Hormones: The stress experienced by the Grade 12-STEM students have an impact on
their education.
A SENIOR HIGH SCHOOL RESEARCH PAPER PRESENTED TO THE FACULTY
OF SENIOR HIGH SCHOOL OF AMACC – QUEZON CITY
IN PARTIAL FULFILMENT OF THE REQUIREMENTS OF THE SUBJECT
INQUIRIES, INVESTIGATIONS, AND IMMERSION
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Hormones: The stress experienced by the Grade 12-STEM students have an impact on
their education.
SUBMITTED BY:
Myra Jeaneth M. Tigno
12- STEM
AMACC - Quezon City
SUBMITTED TO:
Ms. Leslie Gernale Ferrer
S.Y. 2022-2023
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ABSTRACT
This research aims to identify the issue of academic stress hormones among AMA
University students, its causes, and potential solutions in order to improve the students'
performance. The purpose of this study is to determine how hormonal stress affects AMA
University students’ academic performance and the risk that results from improper stress
management.
In order to accomplish this goal, seven (7) research questions were examined, and the
major topics of the literature study were the causes, consequences, and effective coping
mechanisms for academic stress. Surveys were used as the instrument for gathering data, and
for the study, convenience sampling and random sampling were both used. The 7 posed
research questions served as the foundation for the data collection and analysis. Due to the
Online Learning mode, a sample size of 10 was taken from a population of more than 100.
The researcher's conclusions led to the realization that academic stress may be
managed to improve students' performance. According to the study, teaching students stress
management skills and encouraging them to maintain attention, get adequate sleep, exercise
frequently, and manage their time effectively will improve students' academic performance.
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CHAPTER ONE
INTRODUCTION
Background of the Study
According to Bernstein et al. (2008), the most commonly referenced themes in life are
mortality and taxation, respectively, with emphasis placed on the third motif of stress.
Irrespective of an individual's level of achievement, impact, physical attractiveness, or
happiness, stress constitutes an intrinsic aspect of existence. The manifestation of stress is
subject to the surrounding circumstances. Varying manifestations of stress may be observed.
Stressors may arise in various contexts, such as while undergoing a challenging examination,
enduring a bus mishap, queuing in line, or encountering a day fraught with mishaps and
misfortunes.
During their university education, students often encounter significant challenges
related to stress as they strive to achieve academic excellence, which can greatly impact their
future prospects (Lee & Graham, 2001). Academic pressure is a significant factor that can
contribute to learners' academic failure. Sharma, Parasar, and Mahto (2017) present a
definition of stress as a physiological response that is triggered by a perceived threat,
resulting in an automatic fight or flight response mediated by hormonal signalling. The
phenomenon of stress entails two distinct components, namely, the mental apprehension of
tension and strain and the ensuing physiological reactions of the organism to such stimuli,
which encompass diverse bodily functions from muscular degradation to cognitive processes
associated with memory function. The experience of stress engenders the establishment of
elevated standards for oneself, ultimately giving rise to a sensation imbued with pressure.
Goedert, Cuenda, Craxton, Jakes, and Cohen (1997) are authors who have contributed to the
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academic discourse. There exist particular stressors that incite a state of turmoil within us, yet
ultimately prove to be advantageous without necessitating the imposition of external stress.
According to Wilson (2007), a substantial number of individuals assert that their
existence may lack stimulation and purpose. Although stress is a commonly experienced
phenomenon, it can have adverse effects on both an individual's mental and physical health if
left unchecked. Scholars are confronted with various stressors, such as the pressures
associated with academic performance expectations and the imperative to succeed, the
unpredictability of their future prospects, and challenges that may impede their ability to
effectively assimilate into the academic system. Students encounter various social, emotional,
physical, and familial issues that can impede their acquisition of knowledge and undermine
their academic aptitude (Rogers & Yassin, 2003). Excessive levels of stress amongst students
can manifest detrimental impacts on both their physical and emotional well-being, reduce
their self-esteem and motivation, as well as negatively influence their academic
achievements.
According to Niemi and Vainiomaki (1999). For contemporary academics currently
enrolled in a tertiary institution, the experience can often be characterized by a sense of
agitation and dissatisfaction. Cotton, Dollard, and DeJonge (2002) posit that stressors within
university settings stem from various factors such as the competition for grades, the requisite
to excel, networking, career decisions, and other related aspects. Prior to unequivocally
denouncing stress, it is necessary to comprehend that stress presents a perilous threat solely
when it exceeds reasonable limits. The significance of stress, acknowledged as a beneficial
and energizing force, merits attention. The vicissitudes of existence are often taxing, and
striving to completely circumvent stress would result in a monotonous reality. The issue
becomes apparent when an individual experiences an excessive amount of stress. Although
certain reactions to stress may stem from underlying and considerable emotional issues, many
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are not and can be remedied through relatively uncomplicated methods of alleviation and
stress management. The present study specifically emphasizes the adverse rather than
beneficial effects of stress on students, and its impact on their academic performance in the
academic setting. It is a widely prevalent phenomenon among academicians to engage with
their surrounding environment, whereby the presence of these external factors has a
consequential impact on their scholastic efficacy (Chemers, Hu & Garcia, 2001). Stress has
garnered a substantial amount of attention in recent years within academic discourse. The
issue has evoked considerable apprehension among scholars and other researchers. The
widely held belief among the general populace is that stress is a malevolent force and ought
to be circumvented at all costs, yet such a contention may not always hold true. Yates (1979)
asserts that stress constitutes a fundamental factor for individuals to exhibit a thriving and
dynamic existence. Effective management of stress entails more than mere avoidance.
Consequently, the present investigation is structured to analyze the impact of stress on
the academic achievement of Grade 12- STEM students at AMA University, with the
intention of utilizing these students as a case study. Ivancevich (1980) asserted that the notion
of stress solely inducing a decline in performance oversimplifies the matter to an excessive
extent. Hence, it is imperative to determine an optimum locus of stress that can be
accommodated, facilitating optimal performance.
This perspective posits stress as a multifaceted concept that necessarily evades
simplistic characterization. In accordance with Mc-Garth's (1776) delineation of stress in
relation to requisite conditions, stress is potentially imminent if an individual perceives that
the environmental demands placed upon them exceed their capacity for effective
management.
Likewise, analogous assertions can be made regarding deleterious effects on personal
well-being, positive effects thereof, and pedagogical vigilance. The deleterious effects
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stemming from stress include amplified absenteeism, cardiac disorders, tardy attendance, and
impaired health. The condition of stress may have multifaceted outcomes, both advantageous
and deleterious, for the individual. According to Mensah, Fosu, and Oteng (2017), an
appropriate level of stress can enhance efficiency, engender a feeling of gratification and
triumph, and act as an additional motivator for attainment. Excessive stress experienced at an
academic institution may engender a decline in intrinsic motivation towards reading, subpar
academic performance, and detrimental influences on both mental and physical health. Zautra
(2006) suggests that stress can be attributed to specific external stimuli, also known as
stressors, which operate beyond the confines of academic environments. These stressors
exhibit
connections
through
intra-individual,
inter-individual,
institutional,
and
redundant-institutional categories. According to Gibson, Ivancevich, and Donnelly (1995),
stress is characterized as an adaptive response mediated by individual differences and
cerebral mechanisms that results from any external physical (environmental) stimulus,
demand, or action.
Various factors have been identified as potential sources of academic stress among
students, despite individual differences in their experiences. Several determinants such as
heavy conference schedules, extended conference sessions, inadequate time management,
student financial hardships, and various others are recognized. The academic performance of
scholars is regarded as a vital and distinct facet of education (Rono, 2013). The focal point
that serves as the nucleus of the entire educational system is widely regarded. A multitude of
factors, such as daily study duration, maternal monetary resources, and the standard of the
literary surroundings, can serve as indicators of superior academic performance (Singh,
Malik, & Singh, 2016). The utilization of these factors to enhance academic performance
remains inadequate, resulting in academic challenges encountered by scholars. This study
aims to ascertain the deleterious effects of stress on academic achievements of pupils, explore
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the correlation between academic stress and scholars’ performance, and consequently, proffer
remedies for stress management at AMA University. The rationale behind this endeavor
stems from the potential of intricate findings on the interrelation between academic stress and
students’ performance to be efficiently managed through appropriate strategies.
Statement of the Problem
An investigation has been undertaken regarding the correlation between school
motivation and academic achievement among students. To provide an example, Kaumi,
Soluble base, Kali and Shehu (2018) undertook a study that examined the influence of stress
on the academic performance of students at Ramat Polytechnic Maiduguri located in Nigeria.
