" STRESS COPING STRATEGIES OF GRADE XII HUMSS STUDENTS OF BAI
TEMBABAY NATIONAL HIGH SCHOOL"
Warda A. Bilalang
RESEARCHER
SENIOR HIGH SCHOOL
HUMANITIES AND SOCIAL SCIENCES
2023
CHAPTER 1
Introduction
Background of the Study
Stress is the sensation of being overwhelmed or unable to handle one's emotional or mental
pressure. It is the way the body reacts to pressure. Stress can be brought on by a wide variety of life
circumstances, including family issues, work obligations, and financial difficulties.
While some stress is unavoidable and normal in life, feeling overburdened or unable to Coping
with stressful events can be troublesome and can impact your mental and physical health. Being in
stressful settings all the time can be overstimulating, and if we are continuously in stressful situations
When we're under stress, we could start to doubt our ability to handle the current issues. We need to
first determine what stresses us, our stress threshold, and the best ways to handle stressful events if we
want to prevent ourselves from feeling "overloaded."
As a fundamental component of our everyday lives, stress can arise from both positive and
negative situations. Stress was essential for survival from an evolutionary perspective (picture hunting
massive prey that your entire tribe depends on). Stress is still useful in our modern life since it drives us
to finish tasks and make required adjustments. Whether it's at graduation from high school or when
we're getting ready for big life events like a job interview, we've all felt the strain of our surroundings.
While stress can be a useful learning tool (e.g., arousing anxiety before an exam might spur tests),
excessive stress can have negative effects as [Link] mental and physical symptoms, such as
anxiety, anger, and elevated heart rate, can result from experiencing excessive stress or from not being
able to manage it.
Teenagers deal with stress on a daily basis and frequently mention that school, pressure to
succeed in school, make money, maintain relationships, be a teen mom, work, have sex, and so on.
Stress levels can be increased by friends, violence and fighting, STDs/AIDS, and other things. Anger,
anxiety, sadness, and low self-esteem can all have an impact on how stressed one feels. Teens also
recognized external pressure coming from a variety of school, sports , friends, family, church, and job.
When dealing with stress, some teenagers make bad decisions and turn to drugs or smoking,
self-harm, experience depression, or completely give up on life. Teens are able to identify what is
causing them stress and discover healthy, effective coping mechanisms for it. Students should be aware
that there are healthy coping mechanisms for the stresses in their lives, and that being. In addition to
helping pupils, being able to control stress and deal with pressures may also help in their academic
achievement as well.
Teens may have a variety of unpleasant situations to deal with, such as parents who technology
use, blended step- and half-sibling families, divorce, same-sex parenting, dating violence to intimidate or
frighten people, the effects of a collapsing economy, and social isolation. It can be challenging to identify
teenage stress, so parents and educators must be aware of how stress affects teenagers in order to offer
the support and honest dialogue that will enable them to manage a variety of problems.
After experiencing stress, some pupils handle it better than others. Preparing Teens who know
how to handle stress from a variety of sources may experience less stress overall. Their prospects. There
are several strategies to assist relieve stress, but the most practical ones involve either giving
overscheduled teenagers fewer responsibilities or providing them with more coping mechanisms.
The multiple demands of the twenty-first century are making it harder for teenagers to cope. They
are asking for instructional initiatives in schools to assist students learn coping mechanisms for such
stresses (Frydenberg, Lewis, Luscombe-Smith, McCarthy, McCarthy, Cotta, & Poole, 2004). One method
to cope is to be able to handle obligations, issues, or challenges in a composed and collected way. Stress
is the state of stress or strain that can be felt in the body, mind, or emotions. Numerous variables
frequently put pressure on students, leading to stress in one or more ways (Strong, De Vault & Cohen,
2008).
Positive coping methods are stressed in educational programs, which may not only help boost
youth to lead healthy lives, but also to support their continued health and productivity.
Teens who have finished stress-reduction programs report feeling less stressed and using their coping
mechanisms more frequently. Due to the high level of stress that students are currently experiencing,
some teenagers have asked for suggestions on how to manage their stress in constructive methods in
their daily existence.
Finding the best ways to manage stress and build resilience can be aided by this study. Coping
skills teach people how to deal with stressful events, negative emotions, and panic attacks. When you
successfully handle a challenging emotion or circumstance, you also let go of the troubling emotions
that are connected to that experience and move on. Importantly, employing more positive coping
methods was linked to better adjustment over time (e.g., lower suicidal thoughts, less negative coping
methods used, higher self-esteem, and better academic performance).
