The Efficacy of Executing Stress Management for Increasing the Productivity Rate of 10th Grade

Students

Team Category

___________________________________________________________________________

Katrina Diane D. Bantog

Joyce Ann Cassandra D. Bullo

Sophia Ann Rose L. Esteban

Angelica M. San Jose

Investigators

Arminda M. Cruz

Project Adviser

Bunsuran National High School

2023

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 Researcher’s Profile

Researcher
Grade Age Gender Title of the Name, Address & Project
Level Project Tel. No. of the Adviser/
School & Phone
Division

First Middle Last Name

Name Name

The Efficacy

Katrina De Ramos Bantog 10 15 Female of Executing Bunsuran Arminda M.

Diane Stress National High Cruz

Management School 09222233282

Joyce Ann Dela vega Bullo 10 16 Female for Bunsuran 1st,

Cassandra increasing Pandi, Bulacan

the 044 309-5028

Sophia Leonardo Esteban 10 16 Female Productivity Division of

Ann Rose Rate of 10th Bulacan

Grade

Angelica Marquez San Jose 10 16 Female Students

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 ABSTRACT

Along with the different groups of people who work in different fields in society,

students are also the ones most at risk of experiencing a higher level of stress. As students

regularly come across challenges that are related to academic demands, they become more prone

to stress. This research paper examines the efficacy of stress management in boosting students'

productivity as well as how stress influences different aspects like mental health and academic

performance. To answer this question, we created and had students respond to sets of questions

centered on the topic we were studying, and we had a total of 20 respondents who are currently

in Grade 10 and studying at Bunsuran National High School. We used quantitative research

methods in this study, and non-probability sampling was used to select the respondents. Our

study revealed that stress has a negative impact on students' capacity to perform effectively in the

classroom. The findings also showed that students under stress are more likely to practice

undesirable habits like procrastinating, lacking adequate sleep, and using gadgets longer than

suggested, which decrease productivity. The implications of this study could be used to

encourage high school students to learn efficient coping mechanisms and techniques for

managing stress.

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 TABLE OF CONTENTS

Title Page ……………………………………………………………………………………. 1

Researcher’s Profiles ………………………………………………………………………… 2

Abstract ……………………………………………………………………………………… 3

Table of Contents ……………………………………………………………………………. 4

Introduction………………………………………………………………………………….....5

Statement of the Problem………………………………………………………………………6

Hypothesis of the Study………………………………………………………..........................6

Conceptual Framework………………………………………………………………………...7

Significance of the Study………………………………………………………………………7

Scope and Delimitation…………………………………………………………………..…….8

Review of Related Literature…………………………………………………………………..8

Methodology………………………………………………………………………...……...…11

Presentation, Analysis, and Interpretation of Data……………………………………………12

Summary and Conclusion…...………………………………………………………………...15

Acknowledgement……………………………………………………………………………..18

References…………………………………………………...…………………………………19

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 Introduction

This portion of the paper presents the problem and its setting. It includes the introduction,

statement of the problem, hypothesis, significance of the study, and scope and delimitation.

Stress is a common daily experience for every human, and over time it can impair

one's ability to think, create decisions, perform work, maintain concentration, and even learn.

Academically speaking, students are at higher risk and more prone to stress as they regularly

come across challenges that are related to academic demands.

As mentioned by most high school students, the biggest source of their academic

stressors mainly comes from impending deadlines, examinations, achievements, and rising

expectations. These conditions of being subjected to constant and immense stress have an impact

on their motivation, physical or mental well-being, and above all, their productivity level, which

all greatly affect their efficiency to perform and participate in school. This justifies why students

under heavy academic stress tend to project lower and slower productivity.

In reviewing stress and its consequences and stress coping strategies, the method of

response would be more important than the nature of stress itself. The more appropriate method

used in coping with stress, the less he or she would be damaged (Ebrahimian, 2004). This shows

the significance of proposing appropriate interventions and stress management training for

students. It has been demonstrated that stress management for students has a positive effect on

their academic performance. Identifying students with limited stress management self-efficacy

and providing them with appropriate supportive services may help them manage stress and

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prevent depression (Sawatzky et al., 2012). It has been proven that students who have a higher

level of stress management can prioritize things and manage their time better for academic

success. Thus, this paper seeks to explore and assess the efficacy of implementing stress

management to increase the productivity of 10th-grade students at Bunsuran National High

School.

