CHAPTER I

INTRODUCTION

This chapter discusses the problem and its setting utilized in the study.

Presented in this chapter is the introduction which includes the rationale, background

of the study, statement of the problem, significance of the study, and hypotheses of

the study. The theories this research is anchored to are also stated. Commented [d1]: Copy chapter introduction

Students are expected to be the stress sufferer in sophisticated learning culture

where demand placed on teachers is based on time limit and pressure to stand out in

test and exam. This places interest in conducting studies to identify the particular

sources of academic stress that learners face due to different variables and reasons.

With such facts, educators can pay further attention to the sources of academic stress

and use counseling processes to help learners improve their bodies and minds

(Bakhsh and Sayed, 2015).

In the academic loop, stress has become an essential subject. Wide-ranging

study on stress and its results in the field of behavioral sciences was conducted and

found that more attention was needed in the region of stress (Agolla, J.E., 2008).

Stress in educational institutions can generate beneficial and negative results if not

well managed (Stevenson A., 2006). Academic body has unique job circumstances to

judge against non-academic and thus one would assume the difference in causes,

symptoms and stress results (Chang & Lu., 2009). Students should attempt to know

and embrace the sound facts and abilities to assist them handle stress effectively and

efficiently, is crucial for society. It is also essential that the schools maintain an

unbiased educational climate favorable to better learning with the primary concern

about the individual requirements of the student. Students have distinct values,
objectives and expectations they want to meet, which is probable when the objectives,

values and expectations of the student are integrated into organizations.

An international study about stress by Grandea (2006) used a descriptive Commented [d2]: International study relating the
variables
research approach in studying the stress and coping mechanism of college freshmen

of Southville International School and Colleges. It involved 201 student-respondents.

The student-respondents experienced high perceived stress. The identified main

stressors were academics. The student-respondents used positive stress coping

mechanism. The perceived stress and coping mechanisms of the student-respondents

were independent of their profile.

On a national scope, Salvacion (2004) studied the stress profile of students in Commented [d3]: National study on the connection of
the variables
the College of Dentistry of the University of the Philippines, Manila. The study involved

149 dentistry student-respondents. Academic stressors like examinations and grades,

fully loaded days, difficulty in completing clinical requirements, and fear of getting

delayed topped the identified stressors. Academic factors were stressful in the first

three-year levels. Academic stress peaked during the sophomore year. No significant

differences in rankings were observed between genders. There was undeniable

similarity in the general stress profile of the different year levels. Common methods of

coping employed by students include crying, praying, talking, watching movies, and

listening to music. Stress makes or breaks a person. It is like a two-edged sword which

can either motivate and stimulate a student to peak performance or reduce the student

to ineffectiveness.

Rationale
 The goal of this research is to study and find out the level of academic stress Commented [d4]: Purpose of the study

of students and the effect of academic stress to their coping techniques. This research

will explore other data resources to further expand the instructional and data

production of the study. The research will clarify how it mainly uses the survey

technique to obtain its information and why it is used in data collection. Conclusion

and recommendation will be provided as a form of this study’s results.

This study is conducted by the researcher with the intention to determine

whether the relationships between the variable to be studied exist. Thus, aim to find if

the level of academic stress can impact the coping techniques of a student.

Statement of the Problem

This study intends to determine the correlation between academic stress and

coping techniques among the students of Grade 11 and 12 STEM in Holy Child

College of Davao – Mintal Campus. Commented [d5]: Main problem

Specifically, the study to seek the answer to the following questions:

1. What is the level of academic stress of the STEM students in terms of:

1.1 Increased Class Workloads;

1.2 Lower Grades;

1.3 Procrastination;

1.4 Examinations; and

1.5 Frustrations due to misunderstanding lectures?

2. What is the level of coping techniques of the STEM students in terms of:

2.1 Meditations;
 2.2 Body Scanning;

2.3 Deep Breathing;

2.4 Guided Imagery; and

2.5 Self- Massage? Commented [d6]: indicators

3. What is the percentage of association between Academic Stress and Coping

Techniques? Commented [d7]: statistician’s part

4. Is there a significant relationship between the level of academic stress and

their coping techniques among the Grade 11 and 12 STEM students in Holy

Child College of Davao – Mintal Campus? Commented [d8]: statistician’s part

Hypotheses of the Study

1. The level of students to experience stress and exhaustion because of workloads,

low grades, frustrations, and academic works is high.