Mohammed (2018) conducted a study to examine the impact of stress on the academic
achievement of secondary school students in the Vehari district. In the year of 2018, a study
conducted by Marwoan investigated the academic rigor experienced by students attending the
Ruler Saud College in Riyadh. Mussarat Jabeen Khan, situated in Lahore, has ventured to
investigate the effects of perceived academic stress on the academic performance of students.
Purpose of the Study
The principal aim of this investigation is to scrutinize the impact of stress on the
academic attainment of the Grade 12-STEM student cohort at AMA University, along with
the potential hazards that may arise in circumstances where stress mitigation is not
adequately addressed.
Objectives of the Study
The objective of carrying out this study is as follows:
1. To identify the causes of stress among the students at AMA University.
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2. To identify the specific areas of stress in the lives of students at AMA University.
3. To identify techniques to deal with the stress.
Research Questions
Considering the findings above, the research is intended to address the following questions:
1. How does stress influence the students’ academic life?
2. How stressed do students feel on a daily basis during the academic year?
3. How well do students cope with the stress they experience?
4. How do students handle their stress?
5. How important is academic success to the students?
6. What are the usual effects of stress the students noticed with themselves?
7.What are the students’ personal methods to relieve stress?
Significance of the Study
The present study aims to elucidate the protective factors that mitigate the impact of
stress on the scholastic achievements of students. The research outcomes to be derived from
this study are poised to accrue immense benefits to the Grade 12 students of AMA
University, with particular emphasis on those enrolled in STEM as well as the entirety of the
institution. The study elucidates stress management strategies aimed at ameliorating student
cogitation encompassing creativity, critical thinking, problem-solving, decision-making, and
learning acumen.
This study aims to apprise both tertiary students and the general populace of the
various stressors that may impinge upon their daily lives, particularly in relation to academic
pursuits. The research endeavors to pinpoint the root causes of stress among students
attending the AMA University.
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The study's findings will proffer recommendations on effective stress management
techniques, as well as appropriate modes of coping with stress. The present study has the
potential to contribute to the extant literature in the field, thereby serving as a valuable
resource for other scholars to draw upon in future investigations. Prospective scholars can
utilize the methodology and outcomes of this investigation for the purpose of carrying out
further research within the domain of interest.
Delimitation of the Study
The scope of this investigation shall be confined to students enrolled in Grade 12 who
are pursuing Science, Technology, Engineering, and Mathematics (STEM) as their field of
study. The rationale for such a circumstance can be attributed to the composition of the
university, which comprises diverse schools and colleges that do not necessarily lend
themselves to being utilized for research purposes en masse. It is anticipated that the
academic outcomes of the students will accurately mirror those of their counterparts who
attend other schools and faculties within the University.
Limitations
As a result of financial limitations, this survey will not extend its investigation to the
entire student population of AMA University. Furthermore, the potential obstacles regarding
respondents' participation may be anticipated, particularly as many individuals express
apprehension that their responses may lead to their victimization. Due to the ramifications of
the current COVID-19 pandemic, a significant proportion of students are presently
unavailable to participate in the data collection process on campus, resulting in a reduced
sample size. Consequently, the questionnaire will be disseminated electronically to Grade 12
students who are currently pursuing STEM courses.
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Definition of Key Terms
● According to Lazarus and Folkman's (1984) elucidation, stress is a state of being
experienced by an individual when they perceive that the requirements imposed upon
them outstrip the personal and social resources at their disposal, which they can utilize
to cope with the situation.
● Academic performance pertains to the manner in which a student attains a score in a
specified academic exercise, be it a classroom activity, homework assignment or
examination. According to Nana and Gowtham (2014), academic performance is
ascertained by means of students' grades and their level of participation in class. The
internet has transformed the way people communicate with each other by offering
various platforms for communication such as social media, email, and instant
messaging. This has led to an increase in online interactions and a decrease in
face-to-face interactions. Additionally, the internet has changed the way people think
by providing access to vast amounts of information at any time. However, the internet
also poses some negative impacts on society such as the spread of misinformation,
cyberbullying, and addiction to technology. It is important to consider both the
positive and negative effects of the internet to understand its impact on society. The
advent of the internet has wrought a paradigm shift in human communication,
enabling diverse platforms for interaction such as social media, emails and instant
messaging. This has resulted in a rise in virtual communication and a fall in physical
contact with fellow beings. Moreover, the internet is revolutionizing cognition by
affording unparalleled access to limitless troves of data. Nevertheless, the internet has
a darker side, a pernicious influence manifesting in the spread of deliberate
misinformation, instances of cyber-bullying and technology addiction. It is therefore
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incumbent upon us to explore its multidimensional impact, both positive and
deleterious, in order to fully comprehend its impact on our society.
● The term "attrition" refers to a process of continuous degradation or erosion, often
resulting in a weakened or destructive outcome, as is commonly observed in instances
of stress-related effects.
● Stress management is a procedure that involves a range of techniques implemented
by either an individual or an organization with the intention of mitigating the potential
adverse outcomes of stress exposure (Smith et al., 2010). The management of stress
involves the individual taking deliberate control of their thoughts, emotions, schedule,
environment as well as any existing problems, as posited by Auerbach and Gramling
(2000).
● Stressors refer to the demands presented by either the internal or external
environment that perturb equilibrium, leading to ramifications on physiological and
psychosocial well-being, necessitating corrective measures to regain homeostasis
(Douglas, 1992).
● Academic stress refers to the psychological distress resulting from an apprehension
of potential or actual scholastic underachievement, manifesting as a sense of unease
or anxiety.
Organization of the study
The present section furnishes a comprehensive framework that assists the readers in
navigating through the intricacies of this research and facilitates their comprehension of the
same.
The present study is organized into five (5) distinct chapters, commencing with
chapter one that provides a comprehensive introduction to the research, presenting the
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background of the study, statement of the problem, purpose of the study, research questions,
significance of the study, scope and delimitation of the study, and definition of terms.
Chapter two presents an exhaustive examination of pertinent literature concerning the
subject matter, as well as the theoretical and conceptual frameworks associated with the
lacuna in comprehension identified in the previous chapter.
Chapter three, which pertains to the research methodology, shall furnish sufficient
quantitative and qualitative data for the purposes of replicating the study.
Chapter four will undertake an analytical exposition of the diverse data derived from
the interviews conducted with the students. It will provide in-depth elucidations,
deliberations, and interpretations, ultimately culminating in a comprehensive summary of the
principal findings.
The conclusive section of this paper will encompass essential details derived from the
investigation, culminating statements, and suggestions intended to enhance the caliber of
research in this domain. The research will be augmented by an accompanying reference list
appended at the conclusion of this study.
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CHAPTER TWO
LITERATURE REVIEW
Introduction
According to a study conducted by Ekpenyong, Daniel, & Aribo (2013), stress is a
state of physical or mental distress experienced by students in response to a multitude of
stressors. The aim of this project is to provide a comprehensive compilation of literature that
centers on the effects of stress on the academic achievement of Grade 12-STEM students in
AMA University. The primary objective of this investigation is to examine the ramifications
of stress on the academic performance of Grade 12-STEM pupils studying at AMA
University. Additionally, this research aims to explore the potential hazards associated with
the absence of proper stress management techniques. Furthermore, discourse surrounding
acute and chronic stress has emerged in connection with the duration of the stressor. The
comprehensive discussion of academic stressors pertains to various factors such as academic
achievement, economic concerns, social connections, and time management. Furthermore,
this investigation elucidates the mechanisms by which students cope with stress.
The present academic inquiry aims to facilitate comprehension amongst Science,
Technology, Engineering, and Mathematics (STEM) students at the AMA University as
regards the implications of stress on their academic accomplishments and to furnish them
with strategies to mitigate the stressful experience. A plethora of strategies are advised for
implementation in practical settings, with the aim of mitigating, circumventing and regulating
stress experienced within academic institutions. Multiple interpretations of stress exist, and
various events can precipitate its onset. Individuals often report experiencing stress-related
symptoms in several situations, including when undergoing an examination, when
confronting challenging work-related circumstances, or when encountering conflicts within
intimate relationships. According to Perrewé and Zellars (1999), situations that cause stress
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can be perceived as being detrimental, perilous, or arduous. The predicament of stress is
considerably intricate, given the multitude of variables that are known to be causal in its
onset. Ascertaining a comprehensive definition of stress poses formidable challenges. In
1936, Hans Selye introduced a fundamental and general characterization of stress as "a
non-specific reaction of the organism to any demand for change." In 1984, Folkman posited
that stress arises from the perception that external contextual pressures surpass one's
capability to adjust.
