1

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Students' mental health is severely impacted by the increasing pressure they

face in school. This is demonstrated by the rise in stress, anxiety, depression, and

academic burnout. When given a large amount of academic work to complete in a

short amount of time, students often struggle to manage their time and energy

properly.

The prevalent issue of academic pressure and its harmful impact on students'

mental health is the one at hand. These pressures can come from a variety of

sources, such as the educational system, competition, parental expectations, and

social influences. The pursuit of excellent grades, involvement in extracurricular

activities, getting ready for standardized examinations, and living up to peer and

teacher standards are just a few ways that this pressure might appear. High

standards, rivalry, workloads, and the dread of failing are also a few of the stresses

that students face when they are under academic pressure. Academic institutions or

self-imposed norms are some of the sources of these pressures. These pressures

are made worse by the competitive and performance-driven nature of the modern

educational environment.

The rising incidence of mental health issues among student populations

worldwide underscores the significance of tackling this issue. There has been a

worrying increase in reports of anxiety, sadness, and suicidal thoughts and actions

among students, which is partly or entirely explained by the academic pressure

cooker environment. This tendency is likely to continue in the absence of focused

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interventions supported by empirical evidence, endangering the academic

performance and general well-being of numerous students.

Several research have shown that mental health problems are becoming

more common among students. The National College Health Assessment (Spring

2020) by the American College Health Association found that 40% of college

students had depression that seriously interfered with their ability to function, while

60% of students reported having overwhelming anxiety.

The study conducted by Deb, Sibnath, Strodl, Esben, and Sun, Hansen

(2015) examined Academic stress, parental pressure, anxiety and mental health

among Indian high school students. The findings of their study highlight the

prevalence of academic stress among high school students in Kolkata, the influence

of parental pressure on academic performance, and the association between

academic stress, examination-related anxiety, and psychiatric symptoms. It

underscores the importance of addressing these issues to promote the mental health

and well-being of students.

Using a qualitative approach, this study seeks to identify the complex ways

that academic pressure affects students' mental health. By doing so, it hopes to

provide educators, legislators, and mental health specialists with important

information that they can use to create interventions and support networks that are

specifically designed to address the needs of their students and eventually

By explaining the complex relationship between academic pressure and

mental health outcomes, this study hopes to help to the development of evidence-

based interventions that promote student well-being and resilience. Furthermore,

identifying protective variables and coping processes might help to build targeted

support programs that address the unique requirements of at-risk student

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populations. Finally, the study's findings have the potential to guide educational

policy decisions and support a cultural transition toward healthier academic

environments that prioritize student wellness in addition to academic

accomplishment.

Statement of the Problem

This study aimed to analyze the lived experiences of high school students at

Libertad National High School during the academic year 2023-2024 who are

struggling with academic pressure

Specifically, it sought to answer the following:

1. What are the main sources of academic pressure for students?

2. What is the effect of mental health issues on the academic

performance of students?

3. What are the effects of overloaded activities on the mental health of

students?

4. What are the typical sources and ways that high school students deal

with academic pressure?

5. What are the kinds of symptoms and emotional students experience in

academic pressure?

Scope and Delimitation

This study focused on the impact of academic pressure and its implications to

Students mental health at Libertad National High School over the past few years.

The scope of this research includes a survey with high school students at Libertad

National High School.

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The study was limited only to the investigation of the levels of academic

pressure of high school students. It does not cover the specification of the possible

coping mechanisms and strategies that they may be utilizing as well as its possible

effects to the students’ academic performance.

Significance of the Study

The importance of examining the effects of academic pressure on students'

mental health is crucial to solving a particular issue that has an international reach. It

contributes to the fields of psychology, education, public health, and beyond by

examining the intricate relationships between the demands of schooling and mental

health. Additionally, it provides useful perspectives and tactics for developing a more

encouraging and well-rounded educational system that gives equal weight to

students' mental health and academic achievement.

