stress Caused by Academic Workload. Based on the

result, 46% or 23 participants experienced moderate stress, 28% or 14 showed low

level while 20% or 10 participants expressed a high level of stress while 6% suffered

a very high level of stress. The result shows that majority of the respondents feel

stress on their academic workload.

32
5. Key Factors Creating Academic Pressure

FREQUENCY PERCENTAGES%

Assignment and 12 24%

Homework

Exams and Tests 15 30%

Deadlines 22 44%

Parental Expectations 1 2%

Competition with Peers 0 0%

TOTAL: 50 100%

Table 6: Key Factors Creating Academic Pressure

Table 6 shows the key factors creating Academic Pressure on the respondents. Out

of the total 50 respondents, competition with peers appeared as not one of the

factors creating academic pressure. Deadlines is the key factors which creating a

highest academic pressure consisting 44% or 22 participants, followed by exams

and test comprises 30% and assignments and other take-home activities also

creating academic pressures to the respondent consisting 24% of the total

participants. The above results indicates that there were different factors creating

academic pressures to the students.

33
6. How do you feel about studying when under academic pressure?

FREQUENCY PERCENTAGES%

Highly motivated 17 34%

Greatly motivated 20 40%

Motivated 0 0%

Little motivated 10 20%

Not motivated 3 6%

TOTAL: 50 100%

Table 7: Feeling about Studying Under Pressure

Table 7 shows the feeling about studying under pressure of the respondents. Out of

the 50 respondents,0(0%) where their feelings under studying is motivated, 3(6%)

where their feeling under pressure is not motivated, 10(20%) where their feeling

under pressure is little motivated, 17(34%) where their feeling under pressure is

highly motivated, and 20(40%) where their feeling under pressure is greatly

motivated.

34
7.How stressed do you get when you are preparing for your exams on a scale

of 1-5.

FREQUENCY PERCENTAGES%

1 1 2%

2 9 18%

3 22 44%

4 16 32%

5 1 2%

TOTAL: 50 1OO%

Table 8: Stress Level During Exam Preparation

Table 8 shows the stress level during exam preparation. From scale of 1 – 5 and 5

as the highest, the greatest number of respondents falls under level 3 which

indicates neutral, 32% or 16 participants have level 4 of stress which indicates high

stress level, there were 10 students who were not stress about exam preparation.

35
SECTION 3: ACADEMIC PERFORMANCE

8.What is your average grade?

FREQUENCY PERCENTAGE%

Below 84 11 22%

85-90 28 56%

91-93 8 16%

94-96 3 6%

Above 97 0 0%

TOTAL 50 100%

Table 9: Average Grades of Respondents

Tables 9 shows the average grades of respondents. It was reflected on the table that

majority of the participants’ average grade ranged to 85 – 90. There were 22% or 11

respondents whose grade ranged to below 85 while 6% ranged above 97%.

9. Satisfaction with academic performance

FREQUENCY PERCENTAGE%

Very Dissatisfied 5 10%

Dissatisfied 6 12%

Neutral 9 18%

Satisfied 29 58%

Very Satisfied 1 2%

TOTAL 50% 100%

Table 10: Satisfaction with Academic Performance

36
The table above shows participants satisfaction in their academic performance. It is

reflected that 58% or 29 participants were satisfied with their academic performance,

18% with neutral satisfaction and 2% or 1 students was very satisfied. However, it

shows there that 12 % and 10% of the students expressed strong dissatisfaction with

their academic performance. This only reflect that academic performance is

somehow affected by several factors that induces pressures to the students.

10. Frequency of Achieving Academic Goal

FREQUENCY PERCENTAGE%

Never 0 0%

Rarely 5 10%

Sometimes 29 58%

Often 7 14%

Always 9 18%

TOTAL 50 100%

Table 11: Frequency of Achieving Academic Goal

Table 11 shows the frequency of achieving academic goal of the respondents. As

reflected from the data, 58% or 29 of the respondents stated that they sometimes

achieved their academic goals, and 18% or 9 participants always achieved their

goals, 7 participants or 14% have often achieved their academic goal while 10%

rarely achieved their academic goal.

