CHAPTER I

THE PROBLEM AND RESEARCH METHODOLOGY

Introduction

The term ‘stress’ generally refers to the response of a person when he

is in a situation that forces him to act, change or adjust in order for him to be in

balance or maintain footing. The situations themselves are considered the

‘stressors’ (Scott, 2016).

Stress can affect one’s health condition. It influences one’s feelings,

thoughts, and behavior. It is important to recognize the significant relationship

between one’s body and mind; thus, there is the so-called psychosomatic

illness which starts in the mind as one is affected by the environment he is in,

and ends up in the body because of its vastly complex intertwining with the

mind. A critical recognition of these interactions is the understanding that

modern diseases are complicated by extreme emotional disturbances. The

damage caused due to the gumming up of our arteries by cholesterol, or heart

attacks, strokes, diabetes, ulcer, growth gap, pain in large of other events are

directly influenced by psychological events.

 2

Stressors are all around us. They cause people to get sick and unable

to function well. Stress results in work undone, fatigue and non-productivity. It

is an enemy of society since it minimizes the creativity, effectivity and

efficiency of people. The goal of every society is to maximize productivity

within the community. Being inevitable, stress experiences test man’s

psychological aspect as to how he would react to such. He could take these

experiences positively or negatively, considering such as a challenge or as a

threat.

A student is a social being who plays the role of a model, leader,

motivator, and inspiration. He is exposed to academic and non-academic

activities in schools that enable him to strive to become productive, competent

and efficient in order to do better at school.

The student is supposed to possess the necessary preparation,

attitude, and skills in order to have a successful student life. He must be ready

to face all challenges given by the professors, classmates, friends and family.

Furthermore, he must know how to strike a balance between bestowed

responsibilities and the usual tasks in his student life. It is necessary to

develop the right attitude even with a heavy strain added on his back.
 3

College requires significantly more efforts from students than high

school. Once you enter college, professors are more demanding, students are

more motivated, and expected to be more independent. Added college

stressors are the following: workload, difficult tests, independent nature of

learning structure, new environment away from home, living with new

acquaintances, balancing friends with schoolwork and sometimes part-time

jobs, adolescent relationships, identity crisis, peer pressure and the like. It is

common for college students to experience greater levels of stress related to

academics as a result of new demands. Higher academic standards and

expectations are even more evident in graduate school.

Oftentimes, students find that they need to develop new skills in order

to balance academic demands with a healthy lifestyle. Fortunately, University

of Bohol offers diverse resources to help the students develop these skills.

Many students find that they can reduce their level of academic stress by

improving skills such as time management, stress management, and

relaxation. It is the researchers’ objective to identify the stressors that affect

the students’ lifestyle particularly the third year students of the College of

Hospitality Management, Tourism and Nutrition, and the various mechanisms

they practice to cope up with these stressors.

4
Rationale

This study focuses on the stress experiences and stress management

among the junior students of the College of Hospitality Management Tourism

and Nutrition, University of Bohol. According to a book by Folk man and

Lazarus, stress has been defined as “A stimulus-response transaction”.

Stimuli are pressures in the environment that cause stress whereas response

to the stimuli is the corporeal to assess based on the students’ self-perception

of these manifestation.

The third year students of the College of Hospitality Management,

Tourism and Nutrition must know how to deal with stress as well as with the

different stressors they are going to encounter in this particular level of their

college years. They must have ample knowledge and the appropriate attitude

necessary to overcome, if not totally eradicate, the negative effects that these

stressors might bring about. It was the aim of the researchers to discover the

stress and stressors felt by the Junior CHMTN Students as well as the

mechanisms they use to trespass the identified stressors. Moreover, the

researchers wanted to know their experienced stress and how they manage it.

Hence, this study. The findings thereof will form the bases for proposed

intervention measures.

5
Theoretical Background

Theories of Emotion. According to the Theory of Emotion developed

by the physiologists William James and Carl Lange, when a person is

stimulated by an event, the autonomic nervous systems reacts through

physiological manifestations such as rapid heartbeat, more perspiration,

tension in muscles. After the occurrence, the brain will give its interpretation

and the outcome of the brain’s interpretation is an emotion. This is illustrated

by the chain reaction hereunder:

Snarling dog ANS arousal Conscious fear

This theory was opposed by Walter Cannon and Philip Bard. According

to their theory, when a person is stimulated, a signal is transmitted to the

thalamus. Two structures will receive the relayed signal from the thalamus: the

cortex and organs in nervous system. Fear and bodily reactions are both

experience at the same time not one after the other.

ANS arousal

Snarling dog  Subcortical brain activity

Conscious fear

6
 Following this trend, Stanley Schachter and Jerome Singer propound

that cognitive factors influence varied states of emotions. This theory is the

same as James-Lange theory of emotion but it is added with the cognitive

labelling of the arousal. When a person is stimulated by an event the physical

arousal (rapid heartbeat, tension) is accompanied by the thought (cognitive)

that he is in fear. Only then can a person experience fear emotion.

Cognitive Appraisal

Snarling dog Conscious fear

ANS appraisal

Cognitive Emotion Theory. One of the modern versions of cognitive

emotion theory is the Cognitive Appraisal by Lazarus. It is stated that there is a

two way process in assessing the threat tendency of stress to a person and

how he reacts to the stressors. Cognitive appraisal is divided into two types:

primary appraisal (involves analyzing whether an occurred event is harmful or

a challenging one) and secondary appraisal (involves dealing with stressor or

the stress it produces).

Appraisal of threat  Fear  Bodily response

7
 A student should be focused and must have a clear mind set in order to

surpass the challenges he may face. One who possesses this emotional

disturbance is prone to break down. School works may not be fully attended

with high concentration.

Related Literature

Parallel literatures are herein gleaned to amplify the contents of this

study.

According to Rita L. Atkinson of the book Introduction to Psychology, if

stress continues to occur it may fall to anxiety, anger, discouragement, and

depression. This leads anxiety as the most common reaction of stress. The

sign is lack of interest in former activities, feeling numb to the world, reliving

traumatic memories and sleep disturbance.

Stress. This has been defined as a condition or feeling experienced

when a person perceives that “demands exceed the personal and social

resources the individual is able to mobilize” (Richard S. Lazarus). In essence,

it is what the person feels when he thinks he has lost control of circumstances.

8
 Stress is a normal occurrence in the human body that man inherits in

his lifetime and considered unavoidable. When it continues and is

uncontrolled, it becomes harmful and can even cause frustration in the event

that it becomes sufficiently great and reaches a point above the stress

threshold of the individual. It is therefore extremely necessary that a person

knows how to manage his time taking into consideration a period of relaxation

and rest after a series of stressful activities. The body is designed for

activation and recovery. Distress that occurs is designed for activation and

recovery as well. So, distress occurs when one cannot recover then begins to

gather the effects of stress (Yanune, 1993).

