THE IMPACT OF LEISURE ACTIVITIES TO THE STRESS LEVELS OF

SENIOR HIGH SCHOOL STUDENTS

A Quantitative Research Presented to the Senior High School Faculty of

The HOLY CHILD College of Davao

Senior High School Faculty

Green Meadows Campus

In Partial Fulfillment of the Requirements

1st Semester, SY 2023-2024

Practical Research 2

ALGOSO, Godreal C.

ARGUELLES, Samantha D.

BATINGAL, John Dave C.

LUNA, Ariane Chanelle M.

MELCHOR, Francis Ernestzayl G.

SADAYA, Karl Travish G.

DECEMBER 2024
 TABLE OF CONTENTS

PAGE

TITLE PAGE

TABLE OF CONTENTS

CHAPTER

1 INTRODUCTION

Background of the Study 3

Statement of the Problem 7

Review of Related Literature 9

Theoretical Framework 17

Conceptual Framework 20

REFERENCES 21
 CHAPTER 1

INTRODUCTION

Background of the Study

Stress is a normal reaction to everyday pressures, but can

become unhealthy when it upsets your day-to-day functioning.

Stress involves changes affecting nearly every system of the body,

influencing how people feel and behave (American Psychological

Association, 2023). Globally, students are particularly vulnerable to

stress, with Wani (2016) identifying stress, anxiety, and depression

as common psychological problems that significantly affect their

health and well-being. Particularly to senior high school students,

stress levels often rise due to academic pressures, social

expectations, and personal challenges. With that being said, stress

has become a significant societal issue, particularly for students due

to its broad impact on mental and physical health. Previous

research by Pascoe et al. (2019) indicates that academic-related

stress can reduce academic achievement, decrease motivation, and

increase the risk of school dropout. Moreover, prolonged and

unmanaged stress can lead to burnout, where students become

emotionally and physically exhausted, lose motivation, and feel a

sense of hopelessness (International Student House, 2023).

According to the World Health Organization (2020), effective stress

3
management is essential for improving

4
overall well-being. One widely recognized strategy for stress

reduction is participation in leisure activities. Leisure activities are

activities people participate in when free, maybe in the evenings or

on weekends. Activities are taken during free time outside the

mandatory time. These are activities taken for pleasure, relaxation,

or other satisfactions. Engaging in leisure activities has been

associated with an increased sense of purpose and meaning, as well

as serving as distractions from every day worries. Similarly, leisure

activities have been associated with better mood, and lower levels

of stress, anxiety, and depression. Understandably, leisure covers a

very broad list of activities, often defined as voluntary, non-work-

related activities that people engage with for enjoyment (Lagunes-

Córdoba, 2022).

In a foreign study in the United States, a study by Zawadzki &

Merritt (2024) found that students who engaged in leisure activities

reported being 30% less stressed. This effect was not only evident

in self-reports of stress but was also reflected in their physiological

responses, with a 4% reduction in heart rate during leisure

activities. In a foreign study in Finland, a study reported by News

Medical (2023) found that leisure-time physical activities positively

influence teenagers' mental health. The findings revealed that

5
adolescents who regularly engaged in physical activities during their
free time experienced

significant improvements in mood and a noticeable reduction in stress

levels.

4
The study underscores the critical role of active leisure pursuits in

fostering better mental well-being among students. The

researchers observed that leisure-time moderate-to-vigorous

physical activity was associated with better mental health among

nearly 33,000 15-to-16-year-old adolescents. Compared with

inactivity, as little as 30 minutes of weekly physical activity

was associated with 17% lower odds of chronic stress symptoms. In

addition, the odds of depression and anxiety symptoms were

22% and 32% lower, respectively, for adolescents who reported

an hour of weekly physical activity. The most physically active

youth (i.e., those reporting at least 4 hours of physical activity a

week) had the lowest odds of mental health symptoms. activities

such as physical activity.These findings demonstrate

the effectiveness of leisure activities, particularly physical

activity, in reducing and preventing high-stress levels among

adolescents.

Furthermore, in a study conducted at a University in Isabela,

Philippines, Feliciano et al. (2024) found that students experiencing

physical, mental, and emotional stress, coupled with insufficient

sleep and free time, were at significant risk of academic burnout.

