COPING MECHANISMS ON ACADEMIC STRESS OF THE STUDENTS IN
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
(STEM) STRAND IN LEYTE NATIONAL HIGH SCHOOL
A Research Paper
Presented to the Faculty of STEM Strand
Leyte National High School
Tacloban City, Leyte
In Partial Fulfilment of the Requirements
in Practical Research I
by
Abigail C. Ortega
Jellery Den A. Jonson
Lornamie Nicole B. Chan
Iriesh Tien S. Gabrieles
Septyfora A. Hui
Margaret G. Pedrosa
Chito B. Plaza
Mary Atasha Shen R. Raagas
Ciara Z. Salazar
John Benedick R. Tan
April 2023
Republic of the Philippines
Department of Education
Region VIII
SCHOOL DIVISION OFFICE
TACLOBAN CITY
RESEARCH APPROVAL AND ACCEPTANCE FORM
This Research entitled “COPING MECHANISMS ON ACADEMIC STRESS OF THE
STUDENTS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
(STEM) STRAND IN LEYTE NATIONAL HIGH SCHOOL”prepared and submitted by
Abigail C. Ortega, Jellery Den A. Jonson , Lornamie Nicole B. Chan, Iriesh Tien S. Gabrieles
Septyfora A. Hui, Margaret G. Pedrosa, Chito B. Plaza, Mary Atasha Shen R. Raagas Ciara Z.
Salazar, John Benedick R. Tan has been evaluated and is APPROVED and ACCEPTED.
Approved by the
SCHOOL RESEARCH COMMITTEE
Abigail C. Ortega
Jellery Den A. Jonson
Member
Member
Renato S. Tancontian
Chairman
Accepted by:
MA. DELIA E. SORIA
School Head
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ABSTRACT
Stress is necessary and unavoidable of daily living. Empirical studies have
demonstrated that academic issues are generally a main concern of teenagers around the world,
and the excessive academic pressure to perform better in schoolwork is more acute in the
Philippines. The purpose of this study is to identify the efficient coping strategies used by senior
high school students when faced with academic stress. In the methodology, the researchers use
a phenomenology research design as it focuses a lived experiences in students who uses coping
mechanism overcoming their academic stress. In order to identify themes and patterns, the
researchers collect the data through conducting interviews using purposive sampling of 10
participants with audio recordings. The researchers ‘ findings indicate that there are different
coping mechanisms : escaping from reality such as watching entertaining videos, listening to
music, going out, shopping and eating is the way they handle academic stress. This then implies
that most of the students handle their stress by taking first a break from the school works then
doing it later. Based on the research that had been carried out, it can be concluded that there
are students that are academically stressed. As to the causes of academic stress, the majority of
the students are having difficulty of the requirements completion and pressure from the parents.
Furthermore, participants agreed that to cope with academic stress they choose to be more
spiritual and to do what are their hobbies for their stress to be reduced.
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DEDICATION
This research paper is dedicated to the parents of researchers who gives their outmost
support, and never-ending inspiration throughout the study. They are the one who provide there
sources that needed in the making of this study. It also dedicated the teachers who are behind
in making this research possible through guiding the researcher to complete this
study. Also, this study is also dedicated to the school who gives opportunity the researchers to
nurture, test their skills, and cooperation to build this study. We look up and dedicated this
whole study to our Almighty God who gave the strength, knowledge, wisdom, protection, and
will to continue and keep positive to finish this research.
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ACKNOWLEDGEMENT
The researchers would like to extend our gratitude and heartfelt obligation toward all
the personages who have helped in this study. Without their active guidance, outmost help,
cooperation, and encouragement, the researchers wouldn’t come this far.
To Mr. Renato S. Tancontian for sharing her knowledge, guidance, and support for
the completion if this study. He taught the researchers very well about all these chapters, on
how to make them properly. And how to execute this study, guiding the researchers until to
finish the research.
To the Classmates, Friends and other people that has helped and supported the
researchers when they needed advice, recommendations and second opinions.
To the Parents of the researchers who supported and helped the researchers in making
this study.
To the Respondents who contributed their thoughts, ideas, and especially for their time
to answer the questions and generously extend their hand to overcome the difficulties of this
study.
And to God Almighty, for giving us strength, knowledge, ability, and opportunity to
undertake this research study and to complete it successfully. Without his blessings and
guidance, these achievements would not have been possible.
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TABLE OF CONTENTS
TITLE PAGES ..................................................................................................................... 1
APPROVAL AND ACCEPTANCE SHEET .................................................................... 2
ABSTRACT .......................................................................................................................... 3
DEDICATION...................................................................................................................... 4
ACKNOWLEDGEMENT ................................................................................................... 5
TABLE OF CONTENTS .................................................................................................... 6
CHAPTER 1: INTRODUCTION
Background and Rationale ......................................................................................... 8
Statement of the Problem ........................................................................................... 10
Scope and Limitation ................................................................................................ 11
Significance of the Study ........................................................................................... 12
Definition of Terms.................................................................................................... 13
CHAPTER 2: REVIEW OF RELATED LITERATURE
Conceptual Literature................................................................................................. 14
Related Studies........................................................................................................... 15
CHAPTER 3: METHODOLOGY
Research Design......................................................................................................... 18
Research Participant................................................................................................... 19
Research Environment ............................................................................................... 20
Data Collection Method ............................................................................................. 20
Data Gathering Procedure .......................................................................................... 21
Data Analysis ............................................................................................................. 21
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CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Presentation, Analysis and Interpretation of Data .................................................... 22
CHAPTER 5: SUMMARY, CONCLUSION AND RECCOMENDATIONS
Summary of Findings ................................................................................................. 30
Conclusions ................................................................................................................ 30
Recommendations ...................................................................................................... 31
REFERENCES ..................................................................................................................... 32
APPENDICES
Appendix A. Letter of Request .................................................................................. 33
Appendix B. Consent Form ....................................................................................... 34
Appendix C. Research Instrument ............................................................................ 44
Appendix D. Documentation ..................................................................................... 46
Appendix E. Transcript .............................................................................................. 47
CURRICULUM VITAE...................................................................................................... 57
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CHAPTER 1
INTRODUCTION
Background and Rationale
Stress is necessary and unavoidable of daily living, it is necessary because without
some stress we would be listless and apathetic creatures, and unavoidable because to relates
to any external events, be it pleasurable or anxiety producing.
Empirical studies have demonstrated that academic issues are generally a main
concern of teenagers around the world, and the excessive academic pressure to perform better
in schoolwork is more acute in the Philippines. According to Ha (2015) there is a visible
increase in the incidence of psychological problems leading to stress and effects of stress for
Filipino student adolescents. In the Philippines education is highly valued. And the
expectations of parents, teachers, and students themselves to excel academically can also be
source of intense stress for many students. Therefore, the extreme performance on the high
school student has been subjected to criticism (Demircan & Demir, 2014; Kim & Lee, 2013;
Oktan, 2014).
Too much or continual pressure can influence mental and physical health and increase
the risk of premature mortality. Adverse effects of stress result from the interaction among the
stressors and individual perceptions and response to these stressors. High blood pressure,
disturbed metabolism, and cardiovascular problems may result from stress. In addition, stress
also affects social relationship within and outside the university (Fairbrother K & Warn J,
2003).
8
There is often a lot of pressures that comes along when pursuing a degree and one’s
education. There is studying, assignments, tests, reading, quizzes etc. there is a stress doing all
of the works balancing time, lack of time management skills, uncomfortable classrooms,
weekly tests and assignments, the pressure to earn good grades, and receiving a lower grade
than expected. . (Misca R & McKean M, 2000). Although research shows that a moderate
amount of stress can beneficial and act as a motivator for students to do well, too much stress
can impact their overall well-being.
Coping strategies are classified into active and avoidant coping strategies. “Active
coping strategies are either behavioral or psychological responses designed to change the
nature of the stressor itself or how one thinks about it”, while avoidant coping strategies “lead
people into activities (such as alcohol use) or mental states (such as withdrawal) that keep them
from directly addressing stressful events” (Krohne HW, 1993). Active coping is considered a
higher manner to address stress, while avoidant coping is considered as a psychological risk
factor, adverse responses to stressful life events (Holahan CJ, Moos RH).
