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HOW DOES ACADEMIC STRESS AFFECTS CENTRO ESCOLAR

UNIVERSITY MEDICAL TECHNOLOGY STUDENTS


SOCIAL LIFE

An Undergraduate Thesis
Presented to
the School of Science and Technology
Centro Escolar University

In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Science in Medical Technology

by
Christopher Lloyd S. Banco
Katrina Sofia L. Co
Shan Maica T. De Leon
Lloyd Jeffrey F. Ferrer
Anne Jasmine O. Joson
Laira-Abegail J. Pabayo
Jennifer E. Pangilinan

March 2015

APPROVAL SHEET

This undergraduate research How does Academic Stress Affect Centro


Escolar University Medical Technology Students Lifestyle presented and submitted
by Christopher Lloyd S. Banco., Katrina Sofia L. Co, Shan Maica T. de Leon, Lloyd
Jeffrey F. Ferrer, Anne Jasmine O. Joson, Laira-Abegail J. Pabayo, and Jennifer
Pangilinan hereby accepted as partial fulfilment of the requirements for the degree
Bachelor of Science in Medical Technology in the College of Medical Technology of
Centro Escolar University was approved by the committee:

Ms. Reyjane Calicdan,


Adviser

Dr. Charito M. Bermido


Dean

March 2015
RESEARCH ABSTRACT

Title: HOW DOES ACADEMIC STRESS AFFECT A CEU MEDICAL TECHNOLOGY


STUDENTS LIFESTLYE
Researchers: Lloyd Christopher S. Banco
Katrina Sofia L. Co
Shan Maica T. De Leon
Lloyd Jeffrey F. Ferrer
Anne Jasmine O. Joson
Laira-Abegail J. Pabayo
Jennifer E. Pangilinan
School: Centro Escolar University (Manila)
Adviser: Ms. Reyjane Calicdan
No. of Pages: 39
The Problem: How does Academic stress affect a CEU Medical Technology
students lifestyle?
Sub- Problems: 1. When does a student feel stress during a semester?
2. How does academic stress affects a student?

Method Used: The researchers used mixed sampling, particularly simple stratified
and quota sampling for the study. In order to achieve the goal of the study, survey
questionnaires will be used in order to know the insights of CEU Medical
Technology students.

ACKNOWLEDGMENTS

For the final development of this study, the researchers extend their

gratitude to the following whose selfish efforts and valuable contributions


made the accomplishment of this work possible:
Professor Reyjane Calicdan for her helpful suggestions and comments
during the study. And giving support, encouragement and opportunity to the
researchers to make this research better and gained valuable information on
the topic.
Also, the researcher would like to thank their family and friends for
helping and making the research successful.
CLSB

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Table of Contents
Page
Approval Sheet..

ii

Abstract

iii

Acknowledgement.

iv

List of figures.

vii

Chapter
1.

2.

The Problem and Its Background


Introduction.

Setting of the Study..

Theoretical Framework.

Conceptual Framework

Statement of the Problem...

Assumptions of the Study

Hypothesis.

Significance of the Study

Scope and Limitations of the Study.

Definition of Terms .

10

Review of Related Literature Studies


Foreign Literature

11

Local Literature

13

Foreign Studies...

3.

14

Local Studies...

15

Synthesis..

15

Methods and Procedure


Methods of Research Used.

17

Respondents of the Study.

17

Sampling Technique..

18

Research Instruments...

18

Validation of Instruments..

19

Procedure of Data Gathering..

20

References..

23

Appendix
a.

Survey Questionnaires

26

Curriculum Vitae..

28

LIST OF FIGURES
Figure

Page

1. Map of CEU around Mendiola, Manila.

2. Centro Escolar University Manila campus.....

3. Theoretical Framework: Concept flow....

4. Conceptual Framework: Academic stress affecting the social


life of CEU Medical Technology Students..

