1

Department of Education
Region X
Division of Bukidnon
MANOLO FORTICH NATIONAL HIGH SCHOOL
Poblacion, Tankulan, Manolo Fortich, Bukidnon

______________________________________________________________________

Causes and Effects of Academic Stress of Junior High

STE Students of MFNHS

A RESEARCH PAPER

In Partial Fulfillment of the Requirements

of English 10

TRISTAN JAMES C. MONZOR

GIAN KARLOU L. SUMILE
APSHIEA BEJOY GALAGAR
ANGEL COLEEN DELOS SANTOS
APRIL JOY TANTIADO
ALIAN MAE SANTIAGO
ALIA MAE SANTIAGO

JELSIN D. DAGUNLAY
Research Adviser

May 2024
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ABSTRACT

This research study aims to examine the relationship between students’

stress and its negative impact on academic performance among high school

students at Manolo Fortich National High School. The study utilized a survey

questionnaire with dichotomous items to collect data from a sample of 30

students. The questionnaire assessed how academic stress affects students'

performance in school. The findings revealed that a majority of students agreed

or strongly agreed that academic stress had a negative influence on their

academic performance. Specifically, students reported that stress from academic

pressure affected their ability to concentrate, manage time effectively, and

engage in their studies. Additionally, the survey results indicated that students

who experienced high levels of academic stress tended to have lower academic

achievement. These findings suggest that academic stress significantly impacts

students' ability to perform well in school, highlighting the importance of

addressing and mitigating stressors to support students' academic success and

overall well-being. Interventions such as stress management resources,

counseling services, and promoting a balanced approach to academic.

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ACKNOWLEDGEMENT

This endeavor would not have been possible without the unwavering

support, assistance, and contributions from the following individuals:

First and foremost, the researchers express their deepest appreciation

and gratitude to their English adviser, Mrs. Jelsin D. Dagunlay, and their English

student teacher, Ms. Mary Joy S. Sanggana for their invaluable advice,

continuous support, and patience during the study. Their immense knowledge

has motivated the researchers to pursue and successfully complete this

research.

The researchers also extend heartfelt thanks to their parents for their

invaluable support, both financially and emotionally. Without their tremendous

understanding and encouragement, it would have been impossible for the

researchers to complete the study.

Additionally, the researchers wish to express their gratitude to themselves

for the dedication, commitment, and efforts throughout the study.

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TABLE OF CONTENTS

TITLE PAGE 1

ABSTRACT. i

ACKNOWLEDGEMENT ii

TABLE OF CONTENTS. iii-iv

CHAPTER 1 INTRODUCTION. 1

A. Brief Background. 1

B. Objectives of the Study 2

C. Significance of the Study 3-4

D. Review of Related Literature 4-11

CHAPTER 2 BODY 12

A. Overview 12

B. Academic Stress 12-14

C. Academic Performance 14-15

D. Relationship between Participation and Student Achievement 15-16

E. Impact of Academic Stress 17

F. Interventions 17-18

CHAPTER 3 CONCLUSION AND RECOMMENDATIONS 19

A. Analytical Summary 19-20

B. Statistical Summary 21-23

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C. Recommendations 24-25

D. References 26-29

E. Appendices A-B 30-33

 CHAPTER 1
INTRODUCTION

A. Brief Background

Academic performance is an essential aspect for Junior High STE

Students as they are nearing Senior High and because having better academic

performance yields better opportunities in life.

Stress is anything that poses a challenge or a threat to the well-being of a

person. It can be experienced anywhere, either in-home or even in school.

Students are mostly affected by academic stress, as they are subjected to

different kinds of stressors, such as the pressure of academics and the obligation

to succeed. Stress negatively affects academic performance and could also

become a vicious circle of continually increasing stress and decreasing

performance. Thus, motivation is the willingness of a person to do specific tasks.

The higher motivation results in higher academic performance.

Academic stress and emotional intelligence on academic performance

revealed that academic stress is negatively correlated with emotional intelligence

and academic performance. However, other studies claim that stress has no

significant relationship with academic performance. A study by Bello & Gumarao

(2016) concluded that stress is not correlated with academic performance.