Academic stress can be both positive and negative; it requires an adjustment, and this
could also be stressful. The concept of stress can be divided into ‘Eustress’ (Positive Stress)
and Distress (Negative Stress). Both stress types can be taxing to a person’s resources and
coping skills through distress will probably do more harm to individual.
It is crucial to create a supportive environment where students can seek help and
guidance without fear of judgment or failure. Senior high school students are notorious for
being academically stressed, especially STEM students. Some of the numerous factors have
already been mentioned. Those are the expectations of parents, teachers, and students
themselves to excel academically. Other factors that contribute to academic stress among
Senior High School students include peer pressure, fear of failure, and the pressure to get into
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a good college or university. As well as the increasing workload and difficulty level of
coursework, this can also add to their stress levels. In addition to these factors, the competitive
nature of college admissions and the fear of not being able to secure a good job after graduation
also contribute to the academic stress experienced by senior high school students.
It is important to address these concerns and provide support for students to manage
their stress levels effectively. For this reason, stress can possibly lead to a bad situation.
Furthermore, ignoring the signs of stress can lead to burnout which means prolonged exposure
to high levels of stress can negatively impact students' mental and physical health, leading to
anxiety, depression, and even physical illness. Therefore, it is crucial for schools, educators,
and parents to prioritize mental health resources and support systems for students to prevent
the harmful effects of academic stress and learn helpful and stress coping mechanisms.
Statement of the Problem
The study of Coping Mechanism on Academic Stress of the Students in Science,
Technology, Engineering, and Mathematics (STEM) strand in Leyte National High School in
the School Year 2022-2023, aims to identify the most effective coping mechanisms that can be
recommended to students in the STEM strand at Leyte National High School to help them
manage academic stress and achieve academic success. It is hoped that the findings of this
study will contribute to a better understanding of the challenges faced by STEM students.
Generally, this study aims to determine about the coping mechanisms of science
technology engineering mathematics (STEM) strand students under academic stress.
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Specifically, this study aims to answer the following questions:
1. What are the stressors that contributes to their academic stress?
2. What coping mechanism do these students use to deal with academic stress?
3. How there coping mechanisms affect the students handling academic stress?
Scope and Limitations of the Study
The study is all about the coping mechanisms of students under academic stress. The
investigation was conducted to determine what are the coping mechanisms of Science
Technology Engineering and Mathematics students in academic stress within Leyte National
High School.
The study focuses on Grade 11 STEM student's experiences with face to face classes
during the school year 2022-2023. The aspects investigated were the coping mechanisms of
students, their methods, and strategies as well as to address problems with proposed solutions.
However, some limitation should be noted. One is the limited time in a matter of fact
that it would affect the participant's availability time when conducting our investigation.
Furthermore, the time constraints that will cause a great pressure within the researcher's priority
deadlines. Hence, the negative feedbacks that may arise within participant's response to our
study as well as their withdrawal in a reason that they have the rights to make their choice.
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Significance of the Study
The purpose of this study is to identify the efficient coping strategies used by senior
high school students when faced with academic stress. Regarding coping mechanisms that
students at Leyte National High School might employ, adopt, or experiment with. The
findings will also benefit the following:
Students. Senior high school students will find the study's findings helpful in
identifying and putting effective coping techniques to handle academic stress into practice.
Effective coping skills can be taught to them, which will improve their overall welfare,
mental health, and academic performance.
Parents. The study will teach parents on the coping strategies their children can
employ to deal with academic stress. When their children learn how to manage stress and
cope with it connected to school, they will be better equipped to encourage and guide them.
Teachers. The study's findings can help teachers by giving them a better knowledge
of the coping mechanisms students employ to deal with academic stress. They will be able to
assist students in their academic aspirations and foster a positive learning environment as a
result.
School Administration. With the aid of the study, the administration of the school
may be able to identify the areas that require additional support or resources to help students
cope with their academic stress. It can also be used to create and implement procedures aimed
at enhancing the wellness of students.
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The findings of this study can provide insights for educators and school administrators
in developing interventions that promote student well-being.
Definition of Terms
The terminology used in this study is frequently used, but its definitions might not
correspond to those in dictionaries or other conceptual works. To help you fully understand
the study, the terminology is operationally explained below.
STRESS. In this study, it is a general term applied to various psychological (mental) and
physiological (bodily) pressures experienced or felt by people throughout their lives.
ACADEMIC STRESS. The anxiety and stress associated with school and education is what
the term refers to in this study.
COPE. To deal with and attempt to overcome problems and difficulties, often used with
learning to cope with the demands of her schedule.
COPING MECHANISM. These refers to the strategies or behaviors that individuals use to
manage or adapt to challenging or stressful situations. They can be both conscious and
unconscious ways of dealing with difficulties or emotional distress. Coping mechanisms can
vary from person to person and can be healthy or unhealthy depending on their effectiveness
and impact on an individual's well-being.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter presents a review of related literature and studies to the present’s study
from which the researchers gathered relevant issues and insights necessary for the
conceptualization of the present studies. And this chapter also discusses the variables that affect
the coping mechanisms of the student. Stress affects their academic performance adversely
through negative attitudes toward school, failed subjects, strained relationship with teachers
and lack of confidence in academic work.
Conceptual Literature
This research investigates the concepts of coping mechanisms of students that suffers
from academic stress in Senior High School after the pandemic. This is in spite the fact that
they are uniquely placed to discuss coping mechanisms. ‘Coping mechanism’ has been
continually invoked by students in order to linger their academic stress, the term is employed
by a range of factors; Fear of failure, Social pressures, Tougher academics and more
responsibilities, Environment, Financial problem, Concerns about college and Uncertainty
about the future.
This chapter addresses some conventional understanding or coping mechanism within
key theoretical paradigms to contextualize the research findings. The research, as a whole, is
framed and structured by six key focus areas, and this chapter highlights the significance of
14
experience, stressors and what to cope up with in an attempt to answer the overarching research
question “What are the coping mechanism that students can apply in coping academic stress?”
The decision to focus on these three areas is alluded to in the previous chapter; however, it is
important to build on this and to consider the significance of the three dimensions specifically
researched and their significance to coping mechanism. First, experience is a significant
concern given that coping is often related to a person’s past experiences that caused stress
and/or trauma which helps them manage painful or difficult emotions.
Second, stressors are important considerations given that coping mechanisms are often
developed in similar ways. In many situations such as psychological, social, and biological,
significant here given that this research focuses on the necessity to uncover situations that often
arise in many ways.
The third and final dimension of this research is the specific focus of what to cope up
with, or more accurately what Abraham Maslow and Bela Mittelmann in Principles of
Abnormal Psychology (1941) refers to as ‘We call thing we do to deal with stress from this
situations, coping mechanism’. These three facets are discussed in this chapter but are preceded
by a synopsis of some of the main academic stress and coping mechanism.
Related Studies
Based on the study of Zakaria et al. (2021), academic stress has a negative impact of
student's emotional and behavioral well-being. Moreover, the student's performance could be
impacted by academic stress. It is important to the students to cope and relieve their stress.
Academic stress is a mental distress regarding some apprehended frustration associated with
academic failure. According to Kadapatti and Vijayalaxmi (2012), the strain of schoolwork a
result of several academic expectations that outweigh one's ability to adjust accessible to a
15
person. It is well acknowledged that academic success and the academic potential of a student
is influenced by both internal and environmental factors, including appropriate study
techniques, intelligence, aspirations for education on one's own and those of one's parents, and
so on. They may lead to academic stress. Academic stress is another term for the emotionally
trying situations brought on by academic pressures from parents, teachers, friends, and family
members as well as the current educational and evaluative systems, the load of homework, and
other factors. Researchers from several fields have investigated the causes of academic stress
in students of various courses and age range. Academic problems have been reported to be
most common source of stress for students (Sarita & Sonia, 2015). Research have investigated
a variety of coping mechanisms that students could use to controlling their stress, which may
involve developing better study techniques, seeking employment guidance, and establishing a
network of friends and family. Religious coping is one way that people deal with stress; it
entails using behavioral and/or cognitive coping mechanisms that have been established based
on one's religious or spiritual beliefs (Maynard, Gorusch, & Bjorck, 2001). Interviews were
conducted using a qualitative approach. The interview's data were examined by using thematic
investigation. This study aimed to create a detailed description from the data collected to
uncover particular religious coping mechanisms. It has been utilized by students to manage
academic pressure and comprehend the effects of students' use of religion as a coping
mechanism for scholastic stress.