Academic burnout can result in a loss of motivation and focus,

affecting academic performance and the overall well-being of the

7
students. The study emphasizes the importance of self-care and

effective stress management strategies, including engaging in

hobbies. These hobbies were categorized into different types such

as enrichment, sports, creative activities, social activities, collecting,

and outdoor pursuits.

4
The study involved 125 students who completed an online survey,

assessing burnout symptoms such as emotional exhaustion,

depersonalization, and reduced personal accomplishment. The

result of the study proposes that engaging in hobbies is beneficial

not only for coping with but also for preventing and recovering from

academic burnout. It was observed that students without a

preferred hobby are recommended to engage in outdoor hobbies,

while those who have a preferred hobby can benefit from various

types of hobbies. Regular engagement in hobbies was shown to

positively affect the physical, mental, and emotional health

dimensions of the students. This suggests that hobbies play a

significant role in reducing stress and preventing burnout in

students. It is recommended that students prioritize hobbies as a

form of self-care, especially after stressful academic periods, and

that school workloads be managed to allow time for such activities.

After finding numerous studies on this issue, it is clear that

the leisure activities of students significantly impact their stress

levels. This study holds important implications for creating a more

balanced and healthy field for the students. According to Ghimire

(2023), students can experience a feeling of achievement, personal

growth, and important learning opportunities through engaging in

hobbies and school activities. These encounters can dramatically

9
change a student’s life, optimizing their identity and paving the way

to success in both academic and professional activities.

6
 These findings suggest that promoting regular engagement in

leisure activities within school settings could play an important role

in improving students' mental well-being and lowering stress levels.

Despite these findings, there is a lack of quantitative studies

that systematically measure the impact of various leisure activities

on stress levels. Specifically in the local context, in the Philippines,

there is a limited source that sought answers regarding the impact

of leisure activities on the stress levels of students. Moreover, the

researcher has also observed that the particular population of this

title has been overlooked as there is limited sources when it comes

to senior high school students. This study aims to bridge this gap

by examining how different types of leisure activities—

physical, social, and recreational—affect stress levels among senior

high school students.

This study is vital as it explores the impact of leisure activities

on stress levels among senior high school students. As stress levels

among students continue to rise due to academic pressures and

personal challenges, understanding the role of leisure activities in

stress reduction can have significant effects on improving student

well-being. By determining the impact, the study aims to provide

valuable insights that could guide adolescents, particularly students

to engage in the importance of leisure activities as a way to tend to

7
stress and promote education towards the certain benefits of leisure

activities.
Statement of the Problem

This study aims to determine the impact of Leisure

Activities on the Stress Levels of Senior High School Students at

Holy Child College of Davao – Green Meadows Campus, as well as

how these activities impact the students' stress levels.

Specifically, the study seeks to answer the following questions:

1.) What leisure activities do Senior High School students at

Holy Child College of Davao commonly engage in?

1.1Video Games

1.2Reading

1.3Sports

1.4Watching Movies

1.5Writing

1.6Art

2.) What are the common factors contributing to the stress levels

of Senior High School students at Holy Child College of Davao?

2.1Procrastination

2.2Peer Pressure

2.3Academic Workload

2.4Family Demands
9
8
3.) Is there an important relationship between leisure activities and

the stress levels of Senior High School Students at Holy Child

College of Davao?

Review of Related Literature

This section presents the articles and literature related to this study

that the researchers reviewed to help develop and shape their study.

Video Games

Video games can help students reduce stress, which, in turn,

contributes to academic learning. It has also been studied that video

games serve as an effective self-reward scheme for students.

Beyond educational activities, video games also help students

develop non-academic skills, such as problem-solving, working

under pressure, forming new friendships through social networking,

coping with challenges, and engaging in teamwork. Furthermore,

video games enable students to participate in other activities like

sharing information, chatting, purchasing extra features, browsing,

shopping, saving, and enhancing their language skills. With that

being said, video games have become increasingly integrated into

students' daily lives, influencing not only university students but

also those in other educational levels (Adžić et al., 2021). One study

compared players engaging in competitive versus cooperative video

games. As predicted, there was a noticeable difference in stress

9
levels after playing. Players who participated in cooperative games

experienced a greater decrease in stress, although the difference

was modest—both groups showed a stress reduction.

