Republic of the Philippines
Region XI
Division of Compostela+ Valley
Monkayo National High School
Students Stress in Practical Research I and its Impact to
Students Academic Achievement
A Research Presented to the Faculty of the Senior
High School of Monkayo National high School
Monkayo Compostela Valley
In Partial Fulfilment on the Requirements
In Practical Research 2
April Rose Polinio
Kier Latonio
Rowen Alera
Guiljeck Mejos
Charelo Genobiagon
2018
Chapter I: INTRODUCTION
Background of the Study
Practical Research is a form of academic research when incorporates an
element of practice in the methodology or research output. Practical research involve
survey, interviews and field. Level investigation in order to achieve the correct
information it is highly important that information is complete and reliable to properly
support the decision-making process. Finding and searching information that related to
your topic is really difficult because it is very essential that you must read every
information that had been searched in order to capture the meaning of the topics.
The academic achievement of the students has gained significant attention in
past researcher (Aliet.al, 2009). Performance of students is affected by psychological,
economic, social, personal and environmental factors. Though these factors strongly
influence the achievement of students, but these factors differ from country to country
and person to person (Stephen &Schaban, 2002). According to (Abdullah, 2011) cited
that researcher have demonstrated that the achievement of students depended upon
several factor with the positive outcome on the performance of the students in
competence of students in English.
In addition this year, here in our country, a wave of Filipino teens will become the
second students required to complete grade 11 and grade 12 which is the senior high
that aims to develop the student’s critical thinking and problem solving skills globally
and locally. Practical research helps Filipino Students to think analytically and it’s also
enhance the skills of every student who gone practical research.
In Monkayo National High School-Senior High, grade 11 students gone in
Practical Research 1, which is the qualitative research. In making a practical research 1
a lot of students said that it was really stressful as there are lots of guidelines that
should be followed in order to make a virtuous result. Here in Monkayo Senior High, the
researcher conducts a research which they can find respondents only here in Monkayo
and sometimes only inside the campus.
When we heard the word research their initial reaction always implies that
research is difficult, when we distress ourselves in practical research some students
might not improve their skills in conducting a research and also in academic
performances. The purpose of this study is to know the academic achievement of the
students who were already experienced this kind of subjects and also to measure their
learning, communication skills, time management, financial and proper guidance from
parents that influence students’ academic achievement.
Statement of the Problem
The main concern of this study is to determine the student’s stress in Practical
Research I and its impact to their academic achievement. Specifically, this study would
give answers to the research question of this study.
Research Questions:
1. What is the impact of practical research to the students’ academic
performances?
2. How the students handle stress in PR I in terms of the difficulties?
3. Is there a significant effect of students’ stress in PR to their academic
performance?
Hypothesis
4. Ho1. There is no significant effect of students’ stress in PR I to their
academic performance.
Significance of the Study
The result of this study may benefit the following:
Parents. The result of this study will helpful to the parents as it will give awareness
about the stress that might felt of their children. By this research they can be able to
understand the situation of their children, because the data that we might get from our
research serve as an explanation. Through this research they can also help their
childrenin avoiding stress by doing and making some things that might help in
preventing this kind of pressure. The parents would be aware in every consequence
that might bring by this subject.
Participants. The participants can also benefit this study because through this study
they have been given the chance to voice out the stress and pressure that they have
been felt and experience from this subject. They can be able to share their difficulties
and on how they cope up from this. Their familiarity of this subject can also
Benefit those students who are now currently involved in this study and also
those students who are not yet involved of it.
Researcher. This research is beneficial to us (researcher) as it will give us the hint in
order to know the difficulties that they have done through Practical Research 1 and also
to know their guide and technique on how they overcome from this. We can be able to
get learnings through this study; this study serves as a reflection for the researcher
because it might give some brilliant ideas for us to be aware of what difficulties Practical
Research had brought in every student.
Students. This study would become helpful and useful for the students as it will serve
as a guide and image for them to know how to manage and avoid stress during in
conducting Practical Research 1. This would become their assistance of awareness, by
this research they can be able to get ready for the difficulties and consequences of the
Practical Research that they might conducting very soon. It is beneficial to them it’s
because it may serve as a preparation for them.
Teacher. This study is also beneficial to all teachers who are handling the subject of
Practical Research. This would be the bridge for them to be aware on how stressful
Practical Research is, in every student who undergone Practical Research. By this
research teacher may also get some ideas from the students regarding the concerned
of this research work activity.
