“EFFECTS OF STRESS ON THE ACADEMIC PERFORMANCE OF SENIOR

HIGH SCHOOL STUDENTS AT ARELLANO UNIVERSITY -

JOSE RIZAL CAMPUS”

A Study Presented to:

Senior High School Department
Arellano University
Jose Rizal High School
Malabon City

In Partial Fulfilment
of the Requirements of
RESEARCH PROJECT

Researchers
Leader: ABRENICA, SHAIRAH ANGELI P.
Members:
ANACIO, ANA ALTHEA
BARIS, MICA JANE L.
CRUZ, AOI B.
GERMAN, NICOLLE ANN MARIE L.
GENERAO, ALLYANA MAE C.
MARTIN, KATRINA MAE M.
MENDOZA, MICA MARIE M.
PANGAN, LEIZAH SIMON
SINGH, LOVEPREET S.
DELA CRUZ, JHOMAR V.
FORTU, JOHN CHRISTIAN P.
PATDO, AARON S.

Research Adviser
TORRES, EDGAR D.
 Table of Contents

Page Number

Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Introduction

 Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

 Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

 Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

 Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

 Scope and Delimitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Methodology

 Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

 Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

 Research Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

 Treatment of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Results and Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
20
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
31
 ACKNOWLEDGEMENT

The researchers are using this opportunity to show our respect to everyone

who shows their support throughout this journey. This research would not have

been possible without the exceptional support of our Practical Research teacher,

Mr. Edgar Torres. His immense knowledge and plentiful experience have

encouraged our group in the making of our research paper. We would also like to

express our gratitude to our members for doing their part and being cooperative

during our study. All of this will be impossible without our group's hard work and

cooperation. We would like to show our appreciation to our parents for supporting

and providing the essential needs that we use here and our beloved adviser Miss

Jessica Bayle Abadies for the guidance, help, and support she gave to us. We are

more than grateful for this. The researchers would love to show our deepest

appreciation to the owner of the information and ideas that we gather because if

not for them we will not complete our research we will not finish it we will not have

the complete information that we need. This study is one of the successes that we,

the researcher, accomplished to help provide information and findings that can

benefit the individual.

 ABSTRACT

Stress is one of the common issues of people and plays a role in the

academic performance of the students. Amidst this pandemic, students are indeed

suffering from academic pressure that leads to stress. Stress is a struggle these

days since students are facing a new education system. These stressors may

accumulate over time if they are not properly handled, resulting in significantly

higher levels of stress. This research determined the effects of stress on the

academic performance of Senior High School Students. The most common

stressors, factors, and circumstances that can make a person feel stress. The

researchers conducted a descriptive method of survey using a questionnaire that

includes eleven unlabelled scaling questions, and two multi-coded multiple-choice

questions. Distributed online to 50 Senior High School students of all strand at

Arellano University -Jose Rizal Campus. The researchers found out to whom this

research will be beneficial. Also, concentration difficulties and trouble with

completing school tasks are the most significant effects of stress on the academic

performance of the Senior High School Students at Arellano University - Jose Rizal

Campus.
 INTRODUCTION

Background of the Study

In the generation of today, stress is one of the most common issues of

people, mostly young adults to adults, and plays a role in the academic

performance of students. Persistent stress can cause low student self-esteem,

trouble managing multiple conditions, and reduced concentration. According to

Medline Plus (2020), "Stress is our body's reaction to a challenge or demand. In

short bursts, stress can be positive, such as when it helps you avoid danger or

meet a deadline, but when stress lasts for a long time, it may harm your health." In

addition, stress can also affect our emotional intelligence (Lloyd, 2012).

Stress can be defined as the degree to which a person feels overwhelmed

or unable to cope as a result of unmanageable pressures. At the most basic level,

stress is the body’s response to pressures from various situations or life events.

What contributes to stress can vary hugely from person to person and differs

according to their social and economic circumstances, the environment they live in,

and the genetic makeup. Some common features of things that can make a person

feel stressed include experiencing something new or unexpected, something that

threatens the feeling of oneself, or the feeling of having little control over a

situation.