The earlier study had given a good understanding of the concepts of academic stress
and religious coping. Everyone who is a student, whether they are in high school or college,
has experienced academic stress. Also, it is a serious issue in the research community since it
has an impact on students' lives in important ways, including their academic achievement,
physical health, and psychological well-being. It has a negative effect on their cognitive,
16
emotional, and behavioral well-being because of their responsibility, lack of financial security,
and family problems.
However, it can be done in three religious ways that were discovered in the study:
worship in the heart, worship in action, and worship verbally. These three religious ways are
useful for the students' emotional and behavioral well-being and to help them cope with stress.
As we read the earlier study, we found some similarities and differences between that particular
research study and our own. The similarities are the source of stress due to parent’s high
expectations, financial problems, schoolwork, and cutthroat competition among students,
which leads them to mental health issues such as depression and anxiety, and even in their
physiological systems. However, as we continued to read the study, we encountered some
contradictions and differences. First is that from the literature we have gathered and read, it
mostly focuses on the high school and college students. It is in our acknowledgement that each
of us have different ways to cope stress, which this implies that the coping mechanisms of high
school and college students under academic achievement differs.
Lastly, the related study stated that uses the three methods or ways to cope with stress.
On the other hand, our study stated that stress is unavoidable, and there is no mention yet of
how students can cope with their academic stress; it can be coped with other different strategies
but it is not known if some uses or applies like the three methods or ways that were mentioned
in the related study. That is what will be known when further research in our study is conducted.
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CHAPTER III
METHODOLOGY
In order to respond to the study's research questions and meet the needs of the entire
study, this chapter provides information about various research methods, procedures, and ways
of collecting data and information to be employed by the researcher in conducting the study.
This will enable us to fully explore the phenomenon linked to the academic stress experienced
by students at Leyte National High School. This chapter's information will be helpful in
thoroughly examining the phenomenon of academic stress and in understanding how to manage
it among students.
Research design
The design of this study will be phenomenological design, for the reason that this
study attempts to understand the phenomenon of academic stress and in understanding how to
manage it among students. Phenomenology is a research strategy of inquiry, according to
Creswell (2009), "in which the researcher identifies the essence of human experiences about
a phenomenon as described by participants" (p. 13)
The researcher will employ qualitative interview methodology in order to better
understand the coping mechanisms of grade 11 stem students who are under academic stress.
A semi-structured interview will be conducted for the reason that the study of Hjeltnes, A.,
Binder, P., Moltu, C., & Dundas, I. (2015) used the same data collection method and
specifically so that the researchers can ask additional or follow-up questions during the
interview if clarifications are required. Additionally, the sample for this study will be selected
using purposive sampling technique to ensure that participants have experienced academic
18
stress and are currently enrolled in grade 11 stem. The data collected from the interviews will
be analyzed using thematic analysis to identify common themes and patterns in coping
mechanisms among the participants. The researcher will also make sure that ethical
requirements are met by getting participants' informed consent and preserving confidentiality
all throughout the study.
Research Participants
The participants of this study are composed of Students who are currently studying at
Leyte National High School, Grade 11 students who are currently studying STEM, Grade 11
STEM students who are academically stressed and who are capable of answering our questions.
The chosen participants consist of 10 students only, it is recommended at the Teacher's
Guide book of Practical Research 1. The chosen participants will be requested to take part in a
one on one interview that will last about 10 to 15 minutes. Participants will be asked a series
of open-ended questions throughout the interview regarding their experiences with coping
mechanisms in academic stress.
In this study the researcher used purposive sampling in order to take samples of the
participants in the study. According to Bernard H. R. (2002) the purposive sampling technique,
also called judgment sampling, is the deliberate choice of a participant due to the qualities the
participant possesses. It is a non-random technique that does not need underlying theories or a
set number of participants. Therefore, the researchers selected the samples who would provide
the information in order to answer the researcher questions. For that purpose, the researchers
decided some of the following criteria. Firstly, they were Grade 11 students who are currently
19
studying Stem in Leyte National High School. Secondly, A grade 11 STEM students who are
academically stressed. Lastly, A students who are capable of answering our questions.
Research Environment
The study will be conducted in Leyte National High School at Lino Gonzaga Avenue,
Paterno Street, Downtown, Tacloban City, Leyte, Philippines. Since the target participants are
the Grade 11 STEM students selected in guidance with the criteria which the researchers have
made such that those students are experiencing academic stress located at the hillside of Leyte
National High School.
Data Collection Method
The data collection method that will be used is through semi- structured interview with
audio recordings. Since our research design is phenomenological, our target sample size ranges
to 10 participants. The researchers have prepared a question and follow up questions for every
participant for at least 2 hours duration approximately of 5 participants. The researcher's semistructured interview has at least five questions and will come to proceed the follow up
questions.
20
Data Gathering Procedure
The researcher conducted a question that will be ask to the respondents, validated to the
teacher of the subject then these questions will be ask to the respondents. A letter of request to
conduct the study was prepared. The researchers will secure permission for the school to allow
them to conduct an interview among Grade 11 STEM students. The respective adviser of the
class will also be informed regarding the interview from the respondents. The researchers will
explain the purpose of the interview and the study. After the interview and the answer of the
respondents has been complied the researcher will ensure one hundred percent of retrieval. The
researcher collected and tallied the data for interpretation. Based on the data that the researcher
comes up with conclusions and recommendations for this study.
Data Analysis
When the interviewer is done collecting the answer of the participants and the answer
of the respondents has been interpreting into the text. This raw of data needs to change into
refined data for the greater analysis of the researchers, these will be translated in English to
understand and as part of refinement. The refined data will be analyzed using thematic analysis.
Thematic analysis is a method for systematically identifying, organizing, and offering insight
into, patterns of meaning (themes) across a dataset. Through focusing on meaning across a
dataset, TA allows the researcher to see and make sense of collective or shared meanings and
experiences (Braun V. & Clark V., 2012).
The answer of the respondents to the following questions will be check and evaluate
and these codes will be evaluating into codes and these codes will be simplified into categories,
the researchers will generate a theme which will represent the answer that prevailed for each
questions in the study.
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter states and explain the data that the researchers gathered during the
research, the respondents that participated are the Grade 11 STEM students of Leyte National
High School. This chapter deals with the response, analysis and interpretation of data gathered
about; coping mechanisms on academic stress of the students in science, technology,
engineering, and mathematics (STEM) strand in Leyte national high school.
Table 1.Students’ hours of sleep.
Codes/ Categories/Themes
3-5 hours
Verbatim Response
“During week days maximum 3hrs or 4hrs”-P3
“Mayda itun time na 3hrs to 4hrs adto nak katurog kun may
school works”-P5
“Ada la itun it 3 to 5hrs.”- P4
“ 4 to 5 hrs. usually”-P7
“Mga 5 to 4 hrs”-P8
6-8 hours
“I usually sleep, if weekdays if may klase tak sleepless about
5-6hours, if weekends waray ko lakat like nakabawi man
ako’n sleep 30hrs. pag waray lakat or waray task na
burohatun.”-P6
“It akon average sleeptime 6”-P1
“6 to 8 hours.”-P10
“8 hours”-P9
According to their responses most of the students get a sleep ranging from 3 to 6 hours
of sleep. However some students get a sleep of 8 hours. This implies that most of the students
lack of sleep. Although some students get a good sleep.
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Table 2.Possible cause of their unusual sleep pattern.
Codes/ Categories/Themes
Verbatim Response
Bad Habits
“Bahabits...”-P1
“…itun ngani nga na tagya ka nala na masayun la inin kaya ko
inin, procrastination kun baga asya itun na proprocastinate na
ako…”-P7
Lack of time management
“ngan wrong time management.”-P1
“I couldn’t manage my time so usually nag cracramming
ako”-P2
Heavy school works
“…if may school works or activities.”-P3
“...kun may school works.”-P5
“…tungod hit mga heavy workloads mga kadagmitan na mga
submission, heavy workloads…”-P6
“Major talaga nga nakaka affect didto is my schoolworks…”P8
Based on the responses, there are three reasons that causes their unusual pattern of
sleep, those are their bad habits, lack of time management, and heavy school works, although
most of the students stated that school works is the cause of their unusual sleep pattern. This
implies that school works has a great impact for students sleeping routine.
