1 Running Head: Stress Management Strategies
1 Running Head: Stress Management Strategies
1 Running Head: Stress Management Strategies
Cabanban, Charmagne M.
Gurion, Darwin G.
Tabucol, Jumel P.
Valencia, Guillerma S.
March 2020
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Chapter 1
Introduction
This chapter presents the different essential elements: the introduction, which contains
the rationale (an explanation of the reasons for the conduct of the research); the review of
literature and statistical foundation; the statement of the general and specific problems; the scope
and delimitation which identifies the major variables, sub-variables and the indicators; the
significance of the study which enumerates the beneficiaries of the study and the corresponding
made on it, or to disturbing events in the environment. It is a process by which one perceives and
copes with environmental threats and challenges. Personal and environmental events that cause
stress are known as stressors. Therefore, stress is simply defined as emotional disturbances or
changes caused by stressors. Stress which promotes and facilitates learning is called eustress or
the good stress. An optimal level of stress can enhance learning ability. On the other hand, stress
which inhibits and suppresses learning is called distress or bad stress, one which should be
prevented and avoided. It is noteworthy that the same stressors may be perceived differently by
different students, depending on their cultural backgrounds, personality traits, experience and
Mandler (1984) defined stress as the physical pressure and strain that result from
demands or changes in the environment. Stress arises whenever there is a change in the body that
requires us to readjust. Everyone is exposed to stress at some time in their lives, that
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uncomfortable situation that affects our sense of well-being and quality of life. According to the
and the environment in which a stimulus (whatever it is) disturbs an individual’s homeostasis,
causing him/her to respond to the situation with all available resources. When this occurs, we
evaluate the demand relative to our available resources, and the amount of stress we experience
is governed by the following rule: the more resources we have, the less stress we will experience
(Aherne, D. (1998). Understanding Student Stress: A Qualitative Study of the Stress Experienced
According to Cohen (1980), stress is not necessarily a bad thing in and of itself. Its
impact is relative to the individual: what is terribly difficult for one person can make another
person feel interested and alive. Stress can turn out to be a good thing because it keeps the body
going, and this, in turn, keeps us moving toward a new goal. When ‘stress’ is good, leading to
On the other hand, the negative effects of stress are great. These include confusion,
psychological illness. Furthermore, as mentioned by Cohen and Williamson (1991), when stress
Meijer (2007) believes that stress induces feeling of frustration, fear, conflict, pressure,
hurt, anger, sadness, inadequacy, guilt, loneliness or confusion. Learners experience high stress
due to academic commitment, financial pressure and lack of time management skills. These
problems can lead to family conflicts, drug abuse, academic failure, violence and suicide.
Stress can be understood in terms of the meaning of stressful experiences for individuals. The
considered a basic human need. Appropriate research methods are required to explore this aspect
of stress (G Gomez, M. G. (2018). Stress in High School Students: A Descriptive Study. Journal
Researchers have found that the main sources of stress in the academic environment and
work outside of school, giving presentations, competition with classmates, and academic
overload.
The quality of student-teacher interaction and peer relations within the school are found
to have a significant impact on student stress levels. Students with more positive interactions
with their teachers have lower stress levels with higher stress levels among those who have
experienced bullying from peers (Banks, J. & Smyth, E. (2015). Journal of youth studies.
https://www.tandfonline.com/doi/abs/10.1080/13676261.2014.992317).
Students always face stress from requirements from their respective subjects, the pressure
of deadlines, the anxiety of anticipating exam results and recitations. Furthermore, problems with
their friends or partners and family also contribute hugely to the stress they experience.
These problems which lead to stress which are undoubtedly experienced by most students
prompted the researchers to conduct this study which is deemed to be conducted at La Union
National High School-Senior High School during the second semester of the school year 2019-
The results of this study are of great help to: (1) students, because they will know further
what stress is and its impact on their health, lifestyle and academic performance. By learning so,
they may be able to differentiate eustress from distress and formulate strategies on how to cope
with stress; (2) teachers, as they will be aware of every student’s situations and give
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considerations and guidance on how their students can cope up with stress; (3) parents, because
they will be cognizant of their children’s situations and give their own guidance as well as their
pieces of advice to help their children fight their struggles and cope with stress; (4) school
administration, for them to be able to find solutions and ways to help students but also to parents,
teachers and etcetera; and (5) community, as this study will contribute to the body of knowledge
giving additional learning not only to students but also to parents, teachers and etcetera.
