STUDENTS’ PERSPECTIVE ON COPING MECHANISMS TO REDUCE

STRESS: A PHENOMENOLOGICAL STUDY

A Qualitative Research Presented to the Faculty of the Senior High School

Department of Mati National Comprehensive High School.

In Partial Fulfillment of the Requirements for

Senior High School

Grade XI

Members:
Daniela Marie Samson
Mayieth Cose
Gasmen Ermac
Apple Mae Salentes
Metchel Tesiorna
Krixtoffer Kaile Teleron

2023
 APPROVAL SHEET

This qualitative research here to attached entitled “Students'

Perspective on Coping Mechanism to Reduce Stress: A
Phenomenological Study”, prepared and submitted by Daniela Marie
Samson, Mayieth Cose, Gasmen Ermac, Apple Mae Salentes, Metchel
Tesiorna and Krixtoffer Kaile Teleron is hereby recommended for approval
and acceptance.

Endorsed by:

JONALYN F. DEOCAMPO
Adviser
________________
Date

Approved by the Panel Members:

ARNORD D. BA-AY, MAED

Chairman
_________________
Date

REINA ANNE L. BASTIDA, MAED ANNABELLE T.

BALDOZ
Panel Member Panel Member
_______________
_______________
Date Date

Accepted in Partial Fulfillment of the Requirements for the Senior High

School Department – Humanities and Social Sciences

Endorsed by:

JONALYN F. DEOCAMPO
Practical Research 1, Subject Teacher
_______________
Date

ARNULFO A. LUTOG ALICIA R. ASTRONOMO, Ed. D

Assistant School Principal II School Principal IV
________________
________________
Date Date

1
 ACKNOWLEDGEMENT

The researchers would like to express their profound gratitude and

appreciation to everyone who helped this study project be completed successfully.

Without the cooperation and support of various persons and organizations, this

project would not have been feasible.

First and foremost, the researchers would like to express their sincere

gratitude to Mrs. Jonalyn Deocampo, their practical research topic instructor,

whose advice, knowledge, and unshakable dedication to their research were crucial

in determining the course of this study. Her astute comments, helpful criticism, and

unceasing support spurred them forward and ensured the excellent caliber of their

work.

The study's participants have our sincere gratitude, the researchers would like

to say. Their collaboration and voluntary engagement were essential in obtaining

the information and insights required. Their assistance with this study is sincerely

thanked and valued.

The researchers also want to express their gratitude to their friends and

families for their unflagging support, compassion, and inspiration during the entire

study process. Their confidence in the researchers' skills and their tolerance of their

hectic schedules were priceless.

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 The researchers would also like to thank earlier scientists in their field as well

as the larger scientific community. Their contributions and ground-breaking work

have opened the door for their study and given them a strong basis on which to base

their research.

In summary, the researchers are incredibly appreciative of the combined

efforts of everyone indicated above. They have helped, advised, and contributed to

this study effort. Their participation was crucial to the success of their research and

the achievement of their objectives.

Researcher

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 DEDICATION

The researchers want to show their sincere gratitude to their parents for all of

their love, support, and sacrifices by dedicating this partial completion report to

them. Your unceasing support has inspired the researchers to strive for excellence

in order to successfully complete their papers.

The researchers want you, their parents, to know how much they appreciate

you for allowing them to stay up late and for letting them spend nights out with

their friends and in their friends' homes while they work on the paper. Additionally

to the financial support you have given us for our necessities.

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ABSTRACT

This study provides a deeper insight into the phenomenon of stress among

students and to identify strategies that can be used to cope with stress in an

effective manner. The study aims to understand the experiences of students with

regards to stress, including the causes and the impact of stress on their lives.

Additionally, the study aims to investigate the coping mechanisms that students use

to manage stress and to identify the most effective strategies. One of the main

research problems addressed by this study is the high prevalence of stress among

students. Stress can have a significant impact on the mental and physical well-being

of students, and can even lead to burnout or other mental health issues. The study

aims to understand the root causes of stress among students, including academic

pressure, social pressure, and financial stress. The study used qualitative approach

and phenomenological design to explore the phenomenon. The researchers selected

8 participants, students from Mati National Comprehensive High School via

purposive sampling and collected the responses through the participants

conveniency and in-depth interviews and discussion. The results serve and showed

that any stress affect students’ academic responsibilities and performance.

However, through students own coping mechanisms and strategies assist students

to overcome and somehow reduce their stress. The findings of this investigation

were made once reliability was established.

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 TABLE OF CONTENTS

TITLE PAGE
TITLE PAGE
APPROVAL SHEET i
ACKNOWLEDGEMENT ii
DEDICATION iii
ABSTRACT
TABLE OF CONTENTS iv
CHAPTER 1 1
Background of the Study 1
Purpose of the Study 2
Research Questions 3
Theoretical Lens 3
Significance of the Study 4
Definition of Terms 5
Delimitations and Limitations of the Study 6
Organization of the Study 7

1 REVIEW OF THE RELATED LITERATURE 8

2 METHODOLOGY
Research Design 23
Role of the Researcher 23
Research Participants 23
Data Collection 25
Data Analysis 25
Trustworthiness 26
Ethical Considerations 26

4 RESULTS AND DISCUSSIONS

Results
Summary of Responses
Discussion

5 CONCLUSION AND RECOMMENDATIONS

Conclusions
Recommendations

APPENDICES
A In-depth Interview
B Focus Group Discussion
C Data Collection Tool
D informed consent

REFERENCES

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 CHAPTER I

INTRODUCTION

Background of the Study

Students have different coping in their academic performance. According to

Algorani and Gupta (2022), the term coping is used to distinguish between conscious

and voluntary mobilization of acts, as opposed to defense mechanisms, which are

subconscious or unconscious adaptive responses, both of which aim to reduce or

tolerate stress. Coping is defined as the thoughts and behaviors mobilized to manage

internal and external stressful situations.

The academic coping mechanisms benefitted undergraduate students by

addressing aspects related to educational coping strategies, assist children in

achieving academic achievement; examples include approach, avoidance, and social

support. In addition, coping mechanisms to help undergraduate students deal with

their lives, with academics were devised. This covers one's mental, spiritual,

emotional, and physical health. Typically, students use dynamic coping mechanisms,

whereas students don't promote problem-solving that requires thought, confrontation,

and discomfort. (Yazon, et al., 2018)

Numerous studies have gathered information on the levels of perceived stress

in particular populations, some of which have more in common with the population

of interest in this study than others. In terms of university students, Kwok and Ng

(2022) discovered that Saudi Arabian health science students had a higher mean PSS-

10 score than Hong Kong students between the ages of 18 and 29, with a mean PSS-

7
10 score of 28.5. On the other hand, researchers in Malaysia discovered that

international postgraduate students had a mean moderate PSS-10 score of 18.19,

(Dearing, et al.,2022).

Salvacion (2004) investigated the stress profiles of students at the University of

the Philippines College of Dentistry, Manila, Philippines. Exams and other academic

pressures grades, busy days, trouble finishing clinical obligations, and anxiety over

being late topped the list of concerns a list of stresses. Guevarra and Cimanes (2017)

indicated that the most popular ways to deal with stress were students use a variety of

techniques, such as sobbing, praying, conversing, watching movies, and listening to

music, tension causes or destroys someone.

According to Dederichs, et al., (2020), students' health and academic

performance may be impacted by stress. Coping mechanisms are particular methods

that people use to deal with stress. It was attested that some students has its own

perspective to the coping mechanism in literature that gives them mixed and different

reactions. The setting-based coping mechanism is the prefer use on most students, it

is any method used in a classroom to enhance students' health and wellbeing, it is

frequently use to prevent pathology and problem behaviors

The school administrators must be aware of how students cope with their

academic. Physical appearance refers to where to place themselves and how much

self-confidence they have in their daily lives. It can be significantly impacted by how

they perceive themselves to look. This motivated the researchers to carry out a study

to assess the students' level of physical health and appearance among students in Mati

National Comprehensive High School and its implications. The study aims to

8
circulate information and give clearer view to the school administrators and the

organization about the physical health problems experience by most students. Studies

and literature on coping mechanism of students are ample; however, studies are

incomplete related to physical health of students when it comes to academic for they

are more focus on the mental health.

