CHAPTER 1

BACKGROUND OF THE STUDY

Introduction

Academic achievement is highly driven by motivation (Yaman Aktas and Karabulut,

2016). To be interested in learning, there must be a compelling motive for the individual

to do so. (Sarikoc and Oksuz, 2017; Karatas and Erden, 2012). Students who are more

academically motivated are more likely to participate in learning activities in order to

succeed. (Sarikoc and Oksuz, 2017). Students' greater motivation enables them to

improve their scholastic skills in order to achieve their learning objectives. Academic

motivation of students, as well as their opinions and interests in education, influence

their desire to study positively. As a result, students improve their academic

performance and approach their educational goals with greater zeal. Individuals with

stronger academic drive perform better, and they are more inclined to acquire new

knowledge and skills. (Ozdemir Ozkan et al., 2015)

However, A high degree of stress can induce a decline in students' attention and

concentration. Stress has an influence on students’ motivation (Martin, Cayanus,

Weber, & Goodboy, 2006). Several students with psychic toughness will face a loss of

motivation to perform and, even worse, a profound state of depression. (Cole, Feild, &

Harris, 2004).

Stress is referred to as the negative reaction people have to excessive demands or

other types that have become an intrinsic part of our life. It is considered that

undergrads are subjected to several forms of stressors during their education.

(Bataineh, 2013). Dealing with a foreign surroundings and an unfamiliar college lifestyle
(Elias, Ping and Addullah, 2011), in addition to too many academic demands and the

fear of failure (Gall, Evans and Bellerose, 2000), Students experience severe

academic stress and even exhaustion. (Bruce, 2009) This can lead to an increase in

the rate of committing errors, a drop in academic accomplishment, and an increase in

interpersonal connection problems, all of which have a detrimental impact on learning.

(Arabaci et al., 2015). Students are severely impacted by academic stress because they

are subjected to several types of stressors, such as academic pressure and the duty to

excel. (Noson and Shastri 2016). Stress creates anxiety or depression and might be

caused by school, church, perhaps at home. Porwal & Kumar (2014 stated that there is

a great deal of stress associated with academics, homework, tests, and other academic

competitions. Students also endure a lot of stress as a result of an imbalance in

academic, social, and time management for extra-curricular activities from education.

Academic stress occurs in students who are unable to keep a balance between their

academic activities, social, emotional, and familial responsibilities. [133]. Stress is the

body's and mind's reaction to something that upsets the balance. The amount of

difficulty in the coursework and exams may cause students to experience varying levels

of stress. (Rafidah, Azizah, Norzaidi, Chong, Salwani & Noraini, 2009, 37). Stress is a

component of several emotions, including anxiety, frustration, wrath, worry, fear,

sadness, and hopelessness. Some causes of youth stress include unstable familial

relationships, peer influences, incapacity to cope with studies, substance misuse, and a

lack of expertise. (Ghatol, 2017, 38). Stress is also strongly linked to both social and

monetary stress. (Pariat,Rynjah, Joplin, & Kharjana, n.d., 40). It is the result of a variety

of factors, including test and exam pressure, a hard course, a different educational
environment, and contemplating future plans after graduation. (Ramli, Alavi,

Mehrihnezhad, & Ahmadi, 2018, 1). Stress can significantly alter an individual's

emotions or feelings. (MyersDG, 2005, 86). Shastri (2016) highlighted that some people

are susceptible or prone to certain stressors than others, stress is created by

environmental and internal pressures that must be addressed on a regular basis [72] ).

Every one of these set of interrelated to put students at risk of considerable learning

loss. (Dorn, Hancock, Sarakatsannis, & Viruleg, 2020).

This study will explore how undergrad students remained both intrinsically and

extrinsically autonomously motivated and committed to their studies, despite all the

limitations they encountered and endured under a lot of stress. Students must

overcome each of these unanticipated learning shifts as soon as feasible. (Dhawan,

2020); commonly experience feelings of uncertainty, instability, volatility, and diminished

autonomy and self-direction. (Germani, Buratta, Delvecchio, & Mazzeschi, 2020).

Furthermore, despite the difficulties they experienced, students stayed positive and

continued their studies. (Rahiem, 2020a). This paper addresses a gap in the research

by examining the student life stress and motivation of the bachelor of elementary

students.

