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Chapter 1

INTRODUCTION

This chapter includes the rationale of the study, theoretical background, statement

of the problem and significance of the study. This chapter discusses about the problem,

the theories that support the study, the questions raised by the researchers and the

beneficiaries of the study.

Rationale of the Study

School is a place for learning, recreation, maturity development and it gives us

the opportunity to socialize with others. With every passing year the essence of school

starts to change. Most students are stress due to school pressure, homework and tests.

Stress is a reaction of the body to any change that requires response or adjustments. It

starts to build up as the level of learning increases. The mindset of failing makes the

students feel lesser or overwhelmed and it suppresses their fullest potential. Courses

with different specialization affect the mode of learning. CTU offers academic track

strand for Senior High School which has three strands: ABM, STEM and HUMSS. The

researchers aim to know how hard it is to meet the demands to get the desired grades

and the perceived causes and effects of stress to the academic track students.
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Theoretical Background

Theories about Stress

Stress comes both from outside and from inside. Outside stresses reflect the

pressure you are under or burden you are carrying: your job, the demands your children

or parents make on you, your mortgage and a myriad other things. Inside source of

stress reflect your reactions to these things. If the demands seem many and your

resources seem few, you will feel stressed: “There’s far too much to do.” Internal

sources of stress also include want, feelings, and attitudes.

Theory of Minor but more Frequent Stressor

Hassles range from getting stuck in a traffic jam to becoming involved in dispute

at work to misplacing your address book. The stress of a given hassle depends on a

variety of factors; your coping style, your personality and what the rest of your day was

like, as well as the nature of the hassle itself. Unlike the stressful effects of major events,

which are often isolated from one another and may be cushioned by the passage of time,

hassles are constant, everyday stressors that become chronic and therefore have a long

term effect.

The Physical Effect of Stress

The results of scientific research strongly suggest that stress can be bad for our

health. Evidence comes from two types of study: the first in the investigation of

physiological responses to stress in both people and animals; the second is the study of

psychological techniques that reduce the effects of stress in those who have had one

heart attack reduce the chance of a second heart attack.

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Theories about the Importance of Educational Guidance

In senior high, many are leaving schools and others will continue their education.

The students vocational interests will diverge more and the development of maturity

will necessitate many different types of adjustment. This divergence and specialization

demands more intensive and specialize guidance. In these case, they need to consider

the four aspects of guidance which is educational, vocational, individual development

and leisure time.

Educational guidance is concerned with he assistance given to pupils in their

choices and adjustments with relation to schools, curriculum, courses, and school life.

These are some of the specific aims and purposes of educational guidance:

1. To enable him to find the purpose and function of each type of school that he

might attend.

2. To help the student secure information concerning the possibility and

desirability of further schooling and to develop a method by which he can determine

the value of such further schooling for himself.

3. To assist him to secure such information about his own ability to do the work of

the schools ahead and about his own interests in such work as will assist him in the

choice of school or course.

4. To help him to adjust himself to the curriculum, the school, and the social life

connected with it. (Jones,A., 1954)

Supported by Mussen, Conger, Jerome (1969), they characterized about the

ongoing school experience and the characteristics of those who are dropouts.
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They stated that a greater number of dropouts than graduates are below average in

intelligence and the probability of dropping out of school prior to completion of high

school varies with intelligence.

School difficulties, both academic and social, play a prominent role in the

history of most dropouts. There are many reasons for discrepancies between the

potential dropout’s intelligence and his basic academic skills: deficiencies in home

background, in motivation, in emotional adjustment, in the appropriateness of his

teaching, and the like. The student who cannot keep up academically or who finds much

of the curriculum puzzling and irrelevant to his needs is likely to find his school

experience frustrating, unrewarding, and in a significant number of instances,

humiliating. A frequent theme expressed by dropouts in various studies is “feeling

goofy” with those “little kids”. In such situation, the decision to dropout is a t least

likely to be guided by a desire escape from the burdens of his school experience as by

any positive attraction of external goals. For many lower class youth, school is

unrewarding experience socially as well as academically.

Theories about the Model of School Learning

To illustrate the treacherous ground on which we tread when we study the very

familiar process of education, let us suppose that someone has shown that people with

more education earn much more money than people with less education. In the face of

these facts it seems to be the most natural thing in world, among educators and laymen

alike, to assume that further education leads to more earning power.

It is quite possible that those who secured more education were fortunate enough

to have more ability and more money behind them I the first place, and it is further
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possible that these advantages of greater ability and greater financial backing may have

led to greater earnings.

Education calls for Faith, Emotion and Enthusiasm

The professional educator must have faith in the educational process. His motive

and drive depend largely on a warm and enthusiastic conviction that education is an

important route to human betterment. Teaching is often such a warm, emotional,

enthusiastic process. It calls for devotion and commitment to a given course of action.

It is possible that a cold, analytic attitude of suspended judgement would prevent the

teacher from stimulating students and would make for poor rapport.

Extended School Day

Rather than lengthening the school year, some districts prefer to expand the school

day. Extended school day programs increase the length of the day, usually by an hour

or more.

Today the average high school student takes between five and six classes per

semester and many districts have recently implemented, or are proposing to implement

a seventh period. With an addition of a seventh period, the number of academic a

student takes often increases.

Students today have many other obligations such as work, sports and

community service so many educators fear that adding a seventh period will take away

from the limited time that students spend on homework. They also worry that adding a

seventh period may decrease the academic achievement in the classes that the students

are already taking. They ask, “If students are having difficulty mastering five classes,

how is adding another class to their load going to help them?”

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Introduction to the Model of School Learning

In 1963, John Carroll introduced his “Model of School Learning” (MSL). The

model is founded on the basic principle that a “learner will succeed in learning a given

task to the extent that he [she] spends the amount of time that he (or she) needs to learn

the task” (Carroll, 1963, p. 725).

The amount of time needed will depend on a number of factors including a

student’s aptitude for the task, the quality of instruction that is received, and the students’

ability to understand the task. Time spent depends on how much time a student is given

for learning a task and how much of that time the student is willing or able to spend in

learning.

Time Needed to Learn

Several factors affect the amount of time a student needs in order to learn a specific

body of knowledge or a particular skill. These factors include a student’s aptitude, his

or her ability to understand instruction, and the quality of instruction that the student

receives.