Purpose of the study

This study aims to determine and explore the students’ different coping

mechanisms on how they cope up or handle both mental and physical health issue.

The readers can immerse the importance of understanding the students who undergo

through different experiences with their academic.

Moreover, the series of significant circumstances that the students undergo as

part of the process while learning and achieving their academic success, issues that

are involved will serve as the bridge to understand the study and how it can give them

lesson and to explore how strong and tough they were, to overcome this problem.

Also, it is important to know more how stress affect students mental health. This is

the purpose of conducting this study.

Theoretical Lens

COPING STRATEGY- SITUATION FIT VS. PRESENT CONTROL: RELATIONS

WITH PERCEIVED STRESS IN U.S. COLLEGE STUDENTS

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 According to the strategy-situation fit hypothesis, it is adaptive to match

coping techniques to the controllability of stressors. However, utilizing more emotion-

focused coping for less controllable stressors was not related with decreased stress. In

addition, focusing on what one could control in the present was related with less

stress, above and beyond strategy-situation fit. It may be more adaptive to focus on

what one can control in the moment than to match coping strategies to stressor

controllability ( Person &Frazier,2023).

ADJUSTMENT TO A NEW NORMAL: COPING FLEXIBILITY AND MENTAL

HEALTH ISSUES DURING THE COVID-19 PANDEMIC

The sudden necessity to negotiate this “new normal” has harmed the mental

health of many people. Coping flexibility, defined as the astute deployment of coping

methods to suit unique situational demands, is recommended as an adaptive attribute

during this moment of upheaval (Cheng,Wang ,& Ebrahimi, 2021). They tend to

consider all events as beyond their control, and hence largely use emotion-focused

coping throughout stressful events. Coping flexibility has been identified to facilitate

adjustment to stressful life changes, which is shown by a reduction in symptoms of

anxiety and depression often observed in stressful life transitions. According to the

notion of psychological entropy, uncertainty is a significant precursor of anxiety

(Cheng,Wang ,& Ebrahimi, 2021). In light of the transactional theory of stress and

coping that highlights the importance of primary and secondary appraisals in the

coping process, coping flexibility (secondary appraisal) is predicted to explain the

association between context-specific health beliefs (primary appraisal) and mental

health. We further observed the use of problem-focused coping to deal with

controllable stressful events to be connected to lower levels of anxiety over personal

10
issues (i.e., personal health and others' emotions) rather than larger societal issues

(i.e., societal health, economic problems), (Cheng,Wang ,& Ebrahimi, 2021).

COPING STRATEGIES AND SELF-EFFICACY IN UNIVERSITY STUDENTS: A

PERSON-TO-PERSON APPROACH

Students encounter a variety of potentially stressful events in the course of

their everyday academic lives, which may have a negative impact on both their health

and academic performance. Among the characteristics that could be affected by

academic stress, focus has been paid to expectations of self-efficacy, which are

regarded one of the most important predictors for student engagement, persistence,

and academic success (Freire, et al., 2020). The mental health of university students

has been a growing concern in recent years (Milojevich and Lukowski, 2016).

Various studies have demonstrated the high frequency of psychological symptoms

associated with this stage of education (Blanco et al., 2008; Kim et al., 2015), with

stress being one of the psychosocial problems that have become prevalent (Deasy et

al., 2014; American College Health Association, 2018; Gustems-Carnicer et al.,

2019), (Freire, et al., 2020). Stress can bring with it significant harm to the student’s

academic performance (e.g., reduced ability to pay attention or to memorize, less

dedication to study, and more absences from class) (Chou et al., 2011; Turner et al.,

2015), as well as to the student’s physical and psychological health (e.g., substance

abuse, insomnia, anxiety, and physical and emotional exhaustion) (Waqas et al., 2015;

Schönfeld et al., 2016),( Freire, et al., 2020).

UNIVERSITY STUDENTS ’ STRATEGIES of COPING WITH STRESS DURING

THE CORONAVIRUS PANDEMIC: DATA FROM POLAND.

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 This circumstance amply demonstrated students powerlessness and struggles

dealing with this novel, stressful condition, which were addressed in numerous prior

research. Anxiety, despair, and stress were brought on by a rapid and profound change

in daily functioning in this group. (Wirkus,A.B.,Wirkus, L.,Stasiak,&

Kozłowski,2021).

COLLEGE STUDENTS ’ PERCEPTIONS OF STRESS AND COPING

MECHANISMS

In their list of probable sources of personal stress, Coiro et al. (2017) included

diminished contact with family members, interpersonal stressors with roommates and

romantic partners, and for many students, financial stress. According to Holinka

(2015), "the most prevalent personal stressors identified by college students were

developing a future career plan, followed by finances, interpersonal relationships,

personal relationships, personal relationships, personal relationships, and personal

relationships. Students must learn how to handle their personal stressors in a new

setting, which can be challenging. Higher self-reported levels of somatization,

anxiety, and depression have been linked to personal stress. Additionally, pupils with

higher levels of stress have a tendency to employ fewer primary and secondary coping

strategies (Coiro et al., 2017),(Gallagher,Jones,Landrosh,&Abraham,2019). The

definition of a student's perception of stress is "their thoughts and feelings about the

response or reaction their body experiences when faced with a demand or threat."

Academic stress is described as the body's reaction to academic demands that are

greater than a student's capacity for adaptation. Personal stress is defined as the body's

reaction to a demand or expectation from the outside world that is greater than the

individual's capacity for adaptation. A review of the literature found that academic

12
pressures and personal stressors are generated by separate sources, and their coping

techniques are different (Gallagher,Jones,Landrosh,&Abraham,2019).

Research Questions

This study aims to circulate how students in Mati National Comprehensive

High School cope up with their stressful circumstances.

The following questions serve as a guide for the chosen participants.

1. What are the mental, emotional and physical tasks or activities that contribute to

stress among students?

2. What are the coping mechanisms of students in managing stress?

Significance of the Study

The relevance of conducting this study in our community is as follows:

Students. This study would help the students to increase their understanding

about mental health. The study provides facts information that can give students more

knowledge on how they can reduce stress when the school is too much. They can

have enough expertise on how to handle it by personalizing the instructions in the

research so that students may be more motivated to learn while dealing with the

stress.

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 Teachers. The main winners are teachers, also referred to as mentors. This

project will act as their guide and provide them more freedom to generate ideas and

plans in order to help them reach the aims and objectives that have been put forth for

them. They will have the chance to instruct classes in which they excel.

Parents. Parents can also gain from this study about students' experiences

with stress and how to help their children manage academic stress by supporting them

rather than substituting family time for tasks that could interfere with their ability to

assess their children's academic performance and prevent conflicts between family

tasks that could lead to arguments.

Future Researchers. This study would help the researcher to understand and

learn more about the students’ perspective on coping mechanism to reduce stress, that

in the future they will have the idea of what are the ways that the students use to

handle the stress.

Definition of Terms

The following terms are defined operationally for the benefit of this study:

Coping mechanism. This refers to the thoughts and behaviors used to manage

stressful situations, both internal and external. It is a term used to distinguish between

'defense mechanisms,' which are subconscious or unconscious adaptive responses that

aim to reduce or tolerate stress, and conscious and voluntary mobilization of acts.

Any conscious or unconscious adjustment or adaptation that reduces tension and

anxiety in a stressful experience or situation is referred to as coping.

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 Stress. Characterized as a condition of anxiety or mental tension brought on

by a challenging circumstance. Stress is a normal human reaction that motivates us to

deal with problems and dangers in our lives. Everyone goes through periods of stress.

