Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan The Impact of Coping Strategies on Academic Performance Among Grade 11 Students in MNHS In Partial Fulfillment of the Requirements for the Subject Practical Research 1 (Qualitative Research) Submitted to: Milyn A. De Grano, LPT, MBA Subject Teacher Submitted by: 11 – HUMSS Socrates Group 3 Alceso, John Lourence D. Bernabe, Lean Rex R. Buela, Hannah Fraise S. Magtalas, Franz Joey L. Montes, Kristine Hilary P. JUNE 2022 1 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan ACKNOWLEDGEMENT First and foremost, the researchers would like to praise and thank Jesus Christ, the Lord and Savior, for giving them the wisdom, strength, and support to explore things; for the guidance in helping them surpass all the trials that they had encountered in conducting their study; and for giving them the determination to pursue their study and to make this study possible. The researchers would also like to express their deep and sincere gratitude to Ma’am. Milyn A. De Grano, LPT, MBA, their practical research I adviser, for sharing her knowledge, expertise, and unwavering patience and guidance in keeping the researchers on track to pursue their goals and assisting them with any complexities they experienced in conducting their study. The researchers’ appreciation goes to her for being part of this journey and for making this study a success. The researchers would also like to acknowledge their own group for a job well done by completing the task they were given. The study would not have been accomplished if not for the researchers' passion and perseverance, as well as their dedication to achieve the study's goal. Finally, the researchers wish to thank their parents and friends for their endless support and encouragement throughout this astonishing experience. Their belief in the researchers has kept their spirits and motivation high during the entire process. All of the researchers' success is attributed to the people who stand by them as their pillars of support. Thus, those are all greatly appreciated. 2 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan ABSTRACT Stress is something inevitable for everyone and it is induced by people's daily activities. According to Anspaugh, Hamrick, and Rosato in 2003, stress comes in many forms and affects people of all ages. In his Coping Strategies theory, Lazarus classified coping strategies into two categories. Active coping strategies include planful problem solving, seeking social support, confrontive coping, and positive reappraisal, while passive coping strategies are distancing, self-control, escape-avoidance, and accepting responsibility. The researchers conducted this study to examine how senior high school students have been affected by the recent pandemic crisis. They looked at how they would be able to cope with stress by using various coping methods and improve their academic performance. For the research method, the researchers used qualitative research. This study also followed the IMRAD format. An interpretative questionnaire was used in order to gather information. The researchers utilized two methods of gathering data: through an online survey using Google forms and by conducting one-onone interviews while following health protocols. The respondents found that planful problem solving as an active coping strategy and self-control as a passive coping mechanism were the most preferred methods by the respondents. Based on the findings and conclusions of the study, the researchers recommended that people practice planful problem solving and self-control as coping methods. These coping strategies should be proposed to senior high school students in MNHS as ideal approaches to how they would be able to manage their stress efficiently. 3 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan TABLE OF CONTENTS Title Page No. TITLE PAGE I ACKNOWLEDGEMENT II ABSTRACT III TABLE OF CONTENTS IV INTRODUCTION Background of the Study VI-VIII Statement of the Problem VIII-IX Scope and Delimitation IX-X Statement of Hypothesis X-XI Significance of the Study XI-XII METHODOLOGY Research Design XIII Population and Sample XIII Data Collection XIV RESULTS XV-XX DISCUSSION Conclusions XXI-XXII 4 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan Recommendations XXII-XXIII REFERENCES XXIV-XXV APPENDICES XXVI-XXVIII CURRICULUM VITAE XXIX-XXXV 5 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan INTRODUCTION Background of the Study People are individuals who live with complexity, and they find it difficult to deal with any challenges that arise in their lives. In line with this, people suffer from tension and excessive stress, which might have negative repercussions. According to Anspaugh, Hamrick, and Rosato (2003), stress comes in many forms and affects people of all ages and walks of life. It simply means that everyone experiences stress as a result of their regular activities and regardless of people’s differences. Thus, it is something inevitable for everyone. Personal health restrictions, interpersonal interactions, the quantity of commitments taken on by an individual, underlying expectations of others, and adverse events people experience are among the factors that