STATEMENT OF THE PROBLEM

This paper seeks to explore and assess the efficacy of implementing stress management

with regards to increasing the productivity of 10th grade students at Bunsuran National High

School.

1. How effectively does practicing stress management contribute to increasing students'

productivity?

2. How does stress influence students' academic performance?

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

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HYPOTHESIS

The alternative hypotheses in the study are:

1. Practicing proper stress management contributes heavily and has a significant role in

boosting students’ productivity.

2. Stress influences and lowers students’ motivation, which has a negative impact on their

grades and their capacity to actively participate in school.

3. They experience a decrease in self-confidence and self-esteem, a poor sleep schedule,

and severe stress, which could possibly leads to anxiety or even depression.

CONCEPTUAL FRAMEWORK

Figure 1. Conceptual Framework

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SIGNIFICANCE OF THE STUDY

Through this research, students will gain knowledge of the value of managing their stress

well. Given that stress is an inevitable aspect of education, it has become one of the most

significant factors for both students and school facilities to manage. Stress has been associated

with a number of detrimental impacts on both physical and mental health. Therefore, equipping

students with reliable and pertinent details about how to handle stress is crucial, as this will help

them become more resilient, smart, flexible, and prepared for challenges in the future. This

research will serve as resource data for and specifically benefit the following:

Students: This study will help students learn why managing stress well is vital and how

it could enhance their productivity, mental health, and performance in school. Through

this research, they will also understand how stress may play a major role in negatively

affecting their academic success.

Teachers: This study will provide teachers with a greater understanding of how stress

impacts their students. As a response and to assist learners who have experienced

significant amounts of stress and are unable to cope with it, teachers should teach

students about stress management techniques and establish lessons about them. Their

students could thus demonstrate significantly improved academic performance and higher

productivity.

Parents: This study will give parents insight into how factors like academic stress may

genuinely affect their kids' well-being and performance in school. They will become

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 more aware of the value of providing their children with proper guidance and

encouragement, which has a beneficial impact on their academic achievement and

productivity rates.

SCOPE AND DELIMITATION

The study focused on the effects of implementing stress management with regards to

increasing the productivity rate of Grade 10 students at Bunsuran National High School.

The respondents to this study were 20 Grade 10 students from 10 different sections at

Bunsuran National High School. The researchers created fifteen (15) sets of questions, each with

a yes or no option.

REVIEW OF RELATED LITERATURE

This part presents the related literature and studies after a thorough and in-depth search

by the researchers.

In the current highly competitive academic environment, students' performance is largely

affected by several factors, such as social media, academic quality, family, and social bonding.

Students continuously experience pressure from different sources during academic life, which

ultimately causes stress among students (Aafreen et al., 2018).

Students make their stress even worse because of the bad habits they practice, such as

procrastinating, lack of adequate sleep, and excessive usage of gadgets. Symptoms of academic

procrastination include poor sleep, high levels of stress, delayed work due to lack of time,

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improper completion of homework, confusion, self-blame, feelings of guilt and inadequacy, low

self-esteem, anxiety, and depression (Custer, 2018). 

Technology use can negatively impact sleep quality; increased use of electronic devices at

night is a factor that predicts poor sleep quality and increased insomnia symptoms (Wang et al.,

2019). 

The time that could have been spent on schoolwork is lost because students use gadgets

for longer than is recommended. This results in procrastination, which leads to insufficient sleep

and an increase in stress levels. Academic stress has been positively associated with poor

academic performance and productivity. As students experience a high level of stress arising

from unprecedented academic pressure, most of them report experiencing low self-esteem and

poor concentration, which have an impact on their academic performance (Chandra, 2021). 

The study discovered that by educating students on how to manage stress, staying

focused, having enough rest, exercising a lot, and practicing effective time management, they

can help manage stress in order to enhance their academic performance (Brobbey, 2020). 

Few studies examined associations between academic stress and overweight and obesity

and the moderation effects of gender, grade, and types of college on such associations. (Chen et al.,

2020). 

Academic stress and neuroticism significantly increased psychological distress, leading to

an increased burnout level, while emotional intelligence had a significant direct effect on

reducing burnout; however, this relationship was compromised by psychological distress and

neuroticism, leading to increased burnout (Yusoff et al., 2021).