Scope and Delimitation of the Study
This study will only be conducting in Monkayo National High School in Campus
B. It only covers the Senior High School Students and also the Teachers inside of this
campus. The Major concept of this study is just about the Stress in Practical Research
to the students and its impact to the academic achievement. The data that we may
collect is came from our research and also came from the student’s experience.
Furthermore, this study does not mean that there are no weaknesses and
limitations. We recognize the weaknesses along with it, if the research is reliability and
bushy, rich data is essential. To reach this principle it would need at least 4 sections to
take part of this study, just those students who are willing to take part of this. This study
would just only tackle the main subject and these data are just all their experience and
perceptions about their situation. We cannot guarantee a perfect recollection of all
experiences of the participants due to the fact that the location we studied is only here
inside the school.
Chapter II:
METHODOLOGY
Research Design
We used correlational research because this design will fit to our study.
Research Subject
The respondents are about 40 students within the selected students of Grade 12
sections (Aguinaldo,Estrada,Osmeña, and Ramos) in Monkayo National High School.
Respondents were chosen through random sampling. Out of the population the
sampling size was identified through the use of Slovin’s Formula.
Table 1 shows the distribution of respondents. As written in the table, there were
40 respondents within the Grade 12 sections; Aguinaldo with 10 respondents,Estrada
with 10 respondents, Osmeña with 10 respondents, and Ramos with 10 respondents.
Therefore, the total population of the sample size of Grade 12 sections
is 40.
Research Instrument
There is one validated research in this study, a survey-questionnaire that will be
answered by the respondents. The survey-questionnaire would contain information
about the level of stress among students in Practical Research 1, and its impact that
would determine their academic achievement.
Table 1.
Year Level Grade 12 Total
Department Population
RAMOS
10 10
OSMEÑA
10 10
AGUINALDO 10 10
ESTRADA 10 10
Total 40 40
Distribution of Respondents
Research Locale
This research will be conducted in Monkayo National High School (MNHS) in
campus B. this school is located in Monkayo, Compostela Valley. Figure 2 shows this
map of Monkayo where Monkayo National High School is located.
Review Related Literature
Independent: Academic Stress
When we hear the word research, their initial reaction always implies that
research is difficult. When we develop fear in subject we might loss the interest. We will
then refuse to understand and later on, it is hard to motivate. However, it is hard to insist
that a demanding subject is easy and enjoyable. Moreover, as what they can see in
their teachers, they also struggle on how to teach research because in the first place,
the teacher is confused, ideally as educators we should be an example to our students.
This article may provide essential insights of how are you going to make your students
love research.
According to Misia et.al (2000) stated that academic stress represents an
important psychosocial challenge for students in Practical Research I. One of the very
best fundamental challenges to the students is having a task including in Practical
Research I, as it is gives us stress that represents a significant challenges difficulty for
the students who are in this kind of issues.
Stress refers to the pressure of a students to achieve positively within the
realm is schooling and tertiary research. It was negatively associated mentally and
physically health, yet the conclusion is that research is challenging and sensitive area
for school and academic development besides it is usually included as a mission.
(Castillo et.al, 2oo4).
According to Keoghi’ (2004) revealed that stress is one of the psychological traits
often being observed on school learners, stress is a common element in the life of
students, regardless of having research work activities, however its relation to their
anxiety, time management and leisure satisfaction. Students demonstrated significant
gains in research skill and provided positive appraisals of their collaborative experience.
Stress makes it incredibly difficult to “switch off” our brains in many ways
specially in doing some research activities, hence it is difficult to fall asleep and stay
asleep. It emphasizes that research has long been recognized as a high impact practice
for us to be learned. (Jackson, Abi, 2005)
According to (Centre 2010) cited that any situation which causes frustration can
also be cause of stress. Everyone have different skill and capabilities so their style of
handling the situations could also differ and it is same for stress level for each person. It
is possible stress level will be different for two persons which are facing save situations.
It depends on which kind of stressors affects them both.
Stress is not an extraordinary thing it is just the part of our daily life. And even it
is good for us if its amount is not too much. It can improve our motivation and also help
us to improve our productivity . It depends on how we perceived about stress. It
depends how we react against it, it can affect us negatively as well and if we always
react or respond negatively against stress it also could affect our health and happiness
(Robinson 2010).