Ultimately, our study aimed to shed light on how academic stress and

students' mental health have the potential to improve things on a number of fronts,

including individual well-being, social attitudes toward mental health, and educational

policies and practices. This research can help create a more supportive and

comprehensive learning environment where students' mental health and well-being

are given priority by educating stakeholders and directing actions.

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Definition of Terms

For the readers clearer understanding of the present study, the following

terms were defined operationally:

Academic Pressure: academic pressure includes perceived stress, anxiety,

and expectations that students feel as a result of academic demands, such as

coursework, tests, assignments, and educational objectives.

Implications: Refer to the possible impacts or outcomes that students' mental

health may experience as a result of academic pressure. Psychological distress,

anxiety disorders, depression, a decline in wellbeing, problems with cognitive

functioning, and poor academic achievement are just a few of the possible impacts.

Mental Health: Refers to their overall psychological well-being and emotional

state. It includes elements like stress levels, anxiety, depression, coping strategies,

resilience, and the capacity to successfully handle obstacles in the classroom.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

Related Literature

Academic pressure has been a persistent challenge impacting Students

mental well-being. With the advent of modern educational systems and increasingly

competitive environments, this pressure has taken on new dimensions, influencing

students' psychological health in profound ways. This literature review will examine

recent related studies of academic pressure on students mental health.

The relationship between academic pressure, academic procrastination, and

ability, as well as the moderating role of self-efficacy, on academic cheating among

students. Trilogy University's students comprised the study's population. Purposive

sampling was used to determine the sample. Partial Least Square (PLS) with the

Structural Equation Modeling (SEM) method or the Structural Equation Model with

the PLS Warp software are the methods used in the data analysis methodology.

Primary data collected through the distribution of questionnaires serves as the data

source. The study's findings show that the three independent variables mentioned

above—academic pressure, academic procrastination, and ability to have a positive

and significant impact on academic cheating and self-efficacy—do not attenuate the

effects of academic cheating (Murdiana et al., 2023).

A systematic review to examine the nature of distress in students in their final

two years of secondary school. A total of sixty studies met the inclusion criteria. The

primary conclusions showed that the 17 countries that were sampled and the
 7

measurements employed varied in the degree of suffering. There were some trends

that seemed to indicate that roughly 1 in 6 students had severe distress. Anxiety-

proneness and female gender were consistently linked to lower discomfort, while the

absence of negative thoughts was linked to higher distress. There was some

evidence linking distress to lifestyle factors (sleep, schoolwork), school, family, and

peer connectedness, as well as individual traits (perfectionism, avoidance, coping,

self-efficacy, and resilience). Theoretical models of anxiety and distress that are the

focus of psychological interventions can predict the whole population of at-risk kids.

(Wuthrich et al., 2020).

The students’ academic stress, Stress Response and Academic Burnout

Mediating Role of Self-Efficacy. This study aimed to explore the connection between

students' academic stress, stress responses, and academic burnout, while

considering the mediating influence of self-efficacy. A sample of 361 students (177

females and 184 males) participated, responding to questionnaires assessing

academic burnout, self-efficacy, and stress levels. Using structural modeling and

Imus Software, the proposed model was examined, with mediating relationships

assessed via the bootstrap method. Results indicated a well-fitted model,

demonstrating that academic stress and stress responses positively correlated with

academic burnout, while self-efficacy negatively correlated with it. Additionally, self-

efficacy was found to mediate the relationship between academic stress, stress

responses, and academic burnout (Fariborz et al., 2019).

Academic stress among High School Students in a Rural Area of Nepal: A

Descriptive Cross-sectional Study. Adolescence is a time of great physical and

mental transformation. Adolescents' mental health is hampered in a number of ways

by social, familial, and academic pressures, as well as shifting emotional and

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physical states. Teenage suicide rates rise as a result of academic failure, and they

are notably higher in rural areas than in urban ones around exam results

announcement.

In a remote region of Rolpa, Nepal, the study looked at the frequency of

academic stress among high school pupils. From July to October 2019, a descriptive

cross-sectional study was carried out in six Rolpa schools. 521 was the computed

sample size. For this investigation, an easy sampling strategy was employed.

