RESEARCH Chapter 1 To 4 1

THE CORRELATION BETWEEN ACADEMIC STRESS AND
COPING TECHNIQUES OF THE GRADE 11 AND 12
SENIOR HIGH SCHOOL STEM STUDENTS
A Quantitative Research
Presented to the Senior High School Department
of Holy Child College of Davao- Mintal Campus
In Partial Fulfillment of the Requirements
In Practical Research 2
Cabali, Johann Louise T.
Mendoza, Chloie Dave M.
(October, 2019)
HOLY CHILD COLLEGE OF DAVAO
Opus Deo Dignum
Senior High School Department
Green Meadows, Mintal Davao City
APPROVAL SHEET
This thesis entitled THE INTERDEPENDENCE OF ACADEMIC
STRESS AND COPING TECHNIQUES OF THE GRADE 11 AND
12 SENIOR HIGH SCHOOL STEM STUDENTS prepared and
submitted by MENDOZA, CHLOIE DAVE M. and CABALI,
JOHANN LOUISE T., in partial fulfillment of the requirements
in inquiry, investigation and Immersion has been examined for
approval and acceptance.
DEMIE FHEEN M. EJARA, LPT

Research Coordinator
Approved by:
ANILYN R. OLORVIDA
Acting Principal
ACKNOWLEDGEMENT
First of all, we researchers acclaim to our God Almighty, for the
strength, joy, and opportunity to complete this study. This thesis was
made possible with the help of several people, who imparted their
idea, knowledge, wisdom, and experiences for the success of this
study.
Our research adviser, Ms. Demie Fheen M. Ejara, for her effort
to teach, support, imparts knowledge and guiding us just to make this
study possible. To the respondents who shared and actively cooperate
to answer the survey questionnaire, thank you very much.
We are grateful for the support and participation of the faculty
members and colleagues in school especially our SHS focal person
Mrs. Sheila Mae D. Corpus and to our Acting Principal Mrs. Anilyn
R. Olorvida for allowing us in conducting our study. To Ms. Demie
Fheen M. Ejara, also our loving adviser, thank you for the emotional
support, moral support, and unending love, we wouldn’t be here in
where we are without your motivating messages for us. You will
always leave a mark to our hearts.
Lastly, to our Parents, Siblings and Classmates, words aren’t
enough to explain how grateful, blessed and lucky we are to have you
in our lives for always motivating us to surpass our hard time. Thank
you very much.

ABSTRACT
TABLE OF CONTENTS
Page
DECLARATION OF ORIGINALITY i
TITLE PAGE ii
APPROVAL SHEET iii
ACKNOWLEDGEMENT iv
ABSTRACT v
TABLE OF CONTENTS vi
CHAPTER
I INTRODUCTION
Rationale
Research Objectives
Hypotheses of the Study
Review of Related Literature
Theoretical Framework
Conceptual Framework
Significance of the Study
Operational Definition of Terms

II METHOD
Research Design
Research Locale
Research Respondents
Research Instruments
Likert Scale
Data Gathering Procedure
Statistical Tools
III RESULTS
Independent Overall Indicator Mean and Interpretation
Increased Class Workloads
Lower Grades
Procrastination
Examination
Frustration due to misunderstanding lectures
Academic Stress Indicators Summary Table
Dependent Overall Indicator Mean and Interpretation
Meditation
Body Scanning
Deep Breathing
Guided Imagery
Self-Massage
Stress Management Indicators Summary Table
Independent & Dependent Variables Summary Table
Significant Relationship between student’s Academic
Stress and Stress Management
Percentage of the Impact of Academic Stress on the Stress
Management techniques of Grade 11 and 12 STEM
students
Demographics
Section
Gender
Age
IV CONCLUSION AND RECOMMENDATIONS
Summary
Discussion
Conclusion
Recommendations
REFERENCES
APPENDICES
Letter of Permission
Letter to the Adviser
Letter to the Editor

Letter to the Statistician
Questionnaire
a. Academic Stress
b. Stress Management
Table of Tally Results
Kerith
Orontes
Euphrates
Nephtoah
Statistical Results
Correlation
CURRICULUM VITAE
LIST OF TABLES
Tables
1. Distribution of Respondents
2. Likert Scale (Academic Stress)
3. Likert Scale (Stress Management)
4. Independent Overall Indicator Mean and Interpretation
4.1 Increased Class Workloads
4.2 Lower Grades

4.3 Procrastination
4.4 Examination
4.5 Frustration due to misunderstanding lectures
5. Academic Stress Indicators Summary Table
6. Dependent Overall Indicator Mean and Interpretation
6.1 Meditation
6.2 Body Scanning
6.3 Deep Breathing
6.4 Guided Imagery
6.5 Self-Massage
7. Stress Management Indicators Summary Table

8. Dependent & Independent Variables Summary Table
9. Significant Relationship between student’s Academic Stress

and Stress Management
LIST OF FIGURES
1.0 Conceptual Framework showing the Variation of the study
2.0 Percentage of the Impact of Academic Stress on the Stress

Management techniques of Grade 11 and 12 STEM students in
Holy Child College of Davao-Mintal Campus
HOLY CHILD COLLEGE OF DAVAO
Opus Deo Dignum
Senior High School Department
Green Meadows, Mintal Davao City
DECLARATION OF ORIGINALITY
We, JOHANN LOUISE T. CABALI and CHLOIE DAVE M.
MENDOZA, hereby declare that this study is original to the best
of our knowledge. We further declare that we undertake this
activity.
CABALI, JOHANN LOUISE T.
Researcher
MENDOZA, CHLOIE DAVE M.
Researcher
CHAPTER I
INTRODUCTION
This chapter discusses the problem and its setting utilized in
the study. Presented in this chapter is the introduction which
includes the rationale, background of the study, statement of the
problem, significance of the study, and hypotheses of the study. The
theories this research is anchored to are also stated.
Hans Selye, one of the founding fathers of studies in stress,
defines stress as the uncertain reaction of body to any demand made
upon it. Stress may result from a certain event, e.g. failing an exam,
but may depend from how people respond to it. Stress is a crucial and
likely response of daily living, indispensable since without pressure,
people would be indolent because it is related to any external incident,
be it satisfying or worry-producing. Stress, in a medical or biological
context stress is a physical, mental, or emotional factor that causes
bodily or mental tension. Stresses can be external (from the
environment, psychological, or social situations) or internal (illness, or
from a medical procedure). Stress can initiate the "fight or flight"
response, a complex reaction of neurologic and endocrinologic
systems (Shiel Jr., W.). In addition, challenging stimulus can bring
productive outcome. For instance, enhanced task performance and
increased motivation. In other way, threatening ones can lead to social
discomfort, depression, anxiety, and even develop suicidal intention.
Rapid development of information and improvement of scientific era

increases competitiveness among students. As a result, people become
busier and eventually, stressed and exhausted. Even though right
level of stress is a stage for self-growth, work is a stimulus to grow
actively and rapidly. It does not only affect one’s feelings and
perception but the behavior as well. Nevertheless, overstress
generates soreness and problems, and people get affected.
Particularly, students develop stress when they come into an entirely
new globe of practiced education (Rais and Sayed, 2015).
Students are expected to be the stress sufferer in sophisticated
learning culture where demand placed on teachers is based on time
limit and pressure to stand out in test and exam. This places interest
in conducting studies to identify the particular sources of academic
stress that learners face due to different variables and reasons. With
such facts, educators can pay further attention to the sources of
academic stress and use counseling processes to help learners
improve their bodies and minds (Bakhsh and Sayed, 2015).
In the academic loop, stress has become an essential subject.
Wide-ranging study on stress and its results in the field of behavioral
sciences was conducted and found that more attention was needed in
the region of stress (Agolla, J.E., 2009). Stress in educational
institutions can generate beneficial and negative results if not well
managed (Stevenson A., 2006). Academic body has unique job
circumstances to judge against non-academic and thus one would
assume the difference in causes, symptoms and stress results (Chang

& Lu., 2007). Students should attempt to know and embrace the
sound facts and abilities to assist them handle stress effectively and
efficiently, is crucial for society. It is also essential that the schools
maintain an unbiased educational climate favorable to better learning
with the primary concern about the individual requirements of the
student. Students have distinct values, objectives and expectations
they want to meet, which is probable when the objectives, values and
expectations of the student are integrated into organizations.
How adolescents perceive stress as people and learners is
essential to their well-being. The perception of the stressor by the
individual and the capacity to adapt to the stressor are important in
the perception that the stressor is equivalent to or exceeding its
mental and cognitive resources to deal with (Hardesty 2006) and
(Amponsah & Owolabi 2011). Psychological symptoms such as
depression and anxiety may be associated with exposure to many
stressors during this era (Charbonneau et al. in Moksnes et al. 2010).
If it is serious and prolonged, it could influence the academic
performance and campus life of the student along with a rise in
prospective drug abuse conduct and other similar behaviors (Richlin-
Klonsky & Hoe in Busari, 2012). Considering all these factors, an
effort must be created to comprehend today's youth's stress and
emotional adjustment. This study's inference may lead to better
student adjustment and academic results.

An international study about stress by Grandea (2006) used a
descriptive research approach in studying the stress and coping
mechanism of college freshmen of Southville International School and
Colleges. It involved 201 student-respondents. The student-
respondents experienced high perceived stress. The identified main
stressors were academics. The student-respondents used positive
stress coping mechanism. The perceived stress and coping
mechanisms of the student-respondents were independent of their
profile.
On a national scope, Salvacion (2004) studied the stress profile
of students in the College of Dentistry of the University of the
Philippines, Manila. The study involved 149 dentistry student-
respondents. Academic stressors like examinations and grades, fully
loaded days, difficulty in completing clinical requirements, and fear of
getting delayed topped the identified stressors. Academic factors were
stressful in the first three year levels. Academic stress peaked during
the sophomore year. No significant differences in rankings were
observed between genders. There was undeniable similarity in the
general stress profile of the different year levels. Common methods of
coping employed by students include crying, praying, talking,
watching movies, and listening to music. Stress makes or breaks a
person. It is like a two-edged sword which can either motivate and
stimulate a student to peak performance or reduce the student to
ineffectiveness.
Local study from Leyte Normal University conducted by Mazo
(2015) concluded stress as a factor that affects the performance and
behavior of students in the university. Rationally, schools as the “loco
parentis” must try to determine the causes of stress and its effects
among its students. Knowing the coping mechanisms that they
employ in trying to overcome the stressors is equally important. These
data are necessary if the schools are to understand the pressures
experienced by their students and be able to offer responsive,
proactive and viable activities to better equip students to handle the
rigors of university life.
The aim of this study is about the level of academic stress and
some possible management techniques. The main objectives were to
ascertain or identify the extent to which stress affects students’ coping
techniques and tendencies towards their reaction to stress.
On the other matter, the possible limitation of this thesis is the
collection of primary sources of data due to the population size of the
study which is the Holy Child College of Davao and time factor.
This study was carried out to evaluate the factors related to the
causes of stress and coping strategies adopted that might be projected
among Grade 11 and 12 STEM students of Holy Child College of
Davao.
Rationale
The goal of this research is to study and find out the student’s
level of academic stress and coping techniques. This research will
explore other data resources to further expand the instructional and
data production of the study. The research will clarify how it mainly
uses the survey technique to obtain its information and why it is used
in data collection. Conclusion and recommendation will be provided
as a form of this study’s results.
This study is conducted by the researcher with the intention to
determine whether the relationships between the variable to be
studied exist. Thus, aim to find if the level of academic stress can
impact the coping techniques of a student.
Research Objectives
This study intends to determine the correlation between
academic stress and stress management among the students of Grade
11 and 12 STEM in Holy Child College of Davao – Mintal Campus.
Specifically, the study to seek the answer to the following questions:
1. What is the demographic profile of STEM students in terms of age,
gender and section?