When a person encounters stress, his pulse increase, his blood

pressure increases, and his digestion slows down, and eventually he

perspires. Patients often express multi-symptoms of stress-inclined illness

including various combinations of nervousness, neck pain, shortness of breath

and chest pain. These symptoms may reflect real disease. The emotions

connected with stress are frustration, joy, grief, fear, happiness, and

embarrassment, and are adjudged to be resources of psychological stress

(Yanune, 1993).

One of the main causes of stress is a sudden change of events.

9
Personal losses such as death of a loved one, loss of friends or divorce,

introduced critical life changes in life style such as losing a job, retirement, or

injury, may also be stress-producing. Too many changes even minor changes

in a period of time can create harmful emotional reaction (Denski, 1989:16).

Stress among students. A medical professor has seen different body

reactions like ulcer, loss of hair, nervous breakdown and even drug addiction

occurring in students (Wood, Vichel E., 1991). In most cases, students

accumulate stress from their instructor or teacher. Students are required to

understand the given lessons and are expected to have a good output. Some

fail or even drop their subject; fortunate are those students who never lost

focus on the goal without doing things that can cause harm to themselves or

others.

When being focused in studies, other students forget to give value for

themselves. Some students do part-time jobs and few engage in drugs in

order to get through heavy rest so they can attend classes. Skipping meals

and studying up late are mostly done by the students, and these lead them to

illness. Besides their own health, relationship to family and friends are

neglected.

10
 Secondhand stress. A person can have stress through interacting

with people who are already in stress. This is called the secondhand stress

(Planck Institute Research). When having a conversation with a stressed

person, the receiver will also trigger his stress response. He will then feel

tense, anxious, and uncomfortable. The effect is stronger when you have a

stronger connection of the person.

Stress responses. People’s response to stress falls to the Fight-or-

Flight response theory of Walter Bradford Cannon. It states that when a

person is in stress, the sympathetic nervous system makes the person react to

a bad situation by either facing it or escaping from it.

Stress varies upon the person’s perception whether it is a perceived

threat or a life threatening situation. As the Harvard School explains, stress

begins in the mind and senses. The hypothalamus sends message to the

Pituitary gland which makes corticotrophin and relays the message to the

adrenal cortex and produce the cortisol hormones. A kind of hormone that

helps the body returns in the state of balance.

Physical responses to stress are as follows: Sharper thoughts, Blood

pressure rises, pupils open wider which makes the sight sharper, the

11
Temporary shutdown of digestion and elimination. On the other hand,

physiological responses to stress include low energy, headaches, upset

stomach like diarrhea, constipation, insomnia, excessive sweating, chest pain

and rapid breathing (WebMD Medical).

Stressor. Quoting from the article of Spark Notes, “Stressors are

psychologically and physically demanding events or circumstances”. Studies

explain that stressors cause harmful body reactions such as heart disease

also psychological reactions like depression and anxiety. Stressors don’t

always have a bad effect; it still depends on how the person takes the

situation. A stressor can be a good effect whenever a person takes the

situation into a challenge rather than thinking it as a threat.

Frequent stressors encountered by students. Different things cause

different stress to people. What bothers the other person might not affect you.

For students, having exams, project deadlines, pressure of school combined

with work, adjusting to new environments and keeping the balance of family

and studying are stressful. More often it is unnoticed accumulation of tension

from around us which boost stress gradually. Since not all students are from

the city, another cause of stress is living away from home particularly if it’s

their first time to live away from their family.

12
 Difficulty in adjusting to a new environment is a fact inasmuch as

everything is different from what one is used to including the food, people and

the place itself. Finances are also a great source of stress. Not everybody is

blessed financially. For students, allowances for photocopying, internet

researches, school supplies needed for daily classes, and for project

requirements are a necessity rather than convenience. In addition, budget for

food and other physiological needs must be allotted, not mentioning

emergency fund.

Stress Management. Stress and stressors go along together. Stress

was known to possess bad effects to people. In order to gain balance, one

must have ample knowledge in controlling stress. Being an optimistic person is

an advantage in dealing with stress, in a way that he takes control of stress

and/or anxiety by applying certain effective techniques in preventing or

overcoming it. Keeping one’s body tension-free is the best way to combat

stress, owing to the fact that if the body is free from stress the mind gravitate

to relax. With this, concentration, decision making and solving problems can

be handily appropriated. Whenever an individual is relaxed he sees each duty

as a positive challenge and uses stress as an encouragement to transcend

and have a relaxing fulfillment thereafter.

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 Stress relievers. School is indeed stressful. Since students often

experience significant amount of stress due to the hectic activities and

responsibilities that fill a student’s life, Scott suggested 10 basic stress

relievers appropriate for students as follows:

1. Power Naps. There are lots of negative effects of sleep deprivation.

Thus, power nap is a must for students no matter how packed their

schedules are.

2. Use Visualization for Stress Relief. Visualizations can help you

calm down, relax, and turn off your body’s stress response as they

detach you from stressors.

3. Exercise. Regular exercises may be done in various ways: yoga,

walking to school, reviewing lessons with a friend while walking on a

treadmill at the gym.

4. Breathing Exercises. This is a quick way to relieve stress which can

be done anywhere.

5. PMR (Progressive Muscle Relaxation). This technique involves

tensing and relaxing all muscles until the body is completely relaxed.

6. Music. Students may choose varied music – classical for studying,

slow music for relaxing or upbeat music to keep them awake.

7. Staying Organized. Cluttered environment produces distractions

and causes stress thus decrease productivity.

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 8. Eat Right. Healthy diet is often thought of as a stress management

technique and study aid as well. On the other hand, poor diet and

poor eating habits can sap your mental energy and even lead to

diet-related mood swings, light headedness and many more.

9. Self-Hypnosis. This helps you recover suppressed memories or

allow modification of behavior by suggestion.

10. Positive Thinking and Affirmations. Optimists’ way of thinking

actually creates better circumstances.

Related Studies

A study was conducted by Harris Interactive in 2010, and it was found

out that family responsibilities are the main source of stress. Family stress is a

condition when family gets out of control of their problem. Study shows that

obese parents are the most stressed parents and teens are not bothered

when their parents are stressed.

Another study was conducted by the Pakistani Medical School to get a

view on the medical students’ prevalence of stress and to assess the students’

perception of stress and the strategies they used in coping stress. Majority of

the respondents claimed that they are stressed at one time or another. The

15
Study revealed some of the stress factors of the medical students were the

following: lack of ability to cope, increased pressure, mental tension and too

much workload. Females felt more fatigue, headaches and short-temper than

males. The senior students felt more stressed. Most common symptoms were

lack of concentration, loss of temper and low moods. However, academics and

examinations were the most powerful stressors.

Stress can influence the students’ academic performance. Various

coping mechanisms used by the students are sports, music, hanging out with

friends, sleeping or going into isolation. If required to, students prefer to talk to

a peer. They need more recreational activities on campus, revised schedule of

academics and exams, better counseling facilities and improvement in

student-teacher relationship.

