COPING MECHANISM TO ACADEMIC STRESS OF SENIOR HIGH SCHOOL

STUDENTS OF BATANGAS CITY INTEGRATED HIGH SCHOOL

A Research Presented to
Senior High School Department
Batangas City Integrated High School

In Partial Requirement
In Practical Research I

Submitted by:
Bantugon, Ana Carollane R.
Braza, Amelia Eliz A.
Caniaberal, James M.
Daigdigan, Ma. Josephine Joyce P.
Mahaguay, Vince Troy M.
Mores, Nicka Rose R.
Padilla, Kyla M.
Sarmiento, Charles Adrian P.
STEM 4

Submitted to:
Dr. Rogelio D. Canuel

School Year: 2021-2022

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contains detailed presentation and discussion of data

analysis and results of the study. Tables were made for the organization of data

gathered.

Table 1

Stress Experience of the Senior High School Students During Pandemic

n=20

DOMAIN THEMES SIGNIFICANT STATEMENT FREQUENCY

A. Challenges Internet Poor or unstable internet

and Connection connection that granting the

Experiences and Utensils students a tribulation to

of Students for Learning compelled an access to 4

Online acquire knowledge.

Furthermore, a lack of gadgets

to keep up updates from

school matters.

Time As a result of profusion of

Managemen school activities, students

appropriately, specifically

when it comes to a difficult

subject that require a lot of

time to discuss. And also, the 6

other chores in their house

since the new learning system

is a home learning based. It is

too difficult for the students to

manage and handle the time

in that state.

Personal Due to an overload school

Health activity, students haven’t a

Concerns proper sleep schedule since

from the very beginning of

online learning class. Based

on the responses of students 4

(via google form) they feel

burdened and anxiety when it

comes to answering the given

worksheets specially the

complicated subjects. Their

late sleep habits were caused

worksheet.

Learning Most of the students are

Perspectives despondent when they feel

and they’re not capable to learn

Learning the lessons. Students used to

Quality watch and read lessons from

different sources and sites just

to enhance their knowledge

and obtain to clarify the given

lesson. Learners perceive that 9

grasping knowledge from a

given lecture only is not

enough to acknowledge the

lessons that easily.

Specifically, to those subjects

that is tremendously difficult

and require a lot of time to

gain an understanding.
Table 1 focuses on the experiences of students. It demonstrates us that

the senior high school students of Batangas City Integrated High School are

experiencing difficulties in terms of different factors due to this new learning

system. Students pointed out that learning in this time is too arduous and they

should be firm in every lesson and discussion so they can adjust or modify

themselves in this new normal. It is also indicated that having an issue with the

internet connection and utensils that is required in learning is the central of some

complication of its new system. These experiences also affected their emotional

health, physical health and mental health.

WAYS ON HOW THE SENIOR HIGH SCHOOL STUDENTS HANDLED THE

ACADEMIC STRESS BEING EXPERIENCED

n=20

DOMAIN THEMES SIGNIFICANT STATEMENT FREQUENCY

B. Ways on Self- Learners exemplify their

How the motivation rationale every time they’d feel

Senior High drained or downgrade. Students

School cope every stress alongside of

Students being completely decisive with 5

Handled the their passions. Emphasizing

Academic their self-reasoning to pursue

Stress what they’d started.

Being

Experienced

Sharing and Most of the respondents defined

compelling that sharing their experiences to

advices their loved ones or peers will

help lessen their stress. From 5

their friends and family’s

advices, it is certitude helpful for

the learners.

Gadget’s Students also recuperate with

leisure the leisure of gadgets, internet

and social media. Learners

pointed out that this kind of 7

leisure is a prominent way to

minimize the stress.

God’s Student’s perspective and faith

gratification with God is a significant way,

and it is considered as the

eminent of all ways to diminish

stress and go through with 3;

challenges. Students strongly

coveted and select this way to

sort out stress.

Table 2 focuses on the different ways on how the senior high school

students handled the academic stress being experienced. Domain B

demonstrates the differences and similarities on how the students handled the

stress. Most of the respondents pointed out that gadgets and social media help

them to overcome the academic stress that they’re experiencing. Sharing and
compelling advices is also one of their way to control the stress. Five of the

respondents also indicated that self motivation is their own way to manage the

tension. Three students pointed out that God’s gratification is helping them to

handle the academic stress.

Table 3

EFFECT OF ACADEMIC STRESS ON THEIR LEARNING STABILITY

n=20

DOMAIN THEMES SIGNIFICANT STATEMENT FREQUENCY

C. Effect of Discouraged/ Because of the stress they’re

Academic uninspired experiencing, students tend to

Stress on be uninspired to do such works.

Their Instead of completing the 6

Stability requirements, they prefer to do

nothing and spend their whole

day laying on their bed.

Passing Deadline is one of the factors

instead of that can affect their learning

learning stability. Instead of

understanding the lesson, they 4

do it for the sake of compliance.

It is no longer about learning, it

Concentratio Due to lack of time and stress,

n most of the respondents may

neglect their physical and

mental health, which affects

their focus in studies. Trouble

concentrating can relate things 7

going on around the students.

Common causes include

interruptions and distractions

from family members, or social

media notifications.