People all over the world , regardless of their professional or academic background, race, color,
or ethnicity, endure stress in one form or another. According to Anspaugh, Hamrick, and Rosato (2003),
stress can take many different forms and affect people of various ages and socioeconomic backgrounds.
This suggests that stress is a part of life and has many causes, and that the amount of stress in our lives
is greatly influenced by a variety of factors, including our physical health, the strength of our
interpersonal connections, the number of commitments and responsibilities we shoulder, the degree of
other people's dependence on and expectations of us, the support we receive from others, and the
frequency of traumatic events. We all experience traumatic incidents in our life. This indicates that
depending on a person's lifestyle and the amount of cultural development, life itself is stressful.
The researcher conduct this kind of study since there are more stressed out pupils in today's
classrooms, particularly with this new way of instruction. Most teenagers who struggle with chronic
stress are also students, and many of them feel that their stress levels are greater than their capacity for
effective coping. About 30% of people believed it makes them overwhelmed, dejected or unhappy.
Statement of the Problem
Generally, this study aims to determine how HUMSS students deal with stress. Specifically,
it will answer the following questions:
1. What are the causes of stress among the students?
2. What are the effects of stress among HUMSS students
3. What are the stress coping strategies of grade 12 HUMSS students?
Hypothesis of the Study
The hypothesis of the study shown below:
Ho: There is no significant relationship between gender and both positive and negative stress coping
strategies.
Scope and Delimation of the Study
This study is limited to find out the stress coping strategies among the grade 12 HUMSS
students of Baitembabay National High School. The target respondents were the Humss students
included the 15 male and 15 female of grade 12 students of Bai Tembabay National High School. The
researcher used the descriptive method to determine how students cope up the stress in their situation,
and this study used the questionnaire and the survey questionnaire to sum up respondents ideas who
are involved in the research conduct. The frequency, percentage, ranking, were used in the treatment
and interpreting data.
Conceptual framework
This figure present the research input process and output of the research study. The inputs are the
grade 12 humss students of Bai Tembabay National High School. As an output is the stress coping
strategies to find the most better way to cope with stress and the most coping skills increase resilience
because they help people learn how to properly handle negative emotions or situations.
INPUT OUTPUT
STRESS COPING STRATEGIES
1. Focus on the things you can control
Grade 12 HUMSS students of
2. Manage your time
Bai Tembabay National High
School 3. Take care of your body
4. Use positive self talk
5. Talk to a friend or adults
Figure 1: The Conceptual Framework of the study, BTNHS 2023
Significance of the Study
The importance of this study is to determine what are the coping strategies of HUMSS
students of Bai Tembabay National High School. This study will be beneficial
Student's, the results of the study will make the students to be aware that there are positive ways
to cope with the stressors in their lives.
Parents, being able to help students manage their stress and cope with stressors may not only
benefit the students, but may also help their academic performance too.
Teachers, who have more interaction with students, are more likely to build trust and relationship.
Future researcher, as they will know what are the strategies when dealing with stress
Definition of Terms
To help with understanding the background of this study, the following concepts were defined
both conceptually and operationally.
Coping- it refers to a person makes an effort to meet expectations that they perceive as difficult or
scary.
Coping strategies - it pertains to the behaviors or strategies used to manage stress or anxiety and any
psychological conditions.
Causes of Stress- refers to the emotional disturbance, frustrations, illness, or injury.
Effects of Stress- pertains to the many physical conditions like headaches, heart problems, and many
more it can also tend to depression and anxiety.
Emotion-focused coping - refers to the category of coping mechanisms that involves managing the
emotional responses to a stressor.
Stress- it pertains to the response of our body when we feel frustrated, nervous, or angry.
Self- efficacy - refers to the belief in one's ability to cope with a situation.
Humss- a senior high school strand that focuses on students who wants to take courses related to
humanities and social science.
CHAPTER 2
Review of Related Literature
This chapter presents the Related Literature and Studies Reviewed by the researcher that
have some relevance to the present study.
In 2010, a study named Test Anxiety, Coping Strategies, and Perceived Health in a
Group of High School Students: A Turkish Sample was carried out by Aysan et al. This study
examines test anxiety, coping strategies, and perceived health status among high school
students in Izmir, Turkey. The participants were divided into two groups and given assessments
to complete before and after a significant exam period. High exam anxiety students tended to
perceive their health worse and utilized less effective coping strategies. Test anxiety was higher
in juniors and less effective coping strategies were adopted in seniors before to exams.
