COMMON STRESSOR: ITS EFFECT TO SENIOR HIGH SCHOOL STUDENTS OF

SIBUGAY TECHNICAL INSTITUTE INCORPORATED

SUBMITTED BY:

VELEZ, LEMUEL T.

AHMAD, HASMIR A.

PASAFORTE, SAILE MIKE DAVE E.

BALBUENA, REYMART O.

ESCALA, CRISHIA N.

TUTAS, RHEA P.

PESCADOR, KRISTINE JOY M.

DEMOLDE, NIECEL ANN V.

PRACTICAL RESEARCH 2 IN

HUMANITIES AND SOCIAL SCIENCE

SIBUGAY TECHNICAL INSTITUTE INCORPORATED

JUNE, 2021
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TITLE PAGE

Common Stressor: Its effect to Senior High School Students Of Sibugay Technical Institute
Incorporated

A Thesis

Presented to the faculty

Sir ALDRIN FRANCIS V. RAMISO

Sibugay Technical Institute Incorporated

In Partial Fulfillment of the Requirement for the subject Practical Research 2 in

Humanities and Social Science

_____________________

Submitted By:

Velez, Lemuel T.

Ahmad, Hasmir A.

Pasaforte, Saile Mike Dave E.

Balbuena, Reymart O.

Escala, Crishia N.

Tutas, Rhea P.

Pescador, Kristine Joy M.

Demolde, Niecel Ann V.

June, 2021
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APPROVAL SHEET
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ACKNOWLEDGEMENT

The researchers is most grateful to God for His inspiration and sustenance in times

of despair and for His abundant grace to complete our research work successfully.

The researchers would like to express deep gratitude to the research supervisor, Mr.

Aldrin Francis V. Ramiso for his guidance and instructions throughout this research. He had

taught the researchers about the methodology to carry out the research and to present the

work as clearly as possible. It was a great privilege and honor to work and study under his

guidance. The researchers are extremely thankful to the parents for their love, prayers and

support to educate and prepare the researchers for their future.

Finally, the researchers are highly thankful to Mr. Jaymar Arago for his active

guidance through his video tutorials throughout the completion of this research.

The Researchers
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DEDICATION

This research is dedicated to our Almighty God for giving us grace and wisdom in

completion of this research.

This is also dedicated to our respective parents, who have been our constant source

of inspiration and funds. Without their love and support this project would not have been

possible

Lastly, to our school, Sibugay Technical Institute Incorporated for allowing us to

conduct our research in the school.

The Researchers
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ABSTRACT

The purpose of this study is to determine the relationship between common stressor

and its effect to the HUMSS 12 students of STII. This study used quantitative design

specifically Likert Scale and Pearson’s Correlation Coefficient to identify the significant

relationship between common stressor and its effect to the HUMSS 12 students. The

participants of this study were grade 12 Humanities and Social Sciences students of Sibugay

Technical Institute Incorporated. Significant findings includes the frequency of perception of

stress and quality of sleep among the HUMSS 12 students. Results showed that common

stressor does not affect the HUMSS 12 students. This study concluded that the common

stressor among grade 12 Humanities and Social Sciences students of STII is below average

which implies that there is a very weak relationship between common stressor and its effect

to the HUMSS 12 students.

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TABLE OF CONTENT

Title Page i

Approval Sheet ii

Acknowledgment iii

Dedication iv

Abstract v

Table of Content vi

List of Figure viii

List of Table ix

List of Appendix x

Chapter Title Page

1. THE PROBLEM AND ITS BACKGROUND 1

Introduction

Background of the Study 2

Statement of the Problem 4

Hypothesis of the Study 5

Scope and Delimitation of the Study

Conceptual Framework 6

Significance of the Study 7

Definition of Terms 8

2. THEORETICAL FRAMEWORK 10

Relevant theories
 Related Literature 13

vii

Related Studies 16

3. METHODOLOGY 25

Research Design

Population and Sample of the Study

Research Instrument 26

Data Gathering Procedure 27

Data Processing and Statistical Treatment 28

4. PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA 30

5. SUMMARY, CONCLUSION AND

RECOMMENDATION 35

Summary of Findings

Significant Findings 36

Conclusion 37

Recommendation 38

Bibliography 39

Appendix 43
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LIST OF FIGURE

FIGURE NO. Page

1. The Conceptual Framework for Common Stressors:

Its Effect to Senior High School Student of Sibugay

Technical Institute Incorporated. 6

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LIST OF TABLE

Table No. Page

1. Research Sampling 26

2. Likert Scale 28

3. Pearson’s Correlation Coefficient 29

4. Age of the Respondents 30

5. Gender of the Respondents 30

6. Perception of Stress of the Students 31

7. Sleep Quality of the Students 33

8. Correlation between Common Stressor and Its effect on the Students 34

9. Perceived Stress Rating Scale 45

10. Sleep Quality Rating Scale 45

11. Perceived Stress Scale 46

12. Sleep Quality Scale 48

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LIST OF APPENDIX

Title Page

A. Endorsement Letter 43

B. Letter of Validity 44

C. Questionnaire 45

D. Curriculum Vitae 50
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CHAPTER 1

The Problem and Its Background

This chapter presents the introduction of the research, background of the study,

statement of the problem, hypothesis of the study, scope and delimitation, conceptual

framework, significance of the study and definition of terms.

Introduction

Stress is common in the lives of people. It came from the things that pressure us. When

people are forced to do something beyond their comfort zone that is when stress comes up.

Deadline is one of the common stressors that people experienced. According to Mayo Clinic

Staff (2019), stress is your body’s reaction to the demands of the world while stressors are

events or conditions in your surroundings that may trigger stress.

Meanwhile, students battle stress to accomplish the task they are given. Other students

who push themselves beyond their limits cause their performance to become bad. Stress is a

common battle for the students in their studies. According to Khan (2013), stress affects some

areas like students’ performance, gender, age, and educational level.

Inside the school campus students who are soaked in so much stress makes their

performance in school to go down. Other students gave up to continue due to too much stress.
Some who are persistent reach their desired goal. Stress sometimes causes students to absorb

the lessons poorly.

However, stress doesn’t just affect the student’s performance but also the student’s

health. It makes them prone to sickness. Their sleep pattern and quality have been affected.

They are students who become so irritable. According to Carlson (2016), students who can

better manage their stress are more engaged in class, more likely to absorb what they’re

learning, and more likely to excel beyond the classroom.

The researchers seek to find the relationship of common stressors and its effects on the

students. The purpose also of this study is to find how stress affects student’s daily routine in

their study.

This study will help students to know and understand how the common stressors will

affect their performance and their learning in school. It aims to measure students’ stress to

help those in need improve their coping strategies so they can manage stress and improve

their quality of life.

The researchers believe that this will be beneficial to students who suffer a lot of stress.

It will give them enlightenment that this study will help them not to give up and continue to

pursue their goal in life.

Background of the Study

Stress is one of the most fundamental problems spanning through human endeavor.

Nweze (2005) stated that for two and half decades, stress phenomenon has become a topical
issue in management development, seminars and workshops in Nigeria. He further stated that

the popularity of stress stems from a number of obvious reasons. First, nobody is immune to

stress. We can be caught up in a situation that causes or induces stress in the individual.

Thus, as a part of human living the young, old, rich, poor, professionals and lay men alike are

potential victims of stress. Second, because stress is viewed as the disease of growth and

development, there is the search for the stress virtue in modern life. Nweze (2005) further

stated that our traditional mechanisms of handling the stresses and strains of living are fast

breaking down. This is being precipitated by the factor of rapid urban development,

increasing corporate regimentation of work life, breakdown of social supports, increasing

personal and group conflicts, including security threats to life and property. Stress has

become part and parcel of life in human societies. The frustrations, disappointments and

pressures of daily life constitute the genesis of stress. Stress has been conceptualized in many

ways.