2. The level of coping techniques by students in terms of self-monitoring, guided

imagery, deep breathing, self-massage and meditation is moderate.

3. The percentage of association between the independent and dependent variable

is 50 percent.

4. There is no significant relationship between academic stress and coping

techniques of the Grade 11 and 12 STEM students in Holy Child College of Davao

– Mintal Campus.

Theoretical Framework
 This study is anchored to the Theory of Transactional Model of stress and

coping developed by Lazarus & Folkman. It states that stress is encountered when a

person perceives that "requirements exceed the individual's private and social assets,"

this is called the transactional model of stress and coping.

Theory of Transactional Model

Neither the environmental event nor the reaction of the person describes

pressure, but rather the psychological situation understanding of the individual is the

critical variable. According to Lazarus and Folkman (1984), the impacts that stress has

on an individual are based more on the risk, vulnerability and capacity of that individual

to cope than on the stressful case itself. He describes psychological stress as a special

relationship between the individual and the environment that the individual considers

to be taxing or exceeding his / her assets and putting his / her well-being at risk.

In addition, in order to create an efficient programmed stress management, it is

essential first to define the variables that are essential to an individual controlling their

stress and to identify the techniques of intervention that efficiently target these

variables. The understanding of stress by Lazarus and Folkman (1984) focuses on the

interaction between individuals and their internal environment (known as the

Transactional Model). The model argues that stress may not be a stressor unless the

individual perceives the stressor as a threat, but as a favorable or even a challenge.

Also, if the individual has appropriate coping abilities or can use them, then stress may

not effectively lead or grow due to the stressor. The model suggests that individuals

can be taught how to deal with their stressors and handle their stresses. They may

learn to alter their stressor view and give them the capacity and confidence to enhance

their lives and deal with all kinds of stressors.

Selye’s General Adaptation Syndrome of Stress (1956)

Selye's General Stress Adaptation Syndrome is a model that analyzes the

response of an individual to long-term stress that is broken down into three main

stages, the initial alarm stage, the interim stage of resistance and finally the stage of

exhaustion (Nicky Hayes, 1994). If the stressor persists, the person progresses

through each of the phases, resulting in disease and even death in some instances.

The body responds to the stressor during the alarm phase with a ' fight or flight

' reaction that activates the parasympathetic nervous system and releases hormones

(e.g. adrenaline and noradrenaline) from the adrenal medulla (Richard Gross, 2010).

If the stressor stays, the body then enters the phase of resistance during which it may

appear outwardly to function usually, however blood glucose concentrations, cortisol

(stimulated by adrenocorticotrophic hormones known as ACTH) and adrenaline stay

greater than usual and the heart rate, blood pressure and breathing of the individual

will be greater than usual. The person may seem calm, but at 'action stations' they are

physically and mentally (currentnursing.com, 2014). During the final exhaustion

phase, the hormones it has already stimulated and the concentrations of ACTH

themselves circulating in the blood inhibit the further release of ACTH. The body is

beginning to use its energy reserves or resources at this point and the body is unable

to function properly. Blood sugar levels are dropping, making the person susceptible

to disease and death. As Nicky Hayes (1994, p450) states that this final phase

generates an instant and powerful–sometimes excessive–response to even mild extra

stress sources.