This study highlights how stress has an impact on students’ motivation (Martin,

Cayanus, Weber, & Goodboy, 2006). By understanding their motivation, we can

learn what could be done to help students succeed despite all the limitations and help

prepare them to be more resilient and to enable them to cultivate the ability to remain
optimistic and motivated to succeed and overcome any of life’s adversities. Thus, this

study that includes the student life stress and student motivation of the bachelor of

elementary education students in Saint Francis Xavier College will determine the impact

to the students.
NULL HYPOTHESIS

The null hypothesis that will be tested at 0.05 level of significance in this study

are the following:

HO1: There is no significant relationship between students life stress and motivation of

Bachelor of Elementary Education students.

HO2: There is significant influence on student life stress on motivation of Bachelor of

Elementary Education students.

THEORETICAL FRAMEWORK

The study is anchored on Transactional Model of Stress and Coping. It is a framework

for evaluating the processes of coping with stressful events. It was proposed by Dr

Richard Lazarus (Lazarus, 1966). According to the theory, stressful experiences are

believed to result from transactions between individuals and the environment. The

transactions depend on the impact of the stressor which is mediated by the individual’s

appraisal of the stressor and available coping resources (Lazarus & Cohen, 1977).

The level of stress involves a judgment about whether internal or external

demands exceed resources and ability to cope when demands exceed resources

(Lazarus &Folkman, 1984).The theory depicts people as meaning-building creatures

who constantly evaluate everything that happens and who use emotional cues

from earlier experiences of stress, in the process of appraisal. Lazarus (1984)

identified two cognitive appraisals which include primary appraisal and secondary

appraisal. In primary appraisal,

individuals question what they have at stake in a particular threatening situation. The

answer to the question influences the quality and intensity of their emotion. In

secondary appraisal, individuals question what they can do in response to the

perceived threat, that is, their options for coping and the answer to this question

contributes to the types of coping strategies they will implement to manage the

demands

of the situation.

Nowadays, students go through stress in colleges at different levels. Stress is the

physical or mental disturbance caused to students due to various stressors. Practically

the course work of college students is very much challenging and demanding. This

stage of education is the toughest one and individual needs to work hard give his/her

fullest effort here. In college level, the studies become very highly difficult and

simultaneously the competition is also very high. In this competitive world, an

individual need to maintain good grades and CGPA till the end of completion of the

degree. Students

who want to pursue post graduation need to fulfil all necessities required for

getting admission into a good college. Similarly, students who want to join and continue

their career need to prepare for the same. In this way, individual need to concentrate

and maintain his/her performance for good future and life. Carnicer, Calderon,and

Garrido (2019), that students who engage in less cognitive avoidance and more
problem-focused coping make more academic achievement, but those who are

under more stress perform worse.

CONCEPTUAL FRAMEWORK

Independent Variable Dependent

Variable

STUDENT LIFE STRESS

MOTIVATION
 Frustration
 Intrinsic Value
 Conflict
 Self-Efficacy
 Pressure
 Cognitive Strategy Use
 Changes
 Self-Regulation
 Self-imposed

of stress in college student‟s life. You join college for learning and gaining

knowledge.

Figure 1. The Conceptual framework of the study.

The figure 1 shows the conceptual framework of this study which displays its two

variables.

The independent variable of the student life stress inventory: identification of and

reactions to stressors which is patterned after the study of Bernadette M. Gadzella. In

this study, it has identified 8 indicators such as, Frustration; Conflict; Pressure;
Changes; Self-imposed.

Stress is an emotional imbalance which may occur due to various reasons such as

tests, papers and projects, competitive nature within one’s chosen field, financial

worries about school and future employment prospects (Ross et al., 1999). Frustration

is a type of emotional reaction to stress. It's common to have this feeling when students

encounter daily stressors at school. Stress is a frequent cause of conflict, and conflict

can increase stress. Conflict occurs whenever student interact. College students feel

pressure to make educational and career decisions that can impact the rest of their

lives. Changes in terms of too many changes occurring at the same time and change

which disrupted the students life and/or goals. And lastly, Self-imposed putting pressure

on student to excel at something within an unrealistic timespan. Negative self-talk after

not being able to complete something (realistic or not).

The dependent variable of this study is the student motivation. In the study of Frauke

Kubischta with four indicators namely Intrinsic Value; Self efficacy; Cognitive Strategy

Use; Self Regulation.