Following the exam periods, both age groups' perceived health scores improved, but younger
students' scores remained noticeably higher than those of older students. Both age groups
showed increases in their perceived health following the exam periods, although younger
students' scores on one of the most important test anxiety measures remained much higher
than senior students' scores. The study confirms earlier research conducted in different cultural
situations, and its conclusions have significance for the creation of stress-reduction programs
for students.
As said by Susan Folkman in [Link] the past 30 years, there has been a
significant increase in the stress, coping, and health research enterprise due to a variety of
factors including new technology, scientific curiosity, and popular demand. Initially, a large
portion of this research concentrated on proving that stress was detrimental to both physical
and mental health. Interest in coping mechanisms that could lessen these negative impacts
increased as they became more apparent. Subsequently, a variety of elements came together
in the 1990s to spark interest in stress-resilience and well-being. As a result, the field of coping
grew, and novel strategies for coping that produced and maintained resilience and wellbeing
were discovered and investigated.
As stated by Emilie Boujut, Greg Décamps, and Camille Brisset (2012). Numerous
stressors are present for students in schools. Despite the fact that playing sports has been
shown to have positive effects on stress and overall health, the researchers found that students
who participated in sports on a regular basis reported higher levels of self-efficacy and lower
levels of academic stress, general stress, and emotion-focused coping strategies than students
who did not. The majority of pupils classified stress as a mental illness. The most frequent
reasons why students were stressed out were lack of sleep, money troubles, family issues, and
schoolwork.
As declared in 2015 by Generoso N. Mazo. Stress affects individuals of various ages,
genders, civil status, political affiliation, religious belief, economic condition, and vocations.
Stress can occur at home, with friends, in the office, at school, or in the classroom. It affects
decision-makers like politicians, managers, priests or pastors, workers, housewives, students,
children not in school, drivers, and even the unemployed. It's inevitable because it's a part of
being human and is just around the bend. In actuality, a lot of people experience daily stress.
There could be a lot of contributing factors. Each experiences stress differently, as do its
sources and levels of intensity. Regardless of one's level of privilege, reason, education, or
brilliance, stress affects everyone.
As per Geeta Jain and Manisha Singhai 2017. Although stress has a large definition
and a significant influence, it may be managed by making little adjustments to our daily lives.
Nowadays, stress is most common among students, but it also affects managers, financiers,
legislators, administrators, and housewives. Finding the source of the stress is critical in order
to address it thoroughly and develop effective interventions. Stress is always perceived as a
personal process that includes an individual's appraisal and reaction to a potentially dangerous
situation. Anxiety, sadness, and many other dangerous disorders can be brought on by
[Link] increasing number of stress-related cases over the past few decades is reflected in
the numerous publications, research reports, etc. that are being published. This study
addresses the philosophical underpinnings of stress, student stressors, and stress management
techniques. It also includes a review of related literature.
As cited by Michaela C. Pascoe, Sarah E. Hetrick, and Alexandra G. Parker.
International journal of adolescence and youth (2020).There are many continuous pressures
associated with academic obligations that students in secondary and postsecondary education
environments must deal with. Academic stress has been linked to decreased motivation, lower
academic achievement, and a higher chance of dropping out of school, according to prior study.
The long-term effects cost governments billions of dollars annually and include a decreased
chance of sustained employment. The most recent research on the effects of academic stress is
presented in this narrative review, along with information on how it affects students' ability to
learn and succeed academically as well as mental health issues like anxiety and depression,
sleep disorders, and drug abuse.
Based on Monica Anna Ladan Agarin (2021). Face-to-face learning has been phased
out in favor of modular distance learning. The Department of Education has responded quickly
to safeguard the safety of students and instructors in the current scenario. On the other hand,
they ensure that high-quality education is maintained. With the health dangers that the
pandemic poses to instructors, the Department of Education issued rules and policies on
various teaching modalities and approaches in order to deliver quality education to students in
the face of the pandemic. Students are requested to complete and submit school activities
online at their own speed, place, and time, with the teaching and learning process taking place
remotely and on digital platforms. Learners' academic behavior and performance are
unaffected by the problems and state of modular learning. This suggests that the challenges
and Status of Modular Learning have a considerable impact on learners' academic conduct and
performance.
As stated by Michaela C pascoe and Sarah E Hetrick and Alexandra G Parker 2020
students in second and tertiary education settings face a wide range of ongoing stressors
related to academic demands. Previous research indicates that stress of students can reduce
academic achievement, decrease motivation and increase the risk of school drop
[Link] stress can lead to physical side effects like trouble concentrating, irritability, a
lack of energy, appetite changes, a weakened immune system, and trouble sleeping. Stress also
makes students to have poor management skill. Moreover, highly stressed students have the
tendency to procrastinate and neglect such important responsibilities as meeting deadlines and
completing assignments in addition, they could constantly focus on their weaknesses and
failures while ignoring their strengths and achievements. Stress in students cause serious
negative effects, both physical and academic.