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Furthermore, students’ achievement motivation is significantly correlated

with academic performance. Also, it examined the effect of instructor clarity on

learning with student motivation and academic performance. The study's findings

revealed the positive correlation of instructor clarity, student motivation, and

academic performance.

B. Objectives of the Study

Generally, this study aims to investigate how academic stress affects the

academic performance of the STE Students at Manolo Fortich National High

School.

Specifically, this study aimed to:

1. Investigate and understand the impact of academic stress on the

academic performance of the Junior High STE students at Manolo Fortich

National High School;

2. Explore the relationship between the impact of academic stress to the

academic performance of the students, and;

3. Assess the effects of academic stress on students’ academic

performance.
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C. Significance of the Study

The results of this study are beneficial to the following:

Junior High STE Students. This study holds significant importance for Junior

High STE students at Manolo Fortich National High School (MFNHS). It provides

an opportunity for these students to understand the connection between

academic stress in their academic performance. By delving into this relationship,

students can gain valuable insights that empower them to make informed

choices on how to manage their stress and strike a balance that enables them to

excel academically while also benefiting from their personal growth.

Parents. The study will be helpful to the parents of Junior High STE students

since it will help them better understand how academic stress affect their

children’s academic performance. The results can help parents support and

encourage their kids’ ensuring that they prioritize their academic commitments

while ensuring healthy environment and stress-free.

Schools and Educators. The study provides insights into the relationship

between academic stress and academic performance. It can help schools and

educators design and implement effective strategies to enhance students’

academic outcomes, create supportive learning and stress-free environment.

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Education Authorities. The study will be beneficial to education authorities

since it gives them important information about the connection between

academic stress and academic performance of the students. They may use this

data to make informed choices about the creation of stress- free environment,

the distribution of resources, and the application of regulations that support

student involvement and overall educational success.

Researchers Community. The study contributes to the existing body of

knowledge on the relationship between academic stress and academic

performance. It adds valuable insights that can be applied to other schools or

educational settings, expanding the understanding of how academic stress

affects students’ development and academic outcomes.

D. Review of Related Literature

This chapter presents the related literature after the thorough and in-depth

search done by the researchers. This will also present the synthesis of existing

research, theoretical frameworks, and conceptual perspectives to

comprehensively understand the relationship between academic stress and how

it affects the academic performance of the STE students in Manolo Fortich

National High School.

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Foreign Studies

Numerous internal and environmental factors can have an impact on

academic success (Bello & Gumarao, 2016). One of the things that influences

pupils’ academic performance is stress. According to a study by Crego et al.

(2016), students’ performance may be harmed by academic stress. According to

a different study by Kötter et al. (2017), higher levels of stress are linked to lower

performance and higher levels of stress. This indicates that there is a strong

correlation between stress and academic achievement.

Moreover, according to a study by Crego et al. (2016), pupils' performance

is adversely affected by academic stress. The purpose of their study was to

examine the relationship between academic stress and performance for

undergraduate dentistry students in Madrid, Spain, and other variables such as

coping methods and exam-related self-efficacy. The results of the study showed

a negative correlation between perceived stress and logical coping techniques

such problem solving, positive reappraisal, and enlisting the help of others.

Conversely, negative auto-focus and emotional coping mechanisms like venting

were positively linked to academic stress. Also, rational and emotional coping

strategies were positively and negatively associated with students' exam-related

self-efficacy and are partially mediated by the students' perceived stress. The

study also found out that a higher level of stress during the examination period

was associated with more unsatisfactory average grades and is partially

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mediated by the students' exam related self-efficacy. The study then concluded

that through adequate coping strategies, stress might be reduced for dental

students and, through their effect on exam-related self-efficacy appraisals, may

also contribute to improved academic performance.

The goal of a different study by Bello & Gumarao (2016) was to ascertain

the students’ degree of stress, their coping strategies, and how these factors

related to their academic achievement. The study’s findings demonstrated that

there is no conclusive link between stress and academic achievement.

Nonetheless, avoidant coping mechanisms have a strong detrimental effect on

academic achievement. The respondents’ academic performance decreases as

their usage of avoidant coping strategies increases.

Additionally, a study by Kötter et al. (2017) in Lübeck, Germany, found that

there could be a vicious cycle between stress and poor academic performance.