Table 3.Cause of the students academic stress.
Codes/ Categories/Themes
Schoolwork
Verbatim Response
“School works malang”-P1
23
“Yung nga nag cracramming”-P2
“School Works”-P3&4
“Itun mga trabahuon…”-P5
“…it school works…”-P6
“One it schoolworks the amount of schoolworks…”-P8
“Mga schoolworks.”-P10
Limited time
“…mayda ko tasks yana nga very heavy ngan dapat matapos
na so asya itun…”-P7
“…if I have like work to do and then the deadline is maybe
tomorrow...I just think when I don’t have a lot of time it cause
me stress.”-P9
Travel time
“…taga harayo man ako na stay, outside of tacloban so na
travel man ako everyday…”-P6
Grades
“…Nagkakamayda akon stress if I don’t get the grades that I
want…”-P8
The students articulated that school works causes their academic stress. However, some
students have revealed that there are other reasons why they feel academically stressed, those
reason are the travel time they have and their grades but this other reasons are still somehow
connected to school works. This implies that school works has a major influence to the
students’ academic stress.
Table 4.How does school demands affect the students.
Codes/ Categories/Themes
Verbatim Response
Mentally
“…deteriorates my mental health…”-P1
“…affect you through mentally…”-P4
24
“…affects mentally...”-P5
“…tas nag lelead hiya into stress or anxiety or depression…”P6
“Mentally speaking nakaka drained…”-P8
Physically
“…makapoy ha lawas…”-P4
“…nakukurian gad ako basta damo it hirimuon liwat…damo
man gihap tak hirimuon ha balay…”-P10
Relationship
“…it imo relationship with others…”-P6
“…na affect gihap hiya it akon relationship with my
family…”-P7
“…waray na time para tak family…-P8
Emotionally
“…madali nala ba ako mag isog…naiinis ako dayun kay
kadamo tatrabahuon...”-P7
Loss of time for self
“…mas binubuhos ko tak oras ngada kaysa tak sarili.”-P1
“There a lot of things na bagan dri ko hiya kaya himuon…”P2
“…nakaka samok it imo youth…”-P5
“…kulang kitan katurog…”-P6
“…itun hiya it akon sleep…”-P7
“…it really demands na most of your time…waray na ako
time tak sarili...”-P8
Financially
“…difficult tapos danay financially pag aragmot.”-P3
Doesn’t affect
“It really doesn’t affect me too much I can still get them.”-P9
The students articulated different ways of how the school demands affect them such as
mentally, physically, their relationship to others, emotionally, losing time for self, and
25
financially. .While others seemed to be greatly affected by the school demands, one of the
students revealed that he/she is not really affected by this. This implies that there are actually
some students are not affected by school demands. On the other hand, most of the students are
highly affected by the school demands.
Table 5.Other factors that causes the students’ academic stress.
Codes/Categories/Themes
Verbatim Response
House Chores
“…mga chores ha balay…-P7
Personal Life
“…kuan like personal life gihap kay dire manla kita puro
school works so nakakastress gihap.”-P4
Expectations of others
“…pressure from your parents and puyde gihap
expectations…nag e-expect hira na bagat outstanding permi
tim performance…”-P5
Financial
“…tapos financial problem…”-P8
“Puyde gihap Financial”-P10
No other factors
“…kanan academic.”-P1
“…pag cra-cramm.-P3
“… I know a lot of them can’t literally put some effort into
their schoolworks…”-P9
In line with the students’ responses they have stated that their house chores, personal life,
expectations from others, and finance are the other factors that causes their academic stress.
Although some of the students have revealed that no other factors than school works have
caused their academic stress. This implies that school works is not the only factor that is causing
the students to be academically stressed. There are also other factors that contribute to their
stress.
26
Table 6.How do students cope with academic stress.
Codes/Categories/Themes
Verbatim Response
Escape from reality
“Gin babaya kot schoolworks pera ka adlaw…magkikinita hin
youtube…tas video games…nature nagawas golden
hour…nakikig interact ha mga sangkay…”-P1
“…super shopping…”-P4
“…nagmumulay, nagkikita hin mga pasalida, tapos nag
uurogpod ha mga sangkay.”-P5
“…another is eating…one of my gate a way from stress…”P8
“…I do is just like take a break, … I cope play a game, I go
outside … I just want to take my mind out of it, and then
when I go back that’s when I like to focus again.”-P9
“Playing Videogames”-P10
Pray
“…meditate then sometimes nag prapray ako kan god
nangangaro ako hin guidance.”-P2
Music
“…playing instruments…”-P5
“…I’m a kpop fan kasi so music and listening to other kpop
groups…”-P8
Doing activities as soon as
“…gin hihimo dayun an activities.”-P3
possible
“…aayad gud ak hin checklist kay itun na checklist it really
helps me a lot…”-P6
“…coconvince nala tak self na to do things earlier para waray
na ako problem later…”-P7
27
“...gin coconvince ko tak self… gin yayakan kola na tapuson
Self Talk
ko inin…”-P7
“…writing on a piece of paper or ranting in my social media
account in twitter na private kay that’s therapy for me…”-P8
The students have stated that escaping from reality, listening/playing music, pray, and
doing the activities are the way they cope with their academic stress. Although most of the
students have revealed that escaping from reality such as watching entertaining videos,
listening to musics, going out, shopping, and eating is the way they handle their academic
stress. This then implies that most of the students handle their stress by taking first a break
from the school works then doing it later. Nevertheless, some students would handle their
academic stress by finishing their works at once.
Table 7.How do the students’ coping mechanism affect the way they handle academic stress.
Codes/Categories/Themes
Verbatim Response
Works get done early
“…madali ko matapos nak mga school works…”-P3
Lessen the stress
“…bagat nakakalimtan mo it problema…”-P5
“…naiiban gihap tak stress.”-P7
“…lelessen or na tetemporarily nawawara it akon academic
stress…”-P8
“…make me feel a less stress about it…”-P9
“…dri ko gud gin huhuna huna nga mabug-at it mga
hirimuon.”-P10
Develop
management
good
time “…naiwas akon procrastination…”-P3
“…na mamanage kona it akon time…”-P6
28
Gets more rest
“…if matapos ko dayun nak mga school works mas damo tak
time pag rest.”-P3
“…nakakabawi na ako hin sleep…”-P6
Feeling positive
“Actually effective hiyan duro kay I can feel na productive
ako…”-P7
“…bagan napapakalma ako…”-P8
As responded by the students, with their coping mechanisms, they get their works done
early, they develop good time management, gets more rest, and feels positive. This
implies/insinuate that the students can handle their academic stress.
29
CHAPTER 5
SUMMARY, CONCLUSION AND RECCOMENDATIONS
This part of the paper presents the discussion, conclusion, and recommendation of the
researchers based on the result of the obtained data and information that are related to the
research being studied. This includes the researcher’s interpretation on the data obtained from
the participants.
Summary of Findings
This study clearly shows that, there are variety of reasons why they are academic stress
and what are there coping mechanisms. Based on the gathered data, the researchers came up
with a summary of findings.
1. Academic stress can affect their mental and physical health through the pressure of
parents and in financial and the requirements and demands of school.
2. There are several coping mechanisms to reduce their stress. They do what they want
and their hobbies to cope with their stress.
3. Lack of time management is one of the main reason why the students is academically
stress.
Conclusion
Based on the research that had been carried out, it can be concluded that there are
academically stress. As to the causes of academic stress, the majority of the students are having
difficulty of the requirements completion and pressure from the parents. The school demands
of the educational system this new normal is quite tiring and challenging. The students agreed
that because of the academic stress, they were tired and sleeping more or less and sometimes
they skip meals which affects their physical and mental health. Furthermore, respondents
30
agreed that to cope with academic stress they choose to be more spiritual and to do what are
there hobbies for their stress to be reduced.
Recommendations
1. Proper utilization of coping mechanisms can be designed to help students to manage
their stress and be competent enough in their academic stress performance.
2. The most possible activities should be given to decrease the strength of the stressors
that could effect on the physical and mental behaviour of the students.