Aptitude

Carroll defined aptitude as the amount of time a student needs in order to learn,

given optimal instructional and motivational conditions. According to the MSL, there

is direct, negative relationship between the amount of time a student needs in order to

learn and the student’s aptitude. A student with a high aptitude in a particular area

requires less time to master learning tasks within that area than does a student who has

a lower aptitude in the area. There are a few students who may never master a task in a

particular area because they have a very low aptitude in that area. In terms of the model,

we would say these students need an infinite amount of time to learn a given task.
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Quality of Instruction

Quality of instruction “is a measure of how clearly the task is presented and

explained, and how appropriately it is placed in the sequence of graded tasks to be

learned” (Carroll, 1962, p.121). The clarity of the instructional presentation and

explanation interacts with the student’s ability. The presentation and organization of

instruction affects the rate and efficiency of learning and the elements of quality

instruction go beyond the instruction presented by the teacher to all aspects of

instruction.

Time Spent in Learning

Even when students have an aptitude for a task, have the ability to understand the

instruction, and are provided with a high quality of instruction, they still may not

succeed in achieving mastery. Carroll accounts for this failure in terms of the amount

of time the students spend in learning the task. If a student needs x number of minutes

to master a task but devotes only x-y amount of time to learning the task, the student

will fail to master the task.

In the school setting, this failure can often be attributed to one of two factors. The

first is the amount of time available for learning (opportunity to learn). The second is

the amount of time the student is willing to devote to learning the task.

Opportunity to Learn

Under normal circumstances, a student is allowed only a limited amount of time to

work on a learning task within the school day. If the time available for learning is less

than the time needed, the student will fail to master the task. In schools, the time allowed

for learning any specific task is limited and often turns out to be less than what the

student needs.
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There are three major reasons for this lack of time. The first reason for students not

being provided with enough time is due to the large amount of material they are

expected to master each year. The second reason is due to the great disparity among

students in the amount of time they need in order to learn. The third reason is that the

structure of the school day places a constraint upon how much time a student is allowed

to work on a learning task in a particular subject. Student often react to the frustration

of not having enough time.

The Amount of Time Student is willing to Spend

There are a number of reasons why a student may or may not be willing to spend

time beyond the ordinary schedule, withstand discomfort, and face failure in order to

accomplish a specific learning task. Some of these reasons are conscious and logical

and others are emotional and somewhat illogical. The students may believe that the task

is too difficult or may become distracted or bored. The student may lose confidence in

his or her ability or may overestimate how much he or she has achieved and simply

leave the task before truly mastering it.

Theories about Students Individual Differences and Development

Theory of Social Development

Although every adolescent has traits distinguishing him from others, there are

characteristics common about adolescent, one of them is the desire to be liked. He wants

to enjoy the interdependence with his friends. At the same time, they are concerned

with the behavior and kind of parents they have, only by the desire to be approved by

their friends and peers. They struggle for status.

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Theory of the Nature of Individual Differences

The diversities of capacities, existing among children particularly with regard to

their mental capacity and performance, presents one of the most important and constant

with school problems. All children in school have the same kind of power and capacities

but some children are more or less richly endowed than others.

The Meaning of Individual Differences

Teachers recognize that pupils differ greatly in the amount and character of

previous training, of physical health and vigor, of study habits, of zeal and interest of

ambition and persistence. Every pupil has distinctive characteristics and qualities which

constitute his individuality. While the racial, physical, and social differences are

significant, nevertheless of educational purposes the most emphasis must be placed on

differences in mental capabilities and in the capacity to learn. Each mental function and

capacity means the ability to do something; that is, to perceive, to form images, to

remember, to reason. The children in a classroom differ in their reactions to schoolwork.

Some will be conspicuous for their slowness. These are the extremes and between these

and also innumerable variations which are not apparent. It is differences, the specific

demands which schoolwork makes upon certain capacities, and to endeavour to direct

individuals according to their capacities, powers, and interest, so that they may develop

to the maximum.

The Nature of Individual Differences

The diversity of capacities and abilities, existing among children particularly

with regard to their mental capacity and performance, presents one of the most

important and constant of school problems. However, the statement that individual

differences exist must not be taken to mean that human beings differ profoundly form
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one another. Individual differ from each other quantitatively, that is, they differ not in

the kind of traits but in the degree. All children in school have the same kinds of powers

and capacities but some children are more or less richly endowed than others. These

pupils, then differ in degree rather than in kind. They possess more or less capability in

memory, in attention, in voluntary control, in judgment, in reasoning, and the like. All

children possess same basic mental equipment in virtue of their very nature, composed

as they are of the substantial union of the soul and body, endowed with mental

capacities, a nervous system, and sense organs.

Since children come to school variously equipped, both physically and mentally,

the pupils in school will differ in degree of ability and of achievement.

The Causes of Individual Differences

It is very important that the teacher possess a knowledge if the causes of

individual differences. The causes as listed generally by psychologists are heredity,

environment, and training, to which of Catholic educator must add also effort of will.

Individual differences in capacity are due in part to heredity and in some degree to the

influence of environment, and may be magnified by training and by voluntary effort to

use and develop abilities. So far as the school is concerned, the real problem is

providing proper environment and training, and motivating the will to learn.

With reference to individual differences, heredity implies that native capacities

worthy of cultivation must be discovered, stimulated, and directed. Likewise, it implies

that native limitations must be compensated for, through the cultivation of desirable

capacities. Environment includes all the factors, surrounding conditions, influences,

and forces which modify development. Heredity determines to a great extent what is
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possible for one to do and to become, while what one actually does and becomes is

determined largely by his environment.

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THE PROBLEM

Statement of the Problem

The purpose of this study is to determine the different stress levels of

each strands in Senior High School and to make comparisons. The researchers

aim to answer the following questions:

1. What is the respondent’s profile in terms of:

1.1 Gender

1.2 Age

1.3 Strand

2. What causes stress to Senior High School Students of CTU Main Campus?

3. What are the effects of stress in terms of:

3.1 Physical aspects,

3.2 Emotional aspects,

3.3 Mental aspects and

3.4 Social aspects?

4. Based on the findings, what stress management program can be proposed?

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Significance of the Study

This study will benefit the following:

Students. The outcome of this research would help students in choosing the right

strand. It also helps in assessing themselves on what to choose in its upcoming school

years and what you needed to be ready on that strand. In this case, students may also

use the findings on giving themselves the awareness and importance of picking a strand

that is connected or inline to their interests or strengths.

