STRESS EXPERIENCES OF SHS STUDENTS IN BATSTATEU AND THEIR

COPING MECHANISMS USING DIFFERENT SENSES

A Research Paper
Presented to
the Faculty of the Senior High School
Batangas State University Batangas
City

In Partial Fulfillment
of the Requirements for Research Project and Research in Daily Life 2

by

LENALIE ANNE O. AGUILA

FRENCEL C. CALAMBA
CAMILLE C. CATENA
ALLYZA MAY G. CASAS
KRISTOPPER JOHN B. CLARETE
NEIL ANGELO B. DE OCAMPO
LAWRENCE ANDREW V. DITAN

May 2018
 APPROVAL SHEET

The research entitled, STRESS EXPERIENCES OF SHS STUDENTS IN

BATSTATEU AND THEIR COPING MECHANISMS USING DIFFERENT

SENSES, prepared and submitted by LENALIE ANNE O. AGUILA, FRENCEL C.

CALAMBA, CAMILLE C. CATENA, ALLYZA MAY G. CASAS, KRISTOPPER

JOHN B. CLARETE, NEIL ANGELO B. DE OCAMPO, and LAWRENCE

ANDREW V. DITAN, in partial fulfillment of the requirement for Research Project and

Research in Daily Life 2 has been examined and is recommended for acceptance and

approval for Oral examination.

THEREZIA O. CONTI, Ph.D., Ed.D

Adviser

DOLFUS G. MICIANO, M.Sc.

Adviser

RESEARCH PAPER COMMITTEE

JED C. TOLENTINO, Ph.D.

Member

BONIFACIA NELSIE A. TABUJARA, LPT

Member

LARA DAWN CALINGASAN, MPA

Member

ii
 ABSTRACT

Title: STRESS EXPERIENCES OF SHS STUDENTS IN

BATSTATEU AND THEIR COPING MECHANISMS

USING DIFFERENT SENSES

Researchers: Lenalie Anne O. Aguila

Frencel C. Calamba

Camille C. Catena

Allyza May G. Casas

Kristopper John B. Clarete

Neil Angelo B. De Ocampo

Lawrence Andrew V. Ditan

Type of Document: Research Paper

School: Batangas State University

Address: Batangas City

Number of Pages: 104

Date Completed: May 2018

Research Advisers: Therezia O. Conti, Ph.D., Ed.D

Dolfus G. Miciano, M.Sc.

Summary:

The objectives of the study are to find the profile, stress experiences and coping

mechanisms of Senior High School students in Batangas State University, and the

3
relationship of these experiences and mechanisms. In achieving the said purposes,

literatures and studies pertinent to the research topic and survey questionnaire were used

as instruments in gathering the data. The questionnaires were given and collected from

two hundred (200) respondents as a sample in the population of BatStateU SHS. In

answering the research objectives, percentages and means were used to statistically

analyze the information. Also, Spearman’s Rank Correlation and P-value tests were used

in order to determine the relationship of stress experiences and coping mechanisms.

Through the process of studying, conclusions were formulated, and it was said that

younger people experience more stress than elders. The males are more incapable of

handling different stresses. Second, the common situations that Senior High School

students were stressed about are misplacing valuables, tougher academics and more

school responsibilities, failing or experiencing failures, and poor sleeping habits. Third,

the coping mechanisms using different senses are watching movies, listening to music,

holding a comfortable and soft object, enjoying the clean and fresh air, and eating sweet

foods. Lastly, the researchers found out that there is a weak but significant relationship

between stress experiences and coping mechanisms. Based on the results, they developed

a manual presenting the two variables.

4
 ACKNOWLEDGEMENT

We, the researchers, would like to send our deepest appreciation and gratitude to

the following who had significantly contributed to the completion of this research study.

First and foremost, we would like to thank the Lord God Almighty for granting us

the wisdom and strength in making this study. We would also like to express our sincere

thanks to Dr. Therezia O. Conti, and Asst. Prof. Dolfus Miciano, our Research professors,

for sharing their knowledge and for guiding us all throughout the study. Also, to the

faculty of the Senior High School Department of Batangas State University, to the

department head, Mrs. Marian Santos, for helping us in making our research possible. We

are also grateful to our fellow Senior High School students, classmates, and friends for

their full support and cooperation in accomplishing this study. Lastly, we want to send

our deepest gratitude to our families for their understanding, the encouragement, and for

their never-ending love and support to us.

L.A.O.A.

F.C.C.

A.M.G.C.

C.C.C.

K.J.B.C.

N.A.B.D.

L.A.V.D

5
 DEDICATION

It is our genuine gratefulness and warmest regard that we dedicate this work to

our beloved families, who lift us up when all this seemed impossible; friends, who

support us no matter what happens; fellow Senior High School students and classmates,

who makes this research fun and less stressful; other students, who we consider the

“future of the world”; the people who often experience stress, our sole inspiration for this

work; and for the source of all this strength and knowledge, our Righteous and Almighty

God.

Lena

Frencel

Ally

Camille

Per

Neil

Law

6
 TABLE OF CONTENTS

TITLE PAGE

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGEMENT v

DEDICATION vi

CHAPTER

1. THE PROBLEM AND ITS BACKGROUND

Introduction 1

Background of the Study 3

Theoretical Framework 4

Conceptual Framework 9

Statement of the Problem 11

Significance of the Study 12

Scope and Limitation of the Study 13

Definition of Terms 14

2. REVIEW OF LITERATURE

Conceptual Literature 17

Research Literature 35

Synthesis 40

3. RESEARCH METHODOLOGY AND PROCEDURES

Research Design 43
 Respondents of the Study 44

Sampling Technique 44

Date Gathering Instrument 45

Data Collection Procedures 46

Statistical Treatment of Data 47

4. PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA 48

5. SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary 77

Findings 79

Conclusions 80

Recommendations 81

BIBLIOGRAPHY 83

APPENDICES 90

CURRICULUM VITAE 96
 LIST OF FIGURES

No. FIGURE TITLE PAGE

1 Conceptual Paradigm 10
 LIST OF TABLES

No. TABLE TITLE PAGE

1 Age of the Respondents 48

2 Gender of the Respondents 49

3 Grade Level of the Respondents 50

4 Stress Experiences According to Object Resources 51

5 Stress Experiences According to Condition Resources 52

6 Stress Experiences According to Personal Resources 54

7 Stress Experiences According to Energy Resources 56

8 Coping Mechanism Using Sense of Sight 57

9 Coping Mechanism Using Sense of Hearing 59

10 Coping Mechanism Using Sense of Touch 60

11 Coping Mechanism Using Sense of Smell 62

12 Coping Mechanism Using Sense of Taste 63

13 Relationship of Stress Experiences to Coping Mechanisms 65

 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

As the world where people live in changes, the duties, responsibilities, and

demands to them of their environment start to increase, producing the stress that affects

every individual. Stress, really, is an essential part of a human's life; it is unavoidable.

However, many people experience and are experiencing it too much, specifically the

students. They, at an early age, encounter different kinds of circumstances and challenges

as their world expands and as their knowledge widens. These challenges are in the forms

of academic matters, family issues, relationships with peers, and many others.

Undeniably, the conflicts caused by these situations may induce stress to them. It is

inevitably occurring and evident to most students, based from observation and experience

of the researchers, who are also students. It is a phenomenon that an occupied person may

experience. It is being felt badly because of the unbalanced management of instances and

struggles. These negative stresses, called distress, can give ample damage on an

individual in all aspects, such as failures and disappointments. What is worse is that these

may lead to dangerous and fatal decisions and incidents, such as suicide and death, which

are frequently happening nowadays. And so, this study was conducted in order to give

information on how to reduce negative impacts, manage stress experiences, and cope up

with stress using different mechanisms.

Stress is being defined as the body’s natural response to danger. It serves as the

reaction to unexpected difficulties. These different kinds of threats that results to stresses

are what the researchers had observed and experienced in their community inside the
institution. This is the sole reason why the researchers decided to study about the stress

coping mechanisms using different senses. As Senior High School students, there are

circumstances that cause stress, and it often involves problems in academic aspects and

relationship among friends as well as in the family. For instance, in situations like having

too much requirements and assignments in various subjects, the loss of time to finish all

of it in a given time frame makes a student to panic and feel stressed. Being excluded in a

group of friends also tends to have an emotional impact to a person, and it directly gives

stress. The different thoughts and negative conclusions caused by peer pressure give

wrong perception in life. Stresses can also be from family problems, such as financial

problems and misunderstanding among the members. These are some situations an

individual may encounter. The researchers had also experienced some of these, and there

are moments that the stress they feel start to consume them because of conflicts, leading

to negative effects on the overall wellness of a person.

Coping up with stress may decrease its poor sequel on Senior High School

students' life. Even though they are experiencing too much depression, there are many

existing ways that can abet cope with it. As a person finds distraction like sports and

joining clubs or organizations, the stress being felt can be decompressed. Thinking

positively can also contend stress. Taking control of it, taking a short break, and relaxing

bodily tensions can effectively relieve a stressed student. Looking to tasks as positive

challenges will not increase stress; rather, it can increase pleasant hopes. Most probably,

a student can handle stress by making an organized schedule of activities for time

management. In addition, the interaction with the nature and to the surroundings can help

individual find calmness. When the person goes into nature, he is, in some way, gets

2
relaxed and experiences being relieved from stress through the manipulation of different

senses. In the sense of sight, eyes are entertained with the colors and the forms of trees,

flowers, and mountains. Reading books is also an example of coping mechanism using

sense of sight. Hearing is another form of stress coping mechanism, because as a person

listens to music and pleasant sounds, stress can be eased. Sense of smell can be used to

cope up with stress using scents such as lavender and lemon fragrance. The taste is also a

sensory technique that can help a person to be pacified and relaxed, reducing stress.

Lastly, the sense of touch affords comfort in a stress person.

As a Senior High School student, it is important to handle stress flexibly through

different coping mechanisms using different senses in order to stay calm, relax, and to

have a peaceful mind and a healthy state of living. These mechanisms will teach students

to manage stress easily and have a positive outlook on different situations. Stress cannot

be removed permanently as it exists naturally; however, it can be prevented through the

many contrivances and methods that can manage and lessen it.

Background of the Study

The researchers had observed that stress is the major problem of the Senior High

School students in BaStateU. They are experiencing it because of different school works

and pressures. These include various activities, projects, exams, deadlines, and the

responsibilities that occupy the students’ minds. The stressful environment irritates the

mentality of an individual that will also affect all angles of the human body. The heavy

causes of this stress are the factors that lead the students on how to cope up with their

3
stresses using their senses. This alarming situation motivates the researchers to conduct a

study regarding stress, which will be helpful for the Senior High School students.

In accordance to this instance, the researchers had noticed that the Senior High

School students are undergoing stress. The paper works, reporting, assignments, and

problems that can be either personal or about academics are all but part of the students’

routine. During rash times, the stresses outraging from those situations drive them to seek

for methods to remove the negative mood away from their minds. The researchers were

alarmed from what may happen if the stresses continue to crawl into the minds of the

Senior High School students. Through this, the researchers aim to know what strategies

and methods would help the Senior High School students to reduce their stresses.

The study also concerns on what coping mechanism using different senses are

applicable to refresh the students’ minds and selves away from stress and its negative

impacts. The situation cultivates researchers to reconnoiter techniques on how to cope up

with stress, and make a simple manual that will guide and help the students. This will

take a good aid in surpassing such stresses that may lead to dangerous effects. This

manual for coping stress using different senses will be very useful to Senior High School

students of BatStateU in making evaluative judgments for their school works and

decisions in life.

Theoretical Framework

This study is anchored on three specific theories; namely, the Cognitive-

Relational Theory, the Comprehensive Emotion Theory, and the Conservation of

Resources Theory.

4
 The Cognitive-Relational Theory, also known as the Lazarus Theory, states that

stress is a concept that complements a certain matter; it is a relational concept. This was

developed and first introduced to the public by the psychologist Dr. Richard Lazarus in

1966. However, it had undergone several essential revisions due to the expanding and

continuous study involving stress. In 1978, he, together with Dr. Raymond Launier, had a

revision of the earlier definition. Later in 1984, he and Dr. Susan Folkman further

developed this definition. The last revision, however, was made only by him in 1991. The

latest definition explains that stress is not a particular kind of external stimulation or a

certain pattern consisting of reactions, including physiological, behavioral, or subjective

ones. It is, however, a relationship, a ‘transaction’ of a person to the surrounding

environment, a correlation of an individual from what surrounds that same individual.

This environment refers to other people, material things, animals, experiences, natural

occurrences, and many others. The Lazarus Theory affirms that these, along with a

human being, produce stress.

This definition of the Lazarus Theory has a relevance to this study. As

aforementioned, stress is a relationship of a person to the surroundings; it is the product

of the relationship of the two. Without this connection, a person would just be a person,

and the environment would just be itself. Stress, either good or bad, would not be

produced if the environment is alone, and the person, with himself or herself; the two

would just be an entity of their own. Therefore, these two are the fundamental elements

in producing stress, which is an essential ingredient in a human’s life (Selye, 1974).

However, the individual and the environment would not produce stress on their own.

There must be a medium to begin this transaction; that is, the five sensory organs.

5
Through these organs, a person begins to get in contact with what surrounds him or her,

perceiving things from what they see, taste, smell, hear, and feel. These perceptions are

what make the stress experiences of an individual, whether it is a good stress or a bad

one.