2. What is the level of academic stress of the STEM students in terms
of Increased Class Workloads, Lower Grades, Procrastination,
Examinations and Frustrations due to misunderstanding lectures?
3. What is the level of stress management of the STEM students in
terms of Meditations, Body Scanning, Deep Breathing, Guided
Imagery and Self- Massage?
4. What is the percentage of association between Academic Stress and
Stress Management?
5. Is there a significant relationship between the level of academic
stress and their stress management techniques among the Grade 11
and 12 STEM students in Holy Child College of Davao – Mintal
Campus?
Hypotheses of the Study
1. The tendency of students to experience stress and exhaustion
because of workloads, frustrations, and academic works is high.
2. The level of stress management by students in terms of self-
monitoring, guided imagery, deep breathing, self-massage and
meditation is moderate.
3. The percentage of association between the independent and
dependent variable is 50 percent.

4. There is a significant relationship between academic stress and
stress management of the Grade 11 and 12 STEM students in
Holy Child College of Davao – Mintal Campus.
Review of Related Literature
Presented in this section are the factual concepts of authorities
on significantly related topics in order to establish a clear framework
of the concepts and principles of the study from international,
national, and local literature.
According to Rogers and Yassin (2003), to meet and handle
stressful circumstances, it is essential for learners to develop distinct
coping strategies. If not treated well, the stressors caused by economic
issues, sleep deprivation, societal activities and much more can
influence the performance capacity of the student.
Coping approach relates to ways of dealing with stressful and
disturbing conditions. Scientifically described coping by Richard
Lazarus and Susan Folkman as the sum of constantly altering
cognitive and behavioral effort aimed at handling specific
requirements, whether internal or external that are considered
challenging.
To handle stressful conditions every day, students need to
create distinct coping strategies for them. If learners were unable to

handle their stress, the stressors that arise from economic issues,
sleep deprivation, social activities, and much more can influence
students ' performance capacity (Rogers and Yassin, 2003).
One sort is about academic expectations and accomplishments,
and the other is about social variables such as maintaining and
creating social ties, etc. the ‘scale of mental stress college learners’
and conducting a study of 2007 college learners from seven schools.
Studies demonstrate that there are two elements to the emotional
pressures of university learners: one is personal stress, including
family stress, adaptability stress, health stress, relationship stress,
low self-esteem stress, and frustration stress. The other is the stress
on the social environment, including stress from interpersonal
communication, stress from job selection. The other is social
environmental stress, including interpersonal communication stress,
job decision stress, emotional stress, university stress, and research
stress (Lin Zhang, Wenbo Che & Bing Li, 2003).
A comparative research of mental stress of distinct kinds of
college pupils concludes that boys ' mental stresses are greater,
longer, and stronger than girls ' mental pressures. Mental stresses
increase along with grades, achieve the peak at the junior year, and
reduce significantly in the senior year (Furong Wang & Huixiang
Gong, 2001).
Based on Furr, Westefeld, McConell and Jenkins (2001), 53
percent of those college learners have labeled themselves as depressed

from the outset, which is why academic issues, loneliness, financially
challenging social relationship issues become a stress encounter for
those college learners. To be included, suicidal ideation was recorded
by 9% of those learners.
As stated by Morris, Books and May (2003), they began that
pressure in stress and stressors is not continuously required for all
college learners, where the differentiation between traditional and
non-traditional was discovered in them. It may include the same
characteristics on scholarly issues, solitude, economic and social
relationship issues in preferring the current research. In brief, the
following studies show the same way. In line with Dixon and Ro
(2005), all these individuals experience stress that leads to fast
change of body that causes emotional turmoil that causes body
strains with the portion of the body. Repeated stressful situations,
may lead to cause rapid tension and pressures that contributed to
physical and psychological problems.
Stress is essential for people who have been affected by the
capacity of the individual to adapt a kind of situation efficiently, but
they may be different in coping with it (Segal, 2013).
Nearly half of all Americans report in New York City that stress
affects their private and professional life negatively. Approximately
one-third (31%) of employed adults find it difficult to manage work
and family duties and 35% cite employment that interfere with their
family or private time as an important source of stress. Stress causes

more than half (54 percent) of Americans to struggle with people near
them. One in four individuals report being alienated from a friend or
family member due to stress, with 8% linking stress with divorce or
separation. Stress in America continues to escalate and affects every
aspect of people's life, from job to private relationships to sleep
patterns and eating habits, as well as their health, as stated by
psychologist Russ Newman, (2007) executive director of professional
practice. People understand stress is a fact of life and some stress can
have a beneficial effect, but the elevated stress concentrations
reported by many Americans can have long-term health effects
ranging from fatigue to obesity and heart illness (Newman, 2007).
Blona (2005) argues learners are experiencing stress as some
attempt to deal with the requirements of adjusting to a fresh living
setting, new colleagues, academic pressure, and sexual issues.
Students and their families can also be financially stressed by being in
college. These circumstances can leave them with trembling hands,
tense muscles, migraine, headache, and various other stress
performance symptoms or decrease the ineffectiveness of the student.
The study of Mazo (2015) entitled, “Causes, Effects of Stress,
and the Coping Mechanism of the Bachelor of Science in Information
Technology Students in A Philippine University” sought to determine
the causes of stress, the effects of stress, and the stress coping
mechanisms of Bachelor of Science in Information Technology
students in the Leyte Normal University, Tacloban City. It tested some
assumptions using the descriptive survey method with 51

respondents. Thesis writing/research and school
requirements/projects were the most common causes of stress.
Sleepless nights and irritable/moody feeling were the common effects
of stress. There was disparity on the causes and effects of stress
between the male and female respondents. The use of computer and
praying to God were the common stress coping mechanisms. There
was an observed disparity between the male and female responses.
Duque (2007) referred to prevalent stress impacts. These
include insomnia, headaches, backaches, constipation, diarrhea, high
blood pressure, heart illness, alcohol and anxiety, tobacco use, or
drug use. He proposed that you do the following: 1) Share your
treatment plan with people near you after seeing your doctor. Talk to
friends and families and clarify what you're going through; 2) Take it
precisely as prescribed by your physician. Do not stop taking your
medication until you doctor tells you to stop doing so; 3) Keep all
follow-up appointments with your doctor; 4) Keep in mind that it may
take some time to begin feeling better; 5) Tell your doctor if you
experience side effects from any medication; and 6) seek professional
advice. If your stress management methods don't contribute to your
increased mental and physical health, it's time to find healthier ones.
There are many good methods to handle stress and deal with it, but
all of them need change. You can either change the situation or
change your reaction. You can alter the scenario, or you can alter
your response. It is useful to think about the four A's when choosing
which choice to choose: prevent, change, adapt, or embrace. Since

everyone has unique response to stress, there is no “one size fits all”
solution to managing it. No single method works for everyone or in
every situation, so experiment with different techniques and
strategies. Focus on what makes you feel calm and in control.
Based on the study entitled “Stressors and Stress Responses of
Filipino College students” Dy et. al. (2015), the study determined the
stressors and stress responses of Filipino college students in relation
to sex, course and academic classification. There were 258
respondents for the study. Of the respondents, 68% were females and
32% were males. According to their degree, 42% belonged to the soft
sciences and 58% to the hard sciences. In terms of academic
classification, 10% were freshmen, 36% sophomores, 33% juniors and
21% seniors. The top five overall stressors of the respondents were
academic difficulty of subject matter, workload due to subjects, time
management because of subjects, responsibilities due to being on
one's own, and time management because of both subjects and
organizations. The most frequently occurring stress responses were
affective stress responses followed by cognitive responses. For both
male and female respondents, the top stressors were academics,
workload due to subjects and time management concerns. Overall, the
males reacted to stress through affective responses and females
through cognitive responses. Students enrolled in the hard and soft
sciences both considered academics, workload due to subjects and
time management concerns as their top stressors. Those in the soft
sciences reacted with cognitive stress responses while those in the

hard sciences reacted with affective stress responses. Generally, all
students, regardless of their academic classification pointed out that
academics, workload due to subjects, and time management were
their main stressors. They all reacted to stress with affective stress
responses. These patterns can be monitored to maintain the
psychological and physical well-being of adolescent students.
In the Philippines, particularly in Saint Theresa’s College,
(Algoet, 2003) presented that the greatest number of students’
problem that caused stressed was found in areas of personal
adjustments, school life, and the financial status. College students
were facing academic, social, and other stresses such as finances and
how to cope with them. The common stress most college students face
is the stress from the work load that is common in a higher education
system. This is the major challenge, and you will be facing without the
close guidance you may have previously enjoyed from a teacher or
parent; social stress seems to be more prominent with underclassmen
leaving home and their support structure from home but can affect
any college students. Most students find that the number one cause of
stress for them is financially trying to juggle a full load, and work full
time to support you and for other students pay for school.
In the University of Mindanao, Philippines particularly in
Matina, Davao City, many students are so much affected by stress
Ayson (2000). Although students have different courses, they
encounter almost all the same problems and all of them experience
different stress levels. Yet, there are speculations and perceptions

that there are groups which are more prone to stress. BS Biology
students are well-known for their hectic schedules. They, more often
than not, are the students in the university that have so many things
to do. However, some of them do not even know that they are already
stressed-out. BS Biology students start taking up their majors on
their third year. It is during this time that they are given much more
workload.
Andres, et al. (2007) in their undergraduate thesis entitled
“Sources of Stress and Coping Mechanisms of Freshmen students of
the College of Education, Western Mindanao State University”, found
out that among the four sources of stress, the intrapersonal sources
was the most stressful stressors encountered by the freshmen
students which included financial difficulties, working with people
they do now know the change in eating habits. According to the study,
result revealed that the students employed five particular coping
mechanism for their stress experiences such as praying, accepting,
suggestions from friends, accepting and acknowledging their failures,
eating fruits, and vegetables, and going out with friends.
Increased Class Workloads
A cross sectional study done to determine the relationship
between academic workloads (credit hours, assignments and study
hours) and stress level among biomedical science undergraduates
supports the result of students’ tendency to suffer from stress. The

conclusion can be drawn that the stress level of biomedical science
undergraduates could be contributed by other factors such as
personal problems, financial problems, college activities and others
rather than academic workload. On the other hand, a study has done
by Abdullahi H. Gorondutse and Justtina A. John (2018) that
examines the determinants of employee creativities among the
educators of private higher education institutions in Malaysia (PHEI)
supports the manifestation of students’ approach of creativity when
facing workload. This study explored the relationship of workload
pressure with creativity and found that workload pressure can be
obstacles for an educator to practice creativity in daily routine even
though their personality and job skill shows the interest to be creative
specifically in PHEIs, similar as how time pressure affects students’
academic performance.
Lower Grades
The fear of students to fail and have low grades is supported by
Dr. Michou, (Bilkent University, Turkey), Dr. Vansteenkiste (Ghent
University, Belgium), Dr. Mouratidis (Hacettepe University, Turkey)
and Dr. Lens (University of Leuven, Belgium) (2014) which found that
irrespective of the goal students adopt (such as 'my aim is to
completely master the material presented in this class' or 'my aim is to
avoid doing worse than other students') those who had developed a
fear of failure at an early age were more likely to adopt the goal to
validate their ego rather than for their own personal interest and
development, and were less likely to use effective learning strategies
but more likely to cheat. Meanwhile, the tendency of only few students
to think negatively and self-criticize is supported by Daniel Koretz
(2016), Professor of Education at Harvard who has studied the effects
of testing on children. The study talks about the importance to
acknowledge the role of grades and test scores in measuring children's
progress throughout school, and for parents to let their children know
they are more than a test score.
Procrastination
The factors that cause students to be distracted is supported by
the study of Mayer and Moreno (2003) that suggests people are not
wired to multitask well and using cell phones during class is no
exception. In the light of this, students’ loss of interest in doing
particular tasks and assignments is supported by Ferrari, Johnson,
and McCown (1995) that there are some major cognitive distortions
that lead to academic procrastination but non-procrastinators want
the works to be finished as soon as possible. Non-procrastinators
focus on the task that needs to be done. They have a stronger
personal identity and are less concerned about what psychologists call
'social esteem'—how others like us—as opposed to self-esteem which
is how we feel about ourselves," explained by Dr. Ferrari. According to
psychologist Piers Steel, people who don't procrastinate tend to be
high in the personality trait known as conscientiousness, one of the
broad dispositions identified by the big 5 theory of personality. People