CHAPTER 1
The Problem and Its Background
Introduction
Academic stress is one of the main reasons why students do not enjoy their
social life most of the time. American Academy of Pediatrics, (2007). A lot of
students have been experiencing too much stress because of school assignments
and long exams that they have to deal with every day. Most students are s pending
their time in studying and doing assignments rather than spending their time with
themselves, hang out with their friends and bond with their own family. In line with
the topic, the researchers chose this research because we want to determine on
how academic stress affects a CEU medical technology students social life. The
researchers are gathering 20 students per year level and assess their stress which
is cause by academics in line with their social life. The results could help the
incoming college freshmen in preparation for college, and to be able to balance their
time with studying and their social lives.
Setting of the Study
The study will be conducted in CEU Manila. (Figure 1) shows the Map of
Manila where CEU Manila is Located. Centro Escolar University is a private
University in Manila, Philippines. It was founded on June 3, 1907 by two women,
Librada Avelino and Carmen de Luna, and was originally called Centro Escolar de
Seoritas. It became a university in 1933. Centro Escolar University is a private,
nonsectarian higher education institution with an enrollment of over 20,000
students. (Figure 2) shows the building of CEU Manila. From a small school in
Azcaraga has grown to become one of the top universities in the country today.
The university offers programs in the Arts, Humanities, Sciences, and Allied

Medicine. CEU also has Dentistry and Pharmacy programs. All of its academic
programs are accredited Levels 3 and 4 by the Federation of Accrediting Agencies
of the Philippines.
Centro Escolar University has five-awards Full Autonomy Status by CHED,
Institutional Accreditation certified by FAAP, Proficiency in Quality Management and
ISO:9001 certification.

Figure 1
Map

Figure 2
Centro Escolar University
(Manila)

Theoretical Framework
Stress is one of the most popular problem of students, especially on
academics. Each student is experiencing stress more often because of school
works. And the researchers believed that there is an explanation why stress occurs
most of the time. They have found a reliable theory and believed that this would be
very important on their study.
James Lange (2012) formulated his Theory of Emotion and it states that
Emotions do not immediately succeed the perception of the stressor or the stressful
event; they become present after the bodys response to the stress.
James Lange concluded that before stress is felt, there is a process. When a
person cannot handle hard situation it tends to stimulate by his/body an d it is sent to
the brain. Then brain analyses or explain the situation and it gives the signal to our
body on what the person will do. The emotion is expressed and it can now be
identified as stress.

EVENT

AROUSAL

INTERPRETATION

Figure 3

EMOTION

Conceptual Framework
Conceptual Framework

EVENT

ACADEMIC STRESS
(AROUSAL)

INTERPRETATION

ASSIGNMENT
S

QUIZZES

REPORTS

PROJECTS

REFLECTION
PAPERS

EMOTION
1

ST

Year Medical
Technology
Students

nd

Year Medical
Technology
Students

Male
15-21 y/o

3rd Year
Medical
Technology
Students
Female
15-21 y/o

SOCIAL LIFE
Figure 4

Academic Stress affecting the Social Life of CEU Medical Technology Students

The diagram shows the main factor affecting the social life of a CEU Medical
Technology student of today. The dependent variable is the social life while the
independent variable is the academic stress. The intervening variables are the

perception of the CEU Medical Technology students on how academic stress affects
their social lives.
Statement of the problem
This study will determine the effects of Academic stress in the social life of the
students of CEU Medical technology.
The questions provided below will helps us to seek information for the study
1. What are the characteristics of the respondents in terms of:
1.1 Students
1.1.1 Age
1.1.2 Year Level
1.1.3 Gender
2. What is the academic stress level of the respondents?
3. What are the levels of socialization of the respondents?
3.1 Family
3.1.1 Siblings
3.1.2 Parents
3.2 Friends
3.3 Social Networking
3.3.1 Instagram
3.3.2 Facebook
3.3.3 Twitter
4. What are the effects of academic stress to CEU Medical Technology students
social life?
5. How often do the students feel stressed about academics?
6. How much stress level do the students feel about academics?

7. How do academics be an impediment from socializing to other people?


Assumptions of the Study
The researchers assume that stress greatly affect the student's lifestyle.
Based on the respondents stress can affect them through socially, physically,
emotionally, and mentally. It can affect the student socially because of isolation,
loneliness fewer contact with friends. Physically, because students may have
headaches, fatigue, insomnia. Mood swings, bad temper, confusion and anxiety in
emotionally. And mentally because it can cause severe reduction in his/her ability to
concentrate, store information in memory and solve problems. As too much stress
causes problems, it is important to evaluate the degree of stress a student may
have.
Hypotheses
The

study

aims

to

test

the

Alternative

Hypothesis:

Academic stress perceived by Medical technology students affects their relationship


with family, friends, and social networking life.
Significance of the Study
The students relationship with others and their social activities are important
in developing their self-image, but when stress gets in the way it takes a big part of
the human activity, thus leads into either destructive or constructive coping. The
study will be a meaningful endeavor in guiding the Medical Technology students in
managing their academic stress as well as balancing their social lifestyle. The study
will also be beneficial to incoming college students because they will have a
background on how college life looks like, and knowing that they may be prepared
and make strategies on how can they cope when the time comes they face
academic stress. It is also beneficial for the instructors because they can employ a

more effective learning strategies without compromising the students social


activities. This will also be helpful in the administration by choosing and applying
internet websites, like social networking sites and reliable searching engines, that
only has to with accomplishing the students task and as well as communication with
others. By understanding the needs of the students and benefits of quality
education, the instructors and students can be assured of a competitive advantage.
This study will serve as a reference for the future researchers on the subject of
academic stress and its effect with lifestyle. Moreover, this research will provide
recommendations on how the academic performance of a student results when he
has greater network of relationship with others.
Scope and Limitations of the Study
This study will be conducted to determine on how academic stress affects
Centro Escolar University Medical Technology students lifestyle as perceived by
first year to Third year students, 10 male & 10 female students per year level, within
the age bracket of 15 to 21 years old, during the school year 2014-2015. In addition,
the researchers are excluding 4 th year Medical Technology students for the reason
that they are usually outside the university completing their internship shifts makin g
them unable to participate to the data gathering process of this research.
The aspects looked into were levels of socialization and academic stress
levels of the students.
Definition of Terms
This is to provide the readers with meanings to fully understand the study.
Academic Stress. A forcibly exerted influence or pressure related to school, college
or university

Lifestyle. Method of achieving feeling of adequacy. A way in which an individual


lives as to habits, friendship, values
Social Life. A specified period or aspect of ones existence relating to social
activities.
Social Networking. Sites that are designed to make connections among people in
groups.
CEU Medical Technology Student. A person with a degree course of Bachelor of
Science in Medical Technology and attends at Centro Escolar University.

CHAPTER 2
Review of Related Literature and Studies
This chapter includes the review of related literature and studies which the
researchers have searched to relate to their study.
Foreign Literature
According to American Psychological Association, stress can be a reaction to
a short lived-situation, like waiting for a bus during rush hours. And it can also last a
long time if youre dealing with relationship problems, like separation of you r parents
or other serious situations. Stress can be dangerous when it is already affecting
your health or you cant have a healthy lifestyle already for a long period of time.
The association conducted a survey on teens and it reveals that teenagers are
experiencing stress at unhealthy levels, and it seems that they dont know how to
deal with it. In school, culture shock is one of the major aspects of stress of
teenagers. Culture shock is defined as anxiety that results from losing all our
familiar signs and symbols of social intercourse, which we do not carry on the level
of conscious awareness (Oberg 1958)
According to Ross, Neibling and Heckert, there are several explanations for
increased stress levels in college students. First, students have to make significant
adjustments to college life. Second, because of the pressure of studies, there is
strain placed on interpersonal relationships. Third, housing arrangements and
changes in lifestyle contribute to stress experienced by college students. And lastly,
students in college experience stress related like ineffective coping skills and so
much

requirements

that

needs

to

be

pass

on

the

same

deadline.

Frazier and Schauben (1994) used the Psychological Distress Inventory to obtain
information regarding stress experienced by a group of female college students. The

researchers found that female college students experienced stress related to


financial problems, failing a test, being rejected by someone, depression and having
low self-esteem. On the other hand, Ross (1999), conducted a study on college
students of both genders and found different reasons that were common among all
college students; it includes a change in eating and sleeping habits, and new
responsibilities. More specifically, sources of stress included difficult financial
challenges, responsibilities related to holding a job while in school, and a heavy
academic load. Aloes, college freshmen experienced stress such as conflicts in time
management, academic pressures and personal problems like problems within their
family.
According to Dziegielewski (2004) programs that identify stressors and
provide information on stress reduction and burnout prevention can help students
learn to better cope with stressful experiences. Better coping skills are as sociated
with decreased anxiety levels and decreased risk for academic failure. It suggests
that stress is a common theme among college students, and when stressful
experiences are greater than the coping resources, multiple problems often
develops.
This section deals with foreign literature. Thus, it also aims to explain stress
effect on students. Foreign information is gathered here to be more accurate and to
have more reliable sources.
Local Literature
Stress according to Hans Selye, is defined as the wear and tear of living. The
pressure which we all face in our everyday lives embodies all the difficulties in the
form of stress. He came up with three sources of stress which we all encounter ,
namely physical (illness, medications, pollution, environmental), social (loss of loved

