CAUSES OF STUDENT STRESS, ITS EFFECT ON THEIR

ACADEMIC SUCCESS AND STRESS MANAGEMENT

BY THE SELECTED GRADE XI STUDENTS

OF SIARGAO ISLAND INSTITUTE OF

TECHNOLOGY, DAPA SURIGAO

DEL NORTE: S.Y. 2021-2022

_______________________________________

A Research Proposal Presented to the Faculty of

Siargao Island Institute of Technology

Senior High School Department

Dapa, Surigao del Norte

_____________________________________

In Partial Fulfillment of the Requirement in

Research

for the General Academic Strand (GAS)Strand

_____________________________________

by:

ASMINDA L. UNTAD

OISHII MARIE N. ANTIPASADO

JULIUS CLOYD C. NAVARRO

JUANNA P. GONZALES

JEGGYCRES B. ROSALES

ALJUN MARK G. MADERA

JOHN RUSSEL D. COMON

HELKIE JHON M. LUCHA-

OLIVA G. PORPAYAS

June 2022
 CHAPTER I

THE PROBLEM AND IT’S BACKGROUND

Problem nowadays are issue to our fellow students that are

experiencing social anxiety, general anxiety, family problem, stress and

depression, some students experiencing problem was because of family

problem, way or learning way of life.

Stress is a feeling of emotional or physical tension. It can come

from any event or through that makes you feel frustrated, angry, or nervous.

Stress is your body’s way of responding to any demand or threat. Stress is a

big impact special to students. It affects their educations they can’t focus well

and they can’t manage to improve their studies.

Students feel stress when they are lack of sleep, a poor diet and

even from having too much downtime. Being expected to speak up in class,

being disorganized and having a fear of change can lead to anxiety among

students. All these stressors can be treated and overcome.

In the case of Environmental factors, worries about the future was

the main factor causing stress among students, whereas class workload was the

main element of stress with regard to the Academic factors. In the category of

Personal factors, financial problems caused most stress to students.

"Social situations can also be a source of stress for teens. They

might feel pressure to fit in, to be popular, and to have a lot of friends —

whether these are real friends or not. And as teens get more independent, they

may find themselves in new and even risky situations where they need to

make tough choices."

1
 Theoretical Framework of the Study

The stress as stimulus theory assumes: Change is inherently stressful.

Life events demand the same levels of adjustment across the population. There

is a common threshold of adjustment beyond which illness will result.

The main objective of the study was to find if there exists academic

stress among students. Further, this study was also conducted to understand if

they’re gender wise and stream wise differences in academic stress reported

by the participants. Differences in gender and stream were also noted in the

different dimensions or sources of stress as assessed by the Academic Stress

Scale. It was hypothesized that there exists significant gender differences and

stream wise differences in academic stress. It was also hypothesized that the

sources of stress will also significantly vary among gender and the different

streams.

Conceptual Framework of the Study

Claude Bernard (1865/1961) noted that the maintenance of life is

critically dependent on keeping our internal milieu constant in the face of a

changing environment. Cannon (1929) called this “homeostasis.” Selye (1956)

used the term “stress” to represent the effects of anything that seriously

threatens homeostasis. The actual or perceived threat to an organism is

referred to as the “stressor” and the response to the stressor is called the “stress

response.

2
INPUT

It includes the increases of the

cause of the stress of the students
of the selected Grade XI Students
of SIIT.

PROCESS

It includes the critical analysis,

Qualitative analysis, and
Personal evidence gathered in
the Grade XI Students of SIIT.

OUTPUT

It indicates overcoming and

handling stress so they can dwell
with it.

Figure 1. Schematic Diagram of the Study

3
 Statement of the Problem

The study discussed the Cause of stress to student and its effect to

academic in Grade XI students of Siargao Island Institute of Technology,

Dapa Surigao Del Norte Specifically, the following questions will be

answered;

1.) What is the profile of the participants in terms of;

1.1. Age

1.2. Gender

1.3. Student Status

1.4. Strand

2.) How are student overcome stress in terms of;

2.1 Studies

2.2 Family

2.3 Poverty

3.) What is the level of effectiveness to avoid consuming of stress;

3.1 Think positive.

3.2 Engage in self-relaxation.

4.) Is there a significant difference of stress management in Siargao Institute

of Technology in Dapa Surigao Del Norte profiled variables?