First, Intrinsic value refers to the interest and enjoyment that students experience when

engaging in an activity. When students enjoy scholastic tasks, they are intrinsically

motivated to do well. Both interests and personal relevance produce intrinsic value for a

student. Second, is commonly defined as the belief in one's capabilities to achieve a

goal or an outcome. Students with a strong sense of efficacy are more likely to

challenge themselves with difficult tasks and be intrinsically motivated. Third, Personal

skills that fall under being motivated include having initiative, being passionate towards
reaching goals, and having perseverance. Forth, Cognitive Strategy use support the

learner as he or she develops internal procedures that enable him/her to perform tasks

that are complex (Rosenshine, 1997). Self-regulation is the process of continuously

monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful

efforts (Berk, 2003).

SCOPE AND DELIMITATION OF THE STUDY

This study covers the Bachelor of Elementary Education students of Saint

Francis Xavier College. However, it includes only those students who are enrolled in the

A.Y. 2021-2022. Furthermore, student life stress and students’ motivation have many

indicators but this study focuses only on indicators identified by the authors of the

research instruments used in this study.

SIGNIFICANCE OF THE STUDY

This study will be beneficial to the following stakeholders of Saint Francis Xavier

College of Agusan del Sur.

Program Head. This study may helpful to understand the situation and capabilities of

the students for improvement.

Guidance Counselor. This study will help to understand the attitude and behavior of a

student.

Teachers. As a facilitator of learning in the class, it will be used a guideline for them to

facilitate student.
Parents. It will help them to understand on what support they will give to their children.

Students. The findings of this study may helpful for them to understand the concepts of

stress and motivation.

Future Researcher. Develop their research skill in searching information, especially in

making research papers.

DEFINITIONS OF TERMS

In order to facilitate better understanding of this study, the following terms are hereby

defined operationally.

Student Life Stress - Students are experiencing high levels of stress in many areas

of their life. The combination of a busy life with education is causing stress and

depression. Minimal stress is beneficial and may result in excellent performance.

However, uncontrolled stress can lead to exhaustion, depression and several other

sicknesses. The stress that students experience can test their ability to cope and their

ability to adapt. The impact of stress on students can be looked at from various angles.

According to Centre (2010); Stress affects students academically, socially, physically

and emotionally.

Motivation - Motivation to learn is very important for students. The importance of

motivation for students is to make students aware of the position at the beginning

of learning, the process, and the end of learning, informing about the strength of

learning efforts when compared to their peers, directing learning activities,

encouraging learning enthusiasm, and making them aware of the existence of a

learning journey and then working [1]. In relation to teaching and learning activities,
what is important is how to create conditions or a process that directs students to

carry out learning activity.

Related Review of Literature

This section presents the related literature and studies after the through and in-

depth search done by the researchers. This will also present the synthesis to fully

understand the research to be done. The student life stress has the following indicators:

Frustration; Conflict; Pressure; Changes; Self-imposed (Bernadette M.Gadzella). .The

students motivation has the following indicators namely Intrinsic Value; Self efficacy;

Cognitive Strategy Use; Self Regulation.( Frauke Kubischta)

Student life stress

Students are experiencing high levels of stress in many areas of their life. The

combination of a busy life with education is causing stress and depression. Minimal

stress is beneficial and may result in excellent performance. However, uncontrolled

stress can lead to exhaustion, depression and several other sicknesses. The stress

that students experience can test their ability to cope and their ability to adapt. The

impact of stress on students can be looked at from various angles. According to Centre

(2010); Stress affects students academically, socially, physically and emotionally.

Students are facing various academic problems in today's highly competitive world,
which includes exam stress, lack of interest in attending classes, and inability to

understand the topic. Academic stress is the major cause of stress among

adolescents and may result in low self-esteem. Most of the psychological problems

such as depression and suicide occur as a result of low self-esteem (Nikitha et al.,

2014). Hussain et al., (2008) observed that the magnitude of academic stress among

the public school students was significantly higher while the level of adjustment of

government school students was significantly better. However, reverse but

significant relationships between academic stress and adjustment have been found for

both the student group and each school type whereas Singh and Upadhyay (2008)

observed that students in the first year experienced higher degree of academic stress in

comparison to the students in the third year and female

students perceived more academic stress in comparison of the male students.

Frustration. The experience of brief and intense emotions is an integral component of

our everyday conduct. Emotions influence how we make decisions and navigate our

worlds, via bodily changes that prompt us to action. Frustration is a key negative

emotion that roots in disappointment and can be defined as irvitable distress in

response to limitation, exclusion, and failure (a state of dissatisfied insecurity).

