Negative effects of Stress on the Psychological & Physical well-being of high school

Students and Teachers at Cebu Academy

Presented to the

CEBU ACADEMY

In partial fulfilment
of the requirements for the subject

Research Study

By:

Shaira Jamee T. Rutao

Blezel Lavador
Voltaire Canaway
Albert Aresco
Kris Sunada
Bronnett Jabillo

CHAPTER 1
Background of the study
 Stress can be brief, situational, and cause havoc in individuals but if experienced over an
extended period of time it can become chronic stress, which leads to negative impact on health
and well-being. This can put an increased risk for a variety of physical, behavioral, and mental
health problems.
According to the World Health Organization (WHO), stress can be defined as a state of
worry or mental tension caused by a difficult situation. It is a natural human response that
prompts us to address challenges and threats in the lives of individuals like students and adults
who are experiencing this.
Stress is a fact of nature in which forces from the inside or outside world affect the
individual, either one's emotional or physical well-being, factors include the physical
environment, including their job, their relationships with others, their home, and all the
situations, challenges, difficulties, and expectations they're confronted with on a daily basis. In
physical stress is a type of stress that affects the body. It occurs when a person experiences
stress for an extended period of time, which can lead to changes in the body. Some symptoms of
physical stress include muscle tension, headaches, and fatigue.
Mental stress is distinct from the broad variety of mental health conditions that are
defined as illnesses, such as depression or a post-traumatic stress disorder. It is a more transient
and focused circumstance, usually tied to well-defined and identifiable factors that are close to
the subject. It is also a distinct psychological condition from anxiety, which is a feeling of a lack
of control over one's future circumstances.
Another study done by (Lori Lawrenz, Hope Gillette, 2023) Behavioral symptoms of
stress can be tricky to spot. They may be subtle, like picking at the skin around the fingers, or
nail biting, overeating, smoking, and drinking alcohol. The causes of behavioral symptoms may
vary widely, and everything from genetics to personality type can be influential. “Just as we
inherit physical traits, our genes can also make us more susceptible to experiencing heightened
stress responses,” explains Dr. Raffaello Antonino.
Indeed, stress symptoms can affect the body, the thoughts and feelings, and the behavior.
Being able to recognize common stress symptoms can give a jump on managing them
efficiently and to be able to identify the various aspects and how those aspects affect the
individuals.
 According to (Li and Lin, 2003; Eisenberg et al., 2009; Green et al., 2021) Academic
stress has also been shown to negatively impact the mental health in students. Students who are
facing different challenges in terms of their academic such as, assignments, projects, recitations,
examinations, quizzes and many more. It may affect their academic performances by having this
kind of stress.

