Perceived Stress and Students Performance: A Quantitative Research

A Research Proposal

Presented to the Faculty of Mercy Junior College Inc.

In partial fulfillment of the requirements for the Research Subject of Humanities and Social

Science

Ababa, Claudette M.

Caberte, Jan Angel L.

Maglasang, Mary Grace A.

Pepito, Shanedy Neil V.

Pepito, Shane Michael L.

Rafols, Princess Ann B.

November, 2023
 CHAPTER 1

INTRODUCTION

Background of the Study

The background of the study of perceived stress and student performance developed from

the broader field of stress research. Every single student experience different type of tests due to

stress, which can affect their student’s performance. Students need help if they encounter this

type of stress that may hinder their studies. It is important to give attention to this type of

problem to give answers and how students perceive and manage stress. Academic pressure is one

of the factors that causes students to fail so it is important to understand the impact of stress on

students and well-being. The paper examines the perceptions of major sources of academic stress

among Senior high school students. The study found that academic stress has major implications

for student retention and dropout intention. The findings from this study may be useful for

further research on how these potential sources of stress influence the performance and the health

of the students (Perceived Academic Stress among Students, 2020). In general, stress refers to

two things, on the one hand the psychological perception of pressure and on the other hand the

body’s response to it, on the other hand it involves many systems, from muscle weakness to

memory. This study sought to explore the negative impact of stress on student achievement, the

relationship between academic stress and student achievement, and finally, recommend stress

management strategies at Mercy Junior College Inc., the reason being the complex findings on

the relationship between stress in learning to student learning outcomes can be delivered

effectively.
Numerous nations have conducted extensive research on student stress and its impacts.

Researchers generally concur that students experience similar academic stressors such as

pressure from family, financial constraints, academic competitiveness, examination stress, time

management, and strand-related stress. Studies on senior high school students’ perceptions of

academic pressures and their impacts, however, are scarce. Thus, the objective of this

quantitative study was to determine how senior high school students at Mercy Junior College,

Inc. perceived the sources of their stress and how that stress affected their physical and mental

health. Senior high school pupils will be used in this study to refer to those in grades 11 and 12.

Senior high school students were chosen as the sample because senior high school is a new grade

level and these grade levels grew up in a time that was very different from previous grade levels.

Their lives revolve around secularism, disappearing culture, and the emergence of digital

technology. Being surrounded by cutting-edge technological devices that support an increasingly

complicated way of life and have a negative impact on family ties has put these generations

under more stress and presented them with difficulties coping with daily problems.

Hans Selye (2018) regarded stress as both the spice of life and the kiss of death. They

went on to state that it was as an excellent rubric for a domain of knowledge for clinical,

medical, and psychological practice. Persistent stress creates low self-esteem, trouble coping

with a variety of situations, sleep issues, diminished concentration, and irregular eating, all of

which have a negative effect on students’ academic performance (Sharif, 2018). In addition,

research indicates that stress may contribute to enhanced performance, with the students’ attitude

toward stress management and the surrounding setting serving as potential causes (Sharif, 2018).

Academic stress is a student’s perception of the pressure they face, time constraints to complete
assignments, academic workload, and their academic self-perception (Perceived Academic Stress

and Depression: The Mediation Rule of Mobile Phone Addiction and Sleep Quality, 2022).

In order to optimally benefit from their educational experiences, students are required to

learn to cope effectively with stress (Gustems-Carnicer et al., 2019), and higher levels of social

supports have consistently been identified as associated with lower stress levels and a greater

ability to manage stressors (Mishra et al., 2020). The range of social supports that students

receive from their families, friends and the academic community can directly influence their

ability to deal with the challenges associated with university life (Cage et al., 2021; Mishra,

2020) and is associated with more successful experiences during their education (Maymon et al.,

2019) (Scanlon et al., 2020). Research conducted with a range of student cohorts has indicated

that the level of stress experienced by students was significantly predicted by levels of perceived

social support (Cassidy et al., n.d.). Jumat et al. (2020) argue that students who do not have

sufficient protective factors to safeguard from ongoing stress can be at risk of burnout, with

social support identified as one mechanism to allow students to deal with the demands of

academic life, and later professional life. This research supports findings from other similar

research (Kim et al., 2018) indicating that social support is negatively correlated with student

burnout. Peer support, in addition, has the potential to normalize experiences and promote a

sense of belonging (Batchelor et al., 2020), as the nature of the support is provided by someone

who is similar and equal to the recipient. In terms of other types of social support, Mamun et al.

(2019) recent research has indicated that being in a significant relationship was a predictor of

higher levels of stress, rather than providing social support. However, the distress identified by

the students could be associated with the significant changes to relationships and related social

support, as students were living away and spending reduced time with their partner.
Some stress is positive, and some are negative. The Center for Disease Control (CDC, n.d.)

stated, “stress can be harmful when it is prolonged” (para. 3). If stress is severe, it can make one

feel overwhelmed and out of control. The purpose of this study was to determine college

students’ perception of stress and coping mechanisms. Students, teachers, parents, and

researchers will all benefit from this study’s exploration of perceived stress in the life of students.