Therefore, the purpose of the study was to investigate and comprehend the

connection between stress and performance in medical school. The Perceived

Medical Stress Instrument (PMSS), which was administered at the conclusion of

both the freshmen and sophomore years, was the questionnaire that was

employed. The results showed that grades for medical students were significantly

predicted by PMSS scores obtained two and fourteen months prior to the first

medical examination. Additionally, it was discovered that gender and age had an
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impact on academic achievement, making older female students more

susceptible to the negative cycle of stress and subpar performance.

In a study published in 2017, Alyami et al. examined the connection

between perceived stress, academic self-efficacy, and self-esteem and academic

performance. It was discovered that 71% of the participants experienced extreme

stress. A multimodal learning technique was also favored by the majority of

respondents. The study also found a weak but significant relationship between

academic self-efficacy and performance. The study did discover, however, that

there is no relationship between reported stress levels and academic

achievement.

Furthermore, emotional intelligence and connection. In a study,

Ranasinghe et al. (2017) investigated the relationship between felt stress,

academic performance, and related variables. The findings of the study

demonstrated that among final- year students, greater emotional intelligence was

linked to improved academic achievement. A high degree of self-satisfaction was

also linked to higher emotional intelligence. Conversely, people with high

emotional intelligence reported feeling less stressed about themselves.

Additionally, the study suggested that raising emotional intelligence could aid in

lowering stress and boosting academic achievement.

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At the same time, a study conducted that explored the relationship

between emotional intelligence, perceived stress, and academic performance. It

was revealed in the findings that neither the perceived stress nor emotional

intelligence was related to academic stress. However, perceived stress was

significantly predicted by emotional intelligence. The researchers concluded that

medical students with higher emotional intelligence exhibited lower stress, while

both have no significant academic performance relationship (Gupta, et al. 2017).

In another study entitled "Stress and Academic Performance," N & Shastri

(2016) identified stress sources among high and low academic performance

students. The findings of the study revealed that the majority of the students'

perceived education was stressful. High and low academic performing students

and pure and applied science students differed significantly from stress sources.

The study's implications and suggestions were discussed, and an enrichment

program on stress management was employed.

Finally, in 2018, Llego, Gabriel & Corpus conducted a correlational study

that explored the relationship of stress level on nursing students' academic

performance. The results revealed that the respondents have a moderate level of

stress, and the primary source of their academic works was also the primary

source of their stress. The researchers concluded that as the respondents' stress

level increases, their academic performance decreases.

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Local Studies

Most students experience stress since some are trying to cope with the

demands of adapting to a new living environment, new peers, academic

pressure, and sexual concerns. Highly competitive surrounding’s makes the

students feel pressured. Being in college can also put financial stress on the

students and their families. These situations can leave them with trembling

hands, tense muscles, migraine, headache, and multiple other symptoms of

stress performance or reduce the student to ineffectiveness.

Moreover, based on a study by Mazo (2015) titled "Causes, Effects of

Stress, and the Coping Mechanism of the Bachelor of Science in Information

Technology Students in A Philippine University," which tested some assumptions

using a descriptive survey method with 51 respondents. The most common

causes of stress were thesis writing/research and school requirements/projects;

the most common effects were sleepless nights and irritable/moody feeling; there

were differences in the causes and effects of stress between the male and

female respondents; and the most common ways that students dealt with stress

were by using computers and praying to God.

Furthermore, based on the study entitled "Stressors and Stress

Responses of Filipino College students" Dyet. al. (2015), the study determined
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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.

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However, according to a different study, concern is more commonly

fictitious than actual, a generic emotional state rather than a targeted one, and it

can lead to anxiety. To put it briefly, the person is not worried about any particular

issues.

Students’ main sources of anxiety are cognitive worries about what might

happen if they fail. Students who express or think they should expect something

bad or unfavorable show signs of concern. Exams are one of the most

dangerous things that might make today’s kids anxious. Students may suffer

anxiety when they get an intense fear of doing poorly on a test. A number of

unfavorable outcomes, such as psychological distress, academic

underachievement, academic failure, and insecurity, are significantly influenced

by test anxiety. Despite the fact that many pupils possess the mental capacity.

