Chan, Celica T. and Constante, Bienne Marie C. (2009) School stress and the academic performance among selected 4th year high school students from a private school in Dasmariñas, Cavite. Undergraduate thesis, De La Salle University-Dasmarinas.

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Abstract

ABSTRACT Name of Institution: De La Salle University – Dasmariñas Address: Dasmariñas, Cavite Title: School Stress and the Academic Performance among selected 4th year high school students from a Private School in Dasmariñas,Cavite Author(s): Chan, Celica T. Constante, Bienne Marie C. Funding Source: Parents Cost: P 7,000 Date Started: June 2008 Date Completed: February 9, 2009 Objectives of the Study: This study sought to determine the relationship of school stress and academic performance among selected 4th year high school students from a private school in Dasmariñas, Cavite. Specifically, this research attempted to answer the following questions: 1. What is the demographic profile of the respondents in terms of age and gender? 2. What is the school stress level of the respondents? 3. What specific area causes school stress to most respondents? 4. What is the academic performance of the respondents during first and second grading periods of academic year 2008-2009? 5. Is there a significant relationship between school stress and academic performance of the respondents? Scope and Limitations The main target of the study was to determine if there was a significant relationship between school stress and academic performance among the selected 4th year high school students from a private school in Dasmariñas, Cavite. It also sought to identify the school stress levels and the particular area of school stress which mostly affected the respondents. School stress used in this research encompasses only the four areas: self (one’s feelings and thoughts), academic concerns (involves school work overload and other school related activities), peers (involves relationship between friends/classmates), and school environment (involves the environment itself including school facilities/services). On the other hand, the term academic performance in the study was limited to the respondents’ GPAs during the first and second grading period of the academic year 2008-2009. Furthermore, other issues that were beyond the bounds of the study will not be tackled. Methodology Research Procedure After having the letter signed by the authorized signatories, the researchers asked permission from the school if they can consider a class of 4th year high school students to be their respondents for the said study. In line with this, the researchers requested the list of grade-point averages (GPAs) of the target respondents during the first and second grading period for academic year 2008-2009. Upon approval, convenience sampling was applied since the school principal was the one to decide who among the class of 4th year high school students will be the respondents. Having identified the respondents, an open communication was maintained for the scheduling of test administration. The researchers administered the test that was intended to measure the school stress levels and the area of school stress that concerns most respondents. Upon finishing, the researchers scored and evaluated the test results by making use of the range set by the researchers. After which, the necessary statistical treatments were applied and from there interpretation of the results, and conclusions were derived. Research Instrumentation The researchers made use of a validated school stress test that was subdivided into four (4) areas namely: self (one’s feelings and thoughts), academic concerns (involves school work overload and other school related activities), peers (involves student’s relationship between his friends/classmates), and school environment (involves the environment itself including school facilities/services). The self-made test consists of forty (40) items of which the items are equally distributed among the four (4) areas. Each item in the test was answerable by Always (with a point system of 3), Sometimes (with a point system of 2) and Never (with a point system of 1). When the scores are summed up, it shall correspond to the levels (High, Average, Low) of school stress among the respondents. Scoring was based on the range set by the researchers which is indicated below. The range was made to identify how much school stress a student accumulates which determined his/her school stress level. On the other hand, summing up the scores obtained per area and getting the highest score among the four (4) areas was used to identify the area of school stress that concerned most of the students. Point System: Always = 3 points Sometimes = 2 points Never = 1 point Scoring: (SCHOOL STRESS LEVELS) 94 points – 120 points Æ High Stress 67 points – 93 points Æ Average Stress 40 points – 66 points Æ Low Stress Findings The following are the findings revealed from this study: 1. There were forty-one (41) respondents who participated in the study. Twenty-six (26) were females while the remaining fifteen (15) were males with ages between fifteen (15) and sixteen (16). 2. The overall mean score for the school stress levels of the respondents is seventy six point twenty-seven (76.27) interpreted as average. This means that the respondents have an average level of stress which implied that though most students are stressed, they still know of ways on how to handle it. 3. It was found out that the area that contributed school stress to most of the respondents was the academics area since the respondents were faced with lots of academic overloads. 4. The overall mean grade for the academic performance levels of the respondents is ninety point fifty-two (90.52) interpreted as high. This means that the respondents have high academic standings. This justified the fact that they came from the honours’ class. 5. The level of correlation between school stress and academic performance of the respondents is 0.266, not significant at 0.05 level. The high levels of academic performance and average levels of school stress imply that the respondents know how to deal with stress. This also means that, every stressor produces its own unique pattern of effects on cognition and performance. Furthermore, different stressors can interact, often producing non- additive effects on performance as Hockey (1983) and Hancock and Warm (1989) in Bourne and Yaroush (2003) disagreed. Conclusions Based on the findings, the following were the conclusions that were drawn from this study: 1. The senior high school students felt stress at a moderate level. 2. The respondents revealed that academics area was the concern of most of the respondents, self area was second highest; school environment area scored second to the last and peer area was the least area of concern for most respondents. 3. Academic Performance (GPAs) of the respondents from first and second grading period of school year 2008-2009 was high. 4. Correlating the two variables showed no significant relationship between the school stress and academic performance of the respondents. Recommendations Based on the findings and conclusions, the following recommendations are offered: ix 1. Future researchers may draw their participants from other groups with different academic performance. 2. Random interview or small group discussion be conducted to validate respondents’ characteristics and behaviour patterns so as to determine their vulnerability to stress. 3. Other areas relevant in the stress test be considered like household issues, financial concerns and many more. 4. The researchers recommend the school to construct a guidance program highlighting issues relating to stress since stress is one of the students’ common area of concern. 5. Though it was not proven that school stress and academic performance has significant relationship, activities that tackle school stress be considered to help the students perform better in their academics. 6. Random sampling be used in selecting the respondents for variation purposes.

Item Type:	Thesis (Undergraduate)
Additional Information:	PSY 948 2009
Subjects:	B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > HN Social history and conditions. Social problems. Social reform H Social Sciences > HT Communities. Classes. Races
Depositing User:	Users 4 not found.
Date Deposited:	26 Jan 2016 01:25
Last Modified:	08 Jun 2021 03:48
URI:	https://thesis.dlsud.edu.ph/id/eprint/1196

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