37
SECTION 4: ASSOCIATION BETWEEN STRESS AND ACADEMIC

ACHIEVEMENT

11. Extent to which stress impacts academic performance

FREQUENCY PERCENTAGE%

Not At All 1 2%

Slightly 25 50%

Moderately 13 26%

Significantly 8 16%

Very Significant 1 2%

TOTAL 50 100%

Table 12: Extent to which stress impacts academic performance

Table 12 shows the extent to which stress impacts academic performance of

respondents. Out of the total 50 respondents, 50% consisting 25 of the total

participants slightly affected by stress in their academic performance, 13 or 26%

have moderately impacted and 16% or 8 were significantly impacted by stress.

It can be depicted that participants’ academic performance were affected by stress.

38
12. How Stress Affect Academic Outcome

FREQUENCY PERCENTAGE%

Increases Concentration 18 36%

and Efficiency
Causes Diversion of 20 40%
Attention and Reduces
Attentiveness
Fosters Proper Time 11 22%
Management
Increases Procrastination 1 2%

TOTAL 50 100%

Table 13: How Stress Affect Academic Outcome

Table 13 shows how stress affect academic outcome. Out of the total 50

respondents, academic pressures cause Diversion of Attention and Reduces

Attentiveness of 40% or 20 participants. 18 or 36% Increases Concentration and

Efficiency, while 22% Fosters Proper Time Management, and the Increases

Procrastination is 1 or 2%.

39
CHAPTER V

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter summarizes the findings, conclusions, and recommendations of the

research study conducted to determine the impact of academic stress to the
academic achievement of the participants.

SUMMARY

1. What is the Demographic Profile of the students in terms of;

1.1 Gender

1.2 Age

2. What is the profile of the students in terms of their;

2.1 academic stress; and

2.2 academic achievement?

3. What is the level of academic achievement of the students?

4.Is there a significant relationship between students' stress and academic

achievement?

5. Does academic stress affect the student academic achievements?

40
FINDINGS

Based on the data gathered and the analysis of results, the following were the

relevant finding of this research:

1. Table 2 shows the gender distribution of the respondents. Out of the total of 50

respondents, 25 (50%), were male and 25% (50) were female.

2. Table 3 shows the age distribution of the respondents. Out of the total 50

respondents, 2 (4%) aged 12-14, 47 (94%), were aged 15-18, 1 (2%) were aged

19-21, and 0 (0%) were aged 22-24.

3. Table 4 shows the academic stress of the respondents. The results indicates that 40

or 80% of the respondents were sometimes feel stressed in their studies, 16 % or 8

participants are always stressed and only 2% never experienced academic stress as

shown in the table. The above figure suggests that majority of the participants feel

stress about their studies.

4. Table 5 shows the Level of Stress Caused by Academic Workload. Based on the

result, 46% or 23 participants experienced moderate stress, 28% or 14 showed low

level while 20% or 10 participants expressed a high level of stress while 6% suffered a

very high level of stress. The result shows that majority of the respondents feel stress

on their academic workload.

5. Table 6 shows the key factors creating Academic Pressure on the respondents. Out

of the total 50 respondents, competition with peers appeared as not one of the factors

creating academic pressure.

41
Deadlines is the key factors which creating a highest academic pressure consisting

44% or 22 participants, followed by exams and test comprises 30% and assignments

and other take-home activities also creating academic pressures to the respondent

consisting 24% of the total participants. The above results indicates that there were

different factors creating academic pressures to the students.

6. Table 7 shows the feeling about studying under pressure of the respondents. Out

of the 50 respondents,0(0%) where their feelings under studying is motivated, 3(6%)

where their feelings under pressure is not motivated, 10(20%) where their feelings

under pressure is little motivated, 17(34%) where their feelings under pressure is

highly motivated, and 20(40%) where their feelings under pressure is greatly

motivated.

7. Table 8 shows the stress level during exam preparation. From scale of 1 – 5 and 5

as the highest, the greatest number of respondents falls under level 3 which

indicates neutral, 32% or 16 participants have level 4 of stress which indicates high

stress level, there were 10 students who were not stress about exam preparation.

8. Tables 9 shows the average grades of respondents. It was reflected on the table

that majority of the participants’ average grade ranged to 85 – 90. There were 22%

or 11 respondents whose grade ranged to below 85 while 6% ranged above 97%.

9. The table above shows participants satisfaction in their academic performance. It

is reflected that 58% or 29 participants were satisfied with their academic

performance, 18% with neutral satisfaction and 2% or 1 students was very satisfied.

42
However, it shows their than 12 % and 10% of the students expressed strong

dissatisfaction with their academic performance.