These days, stress is an obstacle to scholastic exhibitions, particularly

now as individual senior secondary school understudies report being more worried

than any other time in recent memory in a web-based getting the hang of setting. A

midst a pandemic, understudies are struggling to note modules and to concentrate

without help from anyone else. This outcome in scholarly pressure, wherein the

understudies' physical and psychological well-being, enthusiastic prosperity, and

their scholastic presentation are influenced as a result of the ascent of this

pandemic, factors, for example, an abrupt change in way of life, increment study

load, and new obligations, likewise add to the pressure an understudy may feel. If

not managed well, these stressors can amass after some time, prompting

considerably more prominent degrees of stress.

Statement of the Problem

The researchers aim to know the effects of stress on the academic performance

of the students. Specifically, the researcher seeks to answer the following

questions:

1. Demographic Profile of the Respondents, in terms of:

1.1 Age

1.2 Gender

1.3 Grade Level

1.4 Strand

2. What are the most common stressors that affect the academic performance

of the students?

2.1 Examinations

2.2. Deadlines

2.3. Members not participating

2.4. Returning to study

 2.5 Load of Activities

3. What are the effects of stress on the academic performance of the students?

4. How do students cope up from stress due to academic reasons?

Significance of the Study

The result of this study may be beneficial to the following:

STUDENTS. This research may benefit the students to know better how stress

can affect their academic performance. This will give them the knowledge of what

causes their stress and how they will cope up.

TEACHERS. This research may help the teachers to acquire knowledge of the

common stressors that affect the learner's performance, and the faculties will also

understand the students on how they balance stress and their tasks in school. It

also helps the teachers on how they will manage students with stress.

PARENTS. This research may serve to widen your understanding of your children

as we present different sources of stressors that affect your child's academic

performance and it will help them to appreciate your children's performance

academically.

FUTURE RESEARCHERS. For the researchers, who may conduct a similar topic

and for further study. This may serve as a reference for supplementary information

to find out how academic stress affects students.

Scope and Delimitations

This study will be limited to senior high school students who are all enrolled in the

University during the 2020-2021 school year, with twenty-five (25) students from

Grade 11 and the remaining twenty-five (25) students from Grade 12 representing

a total of fifty (50) respondents.

Definition of Terms

Academic Performance – the measurement of student achievement across

various academic subjects.

Amass – to gather a large amount of something.

Increment – the amount or degree by which something changes.

Pandemic – an outbreak of pandemic disease, prevalent over a whole country or

the world.

Scholastic – of or concerning schools and education.

Stress – the degree to which a person feels overwhelmed or unable to cope as a

result of unmanageable pressures.

 METHODOLOGY

Research Design

The researchers implemented a descriptive method of research and

organized a survey questionnaire as a tool for gathering data on selected students

from different strands in senior high school. According to McCombes (2019),

descriptive research aims to accurately and systematically describe a population,

situation, or phenomenon and answer the questions what, where, when, and how

questions, but not why questions.

Research Instrument

The researchers prepared a structured questionnaire that consists of two

parts. The first part consists of profile items that will determine their demographic

information such as their names (optional), ages, gender, grade levels, and their

strands. The second is the 13-item main part of the questionnaire which includes

eleven unlabelled scaling questions, and two multi-coded multiple-choice

questions. The questionnaires will be distributed online to a total of fifty

respondents that are senior high students from all strands in Arellano University –

Jose Rizal Campus, half of which are Grade 11 students while the latter half is from

Grade 12.
 Research Paradigm

Conceptual Framework

The paradigm of this study is depicted as shown below. The illustration exhibits the

flow of gathering and processing the relevant data and information that are needed

in this study.

INPUT PROCESS OUTPUT

1. Demographic profile of the

respondents, in terms of:

1.1 Age

1.2 Gender

1.3 Grade level The data will be gathered

1.4 Strand chronologically through: Efficient and Effective
2. The most common stressors - Data Gathering through Implementation of Stress
that affect the academic Survey Questionnaire Awareness Plan at Arellano
performance of the students - Presentation, Analysis University – Jose Rizal
3. The impact of stress on the and Interpretation of Campus
academic performance of the Data
students

4. How students cope up from

stress due to academic

reasons
Treatment of Data

The population of the study includes senior high school students of Arellano

University – Jose Rizal Campus. The total respondents were twenty-five (25)

Grade 11 students and another twenty-five (25) Grade 12 students that sums up to

a total of (50) fifty students and the researchers used purposive sampling design to

gather data.