Another theory which is associated with the first is the Comprehensive Emotion

Theory, theorized by Lazarus and Folkman in 1984. On their book, Stress, Appraisal, and

Coping (1984), they referred psychological stress as “…a relationship with the

environment that the person appraises as significant for his or her wellbeing and in which

the demands tax or exceed available coping resources”. This specifies two mediators of

the human-environment transaction, one of which is the cognitive appraisal. Cognitive

appraisal is based on the idea that the emotional processes depends on the expectations an

individual shows with regards to the relevance and results of an encounter. It attempts to

explain the differences in quality, intensity, and duration of a certain emotion in

environments equal for different individuals, resulting in different patterns of appraisals.

These patterns are a mixture of two appraisals—primary and secondary, which

was included in the theory developed by Lazarus in his monograph, Emotion and

Adaptation (1991). Primary appraisal is the stake an individual has in an encounter. For

instance, heavy rain may be unimportant, good, or stressful, depending on someone’s

situation (e.g. it is good, since it will result to class suspension). Secondary appraisal, on

the other hand, is the coping option in dealing with stress on a situation. This can be

positive (e.g. “I will do my best”) or negative (e.g. “I knew I won’t do well”), depending

on the person. Patterns of these appraisals lead to psychological stresses – harm, threat, or

challenge (Lazarus & Folkman, 1984). A stressor is a harm when damage has already

6
been experienced (e.g., car accident), a threat when the stressor will cause harm in the

future (e.g., getting fired from the job), and a challenge when it motivates and expects a

person to be better (e.g., getting promoted), developing a positive stress response. These

kinds of psychological stresses are connected in specific types of emotional reactions,

proving that there is indeed a relationship between fields of stress and emotions.

The theory is based on the involvement of emotions with stress and its production.

From the previous theory, it was said that when a person and the environment transacts,

senses play their parts in receiving the stimuli, producing stress. Emotions also play a part

on this equation. According to Lazarus (1991), there are 15 basic emotions: anger, pride,

fright, anxiety, relief, guilt, hope, shame, sadness, envy, jealousy, disgust, happiness,

love, and compassion. Nine of these are negative, four are positive, and two (hope and

compassion) are said to have a mixed valence. These emotions are produced after stress,

although it could also be perceived first, then be stressed about it, either in a good or a

bad way. This proves that the Comprehensive Emotion Theory has a connection to the

investigation.

The Conservation of Resources (COR) Theory was first introduced by Stevan

Hobfoll in 1989, and was later defined by Hobfoll, et al. in 1996. This theory states that

stress, in relation to resources, occurs in three contexts: when a person experiences loss of

resources, when they are threatened, or when an individual invest resources without gain.

These resources can be categorized into four: object resources, (e.g., houses, clothes,

food, etc.); condition resources, (e.g., familial relationships, social bonds, employment,

etc.); personal resources, (e.g., skills, self-esteem, confidence, etc.); and energy resources,

which is the resources facilitating other resources (e.g., money, knowledge, credit, etc.).

7
For instance, the conflict between work and family is seen as stressful because resources

such as time and energy (energy resources) are lost due to the responsibility as an

employee and as a member of the family, leading to job dissatisfaction, anxiety, and even

to the thought of quitting the job (condition resources). If the individual chooses to quit

his or her job, it may affect their daily expenditure (object resource), leading to the loss of

self-esteem and confidence of the family (personal resources), and conflict on their

relationship (condition resource).

The COR Theory has a deep connection to the study. This is because the

resources that are considered to be the threat, or the reasons for stress, may also be the

solution to the occurring stress. For instance, stress is perceived because a certain person

was fired from his job, but because of his knowledge and wisdom, he acquired another

job shortly after his dismissal to the previous one. The work-family conflict, as

previously stated, results to bad stress; however, the resulting problems of the said

conflict may solve the actual conflict. For instance, effects to the daily expense of money

may be a reason for the individual to get another job, now considering the suitability of

the job to his or her duties as a family member because of the past experiences. Because

of his or her skills, he or she was quickly employed. Soon, self-esteem and confidence

will come back. Therefore, the COR Theory is deeply anchored with the study. Also, one

of the variables in the study is the coping mechanisms; thus, this theory is also of

importance to the researchers.

8
Conceptual Framework

The IPO of this study was presented in the paradigm. This diagram steers the

whole research activity. It serves as the map of the study that shows the research

objectives and intents. The framework explains the phenomenon representing the

synthesis of literatures regarding the topic. Through this, the research study is explained

by classification of parts in the figure.

The three parts in the paradigm are input, process, and output. Input includes the

demographic profile, stress experiences or the stressors, and the stress coping

mechanisms using different senses of Senior High School students. The process column

describes the procedures in performing the research study, involving the use of survey

questionnaires and data collection from the respondents. Also, tallying is important in the

process in order to have an analysis and interpretation of the information gathered. The

expected output that this study will bring out is a manual presenting the different stress

experiences and stress coping mechanisms.

9
Conceptual Paradigm

Input Process Output

Demographic

profile of the

respondents

a. Age

b. Gender A manual entitled

Survey
c. Year level “Are You Stressed?”
Questionnaire
Stress experiences/ that contains
Data Collection
stressors of Senior different stress
Tallying of Data
High School experiences and
Analyzing and
Students stress coping
Interpreting of Data
Stress coping mechanisms using
mechanisms using different senses
different senses

a. Sight

b. Hearing

c. Touch

d. Smell

Figure 1

The Conceptual Paradigm. Stress Experiences and Coping Mechanisms of

BatStateU Senior High School Students

10
Statement of the Problem

This study will focus on the stress experiences of SHS students in BatStateU and

their coping mechanisms using different senses. Specifically, this study aims to answer

the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 age;

1.2 gender; and

1.3 grade level?

2. What are the experiences of Senior High School students regarding stress according

to:

2.1 object resources;

2.2 condition resources;

2.3 personal resources; and

2.4 energy resources?

3. What are their coping mechanisms as their responses to stress using:

3.1 sense of sight;

3.2 sense of hearing;

3.3 sense of touch;

3.4 sense of smell; and

3.5 sense of taste?

4. Is there any significant relationship between stress experiences and stress coping

mechanisms?

11
5. Based on the findings of the study, what manual could be developed to present the

stress experiences and coping mechanisms using different senses?

Hypothesis

There is no significant relationship between stress experiences and stress coping

mechanisms.

Significance of the Study

This study aims to establish an understanding on the stress experiences and

coping mechanisms using different senses of Senior High School students of BatStateU.

Furthermore, the study could be highly significant and beneficial specifically to the

following:

To the University, for them to have better assessment and awareness of the stress

experiences of their students, and can give them assistance in coping up with it. With this,

they can improve the productivity, as well as the academic performance of their students

that will help to increase the pride of the institution.

To the teachers, who will gain enough information about the stress experiences of

the students, which are sometimes the causes of their absenteeism and grade failures.

They will understand the conflicts that the students are facing, and can help them to

overcome it through counseling and providing good approaches.

To the parents, to help them in assisting their children whenever they are

experiencing stress. It will be easier for them to understand their children and can give

enough support and attention in order to reduce any negative impacts.

12
 To the students, for them to have enough information about stress. The different

kind of stress experiences, as well as its coping mechanisms that this study will give

intends to add knowledge to students for them to be able to manage their stresses

independently, and will improve themselves in any aspects of their life.

To the future researchers, this will serve as a reference in conducting a study

related to their topic. The results and findings of this study could also be their guide in

accomplishing their research.

Scope, Limitations and Delimitations of the Study

This research aimed to identify the specific experiences of BatStateU Senior High

School students that caused them to be stressed, and classified the distinguished stressors

according to different resources. Moreover, this aimed to know their coping mechanisms

toward the stress they felt. This study found out what their coping mechanisms were on

each of the five senses--sight, hearing, touch, smell, and taste. This also intended to

figure out if there is a significant connection between the students' stress experiences and

the applied mechanisms. A material was created containing the most common stressors

and coping mechanisms of the SHS students that was produced based on the results of the

whole study.

The study only involved respondents from the Grades 11 and 12 of BatStateU

School Year 2017-2018. To gather the important data, self-constructed questionnaires

was used and distributed to the respondents. Spearman's rho was used in the study

because it is the applicable statistical tool for the study. Others, such as the t-test, were

not utilized since t-test is used mainly to determine the significant difference of variables.

13
 Elementary and Junior High School students, as well as the College students of

BatStateU were not included since the population is too large. Also, Senior High School

students from other school were not included since the locus is only BatStateU.

Moreover, the study will identify the profile of the students (e.g. age, gender) in order to

have comparison on the description and distinction of the respondents. But it will no

longer expound and focus on its relationship to other variables.

Definition of Terms

For the purpose of clarification, the important terms used in this study have been

defined.

BatStateU. According to Wikipedia (2018), it is a state university and the oldest

higher education institution in the province of Batangas. It is the abbreviation of the full

name of the school—Batangas State University. The term was used in the study as its

locus where the respondents came from.

Coping. According to Folkman and Lazarus (2012), it is defined as constantly

changing cognitive and behavioral efforts to manage specific external or internal

demands that are appraised as taxing. This was utilized in this research as the responses

and ways of the Senior High School students of BatStateU in adapting and dealing with

their stress.

Coping mechanism. According to Sincero (2012), it refers to the ways on how to

manage, adapt, or acted upon with the stress. There are general classifications of coping

mechanisms: defense, adaptive, avoidance, attack, behavioral, cognitive, self-harm, and

conversion. In this study, it can be associated to the methods of Senior High School

students of BatStateU in coping with their stresses using the different senses.

14
 Experiences. According to Neill (2004), it is the nature of the events of someone

or something has undergone. Experience is what is happening to us all the time. It can

also be used in the present or past tense. In the study, it refers to the particular situations

of Senior High School students of BatStateU that makes them feel stressed.

Mechanism. According to Merriam-Webster Dictionary (2018), it is a process,

technique, or system for achieving a result. It can also be defined as fundamental

processes involved in or responsible for an action, reaction, or other natural phenomenon.

It was used in this study as the methods and reactions of the students towards eliminating

bad effects of stress through using different senses.

Pressure. According to Faujdar (2017), it is the stressor which is caused by

environment or event or other individual that leads to stress. In this study, this refers to

the elements that affect the Senior High School students of the Batangas State University.

Senior High School students. According to Banal (2016), Senior High School

(SHS) refers to the last two years of K to 12 program, Grades 11 and 12, that the

Department of Education has been implementing since 2012. In this study, it refers to the

learners who are studying at Batangas State University, specifically the Grades 11 and

12, who are under this curriculum.

Senses. According to Bradford (2017), the human’s five basic senses are sense of

touch, sight, hearing, smell, and taste. The sensing organs associated with each sense

send information to the brain to help us understand and perceive the world around us. In

this study, these are used by the Senior High School students to cope up with their

stresses.

15
 Stress. According to Sincero (2012), it is the physical, mental, and emotional

human response to a particular stimulus. Stress can be negative or positive, depending on

the level of our response to the stressors. In this study, it refers to the mental or emotional

strain to Senior High School students that are influenced by school works,

responsibilities, and problems.

Stressors. According to Scott (2018), it refers to situations that are experienced as

a perceived threat to one’s well-being or position in life. In this study, it refers to the root

of stress of Senior High School students of Batangas State University.

16
 CHAPTER II

REVIEW OF LITERATURE

This chapter discusses the related literature and existing studies that will support

the objectives of the research. This includes information about stress, the different

stressors, and the coping mechanisms using the five human senses. This part of the study

also explains the reasons why these mechanisms are effective in dealing with the stress

experiences of the students.

Conceptual Literature

Stress. Stress comes from the Middle English word “stresse”, a short term for

”distresse” or distress, which means “suffering that directly affects the mind and body of

a person”. It indicates a negative and intense emotional state of being that disrupts a

person’s overall performance. Melgosa (2006) said that stress is a combination of

physiological and psychological reactions of the body when it is subjected to heavy

demands. Stress is, therefore, both a physical and an emotional response of the body at

times when tensions, anxieties, and pressures arise.

Stress is a serious condition a person may experience, and this is caused by some

unfortunate situations and circumstances. According to Tummers (2011), stresses are

instigated by traumatic events, changing family patterns, losses, academic issues, and

pressures to excel. Traumatic events are the distressing occurrences that can make a

person feel threatened, anxious, or even frightened. Changing family patterns refer to the

abusive treatment of one member to another, parents’ divorce, family income and job

losses, and certain illnesses. The loss of family, friends, loved ones, and even material

17
things can produce stress. Academic issues could also be a reason why a person

experiences stress, especially the students. These problems arise when a learner cannot

comply with the school requirements, as well as the other school related activities, which

must be completed in order to pass a certain subject. Lastly, the competition in the

environment makes a student feel pressured to excel, inducing stress to the individual.

According to Legg (2017), stress is the body's natural defense against predators

and danger. To prepare for the evasion and confrontation of the threat, hormones are

flushed in the body. This is called as the "fight-or-flight" mechanism. In addition, stress

slows down normal bodily functions, such as the digestive and immune systems. All

resources can then be concentrated on rapid breathing, blood flow, alertness, and muscle

use. However, it could also be a motivator; it can be essential to survival. Stress, in

everyday course, is a feeling when a person is overburdened with things and is struggling

to cope up with demands.

In the book of Carstensen, Fung, and Charles (2003), socio-emotional theories of

aging explain how adults maintain emotional well-being as they age, but provide limited

details about the boundary conditions under which such age-related preservation and

enhancement in emotional experience would be observed. This theory suggests that

elders can control their emotions better than younger ones, thus, producing fewer

negative emotions. The more matured a person is, the more controlled and well-managed

are their emotional responses to stress. Therefore, elders can cope up with stress better

than the youth, who have lesser emotional control.