It aids in the understanding of difficulties by students, the awareness of stress among students by

teachers, the enlargement of parental viewpoints, and the direction of study by researchers. This

study intends to pinpoint the sources of perceived stress among senior high school students at

Mercy Junior College Inc., pinpoint specific stressors, pinpoint stress-reduction strategies,

consider the effects of stress on academic performance, and explore the connection between

stress and academic performance. Our goal is to learn more about the connection between

students’ reported levels of stress and their academic achievement. The goal of this study is to

comprehend how students’ perceptions of stress affect their capacity for successful academic

performance. In order to develop a theoretical framework and uncover prior findings in this field,

the researchers would probably analyze pertinent literature on stress and academic performance

while they undertake their study. Additionally, they will create a research plan that includes

picking a sample of students, deciding on appropriate metrics for measuring perceived stress and

academic achievement, and gathering information via surveys or other means. The data may be

analyzed quantitatively by the researchers using statistical tests to find correlations or

relationships between perceived stress levels and academic achievement. Stress management is

the process of acquiring and practicing a variety of cognitive and behavioral techniques with the

goal of managing and coping with stress. Stress is defined as the perception that demands exceed

personal resources, and can result in both physiological (e.g., increased blood pressure, migraine
headaches) as well as psychological effects (e.g., anxiety, depression). Potential sources of stress

range from major life events such as death of a loved one, divorce, or job loss to “daily hassles”

such as traffic and interpersonal annoyances. Current Knowledge Stress management is based on

the premise that the experience of stress is not a direct response to a stressor per se; rather the

experience of stress is mediated by one’s coping abilities and resources, both of which can be

modified through stress-management techniques. Stress-management techniques include

diaphragmatic breathing, relaxation training (progressive muscle relaxation or autogenic

relaxation), meditation, increasing physical activity, improving nutrition, increasing pleasurable

activities, improving goal-setting skills, developing conflict-resolution skills, learning time-

management skills, identifying and reframing cognitive distortions, limit-setting and

assertiveness training, and utilizing (or expanding) the sources of social support. Stress-

management techniques can be learned through self-help resources (books, internet), or can be

delivered in individual or group format through professional intervention. However, acquired,

stress-management techniques must be practiced regularly over a period to achieve optimal

stress-reduction benefits. According to a study, factors that affect academic performance

include: students’ attendance in the class, family income, mother’s and father’s education,

teacher-student ratio, presence of trained teacher in school, sex of the student, distance of

schools, gender, age, teaching faculty, students schooling, father/guardian social economic status,

residential area of students, medium of instructions in schools, tuition trend, daily study hour,

accommodation as hostelries or day scholar, accuracy and alignment of instructional design, data

forms and quality, whole literacy, and student motivation and engagement (Salman Farooq et al.,

2021).
Statement of the Problem

This study aims to determine the perceived stress and students’ performance:

Quantitative Research. Specifically, this study seeks to address the following research questions:

1. The perceived stress of a students are;

1.1 Homework

1.2 Report

1.3 Activities

2. Students performance in term of;

2.1 Homework

2.2 Researchers

2.3 Reporting

3. What is the significant relationship between perceived stress and students Performance?

4. What is the intervention program?

Research Objectives

This research aims to achieve the following objectives:

1. Identify the causes of perceived stress in senior high school students at Mercy Junior

College Inc.
 2. Identify specific areas of perceived stress in the lives of Senior High School Students at

Mercy Junior College Inc.

3. Identify techniques to manage perceived stress.

4. This study seeks to examine the perceived stress and student performance.

5. To investigate the relationship between class grades and reported perceived stress.

Significance of the Study

This research helps to know and understand the challenges that students face

regarding their experience in student life. This study is beneficial to students, teachers, and

parents.

Guidance Counselor. It allows them to identify the exact causes of stress, if it could be

academic pressure, personal concern, social challenges, or other factors. So, they will understand

how to assist students to manage their stress and performing better academically.

Parents. It helps them to think more broadly and help their children.

Researchers. It helps guide their research.

School Administrators. It can help administrators to provide more supportive learning

environment, extracurricular activities, mental health support programs to reduce student’s stress

levels and support their academic success.

Students. This helps them understand their problems as students and expands their perspective

on how to handle themselves if they have a problem.

Teacher. It helps teachers to be aware of the problems their students are experiencing.
Scope and Delimitation

The scope of our study is for finding perceived stress and student performance: A

quantitative research. The study is delimited only for the senior high school students in Mercy

Junior College, Inc., the main purpose of our study is to point out the perceived stress and aims

are determining whether perceived stress hinders their accomplishment of their homework’s. The

study only focuses on perceived stress such as homework, social life and endless workload, and

its relation to the academic performance of the selected students. The study only analyzes the

academic student performance based on GPA. The study does not consider the effects of other

factors such as student demographics, socioeconomic status or other factors that may affect

academic performance. The study uses only student self-reported data, not objective measures of

their perceived stress or academic performance. The study will encompass senior high school

students from various disciplines and academic years, considering both gender differences and

exploring the influence of academic major. Data will be collected through a structured

questionnaire, and the research will primarily focus on the correlation between perceived stress

and academic performance of the students.

Theoretical Framework

This study relied on numerous theoretical frameworks to explain the association between

perceived stress and student performance. Transitional Model of Stress and Coping developed by

Lazarus and Folkman (1987) explained coping as a phenomenon that involves both mind and
behavioral responses. According to this model they said that stress is the transaction between an

individual and their environment. It identifies that perceived stress pass through when there is a

difference between the demands of the environment. It is hypothesis that felt stress has a direct

impact on student performance through influencing an individual’s cognitive resources and

capacity to concentrate.