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 METHODOLOGY OF THE STUDY

This portion of the paper will explain the methods that were used in this research. This

chapter will discuss the research design, respondents, sampling method, instrument of the study,

and data gathering procedure.

Research Design

The researchers in this study employed a quantitative research method. Quantitative

research is the process of gathering and analyzing numerical data. This type of research tends to

be in the form of closed-ended questions, and it seeks to find patterns and discover how many

individuals think, act, or feel in a specific way based on the responses to the questions. Contrary

to qualitative data, which concentrated on emotional understanding, quantitative data focuses on

the quantity of responses. This kind of research will be utilized, as the main goal of this study is

to determine the impact of academic stress on students' academic performance, mental well-

being, and productivity.

Respondents and Sampling Method

The study's respondents were chosen through non-probability sampling. Non-probability

sampling selects a group of people to participate in a study using non-random methods and

criteria. With this method of research, not every person in the population has an equal

opportunity to take part in the study. Purposive sampling, a non-probability sampling method,

was used in this study. Purposive sampling is used when only limited numbers of people can be

the primary data sources due to the chosen sample size and objectives. In this context, the

researchers surveyed 20 10th grade students, specifically those studying at Bunsuran National

High School.

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Instrument of the Study

The researchers created a survey questionnaire to serve as the primary instrument for

gathering data. The respondents received a printed copy of the survey. In the survey, the

researchers included fifteen (15) closed-ended questions that were limited to a yes-or-no

response. Each of the 20 students is provided with an identical set of questions.

Data Gathering Procedure

The results of the data collection were first carefully reviewed for completeness. The

data is then coded to make a tabulation. To assess the tabulated data, the percentages of the two

options (yes or no) for each question were then calculated. The percentage of data gathered from

the respondents' responses was used.into

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This part of the paper is concerned with the presentation, analysis, and interpretation of

the data or findings resulting from this study. These are presented in the form of charts and

tables.y affect

Table 1  
 
Gender Percentages of the Respondents 
their kids' wellbe

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 Gender Frequency Percentage
Male 5 25%
Female 15 75%
Total 20 100%
ing and p

lFigure 1. Pie chart

of the percentage

of the

respondents in terms of gender

Table 1 and Figure 1 compare the proportion of male and female respondents. As shown

from the table and figure presented, the male and female frequencies and their corresponding

percentages are as follows: 5 is 25 percent, and 15 is 75 percent, respectively.

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Table 2.

Number of Respondents 

                                Number of Responses

    No. Questions Yes No
1 Do you often experience academic stress? 18 2

2 Do you properly manage your stress? 13 7

3 Do you have any effective methods for coping with stress? 16 4

4 Do you agree that academic stress makes you less productive? 15 5

5 If you often experience academic stress, do you usually feel 13 7

unmotivated?
6 Do you procrastinate? 13 7

7 Do you agree that effective stress management boosts your 16 4

productivity?

8 Do you efficiently finish your schoolwork on time? 14 6

9 Do you agree that stress has a negative influence on your overall 16 4

academic success?

10 Do you use gadgets for more than 2-4 hours a day? 19 1

11 Are you satisfied with your recent academic performance? 10 10

12 Do you believe that stress from school has a negative impact on your 17 3
mental health?
13 Do you get eight hours of sleep every night? 3 17

14 Do you believe that lacking adequate sleep has an impact on your 18 2

academic performance?

15 Do you agree that stress management is significant for maintaining 14 6

good mental health?

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 The percentage of respondents who chose "yes" or "no" for each question is shown in

Table 2. Most respondents said "yes" in response to the majority of survey questions, except for

questions 11 and 13, as can be seen in the table. The eleventh question, which asks respondents if

they are satisfied with their present academic performance, received an equal number of

responses. On the other hand, on the thirteenth question, only 3 out of 20 respondents said they

get 8 hours of sleep every night, while the remaining 17 do not. Furthermore, the majority of the

study participants use their devices for longer than 2-4 hours each day.

Table 3 
 
 Percentage of Respondents 

                                Number of Responses

    No. Questions Yes No
1 Do you often experience academic stress? 90 10

2 Do you properly manage your stress? 65 35

3 Do you have any effective methods for coping with stress? 80 20

4 Do you agree that academic stress makes you less productive? 75 25

5 If you often experience academic stress, do you usually feel 65 35

unmotivated?

6 Do you procrastinate? 65 35

7 Do you agree that effective stress management boosts your 80 20

productivity?