Stress is a reaction of the body and mind to unkind or challenging life incidents such

as tense feeling, worry and discomfort. The imbalance between the demand from the

environment and the discomfort. The imbalance between the demand from the environment

and the person’s ability to cope can trigger feelings of anxiety. Some response like being

irritated. Frightened, or anxious can cause headache or stomach ache.

Most of the people consider stress as a negative experience but this is not always the

case; it can be also positive. The enhancing influences on our productivity and satisfaction is

called “eustress” while the harmful physical consequence of stress is called “distress”.

Eustress or positive stress promotes growth and accomplishment and stimulates you to go on.

On the other hand, distress or the negative stress often causes poor performance.
 A stressors is an event or a situation that causes stressful situations, which are seen as

risks to the well-being of a person. The body responds to stress by secreting hormones that

prepares the body to respond to the situation.

The cause of anxiety that effects an individual’s health, behavior and life. Stress affects our

health and can be classified as acute, cumulative, or chronic.

Statement of the Problem

This study seeks to find the relationship between common stressor and its effect on

HUMSS 12 students of Sibugay Technical Institute Incorporated.

The general problem specified below:

1. How may the profile of the respondent be describe in terms of:

1.1. Age

1.2. Gender

2. How may the common stressor on HUMSS 12 students of Sibugay Technical

Institute Incorporated describe in terms of:

2.1. Perception of stress

3. How may the effect of stress on HUMSS 12 students of Sibugay Technical Institute

Incorporated describe in terms of:

3.1. Sleep quality

 4. Is there a significant relationship between common stressor and its effect on HUMSS

12 students of Sibugay Technical Institute Incorporated?

Hypothesis of the Study

This study entitled “Common Stressors: Its Effect To Senior High School Student Of

Sibugay Technical Institute Incorporated” has one expected outcome among the following

hypotheses:

H01. There is no relationship between common stressor and its effect on HUMSS 12 students

of Sibugay Technical Institute Incorporated.

Scope and Delimitation of the Study

This will only circle in one (1) private school in the District of Ipil in the school of

Sibugay Technical Institute Incorporated. The target levels for this study are the HUMSS 12

students of Sibugay Technical Institute Incorporated. The scope of this research will circle

only on common stressors and its effect on the students.

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Conceptual Framework

In this section, this will show the conceptual paradigm to present the figure of the

study:

INDEPENDENT VARIABLE DEPENDENT VARIABLE

The common stressor on HUMSS students The effect of stress on HUMSS students of

of Sibugay Technical Institute Incorporated Sibugay Technical Institute Incorporated

describe in terms of: describe in terms of:

a. Perception of stress a. Sleep quality

Figure 1

The Conceptual Framework for Common Stressors: Its Effect to Senior High School

Student of Sibugay Technical Institute Incorporated.

Figure 1 shows the concept of this research entitled “Common Stressors: Its Effect to

Senior High School Student of Sibugay Technical Institute Incorporated”. The independent
variable of this research is the common stressors to senior high school student of Sibugay

Technical Institute Incorporated in terms of perception of stress. Common stressors deal

badly at some point in our lives.

The dependent variable of this research is the effect of stress to senior high school student of

Sibugay Technical Institute Incorporated. Its scope was their sleep quality.

Significance of the Study

This study is being created to benefit the following:

School Administrator. The result of this study will create programs that can be used

as an intervention to lessen stress, which will be convenient to the

students who have difficulties in coping up with their study.

Guidance Counselor. This research will benefit them since stress is connected to

their study and can use this as a reference.

Teachers. This research will be beneficial for them to know the effects of stress not

just on students but teachers also.

Students. The study will benefit the senior high school students of Sibugay Technical

Institute Incorporated because they are the subject of this research and this

will lead them to a piece of advice if they are having trouble with stress.

Parents. This research will help them know the impact of stress in their children’s

study.

Future Researchers. This study will be beneficial for them to use as their reference.
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Definition of Terms

Stress. In this study, it refers stress is a response to a threat in a situation, whereas anxiety is

a reaction to the stress.

Stressor. In this study, it refers stressor is a chemical or biological agent, environmental

condition, external stimulus or an event seen as causing stress to an organism.

Neuropsychiatry Conditions. In this study, Neuropsychiatry or Organic Psychiatry is a

branch of medicine that deals with mental disorders attributable to diseases of the

nervous system.

Clinical Depression. In this study, clinical depression is the more-severe form of depression,

also known as major depression or major depressive disorder.

Anxiety Disorders. In this study, anxiety disorders are real, serious medical conditions, as

real and serious as physical disorders such as heart disease or diabetes.

Psychogenic Stressors. In this study, psychogenic stress describes exposure to psychological

or social challenges which result in disruption of psychological well-being.

Neurogenic Stressors. In this study, neurogenic stress is defined by excessive release of

catecholamines from sympathetic nerve terminals into the myocardium, release of

 catecholamines into the systemic circulation, and heightened sensitivity to

norepinephrine.

Neurotransmitter. In this study, neurotransmitters are chemical messengers that transmit a

signal from a neuron across the synapse to a target cell, which can be a different

neuron, muscle cell, or gland cell.

Hypothalamic-pituitary-adrenal. In this study, hypothalamic-pituitary-adrenal axis (HPA

axis) is an interactive neuroendocrine unit comprising of the hypothalamus, the

pituitary gland, and the adrenal glands.

Psychomotor Skill. In this study, psychomotor skills are primarily movement tasks that lead

individuals to learn about their environments. Individuals progress through three

stages as they learn them.

Deleterious. In this study, it refers harmful often in a subtle or unexpected way.

Absenteeism. In this study, it refers to the practice of regularly staying away from work or

school without good reason.

Detrimental. In this study, it refers to obviously harmful.

Academic. In this study, refers to education and scholarship.

Adolescent health. In this study, it refers to range of approaches to preventing, detecting or

treating young people’s health and well-being.

Mental health. In this study, it refers to a person’s condition with regard to their

psychological and emotional well-being.

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CHAPTER 2

Theoretical Framework

This chapter presents the theories, related literature and studies that are relevant to the study.

Relevant Theories

THEORIES OF WORK-RELATED STRESS

Any aspect of the work environment can be perceived as a stressor by the appraising

individual. Yet the individual appraisal of demands and capabilities can be influenced by

several factors, including personality, situational demands, coping skills, previous

experiences, time-lapse, and any current stress state already experienced (Prem et al. 2017).

One multidisciplinary review provides a broad consensus that stressors only exert their

effects through how an individual perceives and evaluates them (Ganster and Rosen 2013).

Additionally, in his later works, Lazarus stressed that his transactional theories of stress failed

to acknowledge the outcomes associated with coping in specific social contexts and during

interpersonal interactions (Lazarus 2006a).

COGNITIVE ACTIVATION THEORY OF STRESS: AN INTEGRATIVE

THEORETICAL APPROACH TO WORK STRESS

Workplace stress consistently has received a substantial amount of attention from

practitioners and researchers alike. Many occupational health scholars have developed or

contributed to our understanding of models detailing theoretical approaches to an individual’s

experience of stress.

11

Although these theories have improved our understanding of occupational stress, these

conceptualizations of stress and much of the subsequent stress research based on these

models have been limited in their ability to fully explain the individual experience.