Adolescents enrolling in Rolpa high schools made up the target group. Data

collection was preceded by obtaining ethical permission.

The prevalence was determined using the academic stress assessment scale.

10% of the estimated sample size underwent pre-testing at the Nepal Police School

in Sanga, after a questionnaire was translated into the local tongue. Version 18 of

the Statistical Package for the Social Sciences was used for data entry. To calculate

prevalence, descriptive statistical analysis was performed. Out of a total of 521

students, the prevalence of academic stress was seen among 138 (26.5%) students

at a 95% confidence interval (22.72-30.28). The prevalence of academic stress in

our study was high and was consistent with other South Asian studies.

Understanding academic stress and providing help and support to the students

would help ease the burden for them (Gurung et al., 2020).

Academic stress among Undergraduate Students in a Nigerian University.

The study aimed to examine the perceived levels of academic stress among

undergraduate students at a university in Nigeria. Three out of fourteen faculties

were chosen purposively, and 427 undergraduate students were randomly selected

from these faculties to participate. Data on perceived academic stress were collected

using the Perceived Academic Stress Scale (PASS), adapted from Bedewy and
 9

Gabriel (2015) and re-validated for this study. Descriptive and inferential statistics

were used for data analysis. The study compared perceived academic stress levels

based on gender, age, academic year, and faculty/course of study. Hypotheses were

tested at a significance level of 0.05. Results indicated that male students reported

higher levels of academic stress than females. Additionally, students in the Faculty of

Physical Sciences reported significantly higher stress levels compared to those in

Education and Social Sciences faculties. Final year students also reported higher

stress levels compared to students in earlier academic years. However, there was no

significant difference in perceived academic stress based on age. The study

concluded that gender, academic year, and course of study influenced students'

perceptions of academic stress, with implications discussed for student counseling

(Aihie et al., 2019).

The Effect of Quality of School Life and Resilience on Academic Stress in

Students. The purpose of this study was to objectively investigate the impact of

university students' school life and resilience in relation to academic stress. The

study's participants were undergraduate students enrolled in Walisongo Islamic State

University in Semarang who were in semesters two through eight. Employing the

purposeful sampling approach, a total of 318 students' samples were collected.

Information was gathered. applying Academic Performance Measure, Resilience

Scale, and Quality of School Life Scale Stress Measure. The acquired data were

examined using many regression methodologies. The analysis's conclusion indicated

that quality resiliency and school life have an impact on academic stress in tandem.

in part and concurrently (Bukhori et al., 2019).

Academic Stress, Academic Motivation, and Its Relationship on the Academic

Performance of the Senior High School Students. The study employed a descriptive-
 10

correlational methodology to investigate the influence of stress and motivation on the

academic performance of senior high school students. Data collection involved

utilizing the Perceived Stress Scale (PSS) and the Academic Motivation Scale

(AMS). Results indicated that students reported average to above-average levels of

stress and motivation, respectively. Additionally, the majority of students achieved

satisfactory to very satisfactory academic performance. However, the study

concluded that there was no significant correlation between stress, motivation, and

academic performance among the students (Jhoselle Tus, 2020).

Students, Peer Pressure and their Academic Performance in School.

Adolescents often face heightened peer pressure within school environments, which

can be categorized into four main areas: social belongingness, curiosity, parental

cultural orientation, and educational pressures. This research employs a descriptive

correlation design, surveying Senior High School students with 96 completed

responses. Quantitative analysis, specifically chi-square testing, is used to examine

the correlation between perceived peer pressure levels across these categories. It is

anticipated that students will encounter peer pressure effects but may adopt positive

or negative coping mechanisms. Teachers are expected to play a supportive role in

helping students navigate these challenges effectively (Moldes et al., 2019).