Recent studies have applied the Transactional Model of Stress and Coping (Lazarus &

Folkman 1987) in understanding adolescent patient’s experience with thalassemia: Case report

(Ghada M Abu Shosha, Mahmoud Al‐Kalaldeh)

Journal of Child and Adolescent Psychiatric Nursing 33 (1), 49-54, (2020) this case

investigated using the transitional model of stress and coping as guidance for nursing care of an

adolescent patient with thalassemia. Having thalassemia was cognitively appraised by the patient

as a stressful and taxing situation can cause a consequence, such as changes in physical

appearance, stigmatization, and depression. This theory helps as effective guide for nurses in

planning care of an adolescent patient with thalassemia.

Another study by (Xiaobei Sun Benjamin J Li et al., 2023) Social media use for coping

with stress and psychological adjustment: A transactional model of stress and coping perspective.

In their study they use the Transactional Model and Stress and Coping Lazarus and Folkman

(1987) because in this issue during the global pandemic. The current activity for individuals in

the time of COVID-19 pandemic, social media use may play a role in psychological well-being.

Drawing on the transactional model of stress and coping, the current study investigated the

relationships between COVID-19-related stressors and the use of social media to facilitate

specific coping strategies.

 We use this theory as a reference of our study for the reason it can lead us to have better

understanding about how perceived stress affect student’s performance. This theory is one of a

guide to make our research, it allowed us to identify the exact reason of the transaction of stress

whether it’s personal problems or the circumstances of their environment. So that we can know

how to provide an idea to solve this type of case.

The research is based on (Lazarus) Cognitive Appraisal Theory, which he also proposed.

In this theory stated how a student evaluates a stressful event (e.g., a difficult exam) it can affect

their emotion and physiological response. If the student becomes aware that the circumstances is

extremely stressful, it may impair their academic performance by producing anxiety and

decrease focus. Recent studies have applied the Cognitive Appraisal Theory (Lazarus) in

workplace bullying always perceived harmful? The cognitive appraisal theory of stress

perspective (Mehwish Majeed & Saima Naseer 2021). The present study expands the literature

on bullying by exposed why and when bullying might produce positive outcomes applying the

cognitive appraisal theory of stress and coping.

The researcher chose this kind of theory as a reference to know the usual reason that can

affect through physical and mental health in perceived Stress and Student’s Performance. This

study was anchored on Social Support Theory which holds that social support can help to avoid

the harmful effects of perceived stress on students’ performance. Individuals who have access to

social support (e.g., friends, family, teachers, counsellors) are better suited to handle stress and

perform well academically, according to this notion. Because it may provide emotional support,

guidance, and practical resources to students to help them to manage stress and improve their

performance.
 Recent studies have applied the Social Support Theory origin by Cullen’s (1994) in

Impact of social commerce constructs and social support on social commerce intention (Zaryab

Sheikh et al., 2019) to investigate the influence of social commerce constructs (SCCs), by using

this theory they identify that support can influences the social commerce intentions significantly.

Another study by (Leia Y Saltzman et., al 2020) in Loneliness, isolation, and social support

factors in post-COVID-19 mental health, the Social Support Theory is used. It claims that social

support is an important consideration for understanding the impact of COVID-19 in well-being,

yet one of the major preventative efforts for reducing the spread of COVID-19 involves social

distancing. During times of pandemic its very difficult in us to connect our family except if we

have an internet. The Social Support is one of the Psychological First Aid and Skills for

Psychological Recovery, which are tools used to inform response methods to help people connect

during isolation and are interventions that could be adapted to COVID-specific needs in the time

of pandemic.

Additionally, the researcher uses this theory as a reference in the study to have a broader

understanding to find a solution of the problem we want to study. It can help to find a way to

provide and look a better perspective to have a way to reduce stress that can be affects the

students academically. In conclusion, these theories we use is very significant to lead us to know

what we are going to do about our study. It can be our guide to proceed that next step and how

we use a technique to know the problems in this research. Many recent studies use these theories

as their guide to solve the problem and to provide idea to identify specifically the problem based

on the topic.
Conceptual Framework

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

Perceived Stress Students

-High Stress Performance
INTERVENTION
-Moderate Stress -Failing PROGRAM
-Low Stress -Poor
-Moderate
-Good
-Excellence

Figure 1. Schematic Diagram of the Study

The conceptual framework of this study demonstrates how the independent and

dependent variables interact. Perceived stress is one of the independent factors, while student

performance is the dependent variable, as depicted in Figure 1's schematic diagram of the study.
 The researcher will move forward and look at the significant relationship between

perceived stress and students’ performance after gathering the relevant data on perceived stress

and students’ performance: A quantitative research.

After acquiring the necessary information on perceived stress and students’ performance,

the researcher will start the intervention program. The intervention program attempts to find

efficient tactics and measures that might help senior high school students in mercy junior college,

Inc. further reduce their perceived stress.

The excitement and the originality with which students approach their classes are greatly

influenced by their health, their social environments, and their academic performance.

Mentorship programs also offer continuing assistance while addressing issues and building a

cooperative atmosphere where teachers can exchange best practices and difficulties connected to

perceived stress.

Definition of Terms

To ensure clarity and a common understanding of key terms used in this study, the

following terms are defined conceptually and operationally:

Academic Performance. Refers to student achievement in academic areas such as grades, test

scores, and overall academic success (University of Minnesota, 2021). It focuses on specific

learning tasks and requirements set by educational institutions.

Academic Stress. refers to the pressure and stress that students experience regarding their

academic performance and expectations. This can be caused by various factors such as high
workload, time constraints, competition, and fear of failure. (American Psychological

Association, n.d.)