According to Jit (1995), stress is a psychological and physiological phenomenon
characterized by a complex interplay of biochemical reactions within the human organism,
often accompanied by a subjective experience of anxiety. This state is typically elicited when
individuals are confronted with internal or external stimuli that exceed their available coping
resources, thereby inducing feelings of tension and depression. According to Levi (1996), a
complex interplay of various demands (known as stressors), incongruity between individual
needs and capabilities, and the discrepancy between the resources provided by the
environment and the expectations levied upon individuals can serve as potential triggers for
stress. In essence, stress occurs when one is confronted with a burden that surpasses their
available assets. If subjected to high and protracted levels of stress, academic performance
can be negatively impacted, hindering a student's capacity to participate and make
meaningful contributions to the social fabric of campus life while elevating the probability of
substance abuse and other destructive conduct (Richlin, Klonsky, & Hoe, 2003). According to
Vermunt and Steensman's (2005) research, stress can be delineated as the discernment of
inconsistencies between the environmental stressors and an individual's capability to manage
them effectively.
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Stress is commonly defined by researchers as the unfavorable response that
individuals undergo when confronted with high levels of pressure or other exacerbating
circumstances. Khan, Altaf, and Kausar (2013) posit that stress ensues when an individual is
confronted by a situation that they perceive as insurmountable and beyond their coping
capacity. Pupils encounter stress within a highly specialized academic institution such as a
University, as evidenced by Smith, Johal, Wadsworth, Smith, and Peters' (2000) study. The
weight placed on students corresponds to rigorous time constraints and the challenge of
excelling in assessments or examinations.
According to Agolla and Ongori (2009), stress-related symptoms have been
identified, including energy depletion, heightened blood pressure, depressed affect,
heightened cravings, difficulties in concentration, irritability, apprehension, and anxiety. The
Person-Environment model, as posited by Misra and McKean (2000), offers substantial
utility in comprehending the manifestation of stress in university students. The theoretical
framework posits that individuals may perceive stressful occurrences as either challenging or
intimidating. According to Khan and colleagues (2013), the conceptualization of educational
objectives as a formidable task can engender psychological strain, which, in turn, fosters an
augmented state of proficiency and cognitive aptitude. The construction of education as a
peril yields a palpable sentiment of despondency and disquieting sensation of bereavement,
culminating in a decline in academic performance. Stress is commonly acknowledged as an
inherent facet of student existence and has the potential to affect the strategies that students
employ to cope with the demands of university life. According to Agolla et al. (2009),
academic pursuits are typically characterized by the engagement in stressful activities.
Throughout each semester, students documented their encounters with elevated levels
of academic stress resulting from a variety of factors. These include the planning and
execution of examinations, competing for class standing and proficiency in a multitude of
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subject matter within a condensed time frame (Rawson, Bloomer, & Kendall, 1999).
Dusselier, Dunn, Wang, Shelley, and Whalen (2005) have established a robust association
between stressful life events and a degradation in academic efficacy among tertiary-level
scholars. Further, they have also detected a correlation between stress and health-related
quality of life.
According to Dwyer and Cummings (2001), academic performance of undergraduate
students is commonly impacted by various health factors; however, stress is reported as the
most prevalent amongst them. This is primarily due to the fact that stress detrimentally
affects the physical and psychological well-being of the individuals concerned. According to
the research conducted by Wintre and Yaffe (2000), it was found that experiencing an
elevated degree of stress during the initial year of college may result in poorer overall
adjustment and heightened vulnerability towards various social and psychological issues.
Therefore, this might result in a cumulative effect towards the final year of study. Numerous
investigations have delved into this matter and have revealed that various psychological
maladies, such as depression, anxiety, and stress, can significantly compromise the scholastic
achievements of students.
According to Williamson, Birmaher, Ryan, and Dahl (2005), a noteworthy increase in
stressful life events is observed amongst youth manifesting symptoms of anxiety or
depression. The adverse effect of this, in turn, leads to an impairment in their academic
performance. The phenomenon of stress has garnered significant attention and scrutiny in
research undertakings within the academic community as well as in broader societal contexts.
The phenomenon of academic stress among students has been a prominent topic in scholarly
investigations, where several significant stressors have been identified by researchers. These
stressors consist of academic tasks, detrimental rivalry among peers in the classroom, anxiety
surrounding deficient performance in academic pursuits, insufficient pecuniary resources,
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suboptimal interpersonal bonds with instructors and family concerns (Fairbrother & Warn,
2003). At the level of institutions, there exist stressors which may impinge upon the efficacy
of academic pursuits. Such stressors may manifest as conference rooms that are overcrowded,
or the use of a semester system wherein insufficient resources are provided to undertake
academic work (Awino & Agolla, 2008). The findings presented by Kumar and Jejurkar
(2005) evidenced that academic factors constituted the primary contributor to escalated stress
levels amongst undergraduate students. Multiple factors contribute to students experiencing
heightened levels of stress, as identified by Wilks (2008).
These factors may encompass difficulties in managing time efficiently, financial
strains, interaction with educators, personal subjective objectives, societal behaviors, and
struggles with acclimating to an unfamiliar cultural environment in the absence of supportive
resources. The admission process, the high expectations of parents, the curriculum
encompassing complex concepts, unsuitable school hours, an imbalanced student-teacher
relationship, the physical environment of the classroom, unhealthy student-teacher
interactions, strict and swift disciplinary measures, an excess of either arduous and intricate
tasks, or a teaching methodology that is not conducive for learning, the lackadaisical
disposition of educators, and a proclivity towards the identification of shortcomings, as
opposed to the recognition of strengths, represent pressing educational concerns (Masih &
Gulrez, 2006).
The phenomenon of academic stress is observed when the intellectual requirements
placed upon an individual surpass the resources at their disposal, resulting in the need for
personal adaptation. It is imperative that such stress not be underestimated, as it has a
detrimental impact on the overall adjustment of students, as noted by Hussain, Kumar, and
Husain (2008). The deleterious impact of stress on students' academic performance
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necessitates the adoption of effective stress management strategies to mitigate its negative
repercussions (Mushtaq & Khan, 2012)
Theoretical framework
Over the course of time, various scholarly authors have formulated several theoretical
frameworks to aid individuals in comprehending the nature of stress, its distinct forms of
expression, and its far-reaching consequences, particularly in academic settings. The Lazarus
stress theory serves as the principal framework underpinning our study.
Lazarus stress theory
Lazarus and Folkman (1984) clarified that push could be a condition or feeling that's
felt when an individual sees that the requests surpass the individual and social resources that
the individual can mobilize to oversee the condition. This is often called the "adapting and
value-based push show." Subsequently, the person's discernment of the mental circumstance
is the basic figure. Concurring with Lazarus, the effects of stretch on an individual are based
more on the feeling of risk, defenselessness and capacity to manage with that individual than
on the unpleasant occasion itself.
Lazarus and Folkman's (1984) Value-based Demonstrate of Stress is utilized as the
hypothetical system fundamental this ponder. The demonstration portrays how a person
responds to particular stressors within the outside environment. Agreeing to Lazarus and
Folkman (1984), no occasion or circumstance is inalienably upsetting. Instep, the stressor is
characterized by the subjective judgement of the circumstance that 14 is considered
debilitating, harming or saddling available resources. So, the way that individuals respond to
comparative stressors shifts due to the distinctive recognitions that they have. Agreeing to
Lazarus, mental stretch could be a specific relationship between the individual and the
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environment that the individual assesses as burdening or surpassing their assets and
imperiling their well-being. For case, as well numerous assignments in a brief period of time
can make an understudy accept that they will certainly not wrap up inside the designated
time.
Lazarus and Folkman's (1984) push hypothesis is especially significant as an
explanatory system, because it will offer assistance way better to ponder a few key stressors
that can eventually influence students' scholarly execution and how to oversee or control
these scholastic stressors.
Lazarus hypothesis of stretch accepts that scholarly push can be surveyed in two
primary ways, specifically:
1. Essential appraisal
2. Auxiliary appraisal
The essential appraisal is when a person chooses whether a circumstance is
undermining or positive. There are three things an person ought to evaluate:
1. How genuine is the danger to this individual?
2. Is it a positive experience?
3. Is it troublesome or destructive?
On the off chance that an individual chooses that the circumstance is undermining, the
taking after impacts can happen: harm, ailment, stress, outrage, nauseate, dissatisfaction,
uneasiness and fear. For illustration, when an understudy sees a tall likelihood of falling flat
on a specific course, he starts to stress and in some cases he can get wiped out some time
recently.
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Auxiliary appraisal happens when we survey the assets accessible to battle or adapt
with the stressor. An individual can select to utilize inside choices (determination, inner
quality) or outside alternatives (peers, proficient offer assistance). For illustration, when an
understudy does not get a specific lesson, he may select to commit more time to this specific
lesson or inquire to offer assistance from companions or an educator.