Scope and Delimitation

This study investigates and circulates the lived experiences and persona

perspective of students about their coping mechanism. According to Mcleod (2019),

this type of research focuses on describing and interpreting occurrences in light of

how they came to mean something to a person or group of people. As a

Phenomenological study, it determines the coping mechanism of the said students to

reduce their stress in academics. This is defined using purposive sampling method.

Adler and Clark (2008), in purposive sampling, the researchers select sampling units

based on his or her judgement of what units will facilitate an investigation.

In this qualitative research the researcher serves as the main instrument

(Pezalla, Pettigrew and Miller-Day. 2012). Another tool is the interview guide. This

unstructured interview guide is a researcher - made instrument based from the

objectives of the study. it is composed of (2) questions. Objectively, interview

questions are formulated to gather necessary information about the participants’

personal perspective on coping mechanism. it is validated by group of experts using

validation matrix to identify it's appropriateness of the questions and suitability to the

research participants. Prescribed standard and necessary protocols are religiously

complied to ethically follow the norms of conducting research.

15
 Individual and focus group discussions tailored to the preferences of the

participants are used during the gathering. Due to the impossibility of conducting

tailored interviews. This will be carried through face to face interview conferencing.

According to Radford (2019). This platform provided opportunities in conducting

qualitative research. Likewise because of its mass usage, it provides potential options

for this kind of study. Interviews are transcribed in verbatim translation into English is

accomplished through the help of an expert. Anonymity of participants is secured

likewise with the information they will provide in analyzing the data, thematic

network analysis is employed. It is explained as a web like illustration that

summarizes theme (Stirling 2001). Particularly. This study seeks to identify the

salient themes through coding. This is to facilitated structuring and depiction of the

themes into an emerging main theme.

Organization of the Study

In order for the several chapters—each equally important to the completion of

this study—to be presented and understood effectively, the researchers ordered them.

This approach could be useful in identifying the specific study sections that deal with

clear and concise material.

The researchers give a brief overview of the study's background in the first

chapter, informed by previous investigations that have been conducted on the same

subject. The study's objective, significance, and several terms included in the title that

are linked to the study are listed after the overview. The researchers' stated research

questions determined how this study would proceed and helped readers understand its

16
main points. This chapter helps both the researchers and the readers gain a thorough

awareness of the background's significance as well as its limitations and delimitation.

A survey of related material is included in the second chapter, which is

similarly important to our investigation. For a better comprehension of the study's

problem, the researcher gives a review of related literature. The researchers read and

perused relevant articles and magazines in order to elaborate and clarify the

terminology used in the development. The background, source, and concepts of the

study are made clearer to the reader and researcher with the aid of this book.

The third chapter, which details the procedures followed to compile the

necessary data for this study, is where the researchers discuss the technique.

Additionally, this chapter covers the research design, researcher role, participants,

data sources, data collection techniques, data analysis techniques, ethics, and

trustworthiness.

The fourth chapter presents and analyzes data through the use of narrative

dialogues, tabular presentations, and graph presentations.

The summary, findings, and suggestions for future study and practice were

presented in chapter five and were based on the data analysis presented in the four.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

Stress is the result of person-environment interactions where external

demands exceed the resources of the persons, leading to psychological and/or

physiological dysregulation (Proulx & Aldwin, 2016). They also defined coping as a

term for deliberate behavioral and cognitive responses that are used to control both

the stressful circumstance and its negative socio-emotional and physiological effects.

Moreover, it can be either current or anticipated stressful conditions.

In this study, it aims to investigate the perceived stress, stressors, and coping

mechanisms used by students enrolled in a program that emphasizes problem-based

learning. Coping with these stressors necessitates having access to a range of

resources, from personal resources to social support (Bamuhair, et al., 2015).

Contrarily, coping with stress is necessary for human life and is the process of

handling internal or external pressures that are felt to be a strain on one's resources

and abilities. Stress is a matter of personal perception, which is another crucial aspect

to keep in mind. According to a second study on stress management, managers in

higher education may benefit from keeping track of student stress levels and the

strategies used to control them (Bamuhair, et al., 2015). According to Bamuhir, et al.,

(2015), our daily lives are becoming more and more characterized by stress, which is

best defined as scenario in which environmental demands outweigh the individual's

ability to respond in an efficient manner and that may have negative effects on the

person's physical and mental health. Blaming and self-criticism, asking for help and

18
advice from others, and finding solace in religion were coping techniques that were

statistically significantly used more frequently.

According to Proulx and Aldwin (2016), coping is the process of actively using

behavioral and cognitive responses to stressful events that are present or predicted in

order to control both the stressful situation itself and any negative socio-emotional

and physiological effects. Stress management is a dynamic process that can alter from

one moment to the next, necessitating a re-evaluation of whether the stressor poses a

threat, harm, or challenge and whether there are enough resources available to handle

it.

The biological stress perspective, on the other hand, is concerned with the

short-and long-term physiological modifications brought on by stressors and the

corresponding psychological evaluations. Adult development is inextricably linked to

stress and coping mechanisms (Surachman & Almeida, 2018). According to Wheaton

& Montazer (2010), the social stress viewpoint emphasizes how environmental or

external demands contribute to people's stress and how these demands depend on

social or contextual elements.

You cannot control stress; but, you can influence how you react to it. Stress is

a normal part of life.( Lukowski, 2015), has proposed this information.

Maintain an optimistic outlook since your perspective can sometimes make all

the difference. Your disposition can assist you overcome trying circumstances.

(Lukowski, 2015), has approved this information. Accept that some things are out of

your control. When you recognize when you have done all you can for a

19
circumstance, you may focus your energy in the right places. (Lukowski,2015), has

approved this information.

Learn how to relax. Training your body to relax requires intentional relaxing,

such as deep breathing, muscle relaxation, and meditation. Your daily routine should

include some time for relaxation. ( Lukowski, 2015), has approved this information.

You can learn to control stress because it all depends on how you react to

difficult situations, therefore identify your stressors and find appropriate coping

mechanisms for them. (Lukowski, 2015), has approved this information.

Stress

According to earlier studies (Eisenberg et al., (2009) Metzger et al., (2017);

Much & Swanson, (2010); Xiao et al., (2017), mental health is a problem that is

getting worse on college campuses across the nation. More students are reporting

signs of mental illness and citing mental health issues as the cause of their leaving or

academic difficulties.

Stress can be defined as the body's response to modifications or challenges in

one's surroundings. Stress can result from academic stress, financial difficulties,

relationship problems, and many other factors. Stress can have a negative impact on

physical and mental health, affecting sleep and eating habits, increasing the risk of

developing depression and anxiety disorders, and compromising one's immune

system. In students, the effects of stress can have an impact on academic

performance, attendance, and behavior in school.

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 One of the major national issues in the Philippines regarding student coping

mechanisms is the lack of mental health awareness and support in academic

institutions. According to a survey conducted by the World Health Organization in

2015, the Philippines has the highest number of depressed people in Southeast Asia,

with 3.3 million individuals suffering from depression (Gaman, 2019).

Furthermore, a study by Albay (2018) found that stress among Filipino college

students was attributed to factors such as academic workload, financial difficulties,

and relationships. The study also revealed that coping mechanisms such as positive

self-talk, social support, and physical exercise were frequently utilized by students to

manage stress.

Academic pressure, workload associated with subjects, and time were the top

concerns for both male and female participants issues with management. Students in

the hard sciences and the soft sciences both thought about academics, workload

because of disciplines, and their main sources of stress are time management issues.

Cognitive stress responses were displayed by those in the soft sciences. While

affective stress reactions were displayed by those in the hard sciences. In general, all

students, irrespective of their according to academic classification, their primary

concerns were academics, workload associated with their studies, and time

management stressors. They all experienced emotional stress reactions in response to

stress (Guevarra & Cimanes, 2017).

