ECLARO ACADEMY

The Effect of Academic Subject to the Emotional Health

of Students from selected Grade 12 ABM Students of
Eclaro Academy, Academic Year 2022-2023

A Research Presented to the Faculty of

Eclaro Academy Commonwealth Ave.

In Partial Fulfillment of the Requirements

In (Research 2)

Submitted to:
Ma’am Charlotte Roxas
Subject Teacher

Submitted by :

John Luis D. Inosante

Jc Mae B. Gula

Manilyn A. Suldan

Nancy G. Oraya

Anajen M. Pilapil

Jazzmayne Galvezo

Frank Albert M. Casaljay

John Carlo Venancio

Valentino Peralta

S.Y 2022 - 2023

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APPROVAL SHEET

This is to certify that we have supervised the preparation of and read the research paper

prepared by John Luis D. Inosante, Jc Mae B. Gula, Manilyn A. Suldan, Nancy G. Oraya,

Anajen M. Pilapil, Jazzmayne Galvezo, Frank Albert M. Casaljay, John Carlo Venancio and

Valentino Peralta. Research entitled “The Effect of Academic Subject to the Emotional Health of

Students from selected Grade 12 ABM Students of Eclaro Academy School Year 2022-2023”

and that the said research paper has been submitted for final examination by the Oral

Examination Committee.

John Luis Inosante Charlotte M. Roxas-Asis

Group Leader Research Adviser

As members of the Oral Examination Committee, we certify that we have examined this

research paper, presented before the committee on January 9, 2023 and hereby recommend that it

be accepted as fulfillment of the requirement for the course Inquiries, Investigations and

Immersion.

Manuel R. Malasmas Dr. Erlinda G. Dejarme

Board Panelist Dean

This research paper is hereby approved and accepted by the Eclaro Academy Office as

fulfillment of the requirement for the practical research II.

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ACKNOWLEDGEMENT

The completion of this undertaking could not have been possible without the participation

and assistance of people whose names may not all be enumerated. Their contributions are

sincerely appreciated and gratefully acknowledged. However, the group would like to express

their deep appreciation particularly to the following:

MS. CHARLOTTE M. ROXAS-ASIS, Our Research Adviser, for her kind, patient and

courageous support and guidance to make our research pursue the quality of standard.

To our FAMILY for supporting us and providing us with everything that we need.

Above all, we are grateful to our ALMIGHTY GOD for giving all of us enough knowledge and

wisdom and his countless love in doing this study.

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TABLE OF CONTENTS

TITLE PAGE……………………………………………………………………..…......….......1

APPROVAL PAGE………………………………………………………………………........2

ACKNOWLEDGEMENT……………………………………...………………......….……....3

TABLE OF CONTENTS…………………………………………………......….…...……..5-6

ABSTRACT……………………………………………………………………............……...7

Chapter I: PROBLEM AND ITS BACKGROUND………………………….…….....…………8

1.1. Statement of the problem…………...…………………….………..………....................9

1.2. Significance of the Study………………………………………………………………10

1.3. Scope and Limitation……………………………………………………………..…….10

Chapter II: REVIEW OF RELATED LITERATURE………………………………………....11

2.1 Academic………………………………………………………………………….....11-12

2.2 Emotional Health ……………………...………………………………………….....12-14

2.3 Emotional Exhaustion……………………....…………………………………….....14-16

2.4 Personal Achievement……………………………………………….………..……..16-17

2.5 Conceptual Framework………………………………………………...……............17-18

2.6 Definition of Terms…………………………………………………..…….....…......18-20

Chapter III: METHODOLOGY………………………………………………………………..…21

3.1 Research Method………………………………………………………………………...21

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3.2 Research Design……………………………………………………………………..21-22

3.3 Sampling Method…………………………………………….,……………………….. 22

3.4 Respondent of the Study……………………………………………………………......23

3.5 Locale of the study……………………………………………………………………. .23

3.6 Research Instrument ……………………………………………………………..…......24

3.7 Data Collection Procedure………………………………………………………….…...24

3.8 Statistical Treatment of Data………………………………….……………………..25-26

Chapter IV: RESULTS/FINDINGS……………………………………………………………..27

4.1 Demographic Profile of the respondent……………………………………………. 27-28

4.2 Presentation of Data………………………………………………………………... 29-31

Chapter V: CONCLUSIONS AND RECOMMENDATIONS………………………………… 31

5.1 Summary of Findings………………………………………………………///…......32-34

5.2 Conclusion ……………………………………………………………………………..34

5.3 Recommendation ………………………………………………………………............35

APPENDICES…………………………………………………………………………………......36

6.1 Certificate of Originality……..……….…………………………......……..…………...36

6.2 Validation Letter .............................................................................................................37

6.3 Survey Questionnaire ………….……………………...…………………..………...38-43

6.4 Validation Paper…...……………………………………………….………...……..44-46

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6.5 Permission Letter………………………………………………………..………..……..47

6.6 Letter to the Respondents……………………………………………….……………....48

6.7 Computation/Solution per results/data .......................................................................49-50

REFERENCES……................………………………..………………………..…….………..51-53

CURRICULUM VITAE………………………………………………………..……….……..54-63

DOCUMENTATION…………………………………………………………………….…….64-69

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ABSTRACT

This study is for students that are struggling in their studies. The researchers want to

know what are the positive and negative effects of academic subjects and they want to help those

students who have a problem in their subject. The statement of the problem in this research is the

profile of the respondents in terms of the following such as gender, section, and academic

grade/general average (The school year 2021-2022). And the second question is how can studying

various subjects positively and negatively affects the emotional health of the students? Finding

shows that most of the students who experience positive and negative effects of emotional health

are the students who have an average ranging 90 above and most of our respondents are Female,

all of our respondents are students. Out of 5 questions, the overall weighted mean is 3.9 which

indicate that respondents strongly agree on positive effects of studying various subjects and on the

negative side the overall weighted mean is 2.68 which mean respondents agree on the negative

effects.