This only reflect that academic performance is somehow affected by several factors

that induces pressures to the students.

10. Table 11 shows the frequency of achieving academic goal of the respondents.

As reflected from the data, 58% or 29 of the respondents stated that they sometimes

achieved their academic goals, and 18% or 9 participants always achieved their

goals, 7 participants or 14% have often achieved their academic goal while 10%

rarely achieved their academic goal.

11. Table 12 shows the extent to which stress impacts academic performance of

respondents. Out of the total 50 respondents, 50% consisting 25 of the total

participants slightly affected by stress in their academic performance, 13 or 26%

have moderately impacted and 16% or 8 were significantly impacted by stress. It can

be depicted that participants’ academic performance were affected by stress.

12. Table 13 shows how stress affect academic outcome. Out of the total 50

respondents, academic pressures cause Diversion of Attention and Reduces

Attentiveness of 40% or 20 participants. 18 or 36% Increases Concentration and

Efficiency, while 22% Fosters Proper Time Management, and the Increases

Procrastination is 1 or 2%.

43
CONCLUSION

The data provided in table 2 shows the Gender Distributions, Therefore, study

sample made of an equal number of male and female respondents, suggesting a

balanced representation of both genders.

Table 3: Age Distribution Therefore, the majority of respondents were in the 15-18

age group, indicating that the study primarily focused on this demographic.

Table 4: Academic Stress Therefore, a significant part of respondents reported

experiencing academic stress, with the majority feeling stressed sometimes. This

suggests that academic stress is a common issue among the target population.

Table 5: Level of Stress Caused by Academic Workload Therefore, the majority of

respondents reported moderate levels of stress caused by their academic workload.

This indicates that while academic stress is wide, it generally does not reach high

levels for most students.

Table 6: Key Factors Creating Academic Pressure Therefore, Exams and tests,

followed by deadlines, were identified as the primary sources of academic pressure

for the respondents. This suggests that time management and test preparation are

significant contributors to academic stress.

Table 7: Feelings About Studying Under Pressure Therefore, the majority of

respondents reported that studying under pressure either increased their motivation

or had a slightly positive effect on their motivation. This suggests that for many

students, pressure can be a motivating factor.

44
Table 8: Stress Level During Exam Preparation Therefore, the majority of

respondents reported moderate levels of stress during exam preparation. This

indicates that exam periods are a significant source of stress for many students.

Table 9: Average Grades The majority of respondents reported average grades

between 85 and 90. This suggests that the sample population, despite experiencing

academic stress, generally maintains a good academic performance.

Table 10: Satisfaction with Academic Performance Therefore, the majority of

respondents were satisfied with their academic performance. This suggests that,

overall, students are generally satisfied with their academic achievements.

Table 11: Frequency of Achieving Academic Goals Therefore, the majority of

respondents reported achieving their academic goals sometimes. This suggests that

while students may experience challenges in achieving their goals, they are still able

to make progress and have improvement.

Table 12: Impact of Academic Stress on Academic Performance Therefore, the

majority of respondents reported that academic stress had a slight or moderate

impact on their academic performance. This indicates that while stress can affect

academic performance, the impact is generally not critical.

Table 13: How Stress Affects Academic Outcomes Therefore, the majority of

respondents reported that stress either increased their concentration, more focused

and reduced attentiveness.

45
This suggests that stress can have both positive and negative effects on academic

performance, depending on individual responses to stress.

To conclude, the findings show the significant parts of students experience

academic stress. stress, primarily due to exams, deadlines, and assignments. While

some students reported that stress can positively impact their motivation, a larger

number indicated that it negatively affects their focus, time management, and overall

academic performance. The study highlights the importance of effective stress

management strategies, such as sleep, healthy eating, family time, and time

management. By implementing these strategies, students may be able to mitigate

the negative effects of academic stress and improve their academic outcomes.

RECOMMENDATION

Based on the summary of findings about gender distribution, age

distribution, academic stress, academic workload, factors creating academic

pressure, feelings about studying under pressure, exam preparation stress,

satisfaction with academic performance, frequency of achieving academic

goals, impact on academic performance, and how stress affects academic

outcomes, the following recommendations for further research can be made:

1. Initiate longitudinal studies to track how academic stress and workload impact

students over time. This type of research could investigate how these variables

change throughout the academic year and their long-term effects on academic

performance and mental health.