influence how much stress an individual encounters. Senior high school students are among those who often experience stress from various situations. Most students struggle with their academic responsibilities due to the pressure they place on themselves. Some perceive senior high school to be a difficult period in their academic journey as they transition to different academic areas and social situations. However, there are variables known as stress coping skills that can help students deal with the stress that comes with studying, and there are advantages to doing so, such as academic success. Coping skills define how a person handles a situation and how effective they are at enabling a person to overcome obstacles (Pajares, 2002). When a person feels in control of a stressful circumstance, they are more likely to respond confidently to the problem (Aspinwall & Taylor, 1992). As previously stated, senior high school is a challenging stage for many students, while some handle stress better than others. Several students who are able to cope 6 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan effectively with stress have good stress coping skills. When students are faced with a challenging life situation, they usually come up with a variety of coping strategies. They use a lot of coping strategies at the same time, and their strategies are likely to change over time, depending on how effective they are for them. According to studies conducted by Lazarus (1988), he and his colleagues identified eight types of coping strategies, which include: Active coping strategies (1) Planful Problem Solving-planning to solve the problem; (2) Seeking Social Supportseeking informational and emotional support; (3) Confrontive Coping-taking action and confronting the problem; (4) Positive Reappraisal-creating a positive meaning and focus on personal growth. On the other hand, the Passive coping mechanism (5) Distancingexpecting that the problem solves itself-involves emotional detachment. (6) Self-Controlmaking efforts to regulate feelings and actions; (7) Escape-Avoidance-trying to avoid the problem by wishful thinking and behavioral efforts (8) Accepting Responsibility: accepting one's own role in the problem. There is a correlation between coping strategies and academic performance. Khan (2013) observed that there was no clear connection between stress coping skills and Grade Point Average (GPA). This contradicts the findings of (Kadhiravan & Kumar, 2012), which showed that coping skills can support students in improving their academic performance. According to Aun et al. (2011), coping skills enhance class attendance, participation, and perseverance even when faced with setbacks or failure in general, as well as equip students with a stronger, more resilient self that can lead to a far more positive learning experience. Academic coping strategies, such as approach, avoidance, and social support, 7 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan similarly assisted students in performing well in their academics (Sullivan, 2010). Academic coping strategies were also created to assist students in coping with their lives, which involve physical, emotional, spiritual, and psychological well-being (Yasin & Dzulkifli, 2009). Typically, emotional coping strategies are used in the first year of students, also with the trend transitioning to cognitive, confrontive, and painful problem solving in subsequent years (Mahajan, 2010). The Grade 11 learners from Meycauayan National High School enrolled in the academic year 2021–2022 were chosen as the target respondents to analyze the impact of coping strategies on their academic performance. Exemplifying the notion that coping strategies and mechanisms are prerequisite components in dealing with stress and how these influence their academic performance. Statement of the Problem The general problem of the study is: How do The Impact of Coping Strategies on Academic Performance among Grade 11 Students in MNHS. Specifically, the researchers want to seek the answers of the following: 1. Which among the different active coping strategies listed are the most and least relevant to students? 2. Which among the different passive coping mechanisms listed are the most and least relevant to students? 3. What are the advantages of the coping strategies in terms of? 3.1 School related activities 3.2 Non-school related activities 8 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan 4. What are the disadvantages of the coping strategies in terms of? 4.1 School related activities 4.2 Non-school related activities 5. Why do you think it is important to learn how to cope with stress? Scope and Delimitation This study aimed to determine the impact of coping strategies on academic performance among Grade 11 students in MNHS. It is generally focused on ascertaining the effectiveness of coping strategies and mechanisms, such as building confidence, improving behavioural patterns, helping with stress management, and maintaining emotional well-being. The researchers are also focused on knowing the positive and negative effects of the eight types of coping strategies stated by Lazarus in his studies, which include the Active Coping Strategies (planful