A high degree of academic stress, a moderate level of academic burnout, and a

moderate level of self-efficacy were experienced by Davao Region students taking

online classes. The outcomes further support the strong link between academic stress

21
and academic burnout among Davao Region students taking online classes. Academic

stress and academic self-efficacy both significantly influence one another, and

academic self-efficacy and academic burnout significantly influence one another as

well (Gonzaga, 2022).

However, despite the prevalence of stress among students and the availability

of coping mechanisms, there is still a need for more mental health support in schools.

The lack of awareness and access to mental health services contribute to the stigma

surrounding mental health in the country.

One issue that has taken center stage in recent years is stress and mental health

among students. According to a report by the World Health Organization, the

Philippines is one of the nations with the highest number of suicides in the Southeast

Asian region, and this problem is especially prevalent among the youth. Stress is a

contributing factor to this issue, and it is crucial that students learn effective coping

mechanisms to reduce stress levels and promote better mental health.

Stress can be defined as the body's response to modifications or challenges in

one's surroundings. Stress can result from academic stress, financial difficulties,

relationship problems, and many other factors. Stress can have a negative impact on

physical and mental health, affecting sleep and eating habits, increasing the risk of

developing depression and anxiety disorders, and compromising one's immune

system. In students, the effects of stress can have an impact on academic

performance, attendance, and behavior in school.

Academic stressors such as tests and grades, busy days, trouble finishing

clinical obligations, among the listed stressors, concern about being late came in first.

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The sophomore year was the most stressful in terms of school there are no notable

variations in ranks were noted to exist between genders (Mazo, 2015).

Nagle and Sharma (2018), stated that young people's mental health issues

have frequently been documented in India. In addition to failures and

disappointments experienced on an individual level, society has a significant impact

on how teenagers with mental health disorders behave. the disaster and discontent in

Indian. In society, failure is not seen as a learning process but rather as a young

person's incompetence. This has led to the erroneous belief that failure equates to

being unproductive in life. The child's schedule is regulated so that the parents can

fulfill their desire to see their child excel in all areas, including school, athletics,

dancing, music, etc. In addition to this, the kid has homework to complete and study

for any upcoming exams. These results in a taxing situation and when they are not

able to cope with these restrictions they try to escape. All these lower the growth of

young people and will just let them face failures and disappointments in life.

A high degree of academic stress, a moderate level of academic burnout, and

a moderate level of self-efficacy were experienced by Davao Region students taking

online classes. The outcomes further support the strong link between academic stress

and academic burnout among Davao Region students taking online classes. Academic

stress and academic self-efficacy both significantly influence one another, and

academic self-efficacy and academic burnout significantly influence one another as

well (Gonzaga, 2022).

Additionally, the study's findings indicate that academic self-efficacy

significantly mediates the connection between academic stress and academic burnout

23
among Davao Region online class participants. Online learning tools for schools have

become crucial. Unfortunately, some students may experience anxiety and fatigue

from online video conferencing due to this pressing need for virtual learning, which is

sometimes referred to as zoom fatigue external icon (CDC, 2020), (Gonzaga, 2022).

Oral presentations, having too many assignments, and taking exams are the

main sources of stress for students. Stress is a common occurrence for students,

including those enrolled in distance education, especially when adjusting to novel

circumstances in the classroom. Burnout has lately been identified as one of the

elements that influence academic performance (Gonzaga, 2022).

Moreover, due to the rigors of both their academic burden and household

responsibilities, students frequently feel more stress than their peers in other fields.

However, in addition to academic adjustments during the present pandemic, failure to

complete household responsibility, lack of peer engagement and social connections,

and deployment to crisis zones could make their stress worse. This would affect their

capacity to handle stress and, ultimately, their level of life pleasure. (Haider, et al.,

2022)

Coping Mechanism

Dederichs on 2022 stated that numerous self-management courses have been

requested by students themselves. The majority wanted to learn stress-reduction

strategies and relaxation techniques. They claimed that current offers, such as a time

management class, are less alluring because their study curriculum prohibits the

application of the techniques covered in class. Overall, they indicated the desire for

everyone to have access to lessons designed to increase resilience.

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 Coping has been seen as a stabilizing feature that may help people retain their

psychosocial adaption throughout stressful situations. When a person tries to get rid

of stress or a perceived threat from the environment, they are engaging in the very

complicated response known as coping. The actual response to an environmental

event, then, could be just as significant as the event itself. (Evans & Kelly, 2013).

People of all ages endure stress and attempt to cope with it, according to

Masume Azizi (2015). People participate in motivated activities to reduce stress

because the mental and bodily toll that stress causes is unwelcome and inconvenient.

Coping refers to all of these stress relieving behaviors. Exercise is said to help with

emotional stability, self-confidence, flexibility, and problem-solving skills, according

to a number of psychological theories. This study studied the level of stress

experienced by college students as well as the effect of exercise on stress

management techniques. Exercise therefore seems to assist choose more effective and

appropriate coping mechanisms and lessen the severity of stress.

According to Kisanga and Matiba (2021), 16 student mothers who have

children under the age of two participated in the study. Data were gathered through

semi-structured interviews and then thematically analyzed. The study discovered that

problem-focused coping methods were employed more frequently than emotion-

focused coping mechanisms. The problem-focused coping strategies used include

working part-time jobs and starting small businesses to deal with financial

difficulties, hiring part-time babysitters and using friends and family to watch the

child while in class, doing private studies during the day, interacting with

hardworking students, and cutting ties with lazy friends. Social support systems,

including the assistance of partners and family members, dealing with the various

25
roles that student-mothers play at higher education institutions has been shown to be

essential. Student-mothers who used coping mechanisms like part-time work and

small companies had additional time management difficulties. In order to increase the

retention of student mothers in higher education institutions, colleges should

implement methods. These strategies include setting up special hostels where student

mothers can live with their kids and babysitters while pursuing their education or

setting up daycare facilities with qualified caregivers to help student mothers with

child care while they are in school. Additionally, student mothers need to be equipped

with life skills so that they can balance their time between parenting and schoolwork.

Finally, university administrators ought to regard moms who are also students as

individuals with needs that are distinct from those of male students and other female

students’ absence of children.

One of the major national issues in the Philippines regarding student coping

mechanisms is the lack of mental health awareness and support in academic

institutions. According to a survey conducted by the World Health Organization in

2015, the Philippines has the highest number of depressed people in Southeast Asia,

with 3.3 million individuals suffering from depression (Gaman, 2019).

Furthermore, a study by Albay (2018) found that stress among Filipino college

students was attributed to factors such as academic workload, financial difficulties,

and relationships. The study also revealed that coping mechanisms such as positive

self-talk, social support, and physical exercise were frequently utilized by students to

manage stress.

26
 However, despite the prevalence of stress among students and the availability

of coping mechanisms, there is still a need for more mental health support in schools.

The lack of awareness and access to mental health services contribute to the stigma

surrounding mental health in the country.

One issue that has taken center stage in recent years is stress and mental health

among students. According to a report by the World Health Organization, the

Philippines is one of the nations with the highest number of suicides in the Southeast

Asian region, and this problem is especially prevalent among the youth. Stress is a

contributing factor to this issue, and it is crucial that students learn effective coping

mechanisms to reduce stress levels and promote better mental health.

One of the key factors in reducing stress is the effective communication of

emotions. An article by Loon, et.al. (2020) highlighted the importance of talking to

someone relied on for coping with stress. Reaching out to family and friends can help

students process their feelings, cope with the problem, find solutions, and gain

perspective. Engaging in activities like meditation, relaxation techniques, and

mindfulness exercises can also help students manage stress in a positive way. The

article further proposed that maintaining a healthy lifestyle by getting enough sleep,

exercising regularly, and eating a balanced diet can help reduce overall stress levels.

Another examine by Dagsaan and Evangelista (2019) recommended that

schools should provide a supportive environment to promote students' mental health.

