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International Research Journal of Modernization in Engineering Technology and Science

( Peer-Reviewed, Open Access, Fully Refereed International Journal )
Volume:05/Issue:04/April-2023 Impact Factor- 7.868 www.irjmets.com
SENIOR HIGH SCHOOL STUDENTS’ ACADEMIC STRESS, ACADEMIC

MOTIVATION, AND ITS RELATIONSHIP WITH THEIR ACADEMIC
PERFORMANCE
Armielyn Bernabe Advincula*1, Reggie Raca Morales*2,
Regine Raca Morales*3
*1,2,3Mapulang Lupa Elementary School, Philippines.
ABSTRACT
The ultimate objective of this study was to determine the Senior High School students’ academic stress,
academic motivation and its relationship with their academic performance at San Ildefonso National High
School, Poblacion, San Ildefonso, Bulacan. The study utilized the quantitative method of research in which
standardized survey questionnaires were the primary tools of gathering the needed data. The respondents for
the survey were the 100 randomly selected Grade 12 students. All the quantitative data were processed and
analyzed with the help of Statistical Package for Social Sciences (SPSS). All data were presented using necessary
tables and texts. The findings revealed that students moderately experience academic stress. Additionally,
students have a very satisfactory academic performance. Furthermore, academic stress has no significant
relationship with students' academic performance. However, the result revealed that academic motivation has
a significant relationship with students’ academic performance. A number of conclusions and recommendations
were formulated based on the findings of the study.
I. INTRODUCTION
During high school years, academic stress is the most common psychological state of the students considering
the fact that high school years also occur with adolescence period and the intensity of academic duties and
responsibilities that is needed to be fulfilled during this period. However, each of these factors can trigger
stressful situations that may negatively affect the academic motivation of the students.
According to Reddy et al.(2018), due to the multiple internal and external expectations placed on students,
stress has become a part of their academic life. In addition to that, Prabu (2015) stated that stress can be
triggered because of the numerous social demands, doing difficult problems, or when working at a fast pace.
Meanwhile, motivation is the urge to accomplish something. Howard et al.(2021) assert that whereas personal
worth (recognized regulation) is particularly strongly associated with persistence, intrinsic motivation is
related to student performance and well-being.
The study of Mughal (2021) revealed that the relationship between stress-related factors and students’
academic performance is strongly positive. Additionally, it was discovered that the academic factors were the
most important factors that had a big impact on how well students performed. However, other studies
concluded that there is no significant relationship between academic stress and academic performance. A study
concluded by Zavaleta et al. (2021) claimed that there is no relationship between academic stress and academic
performance.
On the other hand, from the results found by Amrai et al.(2011), there was a positive and significant
relationship between academic motivation and academic achievement while other studies indicated that
academic motivation and academic performance are not significantly correlated. In the study conducted by Kew
(2020), motivation level and academic success did have a slight, positive link, but the relationship was not
significant statistically. Given the above-mentioned issues and problems, the study aims to determine the
relationship of academic stress and academic motivation with Senior High School students’ academic
performance. The results of the study might be used as the basis for developing programs to determine how the
school could reduce stress, increase motivation, and enhance students' academic performance.
Statement of the Problem
This study aims to examine the relationship of academic stress and academic motivation to Senior High School
students' academic performance.
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Specifically, the study seeks to answer the following research questions:
1. How may the level of students' academic stress be described?
2. How may the level of students' academic motivation be described?
3. How may the level of students' academic performance be described?
4. Is there a significant relationship between Senior High School students’ academic stress and their academic
performance?
5. Is there a significant relationship between Senior High School students’ academic motivation and their
academic performance?
Hypotheses of the study
H0: There is no significant relationship between academic stress and academic performance of Senior High
School Students.
H0: There is no significant relationship between academic motivation and academic performance of Senior High
School Students.
II. METHODOLOGY
Research Design
The study will utilize the correlational research design. According to Cherry (2022), correlational research
design is a type of research design that looks at the relationships between two or more variables. Correlational
studies are non-experimental, which means that the experimenter does not manipulate or control any of the
variables.
In addition, according to Bhandari (2021), correlational research design is used to reflect the strength and/or
direction of the relationship between two or more variables. The direction of a correlation can be either
positive or negative.
Therefore, the researchers will use correlational research design in order to determine the relationship of
academic stress and academic motivation with students’ academic performance.
Respondents of the Study
In this study, the researchers will use probability sampling methods, specifically the sample random technique.
According to McCombes (2019), probability sampling method is a random selection, allowing researchers to
make strong statistical inferences about the whole group. If researchers want to have results that represent the
whole population, this is the most valid choice. Meanwhile, sample random technique, according to Thomas
(2020), is a portion of the population that was randomly chosen. Each person in the population has an exact
equal probability of getting chosen using this sampling technique. This method is the most straightforward of
all the probability sampling methods because it only involves single random selection and requires little prior
population knowledge.
In order to get the sample size appropriate for the study, the researchers will get 100 of the Grade 12
population which has a total of 571 as it is based from the rule of thumb that suggested 100-200 of participants
are enough for correlational research. Therefore, a sample size of 100 was randomly selected.
Instruments of the Study
The study will utilize survey questionnaires as the data gathering tool for students’ academic stress and
academic motivation. The instrument for the academic stress and academic motivation was adopted from the
study conducted by Tus (2020). Meanwhile, a survey instrument for academic stress was originally developed
by Cohen (1994) while Vallerand et al. (1992) for academic motivation.
The academic stress scale consists of 10 items while the academic motivation scale consists of 28 items which
are both assessed through a five-point likert scale.
Meanwhile, students’ responses from the survey on academic stress will range from (5) Always, (4) Frequently,
(3) Sometimes, (2) Seldom, and (1) Never. On the other hand, the students’ responses from the survey on
academic motivation will range from (5) Strongly agree, (4) Agree, (3) Neutral, (2) Disagree, and (1) Strongly
disagree.