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CHAPTER I

THE PROBLEM & ITS BACKGROUND

This chapter presents the introduction of the study, statement of the problem, significance

of the study, scope and delimitation.

INTRODUCTION

ABM is one of the strands in demand in Senior High School. For those people who are

aiming to be an Accountant, Business Manager or want to manage a position in business, ABM

is a perfect fit. To qualify for these positions must be trained in these specialized subjects. These

subjects are: Fundamentals of ABM2 specialized for accountancy. Entrepreneurship for

Business Management and Business Math specialized for both courses.

Moreover, the other subjects are for enhancing communication skills. According to

Ayanting, Hanne Jane, Et. al., March 2019. Since accounting is a healthy subject, especially for

Accountancy, Business, and Management Strand, this can be their basis for making decisions in

taking courses in college.

After Junior High School, all the students decide which path to take as they step into the

next level of education. Some students from Eclaro Academy chose ABM to continue their

journey as ABM students. Most students are stressed in the fundamentals of ABM 2,

Entrepreneur, and Business Math. According to Bondoy, John Gabriel, Et. al., April 2020.

Students need help understanding the lessons. Some are struggling to use a worksheet, and some

needed help understanding the accounting cycle.

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This study aims to help students to deal with hardships in their subjects. It is helpful for

teachers so they can adjust their teaching tactics. For the parents, this study will help to be more

understanding of their children who are students also.

Lastly, this Research helps society know the students' emotional status.

STATEMENT OF THE PROBLEM

This study aims to determine “The Effect of Academic Subjects on the Emotional Health

of Students from selected grade 12 ABM Students of Eclaro Academy, Academic Year 2022-

2023”

Specifically, the study seeks to answer the following questions:

1. What is the profile of the respondents in terms of the following :

1.1 Gender

1.2 Section

1.3 Academic Grade / Gen.Ave (The school Year 2021-2022)

2. How can subjects positively and negatively affect the emotional health of the students?

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SIGNIFICANCE OF THE STUDY

This study will provide insights regarding the findings,

• STUDENTS – this study will help the students on how to take care of their emotional

health despite dealing with its positive and negative effects.

• PARENTS give parents a better grasp of how to interact with their kids, and help them

appreciate the significance of emotional health.

• TEACHERS - The instructor will be better able to calculate good study habits at school

with the help of this information, and they will also be able to provide the students with

the appropriate instruction and supervision.

• SCHOOL ADMINISTRATORS - This study will help school administrators to come up

with ways that can help them guide students on how to take care of their emotional health

despite having to study various subjects. This will help them become effective and

efficient in their job of taking care of every student's needs, such as emotional and mental

aspects.

SCOPE AND DELIMITATION

The study is about the effect of academic subjects on the emotional health of students

from selected grade 12 ABM students of Eclaro Academy. The researchers want to conduct this

study to help students deal with their hardships in their subjects, and also, it may be helpful for

teachers so that they may adjust their teaching tactics. The researchers will gather data by survey

paper or survey form, and the respondents will be the selected grade 12 ABM students of Eclaro

Academy. This study will be conducted at Eclaro Academy for 2022-2023.

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CHAPTER II

THE REVIEW OF RELATED LITERATURE & STUDY

This chapter provides the related literature and a general overview of previous Research

on the relationship between intrinsic motivation and academic performance that comes from

various materials such as the internet, journals, books, and other reliable sources. It introduces

the conceptual framework, research hypotheses, and definition of terms that comprises the main

focus of the Research described in the study.

ACADEMIC

The outbreak of coronavirus disease 2019 (COVID-19) forced universities worldwide to

switch from face-to-face to online learning. University students were compelled to study online

every day, which, by itself, in student housing, or with family members, which exposed them to

numerous distractions. Additionally, the unprecedented situation may have added to the stress

due to worry and apprehension (Son et al., 2020). Students faced various difficulties due to this

abrupt switch to online learning, often known as emergency remote education and emergency

remote learning (Hodges et al., 2020). At the same time, switching to emergency remote learning

enhanced students' ability to take charge of their learning process while giving them more liberty

(Dillon & Greene, 2003; Garrison, 2003).

In a study conducted by Das & Bera (2021), time management is crucial and may have an

impact on an individual's performance and accomplishments. Students today frequently complain

that they need more than enough time to finish all their given tasks. Because they must study

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various subjects quickly, secondary-level pupils are most affected by this. However, they need to

gain mastery of time management techniques. Therefore, the current study aims to ascertain how

secondary school student's academic success and time management strategies relate.

The fact that face-to-face lectures involve instructors and students engaging in real-time

sets face-to-face lectures apart from online learning. Online learners, however, progress through

lectures and other course materials at their own pace (Staff E., 2018). Although some students

may be seriously struggling now that they have no other choice but to learn online due to

learning preferences, increased stress, communication issues, a lack of technical knowledge, or

some combination of the factors as mentioned earlier, online learning is not the best option for

every student ( Sabo C., 2020).

Children who have learned in various disciplines have a more vital knowledge of their

surroundings, according to Sidasaberayuda (2022). They develop more excellent cognitive

abilities and learn to select and use the pertinent data as and when they are needed. They are

chameleons with strong critical thinking skills which can change to suit their environment.

Children who only studied one topic had little comprehension compared to them.

