Libertad National High School

Brgy. Libertad, Butuan City

A Quantitative Research of Academic stress, Academic motivation,

and its Relationship on Academic Performance of the Senior High
School Students

Bulala, Kara
Pastor, Shain Grace
Celestino, Schan
Lim, Jennifer
Paulino, Jan Paul
Plaza, Jemark
 TABLE OF CONTENTS

Chapter 1: The Problem and its

Background………………………………………………… 1

 Introduction…………………………………………………….

 Statement of the
Project…………………………………………………………...

 Significance of the
study…………………………………………………………….

 Scope and the limitation ……………………………………………

 Theoretical/ Conceptual Framework………………………………….

 Definition of term (5 to 7 words) ……………………………………

Chapter 2: RRL (Review Related Literature) ……………………………….

Chapter 3: Methodology……………………………………………….

 Research Design…………………………………………………….

 Research Locale…………………………………………………….

 Research respondents/sampling………………………………….

 Research Instrument………………………………………………...

 Data Gathering Procedure…………………………………………

 Statistical Treatment……………………………………………….
 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Introduction
Academic performance is dependent on multiple factors, two of
which are stress and motivation. It is an essential aspect for senior high
school students as they are nearing collage life and because having
better academic performance yields better opportunities in life. The
context of existing theories on motivation and stress may vary from
these for the Filipino and Asian students’ unconscious views on
motivation, stress, and learning in schools. Stress is anything that pose a
challenge or a threat to the well-being of a person. It can be experienced
anywhere, either at 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 academic and the obligation to
succeed (Noson & Shastri, 2016). According to Kotter et al. (2017),
stress negatively affects 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.
Bruinsma in 2004 (as cited by Kori et al., 2016
) stated that higher motivation results in his 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 Belo & Gumarao (2016)
concluded that stress is not correlated with academic performance.
Furthermore, Fereidooni-mogadam et al. (2017) found out that students’
achievement motivation is significantly correlated with academic
performance. Also, Bolkan, Goodboy, & Kelsey (2015) examined the
effect of instructor clarity on learning with student motivation and
academic performance. The study’s findings revealed a positive
correlation between instructor clarity, student motivation, and academic
performance.
The study’s main objective is to determine the impact of stress and
motivation on students’ academic performance. The study’s finding could
serve as a basis for program development to assess how the school
could alleviate stress, simulate motivation, and improve the students’
academic performance a study conducted by Ranasinghe et al. (2017)
om academic stress and emotional intelligence on academic stress and
emotional intelligence on academic performance revealed that
academic.

1.1 Research Questions/ ISSUES

The study aims to determine the relationship between academic stress,
academic motivation, and academic performance for high school seniors.
Specifically, this study sought to answer the following questions:
1.What is the student profile in terms of their academic stress; and
academic motivation?
2.What is the level of academic performance of the students?
3. Is there a significant relationship between students’ stress and academic
performance?
4.Is there a significant relationship between students’ motivation and
academic performance?

