Effects of stress on study habits of grade 12 HUMSS strand
students in
A researcher
Presented to the faculty of
SENIOR HIGH SCHOOL
Solsona National High School
Solsona, Ilocos Norte
Submitted by:
Submitted to:
CHAPTER 1
THE PROBLEM and ITS SETTING
This chapter presents the background of the study, statement of the problem,
significance of the study, scope and delimitations, and the definition of terms.
BACKGROUND OF THE STUDY
Stress is a major source of problems that students face during their university
education when they are struggling to achieve academic outcomes for their future life
(Lee & Graham, 2012). Academic pressure is one of the factors that causes students to
fail. Sharma, Parasar and Mahto (2017) define stress as the mental response and
action by hormonal signaling, the perception of danger triggers an automatic response
system, known as response to fight or flee. Generally, stress refers to two things, the
psychological perception of pressure, on the one hand, and the bodys response to it,
on the other, which involves multiple systems, from muscle breakdown to memory.
Stress demands high expectations of oneself, which causes a feeling of tension and
pressure (Geodert, Cuenda, Craxton, Jakes & Cohen 2018).
Certain tensions set us in motion and are good for us without any tension. Many
say that our lives would be boring and possibly meaningless (Wilson, 2017). however,
when stress undermines our psychological and physical health it is bad. Students are
subject to different types of stressors, such as pressure from academics with the
obligation to succeed , an uncertain future and difficulties integrating into the system.
Students also face social, emotional, physical, and family problems that can affect
their ability to learn and their academic performance (Rogers & Yassin, 2013). Too
much stress can cause physical and mental health problems, low student self-esteem,
and can also effect students academic performance (Niemi & Vainiomaki, 2010).
This study focuses more on the harm than good stress does to students in relation
to their academic performance at school. It is common for students, individually or in
groups, to interact with the environment, these experiences in one way or another
affect their academic performance (Chemers, Hu & Garcia 2011). Stress has
generated a lot of interest in recent years. It has been of great concern to members of
the academic world and other researchers. For most people, stress is bad and should
be avoided, but this position is not
always true.
According to Yates (2019), stress in sufficient quantity is a necessary ingredient
for anyone whose life will show vitality. Stress must be managed not simply avoided.
Therefore this tsudy is designed to analyzed the effect of stress on students academic
performance using the Solsona National HighSchool as a case study.
MC Garth(2017) defined stress in terms of conditions necessary for it in the
following way: it is a potential for stress when it is perceived that the environmental
situation presents a demand which threatens to exceed capacities of the person. The
same is true of the harmful effects on their well being, their health and even the care
of the students.
Stress can have both positive and negative consequences for the individual.
Optimal stress can lead to maximum efficiency, create satisfaction, a feeling of well
being and accomplishment, and another reward for success (Mensah, Fosu, & Oteng
2017). On the other hand, excessive stress at school can lead to loss of appetite for
reading, poor performance, and reduced mental and physical health. Stress is cause by
certain factors(stressor) that exist inside and outside the school environmenment.
These stressors can be identified as intra-individual, intre-individual, institutional and
extra-institutional stressor.
Students’ academic performance is a key characteristic of education (Rono
2013). It is considered to be the center around which the entire education system
evolves. Some factors influencing high academic
achievement include daily hours of study, parents' economic status and good learning
facilities (Singh, Malik & Singh (2016). Students face challenges in their studies due
to the ineffective use of these factors to improve academic performance. In this sense,
this study seeks to discover the negative impact of
stress on student achievement, the relationship between school stress and students’
achievement, and finally, to recommend strategies for managing stress at the
University of Cape Coast School of Business, the reason being that complex results
on how academic stress relates to students’ performance can be provided effectively.
