STRESS LEVEL OF GRADE 11 GAS STUDENT IN RESEARCH SUBJECT :

EFFECTS, MANIFESTATION, AND MANAGEMENT

SUBMITTED TO THE FACULTY OF SAN JUAN NATIOINAL HIGH SCHOOL AS

A REQUIREMENT IN PRACTICAL RESEARCH I

JHESTHONY PAYNO
ROSE MAY ARECHABAL
KAYE ANGELA SUBIAGA
SHAILLA MOSO
JOMBIE BRIONES
JOSE IVAN PEREZ
JOHN EDUARD DURO
Grade 11- Amethyst
GENERAL ACADEMIC STRAND (GAS)

MA. CHAMEL P. VARGAS

Subject Teacher

January 2019
 CHAPTER I

INTRODUCTION

Senior High School life is the vibrant environment in which a student experiences

memorable times in the company of friends. The various academic, cultural and co-

curricular activities nurtures students and prepares them for adulthood. Viewing the

scenario in a deeper perspective the college students faces a number of challenges in day

today life, therefore the entire idea of an exciting college life is faced by many challenges

which in turn contributes to stress and if not dealt with can only escalate and disrupt their

academic performance, emotional and social well-being. Senior High School students are

exposed to various stress factors which needs to be addressed then and there by

constantly changing coping strategies. Student face different challenges in terms of their ,

family situations, financial status, peer pressure and most especially on their academics.

People that encounter stress lead them to rapid bodily changes such as feelings of

emotional unrest causing them to feel body aches. Many students face stress as they try to

mix busy lives, school works, and work; while they are trying also to have time with

family and friends. For most students, stress becomes almost a way of living. However it

is dangerous to let stress become students way of living in Senior High School because

some stress levels can lead to a terrible effects that changes completely sudents life and it

may result to failure. Therefore, students need to create a coping strategy for their stress

in order for them to reduce the negative effects.

Stress is necessary to challenge students to learn. Approaches are needed that

reduce the negative aspects of stress which lessen students' learning and performance.
The key to reducing distress is providing students with a feeling of control over their

education, information about what to expect, and feedback regarding what can be done to

improve their performance. Stress is inevitable and unfortunately, it produces headache,

neck crick and causes many health problems that include depression, anxiety, heart

disease and stroke (Clark, 2013). According to Prather (2013), keeping things into

perspective, having fun with hobbies, and enjoy indulgences in moderation are secrets to

stress busters. Anything that poses a challenge or threat to well-being undermines both

mental and physical health (Mayo Clinic Staff, 2012). Earning high grades is a source of

stress that affects them to succeed in making good impressions to their parents,

classmates and significant other persons. Managing one's time ineffectively can often be

a source of stress. Individuals can be taught to look at what has to be accomplished in a

day, or a week, and find efficient ways of working so that they are not constantly

backpedalling and thereby wasting time. This related to many factors such as

interpersonal, intrapersonal, academic and environmental. Most of the time research work

is found to be a tedious and very stressful work to do; however, teachers and student can

not get away from this work because most often this is an academic requirements.

STATEMENT OF THE PROBLEM

 What is the stress level of Grade 11 – GAS students on research subject ?

 What are the manifestations that a students experience stress on the subject ?

 What are the root causes of this stress on doing research ?

 How does the students cope up with the stress that they encounter ?
  How can the students manage one’s stress towards the subject ?

OBJECTIVES

 To know the reasons why students became stress on doing research .

 To find out the different effects of doing research in the students .

 To know how research affects the the mental behavior of the students .

 To measure the stress level of the students .

 To know how students manifest theirselves on doing research .

 To provide them an information on how they will minimize their stress and how

they will manage it well .

SCOPE AND LIMITATION

This research will just focus on grade 11 GAS students that are taking Practical

Research 1 as one of their subject . The grade 11 GAS students will be the respondent .

This will be held at San Juan National High School ( SY 2018/2019)

SIGNIFICANCE OF THE STUDY

This study will help the student to prepare for their future activity and manage ther time

on doing multic task. It also gives an information on how students will manifest and

minimize their stress. In the teacher, the teacher will understand on how students became
stress on doing research and give them awareness, they can also help students by telling

some of the information about the topics and especially the research itself. Parents will be

aware about the struggles and stress experienced by their child, on behalf of this, the

parents will be the one who will help their children to face the problems or the stress.