As concluded, the prevalence of stress among the medical students

was high. Thus, not only was their academic performance affected but also all

facet of health. Review of academics and examination schedules, more leisure

activities, better communication with the faculty and proper guidance, advisory

services and peer counseling at the campus were found out to reduce the

stress.

Roslinda (1999), in her study on the Nursing students’ stress and

16
stressors, concluded that the causes of the stress felt by the Nursing students

were the unpreparedness of students to the rigors of the nursing course,

insufficient course orientation at the start of every school year to prepare the

students for what lay ahead, and insufficient guidance and counseling

sessions with the Nursing students. Proper guidance and counseling were

her recommendations which are necessary to help the students make the

most of their abilities, improve their learning and study habits, and withstand

the stresses of a student life.

According to Lao (2001) in her study on the stress and stressors of

health service providers and administrative personnel of hospitals in

Tagbilaran City, different physical symptoms of stress were found out to be

slightly felt by the health providers and the administrative personnel though

there was little similarity in the personal and family stressors experienced by

both groups of respondents. Both groups of respondents were not serious in

their attitude towards life events. The various effects of stress on the

performance of the respondents were slightly felt as well as the effects of

stress on their personal effectiveness. Basing on her study’s findings, she

recommended that negative thinking should be refocused to positive thoughts

like looking at the good side of life rather than the bad side; Effort should be

made to interact socially with people; Worries should be shared to someone

17
Who can be trusted; and, Program for physical activity should be planned. If

stress management failed to work at the personal level, assistance for expert

persons may be sought. Leisure activities every twice a year should be

considered to release the boredom and tensions of the employees from work.

Research gap.

The above-mentioned related studies are relevant to this current study,

as they reflect stressors and stress management. However, the researchers

believe that there is a research gap since no study has been conducted to

identify the stress experiences of the UB CHMTN Junior Students as well as

the management techniques they are applying. Hence, the researchers

considered to conduct this study.

18

THEORIES

Theories of Emotion

Cognitive Appraisal theory

 INPUT
 Profile of Respondents
 Stress Experiences
 Stress Management

PROCESS

 Statistical Treatment:
Weighted Mean, Composite Mean and Analysis of Variance
 Summary of Findings, Conclusion and Recommendation

OUTPUT

Proposed Intervention Measures

FIGURE 1

CONCEPTUAL FRAMEWORK

19
 THE PROBLEM

Statement of the Problem

The main purpose of the study was to know the level of understanding

and awareness of the junior students of the College of Hospitality

Management, Tourism and Nutrition, second semester of school year 2015-

2016, regarding stress experiences and stress management.

Specifically, it aimed to answer the following sub-questions:

1. What is the profile of the student respondents in the context of:

1.1 Age

1.2 Gender

1.3 Course

1.4 Number of units taken last semester

1.5 Residency at University of Bohol

2. on School-Related Stress Experiences

2.1 What school-related stressors are the students exposed recently?

2.2 What signs and manifestations of stress are the students

experiencing?

20
 2.3 What behaviors are the students eliciting as an effect/s of their

school related-stress?

2.4 What are the students’ perceptions on school-related stress as

affecting their study, school performance, mood and interpersonal

relationships?

3. What stress management techniques are the students applying?

4. Is there a significant degree of variance in the responses of the students

belonging to the three courses?

5. What intervention measures can be proposed on the basis of the findings?

Null Hypothesis

This study aimed either to accept or reject the following null hypothesis:

There is no significant degree of variance in the responses of the

students belonging to the three courses on:

1. School-related stress experiences

2. Students’ perception on school-related stress experiences as affecting

their study, school performance, mood and interpersonal relationship

3. Stress management techniques

21
Significance of the Study

Students are not exempted from stress caused by various

environmental factors. Quality learning lies not only on the academe but on

the students’ awareness regarding matters on stress and stressors and their

skills in utilizing identified coping mechanisms against such, as well. Likewise,

quality learning results in quality performance which contributes to higher

achievement.

The results of this study will benefit the following:

Students. The study would make the students in general cautious and

flexible in dealing with the stressors as they venture to use their techniques in

managing stress and to minimize the emergence of neurotic behavior that will

greatly affect their performance.

Teachers. The study may also be a guide for the College of Hospitality

Management, Tourism and Nutrition instructors for them to be aware of the

different stressors that afflict their students and so that they could create ways

and strategies to help and assist the students in alleviating the difficult

situations they may be facing.

22
 Student Affairs Office. The results and findings would assist the

Student Affairs Office to plan and implement an effective program which would

help the students to understand and manage identified stressors.

Stakeholders and peers. This is also a means of communicating with

parents, relatives, guardians and even peers to make them aware of their role

in eliminating stressors that are related to family and financial matters that

hamper the professional growth of the student.

The researchers. This study would enable the researchers, the

primary recipients, to identify the stress and stressors mostly manifested and

elicited by the Junior Students and give them guidance in choosing the proper

technique in managing stress.

RESEARCH METHODOLOGY

Design

Quantitative method was used in this study. It is concerned with

identifying conditions which spurt in the group chosen for study and evaluating

the respondents’ answers to questions as stated in checklist form by utilizing

appropriate statistical treatment. It also used the universal, purposive

sampling.

23
The method was considered purposive because only the third year CHMTN

students were chosen to be the respondents. Universal, because it covered

all three courses of the College of Hospitality Management, Tourism and

Nutrition.

Upon the advice of the research teacher, a letter of intent was sent to

the department Dean and Dean of Student Personnel Services asking

permission to distribute questionnaires and conduct the study to the UB

CHMTN Junior Students. With the approval of the SPS Dean, questionnaires

were then distributed to the students concerned on specified dates. Ample

time was given to the respondents to answer after which retrieval of the said

questionnaires was done by the researchers.

Environment

The University of Bohol was the venue of the study. This is only a

walking distance both from the wharf and from the Cogon Public Market. It is

bounded by the following streets: on the North, Dr. Cecilio Putong Street, on

the South, Rafael Palma Street; on the East, Carlos P. Garcia Avenue and on

the West, Remolador Street.

24
 FIGURE 2

LOCATION OF UNIVERSITY OF BOHOL

25

Respondents

The respondents of the study were the Junior Students of the College

of Hospitality Management, Tourism and Nutrition of University of Bohol. As

shown in Table I, the respondents included a total of 80 students (84.21% of

the whole population); 41 were BSHRM students, 20 BSTM students, and 19

BSND students.

TABLE I

DISTRIBUTION OF RESPONDENTS

(N=80)

QUESTIONNAIRE
RESPONDENTS

Expected Actual Percent

1. BSHRM 50 41 51.25
2. BSTOURISM 27 20 25.00
3. BSND 20 19 23.75
 TOTAL 80

26

Instrument

The researchers made use of a self-made questionnaire. Questions

were made simple and easy to understand and were provided with various

possible answers for systematic recording of responses.