who are high in conscientiousness also tend to be high in other areas
including self-discipline, persistence, and personal responsibility.
Examination
Students getting frustration and confusion with some scholar
topics is supported by the educational literature of (Silvia, 2010)
saying that while confusion is common in educational practice and
learning research, generally speaking, it has been poorly defined and
understood in. Confusion is often associated with reaching a cognitive
impasse or “being stuck” while trying to learn something new, and it is
also commonly regarded as a negative emotional experience or
something to be avoided while learning (Kort et al., 2001). Both of
these aspects of confusion—being stuck and a feeling to be avoided—
have perhaps led to the everyday notion that confusion is detrimental
to learning. While there is certainly research that suggests when
confusion persists to the point of frustration, it commonly leads to
negative outcomes and has a detrimental impact on understanding
D'Mello and Graesser (2011), as mentioned above, there are times
when it may be beneficial to experience a cognitive impasse and the
feeling of confusion when learning. An essay by Megan Machucho
(2018) the factors that affects students' test scores, student’s state of
mind in the particular day of the test is also important, supports the
students’ response to having lack of time to revive before exams. If
they are tired because they did not get enough sleep, they won’t do
their best. If they are hungry, they also could do poorly. Making sure
students are well rested and well fed before a test can greatly affect
their test performance, also. But having proven the studies about the
effects of exam scores on student's image, it is not surprising why
students sacrifice their time just to have high scores.
Frustration due to misunderstanding lectures
A study done by Gulzar et al. (2012) which concluded that
frustration is devastation for students, supports the manifestation of
the students regarding frustration from not being able to comprehend
some lessons. It can hinder their successful life even ruin everything if
not handled properly. It can be demonstrated that greater academic
demands from parents and death or losing of loved ones are most
critical factor affecting students and a root cause of frustration among
them. Moreover, there are many feelings of frustration that had
observed during frustration among students. Enduring depressed
mood, crying spells, loss of interest or pleasure, decrease in aptitude
level, feeling fatigue and feeling of anger or vengeance are dominant
feelings among students during frustration. Furthermore, as a
reaction to frustration mostly students face difficulty in making right
decisions. Departing from friends and family has also examined in
students as a reaction to frustration. The tendency of students to
memorize texts without analysis is supported by the traditional study
technique of highlighting and rereading later, a September 2012
Scientific American article titled “How Science Can Improve Teaching”
states: “Studies have shown that highlighting and rereading text is

among the least effective ways for students to remember the content of
what they have read...” An alternative version of the hybrid approach
is that students memorize some information first, and then over time
come to understand it more and more deeply.
Meditation
The tendency of students to listen to music when stressed is
supported by a study done by Brönnimann et al. (2013) with the
respondents from University of Zurich and the Swiss Federal Institute
of Technology, Zurich proved that music listening impacted the
psychobiological stress system. Listening to music prior to a
standardized stressor predominantly affected the autonomic nervous
system (in terms of a faster recovery), and to a lesser degree the
endocrine and psychological stress response. Music listening has been
suggested to beneficially impact health via stress-reducing effects.
Meanwhile, students’ manifestation upon practicing yoga is supported
by the first randomized trial (or high-quality experiment) on yoga that
was published in 1975 in The Lancet. It showed that yoga was more
effective than relaxation for reducing high blood pressure. But that
trial only involved 34 participants, and all of them already had high
blood pressure, so it is difficult to know whether the effect of the yoga
would bear out in a larger trial of healthy people. Since then, the
number of yoga studies has dramatically increased, but the field is
plagued by some of the same problems of that early study. Many yoga
studies still involve small numbers of participants and lack supports

to its health benefits. "For most conditions," says Holger Cramer
(2012), director of yoga research at the University of Duisburg-Essen
in Essen, Germany, "the main problem is we don't have enough
evidence yet."
Body Scanning
The manifestation of students to always check their faces to see
if it has changes like appearance of pimples, eye bags, etc is
supported by a research conducted by Helen Smith (2019), Head of
Research at Benenden health shows that body hang-ups can have an
effect on people of all shapes, sizes and genders – whether it relates to
weight, body shape or clothing, both men and women can feel at times
under pressure to live up to ‘expectation’. On the other hand, the
students’ response upon having occasional check-up is supported by
Jennifer Taber, an assistant professor of psychology at Kent State
University and lead author of a 2015 study called “Why Do People
Avoid Medical Care?” that cited that cost as the most common reason
people avoid the doctor.
Deep Breathing
The students’ response frequently breathes out their stress,
worries and anxieties is supported by The “Relaxation Response” that
was discovered and coined by AIS Founding Trustee and Fellow, Dr.
Herbert Benson 1975. The relaxation response is a physical state of
deep rest that changes the physical and emotional responses to stress
(e.g., decreases in heart rate, blood pressure, rate of breathing, and
muscle tension). Breathing techniques help you feel connected to your
body—it brings your awareness away from the worries in your head
and quiets your mind. On the contrary, a study by Harris and Coy (as
cited in Paul et al., 2017) which stated that although studies have
proven the effectiveness of breathing techniques on stress relief, not
everyone, especially students, know about this, supports students’
response to follow deep breathing techniques for stress reduction.
Students should use diaphragmatic breathing during exams in
attempts to calm or center themselves. Results from research studies
that examined students who meditated or used diaphragmatic
breathing showed significant increases in students’ academic learning
and achievement. Diaphragmatic breathing is known to counteract
the fight or flight response symptoms that are often associated with
anxiety. When a student perceives the exam to be a challenge or has
low self-confidence from previous testing experiences, he or she may
experience the physiological symptoms previously discussed in
addition to the symptoms associated with the fight or flight response
that include increased heartbeat, respiration, blood pressure, muscle
tension, and gastric discomfort. Meditation can also be used to
counteract stressful situations, as it is a technique to develop con-
centration and awareness to produce a calming effect; diaphragmatic
breathing is central to any meditation practice.

Guided Imagery
A study released on July 23, 2013 which found that optimists
have a better biological response to stress than pessimists supports
students’ optimism and positive outlook or imagination. Researchers
at Concordia University's Department of Psychology have found that
“the stress hormone” cortisol tends to be more stable in people with a
positive outlook. The students’ response on going on a tour to relax is
supported by a 2013 report by the Center for Economic and Policy
Research, which found that working people do not take all of their
vacation days anyway. According to a 2013 Expedia survey,
Americans left half a billion vacation days unused last year. That’s
four days of vacation per person (a whole week when paired with a
holiday) that you could have taken off but chose not to. A closer
examination of the Netherlands data shows that there is no happiness
gain after vacation if there was moderate to high travel-related stress.
Stress involved with managing transportation, trying to deal with
details while on the trip, unfamiliarity with the location, and lack of
feeling safe all contributed to travelers feeling less happy and more
stressed, and they had lower energy at work after the average
vacation.
Self-Massage
A study suggesting that playing with or petting an animal can
increase levels of the stress-reducing hormone oxytocin and decrease
production of the stress hormone cortisol supports students’ tendency

to play with their pets when facing stress. These hormonal changes
can help a nervous child feel more relaxed about reading aloud.
Meanwhile, students’ response on getting a massage is supported by a
2007 survey of 100 massage patients which found that 10% of 100
patients receiving massage therapy reported “some minor discomfort”
in the day following treatment. This would mainly be a familiar slight
soreness that is common after a massage, known as “post-massage
soreness and malaise” (PMSM). Additionally, according to one of
alternative medicine’s most vigorous critics, Dr. Edzard Ernst (2013),
“Serious adverse events are probably true rarities.” And yet, reviewing
the literature again in 2013, Ernst and Posadzki found at least 18
reported examples of “moderately severe” reactions to normal
massage, especially of the neck. This might have resulted to student's
refusal or non-preference of getting a massage, considering the
possible side effects and the practicality and time it takes for the
therapy.
Theoretical Framework
This study is anchored to the Theory of Transactional Model of
stress and coping developed by Lazarus & Folkman. It states that
stress is encountered when a person perceives that "requirements
exceed the individual's private and social assets," this is called the
transactional model of stress and coping.

Theory of Transactional Model
Neither the environmental event nor the reaction of the person
describes pressure, but rather the psychological situation
understanding of the individual is the critical variable. According to
Lazarus and Folkman (1984), the impacts that stress has on an
individual are based more on the risk, vulnerability and capacity of
that individual to cope than on the stressful case itself. He describes
psychological stress as a special relationship between the individual
and the environment that the individual considers to be taxing or
exceeding his / her assets and putting his / her well-being at risk.
In addition, in order to create an efficient programmed stress
management, it is essential first to define the variables that are
essential to an individual controlling their stress and to identify the
techniques of intervention that efficiently target these variables. The
understanding of stress by Lazarus and Folkman (1984) focuses on
the interaction between individuals and their internal environment
(known as the Transactional Model). The model argues that stress
may not be a stressor unless the individual perceives the stressor as a
threat, but as a favorable or even a challenge. Also, if the individual
has appropriate coping abilities or can use them, then stress may not
effectively lead or grow due to the stressor. The model suggests that
individuals can be taught how to deal with their stressors and handle
their stresses. They may learn to alter their stressor view and give
them the capacity and confidence to enhance their lives and deal with
all kinds of stressors.
Selye’s General Adaptation Syndrome of Stress (1956)
Selye's General Stress Adaptation Syndrome is a model that
analyzes the response of an individual to long-term stress that is
broken down into three main stages, the initial alarm stage, the
interim stage of resistance and finally the stage of exhaustion (Nicky
Hayes, 1994). If the stressor persists, the person progresses through
each of the phases, resulting in disease and even death in some
instances.
The body responds to the stressor during the alarm phase with
a ' fight or flight ' reaction that activates the parasympathetic nervous
system and releases hormones (e.g. adrenaline and noradrenaline)
from the adrenal medulla (Richard Gross, 2010). If the stressor stays,
the body then enters the phase of resistance during which it may
appear outwardly to function usually, however blood glucose
concentrations, cortisol (stimulated by adrenocorticotrophic hormones
known as ACTH) and adrenaline stay greater than usual and the heart
rate, blood pressure and breathing of the individual will be greater
than usual. The person may seem calm, but at 'action stations' they
are physically and mentally (currentnursing.com, 2014). During the
final exhaustion phase, the hormones it has already stimulated and

the concentrations of ACTH themselves circulating in the blood inhibit
the further release of ACTH. The body is beginning to use its energy
reserves or resources at this point and the body is unable to function
properly. Blood sugar levels are dropping, making the person
susceptible to disease and death. As Nicky Hayes (1994, p450) states
that this final phase generates an instant and powerful–sometimes
excessive–response to even mild extra stress sources.
The General Adaptation Syndrome (GAS) is mainly concentrated
as a stress model on the physiological reaction of the bodies to stress.
It does not take into consideration other variables affecting the
reaction of an individual to stress such as their ideas, attitudes or
emotions and how these cognitive and psychological variables affect
their own stress experience (Garysturt, 2004). Nevertheless, the GAS
was a highly important model that gave rise to many more studies
(currentnursing.com, 2014).
Figure 1
A Conceptual Framework Showing the Variables, Indicators, and
Proponents of the Study
Independent Variable Dependent Variable
Academic Stress Stress Management
• Increased Class • Meditation

Workloads
• Body Scanning
• Lower Grades
• Deep Breathing
• Procrastination
• Guided Imagery
• Examinations
• Self-Massage
• Frustrations due to
Misunderstanding
lectures
Klinic Community
Essel & Uwusu, 2017 Health Centre, 2010
Significance of the Study
The results of this study are deemed beneficial to the following:
Administrators: They will be able to adapt programs and
methods that would help develop healthy learning environment for
students and would manifest a better educational system.
Teachers. The results are useful by providing validated
information about academic stress and stress management
techniques, which they will disseminate to the students to promote an
environment which is open for adjustments and considerations.
Students. The students will be able to recognize their roles as
scholars, their responsibility to work, their rights for a healthy
learning environment, and the techniques they need to acquire to
manage stress.
Significantly, people from various disciplines can benefit the findings
of this study, especially individuals concerned with academic stress
and coping techniques.
Future Researchers. With the findings of this research, future
scholars can have the study as a reference for its improvement or
further analysis.
Operational Definition of Terms
For clarity and understanding of the terms used to this study.
The following terms were defined operationally:
Stress. In this study, stress is defined as the body's reaction to
any change that requires an adjustment or response.
Academic stress. In this study, academic stress is defined as
the stress felt because of the works and factors from the academe
environment.
Stress management. In this study, stress management is
defined as the coping techniques and strategies individuals use to
ease and lessen the stressors.
Class Workloads. In this study, class workloads are defined as
the amount of works that a student need to accomplish.
Grades. In this study, grades are defined as a particular level of
rank, quality, proficiency, intensity, or value.
Procrastination. In this study, procrastination is defined in
this study as the action of delaying or postponing something.
Examination. In the context of this research, examination is
defined as a formal test of a person's knowledge or proficiency in a
particular subject or skill.