10
Both groups also maintained positive feelings toward other players,

with slightly more regard for those who cooperated. This suggests

that video games can provide positive social experiences and help

reduce stress. However, the impact of video games on stress

responses is complex and can vary depending on the type of game.

For example, fighting games are linked to increased physical stress

markers (such as elevated blood pressure) compared to puzzle

games, but they are also associated with higher self-reported

positive emotions. Overall, research suggests that video games are

not only enjoyable but can also serve as effective stress relievers by

increasing emotional awareness and fostering coping mechanisms

that aid in goal achievement (Scott, 2023).

Studies have also shown that video games may not only reduce

stress but also contribute to good academic performance. For

instance, Cabrillos et

al. (2014) examined the effects of online gaming on the academic

performance of BPED students at Sultan Kudarat State University in

the Philippines. The study draws on existing literature about the

impact of digital gaming on academic performance, highlighting

both positive and negative outcomes. Previous research suggests

that while online games can enhance cognitive functions such as

problem-solving, attention, and reaction time, excessive gaming

9
may detract from students' academic responsibilities. Cabrillo et al.
(2014) extend this research by focusing on BPED students, whose

academic performance is influenced by both physical education

coursework and digital distractions like online gaming.

12
 Reading

Research shows that just six minutes of reading can reduce

stress by nearly 70% (Kong, 2023). Beyond stress reduction,

reading promotes improved mental health and healthy brain

function. It can also foster empathy and enhance self-awareness.

Specifically, reading literary fiction helps individuals understand

others’ emotions, motivations, and behaviors, contributing to better

interpersonal relationships. By engaging with diverse characters and

settings, readers develop a broader awareness of different cultures

and perspectives, as stated by Kaczmarek (2016). Moreover, Mario

(2020) emphasized that reading enhances mental resilience and

equips individuals to tolerate uncertainty better. This is especially

valuable for students, as it helps them cope more effectively with

stressful situations. In essence, reading not only serves as a

temporary escape but also contributes to long-term mental well-

being and academic success through improved stress management

and adaptive coping strategies

Watching Movies

According to Gonzaga (2021) watching movies can have both

positive and negative effects on senior high school students'

academic performance. In moderation, it can reduce stress,

stimulate creativity, and improve cognitive skills like critical

thinking, which may support academic growth. However, excessive

movie-watching can lead to procrastination, reduced study time,

and lower academic engagement. The impact also depends on the

type of movie, with educational films potentially enhancing learning

and entertainment-focused ones serving as distractions.

 11

14
 Balancing movie watching with academic responsibilities is

key to maximizing both relaxation and academic success

Writing

Travagin, Margola, et al. (2015) the findings from the meta-

analysis suggest that writing, as a leisure activity, can significantly

improve adolescents' well-being, including reducing emotional

distress. This connects to our research on the impact of leisure

activities on stress levels among senior high school students,

highlighting that writing may help alleviate stress by enhancing

emotional adjustment.

Art

Mittal, Mahapatra, et al. (2022) art therapy is an effective

mental health intervention that positively influences general mental

well-being, even without prior artistic experience. It provides a

platform for creative engagement and communication, addressing

emotional and mental health issues. This highlights the potential

benefits of integrating such activities into school settings to help

manage stress in adolescents.

Sports

Engagement in sports has been shown to significantly reduce

stress levels among students, particularly those in senior high

school. According to Xu and Mantuhac (2023), regular participation

in sports is associated with improved psychological well-being,

reducing mental stress, and fostering resilience among students. In

12
addition, findings from Pamza, Graupensperger, et al. (2020), whose

systematic review of adolescent sports participation revealed a

connection between sports involvement and

13
 lower symptoms of anxiety and depression. An analysis of 29

studies involving 122,056 participants demonstrated that

adolescents who participated in sports exhibited significantly

lower levels of anxiety and depression compared to non-

participants, highlighting the potential of sports as a protective

factor against mental health challenges.