According to the DepEd’s mission, they are to protect and promote the right of every
Filipino to quality and complete basic education where students learn in a child-friendly and
motivating environment. In order to achieve this, students, as well as teachers, need to be under
However, due to constant and several demands, students are put under a lot of stress. it
has become the number one reported impediment to academic performance, as students now
If this situation continues among most students, quality of education will surely decline
as students may submit projects only for compliance that are not done with their best efforts and
excellence. In response to this problem, our study proposes to investigate stressors experienced
among Senior High School Students of La Union National High School” which aims to identify
factors causing stress among senior high school students of La Union National High School and
their stress management strategies. Specifically, it will focus on the following objectives:
2. To identify signs and symptoms of stress among senior high school students
Identifying possible
respondents. strategies of
academic analysis.
Feedback
Figure 1. Paradigm for the stress management strategies among senior high school students of
Chapter 2
Methods
Research Design
The phenomenological method was used in this study to investigate the experiences of
students who are under a lot of stress. This methodology was selected because the researchers are
interested in capturing the experiences of students and how they have successfully passed the
study “describes the meaning for several individuals of their lived experiences of a concept or a
phenomenon” (p. 57). In other words, it focuses on describing a phenomenon that all the
participants have experienced, such as studying while under a lot of stress. The strength of the
phenomenological method is it allows the examination of “the ways in which people experience,
conceptualize, perceive, and understand a phenomenon on their own perspectives.” This method
has also provided a rich and complete description of human experiences and meanings and
findings are allowed to emerge, rather than being imposed by an investigator. Investigations
with a phenomenographic orientation thus focus more on explanation of what is experienced and
Participants
This study was conducted at La Union National High School-Senior High School, City
Schools Division of San Fernando, La Union during the school year 2019-2020. The respondents
of this study were the Grades 11 and 12 students of La Union National High School who were
Purposive sampling was adopted for this study which is “a method of sampling where the
researcher deliberately chooses who to include in the study based on their ability to provide
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necessary data” (Parahoo, 1997, p. 232). The rationale for choosing this approach was that the
researcher was seeking effects and knowledge about the students’ opinion of stress that affects
their academic performances, which the participants would provide by virtue of their
experience. In this study, twenty (20) participants are chosen and as a rule of thumb
least six. The number of participants is informed by the extent to which the research question
has been addressed (Marshall, 1996; McLeod, 2002). A non-probability, purposive sampling
technique was selected, since participants were required to meet a pre-determined criteria
(McDermott & Sarvela, 1999). This involves identifying and selecting individuals or groups of
individuals that are especially knowledgeable about or experienced with the topic (Cresswell &
Plano Clark, 2011). In addition to knowledge and experience, Bernard (2002) and Spradley
(1979) note the importance of availability and willingness to participate, and the ability to
communicate experiences and opinions in an articulate, expressive and reflective manner. When
data reaches a point of saturation, i.e. when new themes stop emerging, the researcher can
conclude that there is no need for more interviews (Hutchinson & Wilson, 1991; Marshall, 1996;
Orbele, 2002). The number of participants interviewed in this study is therefore not
predetermined but were determined by the information gained during the various interviews.
Interviews were conducted until the data reached an acceptable saturation point and the
For this study, in-depth interview is the primary method of data gathering. It is a key
qualitative data collection method for social research. It is mainly useful in cases where there is a
need to attain highly personalized data, as well as in cases where there are opportunities for
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probing to get underlying factors (Gray, 2004). Potter (1996) argues that interviews are valuable
tools for collecting data in qualitative research. The main advantage of interviews stems from
their capability to offer a complete description and analysis of a research subject, without
limiting the scope of the research and the nature of the participant’s responses (Collis & Hussey,
2003). A one-on-one interview method allows the researcher to interact with the participants and
to observe non-verbal cues during the interview process. Interviews are thus useful for gaining
insight and context into a topic. They can provide information to which the interviewee was
previously privy to. In this study, an unstructured interview method was used to allow for an
open, in-depth discussion of the research topic. Denzin and Lincoln (2005) argue that
unstructured interviews allow the researcher to understand the complexity of the situation
without imposing any prior categorization. Through choosing interview as a method of data
collection, the researcher hoped to gain a deeper understanding of the participants’ constructions
through dialogue and through the language they use in constructing the different discourses. The
interview method allows the researcher to seek clarity and probe for deeper understanding. As a
result, the reporting and analysis of data is reflective of the views of the participants. The
questions were designed using the English language as most of the target population is fluent
with the said language. A cover letter explained the purpose of the study, the means of
responding to the queries, the aim of the research as well as the security of the information to
As for such data collection, the conversation between the participants and the researcher
were recorded pending the approval of the interviewee. The interviews as well as the focus
group discussions were conducted in the classrooms of the participants and the researchers had
asked them their most convenient time to avoid any distraction. Lastly, the researchers have
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established trust and rapport with the participants to make it easier for the participants to share
Trustworthiness
In order to ensure trustworthiness, validity, consistency and credibility of the data, the
researchers had invited the participants. In this case, the Grade 11 and12 students of La Union
National High School Senior High School and made them realize and reflect on their situations
related to the topic and let them describe in detail a particular instance within these categories.