Frustrations. In this study, frustration is the feeling of being
upset or annoyed, especially because of inability to change or achieve
something.
Meditation. In this study, meditation is defined in this study as
the action or practice of meditating.
Body Scanning. In the language of this research, body
scanning is a type of meditation in which a person focuses on
breathing and, starting from the toes, the individual focuses attention
of the body part being “scanned”, while visualizing the breath
penetrating and relaxing the part of interest.
Deep Breathing. In this study, deep breathing is defined as
breathing with long breaths, especially as exercise or a method of
relaxation.
Guided Imagery. As defined in this study, guided imagery is
the use of words and music to evoke positive imaginary scenarios in a
subject with a view to bringing about some beneficial effect.
Self-Massage. In the context of this research, self-massage is a
type of manual massage believed to strengthen the organs, in which a
person kneads various body regions within reach to dispel negative
emotions, relieve stress and strengthen the sense organs (eyes, ears,
nose, tongue, teeth and skin), internal organs and nervous system.
CHAPTER II
METHOD
This chapter presents the description of the research method
and procedure of the study, which includes the research instruments
and statistical tools. The research will be in Quantitative research
design. The second chapter will also explain the study’s research
design, research respondents, the procedures done to collect the
needed data, and the statistical data gathered, computed, and
interpreted by the researchers. Commented [h1]: Just copy and paste
Research Design
The main focus of this study is to evaluate the factors of
academic stress and stress management by the students of STEM 11
and 12 at Holy Child College of Davao – Mintal Campus. This study
used a Descriptive-Correlational research method. The design will
enable the researchers to collect relevant data and information, work
effectively and have a deeper understanding about factors of academic
stress and stress management by the same respondents. This is the
most appropriate way to use in this study because it is the purpose of
the researchers to collect data and subject it to a serious reflection
and analysis to provide appropriate and correct answers to the
questions contained in this study.

The research flow of the study is summarized as follows.
Tools for Data Statistical

Data to be Gathered Respondents
Collection Tools
• Frequency
• Demographic • Grade 11 • Survey Count
profile of the and Grade Questionna
• Percentage
respondents 12 STEM ires
students
• Mean
• Level of Academic • Weighted

Stress of the Grade Mean
11 and 12 STEM
students • Correlation
• Effectiveness of
Stress
Management
techniques on the
Grade 11 and 12
STEM students
• The correlation of
Academic Stress
and Stress
Management
techniques
Research Locale
The study is conducted inside the premises of Holy Child
College of Davao – Mintal Campus since the respondents of the study
are the Grade 11 and 12 STEM Students under the Senior High
School Department.
Research Participants
The respondents are the Grade 11 and 12 STEM students of
Holy Child College of Davao for the SY 2019-2020. In this study, 100
students who identified themselves as academically stressed from the
two Grade 11 STEM sections and another two Grade 12 STEM
sections were selected as the respondents, moreover in order to have a
balanced gender equality both male and female will be considered in
this study.
Table 1
Distribution of Respondents
Section Frequency Percentage
Kerith 25 25%
Orontes 25 25%
Euphrates 25 25%
Nephtoah 25 25%
Total 100 100%

RESPONDENTS
Research Instruments
The researchers will use an adapted research questionnaire
with a close-ended questions from the area of research. The academic

stress and stress management questionnaires were structured
carefully to avoid respondents not getting meaning of questions.
Simple and easy words were therefore used so that respondents will
easily understand as well as answer them. Researchers prepared one
hundred (100) survey questionnaires to be answered truthfully and to
find out the views and knowledge of students from the STEM 11 and
12 of Holy Child College of Davao - Mintal Campus on the factors of
academic stress and stress management by the students.
The survey questionnaire comprises fifty (50) items. The
completed questionnaire for students examines what are the
experiences of students leading to academic stress and their coping
techniques in the Grade 11 and 12 STEM of Holy Child College of
Davao - Mintal Campus. The instrument was structured in the
modified Likert fashion, on a 5- point scale, ranging from " Always
Applies", through “Applies most of the time”, “Applies half of the time”,
“Sometimes applies to me” to “Does not apply”. Subjects were then
instructed to respond to their degree of agreement with the statements
contained in the instrument.
In order to improve the study, researchers are also keen to
gather information on various websites, blogs and articles within the
Internet.
Table 2
Likert Scale for Academic Stress
Range of Verbal
Description Interpretations
Means
4.20 – 5.00 Very High This indicates that the Level of

Academic Stress is manifested
all the time.
This indicates that the Level of

3.40 – 4.19 High
most of the time.

2.60 – 3.39 Moderate
sometimes.

1.80 – 2.59 Low Academic Stress is manifested
at long interval of time.

1.00 – 1.79 Very Low Academic Stress is never
manifested.
Table 3
Likert Scale for Stress Management
Range of Verbal Interpretations

Means Description
4.20 – 5.00 Very High This indicates that the

techniques of Stress
Management are manifested all
the time.
3.40 – 4.19 High This indicates that the
Management are manifested
most of the time.
2.60 – 3.39 Moderate This indicates that the
Management are manifested
sometimes.
1.80 – 2.59 Low This indicates that the
Management are manifested at
long interval of time.
1.00 – 1.79 Very Low This indicates that the

Management are never
manifested.
Data Gathering Procedure
The following were the steps to follow in gathering the data.
1. Seeking permission to conduct the study. The researchers will
ask the School’s Acting Principal, Mrs. Anilyn R. Olorvida to allow
the researcher to conduct the study and survey its respondents.
2. Administration and distribution of the Questionnaire. After
the approval of the School’s Assistant Principal, data gathering will
start. The survey questionnaires will be personally distributed to
the respondents.
3. Retrieval of the questionnaires. The questionnaires with the
respondents’ answers will be retrieved, collected, tallied, tabulated,
analyzed and interpreted confidentially.

Statistical Tools
The answers to the items on the questionnaire were tallied and
recorded accordingly. The statistical tools that were used in the study
were the following:
Simple Mean. This statistical tool was used to determine the
students Level of Academic Stress and Stress Management.
Person Product – Moment Coefficient Correlation. This
statistical tool was used to measure and figure out the relationship
between the two variables of this study which are the Academic Stress
and Stress Management of the students.
Coefficient of Determination (r2). This statistical tool was
used to know the percentage of influence between the two variables
used in this study.

CHAPTER III
RESULTS
This chapter presents the results of the study. Each indicator
is discussed and interpreted. Results for each are discussed followed
the overall interpretation.
Table 4.1
Independent Indicator Overall Mean and Verbal Description
(Increased Class Workloads)
TOTAL
Questions KERITH ORONTES EUPHRATES NEPHTOAH
MEAN
INTERPRETATION
1. I struggle academically when

facing many works.
3.40 3.28 3.68 3.36 3.43 High
2. I become stressed when a lot

3.60 3.68 4.00 3.40 3.67 High
of things need to be done.
3. I become stressed when things

3.68 3.60 4.00 3.36 3.66 High
are more than I can handle.
4. Workload is not allowing me to

3.32 3.12 3.76 3.08 3.32 Moderate
be more creative in my approach.
5. Workload has decreased my

3.36 3.44 3.60 3.08 3.37 Moderate
overall productivity.
OVERALL MEAN 3.47 3.42 3.81 3.26 3.49 High
Overall Interpretation
Among the two sections of Grade 11 and 12 STEM students,
the highest mean is item no. 2 (3.67) and is indicated as High or
manifested most of the time. This means that the Grade 11 and 12
STEM students always struggle when there is a lot of things to be
done.
The lowest mean is item no. 4 (3.32) and is indicated as
Moderate or manifested sometimes. This indicates that students of
Grade 11 and 12 STEM sometimes feel that the workload is not
allowing them to be more creative in their approach.
The overall mean is 3.49 which implies that the Level of
Academic Stress for the two sections of Grade 11 STEM and two
sections of Grade 12 STEM in terms of Increased Class Workloads is
High or manifested most of the time. This result is supported by a
study conducted by Rahim, Saat, Siti-Aisha, Aziz, Zakaria, Kaar,
Kamaraddin and Suhaima (2016) they believed that workload should
include a combination of three activities that is class attendance (both
face to face and online), learning activities including reading or
research and undertaking assessment tasks. Workload can be
classified into quantitative (the amount of work to be done) and
qualitative (the difficulty of the work). Workload could also be too high
or too low. If it is too high it could lead to academic stress and if it is
too low it could be boredom, loss of situation, awareness and reduces
alertness.
Table 4.2
(Lower Grades)
TOTAL
Questions KERITH ORONTES EUPHRATES NEPHTOAH
MEAN
INTERPRETATION
1. It weighs me down when

I get lower grades than I 3.56 3.76 3.72 3.96 3.75 High
expected.
2. I start to think a lot
3.60 4.24 3.72 3.92 3.87 High
about what I did not do.
3. I doubt my capabilities
and cannot focus on things 3.48 4.08 3.8 3.52 3.72 High
anymore.
4. I suffer from negative
3.44 2.28 3.64 3.64 3.25 Moderate
thinking and self-criticism.
5. I fear to fail. 4.04 4.40 4.00 4.00 4.11 High
STEM students are always afraid to fail and to have low grades.
Moderate or manifested sometimes. This indicates that the students of
Grade 11 and 12 STEM sometimes suffer from negative thinking and
self-criticism.
sections of Grade 12 STEM in terms of Lower Grades is High or
manifested most of the time. This result is substantiated by a study
conducted by Virkler (2005), on his book A Christian’s guide to critical
thinking, he claims that it is common for most college first-year
students to perform poorly in their first semester and to have lousy
grade may affect further studies. The student undergoes many
changes due to the grading of the education system and loses the self-
esteem. The anxiety level of the students is often high, which in turns,
reduce the ability to think critically, study, integrate, and of course,
recall the information learned in class during exams or assessments.
This shows that grading is irrelevant and may reduce the entire
morale of the student which may affect his/her academic
performance.
Table 4.3
(Procrastination)
TOTAL
Questions KERITH ORONTES EUPHRATES NEPHTOAH INTERPRETATION
MEAN
1. I accomplish more
pleasurable thing set up of 5.16 3.16 3.40 3.28 3.75 High
less pleasurable ones.
2. I lose interest in doing
particular tasks and 3.04 2.32 3.04 3.36 2.94 Moderate
assignments.
3. I set my assignments
aside and do it in later 3.28 2.88 3.6O 3.84 3.4O High
times.
4. I get distracted from
mobiles, internet, 3.88 3.72 4.24 3.92 3.94 High
entertainments.
5. I lack systematic
studies and time 3.36 3.48 3.68 3.72 3.56 High
management.
STEM students frequently, easily get distracted from mobiles,
internet, and entertainments.