5.) What are the proposed programs to minimize stress disorder of student in

SIIT?

4
 Significance of the Study

The significance of this study is to learn on how could student dwell on

stress to maintain their good performance at school or academics so they can

avoid some negative effects of it. This may help them handle our own specific

problems every-time they undergo stress disorder.

Scope and Limitation of the Study

The scope of this research is to identify the stress of student at

different Strands of grade X1 face in organization and how much mentally

they are fit to face this kind of stress. This research study will help inform and

warn everyone that they don’t have to stress too much because it could cause

bad effects to our physical and mental health.

Definition of Terms

There are words in this study which need to be defined

operationally to obtain a clear and understandable and meaning interpretation

on how they are used in this study.

STRESS- a feeling of emotional or physical tension. It can come from

any event or thought that makes you feel frustrated, angry, or nervous. Stress

is your body's reaction to a challenge or demand. In short bursts, stress can be

positive, such as when it helps you avoid danger or meet a deadline

ANXIETY- is a common emotion when dealing with daily stress and

problems. Learn more. Find out more about common mental health conditions

and how they affect people.

MENTAL HEALTH- includes our emotional, psychological, and

5
 social well-being. It affects how we think, feel, and act. It also helps

determine

how we handle stress, relate to others, and make healthy choices.

Mental health is important at every stage of life, from childhood and

adolescence through adulthood.

PHYSICAL HEALTH- is defined as the condition of your body,

taking into consideration everything from the absence of disease to fitness

level. Physical health is critical for overall well-being, and can be affected by:

Lifestyle: diet, level of physical activity, and behavior.

ACADEMIC- relating to or associated with an academy or school

especially of higher learning the academic curriculum academic courses.

STRESS MANAGEMENT- Put simply, stress management is: “set of

techniques and programs intended to help people deal more effectively with

stress in their lives by analyzing the specific stressors and taking positive

actions to minimize their effects” (Gale Encyclopedia of Medicine, 2008).

HOMOESTASIS- refers to the ability of an organism to maintain the

internal environment of the body within limits that allow it to survive.

6
 CHAPTER II

FOREIGN RELATED LITERATURE

Stress reduces students work rate, reduces ability to learn in class, and

causes lack of concentration in class. This in turn leads to producing poor

quality work and reduces academic performance. Therefore, academic stress

has a negative relationship. Based on the review of the literature, stress could

be classified according to the nature of the stressor (physiological,

psychological), its influence on individual (positive eustress, negative

student’s performance, Distress), and the exposure time of stressor (acute or

short-term, chronic or long-term).

Extreme levels of stress can hinder work effectiveness and lead to

poor academic performance and attrition. College students who experienced

stressful life events also reported worse health outcomes and reduced quality

of life. Prolonged stress can cause high blood pressure, weaken the immune

system and contribute to diseases such as obesity and heart disease. It can also

lead to mental health problems such as anxiety and depression—disorders that

are becoming more common in youth.

Stress may add to unfavorable feelings, animosity, frustration and

violence for no proper factors. Stress on young adults can cause behavior

changes. The adjustments could be that you try to eat more or less, solitude

from others, stressed behaviors, too much or too little rest, and so on. Most of

the stresses among international students in an unfamiliar academic

environment are family home problems, language barriers, poor academic

7
 relationship with the instructors, relationship with other students,

loneliness, financial challenge, insufficient resources to perform academic

work and culture shock.

Some sources of stress for teens include:

-School demands and frustrations.

-Negative thoughts or feelings about themselves.

-6 Changes in their bodies.

-Problems with friends and/or peers at school.

-Unsafe living environment/neighborhood.

-Separation or divorce of parents.

-Chronic illness or severe problems in the family.

New classes, new teachers, and new routines can all be

stressful for students, and take time to adjust to. As they progress through

school and start taking more advanced classes, the increased difficulty can

cause stress for students

FOREIGN RELATED STUDIES

Culture shock is normal for many international students. Here are

some tips to help you adjust.