46
2. Examine differences in academic stress and pressure across different disciplines

or fields of study. This would help identify whether certain subjects contribute more

significantly to students' perceived stress and challenges.

3. Develop and evaluate interventions aimed at reducing academic stress, such as

time management workshops, mindfulness programs, or peer support groups.

Assess the effectiveness of these interventions in improving students' academic

performance and reducing stress-related symptoms.

4. Investigate the influence of external factors, such as socio-economic status,

family dynamics, and peer relationships, on academic stress and performance.

Understanding these factors can help develop targeted support programs for

students from diverse backgrounds.

5. The researchers highly recommended that the future researchers are allowed to

use or expand our research study (to answers and deepen the main objective of this

study).

47
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ANNEX A

RESEARCH SUBJECT INFORMED SONSENT

51
To Grade 12- Diamond Adviser

Before choosing whether or not to take part in this study, read this permission form

and ask any questions you may have. While students are participating in this study,

you are also welcome to offer questions.

-------------------------------------------------------------

Project Information

Research Title: EXPLORING THE IMPACT OF ACADEMIC STRESS TO THE

ACADEMIC ACHIEVEMENT AMONG GRADE 11 STUDENTS AT CABACAO
NATIONAL HIGH SCHOOL.

1.PURPOSE OF THIS RESEARCH STUDY

The respondents are asked to participate in a research study that seeks to offer a

problem about academic stress and academic achievement. Additionally, the study

aims to determine the impact of academic stress to the academic achievement.

Specifically, this study aims to answer the following questions:

1. What is the Demographic Profile of the students in terms of;

1.1 Gender

1.2 Age

2. What is the profile of the students in terms of their;

2.1 academic stress; and

52
2.2 academic achievement?

3. What is the level of academic achievement of the students?

4.Is there a significant relationship between students' stress and academic

achievement?

5. Does academic stress affect the student academic achievements?

Before choosing whether or not to take part in this study, read this

permission form an

Republic of the Philippines

Department of Education
MIMAROPA Region
Division of Occidental Mindoro
CABACAO NATIONAL HIGH SCHOOL
Cabacao, Abra de Ilog

November 14,2024
Sharibelle A. Magsino
Teacher II
Cabacao National High School
Cabacao, Abra de Ilog, Occidental Mindoro

Dear Ma’am
53
We, the senior high school students of Cabacao National High School are
presently working on our research paper entitled “EXPLORING THE IMPACT OF
ACADEMIC STRESS TO THE ACADEMIC ACHIVEMENT OF GRADE 11
STUDENTS” in fulfillment of the requirements in PRACTICAL RESEARCH II
In light of this, we would like to request your permission to collect data from Senior
High School Grade 11 students. These data were used to address the study's
specific problems. Rest assured that the students' identities will be kept confidential.
We hope for your approval on this request. Thank you for the compassion and
hospitality.
Respecfully yours,
RACHELLE ANN CAÑETE et.al.

Sharibelle A. Magsino
Grade 11 – Unity Adviser

OPCNHS___________________________________________________________
__________
Address: Cabacao, Abra de Ilog, Occidental Mindoro
Contact Numbers: 09078060212
Email Address: [email protected]
School ID.: 301570

Republic of the Philippines

Department of Education
MIMAROPA Region
Division of Occidental Mindoro
CABACAO NATIONAL HIGH SCHOOL
Cabacao, Abra de Ilog

November 14,2024
Apollo T. Herilla
Teacher I

54
Cabacao National High School
Cabacao, Abra de Ilog, Occidental Mindoro

Dear Ma’am
We, the senior high school students of Cabacao National High School are
presently working on our research paper entitled “EXPLORING THE IMPACT OF
ACADEMIC STRESS TO THE ACADEMIC ACHIVEMENT OF GRADE 11
STUDENTS” in fulfillment of the requirements in PRACTICAL RESEARCH II.
In light of this, we would like to request your permission to collect data from Senior
High School Grade 11 students. These data were used to address the study's
specific problems. Rest assured that the students' identities will be kept confidential.
We hope for your approval on this request. Thank you for the compassion and
hospitality.
Respecfully yours,
RACHELLE ANN CAÑETE et.al.