The General Adaptation Syndrome (GAS) is mainly concentrated as a stress

model on the physiological reaction of the bodies to stress. It does not take into
consideration other variables affecting the reaction of an individual to stress such as

their ideas, attitudes or emotions and how these cognitive and psychological variables

affect their own stress experience (Garysturt, 2004). Nevertheless, the GAS was a

highly important model that gave rise to many more studies (currentnursing.com,

2014).
 Figure 1

A Conceptual Framework Showing the Variables, Indicators, and Proponents

of the Study Commented [d9]: whole separate page

Independent Variable Dependent Variable

Academic Stress Coping Techniques

 Increased Class  Meditation

Workloads
 Body Scanning
 Lower Grades
 Deep Breathing
 Procrastination
 Guided Imagery
 Examinations
 Self-Massage Commented [d10]: two headed arrows means they can
 Frustrations due to interchange role as depeding on the theory they Want to
test
Misunderstanding
lectures one headed arrow means they are not interchangeable

Klinic Community
Essel & Uwusu, 2017 Health Centre, 2010
Significance of the Study Commented [d11]: benefactors of the study

The results of this study are deemed beneficial to the following:

Administrators: They will be able to adapt programs and methods that would

help develop healthy learning environment for students and would manifest a better

educational system.

Teachers. The results are useful by providing validated information about

academic stress and coping techniques, which they will disseminate to the students

to promote an environment which is open for adjustments and considerations.

Students. The students will be able to recognize their roles as scholars, their

responsibility to work, their rights for a healthy learning environment, and the

techniques they need to acquire to manage stress.

Significantly, people from various disciplines can benefit the findings of this study,

especially individuals concerned with academic stress and coping techniques.

Future Researchers. With the findings of this research, future scholars can

have the study as a reference for its improvement or further analysis.

Operational Definition of Terms Commented [d12]: define variable and indicators

For clarity and understanding of the terms used to this study. The following

terms were defined operationally:

Stress. In this study, stress is defined as the body's reaction to any change that

requires an adjustment or response.

 Academic stress. In this study, academic stress is defined as the stress felt

because of the works and factors from the academe environment.

Coping techniques. In this study, coping techniques is defined as the stress

management strategies individuals use to ease and lessen the stressors.

Class Workloads. In this study, class workloads are defined as the amount of

works that a student need to accomplish.

Grades. In this study, grades are defined as a particular level of rank, quality,

proficiency, intensity, or value.

Procrastination. In this study, procrastination is defined in this study as the

action of delaying or postponing something.

Examination. In the context of this research, examination is defined as a formal

test of a person's knowledge or proficiency in a particular subject or skill.

Frustrations. In this study, frustration is the feeling of being upset or annoyed,

especially because of inability to change or achieve something.

Meditation. In this study, meditation is defined in this study as the action or

practice of meditating.

Body Scanning. In the language of this research, body scanning is a type of

meditation in which a person focuses on breathing and, starting from the toes, the

individual focuses attention of the body part being “scanned”, while visualizing the

breath penetrating and relaxing the part of interest.

Deep Breathing. In this study, deep breathing is defined as breathing with long

breaths, especially as exercise or a method of relaxation.

 Guided Imagery. As defined in this study, guided imagery is the use of words

and music to evoke positive imaginary scenarios in a subject with a view to bringing

about some beneficial effect.

Self-Massage. In the context of this research, self-massage is a type of

manual massage believed to strengthen the organs, in which a person kneads various

body regions within reach to dispel negative emotions, relieve stress and strengthen

the sense organs (eyes, ears, nose, tongue, teeth and skin), internal organs and

nervous system.

Research Design

The main focus of this study is to evaluate the level of academic stress and

coping techniques by the students of STEM 11 and 12 at Holy Child College of Davao

– Mintal Campus. This study used a Descriptive-Correlational research method. The Commented [d13]: design for the relationship of two
variables
design will enable the researchers to collect relevant data and information, work

effectively and have a deeper understanding about the factors of academic stress and

coping techniques by the same respondents. This is the most appropriate way to use

in this study because it is the purpose of the researchers to collect data and subject it

to a serious reflection and analysis to provide appropriate and correct answers to the

questions contained in this study.

Research Locale Commented [d14]: place of collection

The study is conducted inside the premises of Holy Child College of Davao –

Mintal Campus since the respondents of the study are the Grade 11 and 12 STEM

Students under the Senior High School Department.