Organizational stress research could benefit from an integrative approach that seeks to

incorporate both the positive aspects and the more traditional negative aspects of the stress

experience (Meurs and Perrewé 2010).

APPLYING STRESS THEORY TO HIGHER EDUCATION: LESSONS FROM A

STUDY OF FIRST-YEAR STUDENTS

Studies of stress and coping effects on college performance have yielded inconsistent

results, which might be clarified by stricter adherence to stress theories. Here, university

students (n = 1212) were surveyed during their first year, said to be the most stressful. They

completed measures of stress overload (the pathogenic state identified by theory) and coping

preferences (the strategies most reported in the literature), and granted access to their official

grade and enrollment records. Regression analyses showed stress overload to relate to poorer

performance, and avoidance coping to relate to greater stress overload. SEM models

indicated a theory-consistent causal sequence fit the data better than the reverse. However,

after model modifications, only avoidance showed an effect on performance mediated by

stress overload, as predicted, while other strategies showed direct effects (James H

Amirkhan, Graham K Bowers, and Christina Logan 2020).

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UNDERSTANDING STRESS AS AN IMPEDIMENT TO ACADEMIC PERFORMANCE

Stress is the most commonly reported impediment to academic performance among

college students. Students who reported that stress affected their performance and reported

more stress and lower coping self-efficacy, resilience, and social support. Male, heterosexual,

and ethnic-minority students were less likely to report having stress. Stress reduction

interventions should target psychosocial factors related to perceived stress as an impediment

and poorer performance (Patricia Frazier, Abigail Gabriel, Addie Merians, and Katherine

Lust 2019).

FLIGHT STRESS: STRESS, FATIGUE, AND PERFORMANCE IN AVIATION

While stress and fatigue are often dealt with in other books on aviation performance

and human factors, these realities of human vulnerability are now increasingly seen as central

to the effective conduct of flight operations. Flight Stress provides a comprehensive treatment

and a better understanding of stress and fatigue as they relate to aviation. It clarifies and

distinguishes the concepts of stress and fatigue as they apply to flight, and expounds

sufficient theory to provide a principled basis for the consideration and amelioration of stress

effects in aviation (Routledge, 2017).

SOME STRESS IS GOOD STRESS: THE CHALLENGE-HINDRANCE FRAMEWORK,

ACADEMIC SELF-EFFICACY, AND ACADEMIC OUTCOMES.

Historically, most investigations involving stress have assumed its undesirability, and

deleterious effects have been identified across a variety of domains. Recently, however,

researchers in management and health have differentiated between types of stress and

revealed a more complicated picture as a result.

13

Specifically, stressors perceived as goal-relevant and manageable (i.e., challenging) are

thought to increase motivation, performance, and well-being, while stressors viewed as goal-

relevant but unmanageable (i.e., hindering) are believed to hamper performance and occasion

maladaptive behaviors (Journal of Educational Psychology, 2020).

The theories above lead the researchers to find the relationship of common stressor

and its effect on the students. The goal of this research is to find out how stress affects the life

of the students of senior high school in Sibugay Technical Institute Incorporated.

Related Literature

According to Clarke M, Pentz R, Bobyn J, Hayley S (2012), stressor exposure is the

primary environmental challenge believed to contribute to a range of neuropsychiatric

conditions, most notably clinical depression and anxiety disorders. Indeed, repeated or

particularly severe exposure to psychogenic or neurogenic stressors induces enduring

pathological hormonal and neurotransmitter changes that culminate in behavioral pathology.

That said, even more, modest stressor exposure can induce profound activation of the

hypothalamic-pituitary-adrenal (HPA) axis, coupled with augmented monoamine turnover in

a variety of limbic and cortical brain regions. Over time, such stressor-induced changes can

lead to allostatic overload and render individuals vulnerable to subsequent stressful situations.
 People who are exposed to stress can experience neuropsychiatric conditions known as

clinical depression and anxiety disorders. When people are having severe exposure to

neurogenic stressors this can lead to behavioral pathology. When students are severely

exposed to stress, changes from their behaviors will take place.

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According to Labrague, Leodoro Jabien (2013), in his journal, stress has a detrimental

effect not only on the physio-psycho-social health of an individual but as wellbeing as a

whole. Researches have shown that excessive stress can be harmful to a student’s academic

performance, welfare, and could interfere with learning a complex, psychomotor skill.

Furthermore, stress could result in deleterious symptoms such as alcoholism and drug

dependence, eating disorders, indiscriminate use of illegal substances, sleep disorder, suicide,

absenteeism, mental health disorders, and even psychological symptoms.

The effect of stress that the students are facing right now are most likely detrimental

effects. This kind of stress will affect the student’s whole well-being. It can lead to

deleterious symptoms and psychological symptoms.

According to Bulo, J.G. & M.G. Sanchez (2014), most people encounter stress that

lead them to rapid bodily changes suchas feelings of emotional unrest causing the body

strains with body aches. With repeated stressful situations, causes tension and pressures on

the body that contribute to physical and psychological problems (Dixon & Robinson, 2005).

Defining stress from a medical dictionary dwells on any situation that evokes negative

thoughts and feelings among persons or groups. This is imperative to the amount of stress
involvement they encounter when stressed. This can be influenced by individual’s ability to

effectively cope with stressful events and situations (Segal, 2013). Disclosed to this is when

college students meet such nervous tension and is not dealt with effectively, they feel lonely

and nervous with excessive worrying due failure to cope with their negative feelings.

College students had almost the same patterns of encounters about stress related

problems (Gittins, 2007). This involves many factors such as interpersonal, intrapersonal,

academic and environmental.

15

This means that stress among college students caused body strains with body aches where

they are unable to normally function in times of stress. Presnall (2008) conducted the Student

Stress Survey that showed the college students having high stress on school related issues.

Some of these pressures affected their emotional and mental health.

Furthermore, the survey polled 2,253 undergraduate students aged 18 to 24 randomly

selected from schools nationwide and revealed that the primary sources of stress were

financial problems, relationship, family problems, and extracurricular activities. In the

outcomes of students who experienced stress, they considered alcohol drinking, wanting to

use drugs and going out with friends as their immediate solutions. Professional help from

teachers and counselors were also seen as a positive solution. MacGeorge, Samter & Gillihan

(2005) and Sasaki & Yamasaki (2007) said that depression is a major problem. Intrapersonal

and interpersonal factors were also traced by the psychologists that exacerbate college stress

and depression. This indicated that stress was a normal part of their everyday life. In this

study, college students face many unique forms of stress and the most common was to get

good grades, having to juggle school work with other responsibilities, making a decision

about future career choice, and developing a variety of new interpersonal relationships. In the
same manner, the present study included the same attributes on academic issues, loneliness,

financial and social relationship problems.

Archer (2003) said that stress reactions to various situations affect the overall level of a

person’s health. One that they felt is always overwhelmed while they eat poorly, sleepless,

and are overwhelmed with stressful events.

16

All the presented literature and studies that deal with stress related to the present study in

terms of the feelings and emotions of students about stressors and the result of these factors

affecting them especially in family and peer relationships, while meeting the demands of

school-related works.

Related Studies

Stressors have a major influence on mood, our sense of well-being, behavior, and

health. Acute stress responses in young, healthy individuals may be adaptive and typically do

not impose a health burden. However, if the threat is unremitting, particularly in older or

unhealthy individuals, the long-term effects of stressors can damage health. The relationship

between psychosocial stressors and disease is affected by the nature, number, and persistence

of the stressors as well as by the individual’s biological vulnerability (i.e., genetics,

constitutional factors), psychosocial resources, and learned patterns of coping. Psychosocial

interventions have proven useful for treating stress-related disorders and may influence the

course of chronic diseases (Neil Schneiderman, Gail Ironson, and Scott D. Siegel 2005). The
most widely studied stressors in children and adolescents are exposure to violence, abuse

(sexual, physical, emotional, or neglect), and divorce/marital conflict (Cicchetti 2005).