one, marital strife, financial problem) and psychological (anxiety, inferiority complex,
depression). A lot of things causes stress, just like when were under pressure we
experience stresses in different life or school situations. We strive to overcome
something that we consider as a hindrance to our welfare.
Stress in itself is felt in some very common symptoms we more or less feel as
something normal, just like headaches, insomnia, stiff neck, back pains, anxiety,
constipation, stomachache, depression, chest pains, weight gain or loss, and so
much more. Stress is harmful or detrimental to ones health, at some cases it can
take away a persons life at some extent. Students normally experience stresses in
school. Academic stress leads to pressure in school by friends, families, and
teachers.
With the right stress management, we can all conquer the madness that stress
gives us. A clinical study made by General Nutrition Centers (GNC) enumerated
factors that lead to a stress-free lifestyle (The Philippine Star, 2013).
Foreign Studies
According to Agolla, stress has become an important topic in academic
circles and concluded that it needed more attention. Academic stress have been
identified by researchers as too many assignments, competition with other students,
failures, lack of pocket money (Fairbrother and Warn, 2003), semester system, and
inadequate resources to perform academic work. Not only school works are
contributing to the stress of the students, but pressure from the professors to pass a
certain requirement in unreasonable deadline and poor relationship with lecturers
(Ongori, 2007; Awino and Agolla, 2008) makes it worst. Students are human being,
and if he is loaded over his capacity, he might be frustrated and confused. Furong
Wang and Huixiang Gong make a comparative study of mental stresses of different

types of college students and conclude that the mental stresses of boys are bigger,
longer, and stronger than that of girls. The mental stresses grow along wi th grades,
reach the maximum at the junior year, and slighly decrease at the senior year
(Furong Wang & Huixiang Gong, 2001). The researchers identified symptoms of
stress are lack of energy, feeling of depression, increase in appetite, trouble
concentrating, restlessness, tensions and anxiety among others. (Malach-Pines and
Keinan, 2007; Ongori, 2007; Ongori and Agolla, 2008; Agolla, 2009). A student
experiencing one of these factors is likely to be a victim of stress. When a student is
under stress, it is hard for him to maintain and develop social connections.
Interpersonal communication is important because it makes a person grow as a
social being. Spending quality time with family and friends is like a rest for a person
from all the task he is assigned.
Local Studies
Bettina conducted research on stress stating, coping strategies used by
adolescents prove that boys use more problems oriented, and direct action
approaches to stress. She also said that, girls use passive and seeking strategies
to cope with stress.
Time management is an effect that induces students stress. Being regular
attendees to different activities makes them to have less time to study. Having a
work also complicates the ability to manage their time appropriately. It is important
for every student to have at least a guide that explains how they can handle this
stress. Being able to manage our time helps us a lot to achieve in the appropriate
way our studies, work and social activities.
According

to

the

researchers,

relaxation

is

the

universal

antidote

recommended for reducing stress. True, relaxation can put the brakes on stress, but

eventually, unless you intend to relax in seclusion the rest of your life, youll have to
get back to the realities of living your life. In short, we all must find ways to negotiate
the freeways of modern life.
Synthesis
Hans Selye defined stress as the wear and tear of living. He came up with 3
sources of stress, physical, social, and psychological. Stress is harmful to ones
health, as stated by Agolla, academic stress needed more attention and can be
dangerous when it is already affecting ones health and that academic stress leads
to pressure in school by friends, families, and teachers.
According to Ross(1999), Neilbling, students have to make adjustments to
college life and pressure affects their intrapersonal relationships. Students in
college also stress on so much requirements on the same deadline. He also found
that stress includes a change in eating and sleeping habits and new responsibilities.
College freshmen experienced time management conflicts, academic pressure, and
personal problems. Time management is an effect that induces student stress.
Being able to manage time helps us a lot to achieve our studies, work, and social
activities.
Researchers have found several preventions including relaxation as the
universal antidote recommended for reducing stress. We all must find ways to
negotiate the freeways of modern life. There are also programs that identify
stressors and provide information on stress reduction and burn out prevention can
help students learn to better cope with stressful experiences (Dzeigielewski, 2004)