Research Participants

The respondents are the Grade 11 and 12 STEM students of Holy Child College

of Davao for the SY 2019-2020. In this study, 100 students who identified themselves

as academically stressed from the two Grade 11 STEM sections and another two

Grade 12 STEM sections were selected as the respondents, moreover in order to have

a balanced gender equality both male and female will be considered in this study.

Table 1

Distribution of Respondents

Section Frequency Percentage

Kerith 25 25%

Orontes 25 25%

Euphrates 25 25%

Nephtoah 25 25%

Total 100 100%

RESPONDENTS

Research Instruments Commented [d15]: mention the questionnaires used, if

adapted, adopted of researcher-made
The researchers will use an adapted research questionnaire with close-ended

questions from the area of research. The academic stress and coping techniques

questionnaires were structured carefully to avoid respondents not getting meaning of

questions. Simple and easy words were therefore used so that respondents will easily

understand as well as answer them. Researchers prepared one hundred (100) survey

questionnaires to be answered truthfully and to find out the views and knowledge of
students from the STEM 11 and 12 of Holy Child College of Davao - Mintal Campus

on the factors of academic stress and coping techniques by the students.

Table 2.1

Likert Scale for Academic Stress

Range of Verbal
Description Interpretations
Means

4.20 – 5.00 Very High This indicates that the Level of

Academic Stress is manifested all the
time.

This indicates that the Level of

3.40 – 4.19 High
Academic Stress is manifested
most of the time.

This indicates that the Level of

2.60 – 3.39 Moderate
Academic Stress is manifested
sometimes.

This indicates that the Level of

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

This indicates that the Level of

1.00 – 1.79 Very Low Academic Stress is never
manifested.

Table 2.2

Likert Scale for Coping Techniques

Range of Verbal Interpretations

Means Description

4.20 – 5.00 Very High This indicates that the Coping

Techniques are manifested all
the time.
 This indicates that the Coping
3.40 – 4.19 High Techniques are manifested most
of the time.

2.60 – 3.39 Moderate This indicates that the Coping

Techniques are manifested
sometimes.

1.80 – 2.59 Low This indicates that the Coping

Techniques are manifested at
long interval of time.

1.00 – 1.79 Very Low This indicates that the Coping

Techniques are never
manifested.

Data Gathering Procedure

The following were the steps to follow in gathering the data.

1. Seeking permission to conduct the study. The researchers will ask the

School’s Acting Principal, Mrs. Anilyn R. Olorvida to allow the researcher to

conduct the study and survey its respondents.

2. Administration and distribution of the Questionnaire. After the approval of the

School’s Assistant Principal, data gathering will start. The survey questionnaires

will be personally distributed to the respondents.

3. Retrieval of the questionnaires. The questionnaires with the respondents’

answers will be retrieved, collected, tallied, tabulated, analyzed and interpreted

confidentially.

Statistical Tools
 The answers to the items on the questionnaire were tallied and recorded

accordingly. The statistical tools that were used in the study were the following:

Simple Mean. This statistical tool was used to determine the students Level

of Academic Stress and Coping Techniques.

Pearson Product – Moment Coefficient Correlation. This statistical tool

was used to measure and figure out the relationship between the two variables of this

study which are the Academic Stress and Coping Techniques of the students.

Coefficient of Determination (r2). This statistical tool was used to know the

percentage of influence between the two variables used in this study.

Ethical Considerations

This section of the paper stipulates the procedures made for the researchers

to protect the data and identity confidentiality of the respondents of the study.

1. Consent from the respondents

The researchers will first consider the decisions of the respondents if they want

to cooperate in this research. The schedule of the teachers of the school to assure

that senior high school teacher will not be disturbed with their work. As for their

availability and convenience, the researchers will ask for their permission one day

or two days ahead before conducting the survey.

2. Confidentiality of the respondents

The researchers must inform and instruct the respondents about the research

and the survey. The important information regarding the respondents will be kept

prior to their decisions.