Although many students have the cognitive ability to do well on examinations,

they may not able to do so because of a high level of anxiety (Meneses, et al.

2018). In

conclusion, there is a consistent body of evidence suggesting a

relationship between academic stress and its impact on students' academic

performance and academic success. However, there is a lack of research

exploring this link within Manolo Fortich National High School, indicating a

significant gap in localized data. Conducting targeted research at this school will

provide specific insights and strategies to improve academic outcomes. This

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study was undertaken to address this shortfall and assist students at Manolo

Fortich National High School in developing specialized interventions.

 CHAPTER 2

BODY

A. Overview

This study aims to investigate in-depth how academic stress affects the

academic performance of the Junior High STE students at Manolo Fortich

National High School. It recognizes the increasing emphasis placed on both

academic achievements and development and seeks to explore how students

manage their academic stress and commitments alongside their academic

responsibilities. The study recognizes the potential positive effects of effective

time management, prioritization, and the development of transferable skills on

academic performance. By examining the relationship between academic stress

and academic achievement, the findings of this research will be valuable for

educators and parents who aim to Improve students’ academic outcomes

through managing the academic stress.

B. Academic Stress

Academic stress is defined by Prabu (2015) as the worry and tension

associated with education and learning. The pursuit of a degree and education

frequently entails a great deal of strain. Academic stress is a student's

assessment of the current demands, problems, and risks in the academic

environment in relation to available personal resources for coping. There are two

types of stress associated with school: the stress of completing all of the work,

balancing the time, and finding time for extracurricular activities. Students who

are living away from home for the first time often struggle with academic stress.

First-year students occasionally leave home for the first time, thus they must get

used to their newfound independence as well as maintain a high level of

academic performance. Stress in academic institutions can have both positive

and negative consequences if not well managed. Academic institutions have

different work settings compared to nonacademic and therefore one would

expect the difference in symptoms, causes, and consequences of stress. It is

important for the institutions to maintain well balanced academic environment

conducive for better learning, with the focus on the students personal needs. It

evaluated factors that influencing the academic self- concept, self-esteem and

academic stress for direct and re-entry students in higher education. Many

psychological problems such as depression and suicide occur as a result of low

self-esteem (Nikitha, et al. 2014).

Furthermore, observed that parent and teachers expectations were the

main sources of academic stress among the adolescents, while adolescent girls

had higher academic stress than boys. It is noted that second year students felt

more stress in school factors than 1st year students. Rabbani mentioned that

there is a significant and negative relationship between parental attachment and

stress, while Parbhu observed that students whose parent’s education is as

literate level, academic stress is higher than their counterpart (Jayanthi, et al.

2014)

Finally, adolescents of private schools have more academic stress than

their counterparts in government schools. The instability of these emotions easily

initiates unusual behavior, which then affects the learning achievements and

adjustment ability of students if appropriate timely counseling is not given by the

institutions, teachers and parents, or if they cannot obtain appropriate concern

from their peers or siblings (Razia, et al. 2016).

C. Academic Performance

Academic success, as defined by Abid (2006), is mostly influenced by a

student's study habits, which include their methodical, effective, and ineffective

study techniques. A student's academic success is the only measure of how well

they spent their time in school. Exam performance has been used over time to

gauge academic success at various educational levels.

Students’ academic performance is an important part of their educational

journey because it shows how well they understand the material and how well

they can apply it. It also shows how far they have progressed and provides

information about their comprehension and academic proficiency levels.

Academic performance can be influenced by a variety of individual

characteristics, including IQ, motivation, learning style, study habits, family

support, teacher quality, school atmosphere, and socioeconomic background.

Participation in class discussions, extracurricular activities, and educational

programs can all have a good effect on students' academic achievement. A

strong academic record is frequently linked to a number of advantages. For

example, it may result in more educational chances, like admittance to esteemed

universities or prospects for scholscholarships (Lamas, et al. 2015).