Parents. This will give the students an idea of what level of stress their child

would have. They would be able to create a more relaxing atmosphere on their home

for their child to have a sense of calmness. Having them to experience a sense of

calmness in their own home will maybe help their performance in school and can

improve their focus on doing school works.

Teachers. The result would guide the teachers about how they had contributed to

the stress. In this way, they can also work on how they can improve their teaching styles

for it to be more enjoyable and less stressful for the students. This way the students can

be comfortable to them and would open up easily on what they didn't understand in

between discussions and to establish a good teacher-student relationship.

School Administrations. This study will assist school administrators on how they

could handle about career guidance and preparations for the future of students. They

can either improve or add programs in which students would able to classify about what

strand or course should they take and how can they build their readiness on the burdens

that may arise while taking the strand or course.

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Future Researchers. The findings of this study may guide them in making or

conducting a study that is related to this. This would give them on what they should

need to improve and what limitations would they try to break and how would they be

able to try a larger scope. This can also be used as a guide for possible references that

can be helpful in making their study.

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RESEARCH METHODOLOGY

This chapter gives an outline of research methods that were followed in the study.

It provides information on the participants, that is, the criteria for inclusion in the study,

who the participants were and how they were sampled. The researcher describes the

research design that was chosen for the purpose of this study and the reasons for this

choice. The instrument that was used for data collection is also described and the

procedures that were followed to carry out this study are included. Lastly, the methods

used to analyze the data are also discussed.

Research Design

The researchers will use the descriptive method in gathering data, Qualitative

Descriptive Method in particular. A qualitative descriptive approach is ideal when an

exact description of a phenomenon is preferred and needed. It is widely used to present

findings as this approach straightforwardly presents participants' accounts without

complex interpretations (Lambert & Lambert, 2012).

Research Environment

The research will be conducted in Cebu Technological University- Main Campus

which is located in R. Palma Street at M. J. Cuenco Avenue, Cebu City, Philippines.

Cebu Technological University- Main Campus has four departments: College of Arts

and Sciences, College of Engineering, College of Technology and College of Education.

Senior High School belongs to the department of College of Arts and Sciences.
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Map of Cebu Technological University- Main Campus

Research Respondents

The respondents of this study are the Grade 11 and Grade 12 Senior High School

students of Cebu Technological University- Main Campus and under the College of

Arts and Sciences department. The respondents will be selected based on the following

criteria:

1. Senior High School student of Cebu Technological University

2. ABM, HUMSS and STEM students

Research Instruments

In the gathering of the data on this study, the researchers will use a questionnaire

or survey-questionnaire. The questionnaire contains necessary information about the

respondents. The respondent's name is optional, it may be written or it may be skipped.

The questionnaire also includes questions based on the purpose and problem of the

study where the respondents are expected to answer.

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Research Procedure

Gathering of Data: The researchers designed a questionnaire which contained

several questions needed for the study. The researchers conducted the data gathering at

Cebu Technological University. The target respondents are Senior High School

students, and the researchers used the fishbowl method to identify the respondents. The

researchers will pick a name and will then distribute the questionnaires and give them

ample time to answer all of the questions. The questionnaires will be of aid to the

researchers.

Treatment of Data: The answers obtained from the survey conducted from the data

gathering helps the researchers to have clear answers. The answers are interpreted and

put into tables with tallied frequencies and the corresponding percentage. The

researchers use the frequency percentage method in computing for the total percentage

of the respondent's answers. With the help of the tables, data are now analyzed and

interpreted. With the derived analysis, researchers can provide recommendations and

conclusions which are needed to address the problem of the study.

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Definition of Terms

For the purpose of clarity, the following terms in the study are operationally defined

as follows:

Stress. Is when you feel an emotional or physical tension. It occurs due to an event or

thought that makes you feel frustrated, angry, or nervous. Stress is a reaction of the

body to any change that requires response or adjustments. Stress can be positive or

negative.

Stressors. These are anything that causes the release of stress hormones to the Senior

High school students of Cebu Technological University – Main Campus. It is an

event or condition in our surroundings that may trigger stress.

Stress Level. Refers to the state of mental or emotional strain caused by adverse

circumstances.

Senior High School. Refers to Grades 11 and 12, the last two years of the K-12

program that DepEd has been implementing since 2012. Students begin to study in

SHS the subjects that will introduce them to their preferred career path.

STEM. An acronym for “Science, Technology, Engineering and Mathematics”.

STEM is an educational program developed to prepare primary and secondary

students for college and graduate study in the fields of science, technology,

engineering, and mathematics.

ABM. This is an acronym for “Accountancy, Business and Management”. The

Accountancy, Business and Management (ABM) strand would focus on the basic

concepts of financial management, business management, corporate operations,

and all things that are accounted for.

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HUMSS. This is an acronym for “Humanities and Social Sciences”. This strand is for

learners who aim to take up journalism, communication arts, liberal arts, education,

and other social science-related courses in college.

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Chapter 2

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter shows the tabular presentation of data that were from the

questionnaire distributed to thirty (30) students from STEM, thirty (30) students from

ABM, and thirty (30) students from HUMSS of Cebu Technological University. The

questions that were included in the survey were taken from the statement of the

problem. The answers to these questions provided insights of the stress levels of senior

high school students of Cebu Technological University Main Campus.

Table 1
Times Experiencing Stress

STEM ABM HUMSS

Possible
Frequency Percentage
Answers f % f % f %

10 3.33 3 10.00 7 23.33 20 22.22

Always

Sometimes 12 40.00 22 73.33 18 60.00 52 57.78

Everyday 5 16.67 4 13.33 3 10.00 12 13.33

Once in a while 3 10.00 1 3.33 2 6.67 6 6.67

Never 0 0.00 0 0.00 0 0.00 0 0.00

TOTAL 30 100 30 100 30 100 90 100

Table 1 indicates that out of the 90 respondents who were surveyed, 52 (57.78%)

respondents (12 STEM students, 22 ABM students and 18 HUMSS students) answered

that they experience stress only sometimes, followed by 20 (22.22%) respondents (10

STEM student, 3 ABM students and 7 HUMSS students) who answered that they
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experience stress always, followed by 12 (13.33%) respondents (5 STEM student, 4

ABM students and 3 HUMSS students) who answered that they experience stress every

day, then followed by 6 (06.67%) respondents (3 STEM student, 1 ABM students and

2 HUMSS students) who answered that they experience stress only once in a while and

lastly no respondents answered that they never experience stress.