To analyze the acquired information, the researchers have the

accompanying statistical methods:

1. To examine the percentage, the researchers used this formula:

Where: %= percentage

f= frequency

n= total number of respondents

2. Weighted Mean:

Wm=
∑f
n

Where:

Wm = weighted mean

∑F = summation of total number of responses

N = total number of respondents

 RESULTS AND DISCUSSION

This chapter presents the data collected from the respondents through the online

survey form distributed by the researchers. The data were interpreted in tabular

form and were given in-depth analysis.

TABLE 1. DEMOGRAPHIC PROFILE OF THE RESPONDENTS

TABLE 1.1 AGE

Age Frequency Percentag Rank

e

18 years old 19
38% 1

16 years old and below 18

36% 2

17 years old 11
22% 3

19 years old and 2

above 4% 4

Total:
50 100%

Table 1.1 shows the distributions of the respondents according to age.

Where 18-year-old students took first place with a frequency of 19 which is

equivalent to 38% of the total respondents. This is followed by “16 years old and

below” students which ranked second with the frequency of 18 and are equivalent

to 36% of the total respondents. Placed in third, there are eleven 17-year-olds

which are equivalent to 22% of the total respondents. Lastly, "19 years old and

above" took 4% of the total respondents with a frequency of 2. The data showed

that the majority of the students are 18 years old.

 TABLE 1.2 GENDER

Gender Frequency Percentage Rank

Female 27 54% 1

Male 23 46% 2

Total: 50 100%

Table 1.2 shows the distributions of the respondents according to gender. 

It shows that 27 or 54% of the respondents are female, making them rank in the

first place, followed by male respondents with a frequency of 23 and a percentage

of 46%. The total is fifty (50) respondents that are the equivalent of one-hundred

(100%) percent. The data revealed that most of the respondents are female.

TABLE 1.3 GRADE LEVEL

Grade Level Frequency Percentage Rank

Grade 11 25
50% 1

Grade 12 25
50% 1

Total: 50
100%

Table 1.3 shows the distributionS of the respondents according to grade

level. This demonstrates that 25 or fifty percent of the respondents are grades 11

and 12. The total is fifty (50) respondents that are the equivalent of one-hundred

(100%) percent. The data revealed that there are equal numbers of Grade 11 and

Grade 12 respondents.
 TABLE 1.4 STRAND

Strand Frequency Percentage Rank

STEM 9
18% 1

HE 9
18% 1

HUMSS 8
16% 2

ABM 8
16% 2

GAS 8
16% 2

ICT 8
16% 2

TOTAL 50
100%  

Table 1.4 shows the distribution of the respondents according to strand.

Science, Technology, Engineering, and Mathematics (STEM) Strand and Home

Economics (HE) Strand tied up in the first place with the frequency number of 9

equivalent to 18% to the total respondents. They are followed by Humanities and

Social Sciences (HUMSS) Strand, Accountancy, Business, and Management

(ABM) Strand, General Academic Strand (GAS) Strand, and Information and

Communications Technology (ICT) Strand with the frequency number of 8

equivalent to 16% to the total respondents. The data revealed that 36% of the total

respondents came from STEM and HE strands while the other 64% came from

HUMSS, ABM, GAS, and ICT strands completing the 100% tally of respondents
 TABLE 2. MOST COMMON STRESSORS THAT AFFECT THE ACADEMIC
PERFORMANCE OF THE STUDENTS

Most Common Stressors That Frequency Percentag Rank

Affect The Academic Performance e
Of The Students

Loads of activities 36
72% 1 

Members not participating 8

16% 2

Deadlines 3
6% 3

Parents' expectation of my grades 3

6% 3

Examination 0
0% 4

TOTAL 50
100%

Table 2 shows the most common stressors that affect the academic

performance of the students. Ranked 1 “Loads of Activities” has a frequency of 36

or seventy-two (72%) percent. Ranked 2 “Members not participating” has a

frequency of 8 or sixteen (16%) percent. “Deadlines” and “Parents’ expectation of

my grades” both ranked third, having the same frequency of 3 or six (6%) percent.

