CHAPTER I

Introduction
Rationale
Academic pressure is always present to all students, yet not all students feel the

same thing or think the same off-putting thoughts when stressed. Pressures on academic

contribution to the low performance of students at school. Majority of student with stress

reported got high scores on poor self-esteem, and about haft scored high on depression,

(Scale Baste and Gadkari, 2014).

Result from the literature suggest that higher level of stress is more likely

associated with poor academic performance (Sohail, 2013). Moreover, college is a stage

where students face myriad of pressures and challenges in the academic environment as

they seek to maintain optimal Performance or even to remain in the academic program

(Guimba, 2004).

Internationally a study showed that the Chinese education system is widely

criticized by its own educators, scholars, and parent for generating toxic levels of stress

and producing graduates with high scores, low ability, and poor health (Zhao, Haste, and

Selman, 2009, 2013, & 2014). Although these emergent themes were present among all

age and school groups, they strongly dominated the model reasoning and civic attitudes

of the urban 11th graders who experience higher levels of academic stress (Zhao, Selman,

Chopra, & Chen, 2013). If stress is harsh and extended, it can lessen academic

performance, hinder with a student’s capability to involve in and add to campus life and

raise the probability of substance abuse and other potentially destructive behaviors

(Richlin-Klonsky, & Musarat, 2003).

 Stress is inevitable and unfortunately result to headache, neck crick and cause

many disease and stroke (Clark, 2013). Failures become pressures that come from

environmental stressors Lucier & Bulo, (2012). A publication of stress by the University

of New York, buttresses the notion that extreme levels of stress can hinder studies

effectiveness and lead to poor academic performance and attrition. Strategies to reduce

stress by students include social support, effective time management, helpful reappraisal,

and commitment in leisure activities (Murphy, & Moula, (1996).

The Philippines education system is already through its second high program. The

K- to 12 is also much to be appreciated since it gives high school students a taste of what

is to come in college and they finally seek employment. According to studies, stress is a

major factor to how a child perform academically. According to the study in that was

stated in the journal by Cuerpo (2017), student of Corpus Christi Senior high School,

stress is a major past or how a child perform academically.

It states can enhance learning ability, but much of it can cause physical and

mental health problem and the academic achievement of a child is put to risk. Another

study conducted on the effects of stress on health habits, health status and self-esteem

states that working hours and workloads are dominant sources of stress. CEBU,

Philippines after another suicide occurrence official from the Division of Instruction in

Focal Visayas (Dep-Ed-7) underscore the requirements for school to reinforce program

that advance psychological well-being for understudies.

Many researchers were attempted to explore the relationship between academic

stress, mental health and other correlates among students. Prabu (2015) reported that

higher secondary students experienced moderate level of academic stress, especially

student in private schools experience high level of stress than the students in government

scholars.

Deb (2005) indicated that “student academic stress and parental pressure as well

as psychiatric problem were positively correlated in Indian context.

This study aims to determine the Prevalence of Academic stress among the with

honor students and find out whether they have a significant difference.

Statement of the Problem

1. What is the academic performance of the research respondents?

2. What is the level of academic stress of the research respondents?

3. Is there any significant relationship between academic stress and academic

performance of the respondents?

Objective

The objective of this study is to find the level of academic stress among senior

high school with honor students of Mindanao Mission Academy.

Null hypothesis

There is no significant relationship between the academic stress and academic

performance of the senior high school honors student in Mindanao Mission Academy.
Significance of the Study

The significance of the study will benefit the following:

Students. It will help them to realize the cause of their academics stress as an honor

student. It can also help them to determine why they experience academic pressure.

Teacher. It will help them to be aware of the academic pressure that the students

experience.

Parent. It will help them to understand from being a big part of their child's education, as

well. Parents who are involved are better prepared to help their children learn at home

and have more confidence as a parent.

Scope and Limitation

The scope area of this study are the senior high school with Honor students in

Mindanao Mission Academy (MMA), during the academic year 2019-2020, first quarter.

This study focuses on the academic stress level of Senior High School with Honor

students in Mindanao Mission Academy.