Based on the results above, the Senior High School students of Cebu

Technological University usually experience stress only sometimes and most likely

none of them never experience stress.

Table 2
Aspects in Life Having the Most Problems

STEM ABM HUMSS

Possible
Frequency Percentage
Answers f % f % f %

School
29 96.67 17 56.67 19 63.33 65 72.22
Friends 1 40.00 2 06.67 1 3.33 4 4.44

Social Life 0 0.00 5 16.67 3 10.00 8 8.89

Family 0 0.00 5 16.67 3 10.00 8 8.89

Others 0 0.00 1 3.33 4 13.33 5 5.56

TOTAL 30 100 30 100 30 100 90 100

Table 2 indicates that out of the 90 respondents who were surveyed, 65 (72.22%)

respondents (29 STEM students, 17 ABM students and 19 HUMSS students)

experience most of their problems at school, followed by 8 (08.89%) respondents (0

STEM student, 5 ABM students and 3 HUMSS students) have most of their problems

on their social life. Eight (08.89%) respondents (5 ABM students and 3 HUMSS
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students) answered that they experience most of their problems because of their family,

then 5 (05.56%) respondents (1 ABM students and 4 HUMSS students) answered

“others” which they specified that they have most of their problems because of their

‘love life’ , and lastly 4 (04.44%) respondents (1 STEM students, 2 ABM students and

1 HUMSS students) answered that they have most of their problems because of their

friends.

Based on the results, the most common aspect in life that usually bring problems

to the Senior High School students of Cebu Technological University are from school.

Table 3

Experiencing Stress on a Daily Basis

STEM ABM HUMSS

Possible
Frequency Percentage
Answers f % f % f %

1 1 3.33 0 0.00 0 0.00 1 1.11

2 1 3.33 2 6.67 5 16.67 8 8.89

3 8 26.67 15 50.00 13 43.33 36 40.00

4 15 50.00 11 36.67 9 30.00 35 38.89

5 5 16.67 2 6.67 3 10.00 10 11.11

TOTAL 30 100 30 100 30 100 90 100

Table 3 indicates that out of the 90 respondents who were surveyed, 36 (40.00%)

respondents (8 STEM students, 15 ABM students and 13 HUMSS students) rated 3 as

their stress level on a daily basis during the academic school year, followed by 35

(38.89%) respondents (15 STEM students, 11 ABM students and 9 HUMSS students)

rated 4 as their stress level, followed by 10 (11.11%) respondents (5 STEM students, 2

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ABM students and 3 HUMSS students) rated 5 as their stress level, then 8 (08.89%)

respondents (1 STEM students, 2 ABM students and 5 HUMSS students) rated 2 as

their stress level, and lastly only 1 (03.33%) respondent from STEM rated their stress

level as 1 on a daily basis during the academic school year.

Based on the results, most of the HUMSS and ABM students assess their stress

level on a daily basis during the academic year as three (3) while most of the STEM

students assess it as four (4).

Table 4

Problems Students Encounter in School

Possible STEM ABM HUMSS

Frequency Percentage
Answers f % f % f %

Hard projects,
25 83.33 11 36.67 14 46.67 50 55.56
lessons and tests

Boring lessons 1 3.33 4 13.33 7 23.33 12 13.33

Many
assignments 1 3.33 8 26.67 5 16.67 14 15.56

Dirty and
unhealthy 3 10.00 4 13.33 3 10.00 10 11.11
environment

Others 0 0.00 3 10.00 1 3.33 4 4.44

TOTAL 30 100 30 100 30 100 90 100

Table 4 indicates that out of the 90 respondents who were surveyed, 50 (55.56%)

respondents (25 STEM students, 11 ABM students and 14 HUMSS students) answered

Hard projects, lessons and tests as their main problem in school followed by 14 (15.56%)

respondents (1 STEM student, 8 ABM students and 5 HUMSS students) whose main
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problem is having many assignments. It is followed by 10 (11.11%) respondents (3

STEM students, 4 ABM students and 3 HUMSS students) that answered Dirty and

Unhealthy Environment and lastly there are 4 (4.44%) respondents (3 ABM students

and 1 HUMSS student) who answered “others”.

Based on the results, the common stressors or problems of the Senior High

School students of Cebu Technological University-Main Campus are having hard

projects, lessons, and tests, meaning that having these problems contribute to their stress

levels and may have an effect to them.

Table 5
Physical Effects of Stress to Students

Possible STEM ABM HUMSS

Frequency Percentage
Answers f % f % f %

Increased or
Decreased 6 20.00 6 20.00 6 20.00 18 20.00
appetite

Headaches 18 60.00 14 46.67 15 50.00 47 52.22

Lower Back 2 6.67 3 10.00 3 10.00 8 8.89

Pain

Fatigue 3 10.00 4 13.33 5 16.67 12 13.33

Others 1 3.33 3 10.00 1 3.33 5 5.56

TOTAL 30 100 30 100 30 100 90 100

Table 5 indicates that out of 90 respondents who were surveyed, 47 (52.22%)

respondents (18 STEM students, 14 ABM students and 15 HUMSS students)

experience headaches when they are stressed followed by 18 (20.00%) respondents (6

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STEM students, 6 ABM students and 6 HUMSS students) who experience increase or

decrease in appetite. Twelve (13.33%) respondents (3 STEM students, 4 ABM students

and 5 HUMSS students) answered that they experience fatigue when stressed. It is

followed by 8 (8.89%) respondents (2 STEM students, 3 ABM students and 3 HUMSS

students) experience back pain and lastly 5 (5.56%) respondents (1 STEM student, 3

ABM students and 1 HUMSS students) answered “others”.

Based on the results, the most common physical effect of stress to the Senior

High School students of Cebu Technological University is having a headache.

