INTRODUCTION

A. Background of the Study

Parents send their children to school with positive thinking that their child will learn better
people skills. Instead, they develop new behavioral problems such as anxiety, depression, and
aggression. In the 21st century, students are coming from different socioeconomic background.
Some students are academically engaged and participate energetically in class and
extracurricular activities, whereas others are less engaged and achieve poorly (Blum, 2004).
Proper developmental skills are very much essential for future life of a child.
Stress may be defined as a nonspecific response or reaction of the body with respect to its
demand or to disturbing events occurring in the surrounding environment (Rosenham, 1989). In
a broad sense, it is not just a stimulus or a response but is a process by which individuals
perceive and cope with the body’s demand or to environmental threats and challenges. Personal
and environmental events that cause stress are known as stressors (Lazarus, 1990). In short,
stress is defined as emotional disturbance or change caused by stressors. The same stressors may
be perceived differently by different individuals depending on their cultural background,
personal traits, experience, and coping skills. Selye published, in 1975, a model dividing stress
into eustress and distress. Where stress motivates and enhances performance, it may be
considered eustress. Persistent stress that is not resolved through coping or adaptation was
considered as distress.
A natural place where stress can manifest itself in children is the school. It is quite common
for children to feel some form of stress, anxiety, and uneasiness in school. Students are likely to
encounter a variety of hassles and stressors that are relatively uncommon to non-students
(Crandall, Priesler, & Aussprung, 1992.). Some of those stressors are homework, tests, studying
for tests, writing term papers, and class participation. Additionally, dramatic changes take place
when a young person enters college. For the first time in many students' lives, they must assume
responsibilities they never had to before. Time must be set aside for shopping, cooking, cleaning,
laundry, and a myriad of other routine chores. Further, students must be self-motivated to keep
up with classwork and studies, which must fit between all of their other activities (Greenberg,
1996). Schoolwork seems excessive, and it seems that not enough time is available to accomplish
it (Greenberg, 1996). The fear of flunking is always present (Greenberg, I 996).
Stress and anxiety can be viewed as a cause and effect of poor school performance. Students
can be overwhelmed which causes anxiety, and then in turn their poor performance can produce
more anxiety increase (Woolfolk, 1975). Stress and anxiety can interfere with focusing attention,

learning, and test‑taking. According to Woolfolk, highly anxious students feel the need to divide

their attention between learning the new information being presented while worrying about the
evaluation of the information being taught. Many highly anxious students have poor study skills,

and if the information being presented is not done so in a well‑organized manner, the anxiety

levels in these students may increase (Woolfolk, 1975). During the period of examination, many
students find it hard to demonstrate the knowledge due to lack of skills (Neveh, 1987). Children
who are targets of peers’ aggressive behaviors are at higher risk for adjustment problems,
including depression, anxiety, stress, low motivation in school, loneliness, and dropping out
present (Kochenderfer, 2002). Some pressure in academic programs clearly enhances
productivity and learning (Greenberg, 1992). However, too much stress is likely to detract from
learning (Heins, Fahey, & Leiden, 1984). There are also thresholds for stress that could be
detrimental to adequate psychological and physical functioning (Brantley & Jones, 1993).
Mindanao State University- Iligan Institute of Technology has now been considered a world-
class institution. It is one of the best schools in the Philippines and the finest school in Mindanao.
It can be scrutinized in terms of excellence in science and technology and exceptional and
degree-holder professors with advanced knowledge in respective fields of study. The school is
known to produce intellectual and competent students and topnotchers. Hence, students enrolled
in MSUIIT are very much prone to academic stress which may add on to their own pre-existing
stresses in life.

B. Statement of the Problem

Studies and surveys conducted by the Guidance and Counseling Center of Mindanao State
University- Iligan Institute of Technology buttresses the notion that, extreme levels of stress can
hinder studies effectiveness and lead to poor academic performance and attrition. It goes on to
affirm that, students who experienced stressful life events also reported worse health outcomes
and reduced quality of life.

C. Objectives

Generally, the goal of this study was to construct a questionnaire which may be used to find
out severity of stress among the students of four different colleges in Mindanao State University-
Iligan Institute of Technology, Philippines. In order to meet the general objective (aim), the
study will focus on the following specific objectives:
1. To identify factors causing stress among students of four different colleges in MSU-IIT
2. To identify the causes of stress among the students
3. To identify specific areas of stress in student’s life among the four different colleges in
MSU-IIT
3. To identify techniques/coping mechanism to deal with the stress made by the four
different colleges in MSU-IIT

D. Significance of the Study

The outcome of the study will provide the basis for enhancing the general adoption of a new,
positive approach to student life, thereby, ensuring academic success.
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