Lazarus' hypothesis of stretch has created two key techniques to handle or manage
school push. They are:
1. Adapting with issues
2. Passionate adjustment
Problem-based adapting is utilized when we feel that we are in control or can handle
the source of the issue. There are four steps to overseeing this stretch:
1. Characterize issue
2. Create elective arrangements.
3. Learn unused aptitudes to bargain with stressors
4. Re-evaluate and discover modern measures of behavior.
Passionate alteration is used when a person feels that he cannot handle the source of
the issue. In this manner, this leads individuals to dodge unpleasant circumstances, to
separate themselves from stressors, to acknowledge or look for restorative help.
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For illustration, when an understudy fails the exam, he feels powerless or debilitated
by what other individuals around him are saying, in expansion to the unpleasant occasion
itself.
Agreeing to Laurence, Williams and Eiland (2009), hypotheses of push can be
classified into three perspectives:
1. reaction hypotheses
2. jolt speculations
3. exchange hypotheses
Agreeing to reaction hypotheses, stretch is caught on as a response by individuals to
outside weights or to stressors, such as numerous assignments in a brief time. Incitement
speculations look to push it from the viewpoint of major occasions such as helpful calamities,
incessant exercises and other life debilitating exercises. In value-based or prepared
speculations, push is examined as a complex set of intuitive and alterations between the
individual and the environment. Lazarus and Folkman (1984) are the foremost prevalent
exchange speculations. Through their value-based demonstration, they emphasize the
“transactional” nature of push, by arguing that it may be a two-way preparation by which the
environment produces stressors and the person finds ways to oversee them.
Conceptual Review
Positive effect of academic stress
1. Per the assertion of professionals, stress represents a sudden surge of energy
that essentially provides guidance in one's course of action. In moderation, stress can
yield various advantageous outcomes. Stress responses may potentially serve as
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catalysts for an individual's ability to surmount everyday impediments and facilitate
their strive toward achieving objectives. Indeed, stress can serve as a motivating
factor towards increased efficiency and productivity. It has the capacity to enhance
cognitive retention.
2. The physiological phenomenon of stress serves as an essential alert
mechanism, eliciting the fight or flight response. Upon detecting specific stressors, the
cerebral cortex initiates a chain reaction resulting in the release of various
neurochemicals including but not limited to epinephrine, norepinephrine and cortisol
throughout the body. This gives rise to a diverse range of responses, including
escalation in both blood pressure and heart rate. Furthermore, the sensory faculties are
instantaneously endowed with enhanced acuity, rendering individuals capable of
circumventing circumstances of physiological strain, such as disembarking from a
moving vehicle and remaining unharmed.
3. Furthermore, it is notable that there exist a myriad of health advantages
associated with the moderate experience of stress. It is hypothesized by researchers
that a certain level of stress can enhance the efficacy and vigor of the immune system.
As an illustration, stress has been found to potentially enhance cardiac performance
and confer protective effects against pathogenic infections. Based on a study
conducted, individuals who had encountered moderate stress levels prior to their
surgical procedure exhibited an expedited recovery process in comparison to those
who had either low or high levels of stress.
Negative effects of school stress
1. The academic literature suggests that stress can have a negative impact on
academic performance, particularly with regard to grades. Empirical findings indicate
that students who experience stress and related worry may exhibit diminished
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capacity to concentrate and direct their attention effectively during classroom
instruction or independent study endeavors. Stress can result in students withdrawing
from their academic pursuits or discontinuing their education altogether. According to
the National Health Assessment 2010, conducted by the American University Health
Association, over twenty-five percent of students have admitted that stress has
negatively impacted their academic performance by hindering their grades or ability
to successfully accomplish coursework objectives. In circumstances where students
are grappling with domestic stress, the completion of school-assigned homework may
not be deemed a priority.
The research indicates that there exists a direct correlation between the stress
levels of instructors and that of students within an academic setting. Specifically,
stress demonstrated by instructors has been found to significantly elevate the stress
experienced by students in the classroom who are aged 18 or above. The potential
emergence of stressors at any juncture has the propensity to disrupt an individual's
learning and concentration. The acknowledgement of stress as a substantial influence
on adolescents and young adults by educators is imperative, calling for the creation of
a tranquil and nurturing pedagogical milieu. Academic success of students is a
significant objective for educational institutions, and a crucial aspect for their
achievement is the provision of appropriate support services.
In this regard, school administrators must undertake regular monitoring of
students to identify and address any potential mental health concerns. Where
necessary, mental health counselors and programs should be engaged to aid in the
resolution of these concerns. Additionally, families should be informed about the
detriments of stress on student wellbeing in order to bolster their efforts in promoting
the academic successes of their children.
24
2. The quality of sleep is negatively impacted by stress, as evidenced by the
established correlation between heightened stress levels and insufficient amounts of
restful slumber. The Anxiety and Depression Association of America has reported that
individuals presenting with continual stress manifest sleeping issues at a rate of 70%.
3. According to the National Sleep Foundation, adolescents require a
minimum of eight hours of sleep for optimal cognitive and physical functionality;
nonetheless, a meagre 15% of individuals in this demographic achieve this
recommended threshold. Inadequate amounts of sleep pose a hindrance to effective
stress management, and have an unfavorable impact on an individual's ability to
engage in tasks requiring focused concentration, learning, attentive listening, memory
retention, and successful problem-solving.
4. The psychological phenomenon of stress has been known to incite a state of
agitated emotional response in students, ultimately leading to instances of perceived
intimidation directed towards others. According to the Mayo Clinic, stress amplifies
sensations of irritability and anger, which enhances the probability of experiencing
emotional outbursts and social aloofness.
Furthermore, the manifestation of stress in students may result in an
inclination to express hostility towards their peers, as well as a disinclination to
comply with established school protocols and display courteous conduct towards their
teachers. In addition, they may exhibit online behavior that lacks proper regard or
reverence. The preoccupation with anger can have a detrimental effect on the overall
performance of the job.
25
Factors that causes academic stress
A multitude of stressors are recognized within the literature; however, several authors
have categorized these stressors into three distinct domains: social, health-related, and
academic factors.
Health factors
The academic performance of students can be attributed to three pertinent
health-related factors. According to Hammer et al. (1998), academic performance of students
may be influenced by various factors such as the quantity of physical activity, quality of
sleep, and dietary habits. The ensuing discourse will delve into the aforementioned variables.
Exercise
The researchers endeavored to evaluate the impact of physical exercise on the
scholastic proficiency of university students, yet arrived at divergent findings. According to
Turbow's (1985) investigation of 891 senior classes and graduate students, individuals who
engaged in scheduled work for seven hours or more in a week obtained notably inferior
scores relative to those who dedicated at least six hours a week to employment. Individuals
who did not engage in a comprehensive approach or those who demonstrated reduced
frequency per week. Trockel et al. have also reported identical findings.
The following is a revised rendition of the aforementioned passage in accordance with
academic writing conventions: The present written utterance, produced in 2000, has been
reconstructed to comply with scholarly prose conventions. It is posited by some that the
allocation of time toward employment, rather than sustained scholastic engagement, may
result in a decrease to a student's academic performance. According to Trockel and
colleagues. The observation made by (2000) revealed a prevalent occurrence on university
26
campuses where students exhibit signs of addiction towards exercise, thereby leading to the
transition of a healthy practice into a psychologically detrimental state.
Sleep patterns
According to scholarly literature, sleep patterns have been identified as the primary
factor accounting for the greatest variance in students' cumulative weighted averages (Lack,
1986). The authors Kelly et al. have provided a comprehensive and integrated analysis of the
topic at hand. Their work showcases a high degree of scholarly rigor, manifesting in the
thoroughness and detail of their research, as well as the quality of their methodology. It is
evident that Kelly et al. engaged in a rigorous and systematic exploration of the subject
matter, resulting in a valuable contribution to the field. In the year 2001, the classification of
sleep habits was segregated into three distinct categories.
1. Short sleepers are defined as individuals who tend to sleep for no more than
six hours when left to their own devices.
2. Some are considered to be average sleepers. This duration of sleep is widely
accepted as indicative of a healthy and normal sleep pattern. According to prevailing
conventions, an individual who sleeps for seven to eight hours every night is
classified as an average sleeper. This duration of sleep is widely regarded as a marker
of sound and ordinary sleep habits.
3. Individuals who have a tendency to sleep for a period of nine hours or more
during a twenty-four hour period are commonly referred to as "long sleepers".
The research demonstrated that individuals classified as long sleepers exhibited
greater Grade Point Averages. The empirical evidence suggests that individuals who
experience a reduction in nocturnal sleep duration are prone to psychological maladjustments
27
that augment anxiety and stress. This, in turn, has been linked with suboptimal academic
achievement. The aforementioned factors give rise to predicaments for school-goers by
impeding their attentiveness and exacerbating the frequency of fallacious responses in their
examinations. Pilcher and Walter's (1997) study revealed a deleterious impact of sleep
deprivation on academic performance among students.