CHAPTER 3
Methods and Procedure
This chapter describes the research methods that will be employed, the
instruments that will be used in data gathering and the analytical tools used for the
treatment, measurement, and interpretation of data.
Method of Research Used
The researchers will be using descriptive method of research for their study.
Descriptive method is used because it uses a method of explanatory description in
defining data. Questionnaires will be provided to gather information and conclude
results from it. The respondents of the study will be Medical Technology students of
CEU-Manila ranging from 1 st year to 3 rd year. Mixed sampling will be used in the
study, specifically stratified, simple random and quota sampling.
Respondents of the Study
In this research, a total of 60 respondents, taken from three different year
levels will be the respondents of the study. 20 randomly selected students, age
ranging from 15 years old to 21 years old, with a ratio of 10 male and 10 female will
be taken from each year level 1 st year, 2 nd year, and 3 rd year of College of Medical
Technology of Centro Escolar University- Manila Campus. The researchers will be
excluding 4 th year Medical Technology students for the reason that they are
completing their internship hence, making them unavailable to be the researchers
key informants.
Sampling Technique
In this study mixed sampling will be implemented. A mixture of probability and
non- probability sampling, particularly stratified sampling, simple random sampling
and, quota sampling. In selecting a specific section per year level stratified sampling

will be used, then simple random sampling will be implemented in randomly asking
students to be the respondents of the research from the selected section and lastly,
quota sampling will be used because they will only pick 20 students, 10 male and 10
female, per year level. These sampling will be used respectively to accommodate
the target respondents without bias.
Research Instruments
The research instrument that they will be using in this research is a survey
questionnaire; The preliminary part is the Note to respondents which states the
purpose of the study then it is followed with five more parts.
The first part is about the students profile which includes name (optional),
year level, age and gender.
The second part is about the academic stress level that the students feel
(e.g. I am able to organize my time effectively, especially when there are school
works).
The third part is about on how often students socialize to other people (e.g. I
have regular calm conversations with the people I live with about academic
problems, e.g., failed grades, incomplete requirements, dropped subjects, etc.).
The fourth part is about on how often they use social networking (e.g. Do you
use social networking site as your stress reliever?).

And the last part will consist of two open and close-ended questions (When do you feel
stressed during a semester?, How does academic stress affect you as a student?).
The second part until the fourth part of the questionnaire is answerable by
always, often, sometimes, seldom and never. The total number of questions is
twenty-two. The respondents are directed to check one box that will satisfy their

answers to the questions and honest answers for the open-ended questions. By this
process the researchers can assess the perceptions of the students in accordance
with Academic stress and their lifestyle. (See appendix A)
Validation of Instruments
The research will be validated by the adviser, Ms. ReyJane Calicdan before
giving out to the respondents. Corrections and suggestions of the adviser will be
considered and incorporated on the questionnaire. By this, the researchers can
assure that everything that will be written in the questionnaire is factual and
unbiased.
Procedure of Data Gathering
The researchers spent time reading and researching related studi es at Centro
Escolar Universitys Undergraduate Research Library in order to supplement ideas
and

widen

their

understanding

about

academic

stress

and

lifestyle

that

encompasses the socialization of Medical Technology students.


The researchers came up with a test of five parts, they adapted some
standardized tests on Internet. Questions are limited but substantial because they
chose which will answer the problems stated in the study and answerable by the
respondents.
They consulted their adviser for the validation of the questionnaire and even
suggested to insert open-ended questions at the end part for an additional
information and support for the analysis of data. The researchers advisers
suggestion and comment will be considered and incorporated on the questionnaire.
The test will be conducted at Centro Escolar University- Manila campus. It will
be administered on different dates, considering the availability of the respondents.

The data for this research are collected using survey questionnaires. Copies of the
questionnaires will be distributed to gather the relevant data.
60 respondents, 20 from 1 st, 2nd, and 3 rd year levels will be given and will be
asked to rate the problems and situations indicated under each factors in the
questionnaire. Simple random, stratified and quota sampling will be used to gather
respondents systematically.
The researchers inquire about the number of sections of the three year levels
of medical technology students that are officially enrolled in Centro Escolar
University. After they have gathered the number of sections per year level, they will
randomly pick a section, which are first year section ___, second year section___,
and third year section____. With the help of the respondents the researchers will
be able to determine the academic stress factors that affect the aspects of their
social life. All fulfilled questionnaires will be retrieved and compiled for analysis of
data.