YOUNG PEOPLE REPORT HIGH LEVELS OF STRESS

Students in secondary and tertiary education settings face a wide range of ongoing

normative stressors, which can be defined as normal day-to-day hassles such as ongoing

academic demands. Accordingly, secondary/high school (defined here as junior/lower

secondary education and senior/upper secondary education)] (UNESCO, 2012) and tertiary

(defined here as post-secondary education) (UNESCO, 2012) students commonly self-report

experiencing ongoing stress relating to their education, which we refer to as academic-related

17

stress, such as pressure to achieve high marks and concerns about receiving poor grades. For

example, the Organisation for Economic Co-operation and Development (OECD) recently

conducted a survey involving 72 countries and consisting of 540,000 student respondents

aged 15–16 years. On average across OECD countries, 66% of students reported feeling

stressed about poor grades and 59% reported that they often worry that taking a test will be

difficult. The OECD further found that 55% of students feel very anxious about school

testing, even when they are well prepared. As many 37% of students reported feeling very

tense when studying, with girls consistently reporting greater anxiety relating to schoolwork

compared to boys (OECD, 2017). This data demonstrates that education and academic

performance are significant sources of stress to students. The impact of this ongoing

academic-related stress on student outcomes and well-being has not been comprehensively

explored. Therefore, the current narrative review explores the impact of academic-related

stress on students’ academic performance, mental health, and well-being.

ACADEMIC-RELATED STRESS AND MENTAL HEALTH

 A systematic review of 13 studies showed that in individuals undertaking higher

education, self-reported levels of stress are associated with poorer quality of life and well-

being (Ribeiro et al., 2017). Ongoing stress also precipitates the development of more serious

mental health issues such as anxiety and depression (Moylan, Maes, Wray, & Berk, 2013).

The prevalence of anxiety is as high as 35% in tertiary students (Bayram & Bilgel, 2008;

Eisenberg, Gollust, Golberstein, & Hefner, 2007; Ozen, Ercan, Irgil, & Sigirli, 2010) and the

prevalence of depression is 30% (Ibrahim, Kelly, Adams, & Glazebrook, 2013). The

reciprocal relationship between stress and depression and anxiety is well established

(Dantzer, 2012; Dantzer, O’Connor, Lawson, & Kelley, 2011; Maes, 2008).

18

Aside from impairing overall health and well-being, depression and anxiety

symptoms can further adversely affect academic achievement (Bernal-Morales, Rodríguez-

Landa, & Pulido-Criollo, 2015). In undergraduate university students from the United States,

those with higher self-reported anxiety and depression symptoms were found to achieve

poorer grades on examinations (Chapell et al., 2005; Hysenbegasi, Hass, & Rowland, 2005).

A longitudinal study of Hawaiian secondary school students showed that self-reported

depressive symptoms resulted in subsequent poor academic achievement (Kessler, 2012;

McArdle, Hamagami, Chang, & Hishinuma, 2014). This is consistent with the findings of

Humensky et al. (2010) who found that self-reported depressive symptoms were associated

with concentration difficulties and trouble with completing school tasks, in 83 students from

the United States between the ages of 14–21, and at-risk for major depression (Humensky et

al., 2010). In a sample of Finnish students aged 13–17, self-reported depression severity was

associated with concentration difficulties, and poorer social relationships, self-learning,

poorer academic performance, and worse reading and writing outcomes (Fröjd et al., 2008).

Therefore, it is not surprising that young people with depression, particularly males, are less
likely to undertake higher education, as shown in a 15-year longitudinal study of Swedish

adolescents (Jonsson et al., 2010). Importantly, adolescent depression can also result in

longer-term poor employment outcomes, as demonstrated by a 25-year longitudinal study of

New Zealand children (n = 982). This study found that people who had depression at ages

16–21 had greater rates of welfare dependence and unemployment, demonstrating that the

impact of poor mental health in adolescence can have long-lasting impacts (Fergusson,

Boden, & Horwood, 2007). Enhancing support in the education setting may improve the

mental health of young people.

19

A national telephone survey of United States households showed that the incidence of

depression in college students decreases if students have positive adjustments to academic

life as well as adequate social support (Ross & Mirowsky, 2006). Indeed, an Australian

randomized control trial reported that a gamified online cognitive behavior therapy

intervention was effective in reducing depressive symptoms in 540 final year secondary

students (Perry et al., 2017). This study demonstrates the potential of education settings in

mediating the impacts of academic-related stress on young people’s mental health.

ACADEMIC-RELATED STRESS AND SUBSTANCE USE

The health and risk behaviors of young people, including substance use and abuse, are

all important determinants of their current and future health and well-being status (Tountas &

Dimitrakaki, 2006). Academic-related stress can increase substance use among young people.

In a survey study of 128 Grade 11 students attending competitive private schools in the

United States, students who reported experiencing high ongoing stress, particularly with

academic achievement and the tertiary education admissions process, also reported high rates
of drug and alcohol use (Leonard et al., 2015). The authors report that substance use was

associated with a greater desire for academic achievement, higher perceived stress, less

effective coping strategies, and less closeness with parents (Leonard et al., 2015). This study

demonstrates the importance of protective social factors in mediating the effects of academic-

related stress. In a cross-sectional study of tertiary nursing students from the United States,

those with higher self-reported stress had a higher incidence of substance use. Students who

had higher perceptions of faculty support used fewer stimulants to assist them while studying,

further demonstrating the proactive role of social factors (Boulton & O’Connell, 2017).

20

Finally, The Canadian Institute for Health reports that young people aged 12–19 who 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 (Canadian

Institute for Health, 2005). Collectively, the above-discussed findings indicate that increased

stress is associated with substance use among students and that perceived social support,

including from within the education environment, may positively mediate this relationship.

ACADEMIC-RELATED STRESS AND SLEEP

Insufficient sleep in adolescents is recognized as a serious health risk by the American

Medical Association and the American Academy of Sleep Medicine, who report that many

young people do not get enough hours of sleep (Owens, 2014). Stress is a contributing factor

to poor sleep in young people (Bernert, Merrill, Braithwaite, Van Orden, & Joiner, 2007;

Curcio, Ferrara, & De, 2006). Noland et al. found that 42% of 9–12 th Grade students report

that stress impedes good sleep, in 384 students surveyed (Noland, Price, Dake, & Telljohann,

2009). Self-perceived stress has been shown to result in poorer sleep in female university
students from the United States (Lee, Wuertz, Rogers, & Chen, 2013; Wallace, Boynton, &

Lytle, 2017), medical students from Saudi Arabia (Almojali, Almalki, Alothman, Masuadi, &

Alaqeel, 2017), university students from Portugal (Amaral et al., 2017) and Pakistani medical

school students (Waqas, Khan, Sharif, Khalid, & Ali, 2015), demonstrating the cross-cultural

impacts of stress on sleep quality and quantity tertiary education students. In a study from the

United States, over 90% of 9–12th Grade students reported that they have an inadequate

number of hours of sleep on most school nights. These young people report that the impact of

the loss of sleep is difficulty paying attention, lower grades, higher stress, and trouble getting

along with other people.