Educators, parents, and policymakers often strive to improve students

academic performance by implementing effective teaching strategies, providing

appropriate support systems, creating a conducive learning environment, and

fostering a culture of academic excellence. Recognizing the unique needs and

learning styles of students offering individualized instruction and providing

resources for academic support are key components of promoting positive

academic performance

D. Relationship between Academic Stress and Academic Performance

The relationship between Academic stress and performance in various

studies have found that academic stress was found to negatively predict

academic performance, while high autonomous academic outcomes led to a

decrease in academic stress as it makes the students contented. However,

limited research has examined such reciprocal effects of students’ stress and

performance across context. As suggested, students’ performance in certain

situations can be generalized to wider school experience. For instance, innate

motivation experienced try another methods of studying could improve students’

motivation and experience in regular classrooms. Since it has been considered to

be an effective method to reduce academic stress, as a predictor of participation,

may also serve as an important factor to relieve academic stress.

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E. Impact of Academic Stress

The study acknowledge the strong connection between academic stress

and how it affects the academic performance of the Junior High STE Students. It

recognizes that it has a negative impact in the performance of the students.

Academic stress and its impact on mental health is a well-researched topic.

Research shows academic stress leads to feelings of decreased well-being and

an increased likelihood of developing anxiety or depression. Additionally,

students who have academic stress tend to do poorly in school.

F. Interventions

To address the potential issues surrounding academic stress and

academic performance, several implications and solutions can be considered

First, schools and educational institutions need to increase awareness and

actively promote the benefits on applying other methods in studying in

conjunction with academic pursuits. This can be achieved through informational

campaigns orientations for parents and students, and collaboration with teachers

and administrators. Second, it is crucial to offer a diverse range of methods in

studying or for instance, activities that cater to different interests of the students

to diverge their mind and lessen academic stress. By providing a wide variety of

options, schools ensure that students have opportunities to engage in their

preferred study methods to lessen academic stress. Additionally, efforts should

be made to make activities accessible to all students, regardless of their socio-

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economic background or abilities. Balanced time management is another key

aspect.

Students should be encouraged to strike a balance between their

academic responsibilities and involvement. Schools can support this by

promoting effective time management strategies and providing guidance.

Collaboration between educators and parents is essential to ensure that students

have sufficient time . Furthermore, schools should establish mechanisms to

provide academic support to students engaged in activities. This can include

offering tutoring or study sessions specifically tailored for students, providing

flexibility in deadlines or assignments, and fostering communication between

teachers and activity advisors to accommodate students.

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CHAPTER 3

SUMMARY, CONCLUSION AND RECOMMENDATION

The survey findings reveal a widespread belief in the negative effects of

academic stress on academic performance of the Junior High STE students of

Manolo Fortich National High School (MFNHS). The researchers conducted a

survey involving 30 Junior High STE students, representing 3 curriculum, with an

equal distribution of 10 participants in each grade level. While individual

experiences may vary, the survey underscores the negative impact of academic

stress on the academic performance of these students.

1. Analytical Summary

The investigation of the impact of academic stress on the academic

performance of Junior High STE students at Manolo Fortich National High

(MFNHS) revealed a negative impact on academic performance. The survey

findings indicated that a majority of students agreed that academic stress had a

negative impact on their academic performance. The researchers discovered that

there are negative effects of academic stress for students and their implications

on academic progress. Students who experienced academic stress are likely

encountered reduce motivation, hinder academic achievement, and lead to

increased dropout rates (Pascoe et al., 2020). Academic stress has also been

shown to negatively impact mental health in students (Green et al., 2021).

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The survey results also indicated that students who experienced academic

stress demonstrated lower levels of academic achievement compared to their

peers who were less experienced or have not encountered academic stress.

Furthermore, the effects of academic stress on students academic

performance confirmed that when a student had experienced academic stress

has a negative impact on his/her academic performance. According to Dr.

Houston Logsdon, EdD (2023) “A student’s academic performance is affected by

several factors: learning skills, parental background, peer influence, teachers'

quality, and learning infrastructure. Some everyday stressors reported in an

academic setting include excessive assignments, poor time management and

social skills, peer competition, and insufficient sleep. In addition, others need

better concentration, forgetfulness, learning problems, frequent negative

thoughts, and speech problems. Existing research shows that these stressors

can cause emotional issues, anxiety, depression, anger, irritability, feelings of

helplessness, lack of purpose, and relationship troubles”.