Academic Dishonesty in the Philippines: The Case of 21st Century Learners

and Teachers. Research has found that teachers perceive more instances of

academic dishonesty in online education settings. However, it's important to note

that this study doesn't seek to argue that academic dishonesty is more prevalent

online compared to physical classrooms. With the world transitioning to online

education due to the pandemic, this study focuses on students enrolled in online

courses and individuals providing academic services within this context. Its primary
 11

goal is to investigate the academic servicing industry, believed to be a platform

where academic dishonesty is tolerated and common in the current educational

landscape.

The findings indicate a notable lack of discipline among students in the 21st

century, especially those who enrolled during the 2020-2021 academic year, with

senior high school and college levels being particularly prone to academic

dishonesty. The study reveals that various individuals contribute to this issue,

including both private and public school educators, unemployed recent graduates,

and professionals from various industries. Many academic servers, who assist

students with their academic tasks, are often teachers, earning between Php.

1,500.00 and Php. 20,000.00 weekly from clients who pay an average of Php.

500.00 per assignment. Students' engagement in academic dishonesty is primarily

attributed to factors such as heavy workloads, poor time management, a lack of

independent study skills due to inadequate understanding of lessons and insufficient

support from educators and parents, laziness, peer influence, and the pressure to

achieve high grades.

Meanwhile, academic servers are motivated primarily by financial gain,

although some express a desire to assist struggling students simultaneously. These

findings underscore concerns regarding the quality of education in the country and

the integrity of graduates from the 2020-2021 academic year, highlighting a clear

breach of professional teaching ethics (Aguilar, 2021).

The influence of academic pressure on adolescents’ problem behavior: Chain

mediating effects of self-control, parent–child conflict, and subjective well-being. This

research delves into the impact of academic pressure on teenagers' problematic

behavior, examining factors such as self-control, parent-child conflict, and subjective

 12

well-being. Using data from the China Family Panel Studies (2017-2018) involving

2,465 adolescents aged 10-15, analysis was conducted using LISREL8.8 software.

The findings indicate a positive correlation between academic pressure and deviant

behavior among adolescents. The study reveals that parent-child conflict and self-

control act as direct mediators between academic pressure and teenagers'

behavioral issues. Moreover, there's a significant chain mediation effect involving

parent-child conflict, self-control, and subjective well-being in influencing

adolescents' problem behavior due to academic pressure. To mitigate these risks,

it's essential to enhance individuals' self-control, foster character strengths in

adolescents, cultivate a harmonious family environment, reduce instances of parent-

child conflict, and bolster teenagers' subjective well-being (Jiang et al., 2022).

Academic Stress and Mental Well-Being in College Students: Correlations,

Affected Groups, and COVID-19. This study involving 843 college students to

explore the impact of academic stress on their mental well-being, particularly

considering factors such as gender, race/ethnicity, year of study, and response to

the COVID-19 pandemic. By utilizing the Perception of Academic Stress Scale (PAS)

and the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS), we

observed a clear association between heightened academic stress and poorer

mental health among all respondents, with the pandemic exacerbating stress levels.

Notably, non-binary individuals exhibited the lowest mental well-being and highest

academic stress, contrasting with men who displayed the opposite trend. Moreover,

women and non-binary students reported greater academic stress than men, both

before and during the pandemic. While responses to COVID-19 stress and PAS

scores varied among different academic years, no definitive patterns emerged.

These findings underscore the significance of addressing academic stress in college

 13

students, particularly in vulnerable groups, and suggest the need for additional

support and resources tailored to their specific needs (Barbayannis et al., 2022).

Depression and Suicidal Ideation as a Consequence of Academic Stress

among Adolescent Students. Academic stress among students in India, particularly

in schools, stems from various factors such as excessive homework, subpar

academic performance, test preparation pressure, disinterest in subjects, and

disciplinary actions by teachers. This stress is exacerbated by the high expectations

of teachers, parents, and students themselves. The study aimed to evaluate the

extent of academic stress and its impacts on adolescent students, explore the

relationship between depression and students' demographic characteristics, and

investigate the correlation between academic stress and its consequences. A total of

1204 adolescent students from Belagavi city's schools were selected using stratified

cluster sampling and assessed using the ESSA scale for academic stress and

Kutchers depression scale for depression and suicidal ideation. Results indicated

that a considerable portion of students reported high academic stress, with a

significant proportion also experiencing mild to severe depression. A smaller yet

noteworthy number expressed suicidal thoughts. Addressing academic stress is

crucial in preventing adverse psychological outcomes among adolescents

(Nandagon et al., 2020).