21

Some students reported problematic coping strategies such as taking sleeping pills,

smoking cigarettes, and drinking alcohol to help them sleep (Noland et al., 2009). Sleep

quality and quantity are closely related to student learning capability and academic

performance (Curcio et al., 2006). Loss of sleep is frequently associated with poor learning

(Curcio et al., 2006). Therefore, stress-related disruption to sleep quality and quantity is an

important factor contributing to poor learning and well-being among students.

ACADEMIC-RELATED STRESS AND PHYSICAL HEALTH

The experience of high levels of academic-related stress increases the risk of young

people developing preventable physical health problems later in life. A systematic review of

prospective studies found that people who were stressed, such as during examination periods,

were less likely to be physically active, the impact of which is associated with a plethora of

potentially inter-related poor physical health outcomes (Stults-Kolehmainen & Sinha, 2014).

Stress may also lead to the development of non-communicable diseases, including metabolic

syndrome, obesity, and reduced insulin sensitivity, resulting from unhealthy lifestyle habits
and stress system dysregulation (Pervanidou & Chrousos, 2012). Therefore, academic-related

stress can contribute to the development of health issues, including chronic non-

communicable diseases, due to decreases in physical activity and increases in unhealthy

lifestyle habits.

ACADEMIC-RELATED STRESS AND ACHIEVEMENT

The abovementioned OECD survey reports that anxiety about schoolwork, homework,

and tests harms students’ academic performance in science, mathematics, and reading.

22

The survey highlights that top-performing girls report that the fear of making mistakes often

disrupts their test performance (OECD, 2015). Students in the bottom quarter of academic

performance report feeling far more stressed compared to those in the top quarter of academic

performance. As many as 63% of students in the bottom quarter of science performance

report feeling anxious about tests no matter how well prepared they are, while 46% of

students in the top quarter report feeling anxious (OECD, 2015). This demonstrates that

higher perceived stress levels are associated with poorer academic performance.

Previous research shows that the experience of positive and negative emotions is

directly related to levels of student engagement (Reschly, Huebner, Appleton, & Antaramian,

2008). In 293 students in Grades 7–10 from the United States, the frequency of positive

emotions during classes was associated with higher student engagement. Conversely, the

frequency of negative emotions was associated with lower engagement (Reschly et al., 2008).

This finding is important as engagement in learning is necessary for achievement, as

illustrated by the findings of a survey conducted by the National Union of Students. This

survey reported that the main factor affecting the tertiary studies of Australian university
students aged 17–25 was stress (Rickwood, Telford, O’Sullivan, Crisp, & Magyar, 2016). In

an observational study of 456 German undergraduate medical students, higher perceived

academic-related stress was found to predict poor academic performance (Kotter, Wagner,

Bruheim, & Voltmer, 2017). The above findings demonstrate that the academic-related stress

that secondary and tertiary students experience constitutes a major factor affecting their

academic achievement. Students with higher perceived stress are likely to have lower

academic achievement.

23

ACADEMIC-RELATED STRESS AND DROPOUT

Academic-related stress and burnout include exhaustion, depersonalization, cynicism,

and inefficacy or reduced accomplishment (Walburg, 2014). Academic-related stress is

strongly related to decreased student academic motivation (Liu, 2015; Liu & Lu, 2011;

Shinto, 1998). The relationship between academic-related stress, motivation, and dropout

does not appear to be culturally specific, with similar findings shown from several

international studies (Liu, 2015; Liu & Lu, 2011; Walburg, 2014). In 298 Chinese secondary

school students, academic-related stress in Grade 10 negatively predicted intrinsic academic

motivation and positively predicted lack of motivation in Grade 12. This indicates that

decreasing academic-related stress might preserve students’ ongoing intrinsic academic

motivation (Liu, 2015; Liu & Lu, 2011). A recent literature review highlights how stress and

burnout can also affect academic achievement by increasing the risk for school dropout

(Walburg, 2014).

School dropout is associated with a lifelong reduction in earning capacity and secure

employment (Lamb & Huo, 2017). Individuals with lower education levels report having
poorer mental health and more illness than those with higher levels of education (Turrell,

Stanley, de Looper, & Oldenburg, 2006). Early dropout from school has also been reported to

contribute to inter-generational issues including unemployment, poverty, and less academic

achievement (Black, 2007; Lamb & Huo, 2017). Academic achievement and completion of

secondary school lead to greater employability, less reliance on social welfare support, and a

higher likelihood of participation in further education (Noble, Wyatt, McGrath, Roffey, &

Rowling, 2008). These outcomes in turn increase the likelihood of sustainable employment,

adequate income, and self-sufficiency (Noble et al., 2008), which can save Governments

hundreds of millions of dollars every year (Lamb & Huo, 2017).

24

The ongoing stress relating to education has demonstrated a negative impact on

students’ learning capacity, academic performance, education, employment attainment, sleep

quality and quantity, physical health, mental health, and substance use outcomes. Increasing

students’ stress-management skills and abilities is an important target for change.

 25

CHAPTER 3

Methodology

This chapter provides the discussion on the research design, participants of the study,

instrument of the study, data gathering procedure, and data processing and statistical

treatment.

Research Design

This study will employ the use of the descriptive style of research to determine the

relationship between common stressor and its effect to HUMSS 12 students of Sibugay

Technical Institute Incorporated. Descriptive research aims to accurately and systematically

describe a population, situation or phenomenon. It can answer what, when, where and how

questions, but not why questions Shona McCombes (2020). This is also a quantitative method
where survey will be utilize to describe the relationship between common stressor and its

effect to HUMSS 12 students of Sibugay Technical Institute Incorporated.

Population and Sample of the Study

This study shall employ the use of Convenience sampling, it is the easiest method of

sampling, because participants are selected based on availability and willingness to take part.

Useful results can be obtained, but the results are prone to significant bias, because those who

volunteer to take part may be different from those who choose not to (volunteer bias), and the

sample may not be representative of other characteristics, such as age or sex (PHAST 2020).

26

Since the study is intended to ascertain the relationship between common stressor and its

effect to HUMSS 12 students of Sibugay Technical Institute Incorporated, the researchers

chose to do the research to the available participants since the current situation nowadays is

the new normal.

The population of the study will be comprised of 60 senior high school students of

which 88% of them who are enrolled will be used respondents.

According to Population Proportion Sample Size Calculator, the suggested population for the

students must be 88% to get reliable results.

Table 1. Research Sampling

GENDER NUMBER OF STUDENTS SAMPLING

Male 18 15.84
Female 42 36.96
TOTAL 52.8

Research Instrument
 This research entitled “Common Stressors: Its Effect to the Students of Sibugay

Technical Institute Incorporated.” Is a quantitative research. The research instrument of this

study is based from the research problem. The survey questionnaire was divided into 3 parts.

The part one is the respondent’s profile that includes name (optional), age and gender. The

part two is the common stressor. While the part three includes the effect of stress. This

questionnaire was validated by Mr. Aldrin Francis V. Ramiso from Sibugay Technical

Institute Incorporated.

27

Data Gathering Procedure

In this section will state the sequence on how the researchers will gather the data.

At first the researchers construct a title and was validated to the Teacher, it was also

stated the general problem and specific problem to be answered through the results of the

study. The researchers made use of descriptive method.

The researchers got the survey questionnaire from Stress Assessment NSYUT and

Chol Shin, Division of Pulmonary and Critical Care Medicine Department of Internal

Medicine, Korea University Ansan Hospital to ascertain the common stressors and its effect

to senior high school student of Sibugay Technical Institute Incorporated. The researchers

will make a letter to request the superintendent to conduct the study to Sibugay Technical

Institute Incorporated.

After the instrument was validated and the letter was approved, the researcher will

now survey the senior high school student of Sibugay Technical Institute Incorporated about

the common stressors and its effect to them.