Grade 11 and 12 STEM sometimes lose interest in doing particular
tasks and assignments.
sections of Grade 12 STEM in terms of Procrastination is High or
manifested most of the time. This result is supported by a study
conducted by Zoe Levin (2016) which suggests that procrastination
causes many problems for high school students. An obvious result of
continued procrastination is a drop in grades and a decline in school
success. Students who do not fully complete assignments and put off
crucial studying receive poorer grades. Procrastination also causes
heightened stress. High school students have a heavy workload and
often a busy schedule. Students who let work pile up feel the
accumulation of difficult duties on their shoulders. Putting off work
also constantly lowers students’ self-esteem. Procrastinators may feel
they simply cannot do the task at hand and feel insecure about their
ability to perform.
Table 4.4
(Examination)
TOTAL
MEAN
1.Examinations cause me
stress more than I can 3.44 3.28 3.28 3.12 3.28 Moderate
imagine.
2.Examinations seem to
make me want to prove 3.32 3.76 3.76 3.36 3.55 High
something.
3. Some topics confuse me
and I get frustrated on where
3.72 3.60 3.64 3.36 3.58 High
to start studying.
4. I have lack of time to 3.16 3.16 3.20 3.32 3.21 Moderate
revive before exam.
5. I have irrational thoughts
about examinations and 3.40 3.52 3.28 3.28 3.37 Moderate
results.
STEM students always get frustrated on where to start studying and
are confused with some topics most of the time.

Grade 11 and 12 STEM more often than not have lack of time to revive
before exam.
sections of Grade 12 STEM in terms of Examination is High or
manifested most of the time. This result is supported by a
report of Banerjee's (2001), every year about 25,000 students in the
age group of 18 to 20 years commit suicide during the examination
month (i.e. March to June). Due to high examination stress, students
spent less time in socializing and get engaged in passive and active
leisure which may further magnify the effects of examination stress
(Lee and Larson, 2000).

Table 4.5
(Frustration due to misunderstanding lectures)
TOTAL
MEAN
1. I get frustrated when I am

not able to comprehend 3.52 3.52 3.52 3.48 3.51 High
lectures.
2. I sometimes misinterpret 3.08 3.04 3.20 3.20 3.13 Moderate
what the teachers are saying.
3. The frustration leaves me
stressed wondering how I will 3.28 3.44 3.28 3.24 3.31 Moderate
pass the course.
4. I sometimes fail to respond
well in discussion with 3.44 3.12 3.32 3.28 3.29 Moderate
colleagues.
5. I sometimes memorize the 3.32 3.04 3.12 2.88 3.09 Moderate
text without understanding.
OVERALL MEAN 3.33 3.23 3.29 3.22 3.27 Moderate
STEM students always get frustrated when they are not able to
comprehend lectures.
Grade 11 and 12 STEM sometimes memorize the text without
understanding.
sections of Grade 12 STEM in terms of Frustration due to
misunderstanding lectures is Moderate or manifested sometimes. This
result is substantiated by Aparajeya (2016) that effective
communication between teachers and students has the potential to
improve the learning experience and create a positive environment in
the classroom. However, the relationship takes work on both ends.
Communication barriers in the classroom certainly make it difficult
for students to get the most out of their education that leads to
frustration. Many times, teachers fail to create engaging lessons and
struggle to connect with their students the lectures or lessons on a
one-to-one basis. Students also have unaddressed language or speech
difficulties which lead to poor communication. Personality differences
and peer pressure add to the mix, making some classroom
interactions feel awkward or forced.

Table 5
Independent Indicators Summary Table
Academic Stress among Grade 11 & 12 STEM students in Holy

Child College of Davao
Indicators Overall Total Mean Descriptor
1. Increased Class
3.49 High
Workloads
2. Lower Grades 3.74 High
3. Procrastination 3.52 High
4. Examination 3.40 High

5. Frustration due to
misunderstanding 3.27 Moderate
lectures
OVERALL MEAN 3.48 High
Shown in Table 5 is the statistical result on the students’ level
of Academic Stress in Holy Child College of Davao as measured
through the following indicators: Increased Class Workloads, Lower
Grades, Procrastination, Examination, and Frustration due to
misunderstanding lectures. The overall mean rating for the students’
Academic Stress in Holy Child College of Davao among the Senior
High School STEM students is 3.48 or High which indicates that the
student’s Academic Stress is at maximum level expected.

Increased Class Workloads. In terms of Increased Class
Workloads, the mean posted is 3.49 or High, in which the students’
management of Class Workloads in Holy Child College of Davao is at
maximum level expected. In which according to Rahim, Saat, Siti-
Aisha, Aziz, Zakaria, Kaar, Kamaraddin and Suhaima (2016) they
believed that workload should include a combination of three activities
that is class attendance (both face to face and online), learning
activities including reading or research and undertaking assessment
tasks. Workload can be classified into quantitative (the amount of
work to be done) and qualitative (the difficulty of the work). Workload
could also be too high or too low. If it is too high it could lead to
academic stress and if it is too low it could be boredom, loss of
situation, awareness and reduces alertness.
Lower Grades. In terms of Lower Grades, the mean posted is
3.74 or High, in which the students’ consciousness of having low
grades in Holy Child College of Davao is at maximum level expected.
In which according to Virkler (2005), on his book A Christian’s guide
to critical thinking, he claims that it is common for most college first-
year students to perform poorly in their first semester and to have
lousy grade may affect further studies. The student undergoes many
changes due to the grading of the education system and loses the self-
esteem. The anxiety level of the students is often high, which in turns,
reduce the ability to think critically, study, integrate, and of course,
recall the information learned in class during exams or assessments.

This shows that grading is irrelevant and may reduce the entire
morale of the student which may affect his/her academic
performance.
Procrastination. In terms of Procrastination, the mean posted
is 3.52 or High, in which the students’ tendency to procrastinate in
Holy Child College of Davao is at maximum level expected. In which
according to a study by Zoe Levin (2016) which suggests that
procrastination causes many problems for high school students. An
obvious result of continued procrastination is a drop in grades and a
decline in school success. Students who do not fully complete
assignments and put off crucial studying receive poorer grades.
Procrastination also causes heightened stress. High school students
have a heavy workload and often a busy schedule. Students who let
work pile up feel the accumulation of difficult duties on their
shoulders. Putting off work also constantly lowers students’ self-
esteem. Procrastinators may feel they simply cannot do the task at
hand and feel insecure about their ability to perform.
Examination. In terms of Examination, the mean posted is 3.40
or High, in which the students’ examination anxiety in Holy Child
College of Davao is at maximum level expected. In which according to
a report of Banerjee's (2001), every year about 25,000 students in the
age group of 18 to 20 years commit suicide during the examination
month (i.e. March to June). Due to high examination stress, students
spent less time in socializing and get engaged in passive and active
leisure which may further magnify the effects of examination stress
(Lee and Larson, 2000). Stress is something that causes strong feeling
of worry or anxiety. In fact, getting stressed a bit about examination
means that students really care about the result they will get. It
pushes them to work hard to get a good score. But when anxiety
caused by examination stress reached clinical or sub-clinical levels, it
interfered with the ability of the students to perform at their
potential.
Frustration due to misunderstanding lectures. In terms of
Frustration due to misunderstanding lectures, the mean posted is
3.27 or Moderate, in which the students’ frustration in
comprehending lectures in Holy Child College of Davao is just within
the expected level. In which according to Aparajeya (2016) states that
effective communication between teachers and students has the
potential to improve the learning experience and create a positive
environment in the classroom. However, the relationship takes work
on both ends. Communication barriers in the classroom certainly
make it difficult for students to get the most out of their education
that leads to frustration. Many times, teachers fail to create engaging
lessons and struggle to connect with their students the lectures or
lessons on a one-to-one basis. Students also have unaddressed
language or speech difficulties which lead to poor communication.
Personality differences and peer pressure add to the mix, making
some classroom interactions feel awkward or forced.

Table 6.1
Dependent Indicator Overall Mean and Verbal Description
(Meditation)
TOTAL
MEAN
1. I listen to music when I 4.00 4.24 4.40 4.40 4.26 Very High
am stressed.
2. I read books to ease my 2.80 2.88 2.76 2.80 2.81 Moderate
hassle.
3. I practice yoga when 2.36 1.36 1.48 1.84 1.76 Very Low
feeling exhausted.
4. I have my prayers to 3.76 4.56 4.08 4.36 4.19 High
reduce my stress.
5. I keep myself 4.04 4.20 4.04 4.40 4.17 High
entertained.
the highest mean is item no. 1 (4.26) and is indicated as Very High or
manifested all the time. This means that the Grade 11 and 12 STEM
students always listen to music when they are stressed.
The lowest mean is item no. 3 (1.76) and is indicated as Very
Low or never manifested. This indicates that the students from Grade
11 and 12 STEM occasionally practice yoga when feeling exhausted.
The overall mean is 3.44 which implies that the Stress
Management techniques for the two sections of Grade 11 STEM and

two sections of Grade 12 STEM in terms of Meditations is High or
manifested most of the time. This result is substantiated by a 2016
study conducted by Jennifer Hunter and the researchers at the
Wellness Institute at Cleveland Clinic found that mindfulness-based
techniques, including meditation, can lower stress levels in a
demanding work environment and lead to happier, more engaged
employees. In a one-year, randomized study, wellness researchers
introduced an online stress management program at a busy corporate
call center. After eight weeks of intervention, participating employees
reported feeling more energy and less stress and anxiety, which can
lead to depression. Many said they were sleeping better and had lost
weight. Positive psychological changes were still evident a year later.

Table 6.2
(Body Scanning)
TOTAL
MEAN
1. I begin my body scanning

by sitting or lying in a 3.52 3.52 4.16 3.80 3.75 High
comfortable position.
2. I check my face to see if it
has changes (ex. appearance 3.84 3.96 3.44 4.08 3.83 High
of pimples, eye bags, etc.)
3. I check if I lost or gained 2.96 2.68 2.88 3.56 3.02 Moderate
weight.
4. I look at myself to see if
my appearance is not like the 3.32 3.36 3.40 3.72 3.45 High
usual or tired.
5. I have my check-up 2.08 2.12 1.52 2.12 1.96 Low
occasionally.
Among the two sections of Grade 11 and 12 STEM
students, the highest mean is item no. 2 (3.83) and is indicated as
High or manifested most of the time. This means that the Grade 11
and 12 STEM students always check their faces to see if it has
changes like appearance of pimples, eye bags, etc.
The lowest mean is item no. 5 (1.96) and is indicated as Low
or manifested at long interval of time. This indicates that the students
of Grade 11 and 12 STEM have their check-up occasionally.

two sections of Grade 12 STEM in terms of Body Scanning is Moderate
or manifested sometimes. This result is supported by a study
conducted by Kabat-Zinn (1982) that has described the practice of the
body scan as a “sweeping” or a “zone purification” of the body. Kabat-
Zinn’s meditation teacher, a chemist by training, used the metaphor
of a circular furnace slowly scanning a bar of metal, temporarily
melting each segment while pushing impurities to the end of the bar.
The body scan practice has elsewhere been described as an
“affectionate, openhearted and interested “attention to the body that
can be practiced at various speeds and levels of precision (Kabat-Zinn,
2005)
Table 6.3
(Deep Breathing)
TOTAL
MEAN
1. I follow deep breathing

techniques for stress 3.36 3.28 2.68 3.20 3.13 Moderate
reduction.
2. Breathing from the
diaphragm helps me feel 3.80 3.36 3.08 3.28 3.38 Moderate
relaxed and relieved.
3. I exercise my respiratory
organs by inhaling and 3.60 3.16 2.96 3.44 3.29 Moderate
exhaling more relaxing than
the usual.
4. To feel relaxed, I breathe
out my stress, worries and 3.68 3.40 3.72 3.40 3.55 High
anxieties.
5. I make sure to have my
breathing place (ex. bed, living 3.36 3.52 3.28 3.32 3.37 Moderate
room floor, comfortable chair).
STEM students frequently breathe out their stress, worries and
anxieties

Grade 11 and 12 STEM sometimes follow deep breathing techniques
for stress reduction.
two sections of Grade 12 STEM in terms of Deep Breathing is
Moderate or manifested sometimes. This result is supported by a
study conducted by Blandini et al. (2016) in Japan that deep
breathing is widely used as a method of reducing tension and mood. It
is a fundamental technique used in various relaxation methods and is
also incorporated in qigong, yoga and progressive muscle relaxation.
However, in that study the evaluation of the effects of the different
relaxation method on mood and stress was carried out using self-
reported evaluations.
Table 6.4
(Guided Imagery)
TOTAL
MEAN
1. I walk outside and enjoy 3.76 3.64 3.68 4.12 3.80 High
sceneries.
2. I indulge in a vivid 3.72 3.36 3.84 3.60 3.63 High
daydream.
3. I imagine a scene and 4.08 3.76 4.20 3.80 3.96 High
think optimistically.
4. I practice positive
thinking towards stressful
3.92 4.12 3.84 3.84 3.93 High
times.
5. I go on a tour away from 3.08 2.88 3.28 3.48 3.18 Moderate
stressful environment.
STEM students imagine a scene and think optimistically, most of the
time.
Grade 11 and 12 STEM occasionally go on a tour away from stressful
environment.
two sections of Grade 12 STEM in terms of Guided Imagery is High or
manifested most of the time. This result is supported by a study by
Elizabeth Scott in 2018 that proves guided imagery to provide
significant stress reduction benefits, including physically relaxing the
body quickly and efficiently and even helping participants get in touch
with deeper levels of wisdom (held on a subconscious level) that would
help people better manage their lives in ways that would reduce
stress. The studies demonstrating the health benefits of imagery are
so numerous that many hospitals are incorporating imagery as an
option to help with treatment. Fortunately, it's a simple enough
technique that it can be used at home as well, with positive results.

