Final paper-PR - Group 1

Republic of the Philippines
Department of Education
REGION IV-A - CALABARZON
SCHOOLS DIVISION OF BATANGAS CITY
BATANGAS CITY SOUTH SENIOR HIGH SCHOOL
BARANGAY 11, BATANGAS CITY
RELIEVING ACADEMIC STRESS: A QUALITATIVE STUDY
AMONG STUDENTS OF BATANGAS CITY
SOUTH SENIOR HIGH SCHOOL
A Qualitative Research Paper Presented to the Faculty of
In Partial Fulfillment for the Requirements in Practical Research 1
By
Francess Tisha A. Abas
Amiel Kenxi M. Begornia
Albert Jean C. Calibara
Jhester O. Calalo
Kent Joebert G. Delas Alas
SY 2022-2023
Accelerate Learners Achievement with Excellence and Humility

Address: P. Herrera St., Batangas City
Telephone No. (043) 702-2094
Email: [email protected]
DEPEDBATC-MAE-F-018/R3/03-10-2020
CHAPTER I
INTRODUCTION
This chapter presents research rationale, problem, scope and limitations, significance
of the study and definition of terms utilized in the study.
School education is a very important part of an individual’s life and is also a turning
point in their academic life. Finishing high school nowadays is very challenging. These
challenges come in the form of problems and difficulties that students need to overcome for
them to finish and graduate. Stress can be defined as a state of worry or mental tension caused
by a difficult situation. Stress is a natural human response that prompts us to address
challenges and threats in every person’s daily lives. Everyone experiences stress to some
degree. The way people respond to stress, however, makes a big difference to overall well-
being. It affects both the mind and the body. A little bit of stress is good and can help perform
daily activities. Too much stress can cause physical and mental health problems. Learning
how to cope with stress can help them feel less overwhelmed and support their mental and
physical well-being.
Academic stress involves mental distress regarding anticipated academic challenges or
failure or even the fear of the possibility of academic failure. Academic stressors show
themselves in many aspects of the students’ environment: at school, home, in their peer
relations and even in their neighborhood. It is defined as a student's psychological state
resulting from continuous social and self-imposed pressure in a school environment that
depletes the student's psychological reserves. Academic stress is defined as the body’s
response to academic-related demands that exceed adaptive capabilities of students. In

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today’s highly competitive world, students face various academic problems including exam
stress, disinterest in attending classes and the inability to understand a subject. Academic
stress involves mental distress regarding anticipated academic challenges or failure or even
the fear of the possibility of academic failure. Academic stressors show themselves in many
aspects of the students’ environment: at school, home, in their peer relations and even in their
neighborhood.
Academic stress is one of the biggest causes of stress, anxiety, and depression among
university students. It is very common, and it can become quite overwhelming at times. The
key to managing it is being aware of what you need to do and work through each challenge.
Students face various academic problems including exam stress, disinterest in attending
classes and inability to understand a subject. Students of Batangas City South Senior High
School face this type of stress as well. Due to personal problems that they are facing, their
mental health and education is greatly affected. They tend not to pass activities on time,
having trouble with studying for exams, and catching up with lectures. This is something they
face on the daily basis of their academic life. Because of this, they are starting to lose interest
in continuing their studies and start to do things that are harmful to them. Vices, and other
unpleasant practices are starting their way into the lives of every student in BCSSHS. There is
an urgent need to pursue this research because Academic Stress is starting to become more
crucial
Statement of the Problem
This study titled Relieving Academic Stress: A Qualitative Study among Students of
Batangas City South Senior High School intends to determine how students ease stress caused
by academic tensions and challenges. Specifically, it seeks to answer the following questions:

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1. What are the common challenges encountered by the respondents?
2. What practices are used by the respondents to lessen the negative effect of Academic
Stress on them?
3. With the results of the study, what plan of action can be taken to assist the students in
relieving stress?
Scope and Delimitation of the Study
This study essentially focuses on discovering challenges and the efficient ways of
relieving academic stress of students. The respondents of this study are 15 out of 32 HUMSS
Grade 12 students from Batangas City South Senior High School. This study mainly covers
the ways or habits students utilize to address their academic needs.
This research is to be conducted under school premises of Batangas City South Senior
High School with limited time framework and apply interviews as a medium in collecting
answers in respondents, and by that the researchers will be able to gather data that helps the
study extend its point and help the target audience.
This study spares Grade 11 students of Batangas City South Senior High School
because they are only starting their SHS journey and have less issues when it comes to time
management. Finally, only Grade 12 students from said school are the considered subject in
this matter. No other students from the private or public sectors will be considered as part of
the regulation that will be conducted at the said time and date.
The results of this study will be significant in presenting the causes and effects of
academic stress relief among Senior High School Students.