2.0 Review of Literature

Stress and academic performance are affected by several
factors, whether internal or external (Bello & Gumarao, 2016).
Stress is one of the factors that affect the academic performance
of students. A study conducted by Crego et al. (2016) stated that
academic stress might comprise students’ performance. Another
study conducted by Kotter et al. (2017) mentioned that increased
stress leads to decreased performance and increasing stress. With
this, stress is revealed to have a significant relationship with
academic performance. A study conducted by Crego et al. (2016)
states that academic stress negatively affects students’
performance. Their study aimed to analyze how other variables
such as coping strategies and exam related self-efficacy could be
related to academic stress and performance for undergraduate
dental students in Madrid, Spain. The study’s findings revealed
that rational coping strategies such as problem-solving, positive
reappraisal, and seeking social support were negatively associated
with perceived stress. In contrast, emotional coping strategies
such as venting emotions and negative auto-focus were positively
associated with 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 was
partially mediated by the students' exam-related self-efficacy. The
study 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. Another study by Bello &
Gumarao (2016) aimed to determine the students' stress levels
and coping mechanisms and their relationship to academic
performance. The results of the study showed that there is no
significant relationship between stress and academic performance.
However, there is a significant negative relationship between
avoidant coping strategies and academic performance. The more
avoidant coping strategies are used, the lower the academic
performance of the respondents. A study was also conducted in
Lübeck, Germany, by Kötter et al. (2017). It stated that stress and
low academic performance could become part of a vicious cycle.
Thus, the study was conducted to understand and examine the
relationship between stress and performance during medical
education. The questionnaire used was the Perceived Medical
Stress Instrument (PMSS), measured at two different time points
(at the end of freshman year and the end of sophomore year). The
findings revealed that PMSS scores from 2 and 14 months before
the first medical examination were significant predictors for
medical students' grades. It was also discovered that age and
gender predict academic performance, making older female
students a potentially vulnerable risk group for the vicious circle of
stress and poor academic performance. Alyami et al. (2017)
conducted a study in which they investigated the relationship
between self-esteem, academic self-efficacy, and perceived stress
on academic performance. It was found that 71% of the
respondents were highly stressed. Most of the respondents also
preferred a multimodal learning style. The study also concluded a
low yet significant correlation between academic performance and
academic self-efficacy. However, the study also found that
academic performance does not correlate with perceived stress
levels. The relationship between emotional intelligence, perceived
stress, and academic performance and associated factors was
explored in a study by Ranasinghe et al. (2017). The study results
showed that higher emotional intelligence was associated with
better academic performance among final year students. Higher
emotional intelligence was also associated with a high level of self-
satisfaction. Meanwhile, self-perceived stress was low in those
with high emotional intelligence. The study also recommended that
enhancing emotional intelligence may help reduce stress levels
and improve academic performance. Gupta, Singh, and Kumar
(2017) conducted a study that explored the relationship between
emotional intelligence, perceived stress, and academic
performance. It was revealed in the findings that neither perceived
stress nor emotional intelligence was related to academic stress.
However, perceived stress was significantly predicted by emotional
intelligence. Researchers concluded that medical students with
higher emotional intelligence exhibited lower stress while both had
no significant academic relationship. N and Shastri (2016)
identified stressors among high and low-achieving students in
another study titled " 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. In S
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. Stress and
Academic Performance." The findings of the study Motivation and
Academic Performance Motivation is another factor that can affect
academic performance (Fereidooni-moghadam et al., 2017).
Attitude is a predictor of academic performance (Dogan, 2017).
Thus, motivation is essential in academic performance. Higher
motivation also results in higher academic achievement (Kori et al.,
2016). With this, motivation is likely to have a significant
relationship with academic performance. In a study conducted by
Dogan (2017), the extent to which academic performance is
affected by student engagement, academic self-efficacy, and
academic motivation was evaluated. According to the findings,
cognitive engagement predicts academic performance but not
emotional or behavioral engagement. Furthermore, academic self-
efficacy and academic motivation do affect academic performance,
with a positive and meaningful relationship. A similar study was
conducted by etin (2015), where it was determined whether
academic motivation and academic self-regulated learning are
predictors of students' GPAs in the Early Childhood Education
Department. The study's findings revealed no correlation between
GPA, academic motivation, and academic self-regulated learning.
Fereidooni Moghadam et al. (2017) conducted a study to assess
the relationship between academic performance and achievement
motivation. The results of the study showed that there is a
significant correlation between academic performance and
achievement motivation. It was also revealed that there is a
significant negative correlation between achievement motivation,
age, and educational terms. In a study conducted by Bolkan,
Goodboy, and Kelsey (2015), they tested the notion that the effect
of instructor clarity on learning is conditioned upon students'
motivation. The study's findings showed that test scores did not
increase when students' motivation process was low, even with
explicit instruction. However, if the students' motivation was high
and there was explicit instruction, test scores increased. The study
concluded that, under conditions of high clarity in instruction,
students who had higher motivation exhibited higher scores than
those who had the lower motivation. A similar study conducted by
Isik et al. (2018) examined if the study strategy was a mediator
between the type of motivation and academic performance. The
study also examined whether these relations are different for
students from different ethnic groups. The study hypothesized that
higher autonomous motivation positively correlates with academic
performance through a deep and achieving study strategy while
having a negative association through a surface study strategy.
The results showed that autonomous motivation is positively
associated with GPA by achieving ethnic minority students'
strategy. A study was conducted by Akomolafe & Adesua in 2016,
in which they examined the relevance of physical facilities in
enhancing the level of motivation and the academic performance
of senior high school students in southwest Nigeria. The study's
findings showed a significant relationship between physical
facilities, students' motivation, and academic performance.
According to the study, high-quality physical facilities can motivate
students to learn, which improves their academic performance.
The relationship between motivation, university adaptation, and
indicators of mental health, well-being, and academic performance
was explored in a study conducted by Bailey & Phillips (2015). The
findings revealed that intrinsic motivation was associated with
greater subjective well-being, meaning in life, and academic
performance. Extrinsic motivation showed few relationships with
other variables, and motivation was associated with poor
outcomes. Kori et al. (2016) conducted a study in which the
relationship between prior general education in programming,
study motivation, and learning outcomes at a higher education
level was investigated. It was revealed in the findings that students
who had prior knowledge of programming had higher weighted
average grades in the first semester. In contrast, students who had
no prior. Their studies had external regulation, a subcategory of
extrinsic motivation, influencing their studies. Working students
also had less motivation and lower results regarding intrinsic and
extrinsic motivation, which are also extrinsic motivation
subcategories. The study concluded that primary education is
beneficial in studies and that working while studying is associated
with lower extrinsic motivation. Datu (2017) examined peace of
mind (PoM), academic motivation, and academic achievement. In
the study's findings, peace of mind was positively associated with
academic achievement, autonomous motivation, and controlled
motivation. It also has a negative relationship with motivation.
Autonomous motivation was positively associated with academic
achievement. The bias-corrected bootstrap analysis results
showed that peace of mind had an indirect influence on academic
achievement through the mediating effects of autonomous
motivation. The studies cited above have shown how stress and
motivation relate to academic performance. Several studies, such
as those conducted by Kötter et al. (2017) and by Crego et al.
(2016), concluded that stress negatively correlates with academic
performance. Stress did not correlate with academic performance
in studies by Alyami et al. (2017) and Bello & Gumarao (2016). As
for motivation, studies conducted by Dogan (2017) and Fereidooni-
moghadam et al. (2017) showed a significant positive relationship
between motivation and academic performance. In a study by etin
(2015), it was revealed that academic motivation does not
correlate with academic performance.