The article of Eller (2000) states that a man’s chance of dying after the death of

his spouse rises substantially, while a woman’s risk increases only slightly because her

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access to social networks helps her through the ordeal. Furthermore, it is said that

mothers are more nurturing and loving to their children when their stress levels are in its

highest, while fathers tend to withdraw from their families during stressful days. It

indicates that the effects of stress on men are greater since they do not usually open

themselves as compared to women.

Stressors are anything that causes the release of stress hormones. There are also

some causes of stress from different aspects of life that affect its balanced state.

According to Callahan (2017), financial problem is one of the contributors of

stress. Students need to pay for their tuition fees and other miscellaneous fees in school.

Those students who come from families with just enough income for a living may suffer

from stress, since the parents have to pay for their tuition fees, books, and other school

expenses. Another stress contributor is the relationship of an individual to other people.

This induces stress either because of their negative influences, or because of the threat by

other external sources of stress. Teenagers and young adults are still developing

emotionally; thus, handling relationships, experiencing breakups, and having conflicts

with other people can cause them stress. Having low grades also affects a student’s stress

levels. Experiencing this kind of failure may lead to absenteeism and feeling of

discouragement, affecting the study habits of a student, and may further weaken

academic achievement.

Failure is also one of the causes of stress in students. When an individual did not

accomplish the goals that must be done, failure occurs. Depression and anxiety follows if

the stress from this failure is not mitigated. In an article of Australian Broadcasting

Corporation (2007), perfectionism, as a source of stress, is defined as a common trait of

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people, particularly those in an environment where there is a fierce competition or culture

of bullying, and in some schools where there is a strong emphasis on status achievement.

Furthermore, the article also discussed the researchers’ conclusion from Clinical

Psychology and Psychotherapy Department at the University of Zurich in Switzerland,

which states that perfectionists are more stressed than people with more modest goals.

Striving for perfection is one of the major causes of failure because it is impossible to be

attained since nothing exists perfectly. As an individual fails, feelings of helplessness,

frustration, and sadness is experienced. In addition, the article also included the

perception of Sarah Edelman, a psychologist and an author, that perfectionists cannot

simply enjoy their everyday lives because their time is wasted in worrying about their

supposed shortcomings.

According to Carter (2012), clutter is recognized as a significant source of stress.

Messy homes, work spaces, and environment induce anxiety and unsettlement. Clutter

makes a person feel frustrated as it is difficult to locate the things needed with its

presence. Belongings that are misplaced make someone irritated and stressed. Lack of

organization and tidiness, misplacement of valuables, and environmental noise can show

how a person’s well-being is disturbed by stress. Messy homes and work with annoying

companions may leave a person feeling anxious, helpless, and overwhelmed. In addition,

clutter bombards the mind with excessive stimuli, causing the senses to focus more on the

stimuli that are not quite important. Clutter makes it more difficult to relax, both

physically and mentally. Likewise, Downey (2015) also stated that misplacing valuables

can be one of the reasons for stress. When someone is overloaded with things, certain

20
items easily get lost in the chaos. Losing something precious can be very upsetting,

bothersome, and may cause panic to an individual.

There are also physical causes of stress, as Callahan (2017) stated. Students often

adopt unhealthy eating habits, lack of sleep due to extensive studying, and exhaust from

other social activities. Thus, their physical health can become compromised. Students

who feel exhausted because of these contributing factors may have negative effects on

their performance and attendance in class. They also have lesser energy for academic and

social concerns than that of healthier students.

According to Grippo (2016), stress is intimately tied to our social world. Social

stress, such as social pressures and family misunderstanding, takes a toll on the brain and

the body. These forms of stress could lead to depression, anxiety, and heart disease.

Stress can also be contagious, and can be perceived indirectly. These include the health

problems affecting a loved one, family responsibilities, relationship issues, and hesitation

about the future.

As stated by Woolston (2018), lack of sleep can be one of the primary sources of

stress. No matter what age or occupation a person has, lack of sleep definitely causes a

person’s system to be unstable. As reported in Medscape Neurology and Neurosurgery

(2005), people who work night shifts and experiencing sleepless nights are especially

prone to stress, both on and off the job. It is also not surprising that they are vulnerable to

a wider range of stress-related conditions—depression, heart disease, high blood

pressure, stomach problems, weakened immune systems, and even infertility.

These stressors have negative impacts that may affect certain aspects in an

individual’s life, specifically the physical state, thoughts, feelings, and behaviors. In the

21
article of Mayo Clinic (2016), the common effects on the human’s physical state are

headaches, muscle and chest pains, fatigue, upset stomach, and sleep problems. The

mood consequences that a person may experience due to stress are anxiety, restlessness,

lack of motivation and/or focus, feeling overwhelmed, irritability or anger, and sadness or

depression. The common effects of stress on the behavior of a certain being are

overeating or under eating, anger outbursts, drug and/or alcohol use, tobacco use, social

withdrawal, and exercising less often. Indeed, stress can also contribute numerous health

problems, such as high blood pressure, heart disease, obesity, and diabetes.

Yumba (2008) defined the sources of stress as “every circumstance or event that

threatens to disrupt people’s daily functioning and causes them to make adjustments”.

Similarly, Phinney and Haas (2003) stressed out the sources of stress, more specifically

as a unique set of stressful encounters among students, which includes difficult financial

challenges, domestic responsibilities, responsibilities related to part-time jobs while in

school, and a heavy academic load.

Wilks (2008), in his conducted literature review, mentioned some demands as

compositions of academic stress, which includes the time management issues, financial

burdens, interactions with faculty, personal goals, social activities, adjustments to the

campus environment, and lack of support networks.

Poor academic performance often generates negative feedback on the students’

performance, consequently leading to stress, anxiety, and depression (Ang & Huan,

2006). This is evidenced by the fact that the students from lower social economic status

were found to be more stressed by having to meet parental expectations (Nakalema &

22
Ssenyonga, 2013). Furthermore, students were more sensitive to remarks from significant

others like teachers and parents in their lives (Ang & Huan, 2006). The expected

superiority on male students even in academic performance presented a stressful

environment for them (Bang, 2009). This implies that the expectations to the students

make them more prone to stress.

There are also stress experiences that the students may encounter because of some

reasons. According to Goff (2014), children can internalize the stress of their parents’

unemployment. With that, parents must not share too much about their problems with

their children, especially if their children are still too young to understand. They do not

need to hear much about their venting, fear, and anxiety. Children, as much as possible,

need to see their parents’ confidence and positivity that they will get through with the

said family problem.

Students may experience financial stress for a variety of reasons. The most

obvious is due to the cost of college enrollment. As cited in the study of Fosnacht and

Dong (2013), Belly and Lochner said that unmet needs are particularly problematic for

students as they typically face credit constraints. Also, it is included in the context that

Avard, Chen and Volpe, and Murphy said that the students having little financial

knowledge may worry about their ability to earn enough income to repay their loans,

particularly in an era of high unemployment for young adults. Other possible sources of

financial stress include unforeseen emergencies or expenses, like hospital bills or car

accidents. Students generally have few savings; thus, they do not have extra money to

pay for unexpected expenses. Parents may also lose their jobs and be unable to pay for

their child’s education, increasing the student’s responsibility in paying their college

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expenses. Working students may also experience difficulty in balancing their school and

work responsibilities. In addition to their study, Scott-Clayton said that over the past few

decades, more traditional-aged students are working substantially for more hours.

Therefore, an increasing number of students must balance their time and energy in

studying and in working for money.

According to Mc Cann (2012), a personal resource is also known as the

psychological capital which describes the within – person capacities of self-efficacy,

hope, optimism and resilience. It is also defined as an individual have positive

psychological state of development in the said four areas. On the other hand, if these

resources are not improved, instead there is lack of it, negative effect will arise. The loss

of these resources can be a source of someone’s stress. For instance, when the ideas of an

individual are being rejected, he or she is not being recognized as a skilled individual,

affecting the person’s self-confidence. Also, the loss of these resources can be observed

when a person becomes a subject for bullying, lowering the victim’s self-esteem. The

loss of loved ones also degrades the overall optimism of the family.

Coping Mechanisms. Coping is an activity that a person does to seek and apply

solutions when stressful situations or problems emerge because of stressors. Primarily,

the term "coping" is more associated with "reactive coping" because in general, we see

coping as a response to a stressor. However, there is also another type of coping—the

“proactive coping"—wherein the coping response is aimed at preventing a possible

encounter with a future stressor.

Although there are different living stressors and bad impacts of stress which

severely affect one’s life, there are also ways on how to relieve and manage it. Worry

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prevention is one of the ways on how to manage stress and negate its possible effects on

psychological and physiological state of a human. There are steps on how to easily

handle stress, which can diminish its undesirable effects in every person. According to

Melgosa (2006), the first thing to do is to analyze the significance of the worry, whether

it is of importance or not. After this, if the stress is constructive, review for possible

solutions that can resolve the worries. On the other hand, if it is a destructive one, forget

it and move on. Look on the other way around, on its positive corner, because through

this, stress can be minimized. If there is no other way to change a certain circumstance,

the best thing to do is to accept and make further understanding about it. Lastly, do not

worry about what happened in the past or what may happen in the future; rather, think

about the present time, since the present is more essential and relevant.

Channeling emotions is also one of the ways on how to cope up with stress. There

are three styles of expressing emotions stated in the book Less Stress (Melgosa, 2006).

Friendly style is an approachable way of expressing feelings towards another person. The

aggressive style, however, may result in a negative emotion, rather than conveying a

positive one. The cold style is the one that does not involve or express any type of

emotion. The emotional balance of these three can make a person comfortable in

expressing, while avoiding too many worries that may lead to stressful moments.

According to the University of Minnesota (2016), it is a proven fact that reading

can help in reducing stress, and can also be a wonderful escape from all of the stressful

things in everyday life. A 2009 study at the University of Sussex found that reading can

reduce stress by up to 68%. In reading, the first thing to keep in mind is that the book

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doesn’t have to be on any bestseller list. It must be within the interest of a person and

must bring entertainment to the reader.

Dr. Stan Rodski (2016), a neuropsychologist who happens to be the author of his

own line of adult coloring books, says that coloring elicits a relaxing mindset similar to

what a person would achieve through meditation. Coloring allows the brain to switch off

from other thoughts and focus on the moment. This method can be calming and may also

serve as one of the stress relievers to other people.

There are many coping styles that people use, and some may prove to be more

effective than others, depending on the nature of the stressful situation and the person

who is employing them. Ineffective coping mechanisms, also referred to as maladaptive

coping, may also be applied to stressful events or internal conflict, often unconsciously.

Maladaptive coping mechanisms are counterproductive. According to the study of Semel

Institute for Neuroscience and Human Behavior (2011), there are some specific coping

strategies that can be applied. The first one is humor. Pointing out the amusing aspects of

the problem at hand, or "positive reframing", is thought to help in dealing with small

failures. The next one is seeking support. Asking for help or finding emotional support

from family members or friends can be an effective way in maintaining emotional health

during a stressful period. As described above, problem solving is an instrumental coping

mechanism that aims to locate the source of the problem and determine solutions. This

coping mechanism is often helpful in work situations. Relaxation, engagement in relaxing

activities, and practice of calming techniques can help in managing stress and improving

overall coping. The next one is physical recreation. Regular exercise, such as running or

team sports, is a good way to handle stress on a given situation. This includes yoga,

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meditation, and progressive muscle relaxation, among other techniques of relaxation.

Another one is adjusting expectations. Anticipating various outcomes to scenarios in life

may assist in preparing for the stress associated with any given change or event. Next is

denial, the avoidance of the issue altogether, which leads to a person to deny that a

problem even exists. Denial is usually maintained by distractions, such as excessive

alcohol consumption, overworking, or sleeping more than usual. Also, self-blame,

internalization of the issue, and accusing someone (beyond just taking responsibility for

one's actions) lead to low self-esteem and, sometimes, depression. The last is venting. An

externalizing coping technique, venting is the outward expression of emotions, usually in

the company of friends or family. In moderation, it can be healthy; however, ruminating

on the negative can lead to strained relationships over time.

There are also some activities which can help manage and reduce stresses. These

can keep a person calm and comfortable from those anxieties and worries suffered by an

individual. Rest and relaxation are some ways on keeping oneself free from stress.

Tummers (2011) discussed stress relievers which are conducive in coping up with stress,

such as mindful sitting, meditation, and some activities that involve thinking. The

mindful sitting is an activity that decompresses a person through sitting for a moment.

The meditation, which involves spending time to think and chill out in quiet thought,

gains positive effect on a certain person.

In the article of Mayo Clinic (2016), it was stated that if there are stress

symptoms, managing stress will help to reduce it, and can have numerous health benefits.

Regular physical activities, keeping a sense of humor, and socializing with family and

friends are some of the ways in order to handle stress. Also, relaxation techniques, such

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as deep breathing, meditation, yoga, and having a massage can bring calmness to anyone

as it lessens stress. Setting aside time for hobbies, such as reading books and listening to

music can also be an effective technique to manipulate stresses. Listening to music can

have a tremendously relaxing effect on a person’s minds and bodies, especially slow,

quiet classical music. This type of music can have benefits on the physiological functions

of the body, slowing the pulse and heart rate, lowering blood pressure, and decreasing the

levels of stress hormones.

Over the last few decades, a rising level of studies stated that stress is the

century's illness. According to Melgosa (2006), the excessiveness of tension may result to

unhappy, unsatisfying, and tiring life. In order to uphold a productive and functional life,

one must possess a moderate level of tension. Stress is inevitable, but we can gain

knowledge in controlling this in order to avoid anxiety and depression.

Different Senses. According to Mehta (2015), a certain person can feel better

through engaging the five senses—sense of sight, sense of smell, sense of hearing, sense

of touch, and sense of taste—based on some studies.