From unfamiliar cuisine to the foreign language, adjusting to life at a

U.S. university can be challenging for international students. Don’t worry

though – culture shock, as it is known, is natural. Adjusting to your new

environment will take time – and maybe some expert guidance. Follow these

tips on how to overcome culture shock when studying abroad.

8
1. Realize that adjusting takes time

Culture shock and being homesick is normal – all students

experience a period of adjustment during the first weeks and months of school.

Be patient with yourself and understand that it is a process. You will be

excited and intrigued about cultural differences, but there will also be times

where you are frustrated or confused.

2. Focus on the positive

You might find it easy to focus on what is “missing,” like familiar

foods and customs from back home. However, comparisons will not help you

settle in when encountering culture shock abroad. Instead, focus on the good

things around you. Remember that discovering and learning new things is why

you wanted to study abroad.

Write down fun or interesting discoveries and add to your list

throughout the year. You could write your list in a notebook, a blog or journal

(in English to help you practice) or even type a quick note on your phone.

3. Understand your academic expectations

Not only are you adjusting to a new country, but you are also

learning how to handle a different academic system. This takes time.

Understanding expectations will reduce your anxiety about school work.

Chat with your professors, advisor and friends about what is

expected at your university. This will soothe your nerves and help you

approach your classes appropriately.

4. Accept that you will be homesick

9
 All students – both international and American – go through a

period of homesickness. Although it is important to stay connected with loved

ones, remember to embrace your new home and the opportunities to make new

friends, too.

Push yourself to start conversations with people. Celebrate your

home by talking about your culture and take the time to learn about their

cultures, too.

5. Do not compare yourself to others

Try not to compare yourself to others when learning how to deal

with culture shock, especially if they are American or have spent a significant

time in the U.S. already. Every student is different and adjusts at their own

speed, even if their home is closer to your university.

While you do not want to overwhelm yourself, do things that

make you a little nervous, like sampling an unfamiliar food or practicing your

conversational English with a native speaker. You only grow when you reach

outside your comfort zone.

6. Get to know a variety of students

Bonding with other international students can be easy since they

share your perspective but befriend American students, too. They can help you

adjust to American culture, answer your questions and have fun while you are

abroad.

Many American students are outgoing, but they might be hesitant

to talk with an international student because they are nervous, just like you.

Take the first step and start conversations with new people.

10
7. Find ways to relieve stress

Adjusting to culture shock at university can be stressful. Exercising

can help you burn off nervous energy while exploring your new home. Yoga

or meditation could help you relax. Exploring new hobbies or joining a student

club on campus, especially those that encourage socializing and meeting new

people, can help you overcome culture shock.

8. Keep an open mind

Look at things from other perspectives. If a fellow student or

professor acts differently than you would expect, consider how their

background and culture influence their behavior. Just as you would want your

American classmates to embrace and understand your differences, do the same

for them.

LOCAL RELATED STUDIES

Adaptive stress helps us rise to life’s challenges. Adrenaline, nor-

adrenaline and glucose flow into our blood. We get a buzz of energy and feel

alert, focused and creative. Negative stress occurs when our ability to cope

with life’s demands crumbles. If we don’t break down the stress chemicals

(e.g. through physical activity), they stay in the blood, preventing us from

relaxing. Eventually, this results in a permanent state of stress. That initial

buzz turns to worry, irritability or panic. Challenges become threats; we doubt

out ability to do even simple things and problems appear insurmountable.

Different things cause stress in different people. Some of the things

students commonly cite as causes of stress include:

-examinations

11
-deadlines

-returning to study

-pressure of combining paid work and study

-difficulty in organizing work

-poor time management

-leaving assignments to the last minute

-out of control debts

-poor housing

-overcrowding

-noise

-adjusting to life in a new environment or even country

-difficulties with personal relationships (e.g. splitting up)

-balancing the demands of a family with studying

-parents or problems at home

Very often stress results from an accumulation of many different

pressures which build up gradually without us noticing.

How Too Much Stress Affects Us

Physically: The heart pumps faster, making the heart pound and blood

pressure rise. Some people experience palpitations. Muscle tensions increases,

leading to headaches, dizziness, jaw ache and even insomnia. The mouth goes

dry. Digestion slows causing “butterflies” in the stomach. Breathing is faster

and less efficient which can lead to over-breathing (hyperventilation) and

breathlessness. Changes in the flow of blood to the skin can cause sweating,

blushing or clammy hands and feet.