And ranked 4, “Examination” has a frequency of 0 or zero (0%) percent. The data

showed that among 50 respondents, loads of activities cause the most stress on

the students, thus affecting their academic performances.

 TABLE 3. EFFECTS OF STRESS ON THE ACADEMIC PERFORMANCE

 OF THE STUDENTS

Effects Of Stress On The Weighte Verbal Ran

Academic Performance Of The d Mean Interpretatio k
Students n

Concentration difficulties and trouble 3.80 AGREE 1

with completing school tasks

Feeling anxious about tests no matter 3.74 AGREE 2

how well prepared they are.

Impairing overall health and well-being, 3.72 AGREE 3

depression and anxiety symptoms can
further adversely affect academic
achievement

Lower productivity in school-related 3.72 AGREE 3

activities.

Academic-related stress and burnout 3.70 AGREE 4

include exhaustion,  and inefficacy, or
reduced accomplishment

Loss of sleep is frequently associated 3.68 AGREE 5

with poor learning

Anxiety about schoolwork, homework, 3.68 AGREE 5

and tests has a negative impact on
students’ academic performance

Increase our likelihood of making 3.54 AGREE 6

mistakes in examinations or quizzes.

Affect decision-making and creating 3.50 AGREE 7

impulsivity

Poorer academic performance, and 3.36 NEUTRAL 8

worse reading and writing outcomes

Feel connected to their school report 3.04 NEUTRAL 9

less anxiety and less risky behaviors,
such as smoking and drinking alcohol,
compared to those who do not feel
connected to their schools
 Table 3 shows the effects of stress on the academic performance of the

students. Ranked 1 “Concentration difficulties and trouble with completing school

tasks” with the weighted mean of 3.80 or Agree. Ranked 2 “Feeling anxious about

tests no matter how well prepared they are.” with the weighted mean of 3.74 or

Agree. Ranked 3 “Impairing overall health and well-being, depression and anxiety

symptoms can further adversely affect academic achievement” and “Lower

productivity in school-related activities.” with the weighted mean of 3.72 or Agree.

Ranked 4 “Academic-related stress and burnout include exhaustion, and inefficacy

or reduced accomplishment” with the weighted mean of 3.70 or Agree. Ranked 5

“Loss of sleep is frequently associated with poor learning”, and ”Anxiety about

schoolwork, homework, and tests has a negative impact on students’ academic

performance” with the weighted mean of 3.68 or Agree. Ranked 6 “Increase our

likelihood of making mistakes in examinations or quizzes.” with the weighted mean

of 3.54 or Agree. Ranked 7 “Affect decision-making and creating impulsivity” with

the weighted mean of 3.50 or Agree. While, Ranked 8 “Poorer academic

performance, and worse reading and writing outcomes” with the weighted mean of

3.36 or Neutral. Ranked 9 “Feel connected to their school report less anxiety and

less risky behaviors, such as smoking and drinking alcohol, compared to those who

do not feel connected to their schools” with the weighted mean of 3.04 or Neutral.

These findings showed that concentration difficulties and trouble with completing

school tasks are the most common effect of Stress on the Academic Performance

of the respondents.
 TABLE 4  WAYS TO COPE WITH STRESS DUE TO ACADEMIC REASONS

Ways To Cope With Stress Due To Frequency Percentag Rank

Academic Reasons e

Sleep 17 34% 1 

Pray 16 32% 2

Listen to music 10 20% 3

Others  4 8% 4

Read Books/E-books 2 4% 5

Watch funny video/memes 1 2% 6

TOTAL 50 100%
Table 4 shows the different ways on how students cope with stress due to

academic reasons. Ranked 1 "Sleep" got a frequency of 17 or a total of  (34%)

thirty-four percent of the responses. Rank 2 "Pray" who attained 16 from frequency

and a total of (32%) thirty-two percent. Third in the ranking, "Listen to music"

gathered 10 from frequency and (20%) twenty percent from percentage. Rank 4

"Others" that got 4 responses and equivalents to (8%) eight percent. Rank 5

"Read books/E-books" which obtained 2 from the frequency and (4%) from

percentage. "Watch funny videos/memes" got the lowest frequency which leads it

to rank 6, it got 1 from frequency and (2%) two percent from the percentage . These

findings showed that sleep is the way to cope with stress due to academic

reasons.