There are five researched ways to de-stress and connect more deeply to the

senses. First, take whiff. Inhaling the aroma of jasmine tea for five minutes may result to

slower heart rates and calmer moods, as found on a study. This is because jasmine tea

contains chemical linalool that calms the autonomic nervous system. Second, behold

calming colors. Keeping plants at home may promote relaxation because of its calming

color. Third, sample a taste. Ingesting a chocolate, researchers had found, causes the

brain to produce natural opiates, which dulls pain and boosts well-being. Fourth, listen

up. In a new study wherein participants watched a highly disturbing three-minute video

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of a hand surgery, it was proven that the people who listened to a recording of a natural

soundscape (e.g. the actual sound of tearing tissues) had a greater “mood recovery” that

those who watched it but with man-made sounds (e.g. voices, cars). Finally, hug it out. It

is inevitable for the humans to bid their goodbyes without physical contact. Based on

studies, they have discovered that a simple embrace can improve our moods. The act of

hugging, often known as the “bonding hormone”, can increase oxytocin. It can also

decrease cortisol and stress levels. Research also shows that petting a dog boosts oxytocin

levels in both human and canine alike.

According to Bickle (2013), they combed through the latest research to uncover

some surprising new ways for a person to better sleep, reduce blood pressure, and even

lower stress by using the senses. These five senses can be a guide to deal with the stresses

an individual is facing. Connecting with the body’s best coping mechanisms, which is the

senses, helps the stress to alleviate, making a person feel relaxed and comfortable.

In addition, they created a sense-by-sense guide. First, through the sense of smell,

Japanese researchers discovered that inhaling the smell of lemon is an instant mood

booster by enhancing the power of any fragrant stress fighter, then inhaling it very

deeply. This technique contracts the muscles in the diaphragm and improves the flow of

oxygen in the body. Second, through the sense of taste, there are foods that can help in

managing stress without extra calories. Complex carbs (e.g. fruits, veggies, and whole

grain), lean protein (e.g. beans, chicken, fish, and eggs), and healthy fats (e.g. olive oil,

grape seed oil, avocado, seeds, and nuts) on meals balance out blood sugar and stabilize

energy levels. Also, even the simple act of chewing offers numerous therapeutic benefits.

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Researchers in Australia found that gum chewers were less anxious and had lower

cortisol levels than non-chewers as they completed a series of complicated computer

problems. Third, through sense of hearing, keeping an mp3 player (e.g. iPod) handy can

also help relieve a person in a pressure-packed situation. Fourth, our environmental

surroundings can definitely make a big difference to our stress levels. Through sense of

sight, looking at something as small as a potted plant can help lower stress. When

researchers at the Washington State University put plants in a windowless workplace,

they discovered that people became more productive, had lower blood pressure, and felt

more focused than those working in a flora-free office. Another study tracked stress

levels in London City workers before and after they went to an art gallery. After

immersing themselves on some Matisse and Picasso paintings, it was reported that the

workers returned to their jobs feeling less frazzled. Certain tests confirmed the drop on

their cortisol levels. Lastly, by using the sense of touch, massage has definite relaxation

benefits. It helps an individual when taking a break, or when feeling tired and drained. A

mini self-massage while waiting at a red light can loosen up, and even some soothing

touches help a lot.

In the article of Laura Bickle (2003), it mentioned Dr. Jennifer Bunzenmeyer’s

statement that eating sweets can make people feel better. In the Journal of Clinical

Endocrinology and Metabolism (2015), scientists recruited 19 female volunteers. For 12

days, eight of them consumed beverages sweetened with aspartame, an artificial

sweetener. On the other hand, the rest drank an identical beverage containing 25 percent

sucrose, or table sugar. The study found no differences in the tests between the two

groups before the 12-day diet; however, in the test afterwards, they found out that cortisol

30
levels were lower in the sugar consumers, and higher in the aspartame group. It suggests

that sugar reduces levels of cortisol, the stress hormone. Australian researchers also found

out that simple act of chewing offers numerous therapeutic benefits. It lowers cortisol

levels and makes the chewers less anxious more than the non-chewers as they completed

complicated computer problems.

According to Marano (2016), stress and eating is connected not just because

people like consuming food when stressed. These two are deeply connected in the sense

that foods, specifically the fat- and sugar-laden ones, give the body the "fuel" for a person

to combat stress. Fat deposits, which are the excess calories stored in the abdomen, send

some metabolic signals to the brain, telling it to shut off the stress response. The

consumed foods, on the other hand, will try to give the body what it needs to dampen the

output of the response, telling the body to relax, because the body is now refueled with

high-energy foods. This mechanism, Marano says, is mostly effective for short-term

stresses.

As what Peterson (2017) stated, any comfort object can be something that a

certain being automatically engage with when anxiety flares. Such objects are small and

handy that can be brought anywhere as stress comes out. It can be a stress ball, a bouncy

ball, or any soft and comfortable object. The rubbing of these objects, manipulated by the

sense of touch, lets one’s mind focus away from anxious thoughts, turning a stressed

person into a calmer one. This shifting makes his or her anxiety to decrease.

According to Dr. Mercola (2014), hugs are one of the most succinct ways to

encourage the body to release oxytocin, and the more oxytocin pituitary gland releases,

31
the better able a person to handle life's stressors. Hence, sense of touch can make

someone feel better.

According to Collingwood (2016), as music absorbs our attention, it acts as a

distraction; at the same time, it helps people to explore emotions. This means that it can

be a great aid along with meditation, helping the person to prevent from wondering and

thinking too much. Musical preference varies widely between individuals depending on

their mood. Incorporating music into a busy life can be done through playing CDs in the

car, or putting the radio on when taking a bath or shower. Walking for a few minutes,

also with the aid of some portable music or stereo, calms an individual, instead of just

watching TV. Singing (or shouting) along can also be a good way of releasing tension

like karaoke, which is very enjoyable for some extroverts. Calming music before bedtime

also promotes peace and relaxation, and helps to induce sleep.

According to Thoma, et al. (2005), music listening has an impact to the

psychobiological stress system. Listening to music prior to a standardized stressor

predominantly affected the autonomic nervous system (in terms of a faster recovery), and

to a lesser degree the endocrine and psychological stress response. There are beneficial

effects of music to the human body of a person thus; sense of hearing especially listening

to sounds or music can help lessen stress.

According to Zimmer (2017), movies can serve as a new form of therapy because

it can relieve stress, transport individuals to another world, allow living in someone's life,

and help to solve problems. In addition to this, Peck (2015) stated that watching movies

and television shows is a stress relief because as someone watches movies, it relaxes the

brain, and do not have the time to think about anything while watching. Through the use

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of sense of sight as a coping mechanism, this will only keep the fun that a certain person

is experiencing as he or she is watching, and can eventually fade negative thoughts that

stress had brought to him or her.

According to Kahn, PH, Friedman B, Gill B, et al. (2005), there are emotional and

physiological benefits of visual based activities such as viewing a scene of natural beauty,

watching movies and direct contact with nature. Hence, using sense of sight can help us

feel relaxed and lessen our stress.

In what Heiser (2017) included in her blog, Environmental Health and Preventive

Medicine (2010) published a study in which they found out that participants who walks in

a forest had lower blood pressure and levels of cortisol, the stress hormone, afterwards

than those who strolled through a city environment. Research has shown that forest

bathing, the practice of spending time in a forested area in an effort to reap wellness

rewards, is good for every individual.

As stated by ProFlowers (2016), sense of smell is truly powerful. It can bring

about a sense of calm that enables someone to tackle the stressful tasks of everyday life.

Moreover, aroma therapy has become a popular stress reliever activity because of its

effectiveness.

There are abundant of stress coping mechanisms and there are also some which

are not applicable for a certain person. According to Bender (2015), cat’s purr can help

lower stress and blood pressure. It can also help their owner’s body and their own at the

same time. This can have bad effect on a person unless they are allergic to cats.

Moreover, according to Kelly (2014), there are plenty of safe, modern appliances that do

33
the same thing that candles do. This indicates that some people refer to use alternatives

for candles than to use actual candles in relieving their stress.

According to The Flower Expert (2018), flowers are known for their exclusive

and unique fragrances. These fragrances in flowers are a result of production of some

special volatile chemicals which are released into the air. Pure essential oils are extracted

from many parts of the plant including the flower, leaf, resin, bark, root, twig, seed, etc.

According to Nakamura, et al. (2009), scent of certain plants since ancient times help to

reduce stress, fight inflammation and depression, and induce sleep. The use of fragrant

plant oils to improve mood and mood has become a popular form of alternative medicine

today called aromatherapy. But in contrast, according to Visser (2013), children and

adults have different response to essential oils. They are more sensitive to the therapeutic

effects of oils therefore smaller amounts of oils work as well for them as the larger adult

doses do for adults. This implies that some of the students have different approach to

smelling flowers as their coping mechanisms.

Relationship of Stress Experiences and Coping Mechanisms. According to

Strangor and Walinga (2012), in order to understand how people learn to cope with

stress, it is important to first reflect on the different conceptualization of stress and how

the coping research has emerged alongside distinct approaches to stress. It implies that

stress experiences or stressors, and coping mechanism are interconnected with each other.

Mechanisms to be applied will depend on how much stress is needed to cope up with. In

addition, as it was included in the article, the “Transactional Theory of Stress and

Coping” describes the process of evaluating stress from primary, secondary and

34
reappraisal. It involves determining stressor as well as coping strategies. This entails that

the two variables have a strong association with each other.

Research Literature

Stress has always been a part of the lives of people, especially to students. It is the

body’s physical response to challenges. This is the feeling that people feel when they are

overloaded and struggling to cope up with demands from their environment.

Foreign

In the study conducted by Presnall (2008), results show that college students are

being more stressed because of school related issues. In addition to this, financial,

relationship, family problems, and extracurricular activities also contributes as stressors.

The study also showed that alcohol drinking, using of drugs, and hanging out with friends

are the immediate solutions of students who experienced stress.

Matsumoto, et al. (2014) conducted a study entitled “Effects of Olfactory

Stimulation from the Fragrance of the Japanese Citrus Fruit Yuzu (Citrus junos Sieb. ex

Tanaka) on Mood States and Salivary Chromogranin A as an Endocrinologic Stress

Marker”. In the study, they concluded that Yuzu's aromatic effects may alleviate negative

emotional stress, which, at least in part, would contribute to the suppression of

sympathetic nervous system activity.

Sense of touch also has its effects in relieving stress. One research conducted by

the University of North Carolina shows that women who are hugged more often by their

partners show higher levels of oxytocin, and lower blood pressures and heart rates, which

prove that stress is reduced. Another research done at the University of Wisconsin in

35
Madison concludes that hugs from partners make people calmer. Students who were

hugged by their mothers up to an hour after an onstage presentation showed

demonstrably lower stress levels. The Greater Good Research Center at the University of

California in Berkeley found that people caress themselves hundreds of times a day by

rubbing their hands, stroking their necks, or massaging their foreheads. Evidence

supports the idea that self-massage slows the heart rate and lowers cortisol levels.

According to Vinita Mehta Ph.D., Ed.M. (2015), humans are intensely visual

creatures, and studies show that we respond to colors in differential ways. Take the color

green for example. This color has been found to have soothing effects across various

contexts. Similarly, cooler shades of blue and green, as well as neutral earth tones have

calming effects through their associations with nature. This gives explanation why

keeping plants at home or at the office may promote more relaxation than is readily

understood.

According to the research of Laugero (2015), published in Journal of Clinical

Endocrinology and Metabolism, it was found that when women drink a beverage

sweetened with straight-up sugar, their brains showed a decrease in stress and their

cortisol levels were lower.

According to Dr. Yvonne Ulrich-Lai, Ph.D. (2015), a researcher from University

of Cincinnati, eating and drinking sweet snacks help the body to produce lower levels of

glucocorticoids. Glucocorticoids are produced when psychological or physical stressors

activate a part of the brain called the stress axis.

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 In the study of Miller (2017), there are recruited participants to spend time

walking in the forest and city areas for this very reason. According to this research,

participants showed more physical signs of relaxation, including lower blood pressure

and lower amounts of the stress hormone cortisol when they spent time in the forest

rather than in the city. Phytoncides are airborne chemicals that plants and trees emit for

protection from insects and rot. These chemicals, which linger in forest fresh air, also

happen to be at the center of research in regards to stress reduction.

According to the study of Baqutayan (2015), it concluded that stress and coping

mechanisms goes together, but which method is the best to be used depends on the type

of stress and individual needs. Based on the results of the study, a meditation-based stress

reduction-counselling program can help and guide the person to know which coping

method suits their needs.

Local

In the study of Asi and Castillo (2004), it is stated that phobia is one of the factors

causing someone to feel stress. The research is about the different kinds of phobia

experienced by the Senior High School students at the University of Batangas that

affected their personality and behavior. In their work, “Phobias Affecting the Personality

and Behavior of Senior High School Students of the University of Batangas High School

Department”, they found out that the most common types of phobia is social phobia and

specific phobia. Richards (2013) defined social phobia or social anxiety as the fear of

interacting with people in a certain social situation. On the other hand, specific phobia,

according to Yates, et al. (2015), is the fear of specific objects or situations having little

or no threat at all. In addition to Asi and Castillo’s work, the two phobias given were in a

37
great extent on students, and that most students don’t even know why and how they

acquired the said phobias.