Definition of Terms

Academic Stress. Academic stress involves mental distress regarding

anticipated academic challenges or failure or even the fear of the possibility

of academic failure. Academic stressors show themselves in many aspects in the students'

environment: at school, home, in their peer relations and even in their neighborhood

(Anoushka Thakkar, 2018).

Academic Achievement. Academic achievement represents performance outcomes that

indicate the extent to which a person has accomplished specific goals that were the focus

of activities in instructional environments, specifically in school, college, and university

(Ricarda Steinmayr, Anja Meißner, Anne F. Weidinger, Linda Wirthwein, 2017).

Honor students. A students whose work has earned that place on a school’s honor roll

(Cambridge dictionary).

With Honor. Students with an average grade of 90-94 and shows exemplary behavior

base on the school’s (MMA) standard of conduct. (MMA student Handbook, 1947).
 CHAPTER II

REVIEW AND RELATED LITERATURE

This chapter includes the previous studies, thesis and articles of the previous

researches. The researcher used the previous studies and articles to have deeper

understanding of the study. It is the basis in order to achieve the outcome of the study.

Conceptual Framework

Mindanao
With Honor Mission Academy Level of Academic
Students Senior High Stress
School Students

Is there any significant

relationship between
academic and academic
performance of the
respondents?

Figure 1. Paradigm
 The study will be conducted in Mindanao Mission Academy wherein, Senior

High School with honor students, are the respondents. Through them, the level of

academic stress will be obtain.

Theoretical framework

Sociological Theories and Educational Achievement

In this essay we will be analyzing three types of sociological theories, firstly

looking at functionalism then the contrasting views of Marxism and Interactionism,

explaining how each theory works and how they can each affect educational

achievement.

Functionalism is one of the major theoretical perspectives in sociology. It focuses

on the idea that education is mesocratic, meaning that social rewards are earned by talent

and effort and that success or failure is based on the ability of every individual.

Functionalists believe that not only people born with advantages can get a high position

in society, but everyone can if they put the work in. The founder of functionalism,

Durkheim, argues that the function of school is to 'sift and sort' people into allocated roles

based on their ability. It is also said that education plays a part in socializing children,

teaching them core values which they may either resist or embrace (Parsons, 2004, p.54).

However, the functionalist theory can be critised by looking at different ideas,

such as those of the Marxist theory. Bowles and Gintis (1976) say that meritocracy is in

fact a myth, as some people start education with benefits such being born into a middle-

class family with educated parents, private schooling and material advantages. This

concept of cultural capital (Bourdieu, 1971) means that these children have a more

chance of doing better at school than the working class.

Bowles and Gintis also argue that school reproduces class structure, with pupils

being taught to accept the hierarchy of society from a young age. Willis (1977) argues

that labelled pupils 'learn to labour', resulting in working class pupils going on to do
working class jobs. He suggests that the formation of anti-school subcultures has a strong

resemblance to the culture found in a workplace, with opposition to academia and

authority forming as a way of learning to cope with the boredom of repetitive work.

Furthermore, Marxism argues that this is in fact beneficial as it produces a cheap pool of

labour and workers who can fulfil the menial roles that the middle class will not

(Kayleigh, Giles-Johnson, 2012)

Related Readings

Academic Achievement. It represents performance outcomes that indicate the extent to

which a person has accomplished specific goals that were the focus of activities in

instructional environments, specifically in school, college, and university. Therefore,

academic achievement should be considered to be a multifaceted construct that comprises

different domains of learning. Because the field of academic achievement is very wide-

ranging and covers a broad variety of educational outcomes, the definition of academic

achievement depends on the indicators used to measure it. Among the many criteria that

indicate academic achievement, there are very general indicators such as procedural and

declarative knowledge acquired in an educational system, more curricular-based criteria

such as grades or performance on an educational achievement test, and cumulative

indicators of academic achievement such as educational degrees and certificates.

All criteria have in common that they represent intellectual endeavors and thus,

more or less, mirror the intellectual capacity of a person. In developed societies,

academic achievement plays an important role in every person’s life. Academic

achievement as measured by the GPA (grade point average) or by standardized

assessments designed for selection purpose such as the SAT (Scholastic Assessment

Test) determines whether a student will have the opportunity to continue his or her

education to attend a university.