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Significance of the Study
The researchers are conducting this study not only to find out where academic stress
comes from but also to help those who are experiencing academic stress and have a better and
positive environment so that they can lessen the negativity around them. Thus, this will be
beneficial to the following:
Students. The hypothesis of the study will help them create healthier ways to cope with their
tensions and challenges as a student. The findings can also be used as a tool to help create a
mentally healthy environment for the students to come. This may also help them cope with
their pent-up stress by adapting to a much healthier approach.
School Administration. Results of this study can greatly affect how the school will value
mental health. It can also aid them in helping other students with managing their own tensions
and challenges. This will also help them create a more emotionally sensitive environment for
the students within the school.
Teachers. With the help of the teachers, the school administration can provide counseling and
aid the school in coming up with solutions or compromises for the students. Helping the
students manage their stress and issues can lessen their emotional burden and help them adopt
healthier approaches to coping with their stress.
Parents. The parents are the people that are around the students the most. Therefor it is
important for parents to learn how to both handle their child’s stress but to also learn the
correct way of relieving their stress through healthy coping mechanisms. They can also
promote and administer these approaches daily to help the students familiarize themselves

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with it.
Present and Future Researchers. This study is also significant to other researchers because
it will help them learn about different ways to relieve stress or to avoid stress overload with
proper time management and such. The study will serve as an additional material especially if
they intend to conduct a similar study.
Definition of Terms
Academic Stress- Academic Stress means that stress occurs when a set of academic-related
demands exceed a student’s existing capability to manage and adapt to these demands (Wilks,
2008). In this study, Academic Stress is used as the problem of the respondents or the cause
of their stress and tensions.
Negative Effects- Is an internal feeling or emotion which is typically experienced after one
has failed to complete a task or goal, or where they have completed the task but at a lower
than required standard. In this study negative effects are used to describe the bad effects of
one’s actions or the consequences of their past actions.
Practices- According to Google, it means the actual application or use of an idea, belief, or
method, as opposed to theories relating to it. In this study it is used as the word that describes
the respondent’s type of coping mechanism.
Plan of Action- An organized program of measures to be taken to achieve a goal. In this
study, the researchers plan to execute the wanted outcome of the study.

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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents research literature reviewed to substantiate this study.
Effects of Stress
According to the study by Rehman (2016), the basic aim is to know various factors
which lead higher education students towards severe academic anxiety. Qualitative Analysis
was utilized in this study. It was discovered that personal, familial, institutional, social, and
political factors were identified as potential threats to provoke severe academic anxiety
among students. After making the study, it is found that by the factors that affect severe
academic anxiety, students suffer a lot most of the time.
According to the study by Nena (2022) although academic stress is a well-known risk
factor for students’ depression and a known out the possible psychological mechanisms
underlying this association. A sample of prevalence of depression and sleep disturbance
among Chinese students was considered. Results showed that if mobile phone addiction and
sleep quality together play a serial mediating role in the influence of perceived academic
stress on depression.
Identically, this research conducted by World Health Organization (2020) informs us
with evidence and extensive field testing that the guide is for anyone who experiences stress.
A sample of the people with practical skills to help cope with stress. An illustrated guide is a