problem solving, seeking social support, confrontive coping, and positive reappraisal), and Passive Coping Mechanisms (distancing, self-control, escape-avoidance, and accepting responsibility). The researchers also intended to determine the importance of coping with stress regardless of whether it is in terms of school-related or non-school-related activities. The researchers will be able to analyze the impact of coping strategies on learners' academic performance at this point. The main subjects of this research study will consist of Grade 11 senior high school students enrolled in the academic year 2021–2022. The respondents will be limited to twenty (20) Grade 11 students from Meycauayan National High School in the City of Camalig Meycauayan, Bulacan. Furthermore, the participants in the study will respond by filling out the questionnaire provided by the researchers. 9 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan Statement of Hypothesis This study is all about Grade 11 students' coping strategies, and it focuses on their different ways of coping because of stress and when things are too much to handle on their own. Some of these strategies are adaptive; others are maladaptive. In this case, some questions need to be proven if it is true or not. The following are some of them; "What are the advantages and disadvantages of coping strategies and mechanisms on students’ academic performance?" and "How do coping strategies affect academic performance and ease stress?" The researchers will determine whether the questions will affect the daily lives of the students and how they will have an impact on their future professions. Coping strategies will help students through rough times as well as in their future careers. The researchers aimed to demonstrate that this study would be useful to future senior high school students at MNHS. Significance of the Study The researchers aim to determine the impact of coping strategies on the academic performance of Grade 11 students in MNHS in order to figure out what problems they had previously and what they improved during and after their academic performance in New Normal Education. The critical information obtained from this analysis would be beneficial to the following: 10 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan Students. Will understand the significance of excellent management skills as a foundation for dealing with future obstacles, hectic schedules, and work. Job applicants. Coping mechanisms are critical, especially when looking for work, which is often a stressful process of processing their resume and passing the interviews. Professional workers. This study's findings would be useful in terms of professional development, job satisfaction, developing strong and positive relationships with co-workers, and completing work experiences efficiently and successfully. Teachers. The study would benefit teachers and lecturers by identifying student academic development tactics and learning about new ways to improve students' ability to perform well in academics. School Administration. The findings of this study will assist school administrators in utilizing a healthy school environment and the school's effectiveness based on student outcomes. Licensed Guidance Counselors. The findings of the study would enable licensed guidance counselors to develop cognitive behavioral schemes on how students can deal with the intricacies of life, as well as successfully adapt and ensure proper mental health counseling in this crucial matter for every student. 11 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan Future researchers. The study's findings will help future researchers understand the importance of coping mechanism skills in an individual's performance in their personal, academic, and professional lives. 12 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan METHODOLOGY Research Design In this study, a qualitative research method is established to generate research solutions. The study is qualitative research, specifically a phenomenological approach. A phenomenological research design was employed by the researchers, considering that the objective of the study is to determine the impact of coping strategies on academic performance among Grade 11 students in MNHS. This research design was utilized to further understand the meaning of the subjects’ experiences and perceptions with coping strategies by using an interpretative questionnaire to gather the intended information needed for the specificity of the entire research. Population and Sample This study was conducted at the Meycauayan National High School specifically among Grade 11 senior high school students enrolled in the academic school year 2021– 2022 as the targeted respondents to assess the impact of coping strategies that are correlated with the learners’ academic performance. The researchers used a purposive sampling technique in which the research participants of this study were limited to twenty (20) Grade 11 students who are enrolled under the said academic school year. Data Collection In conducting the study, the researchers utilized an interpretative questionnaire to gather information from the respondents. The researchers requested