Frustration elicits negative affect to signal that interests and interactions must be

adjusted, and emotional tension or “arousal” to instigate defensive or aggressive

behavioral responses, such as strive to reduce or eliminate the blocking agent or

circumstances. Frustration tend to score higher on the “angry- hostility” facet of

neuroticism personality domain, in which frustration with trait anger and bitterness

(McCrae et.al 2005).

Conflict. It can occur in all aspects of social life. The input, process and output

of school organizations which are a small model of social life and open systems

consist of human beings. Therefore, conflicts in schools occur more realistically and

concretely (Sarpkaya, 2002). Conflict is an interactive process involving

disagreement, discrepancy or incompatibility between two or more individuals or

groups in any subject (Koçel, 2005; Rahim, 2002), it is the dispute resulted by

the non-matching interests between two interdependent parties (Leung, 2008) and it

is the fact that the interests of the parties which arise due to different value judgments,

objectives, goals or lack of communication, change, deviation that hinder each other

(Moisogluo, Prezerakis, Galanis, Siskou, Maniadakis, & Dafni, 2014).

Pressure. Students, specially undergraduate percieve that their success in future

depends mainly on their high grades. Research has shown that testing can produce

pressure in students and can lower students’ self esteem, and increases their fear of

failure (Hardy, 2003). The situation may be more difficult for students when their

families pressure them to attain higher grades in their exams. Many students feel

pressured by their parents , teachers and colleagues (Rothman, 1995). Students may

also be retained at a grade level until a certain score is met, or they may be prevented

from graduating (Jones , Jones & Hargrove, 2003). Test anxity is a well studied

psychological variable (Poham, 2003). Pressure can be defined as a condition of

intense agitation, apprehension, tension, fear and worry, occuring from a real or intuited
threat of imminenent danger, which causes instantaneous mind-body reaction and its

effects are felt behaviorally, psychologically and physiologically, often at the same time

(Mayer, 2008)

Changes

Holmes and Rahe (1964) were the first to record the effects of life events. From their

work in hospitals, Holmes and Rahe noticed that certain life events in their patients

seemed to be associated with stress and poor health (e.g. heart disease). They claimed

that the greater the life change, the greater the stress and the more serious the illness.

Self-imposed. Self-imposed is: stress that we, sometimes unknowingly, place on

ourselves, because bearing it in the moment often feels easier than our ability to find

and work toward a practical solution. And each of those moments that we spend not

looking for practical solutions will eventually add up. Not only is the task continually

getting harder as we run out of time, but we want to do it less and less the closer we get

to the deadline.

Motivation. Motivation is the force which provides the impetus for human behavior,

causing individuals to initiate and sustain goal-directed actions (Jenkins & Demaray,

2015). It is related to the person's will to embrace of get involved in a task or a process

of action and serves to explain why individuals pursue some courses of action but avoid

others (Schunk, Pintrich, & Meece, 2008: Weiner, 1992). Motivation has been the focus
of much research involving many theories and constructs (Wigfield, Eccles, Schiefele,

Roeser, & Davis-Kean, (2009).

Intrinsic Value. Intrinsic value often results from the enjoyment an activity produces for

the participant (Wigfield, 1994). When students enjoy scholastic tasks, they are

intrinsically motivated to do well. Both interests and personal relevance produce intrinsic

value for a student. Generally, students are intrinsically motivated to pursue activities

that are moderately novel, interesting, enjoyable, exciting, and optimally challenging.

When schoolwork is too easy, students become bored. When tasks are too difficult,

students become frustrated and anxious (Deci & Ryan, 1985). Teachers should try to

create classroom environments that foster intrinsic motivation by providing students with

opportunities to engage in interesting, personally relevant, challenging activities.

Students bring a variety of experiences and interests to the classroom, and learning

becomes personally meaningful when students’ prior knowledge and diverse

experiences are connected with their present learning experiences. Educators can do

this by creating an enriching environment and providing opportunities for students to

explore their interests. In a recent study, researchers used self-selected enrichment

projects based on students’ interests as a systematic intervention for underachieving

gifted students. This approach specifically targeted student strengths and interests and

helped reverse academic underachievement in over half of the sample (Baum, Renzulli,

& Hebert, 1995). Emerick (1992) also found underachievers responded well to

“interventions incorporating educational modifications which focus on individual

strengths and interests” (p. 140).

Self efficacy. A plethora of factors are proposed to influence dissertation performance.