This entails the development of policies, guidelines, and procedures that prioritize

and protect students' mental health within the school. Creating a culture of kindness

and compassion rather than a competitive one can also help to reduce the pressure

27
that students feel. Counseling services and support groups should be made to be had

and easily accessible to students. stress is an issue that affects many students in the

Philippines. Students must learn how to manipulate stress effectively to maintain their

physical and mental well-being, as well as perform better academically. Effective

coping mechanisms such as emotional communication, mindfulness techniques,

healthy lifestyle practices, and social assist, amongst others, can assist students to

cope with the pressure in a positive way. It is crucial that schools and communities

take steps to promote students' mental health and offer them with the essential

support.

The most popular stress coping techniques included using the computer and

praying to God. An instance of male and female replies were different, as was

noticed. No matter a person's age, gender, civil position, or political affiliation, stress

can harm them. Stress can be encountered anywhere, including at home, with friends,

at work, in school, and in other public places. Around the corner is where it is.

Because it is a natural part of being human, it cannot be avoided. Additionally,

students deal with their own stresses (Mazo, 2015). In addition, their academic

courses, requirements and projects, oral and written tests, and other tasks frequently

cause them stress. Difficulties with written tests, publicized or unannounced quizzes,

graded recitations, finances, and parents or guardians, romantic relationships and so

on. Students reportedly face stress since some are attempting to deal with the

demands of adjusting to a new living situation, new social pressures, academic strain,

and sexual anxiety. Financial strain from attending college can also affect students'

families

28
 Students at Leyte Normal University in Tacloban City, particularly those who

struggle, use a variety of coping enrolling in the BSIT (Bachelor of Science in

Information Technology) program. This aimed to respond to the profile of the student

respondents' civil status, age, gender, skills/talents, weekly allowance, and

whereabouts of the house where they live (Mazo, 2015).

The general stress profile of the two groups showed clear similarities and

varying grade levels. Cry, pray, and other common coping mechanisms are used by

students conversing, watching movies, and playing music. Stress can either make or

break a person. It's like a two edged blade that may either inspire and stimulate a

pupil to perform at their best or demoralize and dehumanize the kid ineffectiveness

(Mazo, 2015).

A high degree of academic stress, a moderate level of academic burnout, and

a moderate level of self-efficacy were experienced by Davao Region students taking

online classes. The outcomes further support the strong link between academic stress

and academic burnout among Davao Region students taking online classes. Academic

stress and academic self-efficacy both significantly influence one another, and

academic self-efficacy and academic burnout significantly influence one another as

well (Gonzaga, 2022).

Additionally, the study's findings indicate that academic self-efficacy

significantly mediates the connection between academic stress and academic burnout

among Davao Region online class participants. Online learning tools for schools have

become crucial. Unfortunately, some students may experience anxiety and fatigue

29
from online video conferencing due to this pressing need for virtual learning, which is

sometimes referred to as zoom fatigue external icon (CDC, 2020), (Gonzaga, 2022).

Oral presentations, having too many assignments, and taking exams are the

main sources of stress for students. Stress is a common occurrence for students,

including those enrolled in distance education, especially when adjusting to novel

circumstances in the classroom. Burnout has lately been identified as one of the

elements that influence academic performance (Gonzaga, 2022).

The researchers want to investigate the relationships between academic stress,

academic burnout, and academic self-efficacy in the aforementioned environment.

Each person's academic experiences plays a crucial role in shaping other facets of

their lives (Gonzaga, 2022).

Despite its significance, online students have had issues with online classes

(Alarcon et al., 2011). Students have encountered several obstacles in their

educational pursuits, as well as in the educational system (Stallman, 2010). People

must go through a time of intense strain when they first enter an academic setting for

a number of reasons (Gonzaga, 2022).

On the other side, many students report having excellent experiences while

attending university. However, other students experience academic burnout as a result

of some educational materials, including tests, assignments, and presentations, among

others (Rastega, Zare, Sarmaddi, & Hosseni, 2013). As a result, academic stress has a

negative impact on a student's ability to learn (Lin & Huang, 2013), (Gonzaga, 2022).

30
 The online blended learning strategy is met with resistance and reluctance as a

result of this student discernment (Baloran, 2020). As a result, according to Oh and

Chan (1994), academic stress includes worries about future careers, academic

achievement, test-related stress, attending class, and study-related stress. Stress

affects not only physical and social functioning but also cognitive function and

academic attention (Gonzaga, 2022). However, even in the new modes of learning,

academic stress-related stress still exists. For secondary and postsecondary students,

this continuing stress is a serious worry (Pascoe, Hetrick, & Parker, 2019). As a

result, this study aims to investigate academic stress, which is divided into five

subscales: academic accomplishment, test-related stress, attendance in class, study-

related stress, and career worries (Oh and Chan, 1994), (Gonzaga, 2022).

Related research on academic stress claimed that using cognitive restructuring

strategies helped students perform better on tests after treatment and dramatically

reduced test anxiety (Steinmayr, Crede, McElvarny, & Wirthwein, 2016). College

students deal with a variety of continuing normative stressors, some of which are

ordinary daily annoyances like relentless academic demands (Pascoe, Hetrick, &

Parker, 2019). Exams are frequently the biggest cause of stress for pupils (Gonzaga,

2022).

A student must juggle exams, homework, and numerous other activities.

Academic burnout is further described as the student having trouble learning or

feeling stressed because of their coursework or other psychological problems.

According to Yang (2014), students who experience academic burnout usually

exhibit a sensitive tiredness state, a propensity for depersonalization, and a sense of

low personal achievement. Students felt cut off from the school community and less

31
motivated to succeed because they were overburdened with academic responsibilities

and pessimistic attitudes (Gonzaga, 2022). Gonzaga (2022) also added the exhibition

of lack of confidence in their academic abilities as well. Emotional weariness is

similar to disinterest, a lack of energy, or a lack of willingness to engage in any

work- or school related tasks. Second, depersonalization includes hostility and other

unfavorable feelings toward coworkers or other students. Reduced productivity is the

same as decreased personal achievement.

Although it is known that burnout has many negative effects on students, the

literature's contradictory findings make it unclear at this time how much burnout

affects academic performance. According to the findings, burnout is associated with

lower academic performance in high school, college, and university (Madigan, D.J.,

Curran, 2020), (Gonzaga, 2022).

In addition, it can cause psychological disorders, including anxiety,

depression, frustration, hostility, and fear in students (Azizzadeh Forouzi M., et al.,

2016) and it affects the interactions between students and faculty members and staffs

and can reduce the students' interest in education (Charkhabi, M., Abarghuei, M. A.,

& Hayati, D., 2013), (Gonzaga, 2022).

Many students experience stress as they attempt to balance their hectic

schedules with work, school, and other obligations. Spent with friends and family.

Stress for some students almost becomes a way of life. However, it is risky to allow

since some levels of stress can have terrible consequences, stress has become a way

of life for students in senior high school. That completely alters a student's life and

could lead to failure. Students must therefore develop a coping mechanism. In order

32
to lessen the detrimental impacts on their learning and performance, for their stress, in

order to push students to study, stress is required (Guevarra & Cimanes, 2017). There

is a need for strategies that diminish the negative effects of stress, which hinder

students' ability to learn and perform. Giving students a sense of control over their

education, knowledge about what to expect, and feedback on what can be done to

enhance their performance are essential to lowering distress. Keeping things in

perspective, having pleasure with hobbies, and enjoying excesses, according to

Prather (2013), moderation is the key to stress relievers. Both physical and mental

well-being (Mayo Clinic Staff, 2012), (Guevarra & Cimanes, 2017).

Stress related to getting good grades affects them. Successfully leave a

positive impression on their parents, classmates, and special someone. Setting

priorities and adhering to them is a useful method of controlling own time.

Additionally, almost all college students displayed the same pattern of running into

similar issues (Gittens, 2007). The purpose of this study, then, was for the researchers

to learn how senior high school students cope with stress. Student at the Baclaran

National High School in Paranaque. Research is vital since the government now

revised the curriculum, making it harder for pupils to attend this kind of event

(Guevarra & Cimanes, 2017).