8 Do you efficiently finish your schoolwork on time? 70 30

9 Do you agree that stress has a negative influence on your overall 80 20

academic success?

10 Do you use gadgets for more than 2-4 hours a day? 95 5

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 11 Are you satisfied with your recent academic performance? 50 50

12 Do you believe that stress from school has a negative impact on your 85 15
mental health?

13 Do you get eight hours of sleep every night? 15 85

14 Do you believe that lacking adequate sleep has an impact on your 90 10

academic performance?

15 Do you agree that stress management is significant for maintaining 70 30

good mental health?
 

The corresponding percentages of the data in Table 2 are displayed in this table. It shows

the overall percentage of "yes" or "no" responses to each survey question. Simply divide the total

number of survey respondents who answered yes or no by the total number of respondents, then

multiply the result by 100 to obtain the percentage of responses to the questions. (Equation:

frequency/total number of respondents (20) x 100). 

SUMMARY AND CONCLUSION

This contains the study paper's conclusions, which have been established based on the

data that was provided and analyzed in Chapter 4.

SUMMARY

One of the most efficient methods for students to increase and maximize their

productivity in terms of academics is to practice stress management. The pressure and hold that

stress has on students' lives could be reduced with the implementation of stress management.

Stress is a factor that may have a negative impact on kids' academic performance. Students who

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frequently endure high levels of stress may face long-term effects on their mental health as they

have an irregular sleep cycle and less incentive to complete tasks. When it comes to their

personal experiences and viewpoints, most of our respondents said yes, indicating that they also

had to go through the relevant experiences included in the survey.  

Based on the results of our survey and their personal experiences and practices, 18 out of

20 respondents frequently suffer from academic stress. 13 out of 20 respondents claimed to take

appropriate measures to manage their stress. 16 out of the 20 respondents said that they have

coping mechanisms for stress that work well for them. 15 out of 20 respondents agree that

academic stress reduces their productivity. 13 expressed feeling unmotivated as a result of

constant academic stress. 16 out of 20 students agree that being able to effectively manage their

stress improves their capacity for completing tasks more quickly. 16 out of 20 respondents

agreed that stress has a negative influence on their overall academic success. 10 out of 20

respondents claimed they were satisfied with their recent learning outcomes. 17 out of 20

respondents believed that academic stress had a negative impact on their mental well-being. 18

out of 20 respondents believed that lacking adequate sleep had an impact on their academic

performance. 14 out of the 20 respondents agreed that stress management is crucial for

preserving mental health. 

Regarding their personal habits, 13 out of 20 respondents said that they procrastinate

schoolwork. 14 of the 20 respondents completed their schoolwork on time. 19 out of 20

respondents say they use their gadgets daily for more than two to four hours. 3 out of 20 survey

participants get 8 hours of sleep every night.

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Conclusion

1. 16 out of 20 respondents believed that stress management may significantly increase their

productivity as it would enable them to equip themselves with more efficient coping

mechanisms.

2. Out of the 20 respondents, 13 said they properly handled their stress.

3. Most respondents said that stress has a detrimental impact on their overall academic

performance.

4. 13 of the 20 respondents admitted to putting off doing their schoolwork.

5. The majority of students who claim to frequently face academic stress say they sleep less

than eight hours each night and lack motivation to do their schoolwork.

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 ACKNOWLEDGMENT

The researchers would like to express their gratitude to everyone who helped us complete

this research. First of all, we would like to express our gratitude to Bunsuran National High

School for providing us with this learning opportunity, which enabled us to acquire important

life lessons like tolerance, determination, teamwork, resilience, cooperation, and, above all, the

never-ending pursuit of knowledge.

Second, we would like to express our deepest appreciation to Mrs. Arminda M. Cruz for

all of the assistance she provided in accomplishing and successfully completing this study. Her

guidance, support, advice, comments, recommendations, and provisions have been extremely

helpful. Working and studying under her direction was a real honor.

Thirdly, we would like to deeply thank our parents for their unending support, prayers,

love, and sacrifices. Without their selfless love and support offered to us at all times, this would

not have been possible.

Finally, last but not least, we are really grateful to Almighty God for providing us with the

courage, knowledge, abilities, and chance to conduct this research study. We could not have

carried out this research or any of our regular tasks without His help and mercy.

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Brobbey, E. ( July 2021). The impact of stress on the academic performance of students in the

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