CONCLUSIONS
Based on the significant findings of this study, the following conclusions were

drawn:

1. The majority of the respondents are 18 years old and female respondents.

Majority of the students are from Grade 11 and 12 STEM and HE students.

2. Students' academic performance suffers the most when they are overloaded

with activities.

3. The majority of respondents have difficulty in concentrating and completing

school tasks, which are the most significant effects of stress on the students'

academic performance.

4. The majority of the respondents' said sleep is the way to cope with stress

due to academic reasons.

 RECOMMENDATIONS

After carefully considering the findings and the conclusions of the data

gathered, some of the recommendations are as follows:

For the STUDENTS, they should learn how to properly manage their time and how

to speak up to faculty if they find their academic workloads too demanding.

For the TEACHERS, they may reduce the number of activities they will assign to

students and/or assess the students' situation and current workload before

assigning activities.

For the PARENTS, they should broaden their understanding of their children and

assist them in coping with stress by discussing what may be causing it.

For the SCHOOL ADMINISTRATIONS, they may use this research study to

improve their  understanding about the effects of stress on academic performance

and it may change their approach to reducing students' stress and should make

room for stress management activities like seminars or webinars to listen and help

students gain more knowledge about how to cope with stress.

For FUTURE RESEARCHERS, this research may be used  to improve future

studies on the effects of stress on academic performance.

 REFERENCES
 Akgun, Serap & Ciarrochi, Joseph (2010, July 01). Learned
Resourcefulness Moderates the Relationship Between Academic Stress and
Academic Performance Pages 287-294.
 Bekoe, Regina, Somuah, Stella, Akpalu, Vivian Louise, Ayisi, Lorette Akua
(2015, December). The Effects Of Stress On Academic Performance Of Senior
High School Students In Ghana.
 Fred K. Berger, MD, David Zieve, MD, MHA, (2020, May 10. Stress and your
health.
 Freshwaterm, Shawna PhD, (2018, January 17). 3 Types of Stress and Health
Hazards.
 Stewart, S. M., Lam, T. H., Betson, C. L., Wong, C. M., & Wong, A. M. P.
(1999). A prospective analysis of stress and academic performance in the first
two years of medical school. Medical Education, 33(4), 243–250.
 Gómez, María Guadalupe A., Chiapas, José María De la R., Bervena, Alicia Z.,
Cisneros, Antonio Eugenio
 R., Pérez, Verónica Reyes., Rodrigues, Charles Da Silva, Novack, Keneth
(2018). Stress in High School Students: A Descriptive Study.
 Lloyd, Kate (2012, Nov 01). The Impact of Stress on Academic Success.
 M. Maajida Aafreen, V. Vishnu Priya, R. Gayathri (2018). Effect of stress on
academic performance of students in different streams.
 Nadeem Talib and Muhammad Zia-ur-Rehman (2012, February 05). Academic
performance and perceived stress among university students, Vol.7(5), pp. 127-
132.
 Pascoe, Michaela C. (2019, April 11). The impact of stress on students in
secondary school and higher education.
 APPENDIX A
SURVEY QUESTIONNAIRE

“EFFECTS OF STRESS ON THE ACADEMIC PERFORMANCE OF SENIOR

HIGH SCHOOL STUDENTS AT ARELLANO UNIVERSITY - JOSE RIZAL

CAMPUS”

Name (optional): Grade & Strand:

Age: Sex:

1. What are the most common stressors that affect the academic performance of
the students?
 Loads of Activities  Examinations
 Deadlines  Parents’ expectation of my grades
 Members not participating  Others (Please Specify)
_____________________
2. What are the effects of stress on the academic performance of the

students?