Perceived Stress. Perceived stress refers to an individual's subjective assessment or perception

of the amount of stress they are experiencing in their lives. It is the individual's own

interpretation and evaluation of the stressors they encounter, rather than an objective measure of

the stress itself. (Taylor et al., 2020)

Stressors. According to the APA, stressors can be classified as acute, episodic, and chronic

(APA, n.d.). Acute stressors are events that cause short-term stress, such as an upcoming exam or

presentation. Acute episodic stressors include repetitive stressful situations, such as heavy

workloads or prolonged time constraints. Chronic, long-term stressors, such as ongoing financial

difficulties or a demanding job.

Student Performance. refers to a wider range of elements, such as extracurricular activity

participation, behavior, attendance, and general involvement in the learning process in addition

to academic success (University of Minnesota, 2021).

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides a comprehensive review of relevant literature and studies that are directly

related to the current study.

Related Literature

Everyone experiences stress. There is a seemingly never-ending list of things that might

irritate and depress you, whether they stem from school, relationships, health issues, or financial

difficulties. However, the effects of stress can manifest more visibly in some persons than in

others. Stress is defined as “the sum of a person’s physical, emotional, and mental strains or

tensions.” Reactions to circumstances when an individual feels pressurized, threatened, or

occasionally both can lead to stress. Stress can have an impact on memory and learning. While

just the right amount of stress can improve performance, too much stress can lead to issues with

physical and mental health, lower self-esteem, and even negatively impact students’ academic

results. Researchers have asserted that students experience academic stress considering this.

Students that experience stress related to time management, extending their effort, self-

expectation, and involvement for the benefit of their academic success are said to be

experiencing academic stress. (Iligan et al., 2019) Senior high school students experience the

highest level of stress out of all grade levels due to the pressure to be prepared for college.
Surveys will be carried out by researchers to find solutions for the perceived stress sources,

which include financial, academic, and health-related issues. This study gives readers more

information about preventing stress and makes it possible to support students, friends, or family

members who are experiencing stress.

The quantitative research method is being used by the researchers. The instrument refers

to the questionnaire or data gathering tool that must be created, approved, and used to collect

data effectively and consistently. In this study, questionnaires were utilized to collect the

necessary data. The researchers utilized two adopted and adapted questionnaires for the survey.

The respondents of the study are only bonafide Mercy Junior College, Inc. Senior High School

Grade 11 and 12 Students, in which 231 senior high school students were selected to participate

in the survey for this study. All the selected participants claimed that they have experienced

academic stress. Out of the 231 respondents, there will be 6 divisions which are the strands and

grade level of the Senior High School students. 69 will come from the Grade 11 and 12 Science,

Technology, Engineering and Mathematics (STEM) Strand. Another set of 94 students will come

from Grade 11 and 12 Humanities and Social Sciences (HUMSS) strand. Another set of 10

Students will come from Grade 11 and 12 Accountancy, Business and Accountancy (ABM)

Strand. And the last set of 23 respondents will come from the Grade 11 and 12 Technical-

Vocational-Livelihood (TVL) Track specially from the H.E. 12 will come from Grade 11 and 12

TVL Track specially from ICT. 23 will come from Grade 11 and 12 TVL Track specially in

SMAW. Overall, there will be 231 respondents for this study to have a proportional distribution

of survey questionnaires to come up with a reliable conclusion. The study was conducted from

the months of October to January, School year 2023-2024. The study took place at Mercy Junior

College Inc. Specifically in the Senior High School department. This school offers quality
education and have different kinds of learners within it. Each student in this school comes from

different and various environments as well as their perceptions with academics. The descriptive

design and descriptive-correlational method will be employed in this investigation. Using this

approach, it will be possible to ascertain whether there is a meaningful connection between

Mercy Junior College, Inc. Senior High School Students’ academic achievement and their use of

the internet. It is both descriptive and correctional since descriptive research aims to provide

textual details on the subject, variables, and other relevant information. Additionally, it is

correlational in that it can be used to find relationships between various variables and to forecast

future events based on current knowledge. In this case, the variables are perceived stress and

academic performance, and the outcome is a prediction of the effects it will have on the student

or respondents that predicts his or her future events. Thus, the purpose of this study is to

determine how stress affects academic performance of Mercy Junior College, Inc. Senior High

School students.

According to Mental Health Awareness (2018) that there are numerous things that can

prompt stress. The demise of a friend or family member, separate/division, losing an occupation

and surprising cash issues and many more. In any case, not all life occasions are negative and

even positive life changes, like moving to a greater house, picking up an occupation

advancement or going on vacation can be a source of stress. Some of the predetermined stresses

are emotional, behavioral and physical stressor. Emotional stressor is when you are focused on

you may encounter a wide range of emotions, including tension, dread, outrage, pity, or

disappointment. These sentiments can at times feed on one another and produce physical

manifestations, exacerbating you feel even. For a few people, unpleasant life occasions can add

to side effects of depression. Behavioral stress when you behave differently than your usual
ways. Just like being frequently hesitant or unbendable; unable to rest properly; You might be

fractious or weepy. Some turn to smoking, devouring more liquor, or taking medications. Stress

can make you feel angrier or more forceful than typical. Stress may likewise influence the way

we cooperate with our nearby family and companions. And physical is when a few people begin

to encounter cerebral pains, queasiness, and acid reflux. You may inhale more rapidly, sweat

more, have palpitations, or experience the ill effects of different a throbbing painfulness.