Balmes and Benamer (2013) claimed that several factors affect the psychological

status of the college students at the Batangas State University. In their study on the

Psychological Status of Batangas State University College Students as Reflected in

Depression, Anxiety, and Stress Scale (DASS), students are affected by factors such as

biological factors. Biological factors refer to hormonal factors and hereditary problems or

abnormality. If a certain student found out that he has a biologically transmitted disease,

this may trigger or contribute for the student to be stressed. Another factor that affects a

student’s psychological status is the environmental factor. This pertains to problems the

student encounters with the environment he belongs to. Some environmental factors like

moving to a new place, lack of parental guidance, the people around a certain individual,

and even the climate could possibly be a stressor to students. Aside from these, socio-

cultural life of students is also one of the factors that contribute to depression, anxiety,

and stress. Peer pressure and pressure from the parents are example of this factor. Poverty

or deprivation of materials and failure can also be a factor affecting a student’s socio-

cultural life. Psychological factors could also affect the students. The factor that affects

psychological status are fear, phobia, a disease in the family, mental conflicts and

frustrations, and feelings of being rejected. Other known reasons of stress are

discrimination, responsibilities, cultural conflicts, and self-overdrive. Problems such as

the personal ones, about love, about health, and about a loss or death of a beloved one

could also trigger stress in students. Coping up, however, with these factors and reasons

of stress may improve the overall status of a person, such as confiding with the parents,

38
praying, crying, consulting other people and taking counseling courses, taking medicines,

seeing a psychiatrist, and even just ignoring the problem.

Studies about stress within students have also been conducted throughout the

schools in our country. A study was conducted by Dy, Marison, et al. (2015) to determine

the stressors and stress responses of Filipino college students of the University of the

Philippines Los Banos in relation to sex, course, and academic classification. Based on

the results, the top five overall stressors of the respondents were academic difficulty of

subject matter, workload due to subjects, time management because of subjects,

responsibilities due to being on one's own, and time management because of both

subjects and organizations. Generally, all students, regardless of their academic

classification pointed out that academics, workload due to subjects, and time

management were their main stressors. They all reacted to stress with affective stress

responses.

Another study was made by Guevarra and Cimanes (2015), entitled “Stress

Coping Mechanism and Its Impact to Their Age among Senior High School Students at

Parañaque National High School-Baclaran”. This study aims to determine the stress

coping mechanism and its impact to their age among Senior High School students at

Paranaque National High School–Baclaran. This study wants to know if there is a

significant relationship between the following indicators: Use of Instrumental Social

Support, Mental Disengagement, Use of Emotional Social Support, Planning and Active

Coping pertaining to the age of the respondents. Indicator Planning has the highest

impact to the respondents. Based on the data gathered and interpreted by the researchers

through t-test, all of the indicators have relationship with the respondents’ demographic

39
profile in terms of age, while in Pearson’s r, all the indicators have a significant

relationship with the age the respondents have. Moreover, in the study of Guevarra and

Cimanes (2015), it is said that adjusting to any life changes causes stress. Teens

experiences different kinds of stress compared to their parents. Adolescents cannot cope

up with stress properly due to the pressures brought by the demands in the 21st century.

Hence, schools promote programs for students about proper coping strategies when they

are stressed (Frydenberg et al., 2004)

Synthesis

The researchers believe that the studies gathered have relevant and significant

relationship to the present study.

Baqutayan conducted a study about stress and the best coping mechanism to be

used for a certain kind of stress. Based on the study, choosing the coping method for

stress depends on the type of stress and individual needs. It is related in the present study

because it aims to find the relationship of between stress and coping mechanisms of

stress.

The study of Presnall dealt with how school related issues contribute to stress

among college students. In addition, the study identified the immediate solutions that they

practice to overcome the stress they experience. It is connected to the present study

because it investigated the school related stressors experienced by the students and their

coping mechanisms.

Local studies of Guevarra and Cimanes and Dy, Marison, et al. about stress of

Filipino students are parallel to the present study. The study of Guevarra and Cimanes

40
dealt with the stress coping mechanisms of Senior High School students and its impacts.

They emphasized that 21st century teens experience more kinds of stress from that of

what their parents had before. Thus, adolescents cannot cope up with their stress

properly. A same study was conducted by Dy, Marison, et al. concerned about stressors

and stress responses of Filipino college students. The present study focuses on Senior

High School students of BatStateU experiencing stress as well as their coping

mechanisms.

The study of Asi and Castillo focused on how phobias affects the personality and

behavior of Senior High School students of the University of Batangas. This is connected

to the present study as it mentioned that phobia is one of the factors causing someone to

feel stress. The study of Balmes and Benamer also dealt with several factors that affect

the psychological status of college students, which contributes to stress particularly in

BatStateU. This is related to the present study because it tackles about the factors that

causes stress.

There are several studies and literatures about the effectiveness of using the five

senses in dealing with stress. The study of Vinita Mehta Ph.D., Ed.M. focused on the

sense of sight as a medium to relieve stress. Another study conducted by Matsumoto, et

al. dealt with the sense of smell where they concluded that the aromatic smell of certain

foods such as fruits may be used to alleviate stress and boost the mood of a person. On

the other hand, Laugero and Dr. Yvonne Ulrich-Lai, Ph.D. conducted studies that dealt

about the sense of taste as an alternative stress reliever. Eating and drinking sweet snacks

help the body to produce lower levels of glucocorticoids and cortisol. The study at the

University of North Carolina as well as the University of Wisconsin in Madison both

41
focused with sense of touch. These studies supports that the five senses could be a

medium in coping up with the stress experienced by students. The present study aims to

determine the coping mechanisms of the SHS students of BatStateU using their different

senses.

42
 CHAPTER III

RESEARCH METHODOLOGY AND PROCEDURES

This chapter discusses the methods and procedures that the researchers had used

for the collection of data and information. It describes how the research questions come

up with enough answers about the stress experiences of SHS students and their coping

mechanisms using different senses. This presents the research design, the respondents of

the study, sampling technique, data gathering instrument, the data gathering procedures,

and the statistical treatment of the data. This also regulates and identifies different

approaches on finding facts, information and support that will help to achieve the

research objectives

Research Design

This study used the descriptive-survey method in order to come up with different

meanings and interpretations. It is valid for researching specific subjects and as a

precursor to more quantitative studies. Through this method, the characteristics of the

problem and its variables are being described and established. According to Dr. Y. P.

Aggarwal (2008), descriptive research refers to the gathering of information about the

prevailing conditions or situations for the purpose of description, including not only the

tabulation of facts, but also the proper analyses, interpretations, comparisons, and

identifications of trends and relationships. It conveys relevant information from the data

collected in conducting survey to the respondents. The use of survey questionnaires can

give precise and specific implications, which are important in the analysis of data to

answer the research questions. This study describes the stressful situations or experiences

43
of Senior High School students, as well as their coping mechanisms using different

senses that serve as the responses to stress.

Respondents of the Study

The respondents of this study were the Senior High School students of Batangas

State University. The population of BatStateU Senior High School students is 401,

consisting of 235 Grade 12 students and 166 Grade 11 students. This is a large

population; thus, it will be difficult to have accurate results with this number of people.

So, the study had used Slovin’s formula to get a sample that serves as representatives or

the respondents of the study. This formula was used in order to have a concise and

precise sample size. With 95% confidence level and 5% margin of error, the result is 200

students, which became the participants or the sample size from the Senior High School

students of Batangas State University. The number of Grade 11 and Grade 12 students

will depend on the selection of the respondents through sampling technique used in the

study. Survey questionnaires will be distributed to them to gather information or data.

Sampling Technique

Researchers used the random sampling technique in distributing the

questionnaires. The members of the population have an equal chance to represent the

sample and to be the respondents for the study. This sample is the representation of the

whole population chosen from the procedure of random selection. The random sampling

was utilized in this study wherein the students have an equal opportunity to be part of the

study. Researchers used statistical treatment to emphasize the numerical, statistical, and

44
mathematical analyses of the data collected in the survey, and are used to give

information in answering the research objectives.

Date Gathering Instrument

The instrument or tool is important to gather information for the fulfillment of the

study, and to obtain data that will provide answers to the research questions. Particularly,

this study is a descriptive research and its main goal is to find out the Senior High School

students’ experiences and coping mechanisms on stress. Thus, it aims to discover how the

students experience stress and what ways they exert to manage it. Therefore, the

instrument used was self-constructed questions included in the survey, which were being

asked to the respondents or participants. The selected questions included in the

questionnaire were formulated by the researchers according to what is required in the

research. These are based on the objectives of the study to elaborate and get further

details about stress and stress coping mechanisms.

Researchers prepared a questionnaire that is composed of three parts which are

linked to the research objectives. It includes demographic profile, stress experiences

according to different resources, and coping mechanisms using different senses.

The researchers constructed the questionnaire by studying few articles and

internet sites for further information. The first part of the survey asks the profile of the

respondents in order to distinguish their classifications in terms of age, gender, and grade

level. The second and third part is answerable by checking the appropriate column in the

given scale consisting of five questions in each sub-category. Tally sheet was also used as

an instrument in the study. The scale was provided for the respondents to rate each

45
statement in the questionnaires. The Likert scale that the researchers used for verbal

interpretation of the results of the survey is given as follows:

Scale Range Verbal Interpretation

4 3.25 – 4 Strongly Agree
3 2.5 – 3.24 Agree
2 1.75 – 2.49 Disagree
1 1.0 – 1.74 Strongly Disagree

Data Collection Procedures

In collecting the information needed for the study, the researchers made use of

secondary sources such as books, thesis, journals, and articles from the internet. Also, the

data was gathered using survey questionnaire, which was given to the respondents. From

the population of Senior High School students in Batangas State University, the

researchers got a sample as the respondents of the study through Slovin’s formula and

used random sampling technique because the researcher believes that the topic they are

handling is applicable for all, and every student must have the equal chances of being

selected.

The initial draft of the questionnaire was constructed through studying different

articles related to the research questions. The researchers gathered information needed to

accomplish the questionnaire. Then, it was presented to the research adviser for some

suggestions and revisions. Moreover, it was also consulted to a professional to verify the

content of the questionnaire. Since the study is about stress, the researchers requested a

graduate of BS psychology to validate it and determine the accuracy of questions in every

part of the questionnaire. After the validation, the questionnaires were prepared for

distribution.

46
 The researchers made a letter of request, which was noted by the research

advisers. The questionnaires were distributed to the respondents after the accomplishment

of all the necessary permissions. The respondents were informed about the purpose of the

study, and were also assured of the confidentiality of their responses. They were given

enough time to answer the questionnaire. The data gathered were tallied, tabulated, and

statistically treated.

Statistical Treatment of Data

The several statistical techniques used in the process of analyzing data gathered

from the survey to provide answers to the research questions are the following:

Frequency. It was used in the study to describe the distribution of the

respondents’ demographic profiles such as age, gender and grade level.

Percentage. This was used in the study in order to determine the percentage

distribution of respondents’ profiles and express their portion.

Weighted Mean. It was used in the study to establish and assess the respondents’

responses in the given questionnaires. It was utilized to present the verbal interpretation

of the variables.

Composite mean. It was used in the study to interpret the overall mean of every

category of the variables.

Spearman’s Rank Correlation and P-Value. The Spearman’s Rank Correlation

was used in the study to determine the strength of relationship of two variables,

specifically stress experiences and coping mechanisms. The p-value determines the

significance of this relationship.

47
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter will present the analysis and interpretation of the data findings about

stress experiences and stress coping mechanisms of Senior High School students of

Batangas State University. This will also show different tables presenting the result of the

study in order to have the organization of data and information.

1. Profile of the Respondents

The profile of the respondents in terms of age, gender, and grade level was

gathered in order to have an accurate description and distinction of the respondents.

1.1 Age

Table 1 shows the distribution of the respondents according to age.

Table 1
Age of the Respondents
Age Frequency Percentage
16 years old 35 17.5
17 years old 90 45
18 years old 73 36.5
19 years old 2 1
Total 200 100

It can be seen in the table that 90 out of 200 respondents or 45 % are 17 years old

and 19 years old has the lowest percentage of 1. It simply describes that 17 years old is

the dominant age among the respondents pertaining to experiencing stress and there is

lesser number of elders. It implies that younger ages are more probable to experience

stress whom giving greater value on stress than those of the elders.

As what the book of Carstensen, Fung, and Charles (2003) said, sociocultural

theories of aging explain how adults maintain emotional wellbeing as they age, but

provide less detail about the boundary conditions under which such age-related

48
preservation and enhancement in emotional experience would be observed. The growth

of a certain person gives maturity in dealing with different situations in life. They are

more mature to handle changes than those of the young ones. The theory suggests that

elders are more likely to control emotional impacts of stress than those of the younger

ones.

1.2 Gender

Table 2 shows the distribution of the respondents according to gender, the

frequency and percentage was presented.

Table 2
Gender of the Respondents
Gender Frequency Percentage
Male 107 53.5
Female 93 46.5
Total 200 100

It can be seen in the table that the distribution of respondents according to gender

makes 53.5% of the respondents or 107 males and 46.5% or 93 females, suggesting that

male experience more stress than female.

The article of Eller (2000) states that man’s chance of dying after the death of his

spouse rises substantially while woman’s risk increases only slightly because women

access social network to help them through the ordeal. Furthermore, it is said that

mothers are nurturing and loving to their children when their stress level is in its highest

while fathers tended to withdrawtheir families during stressful days. It indicates that men

are more affected when experiencing loss and conflicts compared to women.

49
 1.3 Grade level

Table 3 shows the distribution of the respondents according to grade level.

Table 3
Grade Level of the Respondents
Grade level Frequency Percentage
Grade 11 99 49.5
Grade 12 101 50.5
Total 200 100

It can be seen in the table that the distribution of the respondents according to

Grade level seems to have 49.5 % or 99 Grade 11 students and 50.5 % or 101 Grade 12

students. In the result, the distribution of respondents according to grade level explains

that Senior High School students, Grade 11 and 12 are experiencing stress.