EMOTIONAL HEALTH

Emotional health, synonymous with well-being, is essential to living a life of

wholeness, balance, and contentment. Peterson T.,(2019)

As stated by Tran, B. (2022), In this digital age, it is more important than ever to enjoy

and navigate our way through, striking a work-life balance between school and daily life. It takes

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some getting used to the tense balance of studying, preparing an assignment, working, and

maintaining a social life.

As mentioned by Kichuk, A. (2020), Psychology as a subject of study and practice has

always included the viewpoint of the "petals" of human wellness. The emotional side of health in

today's complex situations of being is actualized by a rise in the emotional pressure on a person's

entire life.

Based on Panma, Y. (2021), Academic stress is most students' primary stress source.

The academic processes students engage in, and the environment that influences those activities

are directly tied to this stress.Concerning Panma Y. (2021), Academic stress is a significant issue

that all students struggle since it prevents them from learning the intellectual knowledge

necessary for their development and evolution in society. According to (Annalakshmi, N. and

Jayanthy, Catherin A.) November 2019

According to Tus, J. (2020) and Peterson, T. (2019), self-efficacy is crucial to a person's

effectiveness in their pursuit of performance. Additionally, it describes the ability to perform

well and the steadfastness in carrying out a task successfully and completing goals.

In addition to the statements of Panma Y. (2021) and Annalakshmi, N., and Jayanthy, C.

A. (2019), In the OECD countries as a whole, 66% of students said they felt anxious about

getting bad results, and 59% said they frequently worry about how hard an exam will be. The

OECD also discovered that even when they are well-prepared, 55% of pupils experience extreme

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anxiety before school tests. 37% of students said they felt highly nervous while studying, and

girls regularly reported feeling more anxious about academics than boys (OECD, 2017).

On the contrary, According to the results conducted by Tus, J. (2020) Additionally, the

findings.The computed linear regression analysis showed that the academic performance of

Senior High School pupils is not significantly impacted by self-efficacy. This shows that

student's academic performance in class is unaffected by their level of self-efficacy, even if it is

high. The school should still place a high priority on helping kids increase their sense of self-

efficacy, however. As a result, it is recommended that the school keep up its academic initiatives

to help students consistently improve their well-being as they gain valuable experiences and

abilities.

EMOTIONAL EXHAUSTION

In a study conducted by Oliveira and Salgado (2021), academic emotional

exhaustion can be described as the state that a person experiences after being stressed out for

extended periods, especially as a result of the dubious working conditions that he encounters in

the setting of the university institution in which it is placed (Figueroa, A.P.; Plaza Gómez, 2019).

On the contrary, burnout is a prerequisite for great motivation. Therefore, it appears relevant to

ask whether motivation levels—low or high—are an essential (if not debatable) factor in

determining whether a person would experience burnout. ( Lee, M.Y.; Lee, S.M., 2019)

According to Li, C. et al., 2020, sleep issues contribute to the long-term development of

emotional exhaustion. The results also step towards achieving evidence that mental toughness,

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through reducing sleep issues, significantly contributes to preventing emotional exhaustion.

These high demands of their studies, sarcastic and distant attitudes toward them, and thoughts of

academic incompetence may all contribute to their emotional exhaustion (Schaufeli et al., 2020).

Given the shift from in-person to online study, which results in significant wear to be in front of

a screen without more pleasing surroundings, they have grown throughout the COVID-19

pandemic. (Libano, J.M. et. Al., 2021)

Based on the study by Mutua, J et al. (2020 ), students may feel exhausted and have a

negative attitude toward their work due to high academic demands and standards. Additionally,

Schaufeli et al. argued that emotional tiredness, cynicism, and academic inefficacy are the three

main subcategories of academic burnout. Emotional Exhausted is a condition brought on by the

pressure placed on pupils to achieve academic achievement. When students do not do as well as

they should, cynicism sets in, and as a result, they tend to lose interest in and have a bad attitude

about their academic work. Academic inefficacy, the final stage of academic burnout, is

characterized by low academic achievement due to feelings of inadequacy and decreasing

competence.

According to (Xu, S., Ouyang X., et al., 2020), Sleep disturbance and depressive

symptoms were positively correlated with emotional tiredness and concern about falling asleep.

The unique indirect effect of sleep disturbance on depressed symptoms through emotional

tiredness and sleep-related concern was significant when multiple serial meditations were tested (

= 0.005, SE = 0.003, BC95%CI [0.0004,0.0123]). The results of univariate latent growth curve

models revealed that while self-kindness and mindfulness levels averaged over time declined,

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emotional weariness averaged over time increased. The initial levels of emotional weariness

predicted the initial levels of self-kindness and mindfulness, according to parallel process

theories.

PERSONAL ACHIEVEMENT

According to other Research (Behnampour, N., Eksir, M., et .al., 2021), time management

increased student academic accomplishment while reducing stress, which had a favorable effect on

academic achievement. The outcomes of the present researcher and the researcher's investigations

may have differed primarily due to differing sample sizes. There was a need for motivation for

student academic accomplishment because the current study's follow-up was brief. ( Tus, Jhoselle.,

2020) The study determined what contributions can be an indicator for the improvement of academic

achievement, and it was indicated that these characteristics are crucial for academic success. The

researchers concluded that interventions must be used to improve a student's academic pursuits after

the data revealed that only a few personality qualities are significant.

According to (Wisudawati, W. N. and Kirana, A., 2022), there is a phenomenon when

students lose motivation for various activities and assignments, making it harder to achieve learning

goals at school or outside school hours. Students that feel lazy may put off performing their work,

which leads to a backlog of assignments. According to Chakraborty, R., (2016), it is essential to

review the link between emotional intelligence and academic achievement to prevent academic

motivation from interfering. According to their study, it is impossible to disregard the effects of

academic motivation on secondary school students' relationships with academic success and

emotional intelligence.