Perceived Stress

Stress is very common struggles of a students; they encounter Stress may mental or

physical. Students who struggle with school may wants to stop going in give up. The Perceived

stress incorporates feelings about the uncontrollability and unpredictability of one’s life. It Is a

burden of every student who wants to reach their goal in life. We should know how we often to

handle with these irritating issues to deal problems or difficulties. Stress can affect our body,

thoughts, and feeling and our behavior, individuals may suffer similar negative life events but

perceived stress reflects the interaction between and individual to their environment. It may can

cause a result of factors, coping resources, and support. Hence, we should know how to deal this

issue because it can help our mind and body adapt. Without it, in our body might always be

affected over time that can lead to serious health problem.

Sonia Cha abandoned et.al., (2021) claims that high Stress can lead to burnout, anxiety,

and depression. Hence, it aims to characterized the epidemiology of perceived stress, stressors,

and coping strategies. For example, by B Sue Graves et.al., (2021) claims that students must

manage many stressors stemming from academic, personal, and sometimes work live. Because

those students who are lack of awareness to stress management skills may find difficulties to

balance these responsibilities. However, Yoga is a common approach to the handle stress for its
effectiveness to extensively confirmed. Elisabeth Della Valle et.al., (2020) stated that Yoga can

reduce stress outcome measures were more effective compared to no treatment in work related

stress management.

Students Performance

Stress is very common struggles of a students; they encounter Stress may mental or

physical. Students who struggle with school may wants to stop going in give up. The Perceived

stress incorporates feelings about the uncontrollably and unpredictability of one’s life. It Is a

burden of every student who wants to reach their goal in life. We should know how we often to

handle with these irritating issues to deal problems or difficulties. Stress can affect our body,

thoughts, and feeling and our behavior, individuals may suffer similar negative life events but

perceived stress reflects the interaction between and individual to their environment. It may can

cause a result of factors, coping resources, and support. Hence, we should know how to deal this

issue because it can help our mind and body adapt. Without it, in our body might always be

affected over time that can lead to serious health problems.

Sonia Cha abandoned et.al., (2021) claims that high Stress can lead to burnout, anxiety,

and depression. Hence, it aims to characterized the epidemiology of perceived stress, stressors,

and coping strategies. For example, by B Sue Graves et.al., (2021) claims that students must

manage many stressors stemming from academic, personal, and sometimes work lives. Because

those students who are lack of awareness to stress management skills may find difficulties to

balance these responsibilities. However, Yoga is a common approach to the handle stress for its

effectiveness to extensively confirmed. Elisabeth Della Valle et.al., (2020) stated that Yoga can
reduce stress outcome measures were more effective compared to no treatment in work related

stress management.

Students Performance Related Studies

Academic stress performance is among the several components of academic success

including status, student temperament, and motivation, peer, and parental support influence

academic (Sarwat Masut et.al.,2019). Students’ performance is one of the most important topics

for learning contexts such as schools and universities since it helps to design effective

mechanisms to improve academic results to avoid failures among other activities (Juan L.

Rastrollo – Guerrero; Juan A. Gomez Pulido; Arturg Duràn-Dominguez 2020). A student’s

performance can help a student to have higher grades conduct to their performance, it can

provide useful information about to the students Knowle between them and the academic tasks.

However, because of the academic performance it help increase graduations rates in manner to

guide students, even guiding their university academic policies and examining efficiency and

effectiveness of learning provide valuable feedback for teachers and learners (Francis Ofori;

Elizaphan Maina ; Rhoda Gitonga 2020).Moreover, to discover the characteristics of impact

students choice of a field in higher education there will be a procedures to develop so that

students can decide of early prediction student performance aids in taking steps ahead to

accomplishment (Myla M Arcinas et.al.,2021).

Negative Effects of stress on Student Performance

On the other hand, research also suggest that excessive engagement of stress can

negatively affect student’s performance. A study by M Maajida; V Vishnu Priya; R Gayathri

(2018) that stress arises when the combination of internal and external pressures exceeds the

individual’s resource to cope with situation can also, he undermined by depression, anxiety, and
stress. Students fears that can lead to decreases performance in academics similarly a students

secondary and tertiary education face a wide array of stressors that indicates that academic-

related stress can be reduce academic achievement and decrease motivation , stress can lead to

health problems such as poor sleep, substance abuse and anxiety ( Michaela C. Pascoe ; Sarah E

Hetrick ; Alexandre G Parker 2020).Furthermore, overwhelming school-related stress can

actually decrease your motivation to do work, in your overall academic achievements and

increase your odds dropping out. According to Yuwei Deng et.al., (2022) stress is a common

factor that diminishes individuals’ morale that can affect when a person cannot handle their inner

and outer feelings. It can lead different psychological disorders such as feelings of sadness and

the inability to feel happy or satisfied.

Positive Effects of stress on student performance

However, stress is not always our enemy research shows that Positive stress can be

strengthen our immune system that enhance our memory learning and improve our decisions

making skills. Ali Ashgar Hayat; Karim Shateri; Nashrin Shokpour (2020) claims that learnings

related emotions influence the metacognitive learning strategies which in turn mediate the effect

of emotions on academic performance. In our academic success every failure, mistakes, and

disappointment we have as a student they are always be a reason to step ahead. Stress can

improve concentration and make us more enthusiastic to perform the work. In the study by

Hanke Korpershoek et.al., 2020) revealed a small positive correlation with academic

achievement to moderate positive correlation with motivational outcomes. Hence, improving

self-esteem is a promising way to improve students’ academic performance and mental health

Minh Ahh Quang Tran; Tan Vo-Thanh; Nguyuen Ngoc Thao Chau 2022).