Nutrition
Nutrition constitutes a salient dimension of the health factor that has been evinced to
have a correlation with academic achievement. An area of inquiry pertaining to the link
between nutrition and academic performance revolves around breakfast ingestion. The
consumption of breakfast has demonstrated a significant correlation with higher grade point
averages (GPAs) and appears to exert a discernible impact on the cognitive domains of
short-term recall and spatial memory, as posited by Benton and Sargent (1992). Trockel et al.
(2000) have demonstrated that the influence of breakfast on academic performance, as
reflected by semester grade point average, is not statistically significant when the variables of
waking routine on weekdays and weekends are taken into consideration.
Social factors
Multiple social determinants that potentially contribute to stress among individuals
enrolled in university have been acknowledged. Legault, Green-Demers, and Pelletier (n.d)
noted that individuals often experience several challenges that drain their time and support
from family and friends. Among the significant challenges include commitments to family,
financial difficulties, and college roommate issues. These difficulties are common and can
significantly impact an individual's academic performance. According to the academic
convention of citing sources, the year 2006 is typically presented as (2006).
28
Finance
The findings indicate that financial constraints may impact a student's ability to
perform academically, resulting in suboptimal outcomes. Unfortunately, as an AI language
model, I cannot fully understand the context of what the original text was intended to convey.
Please provide me with the full text or more information to enable me to provide an
appropriate academic rewrite.
The year 2007. Pfeiffer (2001) alludes to the considerable number of students who
find it necessary to engage in work during their university studies in order to finance their
tuition fees. During their university years, students frequently encounter circumstances that
require them to work late into the night. Notably, such a practice may prove deleterious to
their well-being, given the tendency of financial and academic-related stresses to exacerbate
existing stress levels. Consequently, such situations contribute to an elevated risk of
compromising the students’ health and academic performance.
Family and social support
Numerous scholarly inquiries have been undertaken to scrutinize the repercussions of
assistance rendered by parents, kin, comrades, educators, and cohorts on student angst and
scholarly accomplishments (Renk, K.). It is not possible to rewrite the given text as it is
incomplete and lacks context. Please provide complete information for me to proceed. In the
year 2007, as indicated by the standard format for scholarly writing.
Notwithstanding, findings regarding the degree of assistance obtained from a specific
origin remain ambiguous and indeterminate. The investigation conducted by William (1996)
revealed that social support scores emerged as significant predictors of surrogacy among
graduates, even after adjusting for ethnic variations. According to Orpen (1996), reception of
social support from friends and family members can moderate the adverse effects of test
29
anxiety, consequently influencing a student's performance in academic examinations. Smith
and Renk's (2007) study yielded intriguing outcomes, indicating that academic stress was not
significantly correlated with parental support. Instead, the research revealed that the level of
social support provided to university students was identified as the critical factor influencing
academic stress.
Problem with roommate
Empirical research has demonstrated that the academic encouragement imparted by a
roommate exerts a favorable influence on an individual's academic accomplishments (Blai,
1972). Ryan et al. (2004) suggest that higher academic achievement among students may
result in a reduction of stress experienced by their roommates, consequently improving
roommates’ overall academic performance. The study reveals a paucity of research dedicated
to investigating the potential impact of roommate difficulties on stress levels and consequent
effects on academic performance among university students.
Academic factors
The scholarly domain asserts that among students, the predominant trigger of anxiety
is related to academic difficulties (Struthers et al., 2000). The inquiry conducted by Schafer
(1996) entailed the solicitation of information from students regarding the most prominent
sources of stress encountered in their daily routines. The researcher noted that school-related
stressors, such as persistent academic demands, time constraints, the composition of course
materials, examination procedures, schedules, and unstimulating lecturers, were perceived as
the most vexing daily hassles.
According to Fisher's (1994) assertion, one of the primary sources of stress among
students pertains to anxiety associated with tests or exams. In particular, it appears that the
30
majority of students exhibit heightened emotional sensitivity towards the examination
process. Ratana (2003) reported that a commonly acknowledged stressor among university
students is the occurrence of receiving an academic score below their anticipated level. The
correlation between stress that arises from school-related activities and adverse
consequences, including suboptimal health, depressed mood, and unsatisfactory academic
progress, has been established in previous research (Clark & Rieker, 1986). Lesko and
Summerfield (1989) presented empirical evidence indicating that there exists a statistically
significant, positive correlation between the prevalence of the affliction in question and the
frequency of evaluation through exams and assignments. A study conducted by Aldwin and
Greenberger (1987) demonstrated that university students who experienced perceived
academic stress displayed a concomitant correlation with anxiety and depression. Excessive
stress has the potential to impede a student's ability to prepare, concentrate, and ultimately
perform.
However, it is important to acknowledge that stress can also have a beneficial impact
on a student's academic performance by serving as a motivating factor toward achieving peak
levels of performance (Pfeiffer, 2001).
Management of time
The effective management of time is a significant contributor to stress management.
Frequently, students experience sensations of slothfulness, leading them to continually defer
their academic responsibilities and other duties. The completion of a task at its concluding
juncture instigates a sense of strain upon an individual compounded by having to undertake a
cumulative workload. The origin of stress among students stems from a lack of effective time
management in the diverse range of situations encountered in day-to-day life, potentially
leading to diminished academic productivity or concealment of capabilities.
31
Finance
He attained greater acquaintance with the verity that the cost of education has
escalated significantly. At the economic level, higher education is experiencing
unprecedented levels of achievement. The present discourse culminates in the assertion that
tuition fees imposed by universities are exorbitant. The financial capability of certain parents
to afford school fees remains uncertain. Despite financial constraints, parents who are willing
to enroll their child in a university find ways to manage the related expenses. Parents often
prioritize their children's careers and desires above their own essential requirements, thereby
sacrificing their personal needs.
Additionally, it serves as a contributing factor to the emergence of stress within an
individual's life. The cognizance of this variety can infiltrate the psyche of an individual and
potentially engender a state of distress. Alternatively, an array of approaches may result in
inducing stress emanating from financial troubles. Inadequate monthly allowance,
insufficient capacity to fulfill one's personal necessities, social discomfort arising from
financial ineptitude, a persistent need to make concessions and eventual loss of funds are
factors that may lead to financial stress among individuals.
Course overload
Prevalent in educational institutions, specifically in those that have an overabundance
of pupils aged 40 and above, are classrooms that foster proliferation of contagious diseases. A
substantial number of the classrooms exhibit an insufficiency of spatial arrangements among
students, coupled with inadequate ventilation. Despite adequate ventilation, there are
instances when the apertures such as windows and doors may still be closed. As previously
articulated, an excessively crowded conference room can be a significant stressor that
compromises the immune system, elevating the susceptibility of children to illnesses at an
32
accelerated pace. Various stress management strategies are available to AMA University
Grade 12-STEM students. The aforementioned comprise the following:
Finding the sources of stress
Frequently, when an individual pursuing higher education experiences stress, the root
cause of such mental strain may elude them. The individual in question ought to maintain a
composed demeanor with the objective of identifying the contributing factors that are
precipitating their source of distress. Possible academic rewrite: Potential stressors in one's
daily life may encompass various sources, such as the pressure of taking exams, the burden of
managing household chores, interpersonal conflicts with friends, or familial adversities. A
thorough comprehension of the various stressors that impact a student's life can provide the
necessary foundation for effective self-management strategies.
Avoid alcohol, tobacco and drugs
The act of smoking is generally observed as being devoid of justification for cessation
among a small percentage of individuals. However, it can be argued that this interpretation is
a misapprehension. The underlying objective is to emphasize that nicotine exerts influence
over an individual's emotional state, thus rendering them unacquainted with their emotions.
The consumption of alcoholic beverages, tobacco, and narcotics serves as stimulant agents
that have the potential to augment rather than alleviate feelings of stress. The consumption of
cigarettes, alcohol, and narcotic substances not only has adverse effects on bodily health, but
also culminates in mental turmoil.
Therefore, it is incumbent upon university students to abstain from such practices.
Albeit a multitude of beverages may be available to maintain one's hydration, it may be
suggested to opt for herbal tea, fresh fruit juices, and mineral water as alternative options.
33
Hans Selye, widely acknowledged as the pioneer in stress research, formally designated the
entities that trigger stress as "stressors". The individual articulated that stressors may arise
from various factors including temporal constraints, scheduled appointments, contextual
circumstances, and future-oriented concerns.
Typically, the onset of stress is contingent upon a multitude of variables, including but
not limited to, the efficacious management of temporal resources, financial stability, as well
as an excessive burden of coursework.