According to Rogers and Yassin (2003), it's critical for kids to cultivate a

variety of coping mechanisms in order to experience stressful situations and control

them. Financial pressures, if not properly managed, can lead to the ability of students

to perform can be impacted by issues, lack of sleep, social activities, and many other

factors. Coping mechanisms are means of resolving difficult and stressful situations

(Guevarra & Cimanes, 2017). Lazarus, Richard, and Susan According to Folkman's

33
scientific definition of coping, which is continually evolving, the total of cognitive

and behavioral effort that attempt to handle certain needs that are perceived as

demanding, whether internal or external. Students must learn various coping

mechanisms in order to deal with stressful situations on a daily basis. If students

struggled to control their stress due to sleep deprivation, financial difficulties, and

other factors (Guevarra & Cimanes, 2017).

The ability of children to perform can be impacted by a variety of factors,

including societal activities (Rogers and Yassin, 2003). According to studies, college

students experience mental stress from two sources: first, personal stress, which

includes stress from family, adaptation, and health; second, relational stress, low self-

esteem stress, and irritation stress. The second is social and environmental (Guevarra

& Cimanes, 2017).

The emotional stress increases in correlation with grades, peaks in the junior

year, and then slightly declines in the senior year (Huixiang Gong & Furong Wang,

2001). 53% of those college students identified themselves in Furr, Westefeld,

McConell, and Jenkins' (2001) study as liberal arts majors. Being unhappy since the

beginning, which explains why social problems like loneliness and academic

difficulties can arise. These college students experience stress due to relationship

issues. 9% of those kids will also be included suspected suicidal thoughts (Guevarra

& Cimanes, 2017).

Salvacion (2004) investigated the stress profiles of students at the University

of the Philippines College of Dentistry. Manila, Philippines 149, dental students that

responded to the survey were participants. Exams and other academic pressures

34
grades, busy days, trouble finishing clinical obligations, and anxiety over being late

topped the list of concerns a list of stresses. The most popular ways to deal with stress

were students use a variety of techniques, such as sobbing, praying, conversing,

watching movies, and listening to music, tension causes or destroys someone

(Guevarra & Cimanes, 2017).

According to Guevarra and Cimanes (2017), students must learn various

coping mechanisms to handle different types of stress in order to overcome it.

Stressful circumstances in daily life. Putting things into perspective, enjoying

hobbies, and enjoying services are key to reducing stress such as stress causes several

health issues, including headaches, neck cricks, heart disease, stroke, depression, and

anxiety.

The purpose of the study was to identify the factors that lead to stress, its

consequences, and ways that Bachelor of Leyte Normal University, Tacloban City,

students studying information technology with a focus on science. Studying for your

thesis and writing it Stress was most frequently brought on either requirements or

tasks. The lack of sleep and the irritable depressed mood were the typical outcomes

of stress. There were differences between males and females regarding the causes and

effects of stress respondents (Mazo, 2015).

35
 CHAPTER III

METHODOLOGY

RESEARCH DESIGN

The phenomenological approach is used in this qualitative research study. A

qualitative research strategy known as phenomenological research focuses on

analyzing people's unique perceptions of specific events. The purpose of the survey

was for the researcher to get factual and trustworthy information about the

participants. The researcher's essential decision is to employ the purposive sampling

strategy in order to find volunteers who would be appropriate for the study. When

performing a phenomenological study, specifically, qualitative research employs the

technique of purposeful sampling.

This qualitative research study employs the phenomenological approach. The

phenomenological research method of qualitative inquiry focuses on examining

individuals' various interpretations of particular events. The survey was designed to

provide the researcher with accurate and reliable information about the respondents.

The key choice made by the researcher is whether to use the purposive sampling

approach to choose volunteers who would be suitable for the study. Purposeful

sampling is a method used in qualitative research, more specifically when doing

phenomenological studies.

36
ROLE OF THE RESEARCHER

The researchers who employed a qualitative approach will contend that the

only instrument that is sufficiently complicated to understand and learn about human

existence is another human being, such as himself (Lave & Kvale 1995). It is implied

that social research will benefit from being conducted as field research focused on

contact between the researchers and the subjects under study (Burgess 1984).

The qualitative researchers took an effort to understand study participants'

emotions and thoughts. As it involves asking people to discuss topics that may be

extremely personal to them, this is not a simple task.

Finding or confirming knowledge that is supported by facts and has the

potential to advance society or the global community is the responsibility of the

researchers. The researchers presented findings that are truthful, objective and

scientifically supported.

RESEARCH PARTICIPANTS

The sample for this research study were eight students who are willing to

share their insights about the issue. Five females and three males students in Mati

National Comprehensive High School were the respondents in this study and they are

guided with instructions before the interview. Those participants are students who

37
actually have the experience of the said study. They are all Senior High students that

age 16 years old above.

ARCHIVAL NO. GENDER AGE PSEUDPNYM

LMNOP 1 FEMALE 18 P1

LMNOP 2 FEMALE 18 P2

LMNOP 3 MALE 17 P3

LMNOP 4 FEMALE 17 P4

LMNOP 5 FEMALE 17 P5

LMNOP 6 MALE 18 P6

LMNOP 7 MALE 17 P7

LMNOP 8 MALE 18 P8

DATA COLLECTION

Data that acquired using the following methods: interviews, observations,

and documents. Multiple sources for data gathering will allow the researchers to

employ different data sources to validate and crosscheck conclusions (Patton, 1990).

Documents were collected and review as additional resources for the study. Each

participant in this study only engaged with one interview, structured interview. The

observations was conducted in the setting that individuals generally complete their

stressful circumstances. The documents was being printouts and other information to

substantiate information are already acquired and witnessed throughout the

observations and interviews procedure. Data were examined to answer the research

objectives and to cross reference similarities and differences among individuals.

38
 Analyzed documents, conducted interviews, and making observations are all

methods used in qualitative research. Combining several types and bits of information

through triangulation can improve analysis or a situation's interpretation.

Interviews. The start of the study, formal, structured interviews was being conducted

with each participant. The interview with each participant was last 30 minutes. The

interview was held at their respective classrooms in Mati National Comprehensive

High School.

Observation. The ability to schedule their observations at their convenience and in

conducive environments was provided to participants. Each individual underwent two

observations. Some of the observations were made in the location the participant

chose. Field notes were taken to the participants during the observation. The notes

included different coping mechanisms of students on how they manage stressful

circumstances.

Documentation. According to Fraenkel and Wallen (2003), relate to any type of

information that is available to the researchers for study, in some kind of written or

printed form, intended for private or public consumption. The researchers will include

the source of stress, source of coping and different perspective of students on their

stressful situations. The objective of implementing observations, interviews, and

records is to give the data credibility and accountability. The researchers want to see

if the individuals' activities and interview answers were consistent. The researchers

looked at how well the participants' observations and interview responses match what

actually happen in the said situation.

39
DATA ANALYSIS

Data collection and analysis provides answers in the following research

questions: (1) How students cope up with their stressful circumstances? (2) What are

some factors that students usually use to manage emotions?

The data was organized along with the research questions, whether it is

positive or negative experience of how students dealt their problems using their own

coping mechanism. The researcher really examined the collect observations,

interviews and documentations in order to fully analyze the data.

Constant comparison is the process of examining, reanalyzing, and

comparing new data to old data (Birks & Mills, 2011; Urquhart, 2013). Constant

comparison is the process of examining, reanalyzing, and comparing new data to old

data (Birks & Mills, 2011; Urquhart, 2013). It was crucial to keep reviewing the data

from prior phases as each coding process started in order to ensure that links were

consistently matched. The terms open, selective, and theoretical coding were taken

from Urquhart's (2013) description of the three phases of coding.

Clarifying questions or points of interest were added to the researchers’ notes

as early themes emerged during the interviews in an effort to go deeper into the

subject.