For teachers, stress can cause burnout, job dissatisfaction, poor performance, and a lack
of engagement, which can negatively impact students as well. Stress teaching and burnout can
create classroom environments that are less conducive to learning. This could lead to poor
student performance and outcomes. It may also impact pupils’ mental health and their behavior
in school; this could be because students often reflect their educators’ energy and attitudes.
According to Dwyer, A. L., & Cummings, A. L. (2001) stated that for students and
teachers, stress may be caused by failure problem, loss of a family member, work environment,
financial problems, family problems, pressure and trauma. Such events that bring stress are
called stressors. A sudden change in life or stressors may effect’s lifestyle or even his/her
physical and mental health. The impact of a stressor leaves on a person depends on how the
person takes the tension.
Stress can profoundly affect mental well-being, physical health, and behavior. Therefore,
this research sought to provide valuable knowledge on the negative effects of stress among
students and teachers, thereby increasing awareness of the impact of stress in their daily lives
and to every individual.
Theoretical Framework
The theoretical framework is used to explain how stress affects people’s daily lives
frequently incorporates a variety of psychological and physiological models, it consists of
related articles, literatures and studies which guided the researchers in conceptualizing the
study.
A study by Hans Selye (1936), he studied the "syndrome of being sick" and its catalysts
and processes for over 50 years, describing it as "stress-response theory," and systematically
examined its relationship with health. Other researchers of the stress-response phenomenon
include Mason (1971), McEwen (1998), and McEwen and Wingfield (2003). This examines, the
relationship with health, resulting in numerous research, and theory development in the study.
Stress is associated with various physical health impacts on an individual. In an online
cross-sectional survey by Keech et al. (2020) determined the association between stress and the
physical and psychological health of individuals. The findings demonstrate that stress resulted
in various short and long-term physical effects that included increased heart rates, sweating,
high blood pressure, and long-term development of the cardiac condition. In addition, stress
resulted in the development of gastrointestinal disorders such as peptic ulcer and irritable bowel
syndrome.
Mental illnesses are health conditions involving changes in emotion, thinking or
behavior (or a combination of these). It can be associated with distress and/or problems
functioning in social, work or family activities. According to (Mayo Clinic, n.d.a) The diagnosis
and treatment of mental illness vary, but many therapists use the Diagnostic and Statistical
Manual of Mental Disorders (DSM-5). This tool provides clear definitions and criteria for more
than 265 disorders. Diagnosis usually includes a physical exam, including lab tests, and a
psychological evaluation.
Physical effects caused by stress increases the risk of alcohol and other illicit drug use
and dependence. Moustafa et al. (2018) determined the relationship between childhood trauma,
early-life stress, alcohol and drug use, addiction, and abuse. An explanation for the increased
risk is the individuals’ lack of identification and implementation of effective coping strategies
that may result in maladaptive measures such as illicit drug use and alcohol consumption that
increases the risk of developing cardiac, respiratory, and liver conditions.
 Together, these theories provide a thorough understanding of the ways in which
stressors, personal perceptions, and social variables interact to affect people’s everyday
experiences with stress by focusing on negative stress consequences on physical, behavioral,
and mental health will increase community awareness on the issue, thus providing opportunities
to pay attention on prevention strategies, which in a longer perspective will ensure them in a
better health.

Statement of the Problem

This study intends to determine the negative effect of the stress on the psychological and
physical well-being of high school students and teachers at Cebu Academy.
Specifically, this study seeks to answer the following questions:

1. What are the negative effects of stress to our students and teachers in Cebu Academy?
2. What is the profile of the respondents according to their age and function?
3. Does stress affect the students and teachers’ productivity?
4. What are the causes of stress?
5. Describe the manifestations of stress on the psychological and physical aspect of the students
and teachers.

Hypothesis
Alternative hypothesis (Ha): there is a significant relationship that shows individuals have the
same effect on stress based on their physical, mental, and behavioral state.
Null hypothesis (Ho): there is no significant relationship that shows individuals have the same
effect on stress based on their physical, mental, and behavioral state.

Significance of the study

This study aims to provide valuable information to the following people who will
benefit from this study, the students and teachers from Cebu Academy.
 The Student will greatly benefit especially the student of the Cebu Academy. This study
will help to the students by providing information regarding valuable knowledge on the
negative effects of stress among students and teachers, thereby increasing awareness of the
impact of stress in their daily lives and to every individual.

The Teacher will also benefit for they will know how to handle stress especially being
able to recognize common stress symptoms can give a jump on managing them efficiently and
to be able to identify the various aspects and how those aspects affect the individuals.

This study will help the School Administration of Cebu Academy by cultivating the
social and emotional competencies of teachers and stakeholders to achieve healthy, caring,
welcoming school climate in dealing stress.

This research study will benefit the Parents since every parent will know or identify

their child’s abilities and advise them on how to develop their ability in handling stress.

Through this research parents can provide their child the necessary support to pursue their goals

in whatever profession they choose without creating a fear of failure and managing the stress in

life.