In the study of Guevarra and Cimanes (2015), it is said that adjusting to any life

changes causes stress. Teenagers, especially Senior High School students, experiences

different kind of stresses as they are under the new curriculum of DepEd, the K-12

program. This transition makes it hard for them to adjust through changes, and due to the

pressures in the 21stcentury, they can't easily cope up with their stresses.

2. Stress Experiences of Senior High School Students

The following tables present the stress experiences of Senior High School

students according to different resources including the weighted mean and its verbal

interpretation based on the likert scale.

2.1 Object Resources

Table 4 presents the stress experiences of Senior High School students according

to object resources.

50
 Table 4
Stress Experiences according to Object Resources
Object Resources Weighted Mean Verbal
Interpretation
1. Seeing untidy and unorganized place 3.1 Agree
2. Hearing noisy environment 3.2 Agree
3. Misplacing valuables 3.28 Strongly Agree
4. Being with annoying companions or 3.07 Agree
classmates
5. Craving for food that is unavailable 2.835 Agree
Composite Mean 3.097 Agree

The table shows the computed weighted mean and the verbal interpretation of the

respondents to the given stress experiences or situations reflecting different object

resources. Based from the results of the survey, the third situation which is “misplacing

valuables” got the highest weighted mean of 3.28 with an interpretation of strongly agree,

the second one is “hearing noisy environment” with 3.2 as weighted mean and interpreted

as agree. Next is “seeing untidy and unorganized place” with a weighted mean of 3.1,

then the fourth one is “being with annoying companions and classmates” with a weighted

mean of 3.07 and “craving for food that is unavailable” had the lowest mean of 2.835, all

has verbal interpretation of agree. The composite mean of 3.097 suggests that majority of

the respondents agreed to the presented resources.

The stress is being experienced if there is a loss of good resources. Object

resources as stressors pertain to the situations from which things irritate someone due to

its disorderliness. In the survey, the item “misplacing valuables” got the highest

frequency of agreement from the respondents. It is the most experienced stressors by the

Senior High School students. According to Carter (2012), clutter is recognized as a

significant source of stress. Messy and clutter environment can leave a feeling of anxious

to an individual and it also results to difficult locating of things when it is needed.

51
Misplacing belongings make someone irritated and get stressed about. This result was

also supported by the statement of Downey (2015) that misplacing valuables is one kind

of the stressors. He explained that as anyone is overtaken by stuffs, the certain items or

things easily get lost in the chaos and this can cause an upsetting, and bothersome.

Moreover, the composite mean of the result which was interpreted as agree

implies that object resources are a factor influencing the negative effect of stress. As what

Carter (2012) said, clutter such as being unorganized and untidy, misplacing valuables

and noisy environment can play a significant role on how an individual can feel about

their homes, workplaces, and themselves. Messy homes and working with annoying

companions leave someone feeling anxious, helpless, and overwhelmed. In addition,

clutter bombards the person’s mind with excessive stimuli causing the senses to work

overtime on stimuli that aren't necessary or important. Clutter makes it more difficult to

relax, both physically and mentally.

2.2 Condition Resources

Table 5 presents the stress experiences of Senior High School students according

to condition resources.

Table 5
Stress Experiences According to Condition Resources
Condition Resources Weighted Mean Verbal
Interpretation
1. Tougher academics and more school 3.51 Strongly Agree
responsibilities
2. Confusion about the future plans 3.025 Agree
3. Unemployment of parents 2.22 Disagree
4. Family misunderstandings 2.88 Agree
5. Social pressures 3.04 Agree
Composite Mean 2.935 Agree

52
 It shows the weighted mean and verbal interpretation of the stress experiences of

Senior High School students according to Condition resources. The respondents believe

that “tougher academics and more school responsibilities” is on top of the stressors they

experience among the given conditions with a weighted mean of 3.51and having a verbal

interpretation of strongly agree. Next to this is “social pressures” with a weighted mean

of 3.04 and verbal interpretation of agree. Then, the resources that ranked third is

“confusion about the future plans” with a weighted mean of 3.025, and “family

misunderstandings” ranked fourth with a mean of 2.88, both interpreted as agree. Lastly,

“unemployment of parents” was the least of their stress contributors which gathered a

weighted mean of 2.22 and verbal interpretation of disagree.

As stated by Yumba (2008), sources of stress are every circumstance which

threatens one's daily functioning and causes them to make adjustments. Adapting to the

new changes brought by the new K-12 curriculum, causes Senior High School students to

be stressed. In addition, poor academic performance and fear of not reaching the

expectations of the people surrounding the students also contributes to their stress as said

in the study of Ang and Huan (2006) and Nakalema and Ssenyonga (2013).

According to Grippo (2016), stress is intimately tied to person’s social world. The

social stresses such as social pressures and family misunderstanding, take a toll on the

brain and body. The sources of stress may not be directly from the person itself but rather

from the conditions and situations in the surroundings such as family problems and

hesitation about future. These stressors pertaining to condition resources can lead to

depression, anxiety, and heart disease. This statement supports the interpretation of the

53
composite mean that the stress experiences according to condition resources are all

applicable by the respondents.

In regards to the situation “unemployment of parents” which was interpreted as

disagree implies that the students does not take this problem as one of their stressors. In

the statement of Goff (2014), children can internalize the stress or problem of their

parents with regards to unemployment. And as this situation was not a source of stress

according to condition, parents are assuring that they can provide their children's need.

Their stresses were kept only for them and not for their sons and daughters.

2.3 Personal Resources

Table 6 presents the stress experiences of Senior High School students according

to personal resources.

Table 6
Stress Experiences According to Personal Resources
Personal Resources Weighted Mean Verbal
Interpretation
1. Rejected ideas 2.825 Agree
2. Unrecognized skills 2.89 Agree
3. Death of love ones 3.11 Agree
4. Any type of bullying 2.655 Agree
5. Failure 3.225 Agree
Composite Mean 2.941 Agree

The table shows the computed weighted mean and verbal interpretation of the

respondents to the given stress experiences or situations reflecting different personal

resources. Based from the results of the survey, the fifth situation which is “failure” got

the highest weighted mean of 3.225, next is “death of loved ones” having a weighted

mean of 3.11, then the situation “unrecognized skills” got a mean of 2.89, and then

“rejected ideas” has a weighted mean of 2.825, lastly “any type of bullying” had the

lowest weighted mean of 2.655. All the personal resources have verbal interpretation of

54
agree. The composite mean of 2.941 suggest that majority of the respondents agreed to

the presented personal resources.

In the article published by Australian Broadcasting Corporation (2007),

perfectionism is defined as a common trait where there is fierce of competition such as in

school, wherein status achievement is being emphasized. Failure comes from this thought

as someone fails to attain expected success, making it one of the causes of stress. In

addition, the conclusion of the researchers from Clinical Psychology and Psychotherapy

Department of the University of Zurich in Switzerland stated that perfectionists tend to be

more stressed than people who have modest goals. Striving for perfection is a factor that

leads to failure because it cannot actually be attained since nothing exists perfectly, and

as an individual fails, feeling of helplessness, frustration, and sadness will be

experienced.

The composite mean of 2.941, means that the stress experiences according to

personal resources are agreed by the respondents. According to Mc Cann (2012), a

personal resource is also known as the psychological capital which describes the within –

person capacities of self-efficacy, hope, optimism and resilience. It is also defined as an

individual have positive psychological state of development in the said four areas. On the

other hand, if these resources are not improved, instead there is lack of it, negative effect

will arise. The acquisition of confidence and the improvement of self-esteem of a certain

person are examples of this. Situations, such as the death of a loved one, challenge a

person's optimism; thus, this is considered as a stressor and a problem according to

personal resources. Other examples of these challenges are the rejection of ideas, being a

victim of bullying, and lack of recognition.

55
 2.4 Energy Resources

Table 7 presents the stress experiences of Senior High School students according

to energy resources.

Table 7
Stress Experiences According to Energy Resources
Energy Resources Weighted Mean Verbal
Interpretation
1. Limited sources of income 2.725 Agree
2. Financial credit of the family 2.695 Agree
3. Academic pressure 2.9 Agree
4. Lack of knowledge 3.06 Agree
5. Poor sleeping habits 3.105 Agree
Composite Mean 2.897 Agree

The computed weighted mean and the verbal interpretation of the respondents

according to the different energy resources were shown in table 7. Based from the results

of the survey, the fifth situation which is the “poor sleeping habits” got the highest

weighted mean 3.105 while “financial credit of the family” has the lowest weighted mean

of 2.695. “Lack of knowledge” with a weighted mean of 3.06, “academic pressure” with

2.9 weighted mean and “limited sources of income” has a weighted mean of 2.725 are

being ranked as second, third and fourth respectively. The composite mean of 2.897

suggest that majority of the respondents agreed to the presented resources that can be

seen in the verbal interpretation.

According to Woolston (2018), lack of sleep can be an uncomfortably large

source of stress because it can throw the system off balance and malfunction turning a

certain person feel stressed. It is evident that students can also experience stress due to

lack of enough sleep especially when they got late at night finishing school requirements.

Moreover, the report of Medscape Neurology and Neurosurgery (2005) said that people

who work night shifts and experiencing sleepless nights are prone to stress. They are also

56
vulnerable to a wide range of stress-related conditions, including depression, heart

disease, high blood pressure, stomach problems, weakened immune systems, and

infertility. The composite mean of 2.897 suggests that most of the respondents agreed to

the given stress experiences according to energy resources. Hence, energy resources is a

factor that make students be stressed. Limited financial support and poor time

management are the common problems experienced by Filipino students particularly to

those going in college. According to Fosnacht and Dong (2013), unmet needs of students

such as financial support is problematic for them as they typically face credit constraints.

Also, not being able to balance their time properly is very stressful and results to lack of

sleep and time for their family.

3. Coping Mechanisms using Different Senses

The following table will show the different coping mechanisms in each of the

senses – sight, hearing, touch, smell and taste.

3.1 Sense of Sight

Presented in the Table 8 are different ways to relieve stress which involves the

sense of sight as well as their computed means based on the results of the conducted

survey.

Table 8
Coping Mechanism Using Sense of Sight
Sense of Sight Weighted Mean Verbal
Interpretation
1. Looking at favorite/treasured photo 2.895 Agree
2. Staring and enjoying the beauty of 3.21 Agree
nature
3. Reading books 2.74 Agree
4. Surrounding self with different colors 2.69 Agree
5. Watching movies on electric devices 3.37 Strongly Agree
like smartphones and TV
Composite Mean 2.981 Agree

57
 The table above shows that most of the respondents prefer “watching movies on

electronic devices like smartphones and TV” to relieve their stresses which has a

weighted mean of 3.37 and verbal interpretation strongly agree. In contrast, the

respondents find “surrounding self with different colors” to be the least among the

presented coping mechanism having a weighted mean 2.69 but still having a verbal

interpretation of agree. The mechanism that ranked second, third, and fourth are “staring

and enjoying the beauty of nature” with a weighted mean of 3.21, “looking at

favourite/treasured photo with 2.895 as weighted mean and “reading books” with 2.74

weighted mean respectively. These three situations have verbal interpretation of agree.

The composite mean of 2.981 has an interpretation of agree states that the coping

mechanisms using sense of sight are being agreed by the respondents.

As the result of the survey, watching movies topped as a coping mechanism using

sense of sight. Zimmer (2017), supported the result as he stated that movies can serves as

a new form of therapy because it can relieve stress, transport individuals to another

world, allow living to someone’s life and help to solve problems. In addition, Peck

(2015) also stated that watching movies and television shows is a stress reliever because

when someone watch movies, it relaxes the brain and do not have to think about anything

while watching. Through the use of sense of sight as a coping mechanism, this will only

keep the fun that a certain person is experiencing as he watch and can fade negative

thoughts that stress had brought to him. The coping mechanisms of sense of sight have

the computed composite mean of 2.981 and a verbal interpretation of agree. This proves

that visual based activities can uplift our mood. According to Kahn, PH, Friedman B, Gill

B, et al. (2005), there are emotional and physiological benefits of visual based activities

58
such as viewing a scene of natural beauty, watching movies and direct contact with

nature. Through these activities, it can provide significant stress reduction rewards for

many people. Hence, using sense of sight can help individual feel relaxed and lessen the

stress.

3.2 Sense of Hearing

Table 9 shows the weighted mean and verbal interpretation of the coping

mechanisms using sense of hearing.

Table 9
Coping Mechanism Using Sense of Hearing
Sense of Hearing Weighted Verbal
Mean Interpretation
1. Listening to lively music 3.515 Strongly Agree
2. Singing or humming favorite song 3.39 Strongly Agree
3. Listening to the sounds of nature 3.19 Agree
4. Listening to a cat purring 2.285 Disagree
5. Listening to instrumental or classical 3.16 Agree
music
Composite Mean 3.108 Agree

Based from the results of the survey, the first situation which is “listening to

lively music” got the highest weighted mean of 3.515 interpreted as strongly agree.

“Singing and humming favourite song” with a weighted mean of 3.39 and an

interpretation of strongly agree as well ranked second. The third one is “listening to the

sounds of nature” having mean of 3.19, interpreted as agree and “listening to instrumental

or classical music” with a mean of 3.16 and interpreted as agree is the rank four. While

“listening to cat purring” has the lowest weighted mean of 2.285 with verbal

interpretation of disagree. The composite mean of 3.108 suggests that majority of the

respondents agreed to the presented coping mechanisms that can be seen in the verbal

interpretation.