Management of time
Frequently, when an individual postpones the completion of their designated
responsibilities, they may experience a sense of accountability to accomplish said tasks
concurrently at a later point in time. The phenomenon prompts considerable levels of
psychological and physiological strain. In order to circumvent undue psychological distress,
it is imperative that an individual maintain proficient time management practices. It is
advisable for individuals to prioritize timely completion of assigned tasks and avoid
prolonging work for reasons related to stress until the last minute. This could potentially
allow for the allocation of additional time towards engaging in supplementary pursuits.
Effective management of time is a significant recommendation for managing and mitigating
stress.
Talk to your loved ones
Confronted with stressors, individuals often seek solace in confiding in familial
connections, intimate partners, and close friends. Mitigating stress can be facilitated by
confiding in loved ones and discussing personal challenges, ultimately leading to a reduction
in stress levels. Furthermore, the valuable insights offered by family members may serve as a
34
source of guidance to effectively cope with stress or to discover viable remedies. It can be
posited that engaging in a discourse with one's significant other can aid in the mitigation and
regulation of stress.
Maintain a healthy and varied diet
It is highly recommended to consistently uphold a nutritious diet. The consumption of
food is not solely for the purpose of satiating hunger, as its constituent vitamins serve a
pivotal role in mitigating stress. Consumption of fresh orange and grape juice is believed to
be advantageous to an individual's immune system and may also contribute towards reducing
stress levels. Thus, adhering to a nutritious dietary regimen can concurrently facilitate your
ability to manage and mitigate the effects of stress.
Benefits of stress management
The efficacious management of stress among students stands as a paramount
determinant for achieving success and fostering contentment. The capacity to effectively
manage stress is known to augment the overall life satisfaction of students. Acquiring skills
to cope with stress can prove highly advantageous for individuals' personal and vocational
pursuits. The adoption of effective stress management techniques can effectively enhance an
individual's proficiency in the facets of patience and the quality of work delivered. Several
advantages of stress management encompass enhanced immune function, heightened
relaxation, improved mood, and augmented positive energy.
Empirical review
The present study aims to investigate the phenomenon of S through a rigorous
examination of its underlying factors and implications. This investigation involves an
35
extensive review of the existing literature on S, supplemented by empirical data collected
from a diverse set of sources.
The impact of school-related stress and developed ingenuity on academic
achievement was investigated by Ciarrochi in 2003. The hypothesis has been postulated that
school-induced stress exhibits a correlation with subpar academic achievement. The
outcomes corroborated the hypothesis by evidencing a noteworthy inverse relationship
between academic stress and academic achievement. The present discovery aligns with prior
research outcomes (Felsten & Wilcox, 1992) demonstrating a negative correlation between
stress and scholastic achievement.
It has been discovered that the deleterious effects of stress have been ameliorated
through the acquisition of resourcefulness. The present study discovered that school-related
stress had a noteworthy and adverse impact on the scholastic achievements of low-income
pupils, while exhibiting no statistically significant effect on high-resource students. The
obtained outcome corroborates earlier laboratory investigations which revealed that
problem-solving abilities are intricately associated with an individual's capacity to perform
efficiently amidst challenging circumstances.
The study conducted by Rosenbaum and Ben-Ari (1985) revealed that subjects with
high cognitive resources demonstrated a higher level of proficiency in the task of
unscrambling anagrams, particularly when exposed to environments characterized by
repeated failures or noise. In contrast, subjects with limited cognitive resources exhibited
lower performance rates under the same conditions. One plausible explanation posits that the
degree of stress experienced among the resourceful students might have been comparatively
lower in contrast to their counterparts. Nonetheless, it was discovered that there was a lack of
empirical support to substantiate a correlation between ingenuity and the degree of stress
experienced.
36
Therefore, it appears that resourceful students encounter similar levels of academic
stress as their counterparts, but possess enhanced proficiency in coping with such stressors.
One conceivable hypothesis posits that academic pressure experienced by students has
a substantial influence on their scholastic achievement. The finding has been deemed
significant as the implementation of a semester system necessitates the students to complete
numerous modules within a tight timeframe, resulting in heightened levels of stress (Safree,
Yasin, & Dzulkifli, 2010). The study elucidated a negative correlation between depression,
anxiety, and stress with respect to academic achievement. The results of the investigation
revealed that proficiency in managing stress proved to be equally significant. The level of
severity of stress is influenced by the perceptions of the students towards it. Such perceptions
hold significance in the context of academic studies.
According to Murphy and Archer (1996), the negative or disproportionate perception
of stress is a contributing factor to the psychological and physical impairments experienced
by students. According to Khan, Altaf, and Kausar (2013), academic performance is
positively correlated with the effective management of stress among students. Those who
possess efficient stress management skills have been found to outperform those who struggle
with this aspect.
The second conjecture posits that female students are more likely to experience
greater levels of academic stress in comparison to their male counterparts. The findings
revealed a lack of statistically significant variance between male and female respondents in
relation to scores obtained on the perceived stress scale. Watson's (2002) prior research
underscores the examination of academic stress among students who have enrolled in a
public college situated in the Philippines, while also accounting for potential gender
distinctions. The study findings indicated a notable lack of variation in the levels of stress
perceptions reported by male and female students, suggesting that both genders benefited
37
equally from exposure to stress management and time allocation skills. Through the adoption
of effective and efficient study habits, individuals place great importance on their scholarly
pursuits. Furthermore, these individuals exhibit a high level of fervor, conscientiousness, and
persistence in their academic endeavors.
The third postulate posits that the level of academic stress will exhibit an upward
trend among the cohort of younger students as compared to their counterparts in the older age
group. The findings indicated a noteworthy disparity in the perceived stress scale among
younger and older students. The intensity of academic stress is comparatively greater among
pre-university students in comparison to their senior counterparts owing to their lessened
propensity to cope with academic-related stressors. Trueman and Hartley (1996) posit that
older students exhibit superior levels of adaptability in terms of time management skills, in
comparison to their younger counterparts, who exhibit comparatively less adeptness at
problem-solving. The observed phenomenon can be attributed to the acquisition and
assimilation of effective time management practices, leading to a decline in academic distress
and apprehension.
Moreover, the fourth hypothesis postulates that academic stress levels will exhibit an
upward trend among students with comparatively lower qualifications (juniors), in contrast to
their highly accomplished counterparts (seniors). The study findings indicate a notable
variation between the scores of novice and experienced students in relation to their perceived
stress, as measured on the designated scale. The junior cohort demonstrated a significantly
higher level of perceived stress, as measured by the stress scale, in comparison to their senior
counterparts. The prevalence of academic stress, as a phenomenon, has been observed to be
comparatively higher among students categorized as juniors or those with relatively lower
levels of academic qualifications as compared to senior equivalent counterparts. This trend is
attributed to a confluence of factors, including the relative lack of experience and maturity
38
among less qualified students, and a heightened susceptibility to the academic stressors that
typically characterize tertiary institutions. Conversely, senior students are generally
characterized by enhanced levels of maturity and are, therefore, better equipped to manage
and adapt to the challenges of academic stress, which in turn reduces their vulnerability to the
same phenomenon. The findings put forward by Porter (1990) revealed that a significant
proportion, i.e., approximately sixty percent, of undergraduate students fail to successfully
complete their university education. The majority of these students, as per Porter's
assessment, drop out in the initial two years of their academic pursuit, primarily because of
their inadequacy in handling psychological disturbances, such as stress.
The fifth conjecture posits that academic stress amongst students will be
comparatively greater by the conclusive phase of the semester in comparison to the
commencement of the semester. The observations indicated a negligible variance amongst the
students' academic performance at the commencement and culmination of the semester. This
suggests that students must exercise diligence continuously throughout the duration of the
semester system, regardless of the start or conclusion of the same. At the inception or
culmination of the academic term, students must prioritize sustained diligence throughout the
entirety of the semester. The biannual system necessitates consistent and diligent engagement
through regular study efforts. In contemporary education, students are increasingly presented
with engaging and inventive assignments that cultivate their enthusiasm and promote
competitiveness, rather than inducing tedium and anxiety.
Conceptual framework
The present framework endeavors to provide a visual representation of the impact of
academic stressors on the academic performance of students. The illustration depicted in
Figure 1 is presented herein.
39
Figure 1.
40
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
The third chapter of the study is dedicated to elucidating the research methodology
employed in this investigation. This chapter elucidates the systematic methods and protocols
employed to derive the research outcomes. The study placed emphasis on various critical
aspects, including the research approach adopted, research design, study population, sample
and sampling procedures, research instrument, data collection method, data analysis, and
ethical considerations. The methods employed in the analysis of data and the tools wielded in
the collection of said data are expounded upon within the confines of this chapter.