3. The researcher would like to suggest a follow-up study on the stress factors and
academic performance of the Grade-11 STEM students of LNHS may be conducted for
a broader and deeper understanding of the problem.
31
REFERENCES
Bernard, H. R. (2002). Research methods in anthropology: Qualitative and quantitative
approaches (3rd ed.). Wallnut Creek, CA: Alta Mira Press.
Braun, V., Clarke v., (2006). Using thematic analysis in psychology. Qualitative
Research in Psychology, 3, 77-101. doi:10.1191/1478088706qp063oa
Hjeltnes, A., Binder, P., Moltu, C., & Dundas, I. (2015). Facing the fear of failure: An
explorative qualitative study of client experiences in a mindfulness-based stress
reduction program for university students with academic evaluation anxiety.
International Journal of Qualitative Studies on Health and Well-Being, 10(1), 27990.
https://doi.org/10.3402/qhw.v10.27990
Lazarus RS. Coping theory and research: Past, Present, and future. Psychosom Med.
1993;55:234-247
Misra R, McKean M. College students’ academic stress and its relation to their anxiety, time
management, and leisure satisfaction. Am J Health Stud.2000;16(1):41–51
Krohne HW. Vigilance and cognitive avoidance as concepts in coping research. In: Krohne
HW, editor. Attention and avoidance: Strategies in coping with aversiveness. Seattle (WA):
Hogrefe & Huber Publishers; 1993. pp. 19–50.
Holahan CJ, Moos RH. Risk, resistance, and psychological distress: A longitudinal analysis
with adults and children. J Abnorm Psychol. 1987;96(1):3–13.
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42
APPENDICES C
Republic of the Philippines
Department of Education
Region VIII
SCHOOL DIVISION OFFICE
TACLOBAN CITY
INTERVIEW PROTOCOL
Title: Coping Mechanisms On Academic Stress Of The Students In Science Technology,
Engineering, and Mathematics (STEM) Strand In Leyte National High School
Date: _____________ Time: ____________
Place: _______________________
A. Before the Interview Proper
1. The interview will be conducted in Leyte National High School Hillside ,
Tacloban City where the selected participants are located.
2. The researchers shall arrive at the interview place ten (10) minutes before the
agreed time with all the needed tools and equipment such as at least two (2)
working audio-recorders, a pen/pencil, and notepad.
3. The interview will start at 1 o’clock in the afternoon and will end at exactly 2
o’ clock pm depending on the interviewees’ response to the questions if he/she
already gives the information that we need to hear.
4. All technical equipment shall be tested to assure the best working quality and
avoid recording failure.
5. Ready two (2) copies of the informed consent forms.
6. Thank the participant for accepting the invitation to partake in the study.
7. Have the respondent and the researchers sign the forms. One copy shall stay
with the respondent whilst the other hand shall stay with the researchers.
8. Inform the participant that the recording will be starting.
B. During the Interview
(Take notes as necessary, noting the most important details)
Question to the Participants:
43
I.
Introduction
1. The researchers will give an overview of their study
2. The interviewee will tell as to why they are involved in this study.
3. Explain that information is confidential and no names will be used.
II.
Opening Questions
1. What is your name?
2. How old are you?
3. What section are you?
4. How is your relationship with your classmates and teachers ?
5. What do you feel about school works?
III.
Content Questions
1) How many hours do you sleep usually?
-If less than or more than the usual, what do you think is causing your unusual
sleep pattern?
2) What causes your academic stress?
3) How does school demands affect you?
4) What are the other factors do you think that causes academic stress?
5) How do you cope with it?
Follow Up: How these coping mechanisms affect the way you handle academic stress?
VI.
Closing the Interview
1. As the interview is about to end, the researcher may ask the participant if there is any
additional information regarding the topic that the participant is willing to share.
2. Thank the participant
3. Inform the participant that they may be contacted in the future for any clarifications or
needed additional information.
44
C. After the Interview
1. Make sure at least one (1) audio recorder recorded properly.
2. Leave the interview site in the same state as it was before the interview.
3. Find a quiet place where you can write more elaborated field-notes and/or
analytic notes
4. Ready the notes and recorders for transcription.
45
APPENDICES D
Republic of the Philippines
Department of Education
Region VIII
SCHOOL CITY DIVISION OFFICE
TACLOBAN CITY
DOCUMENTATION
46
APPEMDICES E
Republic of the Philippines
Department of Education
Region VIII
SCHOOL CITY DIVISION OFFICE
TACLOBAN
TRANSCRIPTION
Interviewer: What is your name?
Participant 1: CG nala
Participant 2: Liana
Participant 3: My name is Carmela Suzon
Participant 4: I’m Maria Josielou Potante
Participant 5: My name is Kyle Luana
Participant 6: My name is Madera
Participant 7: I am Nina Raagas
Participant 8: I am Sam
Participant 9: My name is Nathan
Participant 10: (inaudible)
Interviewer: How old are you?
Participant 1: rather not say
Participant 2: 17
Participant 3:17 years old
Participant 4:17 yeaars old
Participant 5:I’m 17 years old
Participant 6: I am 17 years old
Participant 7: I am 18
Participant 8: 17 years old
47
Participant 9: I’m 17
Participant 10: I’m 16
Interviewer: What section are you?
Participant 1: Kamias
Participant 2: Chico
Participant 3: From Grade 11 - Guyabano
Participant 4: I’m from section Mango
Participant 5: From section Mango
Participant 6: I am from Grade 11 - Avocado
Participant 7: Duhat
Participant 8: Grade 11 – Mango STEM
Participant 9: Grade 11 - Duhat
Participant 10: Mango
Interviewer: How is your relationship with your classmates and teachers?
Participant 1: Relationship ha classmate, maupay man tak relationship waray conflict danay
nauurit haakon kay nagilinurong ak. Ha teacher waray gihap conflict, mayda ko tutulo na
teacher na close ko.
Participant 2: Good
Participant 3: Good
Participant 4: Medyo, 50/50
Participant 5: My relationship with my classmates and teachers, as you can see it’s good. It’s
not bad and it’s very very fun.
Participant 6: So far, with this sem, okay naman, nagkakaada na kami’n unity unlike first
sem. In terms with the teachers, set of teachers yana nga second sem kay okay la. Bagat kaya
ko an mga task na ginhahatag.
Participant 7: Okay lang pero mayda talaga iba na teachers nga nakaka cause hin tension
especially it pag pick it imo grade kay iton ngani nga consistent kana nga honor student nga
top 5 na rank, haakon classmates in good terms kami tanan.
Participant 8: Okay actually in comparison.
Participant 9: I guess I have a very good relationship with my classmates because I know all
of my classmates. I think we are that close, I guess we can say na we’re friends and for
teachers I’m okay with teachers.
48
Participant 10: Okay la ha mga classmates kay nag ge-get a long man kami ha mga
schoolworks.
Interviewer: What do you feel about schoolworks?
Participant 1: Stress amo la tak mayayakan stress, aww dri la stress enjoyable
gihap kay mayda ko nababaruan nga drik mag-aram.
Participant 2: Stress
Participant 3: Danay na o-overwhelmed
Participant 4: Okay la keri hiya kay since requirement hiya for school
Participant 5: School Works!? Hagi an mga school works itun maghatag hiran
assignment tas mauli ka gagarab i na tas magtratrabaho kapa tas mag mamata
kapan sayo
Participant 6: Of course, Maaram kitat schoolworks stressful talaga ha aton like
our day to day living but as a student is it our responsibility talaga nga gampanan
talaga natun it atun mga school works
Participant 7: Actually para haakon unnecessary duro it very heavy na workload
mayda iba nga projects na very unnecessary ngan dri gud hiya connected it stem
na strand so i think mas better it ig miminimize la nga ma focus talaga hira it hit
aapply namon in our real life rather than pan kuan la talaga it teachers para may
mapasa la hira hit ira reports
Participant 8: Makapoy, one word makapoy, very nakaka overwhelmed lalo na
nga damo it schoolworks nga gin papatong patong it teachers so I feel
overwhelmed when I heard the word Schoolworks, makapoy hiya
Participant 9: There oky, I can do them, right now there not too difficult, I can still
like do them a bit later and still have enough time to do anything and I don't think
there time consuming right now
Participant 10: Makuri, like yana nga year makuri it mga schoolworks medyo
stressful hiya
Interviewer: How many hours do you sleep usually?