consent from the respondents prior. The researchers have decided to employ two methods of gathering 13 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan data. The first one is through the use of Google forms, and the other one is through oneon-one interviews with the selected students. The questionnaire that is distributed through Google forms is given to the respondents through private messages for the reason of convenience. On the other hand, the one-on-one interviews are conducted only with specifically three (3) respondents who agreed to be interviewed personally. The questionnaire consisted of two (2) parts. The first portion of the survey questionnaire pertains to the respondents’ demographic profile, including their age, gender, year level, and section, together with their final general average during their grade 9 and grade 10. The second portion of the survey questionnaire pertains to the respondents’ answers to the five (5) research questions based on the given statement of the problem of the study. Moreover, before distributing the said questionnaire, the researchers have made sure that the questions attached to the questionnaire are comprehensively checked by the research adviser to avoid misconstruction of thoughts and for the respondents to better understand what is being discussed in the study. 14 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan RESULTS This section presents the analysis and evaluation of the study on the impact of coping strategies on academic performance among Grade 11 students in MNHS, considering the qualitative research methodology. The content of this part is the responses of the respondents gathered through questionnaire survey methods. Through a questionnaire that was distributed through Google forms and conducted through interviews, the set of research questions was subconsciously addressed by the respondents. Grade 11 senior high school students are among those affected by the stress induced by both school and non-school-related responsibilities that entirely affect their academic performance. Without further notice, learners employ various coping strategies and passive coping mechanisms that are somehow beneficial and detrimental to them. However, active coping strategies and passive mechanisms are relevant to students in different ways. Research Question no. 1: Which among the different active coping strategies listed are the most and least relevant to students? 15 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan Figure 1 Based on the results on this research question, it shows that the majority of the respondents answered that they most prefer planful problem solving among the other active coping strategies. To further explain this, the researchers have asked the respondents the specific way they are able to cope with stress and difficulties that come with the task given to them. And the answer that emerges from this according to one of the respondents is to avoid using the Mañana habit, also known as the "Later" or “Mamaya na'' habit, and practice time management. This explains that many students are more inclined to seek solutions to problems first. Other research respondents believe that positive reappraisal is the next most active coping strategy that they prefer. One of the respondents highlighted that when dealing with the stress that comes with the assigned chores, one tries to think about what will be gained from doing so. Thus, in order to positively deal with the stress one thinks about the rewards and that it will give a good view on why something should be done. This indicates that they are concerned with their personal development in order to cultivate a positive outlook, as well as what they can acquire that will be valuable to them. Students preferred confrontive coping after the previously described active coping strategy. Among the respondents, the response of one 16 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan of them was remarkable in which one of them stated that complaining uplifts his spirit to complete tasks. The respondent also added that this may sound peculiar but this one thoroughly works for that certain student and he believes that the notion that others believe that when things are done out of frustration, they are not done well and with that, it is the total opposite of what works for him. The outputs done in a short span of time still get satisfactory remarks. This clearly indicates that the majority of them make strong efforts to modify the circumstances to the extent of becoming confrontational. Lastly, seeking social support is the least active coping strategy that they normally use. According to one of the responses gathered, he identified that asking for help from others is a form of inconvenience and that he will be able to overcome the difficulties he is experiencing on his own. This emphasizes the reality that some students do not want to ask for help from anyone when they are experiencing difficulties. Research Question no. 2: Which among the different passive coping mechanisms listed are the most and least relevant to students? Figure 2 In terms of the results gathered for this research question, it shows that selfcontrol is the most preferred