KALINGA STATE UNIVERSITY
LABORATORY HIGH SCHOOL
Bulanao, Tabuk City, Kalinga
A. BASIC INFORMATION
RESEARCH TITLE: Exploring the Impact of Academic
Stress among the Grade 11 HUMSS Students of Kalinga
State University
RESEARCH PROPOSAL OF GROUP 5
to
Marilyn M. Langgaman
(Subject Teacher)
PROPONENTS:
Sillatoc, Zyr I.
Kunayon, Julienne Roz L.
Sangmayao, Keziah D.
Manggad, Kianna B.
Suminag, Kayleen L.
Banag, Sharabelle P.
Chapter 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE
INTRODUCTION
Background of the study
In recent years, the educational landscape has witnessed an increasing recognition
of the prevalence and significance of academic stress among senior high school
students. This phenomenon is particularly pronounced in the Humanities and Social
Sciences (HUMSS) strand, where students often face unique challenges and pressures
related to their academic pursuits.
At Kalinga State University (KSU), a notable institution committed to providing
quality education, understanding and addressing the impact of academic stress on
HUMSS senior high school students is imperative for promoting their holistic
development and academic success.
Kalinga State University HUMSS strand caters to students interested in fields
as education, liberal arts, literature, and communication arts, among others. Despite
program's wide and enriching learning possibilities, HUMSS students, especially the
grade 11 senior high school students, may experience a variety of pressures related to
academic responsibilities, peer relationships, future professional goals, and personal
well-being. According to Alsulami et al.(2018), Academic stress is defined as the
body’s response to academic-related demands that exceed adaptive capabilities of
students.
Neeta and Singh (2022) pointed out that Exams, a heavy workload from multiple
classes and extracurricular activities, grade competition, and high academic
expectations from both family and oneself are all sources of stress for students. These
factors can have a negative effect on students' mental health, emotional well being,
and academic performance as a whole. As stated by Auerbach and Grambling (1998),
ineffective stress management can result in major issues. Furthermore, a person who
is subjected to ongoing stress is prone to suffer from both physical disease, such as
heart disease, and mental illnesses, such as anxiety disorders.
In addition, there is a lack of research that targets the HUMSS strand at KSU,
even though there is literature that sheds light on academic stress as a whole among
high school students. Therefore, it is crucial to undertake a targeted study that looks at
the specific challenges faced by HUMSS high school seniors at KSU, how they deal
with them, what makes them resilient, and what kinds of treatments could help them
deal with academic stress. The purpose of this study is to investigate academic stress
in the HUMSS program at KSU in order to add to the current literature, create based
on research support and assistance services specifically for HUMSS students, and
provide a safe and encouraging classroom for them so that they can thrive
academically and personally.
Related Studies
Stress
Stress is any situation that evokes negative thoughts and feelings in a person. Stressful
events can be appraised by individual as “Challenging” or “threatening” (Lazarus,
1966). Stress is a physiological response to challenging or threatening situations that
can have both positive and negative effects on an individual's well-being (Selye,
1956). When stress is prolonged or excessive, it can lead to adverse physical and
mental health outcomes, impacting overall quality of life. Research by McEwen &
Gianaros (2010) has highlighted the role of stress in influencing brain structure and
function. According to Selye (1976), stress emerges when individuals perceive a
discrepancy between the demands placed on them and their ability to cope with those
demands. Hans selye (1955) also stated that much of the stress we experience is
manufactured in our minds. We perceive a threat (loss of job, anger from spouse, not
meeting a deadline) and we begin to worry. But Stress is inevitable. To be entirely
without stress is to be dead! However, not all stress is unpleasant. Selye distinguished
between pleasant stress, which he labeled eustress, and unpleasant stress or distress.
When we discuss stress today we are usually referring to distress, but we can all relate
to pleasant situations or occurrences which have caused us stress: weddings, births,
promotions, receiving awards, reuniting with old friends, and countless others. Any
change, positive or negative, requires a response from our bodies in order to adapt and
bring us back to our relatively peaceful state. Stress does not affect all people
equally, but stress can lead to illness and negative experiences. Coping with stress is
therefore an important factor, it affects whether and how people search for medical
care and social support and how they believe the advice of the professionals (Passer &
Smith 2007).
Academic Stress
Academic stress is associated with a variety of negative health outcomes, including
mental and physical illness. Academic stress is defined as the body's response to
academic-related demands that exceed the adaptive capabilities of students (Wilks &
Spivey, 2010). It is a pervasive issue that significantly impacts students' mental health
and academic performance. A study conducted by Andrews & Wilding (2004) found
that academic stress is associated with increased feelings of fatigue, irritability, and
difficulty concentrating. These symptoms can further exacerbate the challenges
students face in maintaining healthy study habits and achieving academic success.The
academic stress experienced by students can also impact their physical health, with
studies showing associations between prolonged stress and negative health outcomes
such as weakened immune systems and increased susceptibility to illness
(Stults-Kolehmainen & Sinha, 2014). As stated (krishan lal, 2019), with her research
entitled "Academic stress among adolescent in relation to intelligence and
demographic factors". She stated that Academic stress is mental distress with respect
to some anticipated frustration associated with academic failure or even unawareness
to the possibility of such failure. Students have to face many academic demands, for
example, school examination, answering questions in the class, showing progress in
school subjects.