DEFINITION OF TERMS

STRESS LEVEL – In a medical or a biological context stress is a physical, mental, or

mental tension. Stress can be external ( from the environment, psychological, or in a

school situations) or internal ( illness, or from a medical procedure ) stress can initiate the

“fight to figth” response, a complex reaction or neurologic . Stress can cause of influence

the cause of many medical condition such as depression and anxiety.

RESEARCH – is a process of systematic inquiry that entails collection of data,

documentation of information and analysis and interpretation of the data, in accordance

with suitable methodologies set by specific professional fields and academic discipline.

MANIFEST – clear or obvious to the eye or mind. A document giving comprehensive

details of a ship and its cargo and other contents, passengers, and crew for the use of

customs officers.

MANAGEMENT – the process of dealing with or controlling things or people.

EFFECTS – a change that is a result or consequence of an action or other cause.

 BIBLIOGRAPHY

Guevara, R. & Cimanes, R. Stress Coping Mechanism and Its Impact to their Age among
Senior High School Students at Parañaque National High School – Baclaran. Retrieved
from :
https://www.google.com/url?sa=t&source=web&rct=j&url=http://www.ijirmf.com/wp-
content/uploads/2017/08/201707011.pdf&ved=2ahUKEwjplrKwkeLfAhUCW7wKHXX
8AeAQFjAHegQICRAB&usg=AOvVaw0mlircQZcmrdZKBkYv-xl3

Retrieved on : 2017
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This article reports on a qualitative study that explored the use of coping strategies among

first-year students in managing academic-related stressors. Qualitative data were collected using a

non-probability and purposive sample. A total of 225 first-year students who were registered at a

South African university participated in the study by writing naïve sketches. A narrative

framework was adopted and data were analysed using thematic analysis. Six categories of

stressors emerged from the data and were categorised as financial, spiritual, physical, emotional,

mental and institutional. The qualitative findings also pointed to three prominent coping

strategies, namely problem-focused coping, emotion-focused coping and meaning-making. The

reported outcomes of employing coping strategies included both positive and negative aspects.

An overarching theme, entitled ‘hanging in there’ was interpreted from the data and points to an

innate sense of hope that assists participants in managing stressors. Implications for student

affairs practitioners and areas for further study are discussed.

STRESS

As cited by Henry D. Mason, Higher education plays a crucial role in stimulating a

country’s economy and empowering young people with the skills, knowledge and attitudes

required for the 21st-century workplace (CHE, 2013). However, numerous factors can negatively

affect a university student’s pursuit of a tertiary qualification (Cilliers, 2014). These factors

include, but are not limited to, financial constraints, interpersonal and intrapersonal challenges,

academic underpreparedness and difficulties in balancing academic and personal life (Lewin & as
a prominent theme when considering factors that enhance low retention, high dropout and poor

performance (Bojuwoye, 2002; Cotton, Dollard & De Jonge, 2002; Kausar, 2010). Academic

stress refers to demands placed on students, and others, within the academic environment (Van

Heerden-Pieterse, 2015) A rich body of research indicates that university students are exposed to

variousstressors on a daily basis (Bojuwoye, 2002; Burge, 2009; Kim, Newton, Downey Benton,

2010; Mudhovozi, 2011). Amongst other things, university students are under pressure to perform

academically, adapt to the higher education environment, and manage finances (Letseka, Breier

& Visser 2009; Nelson & Low, 2011). Data suggest that university students often view stress as a

negative experience, tend to adopt ineffective coping strategies,and struggle to access resources

that could assist them in managing challenges (Lewin & Mawoyo, 2014; Mudhovozi, 2011;

Nelson & Low, 2011). When stress is perceived negatively, and the required coping strategies

and supportive resources are lacking, students may become impaired (Kausar, 2010). The

impaired student is at a heightened risk for the development of, amongst other things,

psychological disorders and academic attrition (Seligman, 2011; Van Zyl & Rothman, 2012). The

latter could ultimately result in low quality of life among university students (Van Zyl &

Rothman, 2012). Within the university context, student affairs practitioners are required to assist

students in developing the strategies required to cope with stressors and establish academic-

personal life balance, amongst other things (Van Lingen & De Jager, 2011; Van Heerden-

Pieterse, (2015). Ample international evidence exists about the experience of stress and coping

among university students in international contexts (Bowers & Lopez, 2010; Burge, 2009; Kim et

al., 2010).