passive coping mechanism by the respondents. Among the 17 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan saturated responses include having strict rules which include keeping away from any forms of destruction such as social media and online games to avoid losing focus on the most important thing to do. As a result, most students choose to regulate their feelings and actions in order to effectively cope with stress. Accepting responsibility as a passive coping mechanism comes after the mentioned coping mechanism. To further explain this, researchers obtained a noteworthy response from them in which one stated that they are developing a mindset when assigned a specific task, specifically when it comes to attaining leadership roles. He then believed that managing emotions well will definitely not get in his way. He further added that he thinks of the goodness of others as he thought the result would be doubled. This proves that some of the respondents would rather choose to acknowledge their own role in solving the problems they have with the commitment of trying to settle things in the right and possible way. Others believe that distancing is somehow useful for them. One of the respondents stated that when assigned tasks are given to him, he tends to isolate himself so that he can focus properly on the tasks at hand. He would tend to lock himself in his room and will not use his phone so no one can interrupt him. This means that detaching oneself from others is beneficial in terms of focusing on attaining certain goals. Finally, escape avoidance, which is believed to be the least essential for them as behavioural efforts to escape and or avoid problems, would not be able to help them most of the time in coping with their stress. To reinforce this notion formed from the students' responses, one of the respondents said that since this pandemic made him lose all the motivation he had in himself, his will to study fades as the new normal of education is hard to keep up with. He still completes tasks, but not as well as he did in the past; wishful thinking gets him by, so whatever motivation he gets from it, he uses it to help him work on the remaining tasks in accordance with his performance as a student. 18 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan Research Question no. 3: What are the advantages of coping strategies in terms of? School related activities? Non-school related activities? The majority of students who had above-average final grades in Grades 9 and 10 acknowledged that coping strategies help them stay motivated and focus on their goals, such as completing school tasks while still managing personal concerns and other responsibilities that are not related to school. Furthermore, the research respondents also mentioned that performing coping strategies can somehow help them to efficiently organize their thoughts and pull themselves together to make systematic plans and decisions despite the complexities that they are experiencing. Respondents who obtained low average final grades in Grades 9 and 10, on the other hand, stated that they use these coping strategies to find time to be productive, even if it is just doing simple things, and to reduce the stress they are experiencing as a result of the environment and circumstances they are in. Research Question no. 4: What are the disadvantages of coping strategies in terms of? School related activities? Non-school related activities? In terms of the disadvantages of coping strategies for students who got aboveaverage final grades in Grades 9 and 10, they believed that these are somehow a distraction for them in attaining their goals of submitting their school tasks as early as possible. Furthermore, the respondents believe that overusing these coping strategies can be detrimental because they tend to prioritize them, resulting in procrastination and being less productive in a day or not at all. Aside from that, others say that the mere fact that they employ coping strategies means they become lazy and become unproductive. This means that there are times when some cannot control their emotions and actions as they tend to be overly dependent upon these coping strategies. While students who received below-average final grades in Grades 9 and 10 claim that coping strategies have 19 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan drawbacks for them because they rely on them most of the time, they also forget their commitments. Moreover, they also believe that negative coping mechanisms may worsen their conditions. Research Question no. 5: Why do you think it is important to cope with stress? From the responses that the researchers gathered, most of the students answered that managing stress in the right ways helps them break the hold that stress has on their lives. That people can do this by practicing self-care and relaxation. This, in turn, helps people in leading a healthier, happier, and more productive lifestyle. The respondents also emphasize that it is important to learn how to cope with stress for people to have a normal and healthy life, not only for physical fitness but also for everyone’s mental wellness. Being able to cope with stress also affects one’s social life by being