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
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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.
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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
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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
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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
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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,
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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
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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:
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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.
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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.
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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
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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.
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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?
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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
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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
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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.
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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
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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.
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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.
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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
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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.
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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
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Yazon, A. D. PhD et al. (2017). Coping Mechanisms and Academic Performance Among
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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
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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.”
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