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According to Khatun M., Hadler U.K. (2019), academic performance measures students'

educational engagement. Therefore, there might be a connection between students' academic success

and their sense of personal worth. Based on their presumption, the current researchers conducted this

study to clarify the relationship between higher secondary students' values and academic

achievement. According to (Hadler, U. K., Alam, K., 2018), there is a negative and statistically

significant relationship between student aggression and academic achievement. The study

investigates the link between violence and poor academic performance. Additionally, it was advised

that all academicians, teachers, parents, and others should show greater compassion and

consideration.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Profile of Students
• Online distribution of • Studying Various
a. Age 16-21 Survey questionnaire
through Google Forms Subjects that may
Years Old
b. Male and • Collecting responses affect students`
Female on the survey from
Emotional Health
c. Grade 12 ABM participants
Students

Figure 2.1 Paradigm of the study

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Figure 2 shows the I. P. O model (Input Process Output) In input, it contains the profile of

the students (e.g.., age, sex, and grade level) as well as the Independent and Dependent Variables. It

also shows the study process, which starts from the distribution of Survey questionnaires, collection

of participants' responses, organization of gathered data by group(e.g..per age and section), and

analysis of the data through questionnaires and surveys as well as Output which is the emotional

health impact on studying various subjects of selected grade 12 ABM students in Eclaro academy.

DEFINITION OF TERMS

Academic Subjects

- It requires time to discover more about a specific subject or subject. It is an independent

variable that may affect the emotional health of the students.

Emotional Health

- It is determined by how we handle difficult situations in life and how we acknowledge both

our own and other people's feelings. It is a dependent variable that may be affected by

studying various subjects.

Society

- An organized group of people with a common goal or a community of people living together.

It is one of the beneficiaries of this Research; it may help them become aware of what

students face.

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School Administrator

- Are responsible for leading education and developing, implementing, and evaluating district

and school systems and policies. This Research will be helpful for them to gain ideas on how

to handle students, especially their emotional health.

Emotional Status

- The emotional condition of a person, particularly regarding happiness or sadness.

It affects the academic performance of the students.

Hardship

- Challenging or unpleasant conditions in life are caused by something. It may help students

measure where they can handle the academic subjects.

Backlog

- Backlog is the total amount of subjects you failed to pass on test day. It may affect the

student's academic performance due to the pressure of studying various subjects.

Efficient

- Instead of memorizing all the facts delivered in a lecture or as read in a textbook, developing

the abilities required to accurately recall and demonstrate mastery of various complex topics.

It helps the students in studying various things more straightforwardly than usual.

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Supervision

- The process of overseeing a department, project, etc., and ensuring that everything is

completed appropriately and under the guidelines. It is the researcher's conductor that helps

them distribute information precisely.

Subjects

- Different kinds of fields or courses that a student studies. In this Research, we are focusing

on nine subjects ABM has. Namely: Fundamentals of ABM 2, Business Math, Filipino

Akademik, Media and Information Literacy, Physical Science, Entrepreneurship, Practical

Research 2, PE and Health, 21st Century.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, the sample, including its description and the

sampling technique used, the research instrument, the assurance and validation of the research

instrument used, and the statistical treatment, which contains the data collection and analysis

procedure, and the statistical method used.

RESEARCH METHOD

Quantitative Research is a research approach where variables are measured using a

numerical system. These data are analyzed using a range of statistical models, and the links and

associations between the variables as reported. Quantitative Research investigates phenomena using

numerical data and methods from statistics, analysis, or computation. (Adedoyin, 2020), Researchers

use Quantitative Research to observe situations such as studying various subjects that may

significantly impact selected Grade 12 ABM Students.

RESEARCH DESIGN

In this study, the researchers used Experimental Research. Scientific research designs

frequently include experimental Research as the effective method for examining causal

(cause/effect) linkages and the interrelationships between different variables (Blog Research, 2018).

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The experimental research design of this method pertains to the method used to collect data in

experimental studies.

A scientific investigation known as experimental Research involves changing one or more

independent variables before applying them to one or more dependent variables to observe how they

influence the former (Pubrica Academy,2022). The researcher used Experimental research design for

its cause and effect relationship between Studying various subjects and its effect on Students'

Emotional Health of Grade 12 ABM Students.

SAMPLING METHOD

Purposive Sampling, also known as Subjective Sampling, is a non-probability sampling

technique in which the researcher uses their judgment to select variables for the sample

population.(Formplus Blog, 2022)

Purposive Sampling involves choosing samples from the total sample size depending on the

survey taker's or researcher's assessment. In other words, a purposive sample is gathered following

the test specifications, survey, or Research for which it will be utilized. (Vijayamohan, P., 2022)

The Researchers use the Purposive Sampling method as their sampling method. In Grade

12 ABM of Eclaro Academy, there were six sections. Researchers will pick ten students per section

as their sample population.

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RESPONDENTS OF THE STUDY

The respondents of this study are the students of ECLARO ACADEMY, Academic Year

2021–2022. The researchers come up with a target of 50 respondents as the descriptive study design

needs a total of the population.

Respondents Total numbers of respondents Percentage

ABM 1 11 18.3%

ABM 1A 8 13.3%

ABM 2 10 16.7%

ABM 3 10 16.7%

ABM 3A 10 16.7%

ABM 4 11 18.3%

TOTAL 60 100%

TABLE 3.1 TOTAL NUMBER OF RESPONDENTS

LOCALE OF THE STUDY

The researchers will conduct the study at Eclaro Academy

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RESEARCH INSTRUMENTS

The researchers will make a 12-item survey questionnaire about the effects of studying

various subjects on the emotional health of Grade 12 - ABM students of EClaro Academy. The

researchers made questionnaires about the positive and negative effects of studying various subjects.