Definition of terms
Conceptual definition:
 Incorporate- is to include or integrate a part into the whole.
 Appraisal- an assessment of the fair market value of a property, business, antique, or even a
collectable
 Stressors- a chemical or biological agent, environmental condition, external stimulus or an
event seen as causing stress to an organism.
 Resilience- the process of adapting well in the face of adversity, trauma, tragedy, threats or
even significant sources of stress,
 Detrimental- is a form of way of saying “harmful”
 Competence- the ability to do something successfully or efficiently; the scope of a person’s
or group’s knowledge or ability; a skill or ability
 Coping- is defined as the thoughts and behaviors mobilized to manage internal and external
stressful situation.
 Potent- having or exercising great power or influence.
 Threshold- is a concept that, once understood, changes the way that a person thinks about a
topic.
 Asserts- is the act of claiming that something is the case.
Operational definition
 Incorporate- to unite or work into something already existent so as to form an
indistinguishable whole
 Appraisal- are used to estimate the value of items that are infrequently traded, and are
unique.
 Stressors- is a situation or event that causes us to feel stressed.
 Resilience- the ability of system to resist, absorb, and recover from or adapt to an adverse
occurrence during operation that may cause harm, destruction, or loss of ability to perform
mission-related functions.
 Detrimental- something that is harmful or damaging effect on it.
 Competence- the ability to do well on something.
 Coping- is defined as what people do to try to minimize stress and is commonly seen in
health psychology as problem-focused, that is, directed at reducing the threats and losses of
the illness, or emotion-focused, namely directed at reducing the negative emotional
consequences.
 Potent- having a strong effect on your body or mind a potent drug a very potent alcoholic
brew a potent argument.
 Threshold- the level or point at which you start to experience something.
 Asserts- to stae with assurance, confidence, or force.
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Stress is a conscious or unconscious feeling of an individual that affects the individual

physically, mentally, and behavioral in a negative way. It is characterized by psychological
responses that are directed towards versions started by actions that threaten or harm the
individual. Research has shown that stress can be a negative experience both physically and
mentally to a persons well-being.
According to (Rachael Ajmera, MS, 2023) Physical effects of stress can cause symptoms that
include fatigue and insomnia. It can also experience like headaches and acne. Some studies have
found that higher levels of stress are associated with increased of acne. One reason for this may
be because when some people feel stressed out, they tend to touch their faces more often. This
can spread bacteria and contribute to the development of acne.
Another study by (Dr. Randy, 2012) is that physical stress come in such obvious form.
The most common and under treated form of physical stress comes from a longstanding
condition or overuse, both of which are also known as chronic stress. The accumulation of
sitting with bad posture daily or conditions such as arthritis, create a stress on the body that can
be just as harmful as any injury.
Mental health includes emotional, psychological, and social well-being. It is more than
the absence of a mental illness—it’s essential of a persons overall health and quality of life.
Mental health conditions includes mental disorders and psychosocial disabilities as well as other
mental states associated with significant distress, impairment in functioning, or risk of self-
harm.
People with mental health conditions are more likely to experience lower levels of
mental well-being. Sabrina Felson, MD (2023) stated that stress in itself is not an illness but
when experiencing it frequently, it increases the risk of mental health conditions such as
depression, anxiety, psychosis, and substance use problems.
Stressful situations can also lead to alterations in the behavioral patterns of an
individual. The most common behavioral effects secondary to stress include the development of
eating disorders, altered sleeping patterns, impaired concentration, and drug abuse especially
alcohol. Copper (1986) suggest that stress symptoms can greatly affect how individuals perceive
and respond to conflict in an organization. When psychological and behavioral symptoms
combine, they can significantly impact an individual's decision-making and ability to handle
conflicts effectively.
In conclusion, Stress is the emotional strain or tension experienced by an individual due
to a reaction toward various demanding and influential situations. Individual response to
stressors influences their health. Maladaptive response to stress results in various physical,
mental, and behavioral negative effects.
Based on the research findings, it is essential for individuals to identify strategic
measures and health initiatives to educate and sensitize the community members on effective
stress management approaches in all settings to aid in combating the health effects.
 Chapter III

RESEARCH METHODOLOGY

This chapter presents the description of the research methodology that was used in
conducting the study. The geographical area where the study was conducted, the study design,
the population and the sample are described. The instrument that was used to collect the data,
including methods implemented to maintain validity and reliability of the study instrument are
describe.

Research Design
This study will use descriptive quantitative research design. The researchers will use a
questionnaire-check list and poll questions in gathering data from the respondents. They will
gather information from Grade 10 students up to Grade 12, and teachers from Cebu Academy.
They will use questions to identify the problems, causes, and health problems in order to
analyze the data and to attain the objectives of the study.
Descriptive research is a quantitative research method that attempts to collect
quantifiable information to be used for statistical analysis of the population sample
This research aims to get the percentage of the respondents in different research questions.
According to Babbie (2010) quantitative approach focuses on gathering numerical data
and generalizing it across groups of people or to explain a particular phenomenon. Hence, this
approach was suited for this study since it will be using quantitative technique particularly in
the negative effect of the stress on the psychological and physical well-being of high school
students and teachers at Cebu Academy.