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2. Statistical Summary

Figure 1: Perceptions of Junior High STE Students on the Academic Stress

in their Academic Performance.

Junior High STE Students of Manolo Fortich National High

School

1%
40%
59%

Yes No 3rd Qtr

In grades 7, 8 and 9, the majority of participants agreed that academic

stress impairs their academic performance. This connection was acknowledged

by 134 respondents in Grade 7, 109 in Grade 8, and 153 in Grade 9.

On the other hand, some respondents in grades 7 through 9 disagreed

that academic stress has a negative effect on their academic performance. This

attitude was stated by 65 respondents in Grade 7, 87 in Grade 8, and 49 in

Grade 9.

In conclusion, when considering all respondents from grades 7 to 9, it is

evident that 59.2% agreed that academic stress negatively affects their academic

performance, while 40.0% disagreed. Furthermore, 0.8% of respondents have

not given a response.

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Figure 2: Causes of Academic Stress in STE Students

Causes of Academic Stress

30
25
20
15
10
5
0
Pressure from Parents and/or Amount of Homework Given to Fear of Academic Failure
Teachers the Student

Yes No

The majority of the respondents of grades 7, 8, and 9 agreed that the

pressure given by parents and/or teachers, the amount of homework and

projects assigned to them, and the fear of failing a subject are one of the main

causes of their stress. 69 of the 98 respondents agreed to the three causes listed

above.

On the contrary, a few students in grades 7 through 9 disagreed that the

three main causes of academic stress listed above were not the root of their

stress. 19 of the 98 respondents disagreed that pressure, amount of homework

given, and fear of failure are the main causes of their academic stress.

In conclusion, when considering all respondents from grades 7 to 9, it is

evident that 70.4% agreed that the listed causes were the root of their stress,

while 19.4% disagreed.

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Figure 3: Effects of Academic Stress in STE Students

Effects of Academic Stress

25
20
15
10
5
0
Decline in Mental Health Sleepless Nights Plummeting Self-Esteem and
Confidence

Yes No

The majority of the respondents in grades 7, 8 and, 9 reported that their

sleep schedule has had a negative effect caused by academic stress. This

connection was acknowledged by 20 out of 30 respondents.

Furthermore, the majority of students reported that their mental health and

self-esteem were not affected by academic stress. This connection was linked by

33 out of 60 respondents.

In conclusion, 66.7% of the respondents experience a number of

sleepless nights caused by academic stress or other related factors such as

homework and late-night studying. And 55% of the respondents reported that

academic stress takes no toll on their mental well-being and self-esteem.

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Recommendations

Junior High STE Students. The goal is to understand how academic stress

impacts students’ performance and achievement in the classroom. It should look

into the types of student-available activities, the quantity of student involvement,

and any significant differences in academic achievements based on their level of

participation. Its purpose should be to better understand how academic stress

affects students’ performance and achievements in the classroom. It should look

into the types of student-available activities, the quantity of student involvement,

and any significant differences in academic achievements based on their level of

participation.

Schools and Educators. Schools should concentrate on educating parents,

teachers, and students about the advantages of the actions listed above,

highlighting the benefits of better time management, social skills development,

and all-around holistic development in a stress-free environment. Schools should

also place an emphasis on offering guidance and support to students engaged in

those activities, establishing mentorship programs, and designating specific

faculty advisors to help students successfully manage their academic

commitment while enjoying a stress-free environment.

Parents. Schools should focus on educating parents, teachers, and students

about the benefits of the aforementioned behaviors, emphasizing the importance

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of better time management, social skill development, and overall holistic

development in a stress-free environment. Schools should also prioritize

providing guidance and assistance to students involved in those activities,

developing mentorship programs, and appointing specific faculty advisers to

assist students in managing their academic commitments while enjoying a

stress-free atmosphere.

Education Authorities. Show that academic stress has a negative impact on

students academic achievement. Emphasize the necessity for schools to provide

a diverse range of possibilities for students and distribute resources accordingly.

Education authorities should adopt policies and activities to foster a stress-free

environment for students. Collaborations with external organizations, community

groups, and industry professionals can give unique possibilities and enhance

students' learning experiences.