Table 6
Emotional Effects of Stress to Students

Possible STEM ABM HUMSS

Frequency Percentage
Answers f % f % f %

Anxiety or Fear 7 23.33 12 40.00 5 16.67 24 26.67

Irritability or 7 23.33 10 33.33 7 23.33 24 26.67

anger

Sadness,
moodiness, grief 9 30.00 3 10.00 12 40.00 24 26.67
or depression

Feeling helpless 6 20.00 3 10.00 5 16.67 14 15.56

or hopeless

Others 1 3.33 2 6.67 1 3.33 4 4.44

TOTAL 30 100 30 100 30 100 90 100

As presented in Table 6, out of 90 respondents who were surveyed, 24 (26.67%)

respondents (7 STEM students, 12 ABM students and 5 HUMSS students) experience

anxiety or fear when stressed. Also, 24 (26.67%) respondents (7 STEM students, 10

ABM students and 7 HUMSS students) has irritability or anger as the emotional effect
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of stress to them. There are also 24 (26.67%) respondents (9 STEM students, 3 ABM

students and 12 HUMSS students) who experience sadness, moodiness, grief or

depression as the emotional effect of stress. It is followed by the 14 (15.56%)

respondents (6 STEM students, 3 ABM students and 5 HUMSS students) who feel

helpless or hopeless and lastly there are 4 (4.44%) respondents (1 STEM student, 2

ABM students and 1 HUMSS student) who answered “others”.

Based on the results, there are three common emotional effects of stress to the

High School students of Cebu Technological University-Main Campus, these are

anxiety or fear, irritability or anger and sadness, moodiness, grief or depression.

Table 7
Mental Effects of Stress to Students

Possible Answers STEM ABM HUMSS

Frequency Percentage
f % f % f %

Memory problems/
12 40.00 10 33.33 11 36.67 33 36.67
forgetfulness

Confusion 7 23.33 9 30.00 10 33.33 26 28.89

Difficulty in Making
3 10.00 4 13.33 5 16.67 12 13.33
Decisions

Difficulty
6 20.00 6 20.00 4 13.33 16 17.78
Concentrating

Others 2 6.67 1 3.33 0 0.00 3 3.33

TOTAL 30 100 30 100 30 100 90 100

Table 7 indicates that out of 90 respondents who were surveyed, 33 (36.67%)

respondents (12 STEM students, 10 ABM students and 11 HUMSS students)

 27

experience memory problems/forgetfulness when they are stressed followed by 26

(28.89%) respondents (7 STEM students, 9 ABM students and 10 HUMSS students)

who experience confusion. Sixteen (17.78%) respondents (6 STEM students, 6 ABM

students and 4 HUMSS students) answered that they experience difficulties in

concentrating when stressed. It is followed by 12 (13.33%) respondents (3 STEM

students, 4 ABM students and 5 HUMSS students) experience back pain and lastly 3

(3.33%) respondents (2 STEM student and 1 ABM student) answered “others” who

specified that they experience differentiation, one of them can’t stop thinking about

disasters, and the other one experience disorientation.

Based on the results, the most common mental effect of stress to the Senior High

School students of Cebu Technological University is having memory problems or

forgetfulness.

Table 8
Social Effects of Stress to Students

STEM ABM HUMSS

Possible Answers Frequency Percentage
f % f % f %

Withdrawing or
10 33.33 7 23.33 8 26.67 25 27.78
isolating from people

Difficulty in sharing
7 23.33 14 46.67 9 30.00 30 33.33
ideas

Criticizing 10 33.33 3 10.00 5 16.67 18 20.00

Difficulty in giving or
accepting support or 3 10.00 5 16.67 6 20.00 14 15.56
help

Others 0 0.00 1 3.33 2 6.67 3 3.33

TOTAL 30 100 30 100 30 100 90 100

 28

Table 8 indicates that out of 90 respondents who were surveyed, 30 (33.33%)

respondents (7 STEM students, 14 ABM students and 9 HUMSS students) experience

a difficulty in sharing ideas when they are stressed followed by 25 (27.78%)

respondents (10 STEM students, 7 ABM students and 10 HUMSS students) answered

that they isolate themselves from people when they are stressed. Eighteen (20%)

respondents (10 STEM students, 3 ABM students and 5 HUMSS students) answered

that they experience criticizing when stressed. It is followed by 14 (15.56%)

respondents (3 STEM students, 5 ABM students and 6 HUMSS students) experience

difficulty in giving or accepting help or support and lastly 3 (3.33%) respondents (2

HUMSS students and 1 ABM student) answered “others” who specified that they

experience difficulties in listening and the other one becomes impatient or disrespectful

to others.

Based on the results, the most common social effect of stress to the Senior

High School students of Cebu Technological University is having difficulties in sharing

ideas.
 29

Table 9
Strand Stress Level

STEM ABM HUMSS

Possible Answers Frequency Percentage
f % f % f %

1 1 3.33 0 0.00 0 0.00 1 1.11

2 1 3.33 7 23.33 1 3.33 9 10.00

3 4 13.33 6 20.00 15 50.00 25 27.78

4 15 50.00 13 43.33 9 30.00 37 41.11

5 9 30.00 4 13.33 5 16.67 18 20.00

TOTAL 30 100 30 100 30 100 90 100

Table 9 indicates that out of 90 respondents who were surveyed, 37 (41.11%)

respondents (15 STEM students, 13 ABM students and 9 HUMSS students) rated 4 for

the strand stress level followed by 25 (27.78%) respondents (4 STEM students, 6 ABM

students and 15 HUMSS students) rated 3. Eighteen (20%) respondents (9 STEM

students, 4 ABM students and 5 HUMSS students) rated 5 for strand stress level. It is

followed by 9 (10%) respondents (1 STEM students, 7 ABM students and 1 HUMSS

students) rated 2 and lastly 1 (1.11%) respondent (1 STEM student) rated 1.

Based on the results, most of the STEM and ABM students assess their strand stress

level as four (4). While most of the HUMSS students assess their strand stress level as

three (3).
 30

Table 10

Student’s Ability in Handling Stress

STEM ABM HUMSS

Possible
Frequency Percentage
Answers f % f % f %

1 1 3.33 0 0.00 1 3.33 2 2.22

2 4 13.33 2 6.67 2 6.67 8 8.89

3 16 53.33 15 50.00 10 33.33 41 45.56

4 8 26.67 11 36.67 8 26.67 27 30.00

5 1 3.33 2 6.67 9 30.00 12 13.33

TOTAL 30 100 30 100 30 100 90 100

With a total of 90 respondents, table 10 shows that 41 (45.56%) respondents have

a neutral way (level 3) of handling stress, this response was given by 16 STEM students,

15 ABM students, and 10 HUMSS students. Another set of students with a total of 27

(30%) assess themselves with level 4 in handling stress with 8 STEM students, 11 ABM

students, and 8 HUMSS students. Then a total of 12 (13.33%) rated themselves with

level 5 (the highest level) in handling stress with 1 STEM student, 2 ABM students,

and 9 HUMSS students. A total of 8 (8.89%) rated with level 2 and 2 (2.22%)

respondents rated themselves with level 1.