Apollo T. Herilla
Grade 11 – Integrity Adviser

OPCNHS__________________________________________________________
____________
Address: Cabacao, Abra de Ilog, Occidental Mindoro
Contact Numbers: 09078060212
Email Address: [email protected]
School ID.: 301570

Republic of the Philippines

Department of Education
MIMAROPA Region
Division of Occidental Mindoro
CABACAO NATIONAL HIGH SCHOOL
Cabacao, Abra de Ilog

November 14,2024
Rosalie C. Amador
Practical Research ll Adviser
Teacher IIl

55
Cabacao National High School
Cabacao, Abra de Ilog, Occidental Mindoro

Dear Ma’am
We, the senior high school students of Cabacao National High School are
presently working on our research paper entitled “EXPLORING THE IMPACT OF
ACADEMIC STRESS TO THE ACADEMIC ACHIVEMENT OF GRADE 11
STUDENTS” in fulfillment of the requirements in PRACTICAL RESEARCH II.
In light of this, we would like to request your permission to collect data from Senior
High School Grade 11 students. These data were used to address the study's
specific problems. Rest assured that the students' identities will be kept confidential.
We hope for your approval on this request. Thank you for the compassion and
hospitality.
Respecfully yours,
RACHELLE ANN CAÑETE et.al.
Rosalie Amador
Practical Research ll Adviser
OPCNHS______________________________________________________
________________
Address: Cabacao, Abra de Ilog, Occidental Mindoro
Contact Numbers: 09078060212
Email Address: [email protected]
School ID.: 30157

Republic of the Philippines

Department of Education
MIMAROPA Region
Division of Occidental Mindoro
CABACAO NATIONAL HIGH SCHOOL
Cabacao, Abra de Ilog

November 14,2024
Arlyn L, Riparip
Teacher IIl
Cabacao National High School
Cabacao, Abra de Ilog, Occidental Mindoro

Dear Ma’am

56
We, the senior high school students of Cabacao National High School are
presently working on our research paper entitled “EXPLORING THE IMPACT OF
ACADEMIC STRESS TO THE ACADEMIC ACHIVEMENT OF GRADE 11
STUDENTS” in fulfillment of the requirements in PRACTICAL RESEARCH II.
In light of this, we would like to request your permission to collect data from Senior
High School Grade 11 students. These data were used to address the study's
specific problems. Rest assured that the students' identities will be kept confidential.
We hope for your approval on this request. Thank you for the compassion and
hospitality.
Respecfully yours,
RACHELLE ANN CAÑETE et.al.

Arlyn L. Riparip
Grade 11 Sincerity Adviser

OPCNHS___________________________________________________________
___________
Address: Cabacao, Abra de Ilog, Occidental Mindoro
Contact Numbers: 09078060212
Email Address: [email protected]
School ID.: 301570

ANNEX B

We are students of Cabacao National High School. We would like to invite you to be part of
a research study entitled, ‘’Under Pressure: Exploring the Relationship Between Academic
Stress and Academic and Academic Achievement of Grade 11 Students at Cabacao
National High School’’. In the regard, we are asking for your precious time and effort to
answer all the questions in the survey questionnaire that are important and helpful for the
completion of the study. Rest assured that all data gathered from you will be kept in the
highest level of confidentiality. Your positive response in this request will be valuable
contribution for the success of the study and will highly appreciate.

Thank you very much for your cooperation.

Respectfully,

The Researchers

Direction: For each statement in the survey, please indicate how much you agree or

disagree with the statement by putting a check in the box on the right side of each

57
statement. There are no right or wrong answers. Your answers will be kept strictly

confidential and you will not be identified.

Section 1: Personal Information:

1.What is your gender?
Male Female
2.How old are you?
12-14 years old 15-18 years old
19-21 years old 22-24 years old
Section 2: Academic Stress
3. How often do you feel stressed about your studies?
Never Rarely Sometimes
Often Always

4. How would you rate the level of stress caused by academic workload
(Quizzes, Examination and etc.)?
Very Low Moderate
High Very High

5. What are the most important factors that create academic pressure for
you?
Assignments and homework Exams and tests Deadlines
Parental expectations Competition with peers

6. How do you feel about studying when under academic pressure?

Highly motivated Greatly motivated
Motivated Little Motivated
Not motivation
7.How stressed do you get when you are preparing for your exams on a scale
of 1-5? (Rate from 1 - 5)
1 1 2 3 4 5

Section 2: Academic Performance

1.What is your average grade?
Below 80 85 – 90 91 - 93
94 – 96 Above 97

2.How satisfied are you with your academic performance?