Prime cause of stress includes over competition, regular homework, long-school
class hour, research activities, over expectation of parents and teachers which tax
students. This research captured over mind that stress is one such problems which
affects a large No. of students, because during PRI, they became more serious in life,
almost every day they encountered difficulties some of these are corrupted files,
deadline, words of discouragement, financial problems, and even sickness since they
slept 3 hours or 4 hours a day. (Deb, S. 2015)
Stress affect oral health of students showing higher perceived stress score
students, because before this particular subject,
Dependent: Academic Achievement
According to other researchers, it is not about doing the job which creates the
problem in managing the work load of studies. It is about the amount of work done as
the students who work more spend less time on their studies and also pay less attention
during their classes (Steinberg & Dornbusch, 1991, ).
Many researchers have been done by scholars on finding the factors which
contributes on student’s academic performance and achievements at different
educational levels. A study suggested that student’s educational performance and
achievement relies heavily on social status of parents and guardians of them (Graetz;
1995).
Researches also indicated that employment is also one of the factors that effects
academic achievement of students. They resulted that it affects negatively on its
performance as the more the number of hours they work, they more they are distracted
from academics. They mentioned that more working hours will decrease the probability
of being ‘A’ Grade student (Pritchard, 1996).
Student’s academic learning and performances can be affected by many factors
such as gender, age, teaching staff, father/ family’s economic condition, family’s social
status, total study hours, and accommodation of them as hostelries or day scholars
(Pritchard, 1996
A study examined a significant correlation of academic performance with
intelligence level among the students of high school on gender basis, and found that the
relationship among intelligence of a student and academic performance of them is
higher among girls. They also found that socio- economic status is not affecting the
student’s academic performance notably among boys and girls, and that the academic
performance of urban girls and boys are higher than that of rural ones. They resulted
from their research that academic performance and achievements of girls are much
more superior to that boys (Mishra; 1997).
Practical research has shown the learning strategies a student adapts for learning an
academic task influence the quality of learning outcomes achieved. This study cited that
the learning strategies describe the ways in which student engaged in this kind of
learning task. (Covington, 2000)
Research done by Considine and Zappala also found the similar results that social
status and family’s income is positively correlated with the student’s performance in
academia (Considine and Zappala; 2002).
The more a student is motivated to do a research task, the greater their effort,
persistence, is use of cognitive strategies expanded on the task. This research
emphasized the motivation and effort; in order (purpose) pursue the research work
activity. (Pintrich, 2003)
This study also indicates that academic ability is the most dominant factor in the
explanation of academic performances. During our PRI this study stated that academic
ability is one of the most valuable tools to pursue the daily task.
According to Rizzoto (2004) it is important that students have a high academic
engagement and satisfactory in order to have good academic achievement in making
research activities. As what we’ve read this research reported that a student , we must
also use the strategy that will suitable achieving in making research activities in order to
you to have goal academic and performances .
Academic achievement is “operationally deprived as the expected satisfaction is
activities by the fulfilment at his/her research task. “According to them, thing conducted
that the achievement of the students is for those who satisfied their research work
activities is very well-important. (Kumar, 2006)
Achievement is important because it promotes their later success in their work
activities. Therefore, it is vital to understand the academic achievement of the students.
We already know that academic achievement is a process to reach out the beauty of
his/her success specifically in making PRI. (Eurydice, 2006)
Several variables may affect the academic of student, including lack of sleep
deprivation, underestimating stressed. Yet it is highly important indicator of the students
on how they cope-up the tragedy in order to achieve. There are times we slept as early
as 4 hours, due to homework activities including Practical Research I, but definitely It’s
just a test , a test that will build up ourselves and how will you manage and deal with it
in order to achieve the task (Swisher, 2006)
The students who completed high levels of his/her task may be more satisfied
with academic achievement due to accomplishing their projects, activities of academic
achievement purposefully academic. That does not necessarily mean you give up.
Instead you must have the ability such as hard work and patience in order for you to
satisfy the research paper activity. (David 2010)
Some of the researchers found that previous academic performance is also a
factor affecting current academics of students. As found by a research, performance of
students in higher education level depends on the undergraduate level of studies
(Minnesota; 2007).
Research have been conduct in order to review the relationship among stress and
academic performance of students and it has been found that stress affects the
academic performances of students in great manner (Hill, 2007). Also found in another
study, past educational performances of students is considered to be an important
indicator in finding the future achievements of them, as said that better the previous
academic performance; the better will be in the upcoming endeavors (Durden and Ellis;
Staffolani and Bratti; 2002).