59
 According to Collingwood (2016), as music can absorbs attention, it acts as a

distraction at the same time it helps to explore emotions. This means that it can be a great

aid to meditation, and helping to prevent the mind wandering. Listening to music

specifically lively music, can shift stress into a positive feeling. Musical preference varies

on every individual which is suitable for each mood. Singing (or shouting) along can also

be a great release of tension, and karaoke is very enjoyable for some extroverts. Calming

music before bedtime promotes peace and relaxation and helps to induce sleep. The

composite mean of 3.108 with a verbal interpretation agree in the coping mechanisms of

sense of hearing proves that listening to music or calming sounds can reduce stress.

Music listening has been suggested to impact health with stress reducing effects.

According Thoma, et al. (2005), music listening impacted the psychological stress

system. It affects the nervous system, and to lesser degree the endocrine and

psychological stress response. Thus, sense of hearing especially listening to sounds or

music can help lessen stress. The “listening to cat purring” with the lowest weighted

mean of 2.285 and verbal interpretation of disagree was supported by the statement of

Bender (2015) that purring a cat can relieve stress but it can have bad effect to the person

who is allergic to it. This implies that some of the respondents are not fun of cats and are

allergic to them.

3.3 Sense of Touch

Table 10 shows the weighted mean and verbal interpretation of the coping

mechanisms using sense of touch.

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 Table 10
Coping Mechanism Using Sense of Touch
Sense of Touch Weighted Mean Verbal
Interpretation
1. Holding a comfortable and soft 3.15 Agree
object
2. Giving self a massage 2.97 Agree
3. Seeking hugs from family or friends 3.025 Agree
4. Taking a hot bath 2.66 Agree
5. Playing with pet 3.14 Agree
Composite Mean 2.989 Agree

Based from the results of the survey, the first situation which is “holding a

comfortable and soft object” got the highest weighted mean of3.15 and verbal

interpretation of agree. The mechanism that ranked second is “playing with pet” with a

weighted mean of 3.14 and interpreted as agree, next one is “seeking hugs from family or

friends”, its mean is 3.025 and the interpretation is agree. The fourth is “giving self a

massage” with a weighted mean of 2.97 and an interpretation of agree. Lastly, “taking a

hot bath” has the lowest weighted mean of 2.66. The composite mean of 2.989 suggest

that majority of the respondents agreed to the presented coping mechanisms using sense

of touch.

According to Peterson (2017), any comfort object can be something that a certain

being automatically engage with when anxiety flares. These objects can give reduction of

stress feeling which it was very relaxing. Rubbing of soft objects manipulated by the

sense of touch, makes ones’ mind focus away from anxious thoughts and turned to a calm

feeling. This shifting makes the anxiety or stress decreased. The coping mechanisms of

sense of touch have the computed composite mean of 2.989 and a verbal interpretation of

agree. This proves that making physical contact with certain things or with other people

helps lessen one's stress. For instance, giving a stressed or lonely person a hug could give

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him a sense of comfort and relief because he will feel that there is someone who

understand and ready to support him with his problem. According to Dr. Mercola (2014),

hugs are one of the most succinct ways to encourage your body to release oxytocin, and

the more oxytocin your pituitary gland releases, the better able you are to handle life's

stressors. Hence, sense of touch can make someone feel better.

3.4 Sense of Smell

Table 11 shows the weighted mean and verbal interpretation of different coping

mechanisms using the sense of smell.

Table 11
Coping Mechanism Using Sense of Smell
Sense of Smell Weighted Mean Verbal
Interpretation
1. Lighting a scented candle 2.39 Disagree
2. Smelling the fragrance of a rose or any 2.425 Disagree
flowers
3. Enjoying the clean and fresh air 3.325 Strongly Agree
4. Spritzing a perfume and sniffing its 2.66 Agree
scent
5. Smelling an ointment 2.78 Agree
Composite Mean 2.716 Agree

Based on the results, the item with the highest weighted mean is the third one,

“enjoying the clean and fresh air”, with a weighted mean of 3.325 and a verbal

interpretation of strongly agree. “Lighting a scented candle”, the first item, got 2.39 as its

weighted mean, the lowest weighted mean as seen on the table and has verbal

interpretation of disagree. The second rank is “smelling an ointment” with a mean of 2.78

and interpreted as agree, next is “spritzing a perfume and sniffing its scent” has a

weighted mean of 2.66 and an interpretation of agree, then the fourth rank is “smelling

the fragrance of a rose or any flowers”, it has a mean of 2.425 and an interpretation of

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disagree. The composite mean of 2.716 was the average mean of the five weighted

means, with the overall interpretation of agree.

In the study of Miller (2017), most of the people who spend time in the forest

rather than in the city feel physical signs of relaxation including lower blood pressure and

lower amounts of the stress hormone cortisol. This indicates that people relieve their

stresses by spending time in forests, wherein there is fresh and clean air to smell. The

composite mean for the given coping mechanisms is 2.716 with the overall interpretation

of agree. Thus, the sense of smell can help depreciate stress. Smelling fragrant scents can

give a soothing and refreshing feeling. As stated by the ProFlowers (2016), sense of smell

is truly powerful as it can bring calmness and relax feeling. It will also enable someone to

tackle the stressful tasks of everyday life. Aroma therapy became popular as a stress

reliever activity because of its effectiveness. The mechanism “lighting a scented candle

has a weighted mean of 2.39 and a verbal interpretation of disagree, implies that some of

the respondents do not use this as a coping mechanism in the sense of smell. In the

statement of Kelly (2014), there are safer appliances that can replace how scented candles

can reduce stresses. Beside from candles, there are plenty of objects which can do the

same thing as what candles provide to a person when coping up and dealing with stress.

According to The Flower Expert (2018), flowers are known for their fragrances and this

result in the production of some special volatile chemicals which are released into the air.

Pure essential oils are extracted from parts of the plant like flower. According to

Nakamura et al. (2009), scent of plants can help to reduce stress. But in contrast,

according to Visser (2013), children have different approach to essential oils. They are

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more sensitive to the therapeutic effects of oils therefore smaller amounts of oils work as

well for them as the larger adult doses do for adults.

3.5 Sense of Taste

Table 12 interprets the respondents' answers to the coping mechanisms using the

sense of taste.

Table 12
Coping Mechanism Using Sense of Taste
Sense of Taste Weighted Mean Verbal
Interpretation
1. Chewing a piece of bubble gum 2.62 Agree
2. Eating sweet/confectionary foods 3.22 Agree
3. Drinking a cup of coffee 2.81 Agree
4. Eating fruits 3.175 Agree
5. Supping a bowl of soup 2.98 Agree
Composite Mean 2.961 Agree

Based on the results, the second item “eating sweet confectionery foods”, has the

highest weighted mean of 3.22. The lowest, however, was 2.62 and was assigned to the

first mechanism, “chewing a piece of bubble gum”, implying that sugar-containing foods

are effective to most respondents. The second, third, and fourth rank are “eating fruits”

with a weighted mean of 3.175, “supping a bowl of soup” with a weighted mean of 2.98,

and “drinking a cup of coffee” with a weighted mean of 2.81 respectively. These three

are all interpreted as agree and the composite mean was 2.961 with also an overall verbal

interpretation of agree

In Dr. Jennifer Bunzenmeyer’s statement mentioned in the article of Bickle

(2003), eating sweets can make a person feel better. In addition, the Journal of Clinical

Endocrinology and Metabolism (2015) suggests that sugar reduces levels of cortisol or

the stress hormone and it makes the stress lesser.According to Marano (2016), stress and

eating is connected not just because people like consuming food when stressed. Foods

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specifically the fat- and sugar-laded ones, gives the body the “fuel” for a person to

combat stress. The excess calories stored in the abdomen send metabolic signals to the

brain, telling it to shut off the stress response. The composite mean of 2.961 with an

overall verbal interpretation of agree, implying that the respondents use food as a reliever

of stress.

4. Relationship of Stress Experiences and Coping Mechanisms

Table 13 shows the computed Spearman’s rho and p-value of the relationship

between stress experiences and coping mechanisms.

Table 13
Relationship of Stress Experiences to Coping Mechanism

Spearman’s rho p-value Verbal interpretation

Stress Experiences and

0.127 0.0229 Weak relationship and
Coping Mechanisms
significant

It can be gleaned in the table that stress experiences and coping mechanisms have

weak but, still, positive relationship with each other. This conclusion was based on the

fact that the value of Spearman’s rho is lower and not closer to 1. The computed p-value,

which is less than the level of significance 0.05, showed that the relationship between the

two variables is significant. This implies that the correlation is statistically significant,

and the null hypothesis is rejected.

According to the study of Baqutayan (2015), stress and coping mechanisms go

together, but the best method to be used depends on the type of stress and individual

needs. Based on the results of the study, a Meditation-based Counselling program for

stress reduction can help and guide people to know which coping method suits their

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needs. In the results of this study, it was said that the two variables are weakly related,

but has a positive relationship with each other, and as supported by the statement of

Baqutayan, every stress can have its effective mechanism when dealing with it.

5. Developed a manual entitled “Are You Stressed?” that contains different stress

experiences and stress coping mechanisms using different senses

Students specially the Senior High School are ones who are experiencing different

kind of stress. This study was conducted in order to determine what are the causes of

their stresses and what ways do they manipulate in coping up with it. The output that this

research produced was a manual which covers the stress experiences according to

different resources and coping mechanisms using senses. This includes information about

how every stressor can deal with, some trivia which serves as a new knowledge to the

readers, as well as how coping mechanism will be useful to a certain individual when

managing stress. Manual is reader-friendly in order for the readers to easily understand

the content.

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 CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter enlightens the summary, findings, conclusions, and

recommendations developed from the study, concerning the stress experiences and

coping mechanisms of Senior High School students. The summary will contain the

glimpse of the whole study. Findings discuss about the statistical results. Conclusions, on

the other hand, are based on the purpose, research objectives, and results of the study.

The recommendations include the suggestions for future cases and studies regarding the

topic of this research.

Summary

The study aimed to find out the stress experiences of SHS students in BatStateU

and their coping mechanisms using different senses. Specifically, this study sought to

answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 age;

1.2 gender; and

1.3 grade level?

2. What are the experiences of Senior High School students regarding stress according

to:

2.1 object resources;

2.2 condition resources;

2.3 personal resources; and

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 2.4 energy resources?

3. What are their coping mechanisms as their responses to stress using:

3.1 sense of sight;

3.2 sense of hearing;

3.3 sense of touch;

3.4 sense of smell; and

3.5 sense of taste?

4. Is there any significant relationship between stress experiences and stress coping

mechanisms?

5. Base on the findings of the study, what manual could be developed to present the stress

experiences and coping mechanisms using different senses?

The method used in the study was descriptive-survey in order to determine the

stress experiences according to different resources and coping mechanisms using

different senses of BatStateU Senior High School students. Also this method was utilized

to describe the profile of the respondents pertaining to how they experience stress and as

well as the relationship of stress experiences and coping mechanisms.

The targeted respondents of the study are the Senior High School students of

BatStateU and since the population is too large they used Slovin’s formula to get a

sample from it. The confidence level used is 95 % and 5 % as margin of error and

resulted to 200 participants. Through random sampling technique, every member of the

population has an equal chance to be part of the sample.

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 The instrument used in gathering the data is the secondary sources which is

books, theses, internet and etc. The self-constructed questionnaire are also used which

were given to the respondents.

The researchers used percentage to define the distribution of the respondents

according to their profile. Also weighted mean and composite mean was utilized in the

study to know what are the different stresses and mechanisms of the students. Lastly,

Speaman’s Rank Correlation/ Spearman’s rho and p- value was statistically analyzed in

order to determine if there was significant relationship between stress experiences and

coping mechanisms.

Findings

The significant findings are summarized as follows:

1. The Senior High School students are comprised of 45% 17 years old, 36.5% 18

years old, and 17.5% 16 years old in the sample of 200 respondents.They are

composed of 107 males, with the percentage of 53.5, and 93 females, with the

percentage of 46.5.The respondents consist of 99 Grade 11 students, which is

49.5% of the sample, and 101 Grade 12 students, which is the remaining 50.5%

of the students.

2. The stress experiences according to object resources has a composite mean of

3.097, interpreted as agree and “misplacing valuables” having a weighted mean of

3.28 with verbal interpretation of agree is the most experienced stress. With

regards to condition resources, the weighted mean was 2.935 interpreted as agree

and “tougher academics and more school responsibilities” has the highest weigted

79
 mean of 3.51 and interpreted also as agree. Moreover, in personal resources which

has composite mean of 2.941, interpreted as agree has “failure” with the highest

weigthed mean of 3.225 also, interpreted as agree. Lastly, according to energy

resources with a composite mean of 2.897 has “poor sleeping habits” as the

highest weighted men of 3.105, both interpreted as agree.

3. The coping mechanism using sense of sight, hearing, touch, smell, and taste has

2.981, 3.108, 2.989, 2.716, and 2.961 weighted mean respectively and all were

interpreted as agree. The highest weighted mean in each of the senses are 3.37 –

strongly agree, 3.515 – strongly agree, 3.15 - agree, 3.325 – strongly agree, and

3.22 - agree which are the situations watching movies on electric devices like

smartphones and TV, listening to lively music, holding a comfortable and soft

object, enjoying the clean and fresh air, and eating sweet/ confectionary foods

respectively.

4. The computed rho is equal to 0.127 which means that there is weak relationship

between stress experiences and coping mechanisms and P-value which is equal to

0.0229 means that the relationship is significant.

5. Based on the findings of the study, the proposed material was a manual presenting

the stress experiences and coping mechanisms which will be helpful to the

students or any other readers for them to become aware and knowledgeable about

stress.