There were three major parts of the questionnaire. Part I covered the

profile of the respondents, Part II dealt on the respondents’ stress experiences

while Part III on stress management.

In Part I and Part II – B respondents simply checked the corresponding

answer to the option provided for.

Part II-A and Part III were in Likert Style where the respondents

accomplished by checking the corresponding answer on the column/grid

provided for guided by the following legends:

Part II - A

SCHOOL – RELATED STRESS EXPERIENCES

 (For Question No. 1)

Symbol Description Meaning Weight

Equivalent
27
AA Always The stressor is deeply affecting that 3
Affected physical and emotional manifestations
of stress are threatening one’s life and
health that it needs serious and
immediate attention
SA Sometimes The stressor is not so persistent, 2
Affected prolonged and hurting as above and
physical and emotional manifestations
of stress are not so threatening yet it
needs appropriate attention
NA Not The stressor is felt lightly, of a short 1
Affected duration and physical and emotional
manifestations of stress are not evident
at all

(For Question No. 2)

Symbol Description Meaning Weight

Equivalent
AM Always Sign of the specific stress is so 3
Manifested obviously and often manifested
physically, mentally and even in the
habits of the individual.
SM Sometimes The stress is not often manifested by 2
Manifested the individual whether physically or
mentally.
NM Not No sign of the particular stress is 1
Manifested manifested at all.

(For Question No. 3)

Symbol Description Meaning Weight

Equivalent
AE Always The behavior is often elicited as an 3
Elicited effect of the school-related stress.
SE Sometimes The behavior is elicited but not often as 2
Elicited an effect of the school-related stress.
 NE Not Elicited The behavior is not elicited as an effect 1
of the school-related stress.
28

Part III

Stress Management

Symbo Descriptio Meaning Weight

l n Equivalent

AA Always A coping mechanism used as an 3

Applied immediate technique applied in stress
management

SA Sometimes A coping mechanism applied at certain 2

Applied times in managing stress techniques

NA Not Applied A coping mechanism which is not 1

applied as a technique in relieving
stress

Validation of the Instrument

The draft of the questionnaire was shown to the Research Instructor

and Adviser for comments and suggestions for improvement after which it was

submitted to the Research Consultant of the Graduate School, University of

Bohol.

Data Gathering Procedure

 After securing a final list of the CHMTN Junior Students from the

university registrar’s office, an official permission from the Dean of the College

of Hospitality Management, Tourism and Nutrition, and Students Personnel

29

Services were secured as well. Copies of the questionnaire forms, which

included a letter of consent, were distributed to the respondents. Retrieval of

the said forms was done on the same date which posed no problem because

the researchers personally followed them up.

Gathered data were collated in tables for easier numerical

comprehension. They were statistically treated for further analysis and

interpretation. The findings became the bases for the conclusions,

corresponding recommendations, and proposed intervention measures.

Statistical Treatment

In this analysis of data, the following formulae were used:

Percentage, P = Fx 100
N
Wherein:

P = Percentage

F = Frequency of responses

N = Number of cases
 Weighted Mean. This technique is used to measure the central

tendency where some values are given importance over others. This was

used

30

to gauge on the average value of responses to items in the questionnaire

using the formula:

WM = ∑ (FxWe)

Wherein:

WM = Weighted Mean

F = Frequency

We = Weight equivalent

∑ = Summation symbol

Composite Weighted Mean. The weight equivalent means were

computed as follows:

Composite WM = ∑ (fxw)
N

Or the sum of products of the response frequencies by their respective

weight means divided by the number of cases.

 Sometimes the level of intensity is always 100%. A lower percentage

maybe considered; thus, the arbitrary scale:

2.34 – 3.0 Always Affected / Manifested / Elicited / Applied

31

1.67 – 2.33 Sometimes Affected / Manifested / Elicited / Applied

1.00 – 1.66 Not Affected / Manifested / Elicited / Applied

Zero was excluded because any number multiplied with zero results in

zero.

The same scale was used in interpreting the composite weighted

means.

ANOVA (Analysis of Variance). This is to determine whether there is

a significant degree of difference in the responses of the students belonging to

the three courses of the College of Hospitality Management, Tourism and

Nutrition. Statistical significance is based at a 0.05 level of confidence.

DEFINITION OF TERMS

To avoid confusion and misuse of ideas, the following terms in this

research are defined herein:

Anxiety
 A general term used for having a feeling of fear, worry, nervousness

and apprehensions.

BSHRM

Bachelor of Science in Hotel and Restaurant Management.

32

BSND

Bachelor of Science in Nutrition and Dietetics.

BSTM

Bachelor of Science in Tourism Management

CHMTN

College of Hospitality Management, Tourism and Nutrition.

Distress

Negative stress, leading to sorrow or anguish .

Junior Students

Refers to the third year students of the following courses of the College

of Hospitality Management, Tourism and Nutrition: Bachelor of Science in

Hotel and Restaurant Management, Bachelor of Science in Tourism

Management, and Bachelor of Science in Nutrition and Dietetics.

Neurotic Behavior

A behavior that is often or always fearful or worried in a way that is not

healthy or reasonable.

33

Perception

A way of regarding, understanding, or interpreting something.

Proposed Intervention Measures

A plan of activity to help students establish personal development and

intercede with the different stressors they encounter in achieving their goals.

Stakeholders

Parents, relatives and/or guardians of the UB Junior CHMTN Students.

Stress

Combination of psychological, physiological and behavioral reactions

that people have in response to the events that threaten or challenge them.

Stressor

Any adjustive demand that requires coping behavior on the part of an

individual.

Stress Management

Refers to the techniques used in aiming and controlling the level of

stress.

34

Teachers

Those who are teaching major and minor subjects in the College of

Hospitality Management, Tourism and Nutrition.

A system of p

Transactional Analysis psychotherapy involving analysis of individual

episodes of social interaction for insight that will aid communication.

 35

CHAPTER II

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of

data based upon the results of the questionnaire that were distributed to the

respondents.

The gathered data are herein presented, analyzed and interpreted in

the light of the various aspects of the problem.

Distribution of Respondents

Official listing of the CHMTN Junior Students showed that 50 BSHRM

students, 27 BSTM students, and 18 Nutrition and Dietetics students were

enrolled in the second semester of the academic year 2015-2016 in the

College of Hospitality Management Tourism and Nutrition of the University of

Bohol. However, only 41 Bachelor of Science in Hotel and Restaurant

Management (BSHRM) students, 20 Bachelor of Science in Tourism

Management (BSTM) students, and 19 Bachelor of Science in Nutrition and

Dietetics (BSND) students were able to participate in the survey. The

36

remaining students were absent at the time the questionnaire forms were

distributed.

Profile of the Respondents

Table II pictures the profile of the respondents as to their age, gender,

course, number of units taken, and residency in University of Bohol.