The significance of academic pressure and its effects on students' mental

health are highlighted by this review. We can use the insightful information we've

gathered from reviewing previous study to further our own. By making it better, we

may also be able to address the potential effects of reducing academic pressure on
 14

students' mental health. Through a thorough investigation of this phenomena, this

study hopes to add to the body of knowledge already in existence and advance a

better comprehension of the difficulties that students encounter in the modern

educational environment. In the end, it is envisaged that the knowledge gathered

from this study would open the door to more loving and encouraging surroundings

that put students overall development first.

Chapter 3

RESEARCH METHODOLOGY

In this chapter, introduces the fundamental components of our study. We

outline the research design, the research locale, and the research participants. In

addition, this also describes the research instrument, data collection, data analysis,

and ethical considerations.

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Research Design

The research titled academic pressure and its implications to Students mental

health: A Qualitative investigation. Is a Qualitative type of research that explores

studying and offering more profound understandings of real-world issues.

Experience, perception, and behavior of participants are gathered in qualitative

research.

The researchers used the qualitative survey methodology as the study is

attempting to know to the academic pressure and its implication to student’s mental

health. The respondents subjective and objective perceptions are expected to form

the core data of the study, hence it needed the method that would deal with the topic

in a narrative and descriptive nature.

According to Jansen, H. (2010) A Qualitative survey is a methodological

approach used in qualitative research to explore and understand the diversity of

certain cognitions or behaviors within a population. It involves conducting semi-

structured interviews with a small sample of individuals from the population of

interest. This Research Design will use Phenomenology for qualitative research

approach. A Phenomenological research design focuses on exploring the essence of

human experiences and understanding the meaning people attribute to those

experiences. It seeks to capture the underlying structures and core aspects of these

experiences without imposing preconceived theories or interpretations Groenewald,

T. (2004).

Research Locale
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The research was conducted in Libertad National High School, a public

institution located at Poblacion, Libertad, Misamis Oriental. Since the study aim is to

determine academic pressure and its implication on students mental health.

Research Participants

The participants of the study were Grade 12 Stem Students of Libertad

National High School. Respondents were randomly selected consisting of only 15

students. The researchers believed that there students are more likely to provide

enough information to answer this questions.

Research Instruments

In this study, the researchers used interview questionnaire. The questionnaire

is a set of orderly arranged questions carefully prepared by the researchers.

Data Gathering Procedure

The research involved gathering data through interviews using questionnaires

prepared by the researchers. Grade 12 students were asked five questions

concerning their experiences with academic pressure and how it affected their

mental health. The questions were open-ended, allowing participants to provide

detailed responses.

Data Analysis

Students in Grade 12 will participate in this experiment. The difficulties of

dealing with mental health issues and the pressure to perform well academically are

probably widespread, especially for stem students. The information acquired will aid
 17

researchers in findings for solutions to address academic pressure and its

implications on mental health.

Ethical Considerations

The researchers asked the participants first if they were willing to participate

in the study before conducting the research. Filling out the questionnaires provided

by the researchers was part of the procedure. Respondents were not forced to

answer the questionnaire, and the personal details of each respondent were kept

confidential.
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CHAPTER 4

Results and Discussion of Findings

In this chapter the researchers systematically presents and discuss the

findings regarding academic pressure and its implications to Students mental health.

Discussions are also provided to give a comprehensive explanation of the themes

that were generated in response to the objectives set in this study. The problems are

the questions that we asked for the respondents to answer.

Problem 1: What are the Instances/Situations while at school that give your

pressure?