Conclusions

1. Younger people are more likely prone to experience stress than those of the elders

and male students than female students from Senior High School.
80
 2. The stress can be experienced when something valuable is misplaced or lost,

responsibility as a student and tougher acdemics, committing failures, and having

poor sleeping habits based on object, condition, personal, and energy resources

respectively.

3. The most utilized coping mechanism using different senses of Senior High School

students are watching movies on electric devices like smartphones and TV,

listening to lively music, holding a comfortable or soft object, enjoying the clean

and fresh air, and eating sweets or confectionary foods.

4. The different stress experiences have weak but significant relationship with

coping mechanisms.

5. A manual is a useful material to present the different stress experiences and its

coping mechanisms that is beneficial to different kind of readers especially those

who had experience being stressed.

Recommendations

1. Younger people and especially the males may learn on how to manage different

stress experiences so that it will not affect their everyday lives, most probably on

their academic aspects, also, they are advised to be ready in every transition that

will happen in the future.

2. Senior High School students may learn on how to prioritize different tasks at the

same time, be responsible on their own things, and accept their mistakes and learn

from it for them to not experience stress.

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3. Senior High School students may increase their awareness on different coping

mechanisms they can use in coping up with their stresses so that it can easily get

away.

4. The students may determine which coping mechanism is most applicable to cope

up with different stresses in order to manage it well and have positive results.

5. The coping mechanisms which Senior High School students will apply depending

on the stress experiences will be presented through different manuals, brochures,

and advertisements in order to inform people about how to manage stresses.

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89
Appendix A

90
 Appendix B

Republic of the Philippines

BATANGAS STATE UNIVERSITY Gov.
Pablo Borbon Campus I, Batangas City
LABORATORY SCHOOL
SENIOR HIGH SCHOOL- GRADE 12

Greetings to Respondents,
The researchers are presently conducting a study entitled “STRESS
EXPERIENCES OF SHS STUDENTS IN BATSTATEU AND THEIR COPING
MECHANISMS USING DIFFERENT SENSES”. In relation with this, we would like to
request you to be one of our respondents in our study. We are hoping for your
cooperation in accomplishing the survey questionnaire with all sincerity and honesty.
Rest assured that your answers will remain confidential.
Thank you and God Bless.
The Researchers

Name: (optional)

I. DEMOGRAPHIC PROFILE

1. Age
16 years old
17 years old
18 years old
19 years old
2. Gender
Male
Female
3. Grade level
Grade 11
Grade 12

II. Experiences of SHS Students Regarding Stress

Directions: Put a checkmark in the box that best describes your experiences on stress
according to different resources. Use the following scale below.

91
 4 – Strongly agree
3 – Agree
2 – Disagree
1 – Strongly disagree

A. Object Resources 4 3 2 1

1. Seeing untidy and unorganized place

2. Hearing noisy environment
3. Misplacing valuables
4. Being with annoying companions or classmates
5. Craving for food that is unavailable
B. Condition Resources
1. Tougher academics and school responsibilities
2. Confusion about the future plans
3. Unemployment of parents
4. Family misunderstandings
5. Social pressures
C. Personal Resources
1. Rejected ideas
2. Unrecognized skills
3. Death of loved ones
4. Any type of bullying
5. Failure
D. Energy resources
1. Limited sources of income
2. Financial credit of the family
3. Academic pressure
4. Lack of knowledge
5. Poor sleeping habits

92
 III. Coping Mechanisms Using Different Senses

Directions: Put a checkmark in the box that best describes your coping mechanisms using
different senses as a response to stress. Use the following scale below.
4 – Strongly agree
3 – Agree
2 – Disagree
1 – Strongly disagree

A. Sense of sight 4 3 2 1

1. Looking at favorite/treasured photo

2. Staring and enjoying the beauty of nature

3. Reading books

4. Surrounding self with different colors

5. Watching movies on electronic devices like

smartphones and TV
B. Sense of hearing

1. Listening to lively music

2. Singing or humming your favorite song

3. Listening to the sounds of nature

4. Listening to a cat purring

5. Listening to instrumental or classical music

C. Sense of touch

1. Holding a comfortable and soft object

2. Giving self a massage

3. Seeking hugs from family or friends

4. Taking a hot bath

93
 5. Playing with pet

D. Sense of smell

1. Lighting a scented candle

2. Smelling the fragrance of a rose or any flowers

3. Enjoying the clean and fresh air

4. Spritzing a perfume and sniffing its scent

5. Smelling an ointment

E. Sense of taste

1. Chewing a piece of bubble gum

2. Eating sweet/confectionary foods

3. Drinking a cup of coffee

4. Eating fruits

5. Supping a bowl of soup

94
Appendix C

95
 Appendix D

CURRICULUM VITAE

LENALIE ANNE O. AGUILA

C.Tirona St., Batangas City
09178771606
annelenalie@yahoo.com.ph

EDUCATIONAL BACKGROUND

SECONDARY: Batangas State University Rizal

Avenue, Batangas City Senior
High School - STEM Track (2016-
present)

Batangas State University

Rizal Avenue, Batangas City
Junior High School
(2012-2016)

PRIMARY: Batangas City South Elementary School

Batangas City
(2006 –2012)

PERSONAL INFORMATION

Date of Birth : November 20, 1999

Place of Birth : Batangas City

Citizenship : Filipino

Religion : Roman Catholic

Civil Status : Single

Age : 18

Father’s Name : Allan A. Aguila

Mother’s Name : Aniceta Orense

96
 CURRICULUM VITAE

FRENCEL C. CALAMBA
San Isidro Labac, Batangas City
09304379406
frencelclamba@yahoo.com

EDUCATIONAL BACKGROUND

SECONDARY: Batangas State University Rizal

Avenue, Batangas City Senior
High School - STEM Track (2016-
present)

Batangas State University

Rizal Avenue, Batangas City
Junior High School
(2012-2016)

PRIMARY: San Isidro Elementary School

(2006 –2012)

PERSONAL INFORMATION

Date of Birth : January 12, 2000

Place of Birth : San Isidro, Batangas City

Citizenship : Filipino

Religion : Roman Catholic

Civil Status : Single

Age : 18

Father’s Name : EfrenCalamba

Mother’s Name : Liceria C. Calamba

97
 CURRICULUM VITAE

ALLYZA MAY G. CASAS

Alangilan, Batangas City
09391829331
allycasas12@gmail.com

EDUCATIONAL BACKGROUND

SECONDARY: Batangas State University Rizal

Avenue, Batangas City Senior
High School - STEM Track (2016-
present)

Batangas State University

Rizal Avenue, Batangas City
Junior High School
(2012-2016)

PRIMARY: Alangilan Central Elementary School

Alangilan, Batangas City
(2006 –2012)

PERSONAL INFORMATION

Date of Birth : January 12, 2000

Place of Birth : Batangas City

Citizenship : Filipino

Religion : Roman Catholic

Civil Status : Single

Age : 18

Father’s Name : Celso H. Casas

Mother’s Name : Corazon G. Casas

98
 CURRICULUM VITAE

CAMILLE C. CATENA
Mayasng, Lemery, Batangas
09261411714
cmllcatena@gmail.com

EDUCATIONAL BACKGROUND

SECONDARY: Batangas State University Rizal

Avenue, Batangas City Senior
High School - STEM Track (2016-
present)

BatangasProvice High School for Culture and Arts

Bolbok, Batangas City
Junior High School
(2012-2016)

PRIMARY: Mayasang Elementary School

Mayasang, Lemery, Batangas
(2006 –2012)

PERSONAL INFORMATION

Date of Birth : October 7, 1999

Place of Birth : Batangas City

Citizenship : Filipino

Religion : Roman Catholic

Civil Status : Single

Age : 18

Father’s Name : Gregorio C. Catena

Mother’s Name : Marilou C. Catena

99
 CURRICULUM VITAE

KRISTOPPER JOHN B. CLARETE

Ilang-ilang St., Villa Real Subd.,Sta. Rita Ilaya,
Batangas City
0917-209-5243
Perjohnclarete12@yahoo.com

EDUCATIONAL BACKGROUND

Secondary: Batangas State University

Rizal Avenue, Batangas City
Senior High School – STEM Track
(2016-present)

Saint Bridget College

M.H. delPilar Street, Batangas City
Junior High School
(2012-2016)

Primary: Saint Bridget College

M.H. delPilar Street, Batangas City
(2007-2012)

University of Batangas
M.H. delPilar Street, Batangas City
(2006-2007)

Preparatory: University of Batangas

M.H. delPilar Street, Batangas City
(2005-2006)

UP Ed Montessori
Lourdes Subdivision, Bolbok, Batangas City
(2004-2005)

PERSONAL INFORMATION

Date of Birth : June 18, 2000

Place of Birth : Batangas City

100
Citizenship : Filipino

Religion : Roman Catholic

Civil Status : Single

Age : 17

Father’s Name : Vicente Edwin V. Clarete

Mother’s Name : Edita B. Clarete

101
 CURRICULUM VITAE

NEIL ANGELO B. DE OCAMPO

MahabangParang, Batangas City
09773889700
neilangelo.2000@yahoo.com

EDUCATIONAL BACKGROUND

SECONDARY: Batangas State University Rizal

Avenue, Batangas City Senior
High School - STEM Track (2016-
present)

Casa Del Bambino Emmanuel Montessori

Alangilan, Batangas City
Junior High School
(2012-2016)

PRIMARY: Casa Del Bambino Emmanuel Montessori

Alangilan, Batangas City
(2011-2012)

St. Expeditus Academy

MahabangParang, Batangas City
(2006-2011)

PERSONAL INFORMATION

Date of Birth : January 2, 2000

Place of Birth : Batangas City

Citizenship : Filipino

Religion : Roman Catholic

Civil Status : Single

Age : 18

102
Father’s Name : Rogelio D. De Ocampo

Mother’s Name : Lorna B. De Ocampo

103
 CURRICULUM VITAE

LAWRENCE ANDREW V. DITAN

A DELAS ALAS DRIVE, BATANGAS CITY
09959264288
lawrenceditan@yahoo.com.ph

EDUCATIONAL BACKGROUND

SECONDARY: Batangas State University Rizal

Avenue, Batangas City Senior
High School - STEM Track (2016-
present)

Batangas State University

Rizal Avenue, Batangas City
Junior High School
(2012-2016)

PRIMARY: Batangas State University

Rizal Avenue, Batangas City
(2006 –2012)

PERSONAL INFORMATION

Date of Birth : January 03, 2000

Place of Birth : Batangas City

Citizenship : Filipino

Religion : Roman Catholic

Civil Status : Single

Age : 18

Father’s Name : Marcelo V. Ditan

Mother’s Name : Agnes V. Ditan

104
 MINUTES OF THE TITLE DEFENSE
Title: Stress Experiences of SHS students of BatStateU and their Coping Mechanisms
Using Different Senses.
Members of the Panel:

Research professors : Therezia O. Conti,Ph.D.

Dolfus Miciano, M.A.
Members of the panel : Jed Tolentino, Ph.D.

Ms. Lara Calingasan

Mrs. Nelsie Tabujara
Date : February 08, 2018
Time started : 8:30 am
Time ended : 10:30 am

Comments, Observations, and Suggestions

General Suggestion
- Indicate the page number
- Proofread the paper and be direct in wordings

Chapter I. The Problem and its Background

- Justification of the introduction, cite experiences as a student regarding the topic.
- Relate the theories to the study
- Revision of the Statement of the Problem
- Significance of the study should be general to specific
- Definition of terms must consist of conceptual and operational definition and the
terms should be at least 10

Chapter II. Review of Literature

- Proper citation of related studies including the year
- Related studies should include only the findings, conclusions, and
recommendations
Chapter III. Results and Discussions
- Use statistics or the Slovin’s formula in determining the number of respondents
- change the word chosen because random sampling is used
- Revision of questionnaire and use APA format in the bibliography
 MINUTES OF THE FINAL DEFENSE
Title: Stress Experiences of SHS students of BatStateU and their Coping Mechanisms
Using Different Senses.
Members of the Panel:

Research professors : Therezia O. Conti,Ph.D.

Dolfus Miciano, M.A.
Members of the panel : Jed Tolentino, Ph.D.

Ms. Lara Calingasan

Mrs. Nelsie Tabujara
Date : February 08, 2018
Time started : 8:00 am
Time ended : 9:00 am

Comments, Observations, and Suggestions

Chapter II. Review of Literature
- Related literature is too old
- Correct citations of the author

Chapter III. Results and Discussions

- Revision of explanation in the respondents of the study
- Change the correlation test to be used

Chapter IV. Presentation, Analysis, and Interpretation

- Implications of verbal interpretation disagree
- Implications and meaning of composite mean per table
- Reconstruct the table for “Relationship of Stress Experiences and Coping
Mechanism”
- Some citations are not listed in the bibliography
- Improve the output
 BATANGAS STATE UNIVERSITY Gov.
Pablo Borbon Campus I, Batangas City
LABORATORY SCHOOL
SENIOR HIGH SCHOOL-GRADE 12

Certification

This is to certify that the research paper entitled, STRESS EXPERIENCES OF

SHS STUDENTS IN BATSTATEU AND THEIR COPING MECHANISMS USING

DIFFERENT SENSES, written by LENALIE ANNE O. AGUILA, FRENCEL C.

CALAMBA, CAMILLE C. CATENA, ALLYZA MAY G. CASAS, KRISTOPPER

JOHN B. CLARETE, NEIL ANGELO B. DE OCAMPO, and LAWRENCE

ANDREW V. DITAN, Grade 12 STEM Senior High School students of Batangas State

University, was reviewed and edited by the undersigned.

Issued this May 7, 2018 at Batangas State University, Batangas City.

MRS. MARIE GALE C. AGENA

Grammarian