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stress management guide for coping with adversity. The guide aims to equip people with the
skills needed to ease stress. A few minutes each day are enough to practice the self-help
techniques.
Additionally for Gabriel ESSILFIE, July 2017 this study was designed to identify the
causes of stress and coping strategies adopted among distance education students at the
College of Distance Education in the University of Cape Coast. A total of 332 diploma and
post-diploma final year students in 2014/2015 academic year were selected from two study
centers using random sampling procedure to respond to self-administered questionnaire. The
questionnaire which was adapted to suit the study context was pre-tested to ensure that it
elicited a valid response. The results of the study showed that ‘academic workload’, ‘high
frequency of examinations’, ‘financial problems’, family/marriage problems’ were the major
causes of stress among the students. The study also found some statistically significant
differences between married and unmarried students with married students feeling more
stressed with ‘financial problems’ and ‘family/marriage problems’
George Essel and Patrick Owusu,2017. Their thesis examines the impact of stress on
students’ academic performance and stress management among students of Seinäjoki
University of Applied Sciences. The main objectives were to ascertain or identify the extent
to which stress affects students’ academic success, health, and general lifestyle, as well as to
inquire and bring to light measures to counteract the effects of existing stress in students. A
quantitative method was used in gathering and analyzing the data. For this purpose,
questionnaires were distributed to two student’s groups, who consisted of Finnish and
international students. The results obtained show the different factors that cause stress among
students. The factors were grouped into four, namely Relationship factors, Environmental
factors, Academic factors, and Personal factors. With respect to Relationship factors, working

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with new people was the main cause of stress for students in both groups. In the case of
Environmental factors, worries about the future was the main factor causing stress among
students, whereas class workload was the main element of stress regarding the Academic
factors.
Identically Jiandong Sun, June 2014’s main objective of the present study is to examine
the academic stress among senior secondary students. The total participants of the study were
30 (15 male and 15 female). All students belong to 12th standard studying in Noida. The Data
was collected through standardized Academic Stress Questionnaire (ASQ) by Akram, Mohd
Ilyas Khan, and Sahiba Baby. Mean, Standard deviation and t-test were conducted for
analysis of data. Result indicates that there is significant difference among boys and girls in
relation to academic stress. The result revealed that senior secondary boys have higher
academic stress compared to girls.
According to Subramani Chellamuthu, July 2019 this study was aimed to identify the
sources of academic stress among higher secondary school students. A survey questionnaire
was prepared for the study and used to assess the major sources of academic stress among
higher secondary school students. The questionnaire addressed personal and school
environment sources of academic stress and consisted of 11 statements which explain the
potential stressful sources. Participants were 198 higher secondary school students from three
higher secondary schools, Salem, Tamil Nadu. The results showed that overall, academic
environment was frequently reported to be major cause for academic stress than personal
environment. The top five sources of academic stress were parental expectations (96%), fear
of failure in exams (96%), comparison with others (89.9%), grade competition with other
students (89.4%), and too many tests (74.7%). The findings from this study could be useful
for future research on examining the sources of academic stress and might help counsellors

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working with school students to create counselling programs.
Moreover, according to Hans Schachl et al. (January 2018) this paper deals with stress
and its biology, which is a major problem for students throughout the modern world. It
outlines and suggests stress management techniques, which are easy to practice for students
and teachers even during lessons, e.g., Japanese finger stress relief techniques and yoga
pranayama. Stress is a significant problem of our times and affects both the physical and
mental health of people. The main objectives are to ascertain the extent to which stress affects
students' academic success and health and to suggest some techniques and practices to cope
with stress for students. Stress coping methods are physiological, cognitive, behavioral, and
psychological methods to deal with stress. The main method used has been to gather and
analyze the relevant data. For this purpose, questionnaires about stress were randomly
distributed to different student groups mostly at three Kazakhstani universities. The results
obtained show that students need to be given effective techniques to cope with stress while
they are studying. After a thorough literature review in major databases stress management
techniques were identified and are presented and briefly discussed here.
Similarly, Chan Yuen Fook Gurnam Kaur Sidhu, 13 May 2015 investigates learning
challenges faced by students in Higher Education. The population of the study consisted of
undergraduates, postgraduates, and instructors in a School of Education in a selected
university in the United States of America. The researchers adopted a qualitative approach
which involved the use of questionnaires, interviews, and document analysis to triangulate the
data. The sample population comprised 181 undergraduate and postgraduate students and 22
instructors from the School of Education. Questionnaires using a 6-point Likert-scale were
administered to all 203 respondents whilst interviews were conducted with 5 undergraduates,
postgraduates, and instructors. In addition, document analysis was also conducted on the