Base on the data presented in Table 10, most of the respondents assess themselves

with a rating of three (3) or the neutral level of handling stress.

 31

Table 11

Personal Methods in Handling Stress

Possible STEM ABM HUMSS

Frequency Percentage
Answers f % f % f %

5 16.67 5 16.67 5 16.67 15 16.67

Eating

Sleeping 1 3.33 20 66.67 7 23.33 28 31.11

Social media 3 10.00 3 10.00 5 16.67 11 12.22

Listening to
music 21 70.00 2 6.67 10 33.33 33 36.67

Others 0 0.00 0 0.00 3 10.00 3 3.33

TOTAL 30 100 30 100 30 100 90 100

Table 11 shows the response of the respondents about their personal methods

in handling stress in which 33 (36.67%) of them answered listening to music, with 21

STEM students, 2 ABM students, and 10 HUMSS students. With 28 (31.11%)

respondents, sleeping followed with 1 STEM student, 20 ABM students, and 7 HUMSS

students. Eating with 15 (16.67%) respondents placed third with 5 STEM students, 5

ABM students, and 5 HUMSS students shared that this is their own way of relieving

stress. Social media with 11 (12.22%), which was chosen by 3 STEM students, 3 ABM

students and 6 HUMSS students, and 3 (3.33%) of the respondents indicated others.

Based on table 11, listening to music is the most common way usually done by

Senior High School of Cebu Technological University to relieve stress.

 32

Table 12

School’s Action to Relieve Stress

STEM ABM HUMSS

Possible Answers Frequency Percentage
f % f % f %

Counseling and
seminars 4 13.33 5 16.67 7 46.67 16 17.78

Limit homework
6 20.00 9 30.00 9 30.00 24 26.67
overload

Organized school
work calendar 2 6.67 10 33.33 6 20.00 18 20.00

No homework on
Weekends policy 18 60.00 5 16.67 7 23.33 30 33.33

Others 0 0.00 1 3.33 1 3.33 2 2.22

TOTAL 30 100 30 100 30 100 90 100

Table 12 shows the responses about how the school should respond to help students

relieve stress. No homework on weekends policy with 30 (33.33%) came first which

was chosen by 18 STEM students, 5 ABM students and 7 HUMSS students. Limit

homework overload was chosen by 24 (26.67%) respondents with 6 STEM students, 9

ABM and 9 HUMSS students. 18 (20%) respondents agreed that every school should

organize school work calendar with 2 STEM students, 10 ABM students and 6 HUMSS

students. Counseling and seminars with 16 (17.78%) respondents and the remaining 2

(2.22%) chose others.

Based on table 12, the school should implement “No Homework on Weekends

Policy” to help students relieve stress from school.

 33

Chapter 3

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter summarizes the pertinent results of the study as basis on which

conclusions are drawn. From these conclusions, recommendations are proposed by the

researchers.

Summary of Findings

The overriding purpose of this research was to know the causes and effects of

stress to the Senior High School students of Cebu Technological University- Main

Campus A.Y. 2018-2019. Below is the summary of findings based on the survey

conducted to ninety (90) Senior High School students of Cebu Technological

University-Main Campus. It is answered by the 30 respondents of each strand namely

STEM, ABM, and HUMSS.

This study is sought to answer the following: (1) What is the respondent’s

profile terms of (a) gender; (b) age and (c) strand?; (2) What causes stress to Senior

High School Students of CTU Main Campus?; (3) What are the effects of stress in terms

of (a) Physical aspects; (b) Emotional aspects; (c) Mental aspects and (d) Social

aspects?; and (4) What possible intervention can be made from the study?

Most of the Senior High School students of Cebu Technological University-

Main Campus sometimes experience stress and none of them never experience stress.

Daily, they assess their stress levels as neutral. The main aspect that contributes to their

stress is school. Hard projects, lessons, tests and many assignments are their common

stressors.
 34

Since most of them experience stress, it affects them physically, emotionally,

mentally and socially. In terms of the physical aspect, they usually experience

headaches. Emotionally, they usually experience anxiety or fear, irritability or anger,

and sadness, moodiness, grief or depression. In terms of the mental aspect, the effect of

stress on them is memory problems or forgetfulness. Lastly, in terms of the social aspect,

they usually experience difficulties in sharing ideas.

From a scale of 1-5 (5 as the highest and 4 as the lowest), most of the STEM

and ABM students assess their strand stress level as 4 while most of the HUMSS

students assess their strand stress level as 3. For their coping skills, most of them assess

their coping skills level as three (3) or the neutral level in handling stress.

The most effective way to spread awareness and give solution about stress is by

conducting a seminar. In this seminar, it needs to tackle its effects and what alternatives

can be made to avoid being stress and its effects.

Conclusion

Base on the data gathered from all Senior High School Students of Cebu

Technological University, the researchers have agreed to reach the following

conclusions:

1. Most students are stress sometimes and this is because of school. Projects, exams and

many homework are the main factors that add stress to the students.

2. The students feel headaches, irritability or anger, anxiety or fear, moodiness, grief or

depression, forgetfulness or memory problems and difficulty in sharing ideas as an

effect of experiencing stress.

 35

3. Most of the STEM and ABM students rated their stands with level 4 and HUMSS

rated their strand with 3 and as for the coping level of stress, the students rated it with

the neutral level.

4. The researchers also concluded base on the results from the data gathered that there

is a great difference between the stress levels of Senior High School students at Cebu

Technological University. Both STEM and ABM students rated their strands with stress

level 4 while HUMSS students rated with neutral level.

5. The researchers also concluded that to spread awareness a seminar is a great help to

counsel students with Academic tracks.

Recommendation

From the summary of findings and the conclusions presented, the researchers

recommend the following:

1. The University should craft policies to hereby lessen the stress that they

can contribute to the students and make the whole school experience of the

student a much more enjoyable and fruitful one.