Recommendations and Inventions

 To mitigate the potential negative impact of stress to students’ performance various

interventions can be considered to perceived stress. Patricia Frazier et.al., (2019) state to

understand stress to academic performance, distinguished among students related to perceiving

stress. In managing stress to mind body stress breath work, meditation, mindfulness, an yoga can

help . According to Elisabetta Della Vaile et.al., (2022) yoga can reduce stress outcome measures

to relax both mental and physical.

In conclusion, understanding how perceived stress and taking care of your body will help

you to overcome stress in every negative situation there always a positive side to step ahead. A

student is always having a challenge to accomplished in an academic field so do not force things

to happen, do not get caught up in what we can’t control. The relationship of stress to student

performance will always be a responsibility just take care your heart, mind, body, and soul.

Reddy et al., (2018) claims that stream wise difference in stress does exist in students. It

is important to deal with stress at personal, social, and institutional level. Remedies such as

feedback, yoga, life skill training, mindfulness, meditation, and psychotherapy have been found

useful to deal with stress. To identify the main reason of stress is the key to deal with it.

Professional can develop tailor made strategies to deal with stress. The integrated well being of

the students is important not only for the individual but for the institute as well.

According to Aafreen, Priya, & Gayathri (2018) the major source of stress includes

change in sleeping habits, vacation, and breaks, change in eating habits, increased workload, and

new responsible. Based on the finding, if the stress levels among students is higher the

performance of the student will have lessened in term of academic accomplishments and can

affect both the physical and mental health of students. On the other hand, financial difficulties

among university students are identified as factors contribute to the financial stressor (Heckman,
Lim, & Montalto, 2014; Tran, Lam, & Legg, 2018). New environment from school to the

university life also will lead to the stressful event to student. It might cause them psychological,

academic and culture shock. There are several factors that lead to the sources of stress to the

student such as interpersonal issues that related to academic competition among peer and social

support. Next is, intrapersonal problem which include fear of failure, dealing with personal

issues and study skills. Lastly, (Yikealo, Tareke, & Karvinen 2018) Students’ Academic

Performance Academic achievement affects the self-esteem, motivation, and perseverance of

learners in higher education. Poor academic performance or elevated failure rates can lead to

unacceptable levels of attrition, lower graduate output, and higher education costs. Performance

due to high level of stress impact in achieving their academic goal. Moreover, stressful

conditions like inability to pay school fees, meet deadlines.in submitting assignments, inability to

comprehend what has been taught, unemployment after school, lack of power and inadequate

financial support are all sources of stress which can affect academic performance.

Saqib & Rehman (2018) found that academic stress affects the output of the

student because the semester system requires less time but many modules to be

completed. According to Prifti & Rpti (2018) students are subject to stress because of the

transitional nature of the higher education program adjustment. They experienced a sudden

change of an education system, lifestyle, and social environment. Thus, it resulted to stressful

situations.

Hj Ramli, Alavi, Mehrinezhad, & Ahmadi (2018) stated that the major sources of stress

among students are mostly difficulty in concentrating due to the presence of excessive

information, the pressure of heavy workload, and examinations that cause harmful effects on

their health and performance. During the first months of university life of students is considered
as a period of orientation for the students as they are necessary to undergo a significant

transformation in life that needs adaptation to a new social and academic environment (Pitt &

Tapia, 2018). Besides that, academic factors like increase class workload, lower grader, many

hours studies, language difficulties, procrastination, examination, missing lecturers, and

frustration due to misunderstandings which identified as a stressor. Body, mind and

The transfer into a new physical and social environment is often accompanied by new

relationships, financial demands and expectations which can increase levels of psychological

distress (Khawaja and Dempsey, 2008; Pitt & Tapia, 2018).

Stress is commonly found among university students as they are required to manage

many things at the same time including maintaining good results and adjusting to the new social

environment. Problem with peers, university staff and housemates which often arise from the

increased stress related to studying, coupled with the emotional experience of exposure to

diverse and new forms of relationships found at university was identified Pitt & Tapia, (2018).

According to Mustafa Malik & Sarfaraz Javed (2021) Higher education institutions

across the world moved to e-learning in response to the disruptions caused by the pandemic.

While e-learning has an advantage for students that they can attend to their courses from

anywhere at their convenience, yet the sudden disruptive shift to e-learning during the pandemic

saw students facing many challenges, which had strong ability to induce mental health issues

among the students. This study aimed at examining the impact of COVID-19-induced e-learning

on the university students’ stress perceptions in Oman.

According to Émilie Sandrin, Nicolas Gillet, Claude Fernet, Monique Leloup, Clément

Depin‐Rouault (2019) Effects of motivation and workload on firefighters’ perceived health,

stress, and performance Émilie Sandrin, Nicolas Gillet, Claude Fernet, Monique Leloup,
Clément Depin‐Rouault Stress and Health (2019) This study investigated the effects of

autonomous and controlled motivations, and workload on perceived stress, health, and

performance. Workload was also considered as a moderator of the effects of autonomous

motivation on perceived health and performance and of controlled motivation on perceived

stress. We conducted an empirical study using a sample of 654 firefighters. Consistent with our

predictions, results showed positive effects of autonomous motivation and negative effects of

workload and controlled motivation on perceived health and performance. They also revealed

positive effects of controlled motivation and workload and negative effects of autonomous

motivation on perceived stress. Moreover, workload moderated the relations between

autonomous motivation and perceived health and performance, so that the positive relations

between autonomous motivation and perceived health and performance were lower when

workload was high. Finally, workload moderated the relation between controlled motivation and

perceived stress so that the positive relation between controlled motivation and perceived stress

was stronger when workload was high. Theoretical contributions and perspectives, as well as

implications for practice, are discussed.