 After the survey of senior high school students of Sibugay Technical Institute

Incorporated, the researchers ensure the total number of the students as prescribed by the

population calculator and conduct an assessment through social media, 60 individual students

to ascertain the common stressors and its effect to senior high school student of Sibugay

Technical Institute Incorporated.

After the assessment was conducted, the researcher will tabulate the data and

analyze.

28

Data Processing and Statistical Treatment

The researchers used the questionnaire in gathering data from the respondents.

Copies of questionnaire, stated in English, are used to survey 60 HUMSS 12 students of

Sibugay Technical Institute Incorporated. The data gathered were arranged using quantitative

method and expressed by Likert Scale.

Afterwards, the researchers arranged the questions and results of the observation of

respondents. The statistical treatment that the researchers chosen was the Pearson’s

Correlation Coefficient, to test the correlation and significance of the relationship between

common stressor and its effect to the senior high school student.

Likert Scale

QUESTIONS Strongly Disagree Neutral Agree Strongly

disagree Agree
Chocolate is
ice cream is
delicious. /
Chocolate ice
cream is
satisfying.
/
Chocolate Ice
cream is
indulgent.
/

29

Pearson’s Correlation Coefficient

SUMMARY OUTPUT

Regression Statistics
Multiple R 1
R Square 1
Adjusted R Square 1
Standard Error 0
Observations 60

ANOVA
df SS MS F Significance F
Regression 1 0 0 #NUM! #NUM!
Residual 58 0 0
Total 59 0

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 5 0 65535 #NUM! 5 5 5 5
Common Stressors 0 0 65535 #NUM! 0 0 0 0
 30

CHAPTER 4

Presentation, Analysis and Interpretation of Data

This chapter presents the analysis and interprets the data gathered in order to draw out

important information and significant points about the Common Stressor: Its Effect to senior

high school student of Sibugay Technical Institute Incorporated. For clarity and consistency

in the discussion, the data are presented by the Likert Scale and Pearson’s correlation

coefficient analysis.

Table 1. Age of the Respondents

AGE FREQUENCY PERCENTAGE

16-18 46 76.67%
19-21 12 20%
 22-26 2 3.33%
TOTAL 60 100%

The table 1 shows the age of the respondents. 76.67% of the respondents are 16-18 in

age. 20% of them are 19-21 years of age and 22-26, there are 3.33% students.

Table 2. Gender of the Respondents

GENDER FREQUENCY PERCENTAGE

Male 18 30%
Female 42 70%
TOTAL 60 100%

31

The table 2 shows the gender of the respondents. Out of 60 respondents, there are 18

of the respondents are male which is 30% of the population. While 42 of the respondents are

female which is 70% of the population of this research.

Table 3. Perception of Stress of the Students

Verbal
QUESTIONS Mean Average
Interpretation
1. In the last month, how
often have you been upset
because of something that 3.55 Fairly Often
happened unexpectedly?

2. In the last month, how 3.47 Fairly Often

often have you felt that
you were unable to
control the important
things in your life?

3. In the last month, how

often have you felt 3.72 Fairly Often
nervous and stressed?

4. In the last month, how

often have you felt
confident about your 3.78 Fairly Often
ability to handle your
personal problems?

5. In the last month, how

often have you felt that
things were going your 3.32 Sometimes
way?

6. In the last month, how

often have you found that
you could not cope with 3.32 Sometimes
all the things that you had
to do?

32

7. In the last month, how

often have you been able
to control irritations in 3.4 Sometimes
your life?

8. In the last month, how

often have you felt that
you were on top of 3.2 Sometimes
things?

9. In the last month, how

often have you been
angered because of things 4.1 Fairly Often
that happened that were
outside of your control?

10. In the last month, how 3.58 Fairly Often

often have you felt
difficulties were piling up
so high that you could not
 overcome them?

WEIGHTED
3.54 Fairly Often
AVERAGE

The table 3 shows the perception of stress of the respondents. For the question

number 1 got the average of 3.55 which means fairly often. Question number 2 got the

average of 3.47 which means fairly often. Question number 3 got the average of 3.72 which

means fairly often. For the question number 4 got the average of 3.78 which means fairly

often. For the questions number 5 and 6 got the average of 3.32 which means sometimes. For

the question number 7 got the average of 3.4 which means sometimes. For the question

number 8 got the average of 3.2 which means sometimes. While the question number 9 got

the average of 4.1 and question number 10 got 3.58 which means fairly often. In conclusion,

the weighted average of the perception of stress of the students resulted to 3.54 which means

fairly often.

33

Table 4. Sleep Quality of the Students

Mean Verbal
QUESTIONS
Average Interpretation
1. Poor sleep causes me
to make mistakes at 3.35 Sometimes
work or school.

2. I am satisfied with my
sleep. 3.17 Sometimes

3. Poor sleep makes me

forget things more 3.67 Often
easily.

4. Poor sleep makes it

hard to concentrate at 3.53 Often
work or school.

5. Sleepiness interferes
3.53 Often
with my life.
 6. Poor sleep makes me
lose desire in all things. 3.25 Sometimes

7. I have difficulty
getting out of bed. 3.65 Often

8. Poor sleep makes me

easily tired at work. 3.53 Often

9. I have a clear head

after sleep. 3.38 Sometimes

10. Poor sleep makes

my life painful. 3.35 Sometimes

WEIGHTED
3.44 Often
AVERAGE

The table 4 shows the sleep quality of the respondents. For the question number 1 got

the average of 3.35 which means sometimes. Question number 2 got the average of 3.17

which means sometimes. Question number 3 got the average of 3.67 which means often.

34

For the questions number 4, 5 and 8 got the average of 3.53 which means often. For the

question number 6 got the average of 3.25 which means sometimes. For the question number

7 got the average of 3.65 which means often. While the question number 9 got the average of

3.38 and question number 10 got 3.35 which means sometimes. In conclusion, the weighted

average of the sleep quality of the students resulted to 3.44 which means the students have

often bad quality of sleep.

Table 5. Correlation between Common Stressor and Its effect on the Students
SUMMARY OUTPUT

Regression Statistics
Multiple R 0.110910735
R Square 0.012301191
Adjusted R Square -0.004728099
Standard Error 0.523448598
Observations 60

ANOVA
df SS MS F Significance F
Regression 1 0.197924116 0.1979241 0.72235491 0.398867369
Residual 58 15.89190922 0.2739984
Total 59 16.08983333

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 3.041414071 0.483522172 6.2901233 4.5092E-08 2.073539285 4.00928886 2.073539285 4.009288856
Common Stressors 0.117776921 0.138574998 0.8499147 0.39886737 -0.15961108 0.39516492 -0.159611075 0.395164918

The table 6 shows the relationship between common stressor and its effect on the

HUMSS Students of Sibugay Technical Institute Incorporated. According to the data

abovementioned the data got 0.11 of multiple r which means very weak correlation. The

significance f of the data was 0.398.

35

CHAPTER 5

Summary, Conclusion and Recommendation

This chapter presents the summary of findings which contains the highlight of the

research that includes textual generalization and important data consisting of text and

numbers. In this chapter, it also includes the conclusion of the study in which interferences,

interpretations, and general statement are based upon the finding that are formulated
concisely. The last part of this chapter is the recommendation whereas the researchers assures

that the recommendation are attainable.

Summary of Findings

The findings of the study were summarized according to the statement of the problem

stated in chapter 1. Thus, this study aimed to determine the relationship between common

stressor and its effect on the HUMSS student of Sibugay Technical Institute Incorporated.