TABLE II

PROFILE OF RESPONDENTS

(N = 80)

ITEMS F % Rank
A. AGE
Below 18 2 2.50 5
18 – 19 21 26.25 2
20 – 21 42 52.50 1
22 – 23 10 12.50 3
Above 23 5 6.25 4
B. GENDER
Male 15 18.75 2
Female 65 81.25 1
C. COURSE
BSHRM 41 51.25 1
BSTM 20 25.00 2
BSND 19 23.75 3
37
 D. NUMBER OF UNITS TAKEN LAST SEMESTER
6 3 3.75 5
9 4 5.00 4
10 – 15 18 22.50 3
16 – 20 29 36.25 1
21 – 25 20 25.00 2
26 – 30 2 2.50 6
E. RESIDENCY IN UNIVERSITY OF BOHOL
1–3 1 1.25 4
4–6 20 25.00 2
7 – 10 50 62.50 1
11 – 12 19 23.75 3

Hereunder are graphs of the respondents’ profile for a clearer and

speedy glance.

ABOVE 23 YRS OLD BELOW 18 YRS OLD

6% 3%
22-23 YRS OLD
13%

18-19 YRS OLD

26%

20-21 YRS OLD

53%

GRAPH I – A
AGE
38

As viewed from the graph above, 52.50 percent of the UB CHMTN

Junior Students are from 20-21 years old which ranked the highest; 26.25

percent belong to the bracket of 18-19 years old, 2 nd; 12.50 percent are 22-23
years old ranked 3rd, and above 23 years old with a percentage of 6.25 ranked

4th, and the youngest group, below 18 years old with 2.5 percent last ranked.

MALE
19%

FEMALE
81%

GRAPH I – B

GENDER

Among the respondents, 81.25 percent or 65 out of 80 respondents are

female and only 18.75 percent or 15 out of 80 respondents are male.

39
 BSND
24%

BSHRM
51%

BSTM
25%

GRAPH I – C

COURSE

As ranked, Bachelor of Science in Hospitality Management Tourism and

Nutrition with 51.25 percent, ranked the highest while Bachelor of Science in

Tourism Management ranked 2nd or 25 percent. On the other hand Bachelor

of Science in Nutrition and Dietetics ranked 3 rd with a percentage of 23.75

percent.

40
 26 -30 UNITS 6 UNITS
3% 4% 9 UNITS
5%

21 - 25 UNITS
26% 10 -15 UNITS
24%

16 -20 UNITS
38%

GRAPH I – D

NUMBER OF UNITS TAKEN LAST SEMESTER

As shown in Graph I-D, 16 – 20 units taken by the students are the

highest rank with a percentage of 36.25; followed by 21 – 25 units, 2 nd rank;

10 – 15 units, ranked 3rd; 9 units, 4th rank; 6 units, 5th; and the lowest rank is 26

– 30 units with 2.5 percentage which ranked 6 th.

41
 11 -12 SEM 1 -31%
SEM
11%

4 -6 SEM
25%

7 - 10 SEM
63%

GRAPH I - E

RESIDENCY IN UNIVERSITY OF BOHOL

As ranked, the researchers’ findings were: UB CHMTN Junior Students

with 7 -10 semesters residency, fifty (62.50 percent) ranked first; followed by

4-6 semesters, twenty (25.00 percent) ranked second; 11-12 semesters, nine

(11.25 percent) ranked third; and 1 – 3 semesters, one (1.25 percent) ranked

fourth.

School – Related Stress Experiences

Table III – A reveals school – related stress experiences which include

the stressors (Table III-A1), their signs and/or manifestations (Table III-A2) and

42
 the students’ behaviors elicited as effects of these stressors (Table III-A3). On

other hand, Table III – B shows the students’ perception on school – related

stressors as affecting their studies, school performance, mood, and

relationship to family, friends, and community.

TABLE III – A

INTENSITY OF SCHOOL – RELATED STRESS EXPERIENCES

N = (80)

Table III-A1

1. What school-related

stressors do you think are

affecting you recently? 3 2 1 F % WM Interpretation Rank

Subject 40 35 3 78 97.5 2.47 Always Affected 3

Classmate 5 60 13 78 97.5 1.90 Sometimes 6
Schoolmate 2 44 32 78 97.5 1.62 Always Affected 7
Instructor/Teacher 41 34 4 79 98.75 2.47 Always Affected 3
Project/ Assignment 47 28 2 77 96.25 2.58 Always Affected 1
Campus atmosphere 15 47 16 78 97.5 1.99 Sometimes 4
Tuition Fee 48 21 9 78 97.5 2.50 Always Affected 2
Classroom 8 55 15 78 97.5 1.91 Sometimes 5
Facilities 12 52 13 77 96.25 1.99 Sometimes 4

Composite Mean 2.16 Sometimes Affected

43

The results of the survey were as follows: PROJECT AND

ASSIGNMENT, 2.58 or Always Affected; TUITION FEE, 2.50 or Always

Affected; SUBJECT and INSTRUCTOR/TEACHER, 2.47 or Always

Affected; CAMPUS ATMOSPHERE, 1.99 or Sometimes Affected;

CLASSROOM, 1.91 or Sometimes Affected; CLASSMATE, 1.90 or

Sometimes Affected; SCHOOLMATE, 1.62 or Not Affected. Furthermore,

table shows the composite mean of 2.16 or Sometimes Affected.

Table III-A2

2. Which of the following signs

and manifestations of stress 3 2 1 F % WM Interpretation Rank
are you experiencing?
Insomnia 23 32 16 71 88.75 2.10 Sometimes 5
Manifested
Headache 18 48 10 76 95 2.11 Sometimes 4
Manifested
Eating more or less 28 33 11 72 90 2.24 Sometimes 2
Manifested
Anxiety 12 44 14 70 87.5 1.97 Sometimes 7
Manifested
Moody swings 19 44 8 71 88.75 2.15 Sometimes 3
Manifested
Upset stomach 14 32 23 69 86.25 1.87 Sometimes 8
Manifested
Poor judgment 13 43 14 70 87.5 1.99 Sometimes 6
Manifested
Lack of concentration 29 40 4 73 91.25 2.34 Always 1
Manifested
Lack of motivation 30 37 6 73 91.25 2.34 Always 1
Manifested
44

Constant worrying 30 33 7 70 87.5 2.33 Always 1

Manifested
Composite Mean 2.14 Sometimes
Manifested

These stress manifestations were identified and rated by the UB

CHMTN Junior Students as follows: LACK OF CONCENTRATION and LACK

OF MOTIVATION, 2.34 or Always Manifested; CONSTANT WORRYING,

2.33 or Always Manifested; EATING MORE OR LESS , 2.24 or Sometimes

Manifested; MOOD SWINGS 2.15 or Sometimes Manifested; Headache,

2.11 or Sometimes Manifested; INSOMIA 2.10 or Sometimes Manifested;

POOR JUDGEMENT 1.99 or Sometimes Manifested; ANXIETY, 1.97 or

Sometimes Manifested; UPSET STOMACH, 1.87 or Sometimes

Manifested. The composite mean turned out to be 2.14 which is interpreted

as Sometimes Manifested.