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syllabus used for the 12 courses. Data analyses indicated eight main learning challenges faced
by students in higher education namely: cognitive challenge, becoming an active learner,
coping with reading materials, instructional problem, language barrier, time management,
burden of assignments, and culture difference in higher education. Based on the findings, it
was suggested that higher learning institutes should emphasize the construction of knowledge
through active interaction between lecturer and the students.
According to Ariston Vasquez & Alfred Rey Galano Vasquez, January 2023 More
than two years after the closure of schools and learners shifting to distance learning due to the
COVID-19 pandemic, more than 28 million Filipino students wearing masks returned to
schools nationwide for in-person classes. However, several societal sectors have voiced their
concerns about opening limited face-to-face classes. They claimed that the failure of the
government to provide the physical and material needs of education and its readiness to
implement an effective education recovery plan is still questionable. This paper aims to
describe the challenges students encounter in face-to-face classes. A sample size of 255
students enrolled in the four curricular programs in a public junior high school in the
Philippines was selected using simple random sampling. Data were collected through a
validated researcher-made survey questionnaire. Utilizing descriptive research design, this
study found that students disagreed that there were instances that they were unable to follow
the new normal classroom rules, such as always wearing of face mask, physical distancing,
and observance of signages, and learning experience in the limited face-to-face classes is the
same in modular distance learning. Similarly, they disagreed that the absence of the school
canteen and other food stalls inside the school was a challenge/difficulty during the face-to-
face classes. It was also concluded that there was no significant difference in the students'
challenges when grouped according to grade level, the program enrolled, and gender.

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This research was conducted by Ilonga, Ashipala and Tomas,2020 One of the most
effective enablers and accelerators for realizing higher education studies is online learning,
which improves instruction using cutting-edge technology and pedagogies. Open and distance
learning (ODL) students continue to have very poor success rates, nonetheless. Therefore,
higher education institutions in Namibia should constantly identify and evaluate the
difficulties faced by students who choose to study remotely to develop the necessary solutions
to overcome those difficulties. This study's goal was to identify the difficulties faced by
students enrolled in ODL courses at Namibian higher education institutions (HEIs) and to
comprehend their experiences with those difficulties. In this study, obstacles faced by
students were explored and described using a qualitative, phenomenological, exploratory,
descriptive, and contextual research technique.
According to Leonares, 2019 The introduction of senior high school in the Philippines
coincided with an expansion of curriculum options. Significant changes for grades 11 and 12
include the addition of research-driven applied subjects, including Practical Research 1-
Qualitative, Practical Research 2-Quantitative, and Inquiries, Investigations, and Immersion.
Students can choose at their discretion which of the two approaches, or a combination of the
two, they would like to use to produce a solid research paper that will benefit society. This
investigation aims to identify the challenges faced by a senior high school class as they
conduct research in grades 11 and 12. It also aims to pinpoint the advantages and
disadvantages of applying the research curriculum in a classroom setting.
According to the study of Hsu and Goldsmith, 2021 While it is common knowledge
that student stress and anxiety have a negative impact on students' academic performance, the
role that instructors can play in easing these difficulties is generally overlooked. We offer
descriptions of a variety of evidence-based approaches that instructors can use to treat and

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lessen student stress and anxiety, from classroom interventions to adjustments in instructional
practices. The techniques we outline may have broader applications despite our concentration
on students in the STEM fields of science, technology, engineering, and mathematics. We
start by pointing out methods that instructors might become knowledgeable of and ready to
take action to reduce stress and anxiety. The topic of improving student connections and
creating an inclusive, egalitarian, and empowered learning environment is then covered.
Combined with techniques to alter student evaluations.
Moreover Liisa Postareff, November 2020, states the present mixed-method
longitudinal study examines students’ experiences of study-related exhaustion, regulation of
learning, peer learning and peer support during university studies. At the first measurement
point, 188 first-year students completed the questionnaire. At the second measurement point,
91 of the 188 students participated in the follow-up study during their fourth study year and
completed the same questionnaire again. Of these, twelve students were interviewed. The
results showed that experienced study-related exhaustion and self-regulation of content
increased during studies. However, the results also showed a large individual variation in
experienced study-related exhaustion. The students whose exhaustion decreased described
experiences of peer support that helped them to develop their self-regulation skills. Students
whose study-related exhaustion remained low evaluated their self-regulation skills as good.
They experienced that they did not need other students’ support in the regulation of learning.
The students whose study-related exhaustion increased or remained high described more
problems in self-regulation. Most students relied on peer support because of self-regulation
problems. However, not all students used other students’ support despite problems in
studying. It can be concluded that regulation skills have a key role in experienced study-
related exhaustion during studies.