REFERENCES

Agolla, J.E., & Ongori, Henry. (2009). An assessment of academic stress among
undergraduate students: The case of University of Botswana. Educational
Research and Review, 4 (2), 063-070. Retrieved from
http://www.academicjournals.org/article/article1379600680_Agolla%20and%2

Anonymous. students stress. StudyMode.com. Retrieved from


http://www.studymode.com/essays/Students-Stress-45920310.html

Beilock, Sian (September 2011). Back to school: Dealing with academic stress. Simple
psychological interventions can reduce stress and improve academic
performance. Retrieved from
http://www.apa.org/science/about/psa/2011/09/academic-stress.aspx

Bettina. (2001) Stress on College Students. StudyMode.com. Retrieved from


http://www.studymode.com/essays/Stress-On-College-Students-1307717.html

Centro Escolar University. (n.d. ) . In Wikipedia. Retrieved from


http://en.wikipedia.org/wiki/Centro_Escolar_University

Ch, G., & Nandamuri, P.P. Sources of academic stress- A study on Management
Students. 12-21. Retrieved
http://jms.nonolympictimes.org/Articles/4.pdf

Espenshade, T.J, Lynch, S.M., & Zajacova , A. (2005). Self- Efficacy, Stress, and
Academic Success in College. Research in Higher Education, 46, 15-28.
doi: 10.1007/s11162-004-4139-z

Foreign Literature About Stress. StudyMode.com. Retrieved from


http://www.studymode.com/essays/foreign-literature-about-stress1056860.html

Harper, S., & Stevenson, A. (2006). Workplace stress and the student learning
experience. Quality Assurance in Education, 14(2), 167-178.
doi: 10.1108/09684880610662042

Life. (1994). In New Websters Dictionary of English Language. Lexicon Publications


Inc. USA

Murff, S. (n.d.). The Impact of Stress on Academic Success in College Students.


Retrieved from
http://www.redorbit.com/news/health/391477/the_impact_of_stress_on_academi
c_success_in_college_students/

Network. (1994). In New Websters Dictionary of English Language. Lexicon


Publications Inc. USA

The New Websters Dictionary of English Language. (1994). Lexicon Publications Inc.
USA

Appendix A
Research Questionnaires
Dear Students,
This questionnaire is intended to gather data for our research How Does
Academic Stress Affects Centro Escolar University Medical Technology Students
Lifestyle.
May we request your sincere and honest answer to the given questions. Please be
assured that the results of this questionnaire shall be treated with outmost
confidentiality.
Thank you and God bless you.
Part I: profile
Name of Respondent (Optional): ____________________________________
Year Level:
1st Year Age:
15 years old
18 years old
Gender:
Male
2nd Year

16 years old

19 years old

3rd year

17 years old

20 years old

Female

21 years old

Directions: Check one box that will satisfy your answer from the given questions
truthfully. Please dont leave any questions unanswered.

Part I: Academic Stress Level


QUESTION
I get 7 to 8 hours of sleep at least 4
nights a week.
I take quiet time for myself during
the day.
I am calm when I am kept
waiting/stuck in traffic/late for class.
I couldnt seem to experience any
positive feeling at all.
I couldnt seem to get going.
I found it difficult to tolerate
interruptions to what I was doing.
I found it difficult to work up the
initiative to do things.
I found it hard to calm down after
something upsets me.
I couldnt seem to get any
enjoyment out of the things I did.

ALWAYS

OFTEN SOMETIMES SELDOM NEVER

I am able to organize my time


effectively.

Part II: Socialization Level


QUESTION
I have regular calm conversations
with the people I live with about
academic problems, e.g., failed
grades, incomplete requirements,
dropped subjects, etc.
I get along with my brother/s and/or
sister/s.
I kept no secrets to my family.
My family knows everything about
me , may it be present or in the
past.
I have a network of friends, family,
acquaintances on whom I can rely.
I confide with atleast one person in
my network about personal matters.

ALWAYS

Part III: Social Networking


QUESTION
ALWAYS
Do you use social networking site as
your stress reliever?
I spend 2-5 hours using Facebook,
Twitter, Instagram, etc.
I post picture of myself on social
networking sites.
I post/tweet my insights on social
networking sites.

OFTEN SOMETIMES SELDOM NEVER

OFTEN SOMETIMES SELDOM NEVER

Questions:
1. When do you feel stressed during a semester?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. How does academic stress affect you as a student?