Table III-A3

3. Which of the following

behaviors are you
eliciting as an effect/s of 3 2 1 F % WM Interpretation Rank
your school-related
stress?
Prone to anger 22 41 5 68 85 2.25 Sometimes 2
Elicited
Excessive eating 17 36 15 68 85 2.03 Sometimes 5
Elicited
Less efficient 13 40 15 68 85 1.97 Sometimes 7
Elicited
45

Poor performance in 10 49 13 72 90 1.96 Sometimes 8

school Elicited
Poor health 8 34 23 65 81.25 1.77 Sometimes 9
Elicited
Tardiness in class 16 47 11 74 92.5 2.15 Sometimes 3
Elicited
Class Absenteeism 14 38 16 68 85 1.97 Sometimes 7
Elicited
Depression 14 41 14 69 86.25 2.00 Sometimes 6
Elicited
Lack of sleep 34 36 4 74 92.5 2.41 Always 1
Elicited
Memory gap 16 43 9 68 85 2.10 Sometimes 4
Elicited
Composite Mean 2.06 Sometimes Elicited

The table on behavioral effects of stress were rated by the Junior

Students as: LACK OF SLEEP, 2.41 or Always Elicited; PRONE TO ANGER,

2.25 or Sometimes Elicited; TARDINESS IN CLASS, 2.15 or Sometimes

Elicited; MEMORY GAP, 2.10 or Sometimes Elicited; EXCESSIVE EATING,

2.03 or Sometimes Elicited; DEPRESSION, 2.00 or Sometimes Elicited;

CLASS ABSENTEEISM, 1.97 or Sometimes Elicited; POOR

PERFORMANCE IN SCHOOL, 1.96 or Sometimes Elicited; POOR HEALTH,

1.77 or Sometimes Elicited. The overall composite mean is 2.06 or

Sometimes Elicited.

46

TABLE III – B

STUDENTS’ PERCEPTION ON SCHOOL – RELATED STRESS AS

AFFECTING THEIR STUDIES, SCHOOL PERFORMANCE, MOOD AND

RELATIONSHIP TO FAMILY, FRIENDS AND COMMUNITY

YES SOMETIMES NO F % WM Interpretation Rank

 1. Do you feel school-related
stress affect your study? 37 38 4 79 98.75 2.42 Always 1
Affected

2. Does the school-related

stress affect your school 36 37 6 79 98.75 2.38 Always 2
performance? Affected
2. 3. Does the school-related
stress affect your mood? 33 43 3 79 98.75 2.38 Always 2
Affected
3. 4 .Does the school-related
stress affect your relationship
to your family? 12 42 25 79 98.75 1.63 Not Affected 5
4. 5. Does the school-related
stress affect your relationship 11 52 16 79 98.75 1.94 Sometimes 3
to your friends?
5. 6. Does the school-related
stress affect your relationship
to your community? 14 43 22 79 98.75 1.90 Sometimes 4

Composite 2.11 Sometimes Affected

Mean

The following perceptions were identified regarding school-related

47

stress: stress affect the students’ study, 2.42 or Always Affected; Stress

affecting school performance and stress affecting the Mood, 2.38 or Always

Affected; Stress affecting relationship to friends, 1.94 or Sometimes

Affected; Stress affecting the relationship to the community, 1.90 or

Sometimes Affected; Stress affecting relationship to the family, 1.63 or Not

Affected. A composite mean or 2.11, Sometimes Affected, was obtained.

Stress Management
 Some stress management techniques are listed in Table IV and the

data on how often the students apply them to overcome, if not eradicate

stress.

TABLE IV

STUDENT’ STRESS MANAGEMENT

1. What stress management 3 2 1 F % WM Interpretation Rank

techniques are you applying?
Watch comedy videos/movies 44 26 4 74 92.5 2.54 Always Applied 3

Listening to music 46 26 3 75 93.75 2.57 Always Applied 2

Playing a musical instrument 18 21 28 67 83.75 1.85 Sometimes 8

Applied

48

Call or talk to a friend 36 30 5 71 88.75 2.44 Always Applied 4

Reward yourself by planning 22 32 15 69 86.25 2.10 Sometimes 5

leisure activities Applied
Write in your journal or compose 10 15 43 68 85 1.51 Not Applied 10
poem

Go for a walk and spend time in 19 34 18 71 88.75 2.01 Sometimes 6

nature Applied

Play with a pet 20 24 26 70 87.5 1.91 Sometimes 7

Applied

Go to a party 13 17 38 68 85 1.63 Not Applied 9

Take a rest 57 7 6 70 87.5 2.73 Always Applied 1

Composite 2.13 Sometimes Applied
Mean

The stress management techniques applied by the CHMTN Junior

Students were rated as follows: TAKE A REST, 2.73 or Always Applied;

LISTENING TO MUSIC, 2.57 or Always Applied; WATCHING VIDEOS AND

MOVIES, 2.54 or Always Applied; CALLING OR TALKING TO A FRIEND,

2.44 or Always Applied; PLANNING LEISURE ACTIVITIES, 2.10 or

Sometimes Applied; SPEND TIME WITH NATURE, 2.01 or Sometimes

Applied; PLAY WITH A PET, 1.91 or Sometimes Applied; MUSICAL

INSTRUMENT, 1.85 or Sometimes Applied; GO TO A PARTY, 1.63 or

Sometimes Applied; WRITING JOURNALS OR POEMS, 1.51 or Not

Applied and the composite mean, 2.13 or Sometimes Applied.

49

Statistical Treatment

Analysis of Variance (ANOVA). To answer the null hypothesis on the

significance of variance, ANOVA was used. Table V-A, Table V-B, Table V-C,

Table V-D, and Table V-E are the tables of the analysis of variance for School-

related Stressors, Signs and Manifestations of Stress, Behaviors Elicited as

Effects of School-related Stress, Students’ Perception on School-related

stress as affecting their study, school performance, mood and interpersonal

relationships, and Students’ Stress Management respectively.

 TABLE V-A

ANALYSIS OF VARIANCE ON SCHOOL-RELATED STRESSORS

SOURCE D SS MS F RESULT F REMARKS

CRITICAL
F
VALUE
FACTOR 2 0.12 0.06 0.42 < 3.4028 INSIGNIFICANT

0 0
ERROR 24 3.43 0.14

4 3
TOTAL 26 3.55

The table above which refers to School-related Stressors, established

an insignificant degree of variance in the responses of the three groups of

50

respondents as indicated by the resultant factor of 0.42 which was below the

critical F value of 3.4028 at 0.05 level of significance which led to the rejection

of the hull hypothesis.