5 4 3 2 5
Strongly Agree Neutral Disagree Strongly
Agree Agree

2.1 Impairing overall health and well-

being, depression and anxiety symptoms
can further adversely affect academic
achievement
2.2 Concentration difficulties and trouble
with completing school tasks
2.3 Poorer academic performance, and
worse reading and writing outcomes
2.4 Feel connected to their school report
less anxiety and less risky behaviours,
such as smoking and drinking alcohol,
compared to those who do not feel
connected to their schools
2.5 Loss of sleep is frequently
associated with poor learning
2.6 Anxiety about schoolwork, homework
and tests has a negative impact on
students’ academic performance
2.7 Feeling anxious about tests no
matter how well prepared they are.
2.8 Academic-related stress and burnout
includes exhaustion,  and inefficacy or
reduced accomplishment
2.9 Affect decision-making and creating
impulsivity
2.10 Increase our likelihood of making
mistakes in examination or quizzes.
2.11 Lower productivity in school -related
activities.

3. How do you cope up with stress? (Please check all that applies)
 Sleep  Read book / (e-books)
 Listen to music  Pray
 Watch funny videos/memes  Others (Please Specify)
_____________________
 APPENDIX B

A. Tally Sheet of Survey Questions

Age Frequency Percentage Rank

16 years old and below 11

22%

17 years old 19
38%

18 years old 18
36%

19 years old and above 2

4%

Total: 50 100%
 

Gender Frequency Percentage Rank

Female 27 54%

Male 23 46%

TOTAL 50 100%

Grade Level Frequency Percentage Rank

Grade 11 25 50%

Grade 12 25 50%

TOTAL 50 100%

Strand Frequency Percentage Rank

 HUMSS 8 16%

STEM 9 18%

ABM 8 16%

GAS 8 16%

ICT 8 16%

HE 9 18%

TOTAL 50 100%

1. What are the most

common stressors that
affect the academic Frequency Percentage Rank
performance of the
students?

Loads of activities 36 72%

Deadlines 3 6%

Members not participating 8 16%

Examination 0 0%

Parents' expectation of my
3 6%
grades

TOTAL 50 100%

What is the best way to Frequency Percentage Rank

cope up from stress due to
academic reasons?

Sleep 17
31.5%  
 Listen to music 10
18.5%  

Watch funny video/memes 1

1.9%  

Read Books/E-books 2
3.7%

Pray 16
29.6%

Others 4
8%

TOTAL 50
100%

2. What are the effects of stress on the academic SD D N A SA

performance of the students?
1 2 3 4 5

2.1. Impairing overall health and well-being, depression

and anxiety symptoms can further adversely affect 4 2 13 16 15

academic achievement

2.2. Concentration difficulties and trouble with

2 3 11 21 13
completing school tasks

2. 3 Poorer academic performance, and worse reading

2 6 21 14 7
and writing outcomes

2. 4 Feel connected to their school report less anxiety

and less risky behaviours, such as smoking and
5 8 21 12 4
drinking alcohol, compared to those who do not feel
connected to their schools

2. 5 Loss of sleep is frequently associated with poor

5 3 8 21 13
learning
2.6 Anxiety about schoolwork, homework and tests has
5 3 10 17 15
a negative impact on students’ academic performance

2. 7 Feeling anxious about tests no matter how well

3 3 11 20 13
prepared they are.

2.8 Academic-related stress and burnout includes

4 0 13 23 10
exhaustion,  and inefficacy or reduced accomplishment

2.9 Affect decision-making and creating impulsivity 3 3 16 22 6

2.10 Increase our likelihood of making mistakes in

4 2 18 15 11
examinations or quizzes.