This also ensured that views and concepts are well grounded and well-supported throughout the
The researcher ensures the credibility of this study properly observing the collection of
data especially during interviews. Everything is based on factual data that are obtained directly
from the participants. Tape and recording were also used to preserve and ensure the consistency
of all the data to be collected. The intention of the researchers is to provide the final result to the
participants for the final validation. This is supported by Sandelowski (2006) which stated that
the extent to which a study is judged as credible is by having clear presentation of essential
descriptive information and the mutual understanding or agreement of readers to the description.
Furthermore, credibility is characterized by the recognition of the truth of the findings by the
participants and expert practitioners within the discipline. Validating the final results rests within
the recognition by the participants, not of their full story but the presence of the phenomenon as
described as their experiences. When the essence of the reality of the phenomenon is captured,
then anyone who has experiences in writing research papers will recognize it as their own story.
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Ethical Considerations
In this research, ethical guidelines were considered. Thus, it focused on the perception of
senior high school students; careful measures were taken to protect the privacy and
confidentiality of the participants. Fontana and Frey (2010) pointed out that great care must be
taken to ensure that each participant has been provided with informed consent, the right to
privacy, and protection from physical, emotional or any other kinds of harm. The researchers,
then, assured the participants that the information they shared are treated with utmost
confidentiality. Furthermore, the participants were also persuaded in agreement that any
Data Management
Content analysis was used to analyze the data which was gathered from personal
interviews. According to Moore & McCabe (2005), this is the type of research whereby data
advantage of content analysis is that it helps in data collected being reduced and simplified,
while at the same time producing results that may then be measured using quantitative
techniques. Moreover, content analysis gives the ability to researchers to structure the qualitative
data collected in a way that satisfies the accomplishment of research objectives. However,
human error is highly involved in content analysis, since there is the risk for researchers to
misinterpret the data gathered, thereby generating false and unreliable conclusions (Krippendorf
Chapter 3
Results
Upon utilizing the intended data analysis approach, 3 emergent themes were generated:
discussed in relation to the lived experiences of the participants supported through the review of
literature.
Academics
Wheeler (2007) defined stress as a physics word which refers to the amount of force used
on an object and it relates in real life as to how certain issues that carry force applied to human
life. Meanwhile, academic stress is a mental distress with respect to anticipated frustration
associated with academic failure or even unawareness to the possibility of such failure. To better
understand this emergent theme, three theme clusters were drawn to help readers understand
academic as a theme.
The first sub-theme cluster is the ‘school works’. Researchers have found that the main
sources of stress in the academic environment are exams, homework and work outside school,
giving presentations and academic overload. This causes a stressful cycle where school works
pile up and students don not have the time or energy to complete it all-leading to even more
stress. Two of the participants mentioned that the source of his/her stress is:
Extra-curricular activities are the second sub-theme cluster which emerges from this
emergent theme. These are activities that fall outside the realm of the normal curriculum of
school education. These activities are generally voluntary, nonpaying, social and philanthropic.
Thus, a verbalization from a participant states: Ngayon nakakastress lang kasi ‘di mo alam kung
anong uunahin mo ngay tapos dumagdag pa ‘yung schedules ng trainings naming, tapos ano pa
The third sub-theme cluster derived from this theme is ‘financial stress’. School works
needing a lot of materials, and of course, money, trigger financial stress in most of students.
They constantly worry about where to get money for the activity – projects and/or special tasks
like watching movies or plays—especially when the family he/she belongs to is not financially
well-off. Instead of the students focusing solely on their studies, their minds will wander on the
situation they’re in and think of ways on how they will obtain money in order to contribute or
“…Kasi ‘yung sa financial, ‘yun talaga ang pinakamabigat sa lahat tulad ng papasok ka
Physiological Impact
The second emergent theme is entitled “Stress: Physiological Impact.” Medically, it has
been established that chronic symptoms of anxiety and stress can crumble our body’s immune
system. Irrespective of the nature of the causes of stress real or perceived our subconscious mind
reacts with the same body response by releasing stress hormones equal to the degree of our fear,
worry or sense of threat. It brings about changes in the bodies’ biochemical state with extra
epinephrine. It also induces increased palpitation and blood pressure in the body with mental
manifestations such as anger, ear, worry or aggression. In short, stress creates anomalies in our
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body’s homeostasis. When the extra chemicals in our bloodstream don’t get used up or the stress
situation persists, it makes our body prone to mental and physical illnesses (Mapp & Hudson,
1997)
The first sub-theme cluster is Less Productivity. Makmen (1999) stated that stress
negatively affects production of work and creativity in life. He loses balance in dealing with
things, as well as disperses energy and potential, as well as resentment of access to meet the
“I can’t do things I wanted to do and I usually don’t exert much effort on things I do
Being moody or irritable is the second sub-theme cluster. Kilburn (2010) stated that stress
affecting you emotionally will make you feel irritable and moody. You may feel overwhelmed
by work, family problems or new experiences, finding it difficult to relax and switch off. One of
“’Pag naiistress ako, mabilis lang ako mainis tapos ayoko nang masyadong maingay
tapos nabwibwisit ako ‘pag kinukulit ako, kasi syempre stressed ka kapag kinulit ka pa
tapos maingay pa ang paligid, mas mauuna talaga galit mo dahil sa dami ng iniisip mo.”