According to Émilie Sandrin, Nicolas Gillet, Claude Fernet, Monique Leloup, Clément

Depin‐Rouault (2019) Effects of motivation and workload on firefighters’ perceived health,

stress, and performance Émilie Sandrin, Nicolas Gillet, Claude Fernet, Monique Leloup,

Clément Depin‐Rouault Stress and Health 35 (4), 447-456, 2019

This study investigated the effects of autonomous and controlled motivations, and

workload on perceived stress, health, and performance. Workload was also considered as a

moderator of the effects of autonomous motivation on perceived health and performance and of

controlled motivation on perceived stress. We conducted an empirical study using a sample of

654 firefighters. Consistent with our predictions, results showed positive effects of autonomous

motivation and negative effects of workload and controlled motivation on perceived health and

performance. They also revealed positive effects of controlled motivation and workload and

negative effects of autonomous motivation on perceived stress. Moreover, workload moderated

the relations between autonomous motivation and perceived health and performance, so that the

positive relations between autonomous motivation and perceived health and performance were

lower when workload was high. Finally, workload moderated the relation between controlled

motivation and perceived stress so that the positive relation between controlled motivation and

perceived stress was stronger when workload was high. Theoretical contributions and

perspectives, as well as implications for practice, are discussed.

Related Study

According to K Jayasankara Reddy, Karishma Rajan Menon, Anjana Thattil (2018) Stress

has become part of students’ academic life due to the various internal and external expectations

placed upon their shoulders. Adolescents are particularly vulnerable to the problems associated

with academic stress as transitions occur at an individual and social level. It therefore, becomes

imperative to understand the sources and impact of academic stress in order to derive adequate

and efficient intervention strategies.

According to Gurung, et al. (2020) the period of adolescence undergoes many physical

and mental changes. Changing emotional and physical status along with increasing social,

family, and academic pressure lead to various impairments in the mental health of adolescents.

Academic failure leads to the suicide rate in adolescents, predominantly high during the

declaration of exam results which is significantly high in a rural area in comparison with urban.
 According to Malarvili Ramachandiran & Saroja Dhanapal (2018) Concerns on

academic-related stress among students in institutions of higher learning are widespread.

Pursuing tertiary education is said to be stressful as students pass through the process of adapting

to new educational and social environments. Past literature has highlighted that common

academic stressors include family-related pressures, scholarship requirements, financial burdens,

competition in class and course-related stress. These stressors trigger physical and psychological

issues resulting in lack of energy, loss of appetite, headaches, sleep problems or gastrointestinal

problems.

According to K Jayasankara Reddy, Karishma Rajan Menon, Anjana Thattil (2018) Stress

has become part of students’ academic life due to the various internal and external expectations

placed upon their shoulders. Adolescents are particularly vulnerable to the problems associated

with academic stress as transitions occur at an individual and social level. It therefore, becomes

imperative to understand the sources and impact of academic stress to derive adequate and

efficient intervention strategies.

According to Gurung, et al. (2020) The period of adolescence undergoes many physical

and mental changes. Changing emotional and physical status along with increasing social,

family, and academic pressure lead to various impairments in the mental health of adolescents.

Academic failure leads to the suicide rate in adolescents, predominantly high during the

declaration of exam results which is significantly high in a rural area in comparison with urban.

Besides that, academic factors like increase class workload, lower grader, many hours

studies, language difficulties, procrastination, examination, missing lecturers, and frustration due

to misunderstandings which identified as a stressor. Body, Mind and Feelings. The transfer into a

new physical and social environment is often accompanied by new relationships, financial
demands and expectations which can increase levels of psychological distress (Khawaja and

Dempsey, 2008; Pitt & Tapia, 2018).

Stress is commonly found among university students as they are required to manage

many things at the same time including maintaining good results and adjusting to the new

social environment. Problem with peers, university staff and housemates which often arise

from the increased stress related to studying, coupled with the emotional experience of

exposure to diverse and new forms of relationships found at university was identified Pitt &

Tapia, (2018).

According to Mustafa Malik & Sarfaraz Javed (2021) Higher education institutions

across the world moved to e-learning in response to the disruptions caused by the pandemic.

While e-learning has an advantage for students that they can attend to their courses from

anywhere at their convenience, yet the sudden disruptive shift to e-learning during the pandemic

saw students facing many challenges, which had strong ability to induce mental health issues

among the students. This study aimed at examining the impact of COVID-19-induced e-learning

on the university students’ stress perceptions in Oman.

According to Émilie Sandrin, Nicolas Gillet, Claude Fernet, Monique Leloup, Clément

Depin‐Rouault (2019) Effects of motivation and workload on firefighters’ perceived health,

stress, and performance. This study investigated the effects of autonomous and controlled

motivations, and workload on perceived stress, health, and performance. Workload was also

considered as a moderator of the effects of autonomous motivation on perceived health and

performance and of controlled motivation on perceived stress. We conducted an empirical study

using a sample of 654 firefighters. Consistent with our predictions, results showed positive

effects of autonomous motivation and negative effects of workload and controlled motivation on
perceived health and performance. They also revealed positive effects of controlled motivation

and workload and negative effects of autonomous motivation on perceived stress. Moreover,

workload moderated the relations between autonomous motivation and perceived health and

performance, so that the positive relations between autonomous motivation and perceived health

and performance were lower when workload was high. Finally, workload moderated the relation

between controlled motivation and perceived stress so that the positive relation between

controlled motivation and perceived stress was stronger when workload was high. Theoretical

contributions and perspectives, as well as implications for practice, are discussed.