12
 Mentally: A certain amount of stress can be mentally stimulating but

too much can affect our thinking ability. Thoughts may become jumbled and

confused. Thinking becomes focused on worrying. We may become

preoccupied with problems. It becomes much harder to make decisions or find

solutions to problems. Thinking negatively and fearing the worst increases

worry and stress.

Emotionally: People respond to stress in many different ways.

Common emotional effects are irritability, impatience, anger, frustration, fear,

anxiety, self-doubt, panic, despondency, feelings of inadequacy, insecurity,

hopelessness, unhappiness, emotional withdrawal and depression.

13
 ACKNOWLEDGEMENT

To our almighty creator our GOD we would like to thank him for

giving us wisdom and determination for finishing our RESEARCH.

To their parents, Mr. and Mrs. Untad, Mr. and Mrs. Navarro, Mr. and

Mrs. Antipasado, Mr. and Mrs. Rosales, Mr. and Mrs. Madera, Mr. and Mrs.

Lutcha, Mr. and Mrs. Comon, and Mr. and Mrs. Gonzales who served as their

inspiration in all of their efforts and for all of their love, prayers, moral and

financial support.

To the participants of the study, the selected Grade XI students of

Siargao Island Institute of Technology, Dapa, Surigao del Norte, for allowing

them to conduct a survey as the source of data of study.

To their school mates they are giving a gratitude for the challenge

and inspiration to accomplish their RESEARCH.

To Mr. Efren Rocacolba, the subject teacher in Practical Research,

for effective and detailed teaching for the subject research and for the

persistent advice, guidance and encouragement for the success of the research

and also for re correcting the works to be successful.

 TABLE OF CONTENTS

Page

List of Figure vi

List of Table vii

List of Appendices ix

Chapter

List of Appendices

Chapter

I The problem and its Background 1

Theoretical Framework of the Study 2

Conceptual Framework of the Study 2

Statement of the Problem 4

Significance of the Study 5

Scope and Limitation of the Study 5

Definition of Terms 5-6

II Foreign Related Literature 7

Foreign Related Studies 8

Local Related Studies 11

III Research Methodology 14

Research Design 14

Research Participants 14

Research Instruments 14

Data Gathering Procedure 15

Data analysis 15

Sampling Techniques 15

Ethical Considerations 15

REFERENCE 17

APPENDICES 18-19

CURRICULUM VITAE 20-28

 CHAPTER 3

RESEARCH METHODOLOGY

This chapter explains the overall validity and reliability of gathering and

analyzing.

RESEARCH DESIGN

The study sued to inform and lead casually to gather and analyzed

purely. The findings are confirmed to verified the determined students

experiencing stress disorder of the selected Grade XI Students of Siargao

Island Institute of Technology, Dapa Surigao Del Norte.

RESEARCH PARTICIPANTS

The respondents of the study are the Senior High School selected Grade

XI who were officially enrolled in the school year 2021-2022 in Siargao Island

Institute of Technology Senior High School department of Dapa Surigao Del

Norte. There were 8 student respondents for each Strands. There were 4

strands offered in SIIT SHS Department, those are HUMMS, GAS, STEM,

and ABM.

RESEACRH INSTRUMENTS

An interview of the participant in terms of the survey of the researchers. It

indicates how they could to overcome, dwell their stress, it also indicates how

would it could affect their academic performance and academic success if ever

they are experiencing stress.

14
 DATA GATHERING PROCEDURES

Student stress survey questions is a sample questionnaire template that

comprises of questions and examples to understand higher education

experience, to cope up with stress and the entire experience a student has

during their high school.

Stress takes a toll on students' mental health. Use this short stress

questionnaire to conduct a stress assessment study among students to find the

sources of student stress. Ask questions about anxiety and create student stress

statistics to take measures to overcome it.

DATA ANALYSIS

About 33 percent of people report feeling extreme stress. 77 percent of

people experience stress that affects their physical health. 73 percent of people

have stress that impacts their mental health. 48 percent of people have trouble

sleeping because of stress.