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In terms of the reliability of the instrument for academic stress, a Cronbach’s alpha score of .85 was recorded
while the Cronbach’s alpha score for the instrument on academic motivation was recorded from .71-
.84.Therefore, the instrument was found to be recommended to be used for the study.
Moreover, in terms of academic performance of the students. The researcher will conduct documentary
analysis in which average grades from the report cards (SF9) will be obtained.
Data Gathering Procedure
In gathering the data, the researchers will observe the following procedures:
1. This research proposal paper will be submitted to the Research Adviser to counter check the ethical
standards and compliance of the study.
2. Afterwhich, a letter will be sent to the school head of San Ildefonso National High School to ask permission
to conduct the study.
3. With the approval of the school head, the researchers will coordinate with the concerned class advisers for
the administration of the survey on academic stress and academic motivation among Senior High School
students.
4. For the collection of data on pupils’ academic achievement/performance, copies of learners’ School Form 9
or Report Cards will be borrowed from the class advisers with prior approval from the school head.
5. To observe health and safety protocols, the researchers will wear facemask while maintaining social
distancing in gathering the necessary data.
6. All data to be collected will be tabulated and subjected to appropriate statistical tools.
Data Gathering Procedure and Statistical Treatment
The researchers will tabulate and analyze the gathered quantitative data with the help of Statistical Package for
Social Sciences (SPSS). Weighted mean procedure will be used to describe and analyze the academic stress,
academic motivation and the academic performance among Senior High School students. The table below
presents the scoring range for academic stress among Senior High School students.
Table 1
Scale Scoring Range Description
5 4.21-5.00 Always
4 3.41-4.20 Frequently
3 2.61-3.40 Sometimes
2 1.81-2.60 Seldom
1 1.00-1.80 Never
Meanwhile, the table below presents the scoring range for academic motivation among Senior High School
students.
Scale Scoring Range Description
4 3.25-4.00 Strongly Agree
3 2.50-3.24 Agree
2 1.75-2.49 Disagree
1 1.00-1.74 Strongly Disagree
For the level of students’ academic performance, it was based on the Grade Point Average (GPA) reflected in
their Report Card or School Form 9. Data will be quantified and categorized into five levels using the level of
performance set by the Department of Education through DepEd order no. 8s of 2015 or the Classroom
Assessment on the K-12 Basic Education Program. The different level are as follows: “Did Not Meet
Expectations” (74 and below), “Fairly Satisfactory” (75-79), “Satisfactory” (80-84), “Very Satisfactory” (85-89),