Sports not only benefit the mental health of the students but

also promote valuable life skills. According to the University of

Missouri Health Care (2024), team sports cultivate accountability,

dedication, leadership, and other essential qualities. Beyond these

psychological and developmental advantages, sports help moderate

stress by triggering the release of endorphins—brain chemicals that

alleviate pain and stress. As Bhandari (2021) explains, exercise also

lowers levels of stress hormones, such as cortisol and adrenaline,

further underscoring its effectiveness in stress management. In

conclusion, these findings emphasize the multiple role of sports in

improving not only physical health but also mental well-being,

making them an essential leisure activity for adolescents aiming to

reduce stress and enhance their overall quality of life.

Procrastination

Procrastination is knowing one needs to perform a task, but

not motivating oneself to do it within a defined amount of time.

14
People who procrastinate have a more diffuse sense of identity than

people who begin and complete tasks promptly (Curtis, 2015).

15
A comparative procrastination analysis conducted by Kaftyak (2020)

revealed that students with low levels of achievement are inclined

to suffer from procrastination, be lazy impulsively make a decision

during the establishment of their personal time, care frustration,

stress, and anger. The correlation analysis data allow for the

conclusion that a high level of procrastination is related to stress

and academic failure. The analysis of links between procrastination

and stressors, and also reactions to it among students has shown

that the higher the social anxiety, failure avoidance, procrastination

frequency, laziness, worse perfectionism, and impulsiveness, the

higher he values all stressors and impressive of reactions on it. In

this way, academic procrastination impedes the effectiveness of

student study, affects performance, and contributes to stress, which

undoubtedly impacts the professional development of future

specialists. On top of that, in the study by Kármen et al. (2015),

there is a significant negative correlation between procrastination

and academic performance, indicating that students who

procrastinate tend to perform poorly in their studies. This finding is

supported by Tibbett and Ferrari’s (2015) study, which identified

risk factors associated with procrastination, including

indecisiveness, low self-esteem, and fear of failure. The negative

effects of procrastination on academic performance can be

explained by the fact that procrastinators tend to delay their work

14
until the last minute, resulting in a rushed and incomplete

assignment. Furthermore, procrastinators tend to experience higher

levels of stress and anxiety, which can negatively affect their

cognitive abilities and memory retention.

15
As noted by Kármen et al. (2015), procrastination can also lead to a

negative attitude towards studying, which can further exacerbate

the problem. To overcome the negative effects of procrastination on

academic performance, it is important to develop effective time

management skills. This includes setting realistic goals and

deadlines, breaking down assignments into manageable tasks, and

prioritizing tasks based on their importance and urgency.

Additionally, students can benefit from developing a positive

attitude towards their studies, such as by setting personal goals and

finding ways to stay motivated and engaged in their learning.

Peer Pressure

Student stress can also be caused by social pressure, which is

another form that peer pressure can take. Students may experience

feelings of pressure to adhere to social standards and expectations

in order to fit in socially. Students who are worried about being

accepted by their peers and fitting in with their social group are

more likely to experience stress and anxiety as a result of this

pressure. Students may experience feelings of peer pressure to

engage in dangerous or unhealthy behaviors, such as drug or

alcohol usage, in order to fit in with their classmates, which can

cause them to experience increased stress and anxiety. In this day

and age of digital technology, the proliferation of social media has

also been a factor in the rise of peer pressure among students.

16
Students frequently report feeling pressured to live up to an

idealized image of life that they believe they see portrayed on social

media sites such as Instagram, TikTok, and Snapchat.

17
It's easy to feel overwhelmed by the pressure to display a flawless

life on social media, which can lead to feelings of stress and worry

(Johri, 2020). In spite of that, Dabhia (2019) stated that peer

pressure could take forms of positive and negative pressure.

Positive peer pressure can help teens develop the coping skills

necessary for adulthood. It might encourage teens to become more

active in athletics or to avoid risky behaviors, which can be

especially helpful during tough times. On the other hand, negative

peer pressure can lead teens in a bad direction. It could lead them

to try alcohol or drugs, skip school, or engage in other poor

behaviors that could put their health at risk. Research further states

that the presence of peer pressure is a predictor for increased stress

levels, anxiety, and sleep issues particularly in young people (Freud,

2020).