SAMPLING TECHNIQUES

Probability sampling are used to choose the selection of surveying for

the random students that has to be choose connected to the stress or the topic.

ETHICAL CONSIDERATION OF THE STUDY

The research design enable research to guide for the participant to

include the principles like voluntary participant, informed consent, anonymity

confidentially, potential for harm and results communication.

15
 The researcher avoids the personal and private questions that could

offend them the researcher should always respect for the dignity, respect for

free and let the participants answer acceptably.

All the data and gathered during the research of the study should be

secured it should be in private between the researchers and respondents only it

should confidential.

16
 REFERENCES

1.World Health Organization - Looking after mental health - Tips and advice -
who.int

2.Medically reviewed by Timothy J. Legg, PhD, PsyD — Written by The

Healthline Editorial Team — Updated on February 25, 2020.

3.Stress Symptoms by Hedy Marks Medically Reviewed by Smitha Bhandari,

MD on August 19, 2021.

4.Wiley Online Library (1990) Methods of coping with stress at work: A

conceptual analysis and empirical study of measurement issues. Journal of
Organizational. Behavior 11: 135.

5.Acute stress influences strategy preference when dealing with high intensity
emotions in men - ScienceDirect.

6.Social preferences under chronic stress - PMC – NCBI by S Ceccato · 2018

· Cited by 15 — In this paper, we focus on the relation between self-reported
chronic stress and self-reported as well as behaviorally shown social
preferences.

7.Definition of Research | Western Sydney University Jan 5, 2020 — Research

is defined as the creation of new knowledge and/or the use of existing
knowledge in a new and creative way so as to generate new.

8.(PDF) School students' academic performance with reference to grade level -

ResearchGate.

9.Academic performance and behavioral patterns - EPJ Data Science.

10.Common Causes of Stress & Their Effect on Your Health – WebMD Mar
16, 2022 — Everyone has different stress triggers. Work stress tops the list,
according to surveys.

17
Appendix A. Transmittal Letter

June 20, 2022

MR. EFREN E. ROCACOLBA

Senior High School Coordinator
Siargao Island Institute of Technology
Dapa, Surigao Del Norte

Sir,

The undersigned are Grade XI Students of Siargao Island Institute of

Technology and are currently conducting a study entitled “The Causes of

Students Stress and Management by the selected Grade XI students of Siargao

Island Institute of Technology, Dapa Surigao Del Norte: S.Y.2021-2022”.

In due to this, the selected Grade XI were chosen to be the participants

of the study. Please allow the undersigned to conduct the study in your

department for its completion.

Your positive response on this matter will be highly appreciated.

Thank you and God Bless.

Very respectfully yours,

ASMINDA L. UNTAD

OISHII MARIE N. ANTIPASADO

JULIUS CLOYD C. NAVARRO

JUANNA P. GONZALES

18
 JEGGYCRES B. ROSALES

ALJUN MARK G. MADERA

JOHN RUSSEL D. COMON

HELKIE JHON M. LUCHA

OLIVA G. PORPAYAS

Researchers

Noted by:

Mr. Efren E. Rocacolba

RESEARCH COORDINATOR

19
 SURVEY QUESTIONNAIRE

Name (Optional): ______________________________________

The survey is confidential and purely designed to

determine the factors affecting the Grade XI students of SIIT about

the Student Stress management and its effect to their academic

success. Please answer this survey questionnaire TRUTHFULLY

in order for the researchers to be able to gather reliable data for this

research work.

Part I. Background of the Student Respondent.

1.) Age: ____ 2.) Gender: Male Female

3.) Status: ____ 4.) Strand: GAS STEM

HUMMS ABM
Question 1: What is the cause of your stress?
Answer_______________________________________________
______________________________________________________
______________________________________________________

Question 2: how does stress affects you exactly?

Answer_______________________________________________
______________________________________________________
______________________________________________________

Question 3: How do you dwell with stress?

Answer_______________________________________________
______________________________________________________
______________________________________________________
Question 4: How did it affect your academic success?
Answer_______________________________________________
______________________________________________________
______________________________________________________
Question 5: How did you overcome stress?
Answer_______________________________________________
______________________________________________________
______________________________________________________