Statistical Treatment
The researchers tally the data gathered from the survey, then determine the total number of
respondents, and the result is multiplied by 100. The statistical formula used is the simple
percentage formula.
P= f/N x 100%
Where:
P = Percentage responses to total number of sample respondents
f = Frequency of number of respondents who answered the particular questions
n = Total number of respondents for the study
100 = constant number used as multiplier to get the percentage

Scope and Delimitation of the Study

Research Environment

The research study will be conducted at the Cebu Academy UV currently provides
programs for senior high school, junior high school and elementary and preparatory students.
The SHS department has the Academic Track; General Academic Strand (GAS). It investigates
the physical, mental, and behavioral aspects of stress that students and teachers encounter on a
daily basis. It investigates the psychological consequences of stress, including its effects on
cognitive function, mood regulation, and overall mental health.

Research Respondent

The population of the study has the total of 41 composed of teachers and senior and
junior high students. Enrolled and working at Cebu Academy. The researchers utilize stratified
random sampling technique. This study will determine the negative effects of stress on the
psychological and physical well-being of high school students and teachers at Cebu Academy
during this school year 2023-2024.

Research Instrument

This study will utilize questioner of demographic profile, provide a question to

determine the three aspects of their study which is physical, mental, and behavioral problems in
order to analyze and collect data from the respondents.
Data Gathering Procedures

Before the data gathering the researcher will secure a permission to the school
administrator and write a letter of permission to be sign and approve by the principal or the
officer-in-charge of the Cebu Academy to conduct research on the negative effects of stress on
the psychological and physical well-being of high school students and teachers at Cebu
Academy.

Data Analysis

The data that are collected, and tabulated are subjected for analysis and interpretation
using the appropriate statistical tools using the frequency and percentage of incorrect responses.
A percentage and frequency distribution are a display of data that specifies the percentage of
observations that exist for each data point or grouping of data points. It is a particularly useful
method of expressing the relative frequency of survey responses and other data. The raw data
were tallied and presented in a table for better understanding. The researcher used the frequency
count and percent in determining the negative effects of stress on the psychological and physical
well-being of high school students and teachers at Cebu Academy.
Ethical Considerations

To obtain population of study, data collection and dissemination of the findings, the

researcher was sensitive to research ethics and its values. The researcher obtained a permission

letter to pursue research activity from the research adviser and approved by the school

administration. The researcher ensured the freedom of participants by adhering to the school

administration of informed concerned. The statement of the research purpose, description of any

potential risks or discomforts, description of potential benefits and the description of

confidentiality were assured to the respondents. The researcher assured them not to reveal their

identity of to anyone other than the researcher. These findings are stored in such a way that it

will be accessible only for the research purpose so as to maintain privacy or confidentiality and

anonymity of the respondents in the researcher’s personal computer with password.

Beneficence. The researcher will maximize benefits and minimize risk of harm to the

respondents. At honest enumeration of reasonably anticipated risk will be followed through

risk/benefit calculation.
Confidentiality. The researcher will maintain by keeping all the data that will be collected and

protect the respondent’s identities and information in all forms (oral, electronic, print)

Right to withdraw and withhold information. The respondent has the privilege to pull back
from participating in the study. The respondent will not discourage to choose not to contribute
and without data from the study.
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the results and discussions of the data
gathered based on the research instrument used. This result of this research is interpreted
through percentage of the research respondent. This will be discussed and interpret the data and
information that we gathered during our data gathering. We gather here in Cebu academy with
the total of 41 respondents including the teachers and Highschool students from Grade 10 up to
12 in Cebu academy.