Very Dissatisfied Neutral
Satisfied Very Satisfied

58
3.How often do you attain your academic goals?
Never Rarely Sometimes
Often Always

Section 3: Association Between Stress and Academic Achievement

1.Do you believe that your academic stress has a bearing on your academic
performance?
Not at all Slightly Moderately
Significantly Very Significantly

2.To what degree does academic stress affect your academic achievements?
Increases concentration and efficiency
Causes diversions of attention and reduces attentiveness
Fosters proper time management
Increases procrastination Other (Specify): ________

Section 4: General Feedback

11. How do you manage academic stress? Please respond.

ANNEX C
Curriculum Vitae
ANGEL LOR BAYOG
Sto. Bungahan, Brgy. Cabacao, Abra de ilog, Occidental Mindoro
0953-278-7488
[email protected]

Educational Background
Elementary school: Cabacao Elementary School, Bungahan Extension
High School: Cabacao National High School

Personal Information
Date of Birth: March 17, 2007
Place of Birth: Mamburao Provincial Hospital

59
Age: 17
Gender: Female
Civil Status: Single
Nationality: Filipino
Religion: Born Again
Father's Name: Jobert Roquero Bayog
Mother's Name: Alma Lor Bayog
Academic Achievement
Elementary: With Honor
High School: With Honor
Character References
Name: Arnold C. Paderes
Profession: Teacher I
Contact Number:

Curriculum Vitae
RACHELLE ANN TOLENTINO CAÑETE
Sto. Lanas, Brgy. Cabacao, Abra de ilog, Occidental Mindoro
0926-100-7502
[email protected]

Educational Background
Elementary School: Cabacao Elementary School
High School: Cabacao National High School

Personal Information
Date of Birth: December 11, 2006
Place of Birth: Mamburao Provincial Hospital
Age: 17
Gender: Female

60
Civil Status: Single
Nationality: Filipino
Religion: Catholic
Father's Name: Rolando Cañete
Mother's Name: Mylene Cañete

Academic Achievement
Elementary: With Honor
High School: With Honor
Character References
Name: Arnoldo C. Paderes
Profession: Teacher I
Contact Number:

Curriculum Vitae
GELAY AMADO CAUSAPIN
Sto. Subukin, Brgy. Cabacao, Abra de ilog, Occidental Mindoro
0953-204-6699
[email protected]

Educational Background
Elementary School: Cabacao Elementary School
High School: Cabacao National High School

Personal Information
Date of Birth: Febuary6, 2006
Place of Birth: Mamburao Provincial Hospital
Age: 18
Gender: Female
Civil Status: Single
Nationality: Filipino

61
Religion: Ivangelikan
Father's Name: Rodolfo Causapin
Mother's Name: Celia Causapin

Academic Achievement
Elementary:
High School:

Character References
Name: Arlyn Leido
Profession: Teacher III
Contact Number

Curriculum Vitae
MERRY ROSE PERLADO DIO
Sto. Silangan Brgy. Cabacao, Abra de ilog, Occidental Mindoro
09658764229
[email protected]

Educational Background
Elementary school: Cabacao Elementary School
High School: Cabacao National High School

Personal Information
Date of Birth: December 25 2006
Place of Birth: Cabacao, Abra De Ilog
Age: 17
Gender: Female
Civil Status: Single
Nationality: Filipino
Religion: Born Again

62
Father's Name: Dexter Dio
Mother's Name: Gina Perlado Dio

Academic Achievement
Elementary:
High School:

Character References
Name: Shariebelle A. Magsino
Profession: Teacher II
Contact Number

Curriculum Vitae
ARVIN P. DUQUE
Sto. Sikat, Brgy. Cabacao, Abra de ilog, Occidental Mindoro
0955-156-5651
[email protected]

Educational Background
Elementary school: Bagong Silang extension Elementary School
High School: Cabacao National High School

Personal Information

Date of Birth: February 8 2007

Place of Birth: Abra de ilog
Age: 17
Gender: male
Civil Status: Single

63
Nationality: Filipino
Religion: catholic
Father's Name: Arnoldo Mammbun Duque Jr.
Mother's Name: Jenneivy Pagara Duque

Academic Achievement
Elementary:
High School:
Character References
Name: Rosalie C. Amador
Profession: Teacher III
Contact Number: 09062872312