Respectively, it aims to answer the accompanying inquiry:

1. How may the profile of the respondent be describe in terms of:

1.1. Age

1.2. Gender

2. How may the common stressor on HUMSS 12 students of Sibugay Technical Institute

Incorporated describe in terms of:

2.1. Perception of stress

36

3. How may the effect of stress on HUMSS 12 students of Sibugay Technical Institute

Incorporated describe in terms of:

3.1. Sleep quality

 4. Is there a significant relationship between common stressor and its effect on HUMSS

12 students of Sibugay Technical Institute Incorporated?

Significant Findings

Based on the gathered data and analysis, the following findings revealed:

1. The respondents profile consist of age and gender. It was found out that 76.67% of

the respondents are 16-18 in age. 20% of them are 19-21 years of age and 22-26,

there are 3.33% students. In regards to gender, Out of 60 respondents, there are 18

of the respondents are male which is 30% of the population. While 42 of the

respondents are female which is 70% of the population of this research.

2. It was found out that the HUMSS 12 students of Sibugay Technical Institute

Incorporated has “Fairly Often Perception of Stress” as interpreted through their

weighted average 3.54.

3. The researchers revealed that the weighted average of HUMSS 12 students’ sleep

quality due to the effect of stress was 3.44 which was verbally interpreted as

“Often”.

37

4. The researchers revealed that r-computed value was 0.11, hence, this value falls

under very weak correlation.

Conclusion

1. Most of the HUMSS students of Sibugay Technical Institute Incorporated are in

between 16-18 years of age and 70% of them are female.

 2. Thus, the HUMSS 12 students of Sibugay Technical Institute Incorporated

perceived stress fairly often.

3. Thus, the HUMSS 12 students of Sibugay Technical Institute Incorporated often

have poor quality of sleep due to the effect of stress.

4. Survey revealed that the null hypothesis was accepted. Therefore, it is safe to

conclude that there is no significant relationship between common stressor and its

effect on the HUMSS 12 students. The effect of stress on HUMSS 12 students

found to be not directly affected by common stressor.

38

Recommendation

This study revealed that Test Anxiety does not affect the Academic Performance

among the grade 12 Humanities and Social Sciences students of Sibugay Technical Institute

Incorporated. Thus the following are the recommendations are hereby presented.

The researchers of the study recommends the following to future stakeholders:

1. School Administrator. Management of the school should make room for stress

management courses in the school curriculum and also organizing stress management

forum and campaign to help address stress among students.

2. Guidance Counselor. Guidance and counselling unit should be part of the school

management system so that students can come there to discuss issues affecting them.

3. Teachers. There should be frequent interaction between academic staffs and students on

how best to schedule intensive courses in the cause of the semester work.

4. Students. Good eating habit should be priority of students, enough sleep and exercise is an

important remedy to stress management.

5. Parents. Should discipline their child of having good balance between working hours and

study hours so as to avoid stress.

6. Future Researchers. Must give new inventive thoughts that will help enhance further

intervention and coping strategies to lessen stress.

39

BIBLIOGRAPHY

Books

Dr. Sally Pezaro. Theories of work-related stress - https://sallypezaro.wordpress.com/2018/03

22/theories-of-work-related-stress/amp/
James A. Meurs, Pamela L. Perrewé. Cognitive Activation Theory of Stress: An Integrative

Theoretical Approach to Work Stress, November 5, 2010 Research Article

https://doi.org/10.1177/0149206310387303

James H. Amirkhan, Graham K. Bowers &Christina Logan. Applying stress theory to higher

education: lessons from a study of first-year students. Pages 2231-2244 | April 15,

2019. https://doi.org 10.1080/03075079.2019.1601692

Patricia Frazier, BS, Abigail Gabriel, PhD, Addie Merians, BS &Katherine Lust PhD.

Understanding stress as an impediment to academic performance. Pages 562-570 |

received 07 Nov 2017, Accepted 09 Jul 2018, Published online: 04 Oct 2018.

https://doi.org/10.1080/07448481.2018.1499649

Alan F Stokes, Kirsten Kite, Routledge, 2017. Flight stress: Stress, fatigue and performance

aviation.https://scholar.google.com/scholar?start=10&q=theory+of+stress+students+p

erformance&hl=en&as_sdt=0,36#d=gs_qabs&u=%23p%3DdwadQmh_KhAJ

40

Justin Travis, Alyssa Kaszycki, Michael Geden, James Bunde. Journal of Educational

Psychology, 2020. Some stress is good stress: The challenge-hindrance framework,

academic self-efficacy, and academic outcome. https://scholar.google.com/scholar?

 Start=40&q=theory+of+stress+students+performance&hl=en&as_sdt=0,36#d=gs_qab

s&u=%23p%3DkJVjfwrIBq8J

Clarke M, Pentz R, Bobyn J, Hayley S (2012) Stressor-Like Effects of c-Jun N-Terminal Kinase

(JNK) Inhibition. PloS ONE 7(8): e44073. Doi:10.1371/journal.pone.0044073

Leodoro Jabien Labrague. Stress, stressors, and stress responses of student nurses in a

government nursing school. https://www.hsj.gr/medicine/stress-stressors-and-stress-

responses-of-student-nurses-in-a-government-nursing-school.php?aid=2806

Bulo, J.G. & M.G. Sanchez (2014). Sources of stress among college students. CVCITC

Research Journal, 1 (1), pp 16-25. https://www.academia.edu/7498186

Neil Schneiderman, Gail Ironson, and Scott D. Siegel. STRESS AND HEALTH:

Psychological, Behavioral, and Biological Determinants.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2568977/#!po=7.96178

Michaela C. Pascoe ORCID Icon, Sarah E. Hetrick & Alexandra G. Parker. The impact of

stress on students in secondary school and higher education. Pages 104-112 |

received 29 Jan 2019, Accepted 14 Mar 2019, Published online: 11 Apr 2019.

https://doi.org/10.1080/02673843.2019.1596823

41

Internet

Stressor – Wikipedia – https://en.m.wikipedia.org/wiki/Stressor

Neuropsychiatry – Wikipedia – https://en.m.wikipedia.org/wiki/Neuropsychiatry

Severe, persistent depression –

https://www.mayoclinic.org/diseases-conditions/depression/expert-answers/clinical-

depression/faq-20057770

Stress (biology). https://simple.m.wikipedia.org/wiki/Stress(biology)

Stress and Neurological Disease Management – https://www.neurologylive.com/view/stress-

and-neurological-disease-management

Neurotransmitter – Wikipedia – https://en.m.wikipedia.org/wiki/Neurotransmitter

Hypothalamic-Pituitary-Adrenal-Axis.

https://link.springer.com/referenceworkentry10.1007%2F978-1-4419-1005-9_460

What are Psychomotor Skills? https://www.organizationalpsychologydegrees.com/faq/what-

are-psychomotor-skills/

Definition of Deleterious – https://www.merriam-webster.com/dictionary/deleterious

Definition of Detrimental – https://www.merriam-webster.com/dictionary/detrimental

Definition of Absenteeism – https://www.merriam-webster.com/dictionary/absenteeism

NIMH >> Anxiety Disorders – https://www.nimh.nih.gov/health/topics/anxiety-disorders/

The Nature of Stressors – https://us.sagepub.com

42

Academic – https://www.google.com/search?client=aff-freebasics&q=academic%20meaning
Adolescent health – Wikipedia – https://www.google.com/search?client=aff-

freebasics&q=adolescent%20health%20meaning

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freebasics&q=mental+health+meaning&oq=mental+health+m&aqs=heirloom-srp.0.0l5

43

APPENDIX
ENDORSEMENT LETTER

44

LETTER OF VALIDITY
 45

QUESTIONNAIRE
 RATING TOOL

Perceived Stress Rating Scale

Verbal
Rating
Interpretation
1 - 1.80 Never
1.81 - 2.60 Almost Never
2.61 - 3.40 Sometimes
3.41 - 4.20 Fairly Often
4.21 - 5.00 Very Often

Sleep Quality Rating Scale

Verbal
Rating
Interpretation
1 - 1.80 Never
1.81 - 2.60 Rarely
2.61 - 3.40 Sometimes
3.41 - 4.20 Often
4.21 - 5.00 Almost Always

This rating scale will be used in finding the interpretation of the weighted average of the

COMMON STRESSOR: ITS EFFECT TO SENIOR HIGH SCHOOL STUDENTS OF

SIBUGAY TECHNICAL INSTITUTE INCORPORATED.