One variable that has been found to influence academic performance in a number of

settings is self-efficacy (Multon et al., 1991:Chemers et al., 2001; Lane and Lane,

2001). The nature of self-efficacy makes it particularly appealing as a variable to base

applied interventions, as it is malleable and influenced by the cognitive processing of

situational factors. Bandura (1997:3) described self-efficacy as ‘the belief in one’s

capabilities to organise and execute courses of action required to produce given

attainments’. Self-efficacy theory is not concemed with the skills that an individual has,

but rather with the judgements they possess concerning their skills. Self-efficacy is

proposed to be a mediating variable between previous performance accomplishments

and future performance.

Self-efficacy beliefs are constructed from four fundamental sources of information:

performance accomplishments, vicarious experience, verbal persuasion, and

physiological states (Bandura, 1977).Bandura (1997) suggested that performance

accomplishments are the most influential source information, as they provide the most

authentic evidence of an individual's ability to successfully complete a task.

Self-efficacy beliefs are constructed from four fundamental sources of information:

performance accomplishments, vicarious experience, verbal persuasion, and

physiological states (Bandura, 1977). Bandura (1997) suggested that performance

accomplishments are the most influential source of efficacy information, as they provide

the most authentic evidence of an individual’s ability to successfully complete a task

Cognitive Strategy Use. The term "cognitive strategies" in its simplest form is the use

of the mind (cognition) to solve a problem or complete a task. Cognitive strategies may

also be referred to as procedural facilitators (Bereiter & Scardamalia, 1987), procedural

prompts (Rosenshine, 1997) orscaffolds (Palincsar & Brown, 1984). A related term

is metacognition, the self-reflection or "thinking about thinking" necessary for students to

learn effectively (Baker, Gersten, & Scanlon, 2002).

Self Regulation. Zimmerman and Pons (1988) described self- regulated learning and

school achievements so they concluded regulated learning as actions directed at

obtaining facts or that coping school failure could be useful in future research. ability

that includes organization, purpose, goals, and instrumentality self-perceptions with the

aid of a learner.

CHAPTER 2

METHODOLOGY

This chapter contains information about the study’s respondents, as well as

information about how study will be conducted. And also, what will be the sampling

procedure to use to acquire the information needed by the researcher. It also included

information about the study’s intended site. The researcher also describes the process

of gathering the data collection that will be used to carry out the results. And lastly, this

chapter includes the statistical tool to be used to analyse the data collected from the

respondents.

Research Design
 Non-experimental quantitative research techniques, unlike the one used in this

study, rely on interpretation and observation rather than explicitly controlling, altering, or

changing the predictor variable. In social and behavioural research, intentional and

concentrated mixtures of several methodologies enhance and expand the analysis,

minimize the study's weaknesses, and amplify its advantages (Johnson & Turner,

2019). This study's quantitative component employed a correlational research

methodology. Martin, Cayanus, Weber, & Goodboy, 2006) how stress has an

influence on students’ motivation. This method can be used to determine the

relationship between student motivation and student life stress. This non-experimental

quantitative approach helps in determining with two variables by clarifying the links

between the variables.

The study will be conduct at Saint Francis Xavier College in San Francisco, Agusan del

Sur. San Francisco declared as one of the top competitive municipalities out of 163 first

class municipalities according to National Competitiveness Council (NCC Website,

2020). In 2020, there are 56 Higher Education Institutions (HEIs) in the Caraga Region,

16 of which are public and 40 are private. Among the 16 Public HEIs, there are 15 State

Universities and Colleges and 1 Local Government College and Agusan del Sur ranked

third in the whole region of Caraga (CHED Annual Journal, 2021). Saint Francis Xavier

College is a private educational institution that offers tertiary education in the

municipality of San Francisco, Agusan del Sur. It is duly approved and recognized by

the Commission on Higher Education (CHED). It offers undergraduate programs in

Information Technology, Business Administration, Teacher Education and Criminal

Justice Education. It was founded in 1990 and offers baccalaureate degrees and

technical-vocational courses. SFXC aim to produce globally competitive students.

 Figure 2. Spot Map of the studY

Figure 3. Saint Francis Xavier College School building

Respondents of the Study
The respondents of this study are the Bachelor of Elementary Education (BEEd)

students of Saint Francis Xavier College who are enrolled in this academic year 2022-

2023. The number of samples will be determined through the online Raosoft sample

Size Calculator. Stratified sampling will be utilized in determining the number of

respondents from each year level of Bachelor of elementary education students of Saint

Francis Xavier College. Simple random sampling method will be utilized in identifying

the individual respondents from each year level. This will be done through the lottery

method so that all students will have equal chances to participate in this study.