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CHAPTER III
RESEARCH METHODS AND PROCEDURES
This chapter presents the research design, subject of the study, ethical issues, data
gathering instrument, data gathering procedure and data analysis plan to be utilized by the
researchers.
Research Design
This study titled “Relieving Academic Stress: A Qualitative Study among
Batangas City South Senior High School” will use Qualitative Research to help the
administration to provide a much more sensitive and mental health-conscious environment for
its students and staff. Qualitative research involves collecting and analyzing non-numerical
data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be
used to gather in-depth insights into a problem or generate new ideas for research. (Bhandari,
2020) Thus, this is perfect for the researcher’s goal to create a safer environment for the
students mentally. Furthermore, the study was more on qualitative research for the researcher
utilized the questionnaire which was the primary tool in gathering the data.
Subjects of the Study
This study will utilize the random sampling technique since the researchers will
be interviewing Grade 12 students because they are at the peak of their stress. A questionnaire
is a research instrument that consists of a set of questions or other types of prompts that aims
to collect information from a respondent. A research questionnaire is typically a mix of close-
ended questions and open-ended questions (Adi Bhat, 2023). At most 5 out of 32 HUMSS
Grade 12 students in the school will be selected to participate in the study. These student-
respondents, who are enrolled in the 2nd semester of S.Y.2022- 2023.

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Data Gathering Instruments
To answer the questions regarding having healthy habits to relieve academic stress, the
researchers will employ interview in the conduct of this study to gather data from the
respondents. The interview will undergo a crucial and significant process to ensure its validity
and association to the topic being studied.
Validation. The researchers will seek advice and suggestions of the research adviser and a
validator to ensure the validity and significance of the interview. The researchers will
consider and apply all suggestions given in coming up with an enhanced constructed
interview.
Administration. The interview will be administrated and distributed to the respondents after
seeking the validation of the evaluator and the permission of the school principal. The
researchers will present to the principal a request letter explaining the purpose of the
interview as signed by the evaluator. The researchers will administer it personally to the target
respondents. The respondents will be given fifteen to twenty (15-20) minutes to answer the
interview.
Retrieval. The interview will be retrieved after the allocated time for answering. The
researchers will gather the answers right after the respondents have answered the
questionnaire provided.
Data Gathering Procedures
After having the research proposal approved by the research adviser, the
researchers will proceed with asking for permission from the School Head to conduct the
study to the identified respondents. Upon approval, the researchers will present a letter of
consent to the parents and guardians of the learners to allow them to participate in the study.
Once permitted, the researchers will continue with the administration of the research

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interview. Results of the test will be analyzed and interpreted with utmost confidentiality and
honesty to serve as basis of the study.
Data Analysis Plan
This study will use instruments to be administered and distributed to the
respondents. The data gathered will be analyzed descriptively. Discussions will be
substantiated with information gathered through the answers of the respondents in the
interview. The findings will be used as a basis to propose an action plan or activities to
conduct or create a healthy environment that is sensitive and prepared for the students and
staff.
Data Gathering Questions
1. What Challenges have you encountered in completing your activities?
2. What are the troubles the respondents usually face during accomplishing school
works?
3. What practices are you using to lessen the negative effect of academic stress?

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CHAPTER IV
RESULTS AND DISCUSSIONS
In this chapter, the findings of the study have been presented and
examined with respect to the primary objective of identifying the ways in which
employed students manage their academic responsibilities. This section
builds upon the methodology chapter, in which the study’s research design
was outlined. The coping mechanisms used by working students to balance
their academic and professional obligations have been analyzed in detail,
providing valuable insights into the strategies that are most effective and most
efficient. The presented analysis clarifies the key challenges encountered and
coping mechanisms applied by working students in balancing their academic
and workload demands.
Table 1
The common challenges encountered by the respondents
n = 15
DOMAIN THEMES SIGNIFICANT STATEMENTS FREQUENCY

A. Common Challenges Time Management Fail to manage my time 9
Encountered -Lack of time
-Time management
-Sabay sabay na deadline
-Limited time to accomplish
activities
school works
Comprehending Lack of resources