TABLE V-B

ANALYSIS OF VARIANCE ON SIGNS AND MANIFESTATIONS OF STRESS

SOURCE DF SS MS F RESULT F REMARKS
CRITICAL

VALUE
FACTOR 2 0.0536 0.0268 0.80 < 3.3541 INSIGNIFICANT
ERROR 27 0.9008 0.0334
TOTAL 29 0.9544

On Signs and Manifestations of stress, result showed that there was no

significant degree of variance in the responses of the three respondent

groups. It produced a variance factor of 0.80 which was lower than the F

value of 3.3541 at 0.05 level of significance, hence insignificant. The null

hypothesis was also rejected.

51

TABLE V-C

ANALYSIS OF VARIANCE ON BEHAVIORS ELICITED AS EFFECTS

OF SCHOOL-RELATED STRESS

SOURCE DF SS MS F RESULT F REMARKS

CRITICAL

VALUE
FACTOR 2 0.256 0.128 3.67 > 3.3541 SIGNIFICANT

8 4
ERROR 27 0.944 0.035

5 0
 TOTAL 29 1.201

It was established that there was a significant degree of variance in the

responses of the three respondent groups in the area of Behaviors Elicited as

Effects of School-related stress as indicated by the resultant factor of 3.67

which was far above the critical F value of 3.3541 at 0.05 level of significance,

Here, the null hypothesis was accepted.

52

TABLE V-D

ANALYSIS OF VARIANCE ON STUDENTS’ PERCEPTION ON

SCHOOL-RELATED STRESS AS AFFECTING THEIR STUDY, SCHOOL

PERFORMANCE, MOOD AND INTERPERSONAL RELATIONSHIPS

SOURC DF SS MS F RESULT F REMARKS

E CRITICAL

VALUE
FACTOR 2 0.363 0.182 1.55 < 3.6823 INSIGNIFICANT
ERROR 15 1.757 0.117
 TOTAL 17 2.120

As shown in Table V-D, the variance factor of the responses of the

three groups of respondents produced a value of 1.55 lower than the critical F

value 3.6823 at 0.05 level of significance. The null hypothesis was then

rejected.

53

TABLE V-E

ANALYSIS OF VARIANCE ON STUDENTS’ STRESS MANAGMENT

SOURCE DF SS MS F RESULT F REMARKS

CRITICAL

VALUE
FACTOR 2 0.039 0.020 0.09 < 3.3541 INSIGNIFICANT
ERROR 27 6.122 0.227
TOTAL 29 6.161
 Analysis of variance on Students’ Stress Management resulted to a

value of 0.09, lower than the critical F value of 3.3541 at 0.05 level of

significance, hence insignificant which lead to the rejection of the null

hypothesis.

54

CHAPTER III

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains summary of the problem, research design and

findings together with the conclusions and recommendations drawn. At the

end, intervention measures shall be proposed.

SUMMARY

The Problem and Research Design

Statement of the problem

The main purpose of the study was to know the level of

understanding and awareness of the junior students of the College of

Hospitality Management, Tourism and Nutrition, second semester of school

year 2015-2016, regarding stress experiences and stress management

The specific questions to be answered were: 1.) What is the profile of

the student respondents in the context of age, gender, course, number of units

taken last semester, and residency in University of Bohol?; 2) What school-

55

related stressors are the students exposed recently, the signs and

manifestations experienced, and behaviors elicited as effects of the

stressors?; 3) What is the students’ perception on school-related stress?; and

4) What stress management techniques are the students applying?

Null Hypothesis

This study aimed either to accept, or reject the following null

hypothesis: There is no significant degree of variance in the responses of the

students belonging to the three courses on school-related stress experiences

and stress management techniques.

Research design

Quantitative method was used with the aid of a questionnaire that

served as the data gathering tool. It covered the 3 courses of the College of

Hospitality Management, Tourism and Nutrition namely Bachelor of Science in

Hotel and Restaurant Management (BSHRM), Bachelor of Science in Tourism

Management (BSTM), and Bachelor of Science in Nutrition and Dietetics

(BSND).

56

The University of Bohol was the venue of the study, a walking distance

both from the wharf and from the Cogon Public Market. Its location is

bounded by Dr. Cecilio Putong Street on the North; Rafael Palma Street,

South; Carlos P. Garcia Avenue, East; and, Remolador Street, West.

The respondents of the study were the Junior Students of the College

of Hospitality Management, Tourism and Nutrition of the University of Bohol

which included a total of 80 students (84.21%); 41 BSHRM students, 20 BSTM

students, and 19 BSND students.

 A self-made questionnaire was formulated consisting of three major

parts namely: Part I, Profile of Respondents; Part II-A and Part II-B, School-

Related Stress Experiences and Students’ Perception on School-Related

Stress as Affecting their Studies, School Performance, Mood and Relationship

to family, friends and community respectively; and lastly, Part III, Stress

Management.

With the permission from the authorities concerned, the questionnaires

were distributed, gathered, collated, subjected to statistical treatment,

analyzed, and interpreted. The findings became the bases for the conclusions

and the corresponding recommendations including the proposed intervention

measures.

57

SUMMARY OF THE FINDINGS

Respondents’ Profile

The profile of the UB CHMTN Junior Students was probed as regards

to age, gender, course, units taken and residency.

It was found out that majority of the respondents were between 20 – 21

years old, followed by 18 – 19 years old, then 22 – 23 and above 23. The
youngest groups, below 18 years old were the least in number. 81 percent of

the respondents were female and the remaining 19 percent were male.

Most of the respondents were BSHRM students, 41 respondents (51.25

percent), first rank, followed by BSTM students, 20 respondents (25.00

percent) second rank, and last in rank were BSND students, 19 respondents

(23.75 percent).

The following is the ranking of the respondents profile as regards to

number of units taken last semester 2015 – 2016: 16 – 20 units, rank 1; 21 –

25 units, rank 2; 10 -15 units, rank 3; 9 units, rank 4; 6 units, rank 5; and, 26 –

30 units rank 6.

58

Hereupon is the arrangement of the residency at University of Bohol as

from the result, arranged from highest to lowest: first in rank was 7 – 10

semesters; 2nd, 4 - 6 semesters; 3rd, 11 – 12 semesters; 4th, 1 – 3 semesters.

School-Related Stress Experiences

On the classification of stressors, the stress PROJECTS AND

ASSIGNMENTS clinched the highest rank of 2.58 mean. This was followed by

TUITION FEE of 2.50 mean, 2nd rank; SUBJECT AND

INSTRUCTOR/TEACHER with the same mean of 2.47, rank 3 rd; CAMPUS

ATMOSPHERE AND FACILITIES with the mean of 1.99, rank 4;

CLASSROOM 1.91 mean, rank 5; CLASSMATE 1.90 mean, rank 6; and the

lowest is the stressor SCHOOLMATE with 1.62 mean, rank 7.