Synthesis

A senior in high school has several challenges. Numerous studies have indicated a

substantial relationship between high levels of stress. Stress is like a phenomenon among Senior

High School Students. Compare to Junior high school students, senior high school students

receive higher amounts of stress than other. More specifically, students all throughout the world

suffer greatly from academic stress. One of the things that has been linked to student stress is the

high expectations of their parents.

Coping mechanisms may play a role in preserving psychosocial adaptation. Maladaptive

coping strategies in heavy workloads can result to high levels of psychological distress that has

symptoms of anxiety and depression. Students may experience increased stress due to a heavy

workload that includes assignments, research, tests, quizzes, reports, and other assignments.

Senior High School Students’ stress levels can be lowered by using a variety of coping

mechanisms.
 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research methodology to be used in this study. More

specifically, it contains discussion on the research design, research setting, subject of the study,

data gathering procedure, research instrument, and the statistical tools to be used in analyzing

and interpreting the data.

Research Design

This study will use a descriptive-correlation design to explore the relationship between

the perceived stress and student’s performance. Descriptive statistics will be used to summarize

the variables separately, providing an overview of their distribution and central

tendencies.

Correlation analysis, specifically the Pearson correlation coefficient, will be employed to

determine the strength and direction of the relationship between the perceived stress and

students' performance within the Senior High School curriculum. This analysis will assess

whether a significant correlation exists between these variables.

Research Setting

The research will be conducted at Mercy Junior College, Inc., a school located in Rizal

Street, Poblacion, Tubod, Lanao del Norte. As the research environment for this study, Mercy

Junior College, Inc. provides a suitable setting to investigate the perceived stress in its

curriculum. The school offers education from kindergarten to senior high school levels and is

owned and managed by the Religious Sisters of Mercy. Mercy Junior College, Inc. provides

diverse research environment.

Figure 3.1. Location Map of the Study

Subject of the Study

The subject of the study was the Senior High School Students at Mercy Junior College,

Inc. year 2023-2024. One of the vital processes to keep this study successful. The
chosen respondents are containing of two hundred thirty-one (231) respondents from selected

students in Mercy Junior College, Inc. The Senior High School Students from 11 to 12 grade

level. Those grade level was chosen by the researchers because they are suitable and applicable

to the study. The object of this study was a comparison between the perceived stress and

students’ performance.

Data Gathering Procedure

In this study the data and information required to find out we use pen and paper

questionnaires for survey provided the Senior High School Students in Mercy Junior College Inc.

However, before we go for survey, we, the researcher submitted a formal letter of approval from

Principal Office to conduct a study inside the campus of Mercy Junior College Inc. Then, to

collect detailed information for our study the researcher printed the instrument including the

signature of our research teacher and the school directress signature. Once the approval letters

are on our hands, we the researchers proceeded to collect data at location where we gathered

data. Hence, when the respondents will receive their informed consent from their class adviser

during their homeroom period, which will include the study aims. If the participants want to be

interviewed, they must sign the consent form before and after they responding the survey. The

time respondents completed the questionnaire as directed and returned it to their adviser. It will

handle by the researchers with confidentiality as we proceed to analyze the data.

Research Instrument
 The researchers prepared a researcher-made questionnaire for the Grade 11 and 12 students.

HUMSS, TVL, and STEM strand. This questionnaire was easy to understand. Because most of

the students in MJC they experience a lot of stress mostly on their chosen strands, also perceived

stress refers to an individual’s subjective perception of the level of stress they experience in their

daily lives. It is based on their appraisal of the demands placed on them and their perceived

ability to cope with those demands. In the context of students, perceived stress can arise from

various sources such as academic pressure, social relationships, time management, and personal

expectations. The study aims to gather quantitative data from a sample of students to determine

if there is a correlation between their perceived stress levels and their academic performance.

The distribution of questionnaires will be on 4:00 pm in this afternoon. The first questionnaire

reflects what they do or what they have done as a student, while the second questionnaire aims

on their feelings and their thoughts.

Data Analysis

Mean: Provides the average perceived stress level for each factor. Helps understand the

central tendency, giving an overall sense of the typical stress experienced.

Median: Identifies the middle point of the perceived stress distribution. Useful when there

are extreme values, offering a measure of central tendency that is less influenced by outliers.

Mode: Points to the most frequently reported stress level.

Application: Helps identify the dominant or prevailing stress level within each factor.

Frequency: Distributions and percentages are presented alongside mean, median, and

mode for each stress factor. Illustrate how often each level of stress is reported. Provide a
relative proportion of students experiencing different stress levels. Offers a comprehensive view

of the distribution of stress levels, aiding in understanding the prevalence and intensity of

perceived stress.

Pearson correlation: To quantify the strength and direction of the linear relationship

between two variables (perceived stress and academic performance in this case). To understand

how closely changes in perceived stress levels relate to changes in academic performance.

Calculates a correlation coefficient (e.g., Pearson’s r) ranging from -1 to 1. A positive correlation

indicates that as perceived stress increases, academic performance also tends to increase (or

decrease). A negative correlation suggests an inverse relationship. To investigate the

relationships between individual stress factors (homework, reports, activities) and specific

performance indicators (homework scores, research project grades, reporting grades). Identifies

which stress factors have a stronger or weaker association with particular academic outcomes.

Provides nuanced insights into the impact of different stressors on distinct aspects of academic

performance.