Research Community. Contribute to the existing knowledge on the relationship

between academic stress and how it effects on students' academic performance.

Explore new dimensions of this relationship and offer insights tailored to Grade

10 pupils. Identify any gaps or limitations in prior studies and identify topics for

future research to better understand the influence of academic stress on

students' academic performance.

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Perceived Stress on Academic Performance: A Cross-Sectional Study of Saudi

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ISSN 1857-6036). DOI: 10.19044/ejes.v4no3a5.

Kötter, T., Wagner, J., Brüheim, L., & Voltmer, E. (2017). Perceived medical

school stress of undergraduate medical students predicts academic

performance: an observational study. BMC medical education,17,1-6.

[Link]

Bello, D. & Gumarao, M. (2016). Stress Coping Strategies, and Academic

Performance of Dentistry Students

Ranasinghe, P., Wathurapatha, W. S., Mathangasinghe, Y., & Ponnamperuma, G.

(2017). Emotional intelligence, perceived stress and academic performance of

Sri Lankan medical undergraduates. BMC medical education, 17, 1-7.

Gupta, R., Singh, N., & Kumar, R. (2017). Longitudinal predictive validity of

emotional intelligence on first year medical students perceived stress. BMC

medical education, 17, 1-6.

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Veena, N., & Shastri, S. (2016). Stress and academic performance. The

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Bolkan, S., Goodboy, A. & Kelsey, D. (2015). Instructor Clarity and Student

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Crego et al. (2016). Stress and Academic Performance in Dental Students: The

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Llego, J., Gabriel, E., & Corpus, J. (2018). A correlational study on the stress

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APPENDIX A

Dear Respondents,

We, the researchers from Grade 10-Einstein, are conducting a study entitled

“Causes and Effects of the Academic Stress in Junior High STE Students of Manolo

Fortich National High School “.

And for us to be able to complete our study, this survey is conducted to explore

the impact of academic stress on the academic performance of STE students, and to

investigate the relationship between academic stress and how it affects the

performance of the students.

We kindly request your participation by providing some general information about

yourself and answer the questionnaires below. Rest assured that all information

provided will be kept strictly confidential and used solely for research purposes. Your

valuable contribution will greatly contribute to our understanding of this important topic.

Thank you.

I. General Information

Name (optional):

Age: Sex:

Grade & Section:

 31

APPENDIX B

II. Instructions:

Please read each question carefully and select the response that best reflects your

agreement or disagreement with the statement. Choose only one option per statement.

Write ✓ in a yes column if you agree with the statement and write ✓ in a no column if

you disagree.

Questions Yes No

1. Have you been experiencing academic stress?

2. Does academic stress has affect your a b i l i t y t o

concentrate in class?

3. Does the pressure to perform well academically affect

your interest in learning?

4. Does academic stress often you

make physical symptoms experience

such as headaches or

stomachache?

5. Does academic stress negatively impacted your

relationship with family and friends?

 32

6. Does the amount of homework given to you make you

feel stressed and overwhelmed?

7. Does fear of failure in exams add to your academic

stress?

8. Have you ever had experience where your mental

health declined due to academic stress?

9. Does academic stress affect your sleep

negatively? schedule

[Link] you find it hard to balance your academic

responsibilities with other aspects of your life?

[Link] your confidence and self esteem have been

affected negatively by academic stress?

[Link] you explored seeking support from your

parents teachers or classmates to help manage

academic stress?

[Link] you considering seeking counseling or therapy to

address academic stress?

 33

[Link] you tried implementing time management

strategies to better handle academic workload?

[Link] you open to exploring relaxation techniques such

as meditation or deep breathing exercises to

reduce academic stress?

[Link] you considered discussing academic stress with

your parents or guardians to seek their support and

guidance?

[Link] you thought about adjusting your study

environment to reduce distractions and lessen

academic stress ?

[Link] you considering taking breaks or incorporating

leisure activities in your schedule to lessen academic

stress?

[Link] you explored alternative methods such as active

recall and speech repetition of learning or studying

that might be less stressful for you?

[Link] you open to seeking help from your peers or

classmates to share the academic workload

 34

and reduce stress levels?

35