40
TRUSTWORTHINESS

According to Lincoln and Guba (1985) rely on four general criteria in their

approach to trustworthiness. These are the important things why trustworthiness is

one of the most important parts of a research study because it's giving the credibility,

transferability, dependability, and confirmability of research study.

Trustworthiness is the quality of a person or a thing that inspires reliability. If

you want a pet known for its trustworthiness, choose a loyal and obedient one, it's

like a when you're looking for a research study you have to choose the study that has

the right credibility and a trustworthy one for you to choose the right research study.

According to ( Jordan, Gust, Scheman), people or things can be described with the

adjective trustworthy, and when you add the suffix ness to it, you make the word into

a noun describing the quality or trait of being trustworthy. A person can be known for

trustworthiness in keeping promises, and a newspaper can be worthy of trust for

correct reporting. The purpose of trustworthiness in the research study is to build

future research upon them, to utilize them to inform public policy, and to use them to

guide individual choice and community action.

ETHICAL CONSIDERATIONS

Throughout the investigation, the researchers made sure that ethics remained a

major concern. It was crucial to adhere to the procedures mentioned in this chapter to

guarantee the legitimacy and stability of the research. Each participant received an

informed consent form prior to the survey's dispersion. The informed consent letter

41
adheres to U.S. federal law, criteria, including a fair process are provided by

Frankfort-Nachmias and Nachmias (2008).

Methods are explained, dangers are described that can be reasonably

anticipated, and a summary of benefits that might be reasonably anticipated, a request

for more information about the processes. And a transcribing all of the interviews.

interviews have relevant experience is one method to establish credibility and

transferability the knowledge a statement that the subject is free to go (p. 75).

What the qualitative research's validity and reliability depend on the

researchers heard and observed. According to Lincoln and Guba (1985), believability,

transferability, establishing credibility requires dependability and confirmability. Key

themes for this study were illustrated using information from the interviews. The

themes supported the study's findings as well (Leedy & Ormrod, 2013). Making sure

the researcher did not demonstrate any was one approach to verify confirmability

bias. A deeper understanding was achieved by carefully coding and transcribing all of

the interviews.

42
APPENDIX A

Research Questions:

1. What are the mental, emotional and physical tasks or activities that contribute to

stress among students?

Interview guide questions:

Please reflect upon your time as a student.

A. What physical activities or tasks stress you out as a student? How do you manage

this stress?

B. What emotional activities or struggles do you have that contribute to your stress?

How do you manage this stress?

C. What mental activities or tasks stress you out as a student? How do you manage

this stress?

2. What are the coping mechanisms of students in managing stress?

Interview guide questions:

Please reflect upon your time as a student.

A. Do you view stress in a different light to make it seem more positive?

B. Do you look for something good in what is happening?

43
 CHAPTER IV

INTRODUCTION

The purpose of this study is to investigate through an in-depth

examination on how students view their coping mechanisms in order to

somehow reduce stress. To examine the students strategies in order to

overcome their stress students aged 17 to 18 learners from Senior High

School in Mati National Comprehensive High School, the researcher

conducted an interview and survey to determine the impact of coping

mechanisms in their academice stress. The methods used in this study

were common in phenomenological research, and the results were a

culmination of the students' words and their perspective into their

experiences. To understand students' perception on school safety against

bullying, the researchers established the research framework based on the

following three primary research questions:

1. What are the mental, emotional and physical tasks or

activities that contribute to stress among students?

2. What coping mechanisms do students use in managing

stress?

44
 This chapter gives a summary of the results from the data

collection procedure based on the qualitative research methodology that

was used to illuminate the motivations driving phenomenological

elements of viewpoints. The study's eight remedial Senior High Students

who ranged in age from 17 to 18, were Mati National Comprehensive

High School students. The participants were recruited based on their

academic standing and with the aid of an authority letter that granted the

researcher permission to carry out the study and ensured that the

information acquired would remain private and used solely for academic

purposes.

There was five males and three females. Six qualitative interview

questions that were circulated and gathered via interview guide questions

and audio recording were created by the researchers. Strong descriptions

of how students view their coping mechanisms to reduce stress were

provided through the interview protocol.

Participants

Key Informations. There were eight participants in this study, all of them

aged 17 to 18. They were selected with the help of purposive sampling.

They were given pseudonym in order to preserve confidentiality and

privacy as presented in Table no. 1

45
 Table no. 1 The Information of the Study

ARCHIVAL NO. GENDER AGE PSEUDPNYM

LMNOP 1 FEMALE 18 P1

LMNOP 2 FEMALE 18 P2

LMNOP 3 MALE 17 P3

LMNOP 4 FEMALE 17 P4

LMNOP 5 FEMALE 17 P5

LMNOP 6 MALE 18 P6

LMNOP 7 MALE 17 P7

LMNOP 8 MALE 18 P8

In this study, we have two research questions with two and three

sub questions. Research question one examined the mental, emotional

and physical academic tasks or activities that contribute stress among

students. Research question 2 focuses on how students view their

academic stress and how they manage to cope with it.

RESULT

46
RESEARCH QUESTION NO.1: What are the mental, emotional and

physical tasks or activities that contribute stress among students?

THEME NO. 1: SOLVING MATHEMATICAL PROBEMS,

DEALING WITH PRESSURES AND TOO MUCH ACTIVITIES

It was found out that students personal lives are affected due to academic

activities whether it affect their mental, emotional and physical health.

The impact of these academic stress leads to students view a strategies

that they are capable of and can somehow reduce their stress. Academic

stress such as learning things and high expectations from other people are

the things that contribute stress among students.

“I’m really bad at math, calculation and memorization of different

equation is sometimes it stresses me out for I cannot even solve a simple

problem” (P3)

LMNOP 3

“It stresses me mentally when I am forced to learn new things like

mathematics just to learn a single lesson especially when it's hard for me

to understand the lesson” (P6)

LMNOP6

47
“As a student mental activities or task that stress me more is solving

math problems it's much certain because I am not really good at math”

(P7)

LMNOP7

“My parents has a high expectations towards me that I get frustrated

sometimes thinking of what if I can’t meet their standard and the

expectations they have towards me” (P3)

LMNOP3

“Nowadays, the main emotional activity that stress me out as a student is

being on the honor roll to the point that I have a lot of emotional

breakdown because of frustrations and disappointment with myself” (P5)

LMNOP5

“Most of my time, I get anxious about the results of written performance

tasks and exams. This make me think about regret and self-doubt” (P6)

LMNOP6

“As a student, it physically stresses me out when I need to physically be

at different places constantly throughout the week. Not only it is costly

but it reduces my time and chance to rest to even as close as zero” (P6)

48
 LMNOP6

“A physical activity or tasks that stresses me out as a student is to

balance my academic life and extracurricular activities” (P2)

LMNOP2

“The physical activities that stresses me out as a student is going to

school on week days even on weekend I joined extracurricular activity”

(P8)

LMNOP8

RESEARCH QUESTION NO.2: What coping mechanisms do

students use in managing stress?

THEME NO. 2 TAKING TIME FOR PERSONAL ACTIVITIES

How students view their stress has a big impact to their stress. It was

found out from the participants responses that doing personal activities

and somehow expressing their emotions to someone are the best way for

students to overcome stress.

49
“I manage this by talking and asking for an advice from my trusted

teacher, and having my personal prayer, whenever I pray, it provides me

a sense of comfort” (P1)

LMNOP1

“I manage my stress, I tend to had books and watch my favorite movies”

(P2)

LMNOP2

“To cope with this stress, I’ve choose to watch films and read books

because, somehow, I think they're the one who understands me the most”

(P5)

LMNOP5

“I got home after and take a nap that would give me more energy and

the activity stress would go away” (P8)

LMNOP8

Upon looking at the responses from the survey questionnaires and

one-on-one interviews of the participants, doing personal activities like

reading a book and watching movies and taking time for themselves in

general is the best way for them to overcome stress. This was further

evidenced by the responses of the participants in the survey

50
questionnaires as well as in the records of our interview. Everyone did

really express their insights about how these stress affects their personal

lives. Participant 6 stated,

“As a student, it physically stresses me out when I need to

physically be at different places constantly throughout the week. Not only

it is costly but it reduces my time and chance to rest to even as close as

zero”

By using the combination of surveys and interview questions, the

researchers was able to use different sources to collect data, in a ways that

the research knew to gauge the responses for credibility and validity. The

sources that was used by the researchers to collect the data assist the

researchers to gain more in-depth information first-hand from the

participants.