Academic Workload

High levels of stress and workload might lead to lower grades,

difficulty in understanding and retaining information, and decreased

motivation to study. Furthermore, chronic stress can lead to mental

health issues such as anxiety and depression. The continuous

pressure to perform academically, coupled with other stressors,

could potentially affect the students' mental well-being. In addition

to mental health, high levels of stress and lack of time could lead to

neglect of physical health. This could manifest in various ways such

18
as lack of sleep, poor nutrition, and lack of physical activity. The

academic workload could also affect the students' social life. The

need to balance academic responsibilities with social activities could

lead to social isolation.

19
Moreover, the stress and workload could potentially influence the

students' career choices. They might opt for less demanding careers

to avoid similar stress in the future. Lastly, the stress and workload

could affect the overall learning experience of the students. It could

lead to a negative perception of the learning environment, which

could affect their motivation and engagement in the learning

process (Health Research Ph, 2023). One study published by Parker

(2014) found that students who reported spending more than two

hours per night on homework experienced higher stress levels and

physical health issues. Those same students reported over three

hours of homework a night on average.

Theoretical Framework

Self-Determination Theory (SDT), developed by Deci and Ryan

in 2000, is a comprehensive framework for understanding

human motivation and psychological well-being. This theory posits

that well-being is significantly influenced by the fulfillment of three

basic psychological needs: autonomy, competence, and

relatedness. Autonomy refers to the feeling of being

control of one’s actions and make choices that align with personal

values and interests. Competence involves feeling effective and

capable in one’s activities, which fosters a sense of achievement

and mastery. Relatedness is the feeling of being connected to

20
others, forming meaningful relationships and a sense of belonging.

When these needs are satisfied, individuals experience enhanced

motivation, well-being, and personal growth.

21
 In the context of the study on the impact of leisure activities on

stress levels among senior high school students, SDT provides a

valuable lens for understanding how these activities can promote

psychological well-being. Leisure activities that allow students to

exercise autonomy, develop competence, and build relatedness can

significantly reduce stress levels. For instance, choosing leisure

activities that align with personal interests (autonomy), mastering

new skills through these activities (competence), and engaging in

social interactions (relatedness) can collectively enhance students’

overall well-being and mitigate stress. This theoretical framework

underscores the importance of creating environments that support

these psychological needs to foster resilience and reduce stress

among students (Deci & Ryan, 2000)

The Theory of Leisure and Well-being, proposed by Caldwell in

2005, emphasizes the significant role that leisure activities play in

enhancing overall well-being. According to this theory, leisure

activities contribute to well-being by offering opportunities for

relaxation, social interaction, and personal growth. Relaxation

through leisure activities helps reduce both physiological and

psychological stress, providing a much-needed break from daily

pressures. Social interaction during leisure activities fosters the

building of social networks and support systems, which are crucial

for emotional health. Additionally, personal growth is achieved as

individuals develop new skills and boost their self-esteem through

engaging in various leisure pursuits.

18

23
 In the context of the study on the impact of leisure activities on

stress levels among senior high school students, this theory

provides a robust framework for understanding how leisure

activities can mitigate stress. By participating in leisure activities,

students can experience enhanced mood and a sense of

accomplishment, which in turn can lower their stress levels. The

social connections formed during these activities also offer

emotional support, further contributing to stress reduction. Overall,

the Theory of Leisure and Well-being underscores the multifaceted

benefits of leisure activities, highlighting their importance in

promoting mental health and well-being among students.

Conceptual Framework

This part shows the illustration of the conceptual framework that

consists of the fundamental elements of the research and the

correlation between the variables.

As shown in Figure 1. The independent variable of this study is the

Leisure Activities of Senior High School Students which cover the

video games, reading, sports, watching movies, writing, arts

The Dependent variable of this study is the Stress Levels of Senior

High School Students which covers the high, low

19
The conceptual framework illustrated below briefly represents the

relationship between the independent variable and the dependent

variable.

Independent Variable Dependent Variable

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