Additionally, factors such as exam anxiety, workload, and time constraints contribute
to the stress experienced by students (Dewi & Aryani, 2019). Academic stress can
also reduce motivation and hinder academic achievement (Pascoe et al.)
Impact of Academic Stress
Academic stress is the worry and tension that comes from schooling and education,it
frequently comes along when pursuing an individual’s degree and education
(Bernstein, et al 2008). Academic stress is exceptionally hard for high school, senior
high school and college students because they are the ones who are mostly exposed to
doing excessive school work,balancing personal time and finding time for
extracurricular activities and all of these are believed to be possible stressors that may
cause academic stress to students. There has been a lot of research on student’s
academic stress,which revealed that too many assignments,written and physical
activities and poor connection with teachers/educators are the most common stressors
for students. The pressure to perform well in the examination or test and time
allocated makes the academic environment very stressful (Erkutlu & Chafra, 2006).
This is likely to affect the performance of students as well as their focus when doing
activities.Since anxious and depressed youth, stressful life events are considerably
elevated which in turn lead to low performance in academics (Williamson, Birmaher,
Ryan, and Dahl 2005).
DEPENDENT
VARIABLE
INDEPENDENT
VARIABLE
A. The Grade 11
HUMSS Students
of Kalinga State
University
Exploring the
Impact of Academic
Stress among the
Grade 11 HUMSS
Students of Kalinga
State University.
B. Academic
Stress
Figure 1. The Paradigm of the Study
Statement of the Problem
This study aims to explore the negative impacts of academic stress among the Grade
11 HUMSS students at Kalinga State University. Specifically, this study aims to
answer the following questions:
1. What are the levels of academic stress experienced by the Grade 11 HUMSS
(Humanities and Social Sciences) students at Kalinga State University?
2. What are the mental and physical effects of academic stress on Grade 11 HUMSS
students at Kalinga State University.
Objectives
This study aims to explore the negative impacts of academic stress among the Grade
11 HUMSS students at Kalinga State University. Specifically, this study aims:
1.
Assess the levels of academic stress experienced by the Grade 11 HUMSS
students at Kalinga State University.
2. Determine the mental and physical effects of academic stress on Grade11
HUMSS students at Kalinga State University.
Significance of the Study
1. Students: The results of this study will help students to have further understanding
on the negative effects of academic stress,it will also help students to pinpoint the
causes and possible effects of academic stress and to raise awareness to other
students.
2. Teachers: This study will help educators to understand what academic stress is and
it's negative effects on students. Understanding the sources and manifestations of
academic stress can help teachers recognize signs of stress in their students.
Awareness of stressors such as workload, exams, peer pressure, or personal issues
allows teachers to provide appropriate support and interventions
3. Parents and guardians: They will become more knowledgeable on their children's
state of mind,and will promote helpful and positive advices to their children. They
will also become more open ad vocal about the importance of mental health, academic
stress and the overall well-being of their children.
4. Future Researchers: This study will serve as their basis in acknowledging the
awareness of academic stress and it's negative impacts among students and to gain
understanding that can lead to greater support and advocacy to students in the near
future.
Chapter 2
METHODOLOGY
Research Design
The study will utilize a mixed-method approach for a thorough understanding of
academic stress in students. The researchers aim to combine quantitative and
qualitative methods, providing a broader view on the primary sources of academic
stress experienced by the grade 11 HUMSS students at Kalinga State University, and
the impact of academic stress in the mental health and overall well-being of students by
using questionnaires to assess stress levels. Qualitative interviews and focus group
discussions will offer detailed narratives and personal accounts, illuminating the unique
hurdles students encounter in this academic setting. By integrating these methods, the
researchers will be able to cross-check findings, and enhance understanding to tackle
academic stress among the grade 11 HUMSS students of Kalinga State University.
Participants of the Study
The students who are enrolled in the school year 2023-2024 in the Laboratory High
School Kalinga State University will be the participants in the study. Purposive
sampling will be used in this study. 40 students of Kalinga State University grade 11
HUMSS students will answer the questionnaire provided by the researchers.
Instrumentation
The study will use questionnaires to gather the data needed. The questionnaire will be
composed of 2 parts. Part 1 will be about assessing the academic stress level of
Kalinga State University grade 11 HUMSS students that was modified from the tool
developed by Bedewy et al. (2015) which is a 5 point likert scale. While part 2 will be
a focused group interview and the guide questions are created by the researchers.
Consequently, the study utilized the following questions as a guide for the
participants’ interview:
1. How often do you experience academic stress?
2. Have you noticed any physical symptoms associated with academic stress, such as
headaches, fatigue, or changes in appetite?
3. How does academic stress impact your mental well-being? Do you struggle with
anxiety, depression, or other emotional challenges as a result?
Data Gathering Procedure
The researchers will ask permission to the faculty and staff of Kalinga State
University for the conduct of the study. Given the permission of the faculty and staff,
the Grade 11 HUMMS students will be asked for their consent to take part in answering
the perceived academic stress scale. After tallying and interpreting the date of the scale,
participants who have the highest stress level will be identified for an interview. The
researchers will interview participants individually during free time of their classes
within the school’s premise. After each interview, data will be transcribed verbatim.
Thus Qualitative Content Analysis will be used to analyze the data.
Data Analysis
Data from the interview will be rigorously analyzed using
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