We can resolute the student’s academic achievements by their performances in
their institutions, their activities and assignments done in classes, presentations they
give and results of their exams (Ong, Bessie, and Cheong, 2009).
Students complained about the stress they feel while giving their exams or any
competition regarding grades or in any case when they have so much to study and less
time to do it.
One study reported that stress among undergraduate business students is a
notably important factor which is interrelated with poor performance (Bennett, 2003). A
research found that student’s attitude towards the learning of working ethics is related to
the academic performance and achievements (Conard, 2006; Jansen & Bruinsma,
2005).
Students who are coming to colleges and universities for only professional
outcomes meaning to get the job, and earn good money will have totally different
thinking and approaches inside the classes and during their studies because they will
be attending it for their personal knowledge enhancement. There approach for the
acquisition of education with so much motivation dominantly affects their academic
performance and achievement (Durik, Lovejoy, & Johnson, 2009).
Additionally, family’s expectation can be a big factor that can affect the motivation
level of student on their academic performances and they must be considered as an
important point as attitude towards education (Mutsoto & Abenga, 2010).
It is also found, that confidence level of students in themselves in terms of
academics and their managerial abilities as how they manage their academic work load
affects their academic performance achievement (Richardson, 2011)
Coming across a research, it has been found that the most important learning
behaviors which affects the academic performances of students are the group study/
independent study sessions, discussing the material when needed with group mates
and class activities, involvement in class, their backgrounds, and discussing the course
and class material with faculty when needed (Bennett; 2011).
In another study, it is been concluded that study behaviors of students and their
attendances are more important and affective towards their academic performance as
compared to the utilization of their text books (Berry, Cook, Hill & Stevens 2011). In one
research it is been found that the academic performance is combination of social status
of family, parent’s involvement with their children, and school managerial behavior with
their student activitie
Theoretical Framework
This study is anchored to the theory of Lena Dahlberg and Colin McCaig
(2010) in their book,”Practical Research and Evaluation”, being a researcher is linked to
possible problems. Doing research with other duties and undertaking it within our hour
isn’t possible. Additionally, some research would not work according to how it’s planned.
As a student and a researcher, they often have to combine their role and duties, as well
as time managing that would likely cause stress.
In 1993, Deborah J. Stipek stated in his book “Motivation to Learn: From Theory
to Practice. Second Edition” Stress in the current study is defined in alignment with the
environmental model, which views stress as independent environmental events or
chronic conditions that threaten adolescents’ physical and/or psychological well-being
(Grant et al., 2003). This description is consistent with the traditional stimulus-based
definitions of stress, which posit that events and chronic circumstances may threaten an
individual without leading to negative outcomes and hence allowing for resilience
(Compas & Andreotti, 2013).
Moreover, this definition will provide for a relatively objective documentation of
stressful life events and conditions independent of varying individual cognitive
appraisals, thus eliminating potential confounds as valued in stress research (Grant et
al., 2003). Grant and colleagues advocate for measuring stressin terms of an
accumulation of environmental stressors, without attempting to disentangle the events
from one’s appraisals of the events, or their physiological reactions to the events.
Conceptual Framework
Independent Variable Dependent Variable
Student’s Stress in Academic
Practical Research 1 Achievement
Figure 1. The Theoretical Paradigm of the Study
Chapter 3
RESULTS AND DISCUSSION
In this chapter, the researchers discussed the findings and results of the study from the
data gathered. The results are presented in tabular and textual forms.
Table 3
Extent of GRAY-L’s Leadership
ITEMS MEAN DESCRIPTION
1.accepts responsibilities for any 4.87 Always
action while working.
2. is actively doing his/her tasks. 4.53 Always
3. performs positive leadership 4.36 Often
qualities.
4. creates an atmosphere of 4.87 Always
mutual trust.
5. resolves conflict with the goal 4.93 Always
for all to succeed.
6. accepts and utilizes suggestions 4.93 Always
to improve performance
7. epitomizes effective leadership, 4.5 Often
consistent excellence, and endures
unity.
8. is committed in his/her duties. 4.53 Always
9.balances the organization’s role 4.8 Often
and academic performance.
10. is enthusiastic and motivated in 4.5 Often
performing his/her duties.
TOTAL 46.65
MEAN 4.67 Always