Participant 1: It akon average sleeptime 6
Participant 2: 5-6 hrs.
Participant 3: During week days maximum 3hrs or 4hrs
Participant 4: Ada la itun it 3-5hrs.
Participant 5: Mayda itun time na 3hrs to 4hrs adto nak katurog kun may school works
Participant 6: I usually sleep, if weekdays if may klase tak sleepless about 5-6hours, if
weekends waray ko lakat like nakabawi man ako'n sleep 30hrs. pag waray lakat or waray task
na burohatun.
Participant 7: 4-5 hrs. usually
49
Participant 8: Mga 5-4 hrs.
Participant 9: 8 hours
Participant 10: 6-8 hrs.
Interviewer: What do you think is the cause of your unusual sleep pattern?
Participant 1: Bad habits ngan wrong time management.
Participant 2: I couldn't manage my time so usually nag cracramming ako
Participant 3: Danay if may school works or activities
----Participant 5: Mayda itun time na 3hrs to 4hrs adto nak katurog kun may school works
Participant 6: First of all, of course as a student asya kita late nga naka sleep tungod hit mga
heavy workloads mga kadagmitan na mga submission, heavy work
Interviewer: What do you think is the cause of your unusual sleep pattern?
Participant 1: Bad habits ngan wrong time management.
Participant 2: I couldn't manage my time so usually nag cracramming ako
Participant 3: Danay if may school works or activities
----Participant 5: Mayda itun time na 3hrs to 4hrs adto nak katurog kun may school
works
Participant 6: First of all, of course as a student asya kita late nga naka sleep
tungod hit mga heavy workloads mga kadagmitan na mga submission, heavy
workloads, magkuri na mga task, magkuri na mga kagroup mates to handle and
everything.
Participant 7: Para haakon is more on myself, ky mayda gad days nga kaya ko
tapuson it akon workload pero itun ngani nga na tagya ka nala na masayun la inin
kaya ko inin, procrastination kun baga asya itun na proprocastinate na ako kaya
asya itun na cause nala hiya hin stress kay mayda time nga 2 o'clock nat aga dri
paak nagtitikang so asya gin bubuhat ko nala itun until mag 5 nala kaya dri naak
nakakasleep
Participant 8: Major talaga nga nakaka affect didto is my schoolworks mga
trabahuon ko ha school amo it nakakakuan talaga
-------------
Interviewer: What causes of your academic stress?
Participant 1: School works malamang
Participant 2: Yung nga nag cracramming
50
Participant 3: School works
Participant 4: School Works
Participant 5: Itun mga trabahuon amo itun cause it academic stress
Participant 6: A side it school works, ako kay taga harayo man ako na stay, outside
of tacloban so na travel man ako everyday. I wake up usually at 4:30 to 5 am and
then ma prepare it things and then ma travel tikadi ha school tapos in evening it
ti-uli nakaka abot ako ha balay around 7:30 to 8 pm everyday kay sugad man it
akon travel time.
Participant 7: Para haakon akon talaga self kay para haakon kasi dri gud ako
nakukurian it mga burohatun ko kaya madali la ako na tagya, pero mayda gad
times nga itun na early ako nag tratrabaho pero maiha ako natatapos, kanan
schoolworks like kanan heavy projects like recently mayda kami project nga
natapos ko 3days tapos ha ssg liwat mayda ko tasks yana nga very heavy ngan
dapat matapos na so asya itun, number cause liwat kay ssg actually member la
ako ha ssg pero dako tak responsibility labi na yana nga upcoming foundation day
Participant 8: One it schoolworks the amount of schoolworks to do lalo na guti it
time to do it like how many schoolworks it ira gin hahatag dri kaya in just how
many days or how many weeks ngan even right now akon mga weekends na akon
dapat rest days, gin hihimo ko itun para habulon it tak mga pending na mga tasks
so one of my major academic stress is the amount of schoolworks and workloads,
and then also my grades kay amo na itun nagkakamayda akon stress if I don't get
the grades that I want so my academic stress is workloads and my grades
Participant 9: I guess if I have like work to do and then the deadline is maybe
tomorrow or the deadline is upcoming like few days and I can't really
procrastinate on it so I have to like schedule a lot of time just for that work and
it's make me really stress, I just think when I don't have a lot of time it cause me
stress
Participant 10: Mga schoolworks
Interviewer: How the school demands affect you?
Participant 1: School demands affect me? It demands stress to me, it deteriorates my mental
health. Amo la ito na demand hira hin stress haakon ngan it ak mental health amo it ira inaaro
haakon tapos akon gihap oras, mas binubuhos ko tak oras ngada kaysa tak sarili.
Participant 2: There a lot of things na bagan dri ko hiya kaya himuon since medjo nag aadjust
pa ako nganhi
Participant 3: Siguro nga school works na para haakon difficult tapos danay financially pag
aragmot
Participant 4: Nakaka affect you through mentally and physically bagan makapoy ha utok
51
makapoy ha lawas bisan yaknon ta na it hirimuon is madagmit la since more on gadget
naman kita yana so bagan makuri hiya kay tim mata and lawas kailangan nakatutok ngan
focus
Participant 5: It affects me mentally and itun bagat dapat ig enjoy mo it imo kinabuhi pero
itun na mga trabahuon kay bagat nakaka samok it imo youth it akon buhay ba
Participant 6: Tungod it mga heavy workloads, amo itun na siyahan kulang kitan katurog tas
nag lelead hiya into stress or anxiety or depression, tapos it imo relationship with others
especially to your family, gutiay lat imo time kay specifically sunday, sunday is known as
family day pero nalalaan ta itun na family day haatun mga schoolworks, nalakat la gihapon
kita haatun mga balay, nakada kita ha tacloban to finish our tasks, amo nakaka affect gihap
hiya it iyo relationship.
Participant 7: Asya na itun hiya it akon sleep tas at the same time bagat it akon yana nga
nagtitikadamo tak trabahuon it akon temper madali nala ba ako mag isog like itun nga gutiay
la na paglabot haak while I'm working like madali la ako mag snap ba itun naiinis ako dayun
kay kadamo tak trabahuon kulang ako hin rest tas gin didinisturbo ako tas asya na itun gin
adopt ko itun n
Interviewer: How the school demands affect you?
Participant 1: School demands affect me? It demands stress to me, it deteriorates my mental
health. Amo la ito na demand hira hin stress haakon ngan it ak mental health amo it ira inaaro
haakon tapos akon gihap oras, mas binubuhos ko tak oras ngada kaysa tak sarili.
Participant 2: There a lot of things na bagan dri ko hiya kaya himuon since medjo nag aadjust
pa ako nganhi
Participant 3: Siguro nga school works na para haakon difficult tapos danay financially pag
aragmot
Participant 4: Nakaka affect you through mentally and physically bagan makapoy ha utok
makapoy ha lawas bisan yaknon ta na it hirimuon is madagmit la since more on gadget
naman kita yana so bagan makuri hiya kay tim mata and lawas kailangan nakatutok ngan
focus
Participant 5: It affects me mentally and itun bagat dapat ig enjoy mo it imo kinabuhi pero
itun na mga trabahuon kay bagat nakaka samok it imo youth it akon buhay ba
Participant 6: Tungod it mga heavy workloads, amo itun na siyahan kulang kitan katurog tas
nag lelead hiya into stress or anxiety or depression, tapos it imo relationship with others
especially to your family, gutiay lat imo time kay specifically sunday, sunday is known as
family day pero nalalaan ta itun na family day haatun mga schoolworks, nalakat la gihapon
kita haatun mga balay, nakada kita ha tacloban to finish our tasks, amo nakaka affect gihap
hiya it iyo relationship.