The researchers will seek help from a Personal Development teacher who is an expert in

emotional health. The expert will help the researchers fix all the necessary things in their Research,

primarily the questionnaires that the respondents will answer.

DATA COLLECTION PROCEDURE

In order to address the researchers' issue statement, the data collection process for this

study was separated into specific parts. The target respondents' consent and the researchers'

agreement were considered. The researchers chose the student responders after receiving consent

based on their availability and interest in participating in the study.

The Personal Development teacher proposed and validated survey questions in the first

phase. Next, survey questionnaires were produced through Google Forms. Then, the researchers will

ask permission from the DEAN to conduct a survey. After the approval of the permission letter, the

researchers will make another letter to the respondents that will be sent to the class adviser or class

president.

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STATISTICAL TREATMENT OF DATA

To Clarify The Data Accurately And Effectively, the researchers used the following

statistical treatment; Weighted Mean and Likert Scale.

1. Percentage - is used to know how many percent of students participated per section.

2. Weighted Mean. The Weighted Mean is used to compute the weight of the respondents in

every given question in the survey.

∑ 𝑓𝑥
WM =
𝑁

Where:

WM = weighted mean of the sample

𝑓𝑥 = product of frequency count and weight scale

N = total number of the respondents

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sum of all frequency count

2. Likert Scale. The Likert Scale was used as a guide for interpreting the data gathered.

In this study, the researchers used a 4-level Likert scale of satisfaction: Strongly Agree (4),

Agree(3), Disagree(2), Strongly Disagree (1). These will serve as the respondents' options in

answering the survey.

POINTS SCALE RANGE EXPLANATION

4 4.00 - 3.00 Strongly Agree

3 2.99 - 2.00 Agree

2 1.99 - 1.00 Disagree

1 1.00 - 0.99 Strongly Disagree

Table 3.2: Simple Frequency Distribution Table

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CHAPTER IV

PRESENTATIONS, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentations, analysis and interpretation of data that have been

gathered from the questionnaires distributed to the respondents. This chapter also contains the

graphical and tabular presentation of data along with their corresponding interpretation.

Demographic Profile of the Respondents

Graph 1 Frequency Distribution of the students' profile by Gender

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Graph 1 shows that Among the 60 respondents considered in the study, 7 or 11.7% were males. In

comparison, 53 out of 60 respondents, or 88.3% were FEMALE

Graph 2 Frequency Distribution of the students' profile by Sections

Graph 2 shows that Among the 60 respondents considered in the study, 11 or 18.3% were

from sections ABM 1 and ABM 4, 10 or 16.7% were from ABM 2, ABM 3, and ABM 3A, 8 or 13.3%

were from ABM 1A.

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Table 4.1 Frequency Distribution of the students' profile by General Average

GENERAL AVERAGE FREQUENCY PERCENTAGE

76 1 1.8%

80 2 3.5%

86 2 3.5%

87 2 3.5%

88 3 5.3%

89 3 5.3%

90 6 10.5%

91 10 17.5%

92 6 10.5%

93 7 12.3%

94 6 10.5%

95 1 1.8%

UNIDENTIFIED 11 14%

TOTAL 60 100%

Table 4.1 shows that Among the 60 respondents considered in the study, 1 or 1.8% has an average of

76, same as 95. 2 or 3.5% have an average of 80, same as 86 and 87. 3, or 5.3%, have an average of 88, the

same as 89. 6, or 10.5%, have an average of 90, the same as 92 and 94. There are 10 or 17.5% has an

average of 91. There are 7 or 12.3% has an average of 93. And lastly, the unidentified has 11 or 14% of

respondents.

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TABLE 4.2: How studying various subject affect emotional health positively

QUESTIONS RATING SCALE OVERALL

4 3 2 1 WEIGHTED MEAN VERBAL DESCRIPTION

1. The topics we are 24 34 1 1 3.35 STRONGLY AGREE

studying in each
subject are interesting
and challenging.

2. I enjoy each topic 17 35 8 0 3.15 STRONGLY AGREE

in every subject that l
always look forward
to it.

3. I work hard to do 35 18 7 0 3.47 STRONGLY AGREE

my best in each
class.

4. Studying various 15 35 9 1 3.07 STRONGLY AGREE

subjects help me
cope with life events

5. Studying various 33 20 7 0 3.43 STRONGLY AGREE

subjects help me to
be more passionate
about my future
career

OVERALL WEIGHTED MEAN 3.29 STRONGLY AGREE

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Based on the data collected, the weighted mean of each question from 1st to 5th question is

as follows: 3.35, 3.15, 3.47, 3.07, and 3.43. The overall weighted mean is 3.29 which means that the

respondents strongly agrees on the positive effects of studying various subjects to their emotional

health

TABLE 2.2: How studying various subject affect emotional health negatively

QUESTIONS RATING SCALE OVERALL

4 3 2 1 WEIGHTED MEAN VERBAL DESCRIPTION

1. I find myself 15 12 25 8 2.57 AGREE

exhausted by my
studies.

2. I find myself 16 11 26 7 2.6 AGREE

frustrating when the
topic becomes more
complex

3. Studying various 13 22 15 10 2.63 AGREE

subjects caused me
to be pressured

4. Studying various 16 25 15 4 2.88 AGREE

subjects decreased
my ability to focus on
single task.