CHAPTER 2
Review Related Literature

Academic performance is affected by several factors, whether

internal or external (Bello &
Gumarao, 2016). Stress is one of the factors that affect the academic
performance of students. A study conducted by Crego et al. (2016)
stated that academic stress might compromise students' performance.
Another study conducted by Kötter et al. (2017) mentioned that
increased stress leads to decreased performance and increasing stress.
With this, stress is revealed to have a significant relationship with
academic performance. 
A study conducted by Crego et al. (2016) states that academic stress
negatively affects students'
performance. Their study aimed to analyze how other variables such as
coping strategies and exam related self-efficacy could be related to
academic stress and performance for undergraduate dental students in
Madrid, Spain. The study's findings revealed that rational coping
strategies such as problem-solving, positive reappraisal, and seeking
social support were negatively associated with perceived stress. In
contrast, emotional coping
strategies such as venting negative emotions and negative auto-focus
were positively associated with 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 was
partially mediated by the students' exam-related self-efficacy. The study
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. 
Another study by Bello & Gumara understand and examine the
relationship between stress and performance during medical education. 
The questionnaire used was the Perceived Medical
Stress Instrument (PMSS), measured at two different time points (at the
end of freshman year and the end of sophomore year). The findings
revealed that PMSS scores from 2 and 14 months before the first
medical examination were significant predictors for medical students'
grades. 
It was also revealed that age and gender predict academic performance,
making older female students a potential risk group to experience the
vicious circle of stress and poor academic performance. 
Alyami et al. (2017) conducted a study in which they investigated the
relationship between self-esteem, academic self-efficacy, and perceived
stress on academic performance. It was found that 71% of the
respondents were highly stressed. 
Most of the respondents also preferred a multimodal learning style. The
study also concluded a low yet significant correlation between
academic performance and academic self-efficacy. 
However, the study also found that academic performance does not
correlate with perceived stress levels. 
The relationship between emotional intelligence,
perceived stress, and academic performance and associated factors was
explored in a study by Ranasinghe et al. (2017). The study results
showed that higher emotional intelligence was associated with better
academic performance among final year students. Higher emotional
intelligence was also associated with a high level of self-satisfaction. 
Meanwhile, self-perceived stress was low in those with high emotional
intelligence. The study also recommended that enhancing emotional
intelligence may help reduce stress levels and improve academic
performance. 
Gupta, Singh, and Kumar (2017) conducted a study that explored the
relationship between emotional intelligence, perceived stress, and
academic performance. It was revealed in the findings that
 neither perceived stress nor emotional intelligence was related to
academic stress. 
However, perceived stress was significantly predicted by emotional
intelligence. Researchers concluded that medical students with
higher emotional intelligence exhibited lower stress while both had no
significant academic relationship. 
N and Shastri (2016) identified stressors among high and low-achieving
students in another study titled "Stress and Academic Performance."
The findings of the study

CHAPTER 3
METHODOLOGY

This chapter represents the methods of research utilized in this study, the
respondents, the sampling technique used, the instrument, the statistical
treatment of the data. The research local together with procedure of
analysis.

RESEARCH DESIGN

This study used descriptive research design. It is descriptive since it

would determine the stress of students in academic performance.
Hence the design that would be used in appropriate.

RESEARCH LOCALE

This study would be conducted at Libertad National High School

Libertad Butuan City. The researchers choose the place since it is
where the researchers study Libertad National high school is a public
high school specifically located at P-6 Balanghai Road in the
municipality of Butuan City (Capital) in the province of Agusan Del Norte
region of Caraga.

RESEARCH RESPONDENT/SAMPLING
 This study will use the random sampling method in which the
researchers will randomly pick the name of the learners to be the
possible respondents. The chosen respondents will the senior high
school student of Libertad National High school.

RESEARCH INSTRUMENT

The steps we fulfilled in the process of determining the essential

findings of the study are academic stress, academic motivations and
their relationship to the performance of the students. The instruments
were distributed to the respondents. The data was tallied and analyzed
after the instruments were answered. The general average of the
respondents during the school year 2018-2019 was gathered to
measure the academic performance.

DATA GATHERING PROCEDURE

Academic performance is affected by several factors, whether internal or

external (Bello& The following steps were fulfilled in the process of
determining the essential findings of the study in determining academic
stress, academic motivation, and their relationship to the academic
performance of students: A permission letter was submitted to the
school director's office to conduct the study and gather the data needed.
The instruments were distributed to the respondents. The data was
tallied and analyzed after the instruments were answered. The general
average of
the respondents during the school year 2018-2019 was gathered to
measure the academic performance.