Pressure This stress can come from a

variety of potential sources and

have a myriad of impacts on

students both emotionally and

academically. Academic

pressure can originate from 3

familial expectations, lofty goals

set by individuals, and societal

standards. Students may also

be pushed to achieve by

coaches and school

Table 3 focuses on the effect of academic stress on the students’ learning

stability. Most of the students pointed out that the academic stress affect their

concentration while studying. 6 students indicated that they are uninspired

because of the stress they’re experiencing. Some students also pointed out that

because of the academic stress, they are just passing and not learning. Three of

the respondents are pressured because of the stress.

Table 4

Coping Mechanism to Academic Stress

n=20

DOMAIN THEMES SIGNIFICANT STATEMENTS FREQUENCY

D. Coping Self- Self-learning is one of the students’

Mechanism learning coping mechanism, according to the

to majority of them. Students viewed it

Academic as a coping mechanism since it 6

Stress allows them to learn independently

to decrease stress.

Socializing Socialization directly impacts our

stress level. It decreases anxiety 1

levels and make us feel more

confident in our ability to cope with

and spending time with others helps

them cope with academic stress.

Self- Self-comfort can be loosely defined

comfort as the simple mind tricks we employ

to return to a state of ease when

we're stressed or afraid. Students

tend to comfort themselves when 7

they're stressed or afraid. The

majority of students stated that they

would comfort themselves to reduce

their academic stress.

Having a Students indicated that taking a

break break can help them maintain their

performance throughout the day by

reducing or preventing stress. As a 3

coping method, the majority of them

prefer to take a break.

Hobbies Students with hobbies are less likely

to suffer from stress, low mood, and

depression. Students who have 2

hobbies are more likely to use their

hobbies to cope with stress.

Students can feel happier and more

that get them out and about.

Going with To prevent stress, students choose

the flow to go with the flow. They prefer to go

with the flow rather than wasting

time and being stressed. They will 1

be able to perform tasks without

becoming stressed.

Table 4 focuses on the different mechanisms that the senior high school

students applied to cope with academic stress. Domain D demonstrates the

differences and similarities on how the students cope with academic stress. Most

of the students used self-comfort to cope with the stress. Six respondents cope

with self-learning while three students were having a break to deal with it. Two

students distracted themselves by doing their hobbies and a student indicated

that he/she didn’t have a mechanism to cope with academic stress, he/she just

go with the flow.

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This also shows the conclusions and recommendations based on the tables of

the results.

Summary

This study assessed the coping mechanisms for academic stress of senior

high school students of Batangas City Integrated High School. Specifically, it

sought answers to the following questions according to the statement of the

problem in chapter 1.

1. What are the different stress experience of the senior high school students

during pandemic?

2. How does students handled the stress being experience?

3. How does this stress affect their learning stability?

4. What mechanism is planning to cope this stress?

The purpose of this study is to find out how students cope with the stress

they are experiencing. This study used qualitative research to represent how

senior high school students cope with academic stress. Researchers used

surveys to gather information that the study needed.

Findings
The findings of the study were summarized according to the statement of the

problem stated in Chapter I.

1. What are the different stress experience of the senior high school students

during pandemic?

Based on researchers' gathered information, the different stress

experiences of senior high school students during a pandemic are the

issues of internet connection, time management, and their physical,

emotional, and mental health.

2. How does students handled the stress being experienced?

After gathering data and seeking students' answers in the researchers'

provided surveys, the researchers found out that most of the students

handled their stress by motivating themselves, sharing and compelling

advice, gadget leisure, and God's gratification.

3. How does this stress affect their learning stability?

Based on the students' statements, stress affects students' learning

stability because of pressure, discouragement, the thought of passing

instead of learning, lack of concentration, time, and stress.

4. What mechanism is planning to cope this stress?

Based on the results and answers to the survey, students used self-

comport to cope with the stress. Some of them coped with self-learning,

having a break, distracting themselves by doing their hobbies, and some

decided to go with the flow.

Conclusions
Following the completion of the research study entitled “ Coping

Mechanism to Academic Stress of Senior High School Students of Batangas City

Integrated High School ” that focused with identifying the different coping

mechanisms of the senior high school students of Batangas City Integrated High

School. As a result, we conclude that

1. Most of the students have been challenged by facing the academic stress.

Students stated that they have been challenged because of their learning

perspective and learning quality. In addition to that, while facing the stress,

they have experienced having a bad time management as well as the poor

internet connection that hinders them to learn effectively. And lastly, they

also experienced having personal health concerns.

2. Most of the respondents stated that academic stress can affect their

learning stability by having a hard concentration. Some of the senior high

school students are uninspired to do such works as well as pressured

because of the stress that they are experiencing. They also pointed out

that they are just passing and did not learn anything from it.

3. To cope with the stress they experienced, most of the students used self

comfort and having a break from the things that made him/her stress.

Also, some students distracted themselves by doing their hobbies or

playing online games to cope with it.

Recommendations
Based from the findings and conclusions of the study, the researchers

formulated the following.

1. Students may create a flexible schedule and set priorities that make

their time effective in order to reduce their time doing their tasks not

only as a student but also as a person.

2. Students may prioritize their physical and mental health so that they

can maintain and be a responsible individual

3. The students may also establish boundaries between academic and

personal life for them to enjoy and have fun even if they are studying.

4. Future researchers may utilize this research as they can use this

information as a guide or basis for their future studies.

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