reasonable and having a good intellect in handling troubles in life. 20 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan DISCUSSION This section contains the study's conclusion and recommendations. The following are the findings of the study. Conclusions Overall, the researchers have concluded that most students prefer planful problem solving as an active coping strategy for stress and challenges. Furthermore, it is the most advantageous for students since they believe that seeking answers to problems first is the best thing they can do to avoid becoming overly stressed. On the other hand, according to the study's findings, students prefer self-control as a passive coping mechanism. The respondents recognize that the ideal way to efficiently manage stress is to regulate their emotions and actions. However, the other remaining active coping strategies and passive coping mechanisms can help them improve their academic performance, planful problem solving and self-control are the methods that they consider as most useful in properly handling the stress and problems they face as well as in enhancing their academic performance. As stated in the findings of the study, the respondents believe that active coping strategies and passive coping mechanisms have their distinct advantages and disadvantages. The researchers noticed that all of the respondents affirm that coping with stress is essential to them as it helps them in overcoming their problems and understanding the needs of their mental and physical well-being. Thus, the results of the study were considered successful since the researchers had been able to attain the necessary information in order to formulate the study’s results. 21 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan Recommendations This study examined the impacts of coping strategies on the academic performance among Grade 11 students in MNHS. Thus, the following recommendations are hereby presented. 1. Since the efficacy of planful problem solving and self-control as coping methods has been evident, these coping strategies should be proposed to senior high school students in MNHS as ideal approaches to how they would be able to manage their stress efficiently. 2. Imposition of proper education about the importance of coping with stress among senior high school students should be led by school administrators and accepted by educators in an effort to constantly give significance to this important matter. 3. A larger sample population must be examined by the future researchers in a related study to determine if the same results are attained. 4. A post-assessment should be undertaken for senior high school students in order for the school to determine the best ways to relieve them of the stress they have encountered throughout the semester. The students’ evaluations will serve as a guide for any stress management program that the school may establish for senior high school students. 5. DEPED Meycauayan Division officials may consider developing forces to establish a new system that would succor the imposition of proper education and programs to further give importance to coping with stress as 22 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan a crucial component of improving senior high school students’ academic performance. 23 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan REFERENCES Yazon, A. D. PhD et al. (2017). Coping Mechanisms and Academic Performance Among Filipino Undergraduate Students. Retrieved from: https://knepublishing.com/index.php/KnE-Social/article/view/2372/5224 World Health Organization. (2020). Doing What Matters in Times of Stress. Retrieved from: https://www.who.int/publications/i/item/9789240003927?gclid=Cj0KCQjw4uaUBhC8A RIsANUuDjXnSXdg5KZKjH_mML5dp0W9USBv314GB1ldHgcRzW1KExQdDsQfEl MaAscfEALw_wcB Freire, C. et al. (2020). Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach. Retrieved from: https://www.frontiersin.org/articles/10.3389/fpsyg.2020.00841/full Baaleis, M.A.S. et al. (2018). Impact of Usage of Different Coping Strategies on Academic Performance of Female Students in College of Medicine, Al-Ahsa. Retrieved from: https://ejhm.journals.ekb.eg/article_20857_a1fdb5d1bee6410d4520a0ff13c938ce.pdf 24 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan Carnicer, J. G. et al. (2019). Stress, Coping Strategies, and Academic Achievement in Teacher Education Students. Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/02619768.2019.1576629 Quine, L., & Pahl, J. (1991). Stress and coping in mothers caring for a child with severe learning difficulties: A test of Lazarus' transactional model of coping. Journal of Community & Applied Social Psychology, 1(1), 57-70. Lazarus, R. (1986). Coping strategies. In Illness Behavior (pp. 303-308). Springer, Boston, MA. Lazarus, R., & Folkman, S. (1985). Stress and coping. New York Akgun, S., & Ciarrochi, J. (2003). Learned resourcefulness moderates the relationship between academic stress and academic performance. Educational Psychology, 23(3), 287-294. 