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and “Outstanding” (90 and above). The table below presents the distribution of students’ level of academic
performance.
Grade Point Average (GPA) Description
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 74 Did Not Meet Expectations
Moreover, Pearson’s Product Moment Correlation will be employed in order to determine the influence of
academic stress and academic motivation on students’ academic performance.
Ethical Considerations
The following ethical considerations will be put into place for the research undertaking:
1. The dignity and wellbeing of respondents will be protected. They will not be harmed in any form or placed in
an uncomfortable position.
2. The researcher will obtain from the respondents informed consents and parents’ consent from the necessary
persons that includes essential information stated in the preceding portion of the paper. They will also be
informed that participating in the study is voluntary, ensuring no coercion or deception in the participation.
3. The research data will be confidential throughout the study.
4. The research will obtain the respondents’ permission to write and include then information being asked for
the study. They will be also informed that their names will not appear in the final paper.
III. RESULTS AND DISCUSSIONS
This chapter presents the interpretation and analysis of data collected from the respondents of the study. It
focused on the academic stress, academic motivation and its relationship to the academic performance of
Senior High School students. The results are presented chronologically based on questions raised in the
Statement of the Problem.
Academic Stress
It can be observed from Table 2 that the highest mean in terms of Academic Stress is 3.39 and recorded from
the item statement “In the last month, how often have you felt nervous and stressed?” with an interpretation of
“Sometimes”. On the other hand, the lowest mean of 2.87 was recorded from the item statement “In the last
month, how often have you felt that you were on top of things?” with an interpretation of “Sometimes”. All in
all, in terms of Academic Stress an average of 3.15 was computed with an interpretation of “Sometimes”.
Meanwhile, according to the study conducted by Gasiuniene and Mieziene show that the slightly more than one-
third of students do not suffer from stress and nervous tension.
Table 2: Students’ Academic Stress
Indicators Mean Interpretation
1. In the last month, how often have you been upset because of
3.4 Sometimes
something that happened unexpectedly?
2. In the last month, how often have you felt that you were unable to
3.25 Sometimes
control the important things in your life?
3. In the last month, how often have you felt nervous and “stressed”? 3.39 Sometimes
4. In the last month, how often have you felt confident about your
3.32 Sometimes
ability to handle your personal problems?
5. In the last month, how often have you felt that things were going
2.99 Sometimes
your way?
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6. In the last month, how often have you found that you could not
3.09 Sometimes
cope with all the things that you had to do?
7. In the last month, how often have you been able to control
3.1 Sometimes
irritations in your life?
8. In the last month, how often have you felt that you were on top of
2.87 Sometimes
things?
9. In the last month, how often have you been angered because of
2.98 Sometimes
things that were outside of your control?
10.In the last month, how often have you felt difficulties piling up so
3.09 Sometimes
high that you could not overcome them?
Average 3.15 Sometimes
Legend: 4.21-5.00=Always, 3.41-4.20= Frequently, 2.61-3.40= Sometimes
1.81-2.60= Seldom, 1.00-1.80= Never
Academic Motivation
As Table 3 shows, the highest mean in terms of Academic Motivation is 3.55 and recorded from the item
statement “Because I want “the good life” later on” with an interpretation of “Strongly Agree”. On the other
hand, the lowest mean of 2.82 was recorded from the item statement “To show myself that I am an intelligent
person” with an interpretation of “Agree”. Summarily, in terms of other classes, an average of 3.23 was
computed and interpreted as “Agree”.
Similar to the findings of Magdalena and Combalicer, Jr. (2022), it was revealed that the student-respondents
demonstrated positive attitudes towards learning based on the average mean score that was rated by the
students respondents which was interpreted as “Agree”.
Table 3: Students’ Academic Motivation
Indicators
Mean Interpretation
I get motivated…
1. because I need at least a high-school degree in order to find a high-

3.22 Agree
paying job later on
2. because I experience pleasure and satisfaction while learning new

3.3 Agree
things
3. because I think that a high-school education will help me better

3.47 Strongly Agree
prepare for the career I have chosen
4. because I really like going to school 3.11 Agree
5. for the pleasure I experience while surpassing myself in my studies 3.17 Agree
6. to prove to myself that I am capable of completing my high-school

3.32 Strongly Agree
degree
7. in order to obtain a more prestigious job later on 3.26 Strongly Agree
8. for the pleasure I experience when I discover new things never seen 3.24 Agree

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before
9. because eventually it will enable me to enter the job market in a

3.12 Agree
field that I like
10. because for me, school is fun 3.03 Agree
11. for the pleasure that I experience while I am surpassing myself in

3.23 Agree
one of my personal accomplishments
12. because of the fact that when I succeed in school, I feel important 3.27 Strongly Agree
13. because I want “the good life” later on 3.55 Strongly Agree
Table 3 (continued)
14. for the pleasure that I experience in broadening my knowledge