PRIMARY RESEARCH QUESTIONS THEME EVIDENCE FROM PARTICIPANT

51
1. What are the mental, Solving mathematical problems, Participant 3: “I’m really bad at

emotional and physical activities or dealing with pressures from their math, calculation and memorization

tasks that contribute stress among parents and self-expectations, and of different equation is sometimes it

students? too much extracurricular activities stresses me out for I cannot even

in school contribute to stress solve a simple problem”

among students.
Participant 6: “It stresses me

mentally when I am forced to learn

new things like mathematics just to

learn a single lesson especially when

it's hard for me to understand the

lesson”

Participant 7: “As a student mental

activities or task that stress me more

is solving math problems it's much

certain because I am not really good

at math”

Participant 3: “My parents has a

high expectations towards me that I

get frustrated sometimes thinking of

what if I can’t meet their standard

and the expectations they have

towards me”

Participant 5: “Nowadays, the main

emotional activity that stress me out

as a student is being on the honor

roll to the point that I have a lot of

emotional breakdown because of

frustrations and disappointment with

myself”

Participant 6: “Most of my time, I

52
 get anxious about the results of

written performance tasks and

exams. This make me think about

regret and self-doubt”

Participant 2: “A physical activity

or tasks that stresses me out as a

student is to balance my academic

life and extracurricular activities”

Participant 6: “As a student, it

physically stresses me out when I

need to physically be at different

places constantly throughout the

week. Not only it is costly but it

reduces my time and chance to rest

to even as close as zero”

Participant 8: “The physical

activities that stresses me out as a

student is going to school on week

days even on weekend I joined

extracurricular activity”

2. What coping mechanisms do To manage stress, students taking Participant 1: “I manage this by

students use in managing stress? time to pray, ask for pieces of talking and asking for an advice

advice from peers and teachers from my trusted teacher, and having

and do interesting personal my personal prayer, whenever I

activities pray, it provides me a sense of

comfort”

Participant 2: “I manage my stress,

I tend to had books and watch my

favorite movies”

53
 Participant 5: “To cope with this

stress, I’ve choose to watch films

and read books because, somehow, I

think they're the one who

understands me the most”

Participant 8: “I got home after and

take a nap that would give me more

energy and the activity stress would

go away”

CHAPTER V

SUMMAR, CONCLUSION AND RECOMMENDATION

OVERVIEW OF THE STUDY

54
 Basing the analysis of the data shown in a table, the researchers

found out that the sense of how students view coping mechanisms will

support students to overcome stress. From the two themes; Taking time

for Personal Activities and Solving Mathematical problems, Dealing with

Pressures and too much activities, it was found out that it has a big impact

how students view their own coping mechanisms and those stress that

was mentioned are relevant in this study.

The purpose of this study was to aims to determine and explore the

students’ different coping mechanisms on how they cope up or handle

both mental and physical health issue. The school administrators must be

aware of how students cope with their academic. Physical appearance

refers to where to place themselves and how much self-confidence they

have in their daily lives. It can be significantly impacted by how they

perceive themselves to look. This motivated the researchers to carry out a

study to assess the students' level of physical health and appearance

among students in Mati National Comprehensive High School and its

implications.

SUMMARY

55
 In this study, it aims to investigate the perceived stress, stressors,

and coping mechanisms used by students enrolled in a program that

emphasizes problem-based learning.

In this qualitative research the researcher serves as the main

instrument (Pezalla, Pettigrew and Miller-Day. 2014). Another tool is the

interview guide. This unstructured interview guide is a researcher - made

instrument based from the objectives of the study.

Qualitative research design using phenomenological approach.

Through qualitative analysis, a scenario or occurrence is understood that

tells a story.

The qualitative researchers must make an effort to understand

study participants' emotions and thoughts. As it involves asking people to

discuss topics that may be extremely personal to them, this is not a simple

task.

Oral presentations, having too many assignments, and taking

exams are the main sources of stress for students. Stress is a common

occurrence for students, including those enrolled in distance education,

especially when adjusting to novel circumstances in the classroom.

Burnout has lately been identified as one of the elements that influence

academic performance (Gonzaga, 2022).

56
To justify these given information;

“The physical activities that stresses me out as a student is going

to school on week days even on weekend I joined extracurricular

activity” (P8)

LMNOP8

“As a student mental activities or task that stress me more is

solving math problems it's much certain because I am not really good at

math” (P7)

LMNOP7

This proves that these stress has a big impact towards the students

personal lives. It affect their mental, emotional physical health at the

same time, having too much extracurricular activities that needs to meet

even on week ends can affect their personal lives. However, students

manage to find their coping mechanisms and how they these coping

mechanisms assist them in maintaining the balance of academic, personal

and social life.

“I manage this by talking and asking for an advice from my trusted

teacher, and having my personal prayer, whenever I pray, it provides me

a sense of comfort” (P1)

57
 LMNOP1

“To cope with this stress, I’ve choose to watch films and read

books because, somehow, I think they're the one who understands me the

most” (P5)

LMNOP5

This means that even on the stressful situation, students are still

able to manage stress by doing their personal activities and talking to

their trusted peers and teachers. Those coping mechanisms of students

assist students to somehow enjoy and find ways to look to a positive side

even on their stressful days.

Recommendations for Further Research

To further our understanding of students perspective on their own

coping mechanisms in Mati National Comprehensive High School, we

highly recommend that the institution might consider the following.

Since it helps safeguard the privacy and personal information of

research participants, confidentiality is a crucial ethical consideration in

58
qualitative research. Here are some strategies for maintaining privacy in

qualitative research:

1. Obtain informed consent from participants before starting the study.

Give an explanation of the study's goals, the kinds of data that will be

gathered, and the intended uses of the data. Ensuring that participants are

aware of the confidentiality of their information.

2. Remove any identifying information from the data, including names,

addresses, and other personal identifiers, to make it anonymous. Assign

participants a code or pseudonym to maintain their anonymity.

3. Secure data storage: Keep all data in a locked cabinet or a password-

protected computer file. The data should only be accessible to authorized

individuals.

4. Only those who need to review the data for the research, such as the

researcher and any assistants or collaborators, should have access to it.

Before gaining access to the data, make sure every employee signs a

confidentiality agreement.

5. Use secure data transfer: If you need to move data between locations,

use a secure method like an encrypted email or a secure file transfer

service.

59
6. Maintaining confidentiality in reporting requires that only aggregate

data—not any information that could be used to identify specific

participants—be reported in any reports or publications that come out of

the research.

Researchers can contribute to ensuring that research participants'

confidentiality is upheld throughout the process by putting these

measures into practice.

CONCLUSION

For the purpose of this study, only the participants’ stories and

their experiences were examine and can be concluded that students

experience had a wide range of stressors in their academic and personal

lives, which can have negative impacts on their mental health and well-

being. However, students also employ a variety of coping mechanisms to

manage and reduce their stress levels, including social support, exercise,

mindfulness practices, and seeking professional help when necessary.

The study highlights the importance of understanding the unique

stressors and coping mechanisms of students, and suggests that

60
universities and other educational institutions should prioritize providing

resources and support for mental health and stress management.

Furthermore, the phenomenological approach used in the study

provides valuable insights into the lived experiences of students, which

can inform future research and interventions aimed at improving the

mental health and well-being of students. the study underscores the need

for a comprehensive and holistic approach to addressing student stress,

which takes into account individual experiences and coping strategies, as

well as broader structural and institutional factors that contribute to stress

in academic settings.

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