Lessons Can’t understand the instructions 5
Does not provide enough material
stress
anxiety and depression
Pressure to do the activities 3

flawlessly
Mental Health Experienced stress and anxiety
Overloaded with tasks
Many distractions around 1

Environment
1
Internet Social Media

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Table 1 shows the common hurdles of working students in their academic lives.
It answers the first objective of the study which is to determine the challenges faced
by working students in their academic lives. Domain A is about the usual challenges
encountered by working students in their academic lives. It indicates the problems
that can be seen throughout becoming a working student. It can be seen that the
responses can be divided into time management, physical well-being, lack of
concentration, household issues, and timework.
Based on the findings, most of the students find time management as the most
encountered challenge in becoming a working student. Time management is the
process of organizing and planning how to divide one’s time between different
activities. According to Rizali et al (2018) time management is very important, and it
may actually affect individual's overall performance and achievements. Students
nowadays always commented that they do not have enough time to complete all the
tasks assigned to them. This supports the findings of the present study since most of
the grade 12 students confirmed that managing one’s time can be hectic at times if
one is unable to act on it accordingly.
On the other hand, academic improvement, physical well-being, lack of

concentration, and timeworks were found to be the least common hurdles of working
students in their academic lives.
Table 2
Practices used by the respondents
n = 15

B. Practices are used by the Lack of Difficulty in coping with the 8
respondents to lessen the negative Motivation schoolworks
effect of Academic Stress on them Low motivation
Don’t even enjoy the subject
Family problems, financial
problems, and lack of sleep
Keep getting distracted by other
things
Lack of understanding
Added stressed from chores and
personal matters
activities
Bad Time Forget about my activities

Management Improper time management 6
How to manage
lose track of my activities and
their deadlines
No time to do it
5
Not Enough
Don’t have enough information
Resources
on the topic
Don’t fully understand the lesson

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Again, the resources

They don’t get enough material
to read for the work
Missed
Rush to do them either the day
Deadlines
before or an hour before the 2
deadline
Usually, upcoming deadlines of
submitting the activities
Table 2 shows the practices used by the respondents. It answers the second
objective of the study which is to determine the challenges faced by working students
in their academic lives. the troubles the respondents usually face during
accomplishing school works. Domain A is about the usual challenges encountered by
grade 12 students in their academic lives. It indicates the problems that can be seen
throughout becoming a working student. It can be seen that the responses can be
divided into time management, physical well-being, lack of concentration, household
issues, and timework.
Based on the findings, most of the students find lack of motivation as the most
encountered challenge in becoming a working student. Time management is the
process of organizing and planning how to divide one’s time between different
activities. Students especially ones that have no inspiration or drive sometimes start
to lose interest in school. This supports the findings of the present study since most
of the grade 12 students confirmed that lack of motivation can be a big reason why
students can’t accomplish several activities.
On the other hand, bad time management, not enough resources, and missed
deadlines were found to be the least common hurdles of working students in their
academic lives.
Table 3
Practices used to lessen the negative effect of academic stress
n = 15

C.Plan of action can be taken to assist Time Focusing on your activities before 6
the students in relieving stress Management doing anything else
Time management
Doing all activity early to finish it
on time
Finish it before deadline
Eat healthily
Self-Care
Consume fresh foods
Eat well 5
Sleep

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Take a break from social media 4

Mental Health
Take time to realx
Plan your day
play video games
Deal with problems as they come 4

Environment up
Doing some recreational activities,
exercise
Taking it easy and slow
Going out with family
improvement
Listen to music
Music Listen to classical 2
Advanced reading
Do activity early 2
Approaches
Study at cafe
Social 1
Table 3 shows the practices used to lessen the negative effect of academic
stress. It answers the third objective of the study which is Plan of action can be taken
to assist the students in relieving stress. Domain C is about the ways they do to
lessen the bad impact of academic stress. It indicates the problems that can be seen
while studying. It can be seen that the responses can be divided into time
management, physical well-being, lack of concentration, household issues, and
timework.
Based on the findings, most of the students find that focusing on the tasks are
how they cope up with their stress. According to Harvard (2022), the best way to
cope with stress is by getting at least seven hours of sleep per day, eating a
predominantly plant-based diet, exercising regularly, meditating, and staying socially
connected. Time management is the process of organizing and planning how to
divide one’s time between different activities. This supports the findings of the
present study since most of the grade 12 students prefer to take care of themselves,
and their mental health to prevent the negative effects of stress.
On the other hand, eating healthily, physical well-being, listening to music, study
at cafe, and taking time to relax were found to be the least practices used to lessen