The items under the signs and manifestations of stress were given a

composite mean weight of 2.16 or interpreted as Sometimes Affected. This

means that there is no significant variance in the response of the signs and

manifestations of stress.

Effects of stress. As seen on the table, LACK OF SLEEP was rated the

highest weighted mean of 2.41 while POOR HEALTH was the lowest with a

mean of 1.77.

59

Among the school-related stresses, STRESS AS ATTRIBUTED BY

YOUR STUDY rendered the highest percentage of 2.42 or interpreted as

Always Affected while stress affecting SCHOOL PERFORMANCE and stress

affecting the MOOD were on the same spot having the same percentage of

2.38 or interpreted as Always Affected.

Stress Management
 On the classified techniques used in stress management, TAKING A

REST with the mean of 2.73 was rated highest while WRITING JOURNAL OR

COMPOSING POEM, lowest having a mean of 1.51. Overall composite

result was 2.13 described as Sometimes Applied.

CONCLUSIONS

After careful analysis and evaluation of the results of the data, the

following conclusions were drawn:

1. The respondents profile gave the following result: Most of the

respondents were between ages 20 – 21 years old which garnered 52.50

percent of the total respondents, the highest age bracket. For gender, female

60

respondents (81.25 percent) exceeded that of the male respondents (18.75

percent). On the other hand, among the three courses of the CHMTN,

BSHRM ranked highest with 51.25 percent. The highest percentage obtained

on the number of units taken was 36.25 or 16 – 20 units while those with 26 –

30 units emerged as the lowest or 2.5 percent. Respondents having 7 – 10

semesters residency (62.50 percent) ranked highest while those with

residency of 1 – 3 semesters, lowest (1.25 percent).

 2. On school-related stressors, Project and Assignment ranked highest

with a mean of 2.5 as contrasted with Schoolmate, the lowest having a

weighted mean of 1.62. The composite mean was 2.16 interpreted as

Sometimes Affected.

3. Lack of Concentration and Lack of Motivation showed the highest

weighted mean of 2.34 among the Sings and Manifestation while Upset

Stomach, the lowest having a weighted mean of 1.87. Overall, a composite

mean of 2.14 was obtained or Sometimes Manifested.

4. Regarding Elicited Behaviors, Lack of Sleep clinched the highest

(2.41 weighted mean) and Poor Health lowest (1.77 weighted mean). The

composite mean resulted to 2.06, Sometimes Elicited.

61

5. The Students’ Perception on School-related Stress as Affecting their

Studies, School performance, Mood and Relationship to family, friends and

community yielded the highest on Attributes to Studies or 2.42 weighted mean

and Relationship to Family, lowest with a weighted mean of 1.63. Composite

Mean in this area manifested a Sometimes Affected result with a value of 2.11.

6. Among the Stress Management Techniques listed, Resting topped

with a weighted mean of 2.73 while Writing Journals and Poem came out the
lowest having a weighted mean of 1.51. However, the composite mean gave

a 2.13 value interpreted as Sometime Applied.

7. It was also found out that only the responses of the three groups of

respondents on Effects of School-related stress resulted to a variance factor

greater than the critical value, thus significant. The three groups’ responses

on the other areas of the study showed an insignificant variance having a

factor lower than the critical value.

RECOMMENDATIONS

Anchored on the preceding findings and conclusions, recommendations

are hereby afforded as follows:

62

1. Students should do their projects and assignments way ahead of

deadlines or avoid cramming so as not to freak out, spend sleepless nights or

skip meals in compliance to assigned tasks.

2. The Student Affairs Office is encouraged to administer symposiums,

workshops or structured learning activity (SLE) on stress/time management

both to students and teachers for awareness on this matter and for

preparation and empowerment in taking actions for the prevention or solution

of school-related stressors.

3. Since students are easy targets of distractions, it is recommended

that they acquire sufficient knowledge on time management to balance extra-

curricular or co-curricular activities with academics. This could be done by

participating in programs particularly conducted by the SAO/SPS, student

governments or organizations whether within the department or the university

as a whole.

4. Before the start of regular classes and after orientation, subject

teachers should create a friendly and enjoyable atmosphere encompassing

motivational inputs regarding the student life.

63

5. The school or community is recommended to hold stress-free

activities solely for the youth, for them to get involved providing alternative

ways to keep themselves in balance.

6. A series of counseling sessions should be provided to students in

groups or individually by the guidance staff or adviser to help them assess or

evaluate their learning difficulties as a result of stress thus maintaining good, if

not excellent, school performance.

 7. An open communication with the students’ parents or guardians is

highly recommended by the teacher in charge or department Dean for update

of their respective student’s school performance and other personal struggles

especially in connection with stress.

8. There are varied ways of relieving stress as suggested in the

related literature. It is recommended that the students know these relievers in

addition to the above recommendations. Resting is the best way of fighting

stress. Through this, it can make the students recover from the feeling of

stress. Since it’s a good technique applied by the students, we recommend

them to keep the technique they are applying. In addition, they should

practice good sleeping habits and do exercise regularly.

64

9. A copy of the study will be given to the CHMTN Dean, SPS Dean

and teachers for information dissemination.

10. Further study regarding stress among UB employees particularly

the teachers is highly recommended to support this research.

 65

PROPOSED INTERVENTION MEASURES

Title:

Self-Awareness and Stress Management: An intervention Program for

the Junior Students of University of Bohol College of Hospitality Management

Tourism and Nutrition.

Rationale
 The findings of this study propelled the researcher to take action in

implementing the proposed intervention towards helping the junior college

students of CHMTN handle the psychological and physical threats brought

about by stress.

Objective

This proposed intervention measures hope to unfold the students’

ability to manage their stress and time as a product of willful choice that fits

one’s personality image.

66

Mechanism and Schedule of Implementation

A copy of the proposed intervention measures will be presented to the

Students Personnel Services and to the Dean of the College of Hospitality

Management, Tourism, and Nutrition for perusal, modification, planning and

approval for implementation. The strategies in the proposed intervention

measures are merely suggestive. Option to omit or add some points is

encouraged suiting the different needs of the students. This will be

implemented at the ensuing academic year.

Evaluative Measure

After the implementation of the training program, there should be a

critique. People concerned need to meet the subjects regularly for counseling

to evaluate progress. There would be a post evaluation of the program prior to

the entry plan.

Implication to Intervention

People nowadays live in a harried world. Many successful occurrences

affecting each one frequently follow one after the other in a quick succession.

67

Mostly, tensions and pressures stem from the individual system. This is very

true with the students taking the stressful course in class.

For this reason, appropriate information dissemination of guidance

service should be given and they should be provided counseling to help them

think critically in fighting the stress and anxieties of working as a student. To

aid them in correcting their learning styles and unfold them towards maturity,

they should be guided in personal choices and decisions.

 The findings of this research stressed the need for student counselings

so that they can go through the kinks of their chosen courses.