5. When I am 7 23 25 5 2.53 AGREE

studying various
subjects, it is hard to
remember all the
information needed to
answer exams
effectively

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OVERALL WEIGHTED MEAN 2.64 AGREE

Based on the data collected, the weighted mean of each question from 1st to 5th question is as

follows: 2.57, 2.6, 2.63, 2.88, and 2.53. The overall weighted mean is 2.64 which means that the respondents

agree on the negative effects of studying various subjects to their emotional health.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the findings, conclusions drawn from the findings and
the corresponding Recommendations.

SUMMARY OF FINDINGS

This study was taken the general objective of determining "The Effect of Studying Various

Subjects to the Emotional Health of Students from Selected Grade 12 ABM Students of Eclaro

Academy, Academic Year 2022-2023"

Specifically, the study sought to answer the following questions:

1. What is the demographic profile of the selected Senior High School Students in terms of:

1.1 Gender

1.2 Section

1.3 Academic Grade/ Gen. Ave. (The school Year 2021-2022)

2. How can studying various subjects positively and negatively affect the emotional health of the

students?

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1. Profile of the Respondents on:

The Profile of the respondents was derived from the selected variables.

1.1 Gender

Among the 60 respondents considered in the study, 7 or 11.7% were MALES. In

comparison, 53 out of 60 respondents, or 88.3% were FEMALE

1.2 Section

Among the 60 respondents considered in the study, 11 or 18.3% were from sections ABM 1

and ABM 4, 10 or 16.7% were from ABM 2, ABM 3, and ABM 3A, 8 or 13.3% were from ABM

1A.

1.3 Academic Grade/ Gen. Ave. (The school Year 2021-2022)

Among the 60 respondents considered in the study, 1 or 1.8% has an average of 76, same as

95. 2 or 3.5% have an average of 80, same as 86 and 87. 3, or 5.3%, have an average of 88, the same

as 89. 6, or 10.5%, have an average of 90, the same as 92 and 94. There are 10 or 17.5% has an

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average of 91. There are 7 or 12.3% has an average of 93. And lastly, the unidentified has 11 or 14%

of respondents.

2. How can studying various subjects positively and negatively affect the emotional health of

the students?

In the positive effects, the overall weighted mean is 3.29 which indicates that they

STRONGLY AGREE that studying various subjects affect the emotional health of students

positively. While in the negative effects, The overall weighted mean is 2.64 which indicates that

they AGREE that studying various subjects affect the emotional health of students negatively.

CONCLUSION

Based on the findings derived from the study the following conclusions were drawn.

1. Findings showed that most of the students who experience positive and negative effect of

studying various subject the emotional health is the students has an average ranging 90 above

and most of the respondents are FEMALE which is 88.3% Our respondents are all Students

2. Out of 5 questions, the overall weighted mean is 3.29 which indicates that the respondents

strongly agree on positive effects, that they are interested in studying various subjects and

also they look forward to it and they work hard on every assessment. They also answered that

it helps them cope with life events. Indeed studying various subjects helps them to be more

passionate about their future career.

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3. The overall weighted mean is 2.68 which means that the respondents agrees on the negative

effects, that they find their self-exhausted on studying and there are some scenario that they

found themselves frustrating when the topic becomes more complex and studying various

subject caused pressured it is also said that it decreased my ability to focus on single task. To

them and also studying various subjects, it is hard to remember all the information needed to

answer exams effectively.

RECOMMENDATIONS

Students

Students must know how to deal with their hardship in their study. They should know how to

manage their time and errands when studying various subjects. To prevent the negative effects of

studying various subjects, they should be more efficient in handling their task.

Parents

Parents should control their children when pressured by their studies because this will affect

their academic achievement. They should also exert effort to motivate their children and just go on

with life.

Teachers

Teachers must know the situation of each of their students. They should provide their

students with the appropriate instruction and supervision. Teachers should guide them on how to

handle their problems and motivate them to prevent negative effects of studying various subjects on

their emotional health.

School Administrators

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School Administrators should be effective and efficient in their job of taking care of every

student's needs, such as emotional and mental aspects. They should build a lively learning

environment.

Future Researchers

lend more time and effort to emphasize the importance of emotional health of the students.

Dig up more information and be more specific on what topic to be focused on. Always take the

advice of the validators for the sake of the research in order to be good.

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APPENDICES

APPENDIX A

CERTIFICATE OF ORIGINALITY

This is to certify that the research work presented “Effect of studying various subjects to the

emotional health of students ”. Embodies the result of original and scholarly work carried out by the

undersigned. This research does not contain words or ideas taken from published sources or written

works by other persons which have been accepted as basis for the award from any degree from other

higher education institutions, except where proper referencing and Acknowledgement were made.

JOHN LUIS INOSANTE

JC MAE GULA

MANILYN SULDAN

ANAJEN PILAPIL

NANCY ORAYA

JAZZMAYNE GALVEZO

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FRANK ALBERT CASALJAY

JOHN CARLO VENANCIO

VALENTINO PERALTA

APPENDIX B

VALIDATION LETTER

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APPENDIX C

SURVEY QUESTIONNAIRE

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APPENDIX D

VALIDATOR’S QUESTIONNAIRE ASSESSMENT

DIRECTION. This tool asks for your evaluation of the questionnaire to be

used in the data gathering for the investigation stated above, to

establish its validity. Using the criteria stated below; please check (√)

only one from the selection.

SCALE INTERPRETATION DESCRIPTION

5 Extremely Valid The questionnaire is valid and can provide unbiased data for
the investigation, allowing 0-5% error

4 Quite Valid The questionnaire is valid and can provide unbiased data for
the investigation, allowing 8-10% error

3 Fairly Valid The questionnaire is valid and can provide unbiased data for
the investigation, allowing 11-15% error

2 Slightly Valid The questionnaire is valid and can provide unbiased data for
the investigation, allowing 16-20% error

1 Not Valid at all The questionnaire is valid and can provide unbiased data for
the investigation, allowing 21-25% error

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GROUP: 1
VALIDATOR’S QUESTIONNAIRE ASSESSMENT
INDICATORS 5 4 3 2 1

1.The indicators in the questionnaire

consistently and accurately
measure each variable of the
✓
investigation.