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the negative impact of academic stress

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CONCLUSION
Based from the findings of the study, the following conclusions were drawn:
1. It was concluded that proper time management is the most challenging
problem a graduating student may have.
2. The lack of motivation to do or accomplish their activities or school works are
what induces stress. It is also said that there is a lack of resources when
given a task/tasks to accomplish.
3. Grade 12 students have a variety of coping strategies to choose from, such
as taking care of one’s mental and physical well-being, but it was found in this
study that time management is the most effective and efficient method that
students apply for balancing academic demands and relieving academic
stress.

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RECOMMENDATIONS
Based from the conclusion of the study, the following recommendations were
conveyed:
1. Students may consider using a much healthier stress reliever to minimize the
negative effects of academic stress.
2. Parents may introduce healthy coping mechanisms in the comfort of their own
home.
3. Teachers may pose themselves as examples for their students to
demonstrate how to avoid stressful situations or limit it.
4. School administrators may conduct a seminar about stress, its implications
and what one can do to lessen it.
5. Future researchers may use this study as a starting point and further expand
the knowledge of people about working students’ challenges, experiences,
and coping mechanisms.

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Republic of the Philippines

RELIEVING ACADEMIC STRESS: A QUALITATIVE STUDY

AMONG STUDENTS OF BATANGAS CITY

SOUTH SENIOR HIGH SCHOOL

A Qualitative Research Paper Presented to the Faculty of

BATANGAS CITY SOUTH SENIOR HIGH SCHOOL

In Partial Fulfillment for the Requirements in Practical Research 1

Francess Tisha A. Abas

Amiel Kenxi M. Begornia

Albert Jean C. Calibara

Kent Joebert G. Delas Alas

Accelerate Learners Achievement with Excellence and Humility

of the study and definition of terms utilized in the study.

by a difficult situation. Stress is a natural human response that prompts us to address

Academic stress involves mental distress regarding anticipated academic challenges or

relations and even in their neighborhood. It is defined as a student's psychological state

response to academic-related demands that exceed adaptive capabilities of students. In

Accelerate Learners Achievement with Excellence and Humility

Statement of the Problem

Accelerate Learners Achievement with Excellence and Humility

1. What are the common challenges encountered by the respondents?

Scope and Delimitation of the Study

the ways or habits students utilize to address their academic needs.

study extend its point and help the target audience.

academic stress relief among Senior High School Students.

Accelerate Learners Achievement with Excellence and Humility

Significance of the Study

beneficial to the following:

their pent-up stress by adapting to a much healthier approach.

the students within the school.

healthier approaches to coping with their stress.

Accelerate Learners Achievement with Excellence and Humility

they intend to conduct a similar study.

of their stress and tensions.

one’s actions or the consequences of their past actions.

the respondent’s type of coping mechanism.

Plan of Action- An organized program of measures to be taken to achieve a goal. In this

Accelerate Learners Achievement with Excellence and Humility

REVIEW OF RELATED LITERATURE

This chapter presents research literature reviewed to substantiate this study.

academic anxiety, students suffer a lot most of the time.

underlying this association. A sample of prevalence of depression and sleep disturbance

Identically, this research conducted by World Health Organization (2020) informs us

Accelerate Learners Achievement with Excellence and Humility

centers using random sampling procedure to respond to self-administered questionnaire. The

frequency of examinations’, ‘financial problems’, family/marriage problems’ were the major

stressed with ‘financial problems’ and ‘family/marriage problems’

students’ academic performance and stress management among students of Seinäjoki

Accelerate Learners Achievement with Excellence and Humility

academic stress compared to girls.

Accelerate Learners Achievement with Excellence and Humility

working with school students to create counselling programs.

undergraduates, postgraduates, and instructors in a School of Education in a selected

Accelerate Learners Achievement with Excellence and Humility

by students in higher education namely: cognitive challenge, becoming an active learner,

through active interaction between lecturer and the students.

validated researcher-made survey questionnaire. Utilizing descriptive research design, this

Accelerate Learners Achievement with Excellence and Humility

students were explored and described using a qualitative, phenomenological, exploratory,