Table 6.5
(Self-Massage)
TOTAL
MEAN
1. I go to get a massage. 2.40 2.00 2.28 2.60 2.32 Low
2. I exercise and go for a 3.00 2.68 2.32 3.04 2.76 Moderate

routine.
3. I relax my muscles. 3.32 3.12 2.80 2.84 3.02 Moderate
4. I play with my pets. 3.28 3.72 3.20 3.24 3.36 Moderate
5. I have my physical 3.16 2.76 2.20 2.72 2.71 Moderate

isometrics.
the highest mean is item no. 4 (3.36) and is indicated as Moderate or
manifested sometimes. This means that the Grade 11 and 12 STEM
students always play with their pets.
The lowest mean is item no. 1 (2.32) and is indicated as Low
or manifested at long interval of time. This indicates that the students
of Grade 11 and 12 STEM occasionally go to get a massage.

two sections of Grade 12 STEM in terms of Self-Massage is Moderate
or manifested sometimes. This result is substantiated in a research by
Jeffrey Forman that in a 2015 national report, 23 percent of
Americans said they got a self-massage for stress reduction, and 53
percent said they would consider regular massage to relieve and
manage stress. The report has also indicated that massage may
reduce anxiety and depression; ease pain from headaches and
backaches; relieve the symptoms of fibromyalgia; decrease stress
hormone levels; enhance immune system function; and improve sleep
quality and self-image.

Table 7
Dependent Indicators Summary Table
Stress Management among Grade 11 & 12 STEM students in Holy

Child College of Davao
Indicators Overall Total Mean Descriptor
1. Meditation 3.44 High
2. Body Scanning 3.20 Moderate
3. Deep Breathing 3.34 Moderate
4. Guided Imagery 3.70 High
5. Self-Massage 2.83 Moderate
OVERALL MEAN 3.30 Moderate
Shown in Table 7 is the statistical result on the students’
Stress management techniques in Holy Child College of Davao as
measured through the following indicators: Meditation, Body
Scanning, Deep Breathing, Guided Imagery, and Self-Massage. The
overall mean rating for the students’ Stress Management in Holy Child
College of Davao among the Senior High School STEM students is
3.30 or Moderate which indicates that the student’s Stress
Management techniques is just within the expected level.

Meditation. In terms of Meditation, the mean posted is 3.44 or
High, in which the students’ meditation in Holy Child College of Davao
is at maximum level expected. In which according to a 2016 study
conducted by Jennifer Hunter and the researchers at the Wellness
Institute at Cleveland Clinic found that mindfulness-based
techniques, including meditation, can lower stress levels in a
demanding work environment and lead to happier, more engaged
employees. In a one-year, randomized study, wellness researchers
introduced an online stress management program at a busy corporate
call center. After eight weeks of intervention, participating employees
reported feeling more energy and less stress and anxiety, which can
lead to depression. Many said they were sleeping better and had lost
weight. Positive psychological changes were still evident a year later.
Body Scanning. In terms of Body Scanning, the mean posted
is 3.20 or Moderate, in which the students’ body scanning technique
in Holy Child College of Davao is just within the expected level. In
which according to a study conducted by Kabat-Zinn (1982) that has
described the practice of the body scan as a “sweeping” or a “zone
purification” of the body. Kabat-Zinn’s meditation teacher, a chemist
by training, used the metaphor of a circular furnace slowly scanning a
bar of metal, temporarily melting each segment while pushing
impurities to the end of the bar. The body scan practice has elsewhere
been described as an “affectionate, openhearted and interested

“attention to the body that can be practiced at various speeds and
levels of precision.
Deep Breathing. In terms of Deep Breathing, the mean posted
is 3.34 or Moderate, in which the students’ deep breathing technique
in Holy Child College of Davao is just within the expected level. In
which according to a study conducted by Blandini et al. (2016) in
Japan that deep breathing is widely used as a method of reducing
tension and mood. It is a fundamental technique used in various
relaxation methods and is also incorporated in qigong, yoga and
progressive muscle relaxation. However, in that study the evaluation
of the effects of the different relaxation method on mood and stress
was carried out using self-reported evaluations.
Guided Imagery. In terms of Guided Imagery, the mean
posted is 3.70 or High, in which the students’ application of guided
imagery in Holy Child College of Davao is at maximum level expected.
In which according to a study by Elizabeth Scott in 2018 that proves
guided imagery to provide significant stress reduction benefits,
including physically relaxing the body quickly and efficiently and even
helping participants get in touch with deeper levels of wisdom (held on
a subconscious level) that would help people better manage their lives
in ways that would reduce stress. The studies demonstrating the
health benefits of imagery are so numerous that many hospitals are
incorporating imagery as an option to help with treatment.

Fortunately, it's a simple enough technique that it can be used at
home as well, with positive results.
Self-Massage. In terms of Self-Massage, the mean posted is
2.83 or Moderate, in which the students’ practice of self-massage in
Holy Child College of Davao is just within the expected level. In which
according to a research by Jeffrey Forman that in a 2015 national
report, 23 percent of Americans said they got a self-massage for stress
reduction, and 53 percent said they would consider regular massage
to relieve and manage stress. The report has also indicated that
massage may reduce anxiety and depression; ease pain from
headaches and backaches; relieve the symptoms of fibromyalgia;
decrease stress hormone levels; enhance immune system function;
and improve sleep quality and self-image.

Table 8
Variables Summary Table
Academic Stress and Stress Management among Grade 11 & 12

STEM students in Holy Child College of Davao
Variables Overall Total Mean Descriptor
Academic Stress 3.48 High
Stress Management 3.30 Moderate
Overall Mean 3.39 Moderate
Shown in Table 8 is the statistical result on the students’ level
of Academic Stress and Stress Management techniques in Holy Child
College of Davao as measured through the following variables:
Academic Stress and Stress Management. The overall mean rating for
the students’ Academic Stress and Stress Management in Holy Child
College of Davao among the Senior High School STEM students is
3.39 or moderate which indicates that the students’ Academic Stress
and Stress Management are just within the expected level.
Academic Stress. In terms of Academic Stress, the mean
posted is 3.48 or High, in which students’ level of Academic Stress is
manifested most of the time. In which according to Fairbrother &
Warn (2003) that academic stress among students have long been
researched on, and researchers have identified stressors as too many

assignments, competitions with other students, failures and poor
relationships with other students or lecturers. Academic stressors
include the student's perception of the extensive knowledge base
required and the perception of an inadequate time to develop it.
Students experienced academic stress at predictable times each
semester with the greatest sources of academic stress resulting from
taking and studying for exams, grade competition, and the large
amount of content to master in a small amount of time. When stress
is perceived negatively or becomes excessive, students experience
physical and psychological impairment.
Stress Management. In terms of Stress Management, the
mean posted is 3.30 or Moderate, in which students’ Stress
Management techniques is manifested sometimes. In which according
to Lazarus (2006) emphasizes the key role of cognitive process in
stress management activities and the importance of coping in
determination of quality and intensity of emotional reactions to stress.
According to him we are constantly self-regulating our emotional
reaction in various ways. We either postpone unpleasant situation, or
change the threatening conditions or simply detach ourselves from
unpleasant situations. Coping strategy refers to a technique of coping
adopted in a specific context. Over a period of time the individual
develops a specific stress management style. This refers to the manner
in which an individual respond to any stressful event.

Table 9
Significant Relationship between student’s Academic Stress and
Stress Management
Independent Dependent
R r2 P-value Decision
Variable Variable
Academic Stress Fail to

Management .174** 0.030276 .779
Stress Reject H0
P≥0.05 Significant
Significant Relationship between the student’s Academic Stress
and Stress Management
The main focus of this research was to study the student’s
Stress Management techniques in any setting if it has an impact on
the level of Academic Stress among the Grade 11 and 12 STEM
students in Holy Child College of Davao-Mintal Campus. The results
of the statistical test of the significant relationship between the
variables are reflected in table 9.
The results obtained from the preceding tabulations show that
there is no significant relationship between the two variables.
Moreover, the null hypotheses was accepted since the computed P-
value is 0.779 which is more than 0.005. This means that the
relationship between the two variables is statistically not significant
and this implies that student’s Academic Stress has no significant
relationship with the Stress Management techniques. The correlated
variable has a computed R-value of 0.174** and the probability of
0.030276 which was not significant, the null hypotheses states that
there is no significant relationship between Academic Stress and
Stress Management.
Figure 2
Percentage of the Impact of Academic Stress on the Stress
Management techniques of Grade 11 and 12 STEM students in
Holy Child College of Davao-Mintal Campus
3%
Other Factors
Academic Stress
97%
Figure 2 shows the percentage of the impact of Academic
Stress on the Stress Management techniques of the Grade 11 and 12
STEM students. The data reveals that the Grade 11 and 12 STEM
student’s
Academic Stress has 3% impact on their Stress Management
techniques specifically Meditation, Body Scanning, Deep Breathing,
Guided Imagery and Self-Massage. This means that the level of the
student’s Stress Management techniques is affected by factors other
than Academic Stress as shown in the Figure 2 with the percentage of
97%.
DEMOGRAPHICS
Table 1: Sections
Section Frequency Percent Valid Cumulative

Percent Percent
Kerith 25 25.0 25.0 25.0
Orontes 25 25.0 25.0 50.0
Euphrates 25 25.0 25.0 75.0
Nephtoah 25 25.0 25.0 100.0
Total 100 100.0 100.0
The distribution of the respondents according to their section
are Kerith, Orontes, Euphrates and Nephtoah which comprises 25
student-respondents each section with a total of 100 all in all.

Table 2: Gender
Gender Frequency Percent Valid Cumulative

Percent Percent
Male 47 47.0 47.0 47.0
Female 53 53.0 53.0 100.0
Total 100 100.0 100.0
In the distribution of student-respondents according to
Gender, majority of them are female consisting of 53 percent while
male comprises 47 percent of the total population. This implies that a
greater proportion of female students is considerable in the study.

Table 3: Age
Age Frequency Percent Valid Cumulative

Percent Percent
15 6 6.0 6.0 6.0
16 41 41.0 41.0 47.0
17 39 39.0 39.0 86.0
18 11 11.0 11.0 97.0
19 3 3.0 3.0 100.0
Total 100 100.0 100.0
The age brackets of the respondents are 6 percent (15), 41
percent (16), 39 percent (17), 11 percent (18), and 3 percent (19). The
greater numbers of student-respondents are those age 16 which
represent 41 percent of the total population.