2.The questionnaire fits with the

variables under investigation, thus
measuring what it tends to measure.
✓

3. The questionnaire has the

capability to measure items of
variables within a given time frame.
✓

4. The questionnaire has the ability

to distinguish the characteristics or
the properties of differing attributes
✓
of the subjects under study.

5. The questionnaire has the ability

to gather factual data, eliminating
biases and subjectivity.
✓

6. Quick and complete data can be

generated by the questionnaire
within the time frame allowed to
✓
obtain the data.

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7. The questionnaire has influence

on the variables being measured. ✓

8. The questionnaire is framed in a

clear, simple, in order to avoid risk of
error.
✓

9. The questionnaire is capable of

generating data that will be of value
and practical use to the sectors
✓
concerned in the investigation.

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APPENDIX E

APPROVAL SHEET

Erlinda G. Dejarme, Ed.D

Dean

Eclaro Academy

Dear Ma’am

Greetings of Peace!

In partial fulfillment for our Research Project, we Grade 12- ABM 2A namely: John

Luis D. Inosante, Jc Mae B. Gula, Manilyn Suldan, Nancy Oraya, Anajen Pilapil, Jazzmayne

Galvezo, Frank Albert Casaljay, John Carlo Venancio, and Valentino Peralta would like to ask

for your permission to conduct a survey among the senior High School students about The effect of

Studying Various Subject to the Emotional Health of Students from selected grade 12 ABM

Students of Eclaro Academy, Academic Year 2022- 2023. Rest Assured that the data gathered will

remain Confidential and for Academic purpose only. We are Hoping that this request will merit your

favorable approval.

Respectfully yours,

Inosante, John Luis D.

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APPENDIX F

LETTER TO THE RESPONDENTS

Dear Respondents,

We are conducting a research about "Effect of Studying Various Subjects to the

Emotional Health of Students from grade 12 ABM Students of Eclaro Academy." In partial

fulfillment for our research project in inquiries, investigation and immersion class.

In regard to this, we would like to ask your help to prived us the necessary data and

information for our study, please free to answer the survey questionnaires.

We will appreciate your assistance and support in this particular research endeavor.

Thank you in Advance for your cooperation.

Respectfully yours,

Researcher

APPENDIX G

COMPUTATIONS/SOLUTIONS PER RESULTS/DATA

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Antonina Kichuk (2020) Some approaches to knowing the features of students’ emotional health

https://www.researchgate.net/publication/349371484_SOME_APPROACHES_TO_KNOWING_THE_FEATURE
S_OF_STUDENTS'_EMOTIONAL_HEALTH

Castillo., et. Al., (2020) Effects of new normal learning routines to mental and emotional health of
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Panma Y. (2021) Relationship Between Academic Stress and Learning Achievement in Nursing
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Tran.,Et.al., (2022) Academic Pressures Affect Students’ Lives Mental Health Crisis & Academic
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Catherin and Annalakshmi (2019) Academic Stress and Mental Health among High School
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Tomasi and Mackenzie (2020) Emotional and Cognitive Responses to Academic Performance and
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Pascoe, M., Hetrick, S., Parker, A. (2019) The impact of stress on students in secondary school
and higher education

https://www.tandfonline.com/doi/full/10.1080/02673843.2019.1596823

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Tus, J. (2020) Self-Efficacy and Its Influence on the Academic Performance of the Senior High
School Students
https://www.researchgate.net/publication/341147785_Self-
Efficacy_and_It's_Influence_on_the_Academic_Performance_of_the_Senior_High_School_Students

Kylmus, T., et. al, (2021) Issues of emotional instability in the context of students’ emotional health
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Li, C., et. Al., (2020) Emotional exhaustion and sleep problems in university students: Does mental
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Schaufeli et al., (2020) Burnout and Engagement in University Students: A Cross-National Study
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Libano, J.M. et. Al., (2021)

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Xu, S., Ouyang, X., etc., Al,. (2020) Emotional exhaustion and sleep-related worry as serial
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Chen, Y., Zhang, B., etc., (2022) The Longitudinal Relationship Between Emotional Exhaustion
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Khatun M. and Hadler U.K. (2019) A Study on the relation between Personal Value and
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Hadler U.K.and Alam, K. (2018) Aggression and Academic Achievement of Higher Secondary
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econdary_Students

Wisudawati, W. N. and Kirana, A., (2022) The relationship of achievement motivation and
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Chakraborty, R., (2016) Influence of Academic Motivation on Academic Achievement and

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Behnampour, N., Eksir, M., etc.Al., (2021) Effects of Time Management Training on the
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Tus, Jhoselle., (2020) The Impact of the Personality Traits on the Academic Achievement of the
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https://www.researchgate.net/publication/352785277_Research_Methodology_Sampling_Revised

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CURRICULUM
VITAE

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John Luis D. Inosante

#066 Sorsogon St. Group 6 Payatas B. Quezon City

09924480375

j1l4inosante3@gmail.com

PERSONAL BACKGROUND

Gender: Male
Strand/Track: Accountancy, Business and Management (Academic Track)
Date of Birth: March 05, 2005
Place of Birth: Quezon City
Civil Status: Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Eclaro Academy
July 2021 - July 2023