Participant 7: Asya na itun hiya it akon sleep tas at the same time bagat it akon yana nga
nagtitikadamo tak trabahuon it akon temper madali nala ba ako mag isog like itun nga gutiay
la na paglabot haak while I'm working like madali la ako mag snap ba itun naiinis ako dayun
kay kadamo tak trabahuon kulang ako hin rest tas gin didinisturbo ako tas asya na itun gin
adopt ko itun nga dri ak nangangaturog hin maupay, tas na affect gihap hiya it akon
relationship with my family sense damo nan duro tak schoolworks dri nagud ako
nakakabonding with them so madalas it amon nala pag interact nala kay agi it akon isog,
permi talaga ak nag iisog pag aadto ak ha balay kay tungod it akon mga school works
52
Participant 8: Mentally speaking nakaka drained hiya kay bagan the school demands nga
bagan, demand ba nga you own your time patit imo mga days nga we should be resting like it
weekends, gin dedemand nga ig himo it mga works right now like reporting, group works,
and research like it really demands na most of your time to the point na dri na ako
nakakahimo tak mga duties ha home, most of my time na ada na ako ha school waray na ako
time tak sarili waray na time para tak family, that's how much demand the schoolworks or the
school wants me to devour
Participant 9: It really doesn't affect me too much I can still get them
Participant 10: Medyo nakukurian gad ako basta damo it hirimuon liwat, bagat makuri ko
makuan ba kay damo man gihap tak hirimuon ha balay
Interviewer: What are other factors do you think causes of your academic stress?
Participant 1: Kun ha family waray ako stress ha family kun kanan academic
Participant 2: Dri ko kaya ipag sabay akon life ngadi ha school ngan ha balay since damo
gihap it tak hirimuon ha balay
Participant 3: Siguro pag cra-cramm
Participant 4: Siguro kuan like personal life gihap kay dire manla kita puro school works so
nakakastress gihap
Participant 5: I think puyde gihap it iba na factors kay pressure from your parents and puyde
gihap expectations na bagat it expectations it imo parents haimo ngan mga sangkay kun hino
man it nakapaligid haimo itun bagat nag e-expect hira na bagat outstanding permi tim
performance nabiskan ig enjoy la nimo it imo mga trabahuon na mga assignment na dapat ig
eenjoy mula, na prepressure ka lugod na bagan dapat tuhay inin dapat okay inin dapat one of
the best of the best daw kuno
Participant 6: The environment itself, syempre makuri gihap makipag halubilo ngadi ha leyte
high, haakon side is dri man ako naglilibot-libot ngadi ha campus asya waray kugod iba nga
problem aside han heavy workloads ngan an nakaka affect haiyo relationship with your
parents.
Participant 7: Just myself talaga and mga chores ha balay, it akon chores talaga kay pan gab-i
maabot itun from 8-10 puro la itun chores tas it 10 o'clock gin wawalking kopa tam dog
maabot itun 15mins. kaya asya itun to the point nakakag start nala ako tak trabahuon mga
around 11-2 o'clock kay mayda itun nag proprocastinate paako kay napahuway ako kay
deserve ko naman hin rest, I think so far asya na itun mga chores ha balay
Participant 8: Other than schoolworks probably family as well tapos financial problem, my
family kasi we're not that well off pero that's one of the reason why I'm studying so hard is
that for my family, the fact that I have to worry about my future the same time to seek my
family, nakakadagdag hiya it pagiging overwhelmed it pagiging stressful ha school and then
amo na adto financial as well kay your also seeking at the same time on how your going to
help your family les
Interviewer: What are other factors do you think causes of your academic stress?
Participant 1: Kun ha family waray ako stress ha family kun kanan academic
Participant 2: Dri ko kaya ipag sabay akon life ngadi ha school ngan ha balay since damo
53
gihap it tak hirimuon ha balay
Participant 3: Siguro pag cra-cramm
Participant 4: Siguro kuan like personal life gihap kay dire manla kita puro school works so
nakakastress gihap
Participant 5: I think puyde gihap it iba na factors kay pressure from your parents and puyde
gihap expectations na bagat it expectations it imo parents haimo ngan mga sangkay kun hino
man it nakapaligid haimo itun bagat nag e-expect hira na bagat outstanding permi tim
performance nabiskan ig enjoy la nimo it imo mga trabahuon na mga assignment na dapat ig
eenjoy mula, na prepressure ka lugod na bagan dapat tuhay inin dapat okay inin dapat one of
the best of the best daw kuno
Participant 6: The environment itself, syempre makuri gihap makipag halubilo ngadi ha leyte
high, haakon side is dri man ako naglilibot-libot ngadi ha campus asya waray kugod iba nga
problem aside han heavy workloads ngan an nakaka affect haiyo relationship with your
parents.
Participant 7: Just myself talaga and mga chores ha balay, it akon chores talaga kay pan gab-i
maabot itun from 8-10 puro la itun chores tas it 10 o'clock gin wawalking kopa tam dog
maabot itun 15mins. kaya asya itun to the point nakakag start nala ako tak trabahuon mga
around 11-2 o'clock kay mayda itun nag proprocastinate paako kay napahuway ako kay
deserve ko naman hin rest, I think so far asya na itun mga chores ha balay
Participant 8: Other than schoolworks probably family as well tapos financial problem, my
family kasi we're not that well off pero that's one of the reason why I'm studying so hard is
that for my family, the fact that I have to worry about my future the same time to seek my
family, nakakadagdag hiya it pagiging overwhelmed it pagiging stressful ha school and then
amo na adto financial as well kay your also seeking at the same time on how your going to
help your family lessen the financial burden while I should be focusing haakon schoolworks,
so bagan it akon mind nag claclash na kun ano ba it akon ig fofocus that's how
nagkakamayda akon deteriorating mental health.
Participant 9: Lack of time, I definitely think that schoolworks definitely right now are very
duable I think that the problem is just lay's on the student themselves kay I know a lot of my
classmates who procrastinate a lot, I know a lot of them who can manage there time, I know a
lot of them can't literally put some effort into their schoolworks, like if really did just do
things talaga I'll definitely they wouldn't been like, it literally wouldn't affect them too much
Participant 10: Puyde gihap Financial
Interviewer: How do you cope with it?
Participant 1: How do I cope with it? Gin babaya kot schoolworks pera ka adlaw tapos
magkikinita hin youtube kun ano-ano la tas video games amo it akon coping mechanism
danay nature nagawas golden hour tapos nakikig interact ha mga sangkay amo it akon coping
mechanism.
Participant 2: I meditate then sometimes nag prapray ako kan god nangangaro ako hin
guidance
Participant 3: If kaya as soon as possible gin hihimo dayun an activities
Participant 4: Shopping, super shopping like kapag super stress na nag shoshopping ako pero
like may limit hiya bagan if dire hiya needed kun dri pa ako super stress gin titirok kot kwarta
kun ada nat harani exam day like super stress na so nag shoshopping , deserve ko ini
54
Participant 5: Actually mayda ko hobby an akon hobby kay itun playing instruments amo itun
tak coping mechanism tapos as well as nagmumulay, nagkikita hin mga pasalida, tapos nag
uurogpod ha mga sangkay
Participant 6: Since, I started nakapag eskwela nasanay ako na everyday haakon mga task
mag aayad gud ak hin checklist kay itun na checklist it really helps me a lot kay sugad mayda
vacant ko ngadi na time tungod it akon checklist nakikita ko kun haakon it mga masayun la
aydun, hain it mga task na kailangan ko laanan hin dako nga time, hain it mga task na puyde
ko mahimo ngadi ha school kay ako nag chechecklist kay sugad may vacant time ko gin
hihimo ko hiya ngadi ha school kay maaram man ako nga kadagdagan nanaman hiya na
trabahuon ha balay, so pag abot ko ha balay tak hihimuon nala is an mga heavy workloads it
sugad mga assignment la like 1-5 or 1-10 didi ko hiya ha school ginhihimo tas if mga heavy
nag stastart ako didi ha school para pag kadto ha balay dri nagud hiya heavy na trabahuon
Participant 7: Mayda time na kaya ko hiya kaya ko ma overcome it akon kahubya gin
coconvince ko tak self, actually madali kola ma convince tak sarili like gin yayakan kola na
tapuson ko inin yana matatapos ako dayun, kay actually makadamo kuna itun gin test na late
ako nga nag stastart ngan dri talaga hiya na proprove mas madali ako mag work kay biskan
ano pa ako ka late o ka early mag work like same lat phase tak trabaho so waray choice asya
itun gin coconvince nala tak self na to do things earlier para waray na ako problem later on
and I can rest na, nadara man hiya sometimes although mayda times talaga na nauuna tak
kahubya asya ito
Participant 8: One of my coping mechanism is writing on a piece of paper or ranting in my
social media account in twitter na private kay that's therapy for me, another is eating although
a lot of people say nga dri maupay it nag strestress eat pero iba kasi it fulfilling nga nahahatag
it pagkaon ngan nakukuan tim cravings bagan even just for a moment na fefeel nga you're
full, tapos another is I'm a kpop fan kasi so music and listening to other kpop groups really is
one of my gate a way from stress and to real world and then reading as well, kay bagan when
you reading kasi you feel like you're another sort of dimension bagan you escape reality for a
bit, so amo itun it akon coping mechanisms
Participant 9: I guess for example like I'm doing something and then in the middle of doing
something I can't really stress about doing it because I've been working for it for to long so
what I do is just like take a break, like mga 30 minutes I cope play a game, I go outside and
do anything basta just not that work I don't pay attention for it I just want to take my mind out
of it, and then when I go back that's when I like to focus again.