CHAPTER IV
CONCLUSION AND RECOMMENDATIONS
Presented in the chapter are the summary, conclusion and
recommendation based on the analysis and interpretation of the data
obtained.
Summary
The study aimed to determine the correlation between the
Academic Stress of the students and their Stress Management
techniques among the Grade 11 and 12 STEM students from Holy
Child College of Davao – Mintal Campus.
Specifically, it sought to answer the following questions:
1. What is the student’s level of Academic Stress in terms of
Increased Class Workloads, Lower Grades, Procrastination,
Examination and Frustration due to misunderstanding
lectures?
2. What is the student’s level of coping techniques in terms of
Meditation, Body Scanning, Deep Breathing, Guided Imagery
and Self-Massage?
3. Is there a significant relationship between the student’s
Academic Stress and Stress Management techniques of the

Grade 11 and 12 STEM students of Holy Child College of Davao-
MIntal Campus?
4. What is the percentage of association of Academic Stress to
Academic Stress Management?
Discussion
The following were the findings of the study:
1. The level of academic stress of the respondents yielded the
following results: Increased Class Workloads, 3.49; Lower
Grades, 3.74; Procrastination, 3.52; Examination, 3.40 and
Frustration due to misunderstanding lectures, 3.27; with an
overall mean of 3.48.
2. The level of stress management techniques of the respondents
in terms of Meditation, 3.44; Body Scanning, 3.20; Deep
Breathing, 3.34; Guided Imagery, 3.70 and Self-Massage, 2.83;
with an overall mean of 3.30.
3. The statistical test on the level of academic stress and stress
management techniques yielded a p-value of 0.779 which is
greater 0.005 which implies that the two coefficients have no
significant relationship and a correlation coefficient of 0.174
which implies that the two coefficients have a very weak
relationship with each other.

4. The percentage of influence of Academic Stress to Academic
Stress Management is 3%.
Conclusion
On the basis of the foregoing findings, it can be:
1. The student’s level of Academic Stress from the selected Grade
11 and 12 STEM students of Holy Child College of Davao-Mintal
Campus in terms of Increased Class Workloads, Lower Grades,
Procrastination, Examination and Frustration due to
misunderstanding lectures is High which indicates that the
Academic Stress is manifested most of the time. Based on the
research results, the researchers failed to reject the hypothesis.
2. The students Stress Management techniques from the selected
Grade 11 and 12 STEM students of Holy Child College of Davao-
Mintal Campus in terms of Meditation, Body Scanning, Deep
Breathing, Guided Imagery and Self-Massage is Moderate which
indicates that the Stress Management techniques is manifested
sometimes. Based on the research results, the researchers failed
to reject the hypothesis.
3. There is no significant correlation between Academic Stress and
Stress Management techniques among the Senior High School
STEM students of Holy Child College of Davao-Mintal Campus.

Based on the research results, the researchers failed to reject
the hypothesis.
4. The percentage of association of Academic Stress to Academic
Stress Management shows that there are other factors that can
influence Stress Management.
Recommendations
Based on preceding conclusions, the researchers therefore
recommendations:
1. Recommendation for the Administration
a. The researchers recommended to make room for stress
management courses in the school curriculum and
organizing stress management forum and campaign to
help address stress among students.
b. The researchers recommended that the students and the
teachers should have a relationship to discuss certain
matters concerning stress and emotional wellness in
academic works.
2. Recommendation for Teachers
a. The researchers recommended that the teachers should
also amend to the capacity of the students in what they
can only do and try to be considerate at all times.
3. Recommendation for Students

a. The researchers recommended that the students should
manage time properly. Proper time management is one of
the most effective stress-relieving techniques. Time must
be spent wisely whether it’s relaxation, work, or study.
Students must be able to design and stick to a timetable.
4. Recommendation for Future Researchers
a. The researchers recommended to conduct this study using
both male and female students. This study does not focus
on the differences between female and male students and to
gain better knowledge and understanding of difference in
stress in male and female students.
b. The researchers recommended to further find studies with
more selective dependent variables relating the study.
c. The researchers recommended that the topic could be
expanded using a deeper, more descriptive mixed-method
approach to fully articulate and understand the ins and outs
of the affective impact of information on individuals and vice
versa.
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APPENDICES
PERMISSION TO CONDUCT THE STUDY
July 18, 2019
MRS. SHEILA MAE D. CORPUS

SHS Focal Person Mintal Campus
Holy Child College of Davao – Mintal Campus
Mintal, Davao City
Dear Madam,
In our research study entitles “The Interdependence of Academic

Stress and Coping Techniques of the Grade 11 and 12 Senior High
School STEM Students”, we researchers of Science, Technology,
Engineering and Mathematics wish to conduct a study in all students
of Grade 11 and 12 STEM Senior High School Department. We would
like to ask permission from your good office to allow us to conduct our
study and administer our research instruments.
We strongly believe that our study will help the students, teachers,
staffs and administrators of our school are able to behold the affinity
of Academic Stress and Stress Management techniques among our
selected students in Grade 11 and 12 STEM Senior High School
Department.
We appreciate your favorable response to this request.
Respectfully,
Cabali, Johann Louise T. Mendoza, Chloie Dave M.

Researcher Researcher
Noted by: Accepted by:
DEMIE FHEEN M. EJARA, LPT SHEILA MAE D. CORPUS

Research Adviser Senior High School
Focal Person
PERMISSION TO CONDUCT THE STUDY
July 18, 2019
MRS. ANILYN R. OLORVIDA

Assistant Principal
Holy Child College of Davao – Mintal Campus
Mintal, Davao City
Dear Madam,
In our research study entitles “The Interdependence of Academic

Stress and Coping Techniques of the Grade 11 and 12 Senior High
School STEM Students”, we researchers of Science, Technology,
Engineering and Mathematics wish to conduct a study in all students
of Grade 11 and 12 STEM Senior High School Department. We would
like to ask permission from your good office to allow us to conduct our
study and administer our research instruments.
We strongly believe that our study will help the students, teachers,
staffs and administrators of our school are able to behold the affinity
of Academic Stress and Stress Management techniques among our
selected students in Grade 11 and 12 STEM Senior High School
Department.
Respectfully,

Noted by: Accepted by:
DEMIE FHEEN M. EJARA, LPT MRS. ANILYN R. OLORVIDA

Research Adviser Assistant Principal
LETTER TO THE ADVISER
Dear Ma’am,
The undersigned students of Science, Technology, Engineering

and Mathematics (STEM) are conducting a study entitled, “The
Interdependence of Academic Stress and Coping Techniques of
the Grade 11 and 12 Senior High School STEM Students”, as
partial fulfillment of the requirements in Research 2, school year 2019
– 2020.
In line with this we would like to request you as our adviser in the
conduct of our research.
Respectfully,

Approved by:

Research Adviser
LETTER TO THE GRAMMARIAN
NILEA LOUISE MORALES, LPT
Dear Ma’am,

– 2020.
In line with this we would like to request you to be our editor in the
conduct of our research.
Respectfully,

Noted by: Approved by:
DEMIE FHEEN M. EJARA, LPT NILEA LOUISE MORALES

Research Adviser Editor
LETTER TO THE STATISTICIAN
KATHLEEN INGAN-ENG NACION, LPT
Dear Ma’am,

– 2020.
In line with this we would like to request you to be our statistician in

the conduct of our research.
Respectfully,

Noted by: Approved by:
DEMIE FHEEN M. EJARA, LPT KATHLEEN INGAN-ENG NACION

Research Adviser Statistician
ACADEMIC STRESS QUESTIONNAIRE
Name: (optional) Section:

Gender: Male ( ) Female ( ) Age:
INSTRUCTIONS: Read each statement and decide how strongly it implies to YOU.
Score yourself 1 to 5 based on the following guide. Check the box of your
corresponding answer. DO NOT LEAVE ANY BLANK.
5 4 3 2 1
Always Applies most of Applies half of Sometimes applies Does
Applies the time the time to me not apply
INDICATORS Score
INCREASED CLASS WORKLOADS 1 2 3 4 5
1. I struggle academically when facing many works.
2. I become stressed when a lot of things need to be done.
3. I become stressed when things are more than I can handle.
4. Workload is not allowing me to be more creative in my
approach.
5. Workload has decreased my overall productivity.
LOWER GRADES 1 2 3 4 5
1. It weighs me down when I get lower grades than I expected.
2. I start to think a lot about what I did not do.
3. I doubt my capabilities and cannot focus on things
anymore.
4. I suffer from negative thinking and self-criticism.
5. I fear to fail.
PROCRASTINATION 1 2 3 4 5
1. I accomplish more pleasurable thing set up of less
pleasurable ones.
2. I lose interest in doing particular tasks and assignments.
3. I set my assignments aside and do it in later times.
4. I get distracted from mobiles, internet, entertainments.
5. I lack systematic studies and time management.
EXAMINATIONS 1 2 3 4 5
1. Examinations cause me stress more than I can imagine.
2. Examinations seem to make me want to prove something.
3. Some topics confuse me and I get frustrated on where to
start studying.
4. I have lack of time to revive before exam.
5. I have irrational thoughts about examinations and results.
FRUSTATION DUE TO MISUNDERSTANDING LECTURES 1 2 3 4 5
1. I get frustrated when I am not able to comprehend lectures.
2. I sometimes misinterpret what the teachers are saying.
3. The frustration leaves me stressed wondering how I will
pass the course.
4. I sometimes fail to respond well in discussion with
colleagues.
5. I sometimes memorize the text without understanding.
STRESS MANAGEMENT QUESTIONNAIRE
Name: (optional) Section:

Gender: Male ( ) Female ( ) Age:
INSTRUCTIONS: Read each statement and decide how strongly it implies to YOU.
Score yourself 1 to 5 based on the following guide. Check the box of your
corresponding answer. DO NOT LEAVE ANY BLANK.
5 4 3 2 1
Always Applies most of Applies half of Sometimes applies Does
Applies the time the time to me not apply
INDICATORS Score
MEDITATION 1 2 3 4 5
1. I listen to music when I am stressed.
2. I read books to ease my hassle.
3. I practice yoga when feeling exhausted.
4. I have my prayers to reduce my stress.
5. I keep myself entertained.
BODY SCANNING 1 2 3 4 5
1. I begin my body scanning by sitting or lying in a
comfortable position.
2. I check my face to see if it has changes (ex. appearance of
pimples, eyebags, etc.)
3. I check if I lost or gained weight.
4. I look at myself to see if my appearance is not like the usual
or tired.
5. I have my check-up occasionally.
DEEP BREATHING 1 2 3 4 5
1. I follow deep breathing techniques for stress reduction.
2. Breathing from the diaphragm helps me feel relaxed and
relieved.
3. I exercise my respiratory organs by inhaling and exhaling
more relaxing than the usual.
4. To feel relaxed, I breathe out my stress, worries and
anxieties.
5. I make sure to have my breathing place (ex. bed, living
room floor, comfortable chair).
GUIDED IMAGERY 1 2 3 4 5
1. I walk outside and enjoy sceneries.
2. I indulge in a vivid daydream.
3. I imagine a scene and think optimistically.
4. I practice positive thinking towards stressful times.
5. I go on a tour away from stressful environment.
SELF-MASSAGE 1 2 3 4 5
1. I go to get a massage.
2. I exercise and go for a routine.
3. I relax my muscles.
4. I play with my pets.
5. I have my physical isometrics.
ACADEMIC STRESS TALLY (EUPHRATES)
INCREASED CLASS
WORKLOADS 1 2 3 4 5 Total
Questions
1 1 1 9 8 6 25
2 0 1 7 8 9 25
3 0 2 5 9 9 25
4 0 1 9 10 5 25
5 0 3 9 8 5 25
LOWER GRADES
Questions 1 2 3 4 5 Total
1 1 3 5 9 7 25
2 0 4 7 6 8 25
3 1 2 4 12 6 25
4 2 3 6 5 9 25
5 1 5 2 2 15 25
PROCRASTINATION
1 0 3 10 11 1 25
2 0 6 13 5 1 25
3 1 3 6 10 5 25
4 0 0 5 9 11 25
5 0 3 7 10 5 25
EXAMINATIONS
1 1 4 9 8 3 25
2 0 3 6 10 6 25
3 0 4 9 4 8 25
4 0 5 11 8 1 25
5 0 6 9 7 3 25
FRUSTRATION DUE TO
MISUNDERSTANDING
1 2 3 4 5 Total
LECTURES
Questions
1 1 3 5 14 2 25
2 0 6 9 9 1 25
3 1 3 11 8 2 25
4 0 6 7 10 2 25
5 3 5 6 8 3 25
STRESS MANAGEMENT TALLY (EUPHRATES)
MEDITATION
1 1 0 2 7 15 25
2 6 4 8 4 3 25
3 17 5 2 1 0 25
4 2 1 2 8 12 25
5 0 1 7 7 10 25
BODY SCANNING
1 0 1 5 8 11 25
2 3 5 4 4 9 25
3 6 6 3 5 5 25
4 3 3 7 5 7 25
5 18 2 3 1 1 25
DEEP BREATHING
1 7 5 4 7 2 25
2 3 5 8 5 4 25
3 2 8 7 5 3 25
4 0 4 6 8 7 25
5 1 5 9 6 4 25
GUIDED IMAGERY
1 3 2 2 11 7 25
2 1 1 8 6 9 25
3 0 0 5 10 10 25
4 1 1 7 8 8 25
5 5 2 6 5 7 25
SELF-MASSAGE
1 11 4 5 2 3 25
2 8 7 6 2 2 25
3 5 6 6 5 3 25
4 6 3 5 2 9 25
5 8 6 5 5 1 25
ACADEMIC STRESS TALLY (NEPHTOAH)
INCREASED CLASS
Questions
1 0 8 7 3 7 25
2 2 4 7 6 6 25
3 2 5 6 6 6 25
4 1 6 11 4 3 25
5 4 6 4 6 5 25
LOWER GRADES
1 0 2 7 6 10 25
2 0 2 7 7 9 25
3 1 2 10 7 5 25
4 1 5 4 7 8 25
5 1 2 5 5 12 25
PROCRASTINATION
1 2 3 9 8 3 25
2 2 3 9 6 5 25
3 0 3 5 10 7 25
4 0 3 6 6 10 25
5 0 3 8 7 7 25
EXAMINATIONS
1 1 6 10 5 3 25
2 1 5 9 4 6 25
3 2 3 9 6 5 25
4 1 4 9 8 3 25
5 0 8 7 5 5 25
FRUSTRATION DUE TO
MISUNDERSTANDING
1 2 3 4 5 Total
LECTURES
Questions
1 0 4 11 4 6 25
2 2 5 6 10 2 25
3 3 2 11 4 5 25
4 1 5 8 8 3 25
5 4 7 5 6 3 25
STRESS MANAGEMENT TALLY (NEPHTOAH)
MEDITATION 1 2 3 4 5 Total
Questions
1 0 1 4 4 16 25
2 6 6 6 1 6 25
3 15 3 5 0 2 25
4 1 1 3 3 17 25
5 1 1 2 4 17 25
BODY SCANNING 1 2 3 4 5 Total
Questions
1 1 1 7 9 7 25
2 1 3 3 4 14 25
3 1 3 10 3 8 25
4 1 2 6 10 6 25
5 9 8 5 2 1 25
DEEP BREATHING 1 2 3 4 5 Total
Questions
1 4 4 5 7 5 25
2 4 3 5 8 5 25
3 0 8 5 5 7 25
4 3 4 5 6 7 25
5 5 5 3 7 5 25
GUIDED IMAGERY 1 2 3 4 5 Total
Questions
1 1 1 3 9 11 25
2 3 2 6 5 9 25
3 0 5 5 5 10 25
4 2 3 4 4 12 25
5 5 1 6 3 10 25
SELF-MASSAGE 1 2 3 4 5 Total
Questions
1 8 5 4 5 3 25
2 4 5 8 2 6 25
3 6 3 7 7 2 25
4 6 2 3 8 6 25
5 5 5 8 6 1 25
ACADEMIC STRESS TALLY (KERITH)
INCREASED CLASS
Questions
1 0 3 13 5 4 25
2 0 3 10 6 6 25
3 1 3 5 10 6 25
4 3 3 5 11 3 25
5 1 6 5 9 4 25
LOWER GRADES
1 0 8 3 6 8 25
2 3 3 4 6 9 25
3 3 1 7 9 5 25
4 3 6 2 5 9 25
5 2 1 5 3 14 25
PROCRASTINATION
1 0 22 11 8 4 25
2 1 7 7 10 0 25
3 2 5 7 6 5 25
4 2 3 4 3 13 25
5 3 4 5 7 6 25
EXAMINATIONS
1 1 4 8 7 5 25
2 3 3 7 7 5 25
3 2 0 9 6 8 25
4 3 2 12 4 4 25
5 1 7 4 7 6 25
FRUSTRATION DUE TO
MISUNDERSTANDING
1 2 3 4 5 Total
LECTURES
Questions
1 2 3 7 6 7 25
2 3 6 8 2 6 25
3 3 5 6 4 7 25
4 0 5 8 8 4 25
5 4 4 5 4 8 25
STRESS MANAGEMENT TALLY (KERITH)
MEDITATION
1 4 1 1 4 15 25
2 6 3 9 4 3 25
3 12 4 2 2 5 25
4 3 2 4 5 11 25
5 2 1 5 3 14 25
BODY SCANNING
1 3 2 7 3 10 25
2 1 3 4 8 9 25
3 6 4 6 3 6 25
4 2 5 6 7 5 25
5 10 8 3 3 1 25
DEEP BREATHING
1 2 3 8 8 4 25
2 0 3 8 5 9 25
3 1 2 10 5 7 25
4 0 4 7 7 7 25
5 3 3 5 10 4 25
GUIDED IMAGERY
1 1 4 4 7 9 25
2 2 1 7 7 8 25
3 1 2 2 9 11 25
4 2 3 2 6 12 25
5 3 5 10 1 6 25
SELF-MASSAGE
1 7 8 5 3 2 25
2 4 4 9 4 4 25
3 3 4 6 6 6 25
4 7 2 2 5 9 25
5 4 4 5 8 4= 25
ACADEMIC STRESS TALLY (ORONTES)
INCREASED CLASS
Questions
1 0 4 12 7 2 25
2 0 5 5 8 7 25
3 0 7 3 8 7 25
4 2 6 7 7 3 25
5 2 1 11 6 5 25
LOWER GRADES
1 4 1 4 4 12 25
2 0 1 4 8 12 25
3 1 1 5 6 12 25
4 2 3 7 2 4 25
5 1 2 0 5 17 25
PROCRASTINATION
1 0 4 16 2 3 25
2 5 8 11 1 0 25
3 2 8 8 5 2 25
4 1 2 6 10 6 25
5 1 3 10 5 6 25
EXAMINATIONS
1 3 4 7 5 6 25
2 0 3 8 6 8 25
3 1 4 7 5 8 25
4 1 6 7 10 1 25
5 1 4 6 9 5 25
FRUSTRATION DUE TO
MISUNDERSTANDING
1 2 3 4 5 Total
LECTURES
Questions
1 1 2 9 9 4 25
2 1 6 9 9 0 25
3 0 4 10 7 4 25
4 2 5 7 10 1 25
5 3 5 6 10 1 25
STRESS MANAGEMENT TALLY (ORONTES)
MEDITATION
1 0 2 4 5 14 25
2 4 7 6 4 4 25
3 20 2 2 1 0 25
4 0 2 2 1 20 25
5 0 2 2 10 11 25
BODY SCANNING
1 2 4 6 5 8 25
2 0 3 3 11 8 25
3 5 7 6 5 2 25
4 2 5 7 4 7 25
5 9 10 2 2 2 25
DEEP BREATHING
1 3 6 4 5 7 25
2 3 4 5 7 6 25
3 1 6 10 4 4 25
4 0 6 8 6 5 25
5 0 5 7 8 5 25
GUIDED IMAGERY
1 1 5 4 7 8 25
2 1 3 10 8 3 25
3 1 2 7 7 8 25
4 0 2 4 8 11 25
5 3 6 10 3 3 25
SELF-MASSAGE
1 9 12 1 1 2 25
2 6 7 5 3 4 25
3 5 6 2 5 7 25
4 2 5 2 5 11 25
5 5 4 10 4 2 25
STATISTICAL RESULTS AND CORRELATION
Descriptive Statistics: INDEPENDENT
Variable Mean
Mean 3.4735
Descriptive Statistics: DEPENDENT
Variable Mean
Mean 3.304
Correlation: X, Y
Pearson correlation 0.174
P-value 0.779
CURRICULUM VITAE
JOHANN LOUISE TAGALOG CABALI
#65 Sampaguita Street Mintal, Davao City
Mobile No.: 09073133391
Email Address: cabalijohann@gmail.com
PERSONAL DATA:
Age : 17
Status : Single
Birthdate : December 29, 2001
Birthplace : Davao City, Philippines
Sex : Male
Nationality : Filipino
Religion : Roman Catholic
Father : John Rey M. Cabali
Mother : Joan T. Cabali
EDUCATIONAL BACKGROUND
Primary (1-6): Holy Child College of Davao (2008-2014)
Junior (7-10): Holy Child College of Davao (2014-2018)
Senior (11-12): Holy Child College of Davao (2018-2020)

CHLOIE DAVE MAYBANTING MENDOZA
989 Tugbok District, Davao City
Mobile No.: 09777041728
Email Address: mchloiedave@gmail.com
PERSONAL DATA:
Age : 17
Status : Single
Birthdate : December 5, 2001
Birthplace : Davao City, Philippines
Sex : Male
Nationality : Filipino
Religion : Roman Catholic
Father : Arthur A. Mendoza
Mother : Gesille M. Mendoza
EDUCATIONAL BACKGROUND
Primary (1-6): Sigaboy Elementary School (2008-2014)
Junior (7-10): Holy Child College of Davao (2014-2018)
Senior (11-12): Holy Child College of Davao (2018-2020)

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THE CORRELATION BETWEEN ACADEMIC STRESS AND

COPING TECHNIQUES OF THE GRADE 11 AND 12

SENIOR HIGH SCHOOL STEM STUDENTS

Presented to the Senior High School Department

of Holy Child College of Davao- Mintal Campus

In Partial Fulfillment of the Requirements

Cabali, Johann Louise T.

Mendoza, Chloie Dave M.

Opus Deo Dignum

Senior High School Department

Green Meadows, Mintal Davao City

This thesis entitled THE INTERDEPENDENCE OF ACADEMIC

STRESS AND COPING TECHNIQUES OF THE GRADE 11 AND

12 SENIOR HIGH SCHOOL STEM STUDENTS prepared and

submitted by MENDOZA, CHLOIE DAVE M. and CABALI,

JOHANN LOUISE T., in partial fulfillment of the requirements

in inquiry, investigation and Immersion has been examined for

approval and acceptance.

DEMIE FHEEN M. EJARA, LPT

First of all, we researchers acclaim to our God Almighty, for the

idea, knowledge, wisdom, and experiences for the success of this

to teach, support, imparts knowledge and guiding us just to make this

study possible. To the respondents who shared and actively cooperate

to answer the survey questionnaire, thank you very much.

We are grateful for the support and participation of the faculty

members and colleagues in school especially our SHS focal person

R. Olorvida for allowing us in conducting our study. To Ms. Demie

support, moral support, and unending love, we wouldn’t be here in

always leave a mark to our hearts.

Lastly, to our Parents, Siblings and Classmates, words aren’t

you very much.

APPROVAL SHEET iii

Hypotheses of the Study

Review of Related Literature

Significance of the Study

Operational Definition of Terms

Data Gathering Procedure

Independent Overall Indicator Mean and Interpretation

Increased Class Workloads

Frustration due to misunderstanding lectures

Academic Stress Indicators Summary Table

Dependent Overall Indicator Mean and Interpretation

Independent & Dependent Variables Summary Table

Significant Relationship between student’s Academic

Stress and Stress Management

Percentage of the Impact of Academic Stress on the Stress

Management techniques of Grade 11 and 12 STEM

IV CONCLUSION AND RECOMMENDATIONS

Letter to the Adviser

Letter to the Editor

Table of Tally Results

4. Independent Overall Indicator Mean and Interpretation

4.1 Increased Class Workloads

4.2 Lower Grades

4.5 Frustration due to misunderstanding lectures

5. Academic Stress Indicators Summary Table

6. Dependent Overall Indicator Mean and Interpretation

6.3 Deep Breathing

6.4 Guided Imagery

7. Stress Management Indicators Summary Table

9. Significant Relationship between student’s Academic Stress

1.0 Conceptual Framework showing the Variation of the study