In Question one, most of the responses of our study in grade 12 STEM, the

predominant instances or situations that give pressure include close deadlines,

Quizes, loaded activities at the same time, and one student stated that he or she

must maintain good grades because of the expectations of parents for getting high

grades. If we sum up this answer it will be made in one title called The High-

Pressure World of Modern Students. This responses highlights the intense juggling

act that modern students must perform to balance various responsibilities, personal

insecurities, and external expectations.

Problem 2: How does Academic pressure affect your Mental Health?

In Question two of our study the students said various academic pressure

affecting their mental health most of them are mental block, overthinking, anxious,

depressed, and absent minded. A student also stated that having overloaded

activities can cause pressure and will lose his or her thinking process. Overall, these

kinds of pressure affecting their mental health suggest that the individual is under
 19

considerable stress and pressure, which is negatively affecting their mental health

and cognitive abilities. Addressing these issues may require interventions such as

stress management techniques, mental health support, improving sleep hygiene,

and possibly seeking professional help to cope with anxiety and depression.

Problem 3: How does Academic pressure affect your Performance as a

student?

In question three most of the students answered that the effect of academic

pressure on their performance as a student are likely that their minds are full of

things that they can’t handle or what to do first, such as Cant do other task, can’t

focus on performance task, distractions in middle of school hours, can’t focus on

activities both at the same time. These findings shows that academic pressure are

more likely affecting Students performance and suggest a need for interventions or

strategies to address distractions and enhance focus in the classroom, potentially

leading to improved academic outcomes.

Problem 4: What are the different ways that you deal with academic pressure?

In Question four are the ways or how they deal academic pressure and most

of their answer are Time management, always think positive and be calm.

Combining those phrases, show that the students are Empowering Mindfulness and

Confidence. This emphasizes the importance of managing time effectively,

maintaining a positive mindset, practicing mindfulness through deep breathing, and

fostering confidence in all endeavors.

 20

Problem 5: What are the physical, Emotional and symptoms of academic

stress you’ve experience?

In the last question the students will state what the symptoms students face

by the cause of academic pressure. Most of the answers stated are Headache,

nausea, emotional breakdown, depressed and exhausted one. A student also stated

that “I just cry without any reason” this shows that the students are really affected by

academic stress. This findings suggest a correlation or potential causation between

the listed symptoms and various psychological states. This findings could indicate a

complex relationship between mental and physical health, potentially highlighting the

importance of addressing both psychological and physical aspects for overall well-

being.
 21

Chapter 5

SUMMARY, CONCUSION, AND RECOMMENDATIONS

This chapter includes the summary of findings that the researchers have

analyzed, documented conclusion and recommendation that will help students

overcome academic pressure and its implication on mental health.

Summary

The study focuses on the problems of academic pressure and its implications

on Students mental health. First the researchers identify the common questions of

academic pressure students are facing then, what are the effect on their mental

health. After the researchers conduct a study on grade 12 stem the findings shows

that students are experiencing academic and also stated various symptoms of

mental problem due to academic pressure. Overall the findings highlights that

academic pressure is likely common now days in modern education.

Conclusion

To sum it up academic pressures is now very common on today’s educational

society therefore this study aims to illuminate the impact of academic stress on

students' mental health, potentially leading to improvements in various areas, such

as individual well-being, societal attitudes towards mental health, and educational

policies and practices. This research could contribute to developing a more

supportive and holistic learning environment for students. mental health and well-

being are given priority by educating stakeholders and directing actions.

 22

Recommendations

Base on the findings of our research the researchers would like to

recommend the following:

1. Expanding our research: In expanding our research scope the researchers would

have further understanding on the effects of academic pressure and its effects on

students mental well being

2. Spreading awareness: apprising students especially their parents and teachers

can inform them on the effects of academic pressure

3. Reduce listening to other people’s opinion: this is the most effective way in

lessening the effects or implication of academic pressure to student’s health

4. Be Positive at all times: Keeping a positive mindset enhances mental and physical

health, boosts resilience, improves relationships, and increases overall happiness

and success.