25 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan APPENDICES Research Questionnaire Part 1: Respondents’ Profile Name: (Optional) ________________________________________ Age: _____________ Gender: _____________ Average grade: Grade 9______ Grade 10 ______ Part 2: Respondents’ Answer Instructions: This part of the questionnaire shows the perception of the different coping strategies. Please rank them according to most practice coping strategies that you normally do, indicated by choosing from 1 to 4, 1 as the most practice and 4 as the least preferred. 1. Which among the different active coping strategies listed are the most and least relevant to students? Active Coping Strategies Ordinally categorized 26 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan 2. Which among the different passive coping mechanisms listed are the most and least relevant to students? Passive Coping Mechanism Ordinally categorized 3. What are the advantages of the coping strategies in terms of? 4.1 School related activities 4.2 Non-school related activities 4. What are the disadvantages of the coping strategies in terms of? 4.1 School related activities 4.2 Non-school related activities 5. Why do you think it is important to learn how to cope with stress? 27 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan 28 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan CURRICULUM VITAE Name: John Lourence D. Alceso Address: Pisces St. Phase 3B Perez, Sto. Niño Meycauayan City, Bulacan Birthday: September 08, 2005 Birthplace: Tondo, Manila Name of Father: Cireneno D. Alceso Name of Mother: Lahrelou D. Alceso Name of Brothers: Jacob Louice D. Alceso and James Loucas D. Alceso Educational Background: a. Pre-school Aquino Elementary School S.Y. 2010-2011 b. Elementary Perez Elementary School S.Y. 2011-2017 c. High School Meycauayan National High School S.Y. 2017-2022 Favorite Subject: Science Ambition: To be a great police officer Philosophy in Life: “What you allow is what you continue.” Name: Lean Rex R. Bernabe 29 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan Address: 225 Barihan Malolos, Bulacan Birthday: August 14, 2005 Birthplace: 225 Barihan Malolos, Bulacan Name of Father: Sherwin Rex S. Bernabe Name of Mother: Lea R. Bernabe Name of Sister: Lheidy Fatima R. Bernabe Name of Brother: Lance R. Bernabe Educational Background: a. Pre-school Barihan Elementary School S.Y. 2010-2011 b. Elementary Barihan Elementary School S.Y. 2011-2017 c. High School Dr. Felipe De Jesus National High School and Meycauayan National High School S.Y. 2017-2022 Favorite Subject/s: Practical Research, Personal Development, and Oral Communication Ambition: To graduate and achieve my goals Philosophy in Life: “Life has no remote. Get up and change it yourself.” 30 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan Name: Hannah Fraise S. Buela Address: Blk 38 Lot 12 Matthew St. Phase 3D Sto. Niño Barangay Perez, Meycauayan City, Bulacan Birthday: November 14, 2004 Birthplace: Dr. Jose Reyes Medical Center Name of Father: Ferdinand R. Buela Name of Mother: Rosemarie S. Buela Name of Sister: Angela Grace S. Buela Name of Brothers: Ephraim John S. Buela, Caleb John S. Buela, and Ferdinand S. Buela Jr. Educational Background: a. Pre-school Discovery Montessori S.Y. 2009-2011 b. Elementary Auxillary Academy Inc. and Perez Elementary School S.Y. 2011-2017 c. High School Meycauayan National High School S.Y. 2017-2022 Favorite Subject: English Ambition: To be a great English teacher or English professor Philosophy in Life: “Whatever happens in the future is your decision today.” 31 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan Name: Franz Joey L. Magtalas Address: Blk 21 Lot 3 Woodlands Drive St. ITC Woodlands Subdivision Malanday, Valenzuela City Birthday: September 05, 1993 Birthplace: Valenzuela City Name of Father: Jose G. Magtalas Name of Mother: Concepcion L. Magtalas Name of Sister: Micah Magtalas Name of Brothers: Lemuelle Joe L. Magtalas and Josche L. Magtalas Educational Background: a. Pre-school Imus Pilot Elementary School S.Y. 1998-2000 b. Elementary Imus Pilot Elementary School, Canaan Land Christian School, and Iba Elementary School S.Y. 2000-2006 c. High School Meycauayan National High School S.Y. 2006-2022 Favorite Subjects: English, Science, and Statistics Ambition: To be a Teacher and at the same time a Business Woman Philosophy in Life: “It’s never too late to follow your dreams.” 32 Republic of the Philippines Department of Education Region III - - Central Luzon Schools Division OF CITY OF MEYCAUAYAN MEYCAUAYAN NATIONAL HIGH SCHOOL Camalig, City of Meycauayan, Bulacan Name: Kristine Hilary P. Montes Address: Blk 26 Lot 32 Cartagena St. Tierra Nova Royale 3 Barangay 171 Bagumbong Caloocan City Birthday: September 28, 2004 Birthplace: Well-Family Midwife Clinic Deparo, Caloocan City Name of Father: Carpio O. Montes Jr. Name of Mother: Elena P. Montes Name of Sister: Karla Monika P. Montes Educational Background: a. Pre-school Early Beginners Learning Center and God’s Angel Learning Center S.Y. 2009-2010 b. Elementary St. Teresa of Avila Academy Inc. S.Y. 2011-2016 c. High School St. Mary’s Academy of Sto. Niño and Meycauayan National High School S.Y. 2017-2022 Favorite subjects: Practical Research I and Oral Communication Ambition: To achieve her goals in life and be a lawyer Philosophy in Life: “Ride the tide until the sun rises again because it always does.” 33