Research Approach
As postulated by Cresswell and Cresswell (2016), there exist three distinct research
paradigms, namely, qualitative, quantitative, and mixed methods. In regards to the research
conducted by Saunders and colleagues, their findings reveal... The article from 2016
enumerates three pertinent distinctions between quantitative and qualitative research
methodologies. The present investigation utilized the quantitative research methodology,
which was selected based on the study's underlying purpose, specific objectives, hypotheses,
and the type of primary data to be gathered and evaluated. Creswell (2014) posited that the
quantitative methodology pertains to the exploration of phenomena through the acquisition of
quantitative data, which is subsequently examined employing mathematically derived
techniques, specifically statistical procedures. The present approach initiates with the
acquisition of data predicated upon a set hypothesis or theory, wherein the ensuing process
involves the deployment of descriptive or inferential statistical methods, as indicated by
Tashakkori and Teddlie (2003).
41
Quantitative methods are commonly characterized as being deductive in nature, as the
conclusions derived from statistical hypothesis testing yield overarching inferences
concerning the traits of a given population. The choice of quantitative research was
predicated upon its ability to provide a wide-ranging and inclusive examination for the
purposes of this study. Moreover, evidence obtained using quantitative research methods is
unbiased and quantifiable. The utilization of quantitative research enables the researcher to
gain familiarity with the concept under investigation and to propose hypotheses for
subsequent testing, as posited by Salehi and Golafshani (2010).
Research Design
The investigation's design often refers to a structured and systematic scheme or
blueprint that outlines the procedure for acquiring and analyzing data relevant to a particular
issue. This particular document furnishes the procedural framework for carrying out
investigations of any nature. The present study aims to adopt a mixed-methods approach
inclusive of both descriptive and explanatory research designs, in order to ascertain the
potential impact of stress on the academic performance of students enrolled in AMA
University. Descriptive research encompasses the task of meticulously depicting,
documenting, scrutinizing and elucidating prevailing circumstances in their current state.
Explanatory research pertains to a research approach that centers on examining a
circumstance or issue with the aim of elucidating the associations among variables. This
excerpt pertains to the methodology employed by researchers in addressing research inquiries
through the identification of pertinent data to be collected, the origin of such data, the
underlying purpose of its collection, and the rationales behind the choices made regarding the
research design (Saunders, Lewis, & Thornhill, 2007).
42
Study Area
The aforementioned investigation was conducted within the AMA University campus.
This occurrence can be attributed to the proximity of the study region to the researcher, thus
facilitating convenient accessibility to pertinent information.
Sample Size (Target Population)
Leedy and Ormrod (2010) posit that a population is a cohort of individuals that is of
interest to a researcher for the purpose of obtaining information and formulating conclusions.
The present study aims to concentrate on a cohort of 10 students who are pursuing
their academic endeavors within the STEM strand, situated in the esteemed AMA University.
The aforementioned branches comprising Sciences, Technology, Engineering, Mathematics,
are among the prominent divisions operating within the organization. Each of these
departments comprises a student body that exceeds one thousand individuals. A sample size
of ten (10) students was selected as a result of the financial and temporal limitations
encountered during the conduct of the study.
Sampling method
As a result of the extensive population size being subjected to the study, the
researcher employed sampling techniques to select a representative subset or unit from the
broader populace. Sampling can be defined as the methodological process of deliberately
selecting a modest and unbiased subset or unit from a larger group or population in order to
draw inferences or estimates about particular attributes or components of the target
population, as noted by Malhotra, Birks, and Wills (2013). According to Arnold and Randall
(2010), the process of sampling is concerned with the careful selection of participants who
are chosen in a manner that accurately reflects the general population. This viewpoint aligns
43
with their conclusion that the sample should be representative of the entire population to the
greatest extent possible.
The present study will utilize a convenience sampling method to ascertain or establish
communication with the targeted respondents. The convenience sampling is a variant of
nonprobability sampling technique that involves obtaining a sample from a readily accessible
population. The present study employed a random sampling technique to select our sample
size from each group. The respondents received self-administered questionnaires.
Research Instruments
The primary instrument employed for gathering data for the investigation was a
questionnaire. The questionnaire was designed in a structured format that comprised of both
closed and open-ended type questions, in order to solicit responses from the survey
participants. A questionnaire is a well-defined set of inquiries that are specifically intended
for a specific group of individuals, and are to be self-administered within a bounded duration
of time. Plano and Badiee (2010) assert that questionnaires assure heightened efficiency in
data gathering and increased generalizability of outcomes in comparison to more
resource-intensive research methodologies. Creswell and Plano (2011) highlight a key
limitation associated with questionnaires, i.e., their inherent rigidity.
Specifically, once the questionnaire has been formulated and disseminated, altering
the categories of data collected becomes a challenging task. The utilization of meticulously
formulated questionnaires facilitated the acquisition of substantial amounts of data, whilst
concurrently providing enhanced breadth of coverage at decreased expenditures. Several
interviews were additionally conducted, and personal observations were also performed.
Conscientious attention was given to ensure impartiality when providing an objective
analysis of the observed data.
44
Administration of Research Instruments
The survey instrument was developed to elicit demographic information from
participants as well as to gather their perspectives regarding the inquiry's focal points. The
survey instrument was stratified into four distinct sections, with the aim of capturing relevant
data pertaining to each area of interest. Section A was explicitly devised to elicit
demographic and personal characteristics, such as gender, age and educational level. In turn,
section B featured a series of questions dedicated towards establishing the root cause(s) of
stressors. Section C focused on obtaining data relating to academic performance, while
section D was designed to ascertain the emotional experiences of participants in response to
stressful stimuli. The instrument utilized in this study was formulated via a five-point Likert
scale. The participants were requested to express the degree of concurrence or dissent with
each proposition on a scale ranging from one (1) to five (5). One's response to the statement
was measured on a scale ranging from strong concurrence, represented by a score of one, to
strong opposition, represented by a score of five.
Data collection techniques
Upon consideration of the research methodology, it was determined that primary data
had been utilized. The data collection methodology utilized in this study comprised of
self-administered questionnaires and interviews as the main source of primary information. In
order to obtain pertinent information regarding the impact of stress on academic performance,
a selected group of students from the population was surveyed using a questionnaire AMA
University. The selection of this methodology above other research techniques was predicated
on the affirmation made by Saunders, Lewis, and Thornhill (2007) that surveys are an
effective and popular approach in business research because of its cost-effective nature and
capacity to analyze a copious amount of data. The preparation of a questionnaire was
45
undertaken to meet the research objectives and address the research questions. As required,
supplementary information may be acquired from academic sources such as scholarly
journals and books.
Ethical Considerations
The prominence of ethical considerations in conducting research of this nature was
deemed to be of paramount significance. As such, the scholar duly considered the ethical
quandaries inherent in the research. The conducted activity was carried out in a manner that
complied with ethical standards, thereby adhering to both moral and practical considerations
within the realm of scholarly inquiry. Prior to commencing the investigation, permission was
obtained from the participants. During the process of data acquisition for the research, the
respondents were effectively apprised of the overarching aim and intended objectives of the
study. The participants were encouraged to confer unrestrainedly and maintain objectivity
when providing their responses as the highest level of confidentiality was ensured.
Additionally, the respondents were duly informed of their voluntary participation in the study.
The study participants were guaranteed confidentiality and anonymity with respect to the
dissemination of the study's results. The study guaranteed participants that their identities
would remain confidential and no individual would be singled out, thereby safeguarding
against the identification of persons referred to in the investigation.
Data Collection Procedure
The survey instrument was self-administered to the participants. The respondents
were systematically led through the inquiries to preclude the possibility of any uncertainties
that may have arisen. The completed questionnaires were acquired from the participants one
46
week subsequent to their administration. Several questionnaires were distributed in the
lecture halls and promptly collected subsequent to the lectures.
Data analysis
The collected data from the questionnaires was categorized according to its relevance
to the diverse research objectives. The data underwent analysis via descriptive statistical
techniques including measures of central tendency such as mean and mode, as well as
regression and correlation analyses. Advanced statistical analysis software packages, namely
Microsoft Excel and Statistical Package for Social Scientist (SPSS), were employed for data
processing. The examination of relationships between variables will be undertaken through
the use of descriptive statistics represented in percentages, figures, and tables, which will be
generated by the software. In order to analyze and interpret the pertinent information,
standard methodology employing tabular formats, frequencies, and percentages will be
employed. The outcomes will be ultimately exhibited in a total of thirty-seven depictions,
consisting of charts and tables. The aforementioned items are intended to guarantee facile
comprehension of the analyses.
Field work Challenges
A subset of the survey participants demonstrated reticence toward disclosing the
required data, ostensibly perceiving the task as a superfluous undertaking, while also
harboring apprehensive concerns pertaining to potential adverse repercussions. Some
participants took a period of several days to provide responses to the questionnaire, whereas
others required a span of one week or greater to furnish their replies for the research analysis.