5. Be a Responsible student: Being a responsible student enhances academic

performance, personal development, and future readiness by fostering time

management, self-discipline, and problem-solving skills, while reducing stress and

able to handle multitasking.

 23

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https://doi.org/10.1007/s10578-020-00981-y
 25

LIST OF APPENDICES

APPENDIX

A. Consent approval for participants

B. Survey questionnaire

C. Curriculum Vitae
 26

A.
Department of Education
Region X
Division of Misamis Oriental
LIBERTAD NATIONAL HIGHSCHOOL
Libertad Misamis, Oriental

May 7, 2024

To whom it may concern,

We the researchers of Grade 11 HUMSS-B respectfully asking permission to
conduct a research about The Academic Pressure of students and its Problem to the
Mental Health in connection to our research entitled Academic Pressure and its
Implication to students Mental Health: A Qualitative Investigation. As part of our
requirements in our subject Practical Research 1, we hope to get your kind consent
and permission to answer our research. Bare in mind that the information of your
answers are only use for academic purposes and will remain confidentiality.
Thank you!
Yours Respectfully,
KENT MICHAEL OPLIMO
CLAIRE BAHIAN
KIRBY ALVEZ
NESSIE TUBLE
ZALDY OCON
ANGEL BARI
DAVE ILLANA
MARY GRACE PACALA
Noted:
The Researchers
GLICHELLE MAE B. BUNTAG
Subject Teacher, Practical Research 1

I Agree to participate in this research.

Signature of Participant:____________________ Date:_________________

 27

B.
Academic Pressure and its Implications to Students Mental Health: A
Qualitative Investigation

Age:
Gender:

1. What are the instances/situations while at school that give you pressure?

2. How does Academic Pressure affect your Mental Health?

3. How does Academic Pressure affect your Performance as a student?

4. What are the different ways that you deal with Academic Pressure?

5. What are the Physical, Emotional and Symptoms of academic stress you’ve
experience?
 28

C.

Name: Kent Michael S. Oplimo

Date of Birth: August 21, 2007

Age: 16 years old

Parents: Kurt C. Oplimo

Belen S. Oplimo

Home Address: P-2, Poblacion, Libertad, Misasmis Oriental

Religion: Catholic

Nationality: Filipino

Civil Status: Single

Sex: Male

Languange/Dialect spoken: Cebuano, Tagalog

Educational Background

Senior High School: Humanities and Social Sciences (HUMSS)

Libertad National High school (2023-2024)

Poblacion, Libertad, Misamis Oriental

Junior High School: Libertad National High school (2019-2024)

Poblacion, Libertad, Misamis Oriental

Elementary: Libertad Central School (2012-2018)

Libertad, Misamis Or
 29

Name: Nesie Tuble

Date of Birth: May 5, 2007

Age: 17 years old

Parents: Diasy E. Tuble

Home Address: P-2, Poblacion, Libertad, Misasmis Oriental

Religion: IFI

Nationality: Filipino

Civil Status: Single

Sex: Female

Languange/Dialect spoken: Cebuano, Tagalog

Educational Background

Senior High School: Humanities and Social Sciences (HUMSS)

Libertad National High school (2023-2024)

Matangad, Gitagum, Misamis Oriental

Junior High School: Libertad National High school (2019-2024)

Matangad, Gitagum, Misamis Oriental

Elementary: Dulong Elementary School (2012-2018)

Matangad Gitagum, Misamis Oriental

 30

Name: Mary Grace U. Pacala

Date of Birth: May 7, 2007

Age: 17 years old

Parents: Vicente B. Pacala

Teofila U. Pacala

Home Address: P-4, Tangkub, Libertad, Misamis Oriental

Religion: Catholic

Nationality: Filipino

Civil Status: Single

Sex: Female

Languange /Dialect spoken: Cebuano, Tagalog

Educational Background

Senior High School: Humanities and Social Sciences (HUMSS)

Libertad National High school (2023-2024)

Poblacion, Libertad, Misamis Oriental

Junior High School: Libertad National High school (2019-2024)