Therefore, academic achievement defines whether one can take part in higher

education, and based on the educational degrees one attains, influences one’s vocational

career after education. Besides the relevance for an individual, academic achievement is

of utmost importance for the wealth of a nation and its prosperity, (Richarda, et all 2017).

Academic Stress. Academic stress involves mental distress regarding anticipated

academic challenges or failure or even the fear of the possibility of academic failure.

Academic stressors show themselves in many aspects in the students’ environment: at

school, home, in their peer relations and even in their neighborhood.

Excessive levels of academic stress can result in an increased prevalence of psychological

and physical problems like depression, anxiety, nervousness and stress related disorders,

which in turn can affect their academic results. Anxiety as a disorder is seen in about 8%

of adolescents and children worldwide.

Anxiety and stress have a substantial negative effect on their social, emotional and

academic success. Depression is becoming the most common mental health problem

college students suffer these days. It is also a reflection of an individual’s academic

frustration, academic conflict, academic anxiety and academic pressure. The four

components of academic stress usually identifiable in a student are academic frustration,

academic conflicts, academic anxieties and academic pressures.

According to most high school students, their greatest academic stressors include

tests, grades, homework, academic and achievement expectations and parental pressure.
School related stresses include inadequate instructional methods, teacher-student

relationships, heavy academic workload, poor physical classroom environments, inability

to balance one’s leisure time with school, and disorganization surrounding academic

assignments and schedules. Additional sources consist of a struggle to meet academic

standards, worries about time management and concerns over grades and scores. Students

are thus, seen to be affected by the negative causes of academic stress. (Anoushka

Thakkar, 2018)

Related Studies

A study entitled Prevalence of academic and associated factors of stress among

undergraduate students by Muna Suleyiman and Antinkut Zewdu (2018) aims to assess

the Prevalence and associated factors of stress of the students. The general lifetime

prevalence of stress was 24.5%. More specifically, fear of academic failure, fear of

family disappointment, lack of motivation and interpersonal relationship problem were

highly reported symptom of stress students. Likewise, academic overload, project or

assignments, financial strain, high family expectation, study skill problem, lack of family

support and etc.

Internationally, Zamroni (2018) studied the prevalence of academic stress among

the students has been high across the world. This study was aimed to describe the level of

academic stress prevalence among the students as will difference based on demographic,

including department, gender and previous education backgrounds. Academic stress was

experienced by the students of various departments, from the different previous education

background the public senior high school. A high prevalence of academic stress among
the students should draw more attention and call for special intervention from the unit of

guidance and counseling service.

Moreover, KJ Reddy (2018) studied that stress has become parts of the student

academic life due to the various internal and external expectations placed upon their

shoulders. The five dimensions of sources such as personal inadequacy, fear of failure,

interpersonal difficulties with teachers, teachers pupil relationship and also obtained.

Therefore it becomes imperative to understand the sources and impact of academic stress

in order to derive adequate and efficient intervention strategies.

Internationally Dr. Manjula Kadapati (2017) majority of the students were

belongs to the age of 17-18 years. Equal percentages of the male and female students of

grade 11 and grade 12 studying in science. The performance in the grade 12 grade final

examination is crucial for getting admission into one’s preferred choice for college or

university. The pressure of preparation for examination create a high degree of anxiety in

many students specially in those who are unable to perform at a level that matches the

potential they have Shon in less stressful situations.

Justification of the Study

This study is unique and different from the previous studies for it focuses on the

honor students of Mindanao Mission Academy. This research will also identify the level

of Academic stress among the with honor students.

 CHAPTER III

Methodology

This chapter presented the research design, research locale, research respondents,

sampling method, instrumentation, procedures, and the analysis of the study.

Research Design

This study used Quantitative research design to answer the research question that

served as foundation in determining and knowing the level of academic stress among

with honor students.

Research locale

This study will be conducted in Mission Academy, Purok 15, Poblacion Manticao

Misamis Oriental Philippines.

Mindanao Mission Academy is a boarding school operated by Northern Mindanao

conference (now the North Central Mindanao Conference) of the Seventh-day Adventist.