It is noteworthy to mention that the presence of these challenges has contributed to a delay in
the progression of the research undertaking.
47
CHAPTER FOUR
RESULTS AND DISCUSSIONS
This chapter is to analyze the data obtained as responses to the impact of stress on the
academic performance of AMA University Grade 12-STEM students.
Primary data collection was based on information obtained from students from the
Grade 12-STEM of AMA University. Fifty (50) survey questionnaires were administered to
some of the students and we had 10 respondents respectively.
Analysis is done based on the information received from the students and interpreted
to know the impact of stress on the academic performance of the Grade 12-STEM students.
“The main objective of this study is to examine the effect of stress on the
academic performance of Grade 12-STEM students at AMA University”
Gender
The pie chart below is the gender of students who took part in the survey. A total of
10 respondents were involved, out of this, females had the greater percentage which is 80%
and the remaining 20% were males. The survey was conducted among some Grade 12-STEM
students in AMA University.
Figure 2.
48
Age
The slice of the pie chart shows the percentage of students with regards to their age.
Those within the ages of 16-18 had the greater portion of the chart with 70%, they were
followed by those within the ages of 19-20 with 30%. There were a total of 10 respondents.
Figure 3.
EFFECTS OF STRESS
The chart below explains the effects of stress. There were 10 respondents with regards
to this chart. Periods of crying and feeling overwhelmed, helpless or hopeless has the greatest
percentage with 70%, followed by headaches, change in sleep patterns, and change in eating
habits with 60%, impatient with or disrespectful to others, irritability, outbursts of anger,
frequent arguments, and decreased efficiency and effectiveness all had 50%, followed by
limited attention span and feeling misunderstood and unappreciated with 40%, then, Inability
to rest, relax or let down with 30%, and the least was lower back pain with 20%. In this
regard, there are various stresses that affect the students of AMA University.
49
Figure 4.
ACADEMIC PERFORMANCE
The answers below show the importance of academic performance. A total of 10
respondents were involved. From the answers below, stress can limit the students' well being
and performance if they cannot handle stress very well. Almost all respondents answered that
it is very important for them to succeed for their future endeavors and some answered that
they’re okay as long as they are passing. Thus, from the previous analysis above, the effects
of stress, affects the students depending on how they handle it.
Figure 5.
50
Figure 6.
STRESS ON STUDENTS’ ACADEMIC LIFE
The bar graph shows the respondents' answer on how stressed they feel and how they
cope up with stress. There were 10 respondents. Figure 7 shows how well the Grade
12-STEM students from AMA University cope up with the stress they experience. It is
arranged from 1-10 with 1 being the “not very stressed” option and 10 being the “very
stressed” option. All answers varied but the highest was 6 with 20%. Figure 8 shows how
stressed a Grade 12-STEM student is during the academic year. It is arranged from 1-10 with
1 being the “not so well” option and 10 being the “very well” option. 90% of the students feel
a lot of pressure and stress during the academic year and 10% don't feel stress during the
academic year.
Figure 7.
Figure 8.
51
STRESS AWARENESS
Below are the answers of the Grade 12-STEM students on what they do to cope up
with their stress during the academic year. There were 10 respondents. 80% of the students
listen to music to cope up and handle their stress. 70% of the students watch
anime/movies.series to relieve their stress. 60% of the students use eating as a relieving
method for stress. 50% of the students use social media to handle their stress. 40% of the
students either sleep or talk to someone to relieve stress. 30% workout to relieve stress and
reset. 20% of the students either meditate or read books to relieve stress. 10% of the students
write to relieve their stress. These are the methods that the Grade 12-STEM students use to
relieve their academic stress.
Figure 9.
52
CHAPTER FIVE
DISCUSSION, CONCLUSION & RECOMMENDATION
Discussion
The primary objective of this investigation was to ascertain the effects of stress on the
scholarly achievements of pupils enrolled in the STEM department at AMA University. The
research yielded the observation that each respondent underwent some manifestation of
Academic Stress. The presented findings reveal that academic stress is a prevailing
occurrence amongst the student body of AMA University, with noteworthy implications for
the academic performance of such individuals.
The investigation revealed that the absence of communication with their respective
families during their stay on campus constituted the primary cause of academic strain among
the students, notwithstanding the existence of other contributory factors such as the adequacy
of their finances and sufficient rest.
This study explored the association between academic stress and academic
achievement. A notable revelation from the study is the pervasive consensus among the
students regarding the impact of academic stress on their academic attainment. The results of
the study are congruent with the assertion made by Linn and Zeppa (1984) which suggests
that academic stress possesses the ability to impede and constrain the process of learning.
The study's findings deduced that a considerable number of the participants posited
that sufficient time allocation and involvement in extracurricular activities, such as sports and
other enjoyable hobbies, are imperative in managing stress levels. The sought-after sources of
support, such as guidance and counseling, as well as engaging in conversations with
confidants, have proven to be efficacious in aiding individuals in their coping processes. The
present discovery concurs with the assertion posited by Kaplan and Sadock (2000) that
academic stress can havet a constructive impact by bolstering the process of learning.
53
The research methodology applied for gathering information in this study was through
the utilization of a questionnaire. The questionnaire was comprehensively structured to
encompass both closed and open-ended questions, serving as a tool for gathering responses
from the participants. The utilization of meticulously structured questionnaires facilitated the
acquisition of extensive quantities of information while also possessing an extensive reach
with reduced expenses. A small number of interviews were carried out in addition to personal
observations that were performed. Despite the potential for subjective influence,
conscientious consideration was exercised to provide an impartial assessment of the observed
phenomena.
Conclusion
The outcomes of the investigation indicate that learners at AMA University are
subject to varying levels of academic stress that negatively impact their academic
achievements in the educational institution. The research conducted identified indicative
indications and observable manifestations that may assist in the identification of students
experiencing academic stress. Several reasons for physical discomfort were observed,
including inadequate rest, daytime lethargy, and sporadic malaise.
Additional insights gleaned from the investigation revealed that scholars attribute
great significance to academic stress in relation to their scholastic achievements. The
phenomenon of stress has been found to significantly impact students' academic performance
by resulting in increased incidence of absenteeism, decreased morale, and difficulty in
meeting assignment deadlines. Therefore, there exists an inverse correlation between
academic stress and students' academic achievement. The negative relationship between
stress levels and academic performance of students is evidenced by studies indicating that
increased stress levels correspond with reduced academic achievement.
54
Furthermore, the investigation has demonstrated that a comprehensive education
concerning stress management, encompassing techniques such as staying attentive, obtaining
adequate rest, frequent exercise, and efficient time allocation, could potentially facilitate the
management of stress and ultimately improve the academic performance of students.
Recommendations
After reaching the determination that academic stress impairs the academic
performance of students, it is imperative to provide recommendations and suggestions to
mitigate the burden of academic stress on students. In light of the findings obtained from the
investigation, a series of recommendations have been formulated.
It is incumbent upon the university administration to maintain an optimal academic
milieu for students and to ensure the implementation of measures that mitigate academic
stress. Such initiatives may encompass a judicious distribution of coursework, an appropriate
allocation of lecture hours, proper illumination within lecture halls, a well-structured lecture
timetable, uncrowded lecture venues, and a decrease in the amount of coursework assigned.
It is recommended that periodic guidance programs, consisting of seminars and public
lectures, be organized for students. These programs should focus on stress awareness to equip
students with the necessary skills to effectively manage academic-related stress.
Academic institutions should promote the utilization of counseling centers amongst
their student body as a means to facilitate the development of constructive attitudes towards
academic pressure.
It is recommended that educators prioritize intrinsic motivation as it is more effective
in aiding students to attain superior academic performance despite the presence of academic
stress.
55
Sports competitions, including football, volleyball, tennis, and other similar
recreational pursuits, in addition to communal events such as picnics and talent showcases,
are commonly enjoyed social activities. It is recommended to implement an organizational
system for students, as it can effectively alleviate their emotional distress and improve their
academic achievement.
Suggestions for Further Study
The ensuing recommendations are posited to stimulate further research endeavors. It
is recommended that researchers conduct further investigations into inter-disciplinarity, with
an aim to discerning students' perception of diverse programs vis-à-vis their level of stress.
Furthermore, future research should augment the generalizability of the present findings by
employing larger sample sizes drawn from a variety of educational institutions.
Further investigation is required to explore the impact of academic stress on the
academic performance of university students in its entirety, relative to other universities. The
aim of this research is to scrutinize university activities that trigger stress. Further inquiry is
necessary to examine the potential impact of academic stress on the well-being of students.
Subsequently, additional research endeavors may be conducted utilizing longitudinal
methodologies in order to ascertain the extent to which cultural and social class variances
contribute to academic stress.
56
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