Research Instrument

The researchers will make use of the random sampling with the use of the survey

questionnaire with modification from Bernadette M.Gadzella and Frauke Kubischta. The

questionnaire was adapted from the expert in the field of education that are all suitable

to the interest of the study. The first research instrument was used to describe the

student life stress with twenty three (23) items equally distributed to five (5) indicators:

(7) frustration, (3) conflicts, (4) pressures, (3) changes, and (6)self imposed.

The second research instrument was adapted with modification from Frauke Kubischita

were used to describe the level of student motivation towards student life stress with

fifteen (40) items, which are equally distributed to four (4) indicators: (9) self-efficacy, (9)

intrinsic value, (13) cognitive strategy use, and (9) self regulation .

For reliability, both Cronbach Alpha coefficients and test-retest correlation were

tested. Cronbach Alpha coefficients were satisfactorily between 0.8-0.89. The research
instrument was developed as a consequence of the author’s study, which used non-

experimental research design with special reference descriptive research technique to

determine its strength. The respondents will answer the given question based on the

Likert Scale: 1 if never, 2 if seldom, 3 if occasionally, 4 if often, 5 if most of the time. In

order to describe the level of Student Life Stress, the following interpretation scale will

be used.

Interpretation Table

To properly describe the Student Life Stress in St. Francis Xavier College the

following interpretation scale will be used:

Point Score Range Descriptive Interpretation

Equivalent

5 4.20-5.00 Very High This means that the

Student Life Stress

is observed at all

times.

4 3.40-4.19 High This means that the

Student Life Stress

is observed

oftentimes.

3 2.60-3.39 Moderate This means that the

Student Life Stress

 is observed

sometimes

2 1.80-2.59 Low This means that the

Student Life Stress is

seldom observed.

1 1.00-1.79 Very Low This means that the

Student Life Stress is

never observed.

For the Independent variable, the following shows the point score, range, descriptive

equivalent and interpretation of the research questionnaire. The Independent variable

was taken from from the author Bernadette M.Gadzella ; Student Life Stress. In

interpreting the data this table will be used.

In order to describe the level of motivation of students, the following

interpretation scale will be used.

Point Score Range Descriptive Interpretation

Equivalent

5 4.20-5.00 Very High This means that the

motivation of the

student is observed

at all times.

4 3.40-4.19 High This means that the

motivation of the
 student is observed

oftentimes

3 2.60-3.39 Moderate This means that the

motivation of the

student is observed

sometimes

2 1.80-2.59 Low This means that the

motivation of the

student is seldom

observed

1 1.00-1.79 Very Low This means that the

motivation of the

student is never

observed.

Data Gathering Procedure

Before the data collection, the researcher wrote a letter to the School Registrar of

Saint Francis Xavier College requesting for approval of the permission letter to conduct

the study. Then, the researcher ask from the office of the School Registrar for the

complete list with the official school email accounts of the target respondents who are

officially enrolled in the academic year 20212-2023 in order. After the approval of the

permission letter granted, the researcher will administer the survey questionnaire online
via google forms and explain to the respondents on how to answer the instruments. The

students can an email on their respective account containing the survey questionnaire.

After the respondents answered the survey questionnaire, the researchers will

collect the data and gathered will be tabulated and subjected to statistical testing and

analysis. The researchers make sure that the answers of each respondent will be

respected and are kept confidential.

Statistical Tools

The data will be analysed with the help of the following statistical tools or tests;

Weighted Mean. This statistical tool will used to answer statements of the

problem 1 and 2 in levels of Student Life Stress and Motivation of Bachelor of

elementary education students

Standard Deviation. This statistical test is a measure of the amount of variation

or dispersion of a set of values. A low standard deviation indicates that the values tend

to be close to the mean of the set, while a high standard deviation indicates that the

values are spread out over a wider range.

Pearson-Product-Moment Correlation Coefficient. This statistical tool is a

parametric test used to determine whether there is significant relationship between two

variables if the data are normal. The said tool will employed to attain the third statement

of the problem.
 Regression Analysis. Is another parametric test which attempts to model the

influence between two variables by fitting a linear equation to the observed data? This

statistical test will be used to determine the significant influence of the student life stress

on motivation of Bachelor of elementary education students.