3.11 Agree
about subjects which appeal to me
15. because this will help me make a better choice regarding my

3.44 Strongly Agree
career orientation
16. for the pleasure that I experience when I am taken by discussions

3.11 Agree
with interesting teachers
17. for the satisfaction I feel when I am in the process of

3.11 Agree
accomplishing difficult academic activities
18. to show myself that I am an intelligent person 2.82 Agree
19. in order to have a better salary later on 3.19 Agree
20. because my studies allow me to continue to learn about many

3.35 Strongly Agree
things that interest me
21. because I believe that my high school education will improve my

3.28 Strongly Agree
competence as a worker
22. for the “high” feeling that I experience while reading about various
3.08 Agree
interesting subjects
23. because high school allows me to experience personal satisfaction

3.24 Agree
in my quest for excellence in my studies
24. because I want to show myself that I can succeed in my studies 3.51 Strongly Agree
Average 3.23 Agree
Legend: 3.25-4.00 = Strongly Agree, 2.50-3.24 = Agree

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1.75-2.49 = Disagree, 1.00-1.74 = Strongly Disagree
Academic Performance
Data in Table 4 reveal that the mean grade for learners' academic performance is 87.59, which belongs to a very
satisfactory level. The academic performance of 50 (50%) learners belongs to a very satisfactory level, 30
(30%) to outstanding level, 19 (19%) to the satisfactory level, and 1 (1%) to a fairly satisfactory level.
Meanwhile, no one falls under did not meet expectations level.
Table 4: Students’ Academic Performance
Average Grades Interpretation f %
90 and above Outstanding 30 30
85-89 Very Satisfactory 50 50
80-84 Satisfactory 19 19
75-79 Fairly Satisfactory 1 1
74 and below Did Not Meet Expectations 0 0
Total 100 100
Mean = 87.59 Very Satisfactory
Correlation Analysis on the Relationship between the Senior High School Students’ Academic Stress and
their Academic Performance
Table 5 shows the result of the correlation analysis between academic stress and students’ academic
performance.
Correlations were found insignificant between students’ academic stress and academic performance since the
computed p-value of .491 is relatively higher than the significance level of .05.
To support the findings of this study, a study conducted by Tus (2020) revealed that the students’ stress did not
create any impact on their academic performance. Thus, findings concluded that there were likely other factors
that affected their academic performance.
Therefore, the study accepted the null hypothesis which states that the academic stress has no significant
relationship with the students’ academic performance.
Table 5: Correlation Analysis on the Relationship between Senior High School Students’ Academic
Stress and their Academic Performance
Academic
Variables Academic Stress
Performance
Academic Stress Pearson Correlation 1 .070
Sig. (2-tailed) .491
N 100 100
Academic Pearson Correlation .070 1

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Performance
N 100 100
Correlation Analysis on the Relationship between the Senior High School Students’ Academic
Motivation and their Academic Performance
Table 6 presents the result of correlational analysis between academic motivation and the students’ academic
performance.
Correlations were found significant between students’ academic motivation and academic performance since
the computed p-value of .001 is relatively lower than the significance level of .05.
In contrast, the results of the study conducted by Tus (2020) revealed that there is no significant relationship
between students’ academic motivation and their academic performance. The findings concluded that they are
motivated since they seek self-fulfillment and personal growth.
Therefore, the study rejected the null hypothesis that states that the academic motivation has no significant
relationship with the students’ academic performance.
Table 6: Correlation Analysis on the Relationship between the Senior High School Students’ Academic
Motivation and their Academic Performance
Academic
Variables Academic Motivation
Performance
Academic Motivation Pearson Correlation 1 .335
N 100 100
Academic
Pearson Correlation .335 1
Performance
N 100 100
IV. SUMMARY OF FINDINGS AND RECOMMENDATIONS

Summary of Findings
The findings of the study were summarized according to the statement of the problems stated in Chapter 1.
1. How may the level of students’ academic stress be described?
The academic stress had a highest mean of 3.39 with an interpretation of “Sometimes”. On the other hand, it
had a lowest mean of 2.87 with an interpretation of “Sometimes”. Overall, in terms of academic stress the
average mean of 3.15 was computed with an interpretation of “Sometimes”.
2. How may the level of students’ academic motivation be described?
The academic motivation had a highest mean of 3.55 with an interpretation of “Strongly Agree”. On the other
hand, the lowest mean of 2.82 was recorded with an interpretation of “Agree”. All in all, an average mean of
3.23 was computed and interpreted as “Agree”.