CURRICULUM VITAE

PERSONAL BACKGROUND
Name
Contact No.
Email Address
Address
Date of Birth
Place of Birth
Civil Status
Religion

:
:
:
:

:
:
:

Christopher Lloyd S. Banco


09753038738
weloveloyd22@yahoo.com
051 A. Bonifacio Avenue corner M.L Quezon St. Brgy.
San Andres, Cainta, Rizal
:
September 18, 1996
Quezon City
Single
Roman Catholic

EDUCATIONAL BACKGROUND
Tertiary

:
Centro Escolar University (Manila)
B.S. Medical Technology (2013- Present)
Secondary
:
Juan Sumulong Memorial Junior College Taytay, Rizal
(2009-2013)
Elementary
:
Cainta Elementary School (2004-2009)

AWARDS AND RECOGNITION


Tertiary
Secondary
Elementary

:
:
:

Outstanding Student in Photography class


Folk Dance Troupe award
Best in Language

SKILLS
-

Playing acoustic and electric guitar


Cooking
Photo editing
Video editing

CURRICULUM VITAE
CURRICULUM VITAE

PERSONAL BACKGROUND
Name
Contact No.
Email Address
Address
Date of Birth
Place of Birth
Civil Status
Religion

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Katrina Sofia L. Co
09153248658
katrinasofiaco@yahoo.com
1434 A. Linao St. Paco, Manila
:
March 27, 1996
Manila
Single
Roman Catholic

EDUCATIONAL BACKGROUND
Tertiary

:
Centro Escolar University (Manila)
B.S. Medical Technology (2012- Present)
Secondary
:
St. Peter the Apostle School Paco, Manila
(2008-2012)
Elementary
:
St. Peter the Apostle School Paco, Manila
(2002-2008)

AWARDS AND RECOGNITION


:
Deans Lister College of Medical Techology
(School Year: 2012- 2013)
Secondary
:
Loyalty Awardee (2011-2012)
Sabayang Pagbigkas Champion (2011-2012)
Most Improved in Academics (2009-2010)
Sabayang Pagbigkas Champion (2008-2009)
Elementary
:
Buwan ng Wika Champion (200-2007)

Tertiary

SKILLS
-

Playing volleyball
Playing badminton
Movie/ short film editing
Dancing (hip-hop)

CURRICULUM VITAE
CURRICULUM VITAE

PERSONAL BACKGROUND
Name
Contact No.
Email Address
Address
Date of Birth
Place of Birth
Civil Status
Religion

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Shan Maica T. de Leon


09277619620
shanmaicadeleon@gmail.com
Blk. 1 L 20 Magnolia St. Gardenia Valley Molino Bacoor,
Cavite
:
May 7, 1996
Makati City
Single
Roman Catholic

EDUCATIONAL BACKGROUND
Tertiary

:
B.S. Medical
Secondary
:
Elementary
:

Centro Escolar University (Manila)


Technology (2013- Present)
Elizabeth Seton School BFRV (2009-2013)
Woodridge College Soldiers Hills IV
Molino 6, Bacoor City (2003-2009)

AWARDS AND RECOGNITION


Tertiary
Secondary
Elementary

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:
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2nd place Balagtasan (2011-2012)


3rd place Declamation Contest (2006-2007)
Battle of the Brain, Math (2004-2005)

SKILLS
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Creative writing
Movie and Video editing

CURRICULUM VITAE
CURRICULUM VITAE

PERSONAL BACKGROUND
Name
Contact No.
Email Address
Address
Date of Birth
Place of Birth
Civil Status
Religion

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Lloyd Jeffrey F. Ferrer


09276489940
lloydferrer031@yahoo.com
Blk. 5 Lot 5 Grand Monaco Heights Brgy. Dolores,
Taytay, Rizal
:
December 31, 1996
Quezon City
Single
Roman Catholic

EDUCATIONAL BACKGROUND
Tertiary

:
B.S. Medical
Secondary
:
Elementary
:

Centro Escolar University (Manila)


Technology (2013- Present)
San Beda College Taytay, Rizal (2009-2013)
Sta. Rosa Catholic School Bagong Ilo g, Pasig City
(2003-2009)

AWARDS AND RECOGNITION


Tertiary
Secondary
Elementary

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:
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Deportment award (2009-2013)


Homeroom Certificate (2009-2013)
Best in Research exhibit (2012-2013)

SKILLS
-

Badminton athletics
Awards:
1st Place Badminton (2009-2010)
3rd Place Badminton (2010-2011)
2nd Place Badminton (2011-2012)
1st Place Badminton (2012-2013)
Independent