2. The teachers and professors should assess and improve their teaching

styles for them to further cater to the needs of the students and to build the

strengths of the students and to also implant effectively the lessons and concepts

that are needed in their future courses.

3. A study should be conducted to assess the correlation between how true

the students stress levels are in relation to the activities that are given by the

teachers/professors and their daily activities on their household.

 36

4. A stress management seminar should be proposed and made. The seminar

should tackle the following:

(a) Causes and effects of stress

(b) Practical tips and techniques for reducing and relieving stress

(c) Strategies for avoiding stress

(d) Ways of dealing with stressful situations

(e) How to deal with anxiety, worry, and anger

The seminar should accomplish an objective which is to identify the causes

and effects of stress to the attendees and to implant learning that will help them

in managing stress in the future.

Seminar topics and objectives are directly retrieved from

http://rogerreece.com/stress-management-seminar.htm
 37

APPENDIX A

SOURCES

Butler, G. & Hope, T. (1995). Managing Your Mind, The Fitness Guide. USA:
Oxford University Press, Inc.

Huyvaert, S. (1998). Time is of the Essence: Learning in Schools. Needham

Heights, MA: Viacom Company.

Jones, A. (1954). Principles of Guidance and Pupil Personnel Work (4th ed.). New
York, NY: McGraw-Hill.

Kapunan, R.R. (1998). The Psychology of Adolescence (1971 ed.). 84 P.

Florentino, St. Quezon City: Rex Printing Company Inc.

Kelly, W. (1945). Educational Psychology (3rd ed.). New York, NY: The Bruce
Publishing Company.

McDonald, F. (1962). Educational Psychology (1959 ed.). Belmort, California:

Wadsworth Publishing Company Inc.

Mussen, P., Conger, J.J. & Jerome K. (1969). Child Development and Personality
(3rd ed.). New York, Evanston & London: Harper and Row Publishers.

Virginia, A. (1987). Managing Stress: From Morning to Night. Fairfax, Virginia

& New York: Time- Life Books, Time-Inc.
 38

APPENDIX B

SAMPLE SURVEY QUESTIONNAIRE

Name: _______________________________ Strand: ______________________________

Gender: ______________________________ Age: ________________________________
1. How often do you feel stressed?

 Always
 Sometimes
 Everyday
 Once in a while
 Never
2. In what aspect of life you have the MOST problems?

 School
 Friends
 Social life/community
 Family
 Others, please specify _________________
3. How stressed do you feel on a daily basis during the academic year?
Stress Level

 1
 2
 3
 4
 5
4. What problems do you most encounter in school?

 Hard projects, lessons and tests

 Boring lessons
 Many assignments/homework
 Dirty and unhealthy environment
 Others, please specify ______________
5. What are the usual PHYSICAL effects of stress you’ve notices at yourself?
 Increased or decreased appetite
 Headaches
 Lower back pain
 Fatigue
 Others, please specify _________________
6. What are the usual EMOTIONAL effects of stress you’ve noticed at yourself?
 Anxiety or fear
 Irritability or anger
 Sadness, moodiness, grief or depression
 Feeling helpless or hopeless
 Others, please specify _________________
 39

7. What are the usual MENTAL effects of stress you’ve noticed at yourself?

 Memory problems/forgetfulness
 Confusion
 Difficulty in making decisions
 Difficulty concentrating
 Others, please specify _________________
8. What are the usual SOCIAL effects of stress you’ve noticed at yourself?

 Withdrawing or isolating from people

 Difficulty sharing ideas
 Criticizing
 Difficulty in giving or accepting support or help
 Others, please specify _________________
9. How would you rate your strand base on the level it can give you? (1 being the lowest and 5 as
the highest)
Strand Stress Level

 1
 2
 3
 4
 5
10. How able do you feel to handle stress when you are experiencing it?
Coping skills level

 1
 2
 3
 4
 5
11. What are your personal methods to relieve stress?
 Eating
 Sleeping
 Social media
 Listening to music
 Others, please specify _________________
12. What should the school do to help lower the stress level of students?
 Counseling and seminars
 Limit homework overload
 Organized school work calendar
 No homework on Weekends policy
 Others, please specify _________________

Ideposa.(2012).School Stress Management- Questionnaire.Retrieved from

https://www.scribd.com/doc/78726937/School-Stress-Management-Questionnaire
 40

APPENDIX C

LIST OF RESPONDENTS

Name Strand Age Gender

Abala, Gianna May ABM 16 F
Abasanta, Reilan D. STEM 17 M
Absin, Val Benedict R. HUMSS 17 M
Alasa, Jade Nicole HUMSS 17 F
Albego, Clarissa ABM 17 F
Alic, Melanie ABM 18 F
Aligaen, Shayne STEM 17 F
Alit, Glendy Mae ABM 16 F
Amancio, Shiella-Ann O. STEM 17 F
Amarillo, Fatima Therese A. HUMSS 17 F
Amil, Mitz ABM 17 M
Andolero, Hannah Klaire V. STEM 18 F
Banga, Meleza HUMSS 19 F
Bejec, Marianne Kate B. STEM 17 F
Belderol, Hanz M. STEM 16 M
Benolirao, Ernanelly Beatrice T. STEM 18 F
Berza, Rhica E. ABM 17 F
Bihag, Lovelle STEM 19 F
Bregondo, Angeline M. HUMSS 16 F
Caballero, Elisha Kay ABM 18 F
Cabido, Jhon Eldred A. STEM 16 M
Canete, Crystel Anelie STEM 18 F
Canete, Hannah Mae R. HUMSS 17 F
Canillo, Paula C. HUMSS 18 F
Carbonquillo, Joe-Anne HUMSS 18 F
Cartogena, Hannah Marie ABM 18 F
Dela Torre, Rozel HUMSS 17 F
Ferolino, Emery Danielle U. ABM 17 F
Gabud, Jhonmarie Ian ABM 18 M
Gemal, Kyllie HUMSS 19 F
Genevosa, Nerie A. ABM 17 F
Gonato, Niell ABM 18 F
 41