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3. How may the level of students’ academic performance be described?
The academic performance of 50 (50%) learners belongs to a very satisfactory level, 30 (30%) to outstanding
level, 19 (19%) to the satisfactory level, and 1 (1%) to a fairly satisfactory level. Meanwhile, no one falls under
did not meet expectations level. Overall, the mean grade of 87.59 reveals that students' academic performance
is very satisfactory.
4. Is there a significant relationship between Senior High School students’ academic stress and their
academic performance?
In the test of the significant relationship between the academic stress and the academic performance, the p-
value of .491 was greater than the significant relationship of 0.05; hence, the null hypothesis was accepted. This
implies that there is no significant relationship between the Senior High School students’ academic stress and
their academic performance.
5. Is there a significant relationship between Senior High School students’ academic motivation and
their academic performance?
In the test of the significant relationship between the academic motivation and the academic performance, the
p-value of .001 was less than the significant relationship of 0.05; hence, the null hypothesis was rejected. This
implies that there is a significant relationship between the Senior High School students’ academic motivation
and their academic performance.
V. RECOMMENDATIONS
The study revealed the relationship between the Senior High School students’ Academic Stress, Academic
Motivation with their Academic Performance. Thus, the following recommendations are hereby presented;
1. Though students moderately agree that they experience academic stress, they should still maintain their
coping mechanisms such as their hobbies with the help of the school’s education and guidance program to
mitigate their stress level.
2. Students’ motivation must also be kept average because it drives them to fulfill their dreams and grow as
persons.
3. Students should maintain their very satisfactory academic performance. Thus, they should maintain not
getting affected by the academic stress and stay academically motivated to develop more and to improve their
academic performance.
4. Though students' academic performance is not affected by their academic stress, teachers should still devise
effective and efficient coping and learning strategies in teaching for them to maintain their very satisfactory
academic performance and be still academically motivated.
5. Future researchers may explore other variables that could be correlated with academic performance.
VI. CONCLUSION
Based on the indicated findings, the following conclusions were drawn;
1. Students moderately agree that they experience academic stress.
2. Students agree that they are academically motivated.
3. Students have a very satisfactory academic performance.
4. Senior High School students’ academic stress has no significant relationship with their academic
performance.
5. Senior High School students’ academic motivation has a significant relationship with their academic
performance.
6. Students sometimes felt nervous and stressed. As to their academic motivation, they strongly agree that
they want a “good life” later on.
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International Research Journal of Modernization in Engineering Technology and Science

SENIOR HIGH SCHOOL STUDENTS’ ACADEMIC STRESS, ACADEMIC

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www.irjmets.com @International Research Journal of Modernization in Engineering, Technology and Science

1. because I need at least a high-school degree in order to find a high-

2. because I experience pleasure and satisfaction while learning new

3. because I think that a high-school education will help me better

4. because I really like going to school 3.11 Agree

6. to prove to myself that I am capable of completing my high-school

7. in order to obtain a more prestigious job later on 3.26 Strongly Agree

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9. because eventually it will enable me to enter the job market in a

10. because for me, school is fun 3.03 Agree

11. for the pleasure that I experience while I am surpassing myself in

14. for the pleasure that I experience in broadening my knowledge

15. because this will help me make a better choice regarding my

16. for the pleasure that I experience when I am taken by discussions

17. for the satisfaction I feel when I am in the process of

18. to show myself that I am an intelligent person 2.82 Agree

19. in order to have a better salary later on 3.19 Agree

20. because my studies allow me to continue to learn about many

21. because I believe that my high school education will improve my

23. because high school allows me to experience personal satisfaction

Average 3.23 Agree

Legend: 3.25-4.00 = Strongly Agree, 2.50-3.24 = Agree

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Average Grades Interpretation f %

90 and above Outstanding 30 30

85-89 Very Satisfactory 50 50

75-79 Fairly Satisfactory 1 1

74 and below Did Not Meet Expectations 0 0

Total 100 100

Mean = 87.59 Very Satisfactory

Academic Stress Pearson Correlation 1 .070

Sig. (2-tailed) .491

Academic Pearson Correlation .070 1

www.irjmets.com @International Research Journal of Modernization in Engineering, Technology and Science

Sig. (2-tailed) .491

Academic Motivation Pearson Correlation 1 .335

Sig. (2-tailed) .001

Sig. (2-tailed) .001

IV. SUMMARY OF FINDINGS AND RECOMMENDATIONS

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www.irjmets.com @International Research Journal of Modernization in Engineering, Technology and Science

www.irjmets.com @International Research Journal of Modernization in Engineering, Technology and Science

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