Poblacion, Libertad, Misamis Oriental

Elementary: Tangkub Elementary School (2012-2018)

Libertad, Misamis Oriental

 31

Name: Claire Bernadette S. Bahian

Date of birth: May 23,2007

Age: 16 years old

Parents: Meraflor S. Bahian

Marilou P. Bahian

Home address: P-4b baybay Poblacion Libertad, Misamis Oriental

Religion: Roman Catholic

Nationality: Filipino

Civil Status: Single

Sex: female

Language/dialect spoken: Cebuano, Tagalog

Educational Background

Senior high School: Humanities and Social Science(HUMSS)

Libertad National High School(2023-2024)

Poblacion, Libertad, Misamis Oriental

Junior High School: Libertad National High School (2019-2023)

Poblacion, Libertad, Misamis

Oriental

Elementary: Libertad Central School(2012-2018)

Libertad Misamis Oriental

 32

Name: Kirby V. Alvez

Date of birth: October 4, 2007

Age: 16 years old

Parents: Elizabeth V. Alvez

Eugen U. Namocot

Home address: P-5 Taytayan Poblacion Libertad, Misamis Oriental

Religion: Roman Catholic

Nationality: Filipino

Civil Status: Single

Sex: Male

Language/dialect spoken: Cebuano Tagalog

Educational Background

Senior high School: Humanities and Social Science(HUMSS)

Libertad National High School(2023-2024)

Poblacion, Libertad, Misamis Oriental

Junior High School: Libertad National High School (2019-2023)

Poblacion, Libertad, Misamis

Oriental

Elementary: Libertad Central School(2012-2018)

Libertad Misamis Oriental

 33

Name: Zaldy Z. Ocon

Date of Birth: October 23, 2023

Age: 20 years old

Parents: Lemuel P. Ocon

Ruby Z. Ocon

Home Address: Zone 8 Poblacion, Laguindigan, Misasmis Oriental

Religion: IFI

Nationality: Filipino

Civil Status: Single

Sex: Male

Languange/Dialect spoken: Cebuano, Tagalog

Educational Background

Senior High School: Humanities and Social Sciences (HUMSS)

Libertad National High school (2023-2024)

Poblacion, Libertad, Misamis Oriental

Junior High School: Laguindigan National High school (2016-2023)

Poblacion, Languidigan, Misamis Oriental

Elementary: Laguindigan Elementary School (2012-2018)

Laguindigan, Misamis Oriental

 34

Name: Angel Ashrifa Bari

Date of Birth: April 8 2007

Age: 17 years old

Parents: Saudiah Riyah Palomares

Buen Philip Bari

Home Address: P-7 Bitaugon Poblacion Libertad Misamis Oriental

Religion: IFI

Nationality: Filipino

Civil Status: Single

Sex: Female

Languange/Dialect spoken: Cebuano, Tagalog

Educational Background

Senior High School: Humanities and Social Sciences (HUMSS)

Libertad National High school (2023-2024)

Poblacion, Libertad, Misamis Oriental

Junior High School: Libertad National High school (2019-2023)

Poblacion, Libertad, Misamis Oriental

Elementary: Libertad Central School (2012-2018)

Libertad, Misamis Oriental

 35

Name: Dave R. Illana

Date of Birth: May 2, 2006

Age: 18 years old

Parents: Reyvonn Francis Illana

Beneify Illana

Home Address: P-5 Quezon Gitagum, Misamis Oriental

Religion: Catholic

Nationality: Filipino

Civil Status: Single

Sex: Male

Languange/Dialect spoken: Cebuano, Tagalog

Educational Background

Senior High School: Humanities and Social Sciences (HUMSS)

Libertad National High school (2023-2024)

Poblacion, Libertad, Misamis Oriental

Junior High School: Matangad National High School (2019-2023)

Poblacion, Matangad, Misamis Oriental

Elementary: Dulong Central School (2012-2018)

Dulong, Libertad, Misamis Oriental