Presented To The Faculty of College of Teacher Education

CAUSES, EFFECTS OF STRESS AND COPING MECHANISMS OF THE FIRST YEAR
AND SECOND YEAR STUDENTS OF BACHELOR OF SECONDARY EDUCATION

OF OCCIDENTAL MINDORO STATE COLLEGE, SABLAYAN CAMPUS
AN UNDERGRADUATE THESIS
Presented to the Faculty of College of Teacher Education

OCCIDENTAL MINDORO STATE COLLEGE
Sablayan Campus
In Partial Fulfillment of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION
Major in English
CIEDELLE MARIE D. ARANDA

MIKAELLA S. BUSTRIA
DANALYN A. GANON
ANNABELLE MAABA
SHALOM A. VILLARIN
October 2021
CHAPTER I
BACKGROUND OF THE STUDY
Introduction
People of all ages, genders, civil status, political affiliation, religious belief, economic
status, and professions are affected by stress. It has an impact on decision-makers such as
politicians, managers, priests or pastors, employees, housewives, students, out-of-school youths,
drivers, and even the unemployed. Stress can be found anywhere: at home, with friends, at work,
in school, and in the classroom. It's only a matter of time. It's impossible to avoid because it's a
part of being human. In fact, many people are stressed on a daily basis. It could be caused by a
variety of factors. The causes and severity of stress differ from person to person. No one is
immune to stress, no matter how privileged, reasonable, clever, or intelligent he is. Frustrations,
losses, changes, and conflicts will confront everyone at some point.
Blona (2005) stated that in order to cope well with stress, one must first understand what
it is and what causes it. He defined stress as any event or circumstance that puts a person's ability
to cope to the limit. Ellison (1990) defined stress as the body's biochemical response to a
potentially dangerous situation. The school is one place where a large number of people
regularly congregate. It is a fact that when people get together, stress is bound to occur in some
way. The Administration may be under pressure due to low enrollment or the need to raise more
funds to cover major capital expenditures. Teachers are stressed for a variety of reasons,
including a lack of preparation, family and financial issues, absenteeism, and subpar students,
among others. Students are also subjected to stressors.

Academic subjects, requirements, and projects, oral and written examinations, announced
or unannounced quizzes and graded recitations, finances, issues with parents or guardians, love
life, professors and instructors, and many other factors contribute to their stress. According to
Blona (2005), students are stressed because they are attempting to cope with the demands of
adjusting to a new living environment, new peers, academic pressure, and sexual concerns.
Students and their families may face financial difficulties as a result of attending college. They
may experience trembling hands, tense muscles, migraines, headaches, and a variety of other
stress symptoms as a result of these situations. These can cause a variety of chronic diseases,
such as hypertension and peptic ulcers, which can lead to premature disability and even death.
Stressors are demands from the internal or external environment that upset a person's balance,
affecting the person's physical and psychological well-being and necessitating appropriate action
to restore that balance. Stress was once thought to be a transactional phenomenon based on the
perceiver's interpretation of the stimulus. Thus, stress is not an ordinary thing that may be set
aside and ignored. Giving utmost attention to it from the very start of the symptoms is necessary
and taking proper action is a must to avoid its worst effects.
This study used Cooley’s “Symbolic Interaction Theory” as adapted by Basibas (2000),
and Sevilla’s (1988) “General Adaptation Syndrome.” The Symbolic Interaction Theory claims
that individuals are capable of creating solutions to their own problems. It adheres that the “self”
is influenced and shaped by social processes, in this instance “stress,” and the capacity to
symbolize. Human action is caused by complex interaction between and within individuals.
Dynamic social activities take place among persons and they act according to how they define
this situation. Applied to this study, it means that as everyone has the ability to find ways and
means to handle stress, thus, students can cope up with the stress they encounter.
Sevilla developed a concept of general adaptation syndrome which pertains to the
physiological process that develops when an organism is exposed to stress. He assumes that the
body reacts to stress in three successive stages, namely: an alarm reaction stage; the stage of
resistance, and finally; the stage of exhaustion.
The Transactional Model of Stress and Coping is a basis for evaluating the processes of
coping with stressful events. Stressful experiences are interpreted as person-environment
transactions. These transactions depend on the impact of the external stressors. The dual
approach in appreciating the stressor involves firstly, through the person’s appraisal of the
stressor, and secondly, on the social and cultural resources at his/her disposal. In this study, when
faced with a stressor, a student evaluates the potential threat (primary appraisal). Primary
appraisal is a student’s judgment about the significance of an event as stressful, positive,
controllable, challenging or irrelevant. Facing a stressor, the second appraisal follows, which is
an assessment of student’s coping resources and options. Secondary appraisals address what one
can do about the situation. Actual coping efforts aimed at regulation of the problem give rise to
outcomes of the coping process.
The study was limited to causes of stress, effects of stress, and stress coping mechanisms
as experienced by first and second year students of Occidental Mindoro State College, Sablayan
Campus to establish focus (OMSC). The student respondents were limited to Bachelor of
Secondary Education students enrolled in the second semester of the 2020-2021 school year.
Objectives of the Study
Objectives
1. To determine the causes of the barriers on technology access of BSED Major in
Filipino students of OMSC Sablayan Campus
2. To identify the possible ways to address the barriers on technology access of BSED
Major in Filipino students of OMSC Sablayan Campus
3. To understand the importance of having a good access on technology of BSED Major
in Filipino students of OMSC Sablayan Campus

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CAUSES, EFFECTS OF STRESS AND COPING MECHANISMS OF THE FIRST YEAR

AND SECOND YEAR STUDENTS OF BACHELOR OF SECONDARY EDUCATION

Presented to the Faculty of College of Teacher Education

In Partial Fulfillment of the Requirements for the Degree

CIEDELLE MARIE D. ARANDA

politicians, managers, priests or pastors, employees, housewives, students, out-of-school youths,

losses, changes, and conflicts will confront everyone at some point.

among others. Students are also subjected to stressors.

and taking proper action is a must to avoid its worst effects.

resistance, and finally; the stage of exhaustion.

coping with stressful events. Stressful experiences are interpreted as person-environment

appraisal is a student’s judgment about the significance of an event as stressful, positive,

outcomes of the coping process.

1. To determine the causes of the barriers on technology access of BSED Major in

Filipino students of OMSC Sablayan Campus

Major in Filipino students of OMSC Sablayan Campus

3. To understand the importance of having a good access on technology of BSED Major

in Filipino students of OMSC Sablayan Campus

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