Table 1
Profile of the student respondents
Age profile of the students
(N=30)
Age (in years) Frequency: Percentage:
15 7 23.33
16 7 23.33
17 3 10
18 11 36.67
19 2 6.67
Total: N=30 100%

Table 2
Gender profile of the students
(N=30)
Gender frequency: Percentage:
Male 12 40
Female 18 60
total 30 100%

Table 2 shows the total gender of the students. It indicates 12 males with the total of (40%), and
18 females with the total of (60%). The overall percentage of (100%).
 Table 3
1. What is commonly the cause of your stress? Check the box applicable to you

Response Frequency: Percentage:

family issues 9 16.67
workload issues 8 14.81
school work 23 42.59
financial problem 11 20.37
others; 3 5.56
Total: N=54 100%

Table 4
2. How often do you experience stress?

Response Frequency: Percentage:

always 11 33.33
frequent 13 39.39
seldom 8 24.24
never 1 3.03
Total: N=33 100%

Table 5
3. Do you have headaches when you are stressed?
Response Frequency: Percentage:
always 4 12.12
frequent 15 45.45
seldom 12 36.36
never 2 6.06
Total: N=33 100%

Table 6
4. Have you experienced body aches when you are stressed?

Response Frequency: Percentage:

always 3 9.09
frequent 12 45.45
seldom 12 45.45
never 6 18.18
Total: N=33 100%
 Table 7
5. Do you have diarrhea when you are stressed?

Response Frequency: Percentage:

always 2 6.06
frequent 5 15.15
seldom 4 12.12
never 22 66.67
Total: N=33 100%

Table 8
Profile of the teacher respondents
Age profile of the teachers
(N=30)
Age (in years) Frequency: Percentage:
43 1 9.09
53 1 9.09
55 1 9.09
60 1 9.09
23 1 9.09
42 1 9.09
33 2 18.18
58 1 9.09
34 1 9.09
35 1 9.09
Total: N=11 100%

Table 9
Gender profile of the teachers
(N=11)
Gender Frequency: Percentage:
male 1 9.09
female 10 90.9
Total: N=11 100%

Table 9 shows the total gender of teachers. It indicates 1 male with the total of (9.09%), and 10
females with the total of (90.9%). With the overall percentage of (100%).
 Table 10
1. What is commonly the cause of your stress? Check the box applicable to you
Response Frequency: Percentage:
family issues
workload issues 5 35.71
school work 2 14.29
financial problem 7 50
other;
Total: N=14 100%

Table 11
2. How often do you experience stress?

Response Frequency: Percentage:

always
frequent 2 18.18
seldom 9 81.82
never
Total: N=11 100%

Table 12
3. Do you have headaches when you are stressed?

Response Frequency: Percentage:

always 3 27.27
frequent 1 9.09
seldom 7 63.64
never
Total: N=11 100%

Table 13
4. Have you experienced body aches when you are stressed?

Response Frequency: Percentage:

always 3 27.27
frequent 1 9.09
seldom 4 36.36
never 3 27.27
Total: N=11 100%
 Table 14
5. Do you have diarrhea when you are stressed?

Response Frequency: Percentage:

always 1 9.09
frequent 4 36.36
seldom
never 6 54.55
Total: N=11 100%

Summarization of Result
What are the negative effects of stress to our students and teachers in Cebu Academy?
Based form the result of the data gathered from the respondents both teachers and
students, it is evident that the negative effects of stress to both teachers and students are having
a frequent experience of headaches for students with the highest percentage of 45.45% with the
frequency of 15, however, when it comes to body ache the students experiencing it frequent
with the percentage of 45.45% of the frequency of 12. Moreover, when it comes in experiencing
diarrhea students experience frequently with the percentage of 15.15% of a frequency of 5 this
result shows the highest percentage among the other related negative effect.
On the other hand, the negative effect of stress on the teachers, based from the data, it
was evident that the teachers can manage the stress when it comes to works and other
component that manifest the stress.
What is the profile of the respondents according to their age and function? Does stress affect
the students and teachers’ productivity?
As show on the table of respondent’s profile of students, at the age of 15 to 18 years old
where 12 of them are male and 18 of them are female, it shows that the stress manifest at the
very young age and it was evident from the result showing on the table 1, stress was experience
frequently which greatly the psychological and physiological well-being of the students. On the
other hand, on the part of the teacher from the age of 23-60 stress is manage accordingly, it was
evident that adult age can handle stress and maintain the physiological and psychological well-
being in good state.
What are the causes of stress?
Based from the result show from the table the cause of stress are evident to the students
it was experience frequent, there are three major negative cause of stress on the students
namely; headache it was frequently experience by the students with the highest percentage of
45. 45% followed by body aches which is also experience frequently with the highest
percentage of 45.45% and the third is diarrhea it was frequently experience by the students but
not the teachers with the percentage of 15.15%.
Describe the manifestations of stress on the psychological and physical aspect of the students
and teachers.
Stress can be a short-term reaction in response to an upcoming event, such as homework
deadlines, an upcoming exam, or speaking in front of the class. Stress can also result from
traumatic or ongoing experiences, such as public health crises, natural disasters, or community
violence, as well as adapting to different cultural or social expectations or values. Some amount
of stress is beneficial and can motivate students to perform better.
Too much stress can be harmful, even if it is associated with sowing the seeds for a
positive event (e.g., academic/sports competition or going to college). Left unaddressed, the
negative effects of stress can disrupt a student’s behavior, physical and emotional well-being,
school success, and friendships. Students of any age can show the responses to excessive stress
as described below. However, some responses are more commonly seen at certain ages. What a
teacher might perceive as a minimal stress or even positive stressor may not be viewed similarly
by the student.
 Chapter V