Participant 10: Playing Videogames
Interviewer: How these coping mechanisms affect the way you handle academic stress?
----------Participant 3: Because if early ko gin hihimo tak mga activities tapos naiwas akon
procrastination mas madali ko matapos nak mga school works tapos if matapos ko dayun nak
mga school works mas damo tak time pag rest
----Participant 5: Itun coping mechanism nakaka affect hiya tak mental stress as a way na pag pa
iban naiibanan itun bagat nakakalimtan mo it problema na nakakalimtan mo na damo tim
trabahuon para ig surubmit ha deadline kay kun waray itun na coping mechanism biskan ako
o biskan hino pa kun waray coping mechanism as-in waray talaga mag iiha haatun ba
55
mangangadto kita ha mental kun maano kita
Participant 6: Tungod it checklist na mamanage kona it akon time, nakakabawi na ako hin
sleep, it weekends asya nakakabawi ako hin sleep kay natatapos koman on time an akon mga
trabahuon, tungod it checklist maaram ako paano ig handle it akon mga task tas paano ko
mapagsabay it akon school works ngan akon bagat me time, myself ba imo imo self, imo oras
para haimo kalugaringon kay syempre dri man kita nagpapakalulo haatun ka stress kailangan
gihap natun mag relax, amo nababalance ko gad it checklist.
Participant 7: Actually effective hiyan duro kay I can feel na productive ako ito nga at some
point pag natatapos ako tak trabahuon early bagat na momotive ba ako to do more, so it
nahihinabo pag nasusugad ako itun na time na very motivated mas damo tak natratrabaho,
type kasi akot person hit padayun padayun laba nga trabaho so tungod itun na pag convince
tak self mas damo tak natratrabaho nga mga school works tas naiiban gihap tak stress
Participant 8: Because ito nga my mga coping mechanism ako bagan na lelessen or na
tetemporarily nawawara it akon academic stress and for a moment bagan nakaka recollect it
akon thoughts so whenever I do this things like whenever I eat, whenever I watch my favorite
kpop groups or listen to them bagan napapakalma ako to the point na puyde na ako bumalik
back again to doing those things back again to reality where I have to do this sort of duties
Participant 9: So I guess diba when I take the break on it, It's make me feel a less stress about
it, I got to focus a lot more because in the time that I'm not focusing on it I'm just
subconsciously thinking about it, you know so it's really helps a lot to just take a break and
step back from the situation, and just take a break and don't mind it and when you get back to
it you can form a solution
Participant 10: Bagat it iba nangangalimtan ko tak schoolworks, dri ko gud gin huhuna huna
nga mabug-at it mga hirimuon
56
CURRICULUM VITAE
PERSONAL INFORMATION
Birthdate: July 29, 2006
Address: Calipayan, Dagami Leyte
Hobbies: Watching Tv, Kdrama, Phone.
Talent: N/A
Parents: Joselito B. Ortega
Aylene C. Ortega
ABIGAIL C. ORTEGA
EDUCATIONAL BACKGROUND
Elementary- Patoc Elementary School
Junior High School - Patoc National High School
Senior High School - Leyte National High School
PERSONAL INFORMATION
Birthdate: February 3, 2006
Address: Brgy. 97 Cablawan, Tacloban City
Hobbies: Watching Video or Movie, Sleeping
Talent: Dance
Parents: Danilo C. Jonson
Evangeline A. Jonson
JELLERY DEN A. JONSON
EDUCATIONAL BACKGROUND
Elementary- Tigbao Central School
Junior High School – Tacloban City National High School
Senior High School - Leyte National High School
57
PERSONAL INFORMATION
Birthdate: November 25, 2004
Address: Benso Height || Subdivision Pawing Palo, Leyte
Hobbies: Volleyball, Soundtrip, Traveling, Mediation
Talent: Singing and Designing
Parents: Basilides R. Pedrosa
Ginna P. Guasis
MARGARET G. PEDROSA
EDUCATIONAL BACKGROUND
Elementary- Rizal Central School
Junior High School - Leyte National High School
Senior High School - Leyte National High School
PERSONAL INFORMATION
Birthdate: October 8, 2006
Address: Brgy. 62-A Bliss Sagkahan Tacloban City
Hobbies: Reading Stories, Sleeping, Playing Online Games,
Watching Kdrama and Anime
Talent: Drawing
LORNAMIE NICOLE B. CHAN
Parents: Veronica B. Chan
Ronwaldo A. Chan
EDUCATIONAL BACKGROUND
Elementary- Rizal Central School
Junior High School - Leyte National High School
Senior High School - Leyte National High School
58
PERSONAL INFORMATION
Birthdate: July 7, 2006
Address: Brgy. San Jose Sitio Caloogan
Hobbies: reading and watching
Talent: none
Parents: Renato Oreo Salazar
CIARA Z. SALAZAR
Rogelia Zacarias Salazar
EDUCATIONAL BACKGROUND
Elementary- Palo I Central School
Junior High School – Palo National High School
Senior High School - Leyte National High School
PERSONAL INFORMATION
Birthdate: May 25, 2006
Address: Brgy. 110 Utap Tacloban City
Hobbies: Playing Online Video Games, Watching Kdrama
Talent: Dancing
Parents: Alaric S. Raagas
MARY ATASHA SHEN R. RAAGAS
Senley R. Raagas
EDUCATIONAL BACKGROUND
Elementary-Rizal Central School (2012-2017), Bonefacio Bulante
Elementary School (2017-2018)
Junior High School –Cirilo Roy Montcio National High School
Senior High School - Leyte National High School
59
PERSONAL INFORMATION
Birthdate:november 25,2005
Address:brgy 43-B Quarry district tacloban city
Hobbies: playing volleyball.
Talent:singing and dancing
Parents: Angelito Plaza
Cherrylyn Plaza
CHITO B. PLAZA
EDUCATIONAL BACKGROUND
Elementary- City Central School
Junior High School – Tacloban City Night High School
Senior High School - Leyte National High School
PERSONAL INFORMATION
Birthdate: October 15, 2006
Address: BRGY. 50-A Youngfield, Tacloban City
Hobbies: Watching Anime
Talent: Dance
Parents: Dante R. Tan
Melita R. Tan
EDUCATIONAL BACKGROUND
Elementary- San Fernando Central School
JOHN BENEDICK R. TAN
Junior High School – Leyte High National High School
Senior High School - Leyte National High School
60
PERSONAL INFORMATION
Birthdate: September 30,2004
Address: Brgy. 84 Fustanes Manlurip, Tacloban City
Hobbies: Doing make ups, playing guitar and playing volleyball
Talent: Drawing and painting
Parents: Hui, Kam Kou
Jocelyn Aldaya
EDUCATIONAL BACKGROUND
SEPTYFORA A. HUI
Elementary-Old Rizal Elementary School
Junior High School – San Jose Technical High school (Grade 7)
San Jose National High School (Grade 8 to Grade 10)
Senior High School - Leyte National High School
PERSONAL INFORMATION
Birthdate: July 1, 2006
Address: Brgy. Plaridel Dagami Leyte
Hobbies: Playing ukelele and Watching Kdaram
Talent: Dancing
Parents: Remegio S. Gabrieles
Teresita S. Gabrieles
EDUCATIONAL BACKGROUND
IRIESH TIEN S. GABRIELES
Elementary- Plaridel Elementary School
Junior High School – Patoc National High School
Senior High School - Leyte National High School
61