It is established to fill the need of the constituents for Adventist Education especially in

Northern Mindanao that comprises the province of Misamis Oriental, Bukidnon and part

of Lanao Del Norte. Established in 1947 by former Mindanao Mission to serve the whole

Mindanao; hence, it was named MINDANAO MISSION ACADEMY. On July 14, 1947

it operated as a complete secondary school with 10 teachers including the principal,

pastor Arsenio S. Poblete Government was granted in 1949.

The school is situated in a 20-hectare lot along the national high way at

Manticao, Misamis Oriental. The institution became a converging point for student

coming from different area in Mindanao. The site was acquired through the untiring
efforts of the Mindanao Mission Administrative committee under the leadership of the

late Pastor Apolonio Somoso, then president of the Mindanao Mission and also chairman

of the Academy board.

Research Participants

The Senior High School with honor Students of academic year 2019-2020, first

grading of Mindanao Mission Academy was the respondent of this study.

Sampling Methods

The researchers utilized the purposive sampling methods. Before conducting the

study the researchers asked permission to the respondents. After the approval, the

researchers gave the readymade questionnaire to answer.

Instrumentation

This research used the questionnaires as instrument of this study in gathering

information about the stress level of students. The questionnaire contains questions that

serves as guide of the researchers in determining the level of academic stress of the

Senior High School with Honor students.

Data Gathering Procedures

(1) The researcher asked permission to the principal of the school to

conduct a survey in Mindanao Mission Academy.

 (2) After the approval of the principal, the researchers got the list of all

honors students in Senior High. After getting the list, the researchers

asked permission to the honor students to be involved in the study.

(3) The researchers conducted a Pre-survey among with honor students to

determine the number of respondents for the study.

(4) The researchers set a schedule when to answer the questionnaires.

(5) The researchers let the respondents answer the questionnaires and

retrieve after a few minutes.

(6) Finally, all gathered data was summarized, analyzed, interpreted and

encoded.

Methods of Data Analysis

After gathering data from the respondents, the researcher tallied the answer. In
analyzing the data, the researchers used correlational statistic method.
 CHAPTER IV
RESULTS & DISCUSSIONS

This chapter discussed the data analysis and findings from 87 answered

questionnaires completed by 87 with honor students of Mindanao Mission Academy.

This study assessed the level of academic stress among Senior High School students of

Mindanao Mission Academy who made it to Honor’s List in the first grading period S.Y.

2019-2020.

An adapted questionnaire was administered to the 87 Senior High School Students at a

given time. After the approval of the respondent to participate in the study, the 87 senior

high school student in Mindanao Mission Academy completed the questionnaires.

A total of 87 honor students participated in answering the questionnaires. The

data from the questionnaires were statistically analyze using a Bivariate Correlational

Test in a Statistical Package for Social Sciences (SPSS) software. After analyzing the

data, results and analysis were made with the help of the school statistician.

To answer the Question 1 “What is the academic performance of the research

respondents?” table 1 was created.

Table 1. Descriptive Values of the Academic Performance of the Respondents

Test of
Std. Normality
Variables Mean Skewness Kurtosis
Deviation
Shapiro-Wilk
Academic
91.4071 1.41120 .837 -.417 .000
Performance

Valid N (listwise) 87

Mean Interpretation: Mild (1-2.2), Moderate (2.3-3.5) High (3.6-5)

High Stress level: It refers to the excessive stresses from the competitive peer pressures,

parents’ expectations, and teachers’ critical comments on students’ performance.

Moderate Stress level: The factor refers to stresses relating excessive workload, lengthy

assignments, and worried about failing examinations.

Mild: It refers to stresses as a result of limited time allocated to classes, inability to finish

homework, the difficulty to catch up if behind, and the limited time to wind up or relax.

In reference to “Policy Guidelines on Awards and Recognition for the K to 12

Basis Education Program”. In line with the implementation of Republic act No. 10533,

otherwise known as Enhanced Basic Education Act of 2013 (K to 12 Law).

The Award for Academic Excellence within the quarter is given to learners from

grades 1 to 12 who have attained an average of at least 90 and passed all learning areas.