Hermoso, Langeline STEM 18 F

Jabil, Michelle E. ABM 18 F
Jayme, Jamaicha ABM 18 F
Labra, Nina HUMSS 18 F
Lagaras, Ana Mae HUMSS 19 F
Lambo, Catherine V. STEN 18 F
Laplana, Kristal Hope HUMSS 18 F
Largo, Julie Marie ABM 17 F
Lazaraga, Jean T. ABM 18 F
Lebumfacil, JB STEM 19 M
Libardo, Jeany HUMSS 18 F
Lozano, Shanisse Casey C. HUMSS 18 F
Lumbab Nicole P. ABM 18 F
Magale, Annamae ABM 16 F
Malaque, Chine Britney F. HUMSS 18 F
Mamigo, Michael Jeff E. HUMSS 16 M
Maranga, Jomarie STEM 18 M
Matugas, Manuel Paolo STEM 17 M
Minoza, Nicole HUMSS 18 F
Montecillo, Pamela Rose T. STEM 19 F
Moreno, Shena Mae ABM 17 F
Mumar, Christine Ann STEM 18 F
Mutia, Marianne Kaye ABM 17 F
Nachete, Dhea Zynel B. HUMSS 17 F
Navares, Antoneitte HUMSS 17 F
Obejero, Vicente Jr. HUMSS 17 M
Ochia, Crystal ABM 19 F
Olila, Angelica ABM 18 F
Panuncialman, Shieteraine C. HUMSS 18 F
Pastoril, Lea Angela ABM 17 F
Pesidas, Neil Christian T. HUMSS 17 M
Pitogo, Bridgette M. HUMSS 16 F
Plenos, Fidel Y. HUMSS 18 M
Primor, May Joy D. ABM 18 F
Pulvera, Jane Lee D. ABM 18 F
Quejote, Britney Marie ABM 18 F
 42

Quipanes, John Lloyd STEM 17 M

Racaza, Rey STEM 19 M
Ramon, John Bryan P. STEM 17 M
Ramos, Chrisma Charles STEM 18 F
Ranque, Alyssa Mae R. STEM 17 F
Sialana, Tara ABM 18 F
Sim, Karen HUMSS 17 F
Sonano, Rubie HUMSS 19 F
Sortones, Analen HUMSS 17 F
Tebeth, Nina HUMSS 17 F
Torregosa, Katherine ABM 17 F
Tundag, Immaculate Mae STEM 18 F
Valencia, Fritzane Marie R. STEM 17 F
Valendez, Crisbie Marie STEM 18 F
Velasco, Rey Leander G. STEM 18 M
Villarin, Yhakyne STEM 17 F
Villia, Krizzia STEM 18 F
Yana, Marigold A. STEM 17 F
Ybanez, Mildred L. ABM 17 F
Ygot, Rouchelle M. STEM 17 F
Ymbong, John Louis HUMSS 19 M
Zabat, Anne ABM 18 F
 43

APPENDIX D

DOCUMENTATION

Photo 1. The Researchers Drafting the Rationale

Photo 2. The Researchers Formulating the Statement of the Problem

 44

Photo 3. The Researchers Making the Powerpoint Presentation

Photo 4. The Researchers Making the Research-designed

Questionnaire
 45

Photo 5. Making of Chapter 2

Photo 6. Distribution of Questionnaire

 46

Photo 7. Collecting the Questionnaire

Photo 8.The Researchers together with Mr. Raul Gonzales

 47

CURRICULUM VITAE

Contact Information
Name : Vience V. Albiso
Adress : Purok Bayabas, Canjulao
Lapu-Lapu City, Cebu, Philippines
Cell Phone : 09456193698
Email : [email protected]

Personal Information
Date of Birth : October 23, 2001
Place of Birth : Opon Maternity House, Lapu-Lapu City
Citizenship : Filipino
Gender : Male

Education

Senior High School Science, Technology, Engineering, and Mathematics

Cebu Technological University – Main Campus, Cebu City
August 2018 – present

Junior High School Babag National High School, Babag I, Lapu-Lapu City
April 2018

Elementary Lapu-Lapu City Central Elementary School

Lapu- Lapu City, Cebu
April 2014
 48

CURRICULUM VITAE

Contact Information
Name : Raph Bradley R. Baguio
Adress : Purok Kalabasa, Carajay, Gun-ob
Lapu-Lapu City, Cebu, Philippines
Cell Phone : 09666383544
Email : [email protected]

Personal Information
Date of Birth : October 21, 2001
Place of Birth :Mactan Doctor’s Hospital, Basak, Lapu-Lapu City
Citizenship :Filipino
Gender : Male

Education

Senior High School Science, Technology, Engineering, and Mathematics

Cebu Technological University – Main Campus, Cebu City
August 2018 – present

Junior High School Special Science Class Curriculum

Babag National High School, Babag I, Lapu-Lapu City
April 2018

Elementary Lapu-Lapu City Central Elementary School

Lapu- Lapu City, Cebu
April 2014
 49

CURRICULUM VITAE

Contact Information
Name : Niña Mae C. Bueno
Adress : New Aviation Road, Basak, Iba
Lapu-Lapu City, Cebu, Philippines
Cell Phone : 09203773308
Email : [email protected]

Personal Information
Date of Birth : August 11, 2001
Place of Birth : Cebu Doctors Hospital, Cebu City
Citizenship : Filipino
Gender : Female

Education

Senior High School Science, Technology, Engineering, and Mathematics

Cebu Technological University – Main Campus, Cebu City
August 2018 – present

Junior High School Special Science Class Curriculum

Babag National High School, Babag I, Lapu-Lapu City
April 2018

Elementary Basak Elementary School

Basak, Lapu- Lapu City, Cebu
April 2014
 50

CURRICULUM VITAE

Contact Information
Name : Marcpolo Aron B. Pata
Adress : Purok Kapayas, Canjulao
Lapu-Lapu City, Cebu, Philippines
Cell Phone : 09171728104
Email : [email protected]

Personal Information
Date of Birth : November 14, 2001
Place of Birth : Mactan Doctor’s Hospital, Basak, Lapu-Lapu City
Citizenship : Filipino
Gender : Male

Education

Senior High School Science, Technology, Engineering, and Mathematics

Cebu Technological University – Main Campus, Cebu City
August 2018 – present

Junior High School Special Science Class Curriculum

Babag National High School, Babag I, Lapu-Lapu City
April 2018

Elementary Proverbs Ville Academy

Lapu- Lapu City, Cebu
April 2014