CURRICULUM VITAE

PERSONAL BACKGROUND
Name
Contact No.
Email Address
Address

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Date of Birth
Place of Birth
Civil Status
Religion

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Anne Jasmine O. Joson


09179947855
josonjasmine@yahoo.com
2 Magnolia St. Ph. 6-B, Greenwoods Executive Village,
Cainta, Rizal
May 29, 1995
Manila
Single
Roman Catholic

EDUCATIONAL BACKGROUND
Tertiary

:
Centro Escolar University (Manila)
B.S. Medical Technology (2012- Present)
Secondary
:
Nino Jesus House of Studies, Inc. (Pasig City)
(2008-2012)
Elementary
:
La Consolacion College-Pasig (2002-2008)
AWARDS AND RECOGNITION
Tertiary
Secondary

Elementary

:
:

1st Honorable Mention (2011-2012)


Patikim 1 st Placer (2011-2012)
Book Club President (2011-2012)
D.D.D 2 nd Placer (2011-2012)
Science Quiz Bee 2 nd Placer (2011-2012)
Essay Writing 2 nd Placer (2011-2012)
Debate 3 rd Placer (2010-2011)
Essay Writing 1 st Placer (2009-2010)
Science Quiz Bee 3 rd Placer (2008-2009)
D.D.D 1 st Placer (2008-2009)
Buwan ng Wika Champion (2007-2008)
Spelling Bee 2 nd Placer (2005-2006)

SKILLS
-

Languages spoken: English, Filipino, Hangul, Nihonggo and Mandarin


Can be a translator for Korean, Japanese and Chinese
Playing the piano
Cooking
Creative Writing

CURRICULUM VITAE

PERSONAL BACKGROUND
Name
Contact No.
Email Address
Address
Date of Birth
Place of Birth
Civil Status
Religion

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Laira-Abegail J. Pabayo
09262454404
lairaabegailpabayo@gmail.com
Blk.10 lot 21 15 Columbus Street, Vista Verde Executive
Village, Cainta, Rizal
:
May 12, 1996
Dimasalang, Manila
Single
Born Again Christian

EDUCATIONAL BACKGROUND
Tertiary

:
Centro Escolar University (Manila)
B.S. Medical Technology (2013- Present)
Secondary
:
Academy of Christian Excellence Montessori Inc,
MonzonSt., VistaVerde ExecutiveVillage, Cainta, Rizal
(2009-2013)
Elementary
:
Academy of Christian Excellence Montessori Inc,
Kaginhawaan St., Karangalan Village, Cainta, Rizal
(2004-2009)

AWARDS AND RECOGNITION


Tertiary
Secondary

Elementary

:
:

4th honorable Mention (2012-2013)


Best in Research Elective (2012-2013)
7th honorable Mention (2011-2012)
Special Academic Citation (2010-2011)
Special Academic Citation (2009-2010)
8th honorable Mention (2008-2009)
Most Improved in Academics (2007-2008)

SKILLS
-

Can read, write and understand Hangul (Korean)


Can understand common Japanese conversation
Cooking Filipino, Korean, and Japanese cuisine
Good at sports like Volleyball

CURRICULUM VITAE

PERSONAL BACKGROUND
Name
Contact No.
Email Address
Address
Date of Birth
Place of Birth
Civil Status
Religion

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Jennifer E. Pangilinan
09062324913
jennifer.twenty5@gmail.com
Lot 3 Block 3, Ivory Street, Angelina Homes, Ampid 1,
San Mateo, Rizal
:
June 30, 1996
Rodriguez, Rizal
Single
Born Again Christian

EDUCATIONAL BACKGROUND
Tertiary

:
Centro Escolar University (Manila)
B.S. Medical Technology (2012- Present)
Secondary
:
Roosevelt College San Mateo Guitnang Bayan I, San
Mateo Rizal
Blessed Hope Christian Academy Int. A de Guzman St.,
Parang Marikina City
Elementary
:
Blessed Hope Christian Academy Int. A de Guzman St.,
Parang Marikina City
John the Baptist Christian Academy Narra St., San Jose
Rodriguez Rizal

AWARDS AND RECOGNITION


Tertiary

Secondary

Elementary

Top 4 Deans Lister for School of Nursing


(2013-2014)
Subject Proficiency Awardee for Math
Subject Proficiency Awardee English
Subject Proficiency Awardee Science
Best in Research
Valedictorian

SKILLS
-

Good at Video Editing


Can write and read in Hangul (Korean)
Can speak few Mandarin phrases and words