Stress is a normal reaction the body has to changes, resulting in physical, emotional,
and intellectual responses, according to D Bhargava and H Trivedi. Stress is a condition of
mental pressure for specific individuals facing problems from environmental and social well-
being, which leads to many diseases, according to Deepti Bhargava and Hemant Trivedi (2018).
The natural emotion of not being able to handle particular expectations and circumstances is
stress. Stress can be a driving force and even necessary for survival; it can also indicate strain in
the body or mind. Stress is a normal response to daily stresses, but when it interferes with your
ability to function on a daily basis, it can become harmful. Stress can be internal or external,
related to the environment. .Lastly stress may usually cause physiological, physical and
behavioral problem
In line with (WHO) 2023. Stress can be defined as a condition of worry or mental
tension generated by a challenging situation. Stress is a normal human reaction that motivates
us to deal with obstacles and dangers in our lives. Everyone goes through periods of stress. But
how we handle stress has a significant impact on our general wellbeing. Stress has an impact on
the body and the mind. Stress in moderation can be beneficial and even useful in carrying out
daily tasks. Problems with mental and physical health can result from excessive stress.
Acquiring coping skills can alleviate feelings of overwhelm and promote both our mental and
physical health. Anxiety and irritation are just two of the many feelings that can accompany
stress, which also makes it difficult for us to unwind. It can be challenging for us to focus when
we're stressed. We can have stomachaches, headaches, or other physical aches and pains. It's
possible that we get less hungry or overeat. Persistent stress can make pre-existing medical
conditions worse and may lead to a rise in alcohol, tobacco, and drug usage. Access to
healthcare is necessary for the treatment of mental health issues like depression and anxiety,
which are frequently brought on by or made worse by stressful circumstances. When we
experience symptoms of stress that are severe enough to interfere with our everyday
functioning—including at work or school—we may be diagnosed with a mental health disorder.
Academic-related stress and mental health
According to the recently released OECD study, secondary students who self-report
higher levels of stress connected to their academics also indicate worse levels of psychological,
social, cognitive, and physical well-being (OECD, 2015). Self-reported stress levels are linked to
a lower quality of life and overall well-being in people pursuing higher education, according to a
systematic review of 13 studies (Ribeiro et al., 2017). Persistent stress also hastens the
emergence of more severe mental health conditions like anxiety and depression.
Academic-related stress and substance use
Stress associated with school can lead to a rise in drug usage among youth. Students
who reported high ongoing stress, especially in relation to academic achievement and the
tertiary education admissions process, also reported high rates of drug and alcohol use,
according to a survey study of 128 grade 11 students attending competitive private schools in
the United States (Leonard et al., 2015). This study highlights the significance of protective
social factors in mediating the effects of academic-related stress. The authors report that
substance use was associated with a greater desire for academic achievement, higher perceived
stress, less effective coping strategies, and less closeness with parents (Leonard et al., 2015). In
a cross-sectional survey of American university students, substance abuse was more common
among those who self-reported to be under stress
Academic-related stress and physical health
High levels of stress associated to schooling raise the likelihood that young people will
encounter avoidable physical health issues in the future. Stress, such as during exam times, was
found to be associated with a lower likelihood of physical activity, which is linked to a number
of potentially interconnected poor physical health outcomes (Stults-Kolehmainen & Sinha,
2014). This finding came from a systematic review of prospective studies. Noncommunicable
diseases like metabolic syndrome, obesity, and decreased insulin sensitivity can also arise from
stress due to bad lifestyle choices and dysregulated stress systems (Pervanidou & Chro usos,
2012).
Stress arises when individuals perceive that they cannot adequately cope with the
demands being made on them or with threats to their well-being. R.S. Lazarus (1966).
Psychological stress and the coping process. New York: McGraw-Hill.
Stress, it is argued, can only be sensibly defined as a perceptual phenomenon arising
from acomparison between the demand on the person and his or her ability to cope. An
imbalance in this mechanism, when coping is important, gives rise to the experience of stress,
and to the stress response. T. Cox (1978). Stress. Basingstoke: Macmillan Education.
Stress results from an imbalance between demands and resources. R.S. Lazarus and S.
Folkman (1984). Stress, Appraisal and Coping. New York: Springer.
