Statement of the Problem

This study is focused on the Efficiency of Classroom Management in Reducing

Student Stress.

This study aims to answer the following questions:

1. What are the factors that causes stress to students?

2. What are behavioral, psychological, emotional, social and cognitive effects of

stress to students?

3. How does stress affects students’ behavior in class and on their academic
performance?

4. What are the effective ways or techniques a teacher could do inside the
classroom to help reduce his/her students’ stress?

Review of Related Literature

 The purpose of this study is to determine the different factors that causes

students stress, how does stress affects students academic performance and

behavior physically, emotionally and mentally. And to find out how effective the

classroom management a teacher uses in class in reducing his or her students’

stress.

In life, stress is unavoidable. Everyone, students included, experience stress

at one moment or another and in a variety of ways. Studies conducted to establish

how stress affect performance of college students have convincingly shown that,

while low levels of stress can improve concentration for short periods of time, too

much stress affects students negatively. It affects your ability to concentrate, causes

sleep disorders and leads to depression. (The Stress Management, 2017).

Undoubtedly, stress has become the number one reported impediment to academic

performance, as fellow students now report being stressed out than ever.

Surveys conducted by Kansas State University reveal a 58% increase in

stress related

mental health issues reported to campus counsellors between 1988 and

2001 (Hoover 2003). These increased stress loads come with some dire

consequences.

Suicide rates amongst college-aged students are three times higher than

they were in 1950, as described by American College Health Association statistics

published in Psychology Today [Retrieved on March 10, 2016].

Another study conducted by Boyton Health Services, the University of

Minnesota, showed that a student’s ability to manage stress is crucial. Of the

students who confessed experiencing stress and who subsequently recorded low

performance, those able to manage their stress performed marginally better than

those who couldn’t. This element of the study emphasizes the importance of making

an effort and even looking for assistance on how to best manage stress. If you can

manage your stress, your stress levels will not take a toll on you. (True Stress

Management, 2017).

(According to Whitman, et al. (1997) Many stress models emphasize a

"mismatch" between the individual and his or her environment. Both too little and too

much stress inhibit learning. Stress is difficult to define because individuals react to it

very differently, and a situation that is stressful for one person may not be for another.

Further, stressed individuals vary widely in the effectiveness of their coping. )

All of the students have stress in different ways. As teachers, they must help to

teach the students for the efficient ways for managing the stress. We hopefully

learned some of the methods over time, though the students are still studying to

adapt. I think the teaching the students about the stress management is a part of

developing the students. Educators can reduce stress in the classroom by becoming

more aware of how their behavior affects their students and by working to counteract

the effects of outside stress that may hinder classroom performance.( Torres, 2015).

The researchers of this study believes that classroom management has a

major role in helping students reduce their stress. Teachers can help reduce stress

in the classroom by becoming more aware of how their behavior affects their

students and by using various techniques in class that will help cope up with
students stress and working to counteract the effects of outside stress that may

hinder academic or classroom performance.

Statement of the Problem

Undoubtedly, stress has become the number one reported impediment

to academic

performance, as fellow students now report being stressed out than ever.

The University of Mindanao, Publication continued its affirmation that, 55% of

students claimed
their biggest stressor to be academic in nature. 6 in 10 college students report
having

felt so stressed they couldn’t get their studies done on one or more occasions.

[Retrieved on 11 Apr 2016]. Additionally, many of the emotional and physical

symptoms

that occur commonly in the student population, such as headaches, fatigue,

depression, anxiety, and the inability to cope, can be attributed to or

exacerbated by

stress. (Dusselier et al 2005, 15–24)

Surveys conducted by Kansas State University reveal a 58% increase in

stress related

mental health issues reported to campus counsellors between 1988 and

2001 (Hoover 2003). These increased stress loads come with some dire
consequences.

Suicide rates amongst college-aged students are three times higher than

they were in 1950, as described by American College Health Association

statistics

published in Psychology Today [Retrieved on March 10, 2016].