JUNIOR HIGH SCHOOL

Justice Cecilia Muñoz Palma High School
JUNE 2017- JUNE 2021

ELEMENTARY SCHOOL
Lupang Pangako Elementary School
JUNE 2013 - APRIL 2017
Saint Vincent Institute of Arts and Science

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JUNE 2011 - MARCH 2013

Jc Mae B. Gula

Road 6 Upna Compound Brgy. Bagong Silangan Quezon city

091555401072

jcmaegula@gmail.com

PERSONAL BACKGROUND

Gender: Female

Strands/Track: Accountancy Business Management Strand (Academic track)

Date of Birth: August 29, 2005

Place of Birth: Fairview

Civil Status: Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL ELEMENTARY SCHOOL

Eclaro Academy Mines Elementary School (Grade 1-5)
July 2021 - July 2023 Bagong Silangan Elementary School
(Grade 6)
June 2011 - March 2017
JUNIOR HIGH SCHOOL
Bagong Silangan High School
July 2020 - July 2021

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Casaljay, Frank Albert M

Untalan Mapayapa com Brgy. Bagong Silangan Quezon city

09635282317

casaljayfrank@gmail.com

PERSONAL BACKGROUND

Gender: Male
Strand track: Accountancy, Business and Management strand (Academic track)
Date of birth: August 15 2004
Place of Birth: Tarlac City
Civil Status: Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Eclaro Academy
July 2021- July 2023

JUNIOR HIGH SCHOOL

Bagong Silangan High School
June 2017- April 2021

ELEMENTARY SCHOOL
Bagong Silangan Elementary School
June 2011- March 2017

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John Carlo Venancio

Road 1 Area c Brgy. Bagong Silangan

09382338229

cjsaludo66@gmail.com

PERSONAL BACKGROUND

Gender: Male
Strand track: Accountancy, Business and Management strand (Academic track)
Date of birth: June 27 2004
Place of Birth: Quezon City
Civil Status: Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Eclaro Academy, Quezon city
July 2021- July 2023

JUNIOR HIGH SCHOOL

Bagong Silangan High School
June 2017- April 2021

ELEMENTARY SCHOOL
Bagong Silangan High School
June 2011- March 2017

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Peralta, Valentino A.

117 General Alejandrino Street Barangay Bagong Silangan

Quezon City

09636281558

peraltavalentino05@gmail.com

PERSONAL BACKGROUND

Gender: Male
Strand/track: Accountancy, Business and Management
Date of birth: February 14, 2004
Place of birth: Quezon City
Civil Status: Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Eclaro Academy, Quezon City
July 2021 - July 2023

JUNIOR HIGH SCHOOL

Bagong Silangan High School
June 2017 - April 2021

ELEMENTARY SCHOOL
North Fairview Elementary School ( Grade 1-5 )
Bagong Silangan Elementary School ( Grade 6 )
June 2011 - March 2017

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PILAPIL ANAJEN M.

Blk 15 Lot 5 Lower Sampaguita ext Payatas a Quezon City

09318726973

anajenpilapil67@gmail.com

PERSONAL BACKGROUND:

Gender: Female

Strand/track: Accountancy, Business and Management

Date of Birth: August 16, 2004

Place of Birth: Negros Occidental

Civil Status: Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

ECLARO ACADEMY QUEZON CITY
(July 2021-July 2022

JUNIOR HIGH SCHOOL

Judge Feliciano Belmonte Senior High School
(June 2017- April 2021)

ELEMENTARY SCHOOL
Old Balara Elementary School
(June 2011-March 2017)

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Galvezo, Jazzmayne

09983666038

6445 Kaunlaran St. Brgy. Commonwealth, Quezon City

Jazzmaynegalvezo03@gmail.com

PERSONAL BACKGROUND

Gender: Female
Strand/Track: Accountancy, Business and Management (Academic Track)
Date of Birth: March 19, 2006
Place of Birth: Laoag City
Civil Status: Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Eclaro Academy, Quezon City
(July 2021-July 2022)

JUNIOR HIGH SCHOOL

Judge Feliciano Belmonte Senior High School
(June 2017- April 2021)

ELEMENTARY SCHOOL
Old Balara Elementary School
(June 2011-March 2017)

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SULDAN MANILYN A.

#79 Ilang ilang st. Feria road old balara

09973154792

suldanmanilyn@gmail.com

PERSONAL BACKGROUND

Gender: Female
Strand/ track: Accountancy, Business and Management
Date of Birth: October 03, 2003
Place of Birth: Cagayan valley
Civil Status: Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Eclaro Academy
July 2021-July 2022

JUNIOR HIGH SCHOOL

Commonwealth senior high School
June 2017- April 2021

ELEMENTARY SCHOOL
Dungao elementary School
June 2011-March 2017

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ORAYA NANCY G.
Blk 12 Lot 50 Phase 1, Desipina St. Brgy. Bulac, Sta. Maria,
Bulacan

09074611369
nancyoraya0313@gmail.com

PERSONAL BACKGROUND

Gender: Female

Strand/ track: Accountancy, Business and Management

Date of Birth: March 13 2004

Place of Birth: Brgy. Can-avid Eastern Samar

Civil Status: Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL ELEMENTARY SCHOOL

Eclaro Academy Malogo elementary school
(July 2021-July 2022) Can -avid Eastern Samar
June 2011- April, 2017
JUNIOR HIGH SCHOOL
Commonwealth Senior High School
(June 2017- April 2021)

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RESEARCH
DOCUMENTATION

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Group’s meeting in Google meet for practicing mock

defense

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Administering of survey forms among the selected

Senior High school students of Eclaro Academy via
Messenger apps

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Mock Defense December 12, 2022

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Final Oral Defense, Presentation of our Research paper

to the panelist on January 6, 2023 for evaluation and
changes suggested

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