Curriculum Vitae
VANESSA MASALANSAN INOGACIO
Sto. Kadilawan, Brgy. San vicente, Abra de ilog, Occidental Mindoro

[email protected]

Educational Background
Elementary School: Kadilawan Elementary School
High School: Pambuhan National High School

Personal Information
Date of Birth: Novemeber 26, 2009
Place of Birth: Kadilawan
Age: 15
Gender: Female
Civil Status: Single
Nationality: Filipino

64
Religion: Born again
Father's Name: Angelito Inogacio
Mother's Name: Teresa Inogacio

Academic Achievement
Elementary:
High School: Achiever
Character References
Name: Shariebelle A. Magsino
Profession: Teacher II
Contact Number:

Curriculum Vitae
GENESES LUSNAWAN LADIOSMAN
Sto. Manggan, Brgy. Cabacao, Abra de ilog, Occidental Mindoro
0955-088-0551
[email protected]

Educational Background
Elementary School: Balani Elementary School
High School: Ligaya National High School

Personal Information
Date of Birth: December 4, 2006
Place of Birth: Balani, Sablayan Barangay Igaya
Age: 18
Gender: Male
Civil Status: Single
Nationality: Filipino
Religion: Ivangelikan
Father's Name: Abdias Ladiosman

65
Mother's Name: Grace Ladiosman

Academic Achievement
Elementary: With Honor
High School: Achiever

Character References
Name:
Profession:
Contact Number:

Curriculum Vitae
ROMMEL BAUTISTA LASTIMOSA
Sto. Mamara Brgy. Cabacao, Abra de ilog, Occidental Mindoro
09532047039
[email protected]

Educational Background
Elementary school: Cabacao Elementary School
High School: Cabacao National High School

Personal Information
Date of Birth: September 30 2007
Place of Birth: Sta. Ana Manila
Age: 17
Gender: male
Civil Status: Single
Nationality: Filipino
Religion: Born Again
Father's Name: Rolly Lastimosa

66
Mother's Name: Alma Lastimosa

Academic Achievement
Elementary:
High School:

Character References
Name: Arlyn Leido
Profession: Teacher III
Contact Number:

Curriculum Vitae
GELLIAN NICOLE G. PU-OD
Sto. Centro, Brgy. Cabacao, Abra de ilog, Occidental Mindoro
0926-991-6443
[email protected]

Educational Background
Elementary school: Tibiawan Elementary School
High School: Cabacao National High School

Personal Information
Date of Birth: October 14, 2007
Place of Birth: Payompon, Mamburao
Age: 17
Gender: Female
Civil Status: Single
Nationality: Filipino

67
Religion: Catholic
Father's Name: Julius Taborda Pu-od
Mother's Name: Donabele Gonzales Pu-od
Academic Achievement
Elementary:
High School:
Character References
Name: Kristina Cassandra Villas
Profession: Teacher II
Contact Num:

Curriculum Vitae
NERISSA JOY MAMILDANG SAMBUTAN
Sto. Pambuhan 2, Brgy. San Vicente, Abra de ilog, Occidental Mindoro
0953-831-9699
[email protected]

Educational Background
Elementary School: Pambuhan Elementary School
High School: Pambuhan Indiegenous People Village High School

Personal Information
Date of Birth: December 22, 2006
Place of Birth: Pambuhan 2
Age: 17
Gender: Female
Civil Status: Single
Nationality: Filipino
Religion: Ivangelikan
Father's Name: Alehandro Sambutan
Mother's Name: Nelia Sambutan

68
Academic Achievement
Elementary: With Honor
High School: With Honor

Character References
Name: Kristina Cassandra Villas
Profession: Teacher II
Contact Number:

Curriculum Vitae
TRISHA MAE C. ULPINDO
Sto. Sikat, Brgy. Cabacao, Abra de ilog, Occidental Mindoro
0953-278-7488
[email protected]

Educational Background
Elementary school: Almeda Adventist Elementary School
High School: Cabacao National High School

Personal Information
Date of Birth: December 15, 2005
Place of Birth: Paumbong Bulacan
Age: 18
Gender: Female
Civil Status: Single
Nationality: Filipino
Religion: Adventist
Father's Name: Felimon Acosta Ulpindo
Mother's Name: Jocelyn Caparas Cruz

69
Academic Achievement
Elementary: With Honor
High School: With Honor

Character References
Name: Rosalie C. Amador
Profession: Teacher III
Contact Number: 09062872312

70