The Average Grade per Quarter is reported as a whole number following DepEd Order

No.8, s. 2015. With Highest Honors (98–100), With High Honors (95–97) and With

Honors (90–94). This award is given at the end of every quarter to encourage learners to

attend and actively participate in class. Perfect attendance means that a learner must be

present in all of his/her classes, and must have no absences for the entire quarter.

Learners who are representing the school for various purposes may also qualify for this

award.
To answer research Question 2 “What is the level of academic stress of senior high

school With Honor students?” table 2 is created.

Table 2. Description of the Academic Stress Level of the Respondents

Test of
Std. Normality
Variables Mean Skewness Kurtosis
Deviation
Shapiro-Wilk
Academic
3.0448 .50710 -.749 2.048 .010
Stress Level

Valid N
87  
(listwise)

Mean Interpretation: Mild (1-2.2), Moderate (2.3-3.5), High (3.6-5)

The mean average of academic stress level of the 87 Honor students is 3.0448

which fall on the Moderate Level. Thus, it signified that the respondents had experience

moderately stress out on their academic endeavors. Most of the respondents had

experienced academic stress based on a -749 skewness. Based on the table 1, the average

academic performance of the respondents is 91.4, which is under the category With

Honor. The positive skewness (.837) indicates that more general average fall below the

mean. The negative kurtosis (-.417) indicates that the data set is scattered. Therefore, the

data set is scattered below the mean.

Since there are 87 number of elements (N)<2000, Shapiro-Wilk Normality Test

will be used. Since Normality test indicate less than .05, the data set in not normal, thus,

non-parametric correlational tests will be used.

 To answer the Question 3: “Is there any significant relationship between

academic stress and academic performance of the respondents? Table 3 is created.

Table 3. Correlation between Academic Performance and Academic Stress Level

Variables Kendall’s tau_b Spearman’s rho

r-value p-value r-value p-value
Academic 1 1
Performance
.514 .573
Academic -.050 -.061
Stress Level
0.05 As a significant value
Since the data set in not normal, the non-parametric tests Kendall’s tau_b and

Spearman’s rho correlational tests are used. The result shows that the p-value is 0.573

which is higher than the significant value of 0.05. Thus, the stress level has no significant

relationship on the academic performance of the 87 Senior High School with Honor

students. This result suggests that though the stress level of the respondents is moderate

(3.0448), it has no significant connection to their academic performance and that strongly

suggests that another factors may affect the level of stress among the respondents.

Thus, the result supports the study of the Tung and Chahal (2005) on the

prevalence academic stress among higher secondary school students which has no

significant causal relationship between stress and the adjustment. Another supports the

idea of Sohail, (2013), that higher level of stress is more likely associated with poor

academic performance. This results show a negative relationship between stress level and

academic performance which means that the higher the stress level of the respondents,

the lower the academic performance.

Therefore, Senior High School achievers have moderate stress level but has no

relationship on the academic performance. Hence, null hypothesis is accepted.

 Chapter V

SUMMARY, CONCLUSIONS, AND RECOMMENDATION

This study was conducted to find the academic stress of senior high school honor

students of Mindanao Mission Academy and its relationship to the academic

performance. Eighty seven (87) senior high school honor students in Mindanao Mission

Academy (MMA) are the respondent of the study. The researchers used the quantitative

approach in a questionnaire form administered at a given equal time.

SUMMARY

Based on the result of the study, stress level of Senior High School with honor

students has no significant relationship towards academic performance. The data analysis

resulted to moderate stress level but has no relationship to their academic performance,

which helped the researchers to accept the null hypothesis. Hence, further study should

be made to find out the factors affecting the moderate stress level of the respondents.

CONCLUSION

To conclude, this study resulted to a no significant relationship between the stress

level and academic performance of Senior High School with honor students of Mindanao

Mission Academy, thus, null hypothesis is accepted.

RECOMMENDATION

The researchers would like to recommend the following to make their study more

significant.

(1) To conduct the same study in different schools.

(2) To find out the cause of moderate stress level among the respondents.

(3) Large number of population or respondents.

(4) Include the Junior High School students to have bigger respondents.

(6) Factors affecting stress level of honor students in Mindanao Mission Academy.