2.11 Lower productivity in school -related activities. 3 3 15 13 16

COMPUTATION (Weighted Mean)

Wm=
∑F
N

Likert Scale

INDICATORS Numerical Interpretation Verbal Interpretation

4.21 – 5.00 5 Strongly Agree

3.41 – 4.20 4 Agree

2.61 – 3.40 3 Neutral

1.61 – 2.60 2 Disagree

1.80 – 1.00 1 Strongly Disagree

2.1 
= (15X5) + (16x4) + (13x3) + (2x2) + (4x1)
                                  50
= 75 + 64 + 39 +4  + 4
               50
= 186
    50                                                      WEIGHTED MEAN: 3.72 AGREE

2.2 
=   (13 X 5) + ( 21 X 4) + (11 X 3) + (3 X 2)+ (2 X 1)  
                                       50 
=    65 + 84 + 33 + 6 + 2 
                   50 
=    190
       50                                                   WEIGHTED MEAN: 3.8 AGREE

2.3
= (7x5) + (14x4) + (21x3) + (6x2) + (2x1)
                               50
 = 35 + 56 + 63 + 12 + 2
                    50
= 168
    50                                                      WEIGHTED MEAN: 3.36 NEUTRAL

2.4
= (4x5) + (12x4) + (21x3) + (8x2) + (5x1)
                                50
= 20 + 48 + 63 + 16 + 5
                 50
= 152
    50                                                      WEIGHTED MEAN: 3.04 NEUTRAL

2.5

= (13 X 5) + (21 X 4) + (8 X 3) + (3 X 2) + (5 X 1)
                                 50 
= 65 + 84 + 24 + 6 + 5
                50
= 184
    50                                                      WEIGHTED MEAN: 3.68 AGREE

2.6
= (15 X 5) + (17 X 4) + (10 X 3) + (3 X 2) + (5 X 1)
                                 50 
= 75 + 68 + 30 + 6 + 5
                50
= 184
    50                                                      WEIGHTED MEAN: 3.68 AGREE

2.7
= (13x5) + (20x4) + (11x3) + (3x2) + (3x1)
                                 50 
= 65 + 80 + 33 + 6 + 3
                50
= 187
    50                                                      WEIGHTED MEAN: 3.74 AGREE

2.8
= (10×5)+(23×4)+(13×3)+(0×2)+(4×1)
                           50
= 50+92+39+0+4
           50
= 185
    50                                                      WEIGHTED MEAN: 3.7 AGREE

2.9

= (6x5) + (22x4) + (16x3) + (3x2) + (3x1)

                               50
 = 30 + 88 + 48 + 6 + 3
                    50
= 175
    50                                                      WEIGHTED MEAN: 3.5 AGREE

2.10
= (11x5) + (15x4) + (18x3) + (2x2) + (4x1)
                               50
= 55 + 60 + 54 + 4 + 4
                   50
= 177
    50                                                      WEIGHTED MEAN: 3.54 AGREE

2.11
= (16*5) + (13*4) + (15*3 + (3*2) + (3*1)
                               50
= 80 + 52 + 45 + 6 + 3
                   50
= 186
    50                                                      WEIGHTED MEAN: 3.72 AGREE

EFFECTS OF STRESS ON THE Verbal

Weighte Ra
ACADEMIC PERFORMANCE OF THE Interpretati
d Mean nk
STUDENTS on
2.1. Impairing overall health and well-being,
depression and anxiety symptoms can further 3.72 AGREE
adversely affect academic achievement

2.2. Concentration difficulties and trouble with

3.8 AGREE
completing school tasks

2. 3 Poorer academic performance, and worse

3.36 NEUTRAL
reading and writing outcomes

2. 4 Feel connected to their school report less

anxiety and less risky behaviours, such as
3.04 NEUTRAL
smoking and drinking alcohol, compared to
those who do not feel connected to their schools

2. 5 Loss of sleep is frequently associated with

3.68 AGREE
poor learning

2.6 Anxiety about schoolwork, homework and

tests has a negative impact on students’ 3.68 AGREE
academic performance

2. 7 Feeling anxious about tests no matter how

3.74 AGREE
well prepared they are.

2.8 Academic-related stress and burnout

includes exhaustion,  and inefficacy or reduced 3.7 AGREE
accomplishment

2.9 Affect decision-making and creating

3.5 AGREE
impulsivity

2.10 Increase our likelihood of making mistakes

3.54 AGREE
in examinations or quizzes.

2.11 Lower productivity in school -related

3.72 AGREE
activities.