1. Common Stressor

2. Effect of Stress

(At the next page is the attached checklist made by the experts)

46

COMMON STRESSOR: ITS EFFECT TO SENIOR HIGH SCHOOL STUDENTS OF

SIBUGAY TECHNICAL INSTITUTE INCORPORATED

PART 1: Respondents’ Information

Name (Optional): _________________

Age: _______

Gender: _________

PART 2: COMMON STRESSOR

Perceived Stress Scale

The questions in this scale ask about your feelings and thoughts during the last month. Read

the questions and check the closest answer.

QUESTIONS Never Rarely Sometimes Often Almost

always
1 In the last month, how often

have you been upset because of

something that happened

unexpectedly?

47

2 In the last month, how often

have you felt that you were

unable to control the important

 things in your life?

3 In the last month, how often

have you felt nervous and

stressed?

4 In the last month, how often

have you felt confident about

your ability to handle your

personal problems?

5 In the last month, how often

have you felt that things were

going your way?

6 In the last month, how often

have you found that you could

not cope with all the things that

you had to do?

7 In the last month, how often

have you been able to control

irritations in your life?

8 In the last month, how often

have you felt that you were on

top of things?

48

9 In the last month, how often

have you been angered because

of things that happened that were

 outside of your control?

10 In the last month, how often

have you felt difficulties were

piling up so high that you could

not overcome them?

PART 3: EFFECT OF STRESS

Sleep Quality Scale

The following survey is to know the quality of sleep you had for the last month. Read the

questions and check the closest answer.

Rarely: None or 1-3 times a month

Sometimes: 1- 2 times a week
Often: 3-5 times a week
Almost always: 6-7 times a week

QUESTIONS Never Rarely Sometimes Often Almost

always
1 Poor sleep causes me to make

mistakes at work or school.

49

2 I am satisfied with my sleep.

3 Poor sleep makes me forget

things more easily.

4 Poor sleep makes it hard to

concentrate at work or school.

5 Sleepiness interferes with my

life.

6 Poor sleep makes me lose desire

in all things.

7 I have difficulty getting out of

bed.

8 Poor sleep makes me easily tired

at work.

9 I have a clear head after sleep.

10 Poor sleep makes my life

painful.

50

CURRICULUM VITAE
Name: Lemuel T. Velez

Date of Birth: August 28, 2001

Place of Birth: North Maternity, Dipolog, Zamboanga del Norte

Citizenship: Filipino

Permanent Address: Prk. 4, Upper Sulitan, Naga, Zamboanga Sibugay

Civil Status: Single

Height: 167 cm

Weight: 63 kg

Mother’s Name: Gina T. Velez

Occupation: Teacher

Father’s Name: Pedro D. Velez Jr.

Occupation: Teacher

51

EDUCATION
Primary Education: Upper Sulitan Elementary School

Secondary Education: Sibugay Technical Institute Incorporated

Name: Niecel Ann Demolde

Date of Birth: March 01, 2003

Place of Birth: Pilar, Diplahan, Zamboanga Sibugay

Citizenship: Filipino

Permanent Address: Bulawan, Payao, Zamboanga Sibugay

Civil Status: Single

Height: 5.4

Weight: 42

Mother’s Name: Precilla Demolde

52

Occupation: House Wife

Father’s Name: Ernesto Demolde Jr.

Occupation: Farmer

EDUCATION

Primary Education: Bulawan Elementary School

Secondary Education: Bulawan National High School

Name: Reymart Ordeniza Balbuena

Date of Birth: December 08, 2002

Place of Birth: Binuangan, Sindangan, Zamboanga del norte

Citizenship: Filipino

53

Permanent Address: Batayan, Kalawit, Zamboanga del norte

Civil Status: single

Height: 5'5½

Weight: 59

Mother’s Name: Lolita Ordeniza Balbuena

Occupation: Housewife

Father’s Name: Jonathan Estaniel Balbuena

Occupation: Farmer

EDUCATION

Primary Education: Batayan Elementary School

Secondary Education: Batayan National High School

54
Name: Saile Mike Dave E. Pasaforte

Date of Birth: May 27 2003

Place of Birth: Batayan, Kalawit, Zamboanga del Norte

Citizenship: Filipino

Permanent Address: Batayan, Kalawit, Zamboanga del Norte

Civil Status: single

Height: 5'7

Weight: 74

Mother’s Name: Godina E. Pasaforte

Occupation: Factory Worker

Father’s Name: N/A

Occupation: N/A

55
EDUCATION

Primary Education: Batayan Elementary School

Secondary Education: Batayan National High School

Name: Rhea May P. Tutas

Date of Birth: October 9, 2002

Place of Birth: Tugbungan, Zamboanga City

Citizenship: Filipino

Permanent Address: San Isidro, Titay , Z.S

Civil Status: Single

Height: 4'8

Weight: 40

56
Mother’s Name: Marifel P. Tutas

Occupation: OFW

Father’s Name: Ricky P. Tutas

Occupation: OFW

EDUCATION

Primary Education: San Isidro Elementary School

Secondary Education: Titay National High School

Name: Kristine Joy Pescador

Date of Birth: December 18, 2002

Place of Birth: Poblacion, Titay, Zamboanga Sibugay

Citizenship: Filipino

57
Permanent Address: Poblacion, Titay, Zamboanga Sibugay

Civil Status: Single

Height: 5'0

Weight: 40

Mother’s Name: Marivi Pescador

Occupation: Ofw

Father’s Name: N/A

Occupation: N/A

EDUCATION

Primary Education: Titay Central Elementary school

Secondary Education: Titay National High school

58
Name: Crishia Mae N. Escala

Date of Birth: May 21, 2003

Place of Birth: Farminton, Tampilisan, Zamboanga Del Norte

Citizenship: Filipino

Permanent Address: Palomoc, Titay, Zamboanga Sibugay

Civil Status: Single

Height: 5’6

Weight: 44

Mother’s Name: Rogen N. Escala

Occupation: Barangay Secretary

Father’s Name: Guillermo Q. Escala

Occupation: Construction driver

 59

EDUCATION

Primary Education: Palomoc Elementary School

Secondary Education: Palomoc National High school

Name: Hasmir A. Ahmad

Date of Birth: Oct 04, 2002

Place of Birth: Zamboanga City

Citizenship: Filipino

Permanent Address: La libertad, Kitabog, Titay, Zamboanga Sibugay

Civil Status: Single

Height: 5.7

Weight: 51

Mother’s Name: Delma A. Ahmad

Occupation: Housewife
 60

Father’s Name: Amer Z. Ahmad

Occupation: Bussiness Man

EDUCATION

Primary Education: Marian College

Secondary Education: Sibugay Technical Institute Incorporated