RESEARCH OBJECTIVES
The objective of carrying out this study is as follows;
1. To identify the causes of stress among the grade 12 humss students of Solsona
National HighSchool
2. To identify the specific areas of stress in the lives of the grade 12 humss of Solsona
National HighSchool
3. To identify techniques to deal with stress
STATEMENT OF THE PROBLEM
Considering the findings above, the research is intended to address the
following questions:
1. How does stress influence the students’ academic life?
2. Should stress awareness be taught at the School?
3. How do you feel when you are stressed?
CONCEPTUAL FRAMEWORK
EFFECTS STUDY HABITS
OF OF THE GRADE 12
STRESS HUMSS STUDENTS
SCOPE AND DELIMITATION
The study focuses on the effects of stress in grade 12 HUMSS students.The data
collection will
be conducted to 100% of the total population in grade 12 HUMSS of Solsona
National High School,school
year 2022-2023 who will represent the population. This study will not cover other
problems that are not consider as one of the stress. The other students which do not
fall as part of grade 12 HUMSS are not within
The scope of this research. The study would be done through the utilization of
questionnaier to the students
as a survey and reference. By their strategy the researchers will be able to know the
effects of stress on study
Habits of grade 12 HUMSS.
SIGNIFICANCE OF THE STUDY
This research will provide information on protective factors that help reduce the
influence of stress on the grade 12 humss students academic performance. This study
will benefit the student of Solsona National HighSchool especially those in the Grade
12 HUMSS and the entire body of Solsona National HighSchool. The study provides
stress management recommendations that will improve the student thinking such as
creativity, critical thinking, decision making and learning ability.
DEFINITION OF TERMS
STRESS. A condition or a feeling felt when a person perceives that he demands
exceed the personal and social resources that the individual can mobilize to manage
the condition
ACADEMIC PERFORMANCE. Refers to how the student obtains a score in a
given exercise in class, homework or exams. It is measured by the grades they get and
also their participation in class. (Nana & Gowtham, 2014)
STRESS MANAGEMENT. Refers to a series of measures taken by an individual or
an institution to reduce the possible negative effects of stress(Smith et al, 2010)
STRESSORS. These are requirements of the internal or external environment that
alter balance, which affects physical and psychological well being and requires
actions to restore balance (Douglas 2019)
REFERENCES
Affum-Osei, E. (2014, February 1). Perceived stress and academic performance of
Senior High School students in Western Region, Ghana. European Journal of
Business and Social Sciences, Vol 2, No. 11. Retrieved from
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Ongori, H., & Agolla, J. E. (1970, January 1). [PDF] occupational stress in
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Aldwin, C. M. (2007, March 23). Stress, coping, and development: An integrative
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CHAPTER II
Review of Related Literature
Academic Stress
Academic stress had always been a common experience for every student
due to the pursuit of education (Porwal & Kumar, 2014).his behavior may serve as a
hindrance to one’s academic pursuit or assistance in achieving academic performance.
But academic stress can also be helpful to students by perceiving stress as a challenge
or a motivation (Guevarra & Cimanes, 2017), which makes the students do their best.
This kind of stress, also known as eustress, can enhance the learning of students and
their overall perception towards academic demands such as school presentations,
requirements, and examinations which are viewed to be very stressful (Nakalema &
Ssenyonga, 2013). However, too much stress or also known as distress can disrupt the
study habits of a student, thus reducing his academic performance (Porwal & Kumar,
2014). Distress could also cause health problems such as depression, anxiety, and
cardiovascular diseases (Joshi, 2015). Following academic stress, Gow, Bella, Kebar,
and Hau (as stated by Bekoe et al., 2015) added that students are pressured to be
successful in school to achieve respect from acquaintances and various social
institutions which results in high academic demands.
As of now, numerous students are suffering from academic stress that hinders
them from learning properly (Porwal & Kumar, 2014). Because of severe stress, some
suffer depression which sometimes reaches the point of taking his life.
Adolescence
The senior high school age range includes a student's late adolescence
years. The transition from immaturity to maturity occurs during the adolescent stage,
during which a student experiences several changes in terms of their physical
appearance, mental health, emotional stability, and social interactions (Dahl, 2004). In
junior high school, some students were able to develop, but some students do not even
in senior high school, particularly if they are presented with the worst-case academic
possibilities, like failing. Thus, it is crucial to understand the level of academic stress
experienced by senior high school students in order to support their growth when they
face problems in the future.