Stress is the psychological, physiological and behavioural response by an individual when they
perceive a lack of equilibrium between the demands placed upon them and their ability to meet
those demands, which, over a period of time, leads to ill-health. S. Palmer (1989). Occupational
stress. The Health and Safety Practitioner, 7, (8), 16-18.
A simple definition that can be used is: Stress occurs when pressure exceeds your
perceived ability to cope. S. Palmer, 1999.
CHAPTER III
Research Methodology and Procedures
This chapter present the research methodology and procedures on how the study was
conducted. It covers the Research Design, Locale of the Study, Research Respondents,
Research Instruments, Data Gathering Procedure, and the Statistical Treatment of the Data.
Research Design
The study uses the Descriptive Research Design to determine how the students cope up
the stress in their situation. This Research Design reveal the behavior of the students.
Locale of the Study
The study was conducted at Bai Tembabay National High School. Barangay Ramcor,
General Salipada K. Pendatun, [Link] target respondents were the HUMSS students
of Bai Tembabay National High School.
Research Respondents
The Respondents of this study is the Grade 12 HUMSS students of Bai Tembabay
National High School. The target respondents were the Humss students included the 15 male
and 15 female of grade 12 students of BTNHS.
Research Instrument
In this study, The researcher uses survey questionnaire in this study consists of 10
questions with 5 columns for checking answers, which researchers use to compile respondents'
ideas who participated in the research. A sequence of questions designed to collect data from
respondents is called a questionnaire, which is a type of research instrument. It can be
completed in person, over the phone, on a computer, or through mail. Due to its quick,
effective, and affordable manner of obtaining a lot of data from sizable sample sizes,
questionnaires are a widely used research tool. With the purpose of addressing the study
questions, the investigator employs a questionnaire to collect data from respondents. In a short
amount of time, a questionnaire is a very practical technique to get data from lots of people. so.
For the data to be interpreted and applied broadly, it is critical that the questionnaire be
designed to ensure that correct information is gathered. Validity, reliability, clarity, interest, and
succinctness characterize an excellent questionnaire.
Data Gathering Procedure
In order to obtain the necessary data from the subjects or students, a message was sent
to Teacher 1 of Practical Research requesting permission to survey students, particularly the
Humss pupils at Bai Tembabay NHS. A questionnaire was employed in this study by the
researchers to compile the opinions of the respondents who took part in the investigation. The
questionnaire's first section asks about our coping mechanisms for handling stress or issues
related to our studies this semester. We employed a questionnaire for the survey. A
questionnaire is a type of research instrument made up of a list of inquiries intended to gather
information from participants in a survey or statistical analysis. The questionnaire was created
in 1838 by the Statistical Society of London. surveys using questionnaires. Questionnaire
surveys are technique for collecting statistical information about a population's attributes,
attitudes, or actions using a structured set of questions.
Each respondent received a personal questionnaire containing ten questions covering the
various concerns that each student is involved in. Furthermore, both groups of subjects
completed a validated writing exercise under the supervision of the researchers, which
produced a well-managed test or survey.
Bai Tembabay National High School
STRESS COPING STRATEGIES OF GRADE 12 HUMSS STUDENTS OF BAI TEMBABAY NATIONAL
HIGH SCHOOL
Survey form
Name: (Optional)
Grade Level:
Section:
Gender:
Age:
Instruction for answering the survey:
1. Please answer every question yourself.
2. There is no right or wrong answer to any questions.
3. Provide adequate information being asked.
4. Provide honest expressions with your knowledge.
5. Please check and rate yourself honestly based on what you actually do.
1- Strongly Agree. 3- Neutral 5- Strongly Disagree
2- Agree. 4- Disagree
Part 1. How students deal with their academic stress or problem during the semesters.
Items Strongl Agree Neutral Disagree S
y Agree D
I try to do or think of some things that will make me
feel happier, and allow myself to relax.
I talk with classmates or friends, or disclose to my
online friends.
I consider it to be a type of self-challenge.
I do usual things such as watching TV, reading
comics, listening to music, sleeping, eating or going
out to temporarily forget these frustrating things.
I blame myself, retreat or shut myself away when i
face stress.
When i encounter conflicts in my academic study
and activities, I will first arrange and plan.
I use and optimistic attitude to think about how to
cope with the problem.
I decrease my standards and try again with the new
standard.
I look for religious hope or comfort for my soul.
I try to adjust my mindset and allow myself to be
happier.
Statistical Treatment of the Data
The data collected for this study was analyzed using a variety of statistical methods. A
mean and frequency count were applied to determine how HUMSS students deal with stress.