SUMMARY OF FINDING, CONCLUSIONS AND RECOMMENDATIONS

This chapter aims to present the summarization of the data and the result shown in the

data analysis and interpretation. This also includes the conclusion of the general finding towards

the research study and the recommendation needed to address the gap of the research

environment which in particular focuses on the findings.

Conclusions

Stress is the combination of psychological, physiological and behavioral reactions that

people have in response to events that threaten or challenge them. (Karriem-Norwood,
2017).The human body, on the other hand, lacks the ability to distinguish between various kinds
of stressors. This explains why physical stress cannot be separated from mental stress, just as
personal stress cannot be separated from professional stress (Wangberg, 1982). Because people's
reactions to and perceptions of identical events differ so much, the same factors that produce
stress in one person may also cause excitement in another (Fimian, 1982; Forbes, 1979; and
Pemy, 1982). Furthermore, some of the signs and symptoms of stress should be recognized by
the teachers also as it has adversely affected their overall growth and development.
Stress has the potential to disrupt every part of life, including emotions, actions,
cognitive abilities, and physical health. There is no area of the body that is immune. However,
because people react to stress in different ways, stress symptoms might vary. Symptoms can be
nonspecific and overlap with those associated with medical disorders. As a result, it's critical to
address them with the doctor.

Recommendations

These studies show that we are actually far more powerful to heal ourselves than we can
imagine, we only have to learn how to activate the healing process.
The first step to learning stress management coping is simply to attend a free info
seminar where you can: meet your local teacher, hear in more detail how the stress management
technique actually works and what you can expect from it, ask any questions to the expert.
 Keep a daily routine
Having a daily schedule can help us use our time efficiently and feel more in control. Set
time for regular meals, time with family members, exercise, daily chores and other recreational
activities.
Get plenty of sleep
Getting enough sleep is important for both body and mind. Sleep repairs, relaxes and
rejuvenates our body and can help reverse the effect of stress.
Good sleep habits (also known as sleep hygiene) include:
 Be consistent. Go to bed at the same time each night and get up at the same time each
morning, including on the weekends.
 If possible, make your sleeping area quiet, dark, relaxing and at a comfortable
temperature.
 Limit your use of electronic devices, such as TVs, computers and smart phones, before
sleeping.
 Avoid large meals, caffeine and alcohol before bedtime.
 Get some exercise. Being physically active during the day can help you fall asleep more
easily at night.
Connect with others
Keep in touch with family and friends and share your concerns and feelings with people
you trust. Connecting with others can lift our mood and help us feel less stressed.
Eat healthy
What we eat and drink can affect our health. Try to eat a balanced diet and to eat at
regular intervals. Drink enough fluids. Eat lots of fresh fruits and vegetables if you can.
Exercise regularly
Regular daily exercise can help to reduce stress. This can include walking, as well as
more intensive exercise.
Limit time following news
Spending too much time following news on television and social media can increase
stress. Limit the time you spend following the news if it increases your stress.
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