The third sub-theme cluster derived from this theme is ‘Social Impact’. Don and
Catherall (2005) mentioned that it is difficult for individuals under influence of stress to build
relationship with neighbors, or friends, or with students and teachers as they get annoyed even by
the little things and to the people even with them doing nothing. As described by one of the
participants:
“’Pag naiistress na ako, ayoko ‘yung nakikihalubilo pa ako sa iba kasi stressed nga
Relaxation
The first sub-theme cluster is ‘sleeping’. Sleepiness is one thing but some people
experience intense fatigue during periods of high stress to the point where it can be debilitating.
Because it is so metabolically expensive to keep the body on high alert, sleepiness may occur so
that the body can replenish that energy. Under periods of stress, many people choose to spend
excess time in bed and often fall asleep as it is their way of escaping from stress. Sleep can
provide some relief from distress even for a while. Also, the brain might only hold so much
emotional information, and sleep helps clear some space and help figure out which daily
experiences need to be put in long-term memory storage and what can be discarded (Prather,
2019).
Eating is the second sub-theme cluster which emerges from this emergent theme. Galan
(2018) explained that stress causes the appetite to decrease so that the body can deal with the
situation but if the stress does not let up, a hormone called cortisol is released. This hormone
The third sub-theme cluster derived from this theme is ‘listening to music’. Notes (2003)
explained that music or sound coordinated in a rhythmic manner is known to appeal to our inner
being so powerfully that it can speed up healing in our body. Music, whether vocal or
instrumental, basically sends out various forms of vibrating sound energy to its surrounding.
People are generally attracted to the types of music appealing to their inherent body vibration.
Some people may love to listen to the high and racy vibrations of jazz, but to some, it’s the slow
and lulling sound of flute that appeals most. The sound of music, when coordinates well with
one’s inner vibration, untangles the knitted and stressed out nerves, soothes the mind and body,
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and promotes well-being in human as well as other species. Music can be a source of emotional
Discussion
All of the emergent themes reflected the lived experiences of the participants in their
stressful journeys. The first theme, ‘academics,’ depicted the stressors that the participants have
encountered throughout their lives. It is not the load that may break students down, but the way
they’re carrying it. Like any other problem, stress also requires a strategic approach to conquer
or at least to manage. Students must be strong enough to handle their challenges skillfully, wise
enough to find solutions to the problems, and capable enough of doing whatever are needed to be
done.
and subjective experience that is associated with potential damage of body tissue and bodily
threat. Different bodily conditions may fulfill these criteria, e.g. pain, hunger, oxidative stress
and others.
The third theme, ‘relaxation,’ any number of relaxing activities can help people cope
with stress. Relaxing activities may include practicing meditation, progressive muscle relaxation
Chapter 4
Conclusion
Conclusion
This study sought to gather data on stress, stress symptoms, and coping mechanisms from
the current senior high school students of La Union National High School. Students provided
insight to a set of stressors they face (e.g., school works, extra-curricular activities, school fees),
stress symptoms (physiological effects), and strategies for coping (sleeping, eating, listening to
music). This study shows that the stress experienced by students takes a toll in their lives.
Parents, teachers, as well as the students themselves should take necessary methods to reduce the
stress among the learners as the main cause of their stressor is academics. Furthermore, when
faced in a stressful situation, learners should know how to handle their stress effectively for them
to not get affected by it. They should have recreational activities or stress-relievers (e.g. playing,
watching) in order for them to have a quick break, let go of the stress they feel and its effects,
References
A. Books
Cohen, A. & Williamson, M. (1991). Identify the Sources of Stress in Your Life. California,
Meijer, J. (2007). Correlates of Students’ Stress in Secondary Education. San Francisco, CA:
Jossey-Bass
B. Electronic Sources
Aherne, D. (1998). Understanding Student Stress: A Qualitative Study of the Stress Experienced
https://cora.ucc.ie/handle/10468/1615
Banks, J. & Smyth, E. (2015). Journal of youth studies. Retrieved January 9, 2020 from
https://www.tandfonline.com/doi/abs/10.1080/13676261.2014.992317
Gomez, M. G. (2018). Stress in High School Students: A Descriptive Study. Journal of Cognitive