THE ANALYSIS OF ACADEMIC STRESS OF GRADE 11

STUDENTS IN SAN AGUSTIN (STAND ALONE) SENIOR

HIGH SCHOOL

S/Y 2019-2020

A Research Presented to the faculty of

San Agustin (Stand Alone) Senior High School

In Partial Fulfilment in the subject

Practical Research 2

Albalate, Gian Bradley

Bayta, Arabella
Cabaltera, Angeli
De Villa, Vincent
Nacario, Jaybee
Nierva, Preciouse Lei
Nocos, Paulo
Oliveros, Christine Joy
Rombano, Nica Marih

July 2019

1
 ACKNOWLEDGEMENT

The research would like to express their gratitude and appreciation to the unselfish people who
shared their support and knowledge. Furthermore, the researchers would like to acknowledge the following
peoples, for without their assistance, this study would not have been achievable.

To our Parents, for the endless support and understanding they have given us morally and
financially.

To our participative Respondents, for willingly, patiently and reliably answering our survey
questionnaires.

Mr Antonio G. Belmonte Jr. our Practical Research 2 Teacher, for his patience during immediate
consultations regarding the process of this study, also for his endless support and assistance by giving
corrections and suggestions in the research draft before putting it into final formal.

Researcher’s friends and special friends, for their endless support in helping the researchers to
finish this research. For those who let the researchers use their laptop and flash drive and help with some
parts of this research to be able to come up with this study.

And above all, our Almighty God, for the support, strength and determinations given to the
researchers.

2
 ABSTRACT

Name of institution : San Agustin (Stand Alone) Senior High School

Address : San Agustin Iriga City

Title : The Analysis of Academic Stress of Grade 11 Students in San Agustin

(Stand Alone) Senior High School S/Y 2019-2020

Keywords : Academic Stress of Grade 11 Students in San Agustin (Stand Alone) Senior
High School

Proponents : Albalate, Gian Bradley

Bayta, Arabella
Cabaltera, Angeli
De Villa, Vincent
Nacario, Jaybee
Nierva, Preciouse Lei
Nocos, Paulo
Oliveros, Christine Joy
Rombano, Nica Marih

Funding Source : Personal

Cost : Php 560.00

Date Started : July 2019

Date Finished : October 2019

Objective : To identify the students profile in terms of age, gender and strand.

To analyse what causes the Grade 11 students to be stressed.

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 CHAPTER I:

INTRODUCTION

BACKGROUND OF THE STUDY

Sometimes we can’t manage our stress and we didn’t know how to solve this. Stress can
bring us to a depression, anxiety, misery, tension, anger, dejection, and worst to suicide. We can
avoid stress by forgetting the problems such as doing things you love and makes you comfortable,
cozy, and far from stress-related activities.

According to Wikipedia, the free encyclopedia. Stress Management is a wide spectrum of

techniques and psychotherapies aimed at controlling a person’s level of stress, especially chronic
stress, usually for the purpose of and for the motive of improving everyday functioning. Stress
doesn’t just effect our mental state and mood; it affects our physical as well. When we are much
stressed, a hormone called cortisol is released into our bloodstream, suppressing the functioning of
our immune, digestive and reproductive systems. That is why it is so important to practice stress
management in order to keep our minds and bodies healthy.

Approximately, stress invades the life of students which induce the researchers to come up
with the idea to study the stressors particular the reasons behind the stress of student and for them
to be knowledgeable in terms of factors which avoids students stress and also the effects of stress to
student’s academic performance. This study discovers the reasons to lead the students to become
more stress, and the possible ways to reduce to be into it. Eventually, this study will also give
awareness for student to manage their stress by the use of formulated factors resulted from this
study.

4
STATEMENT OF THE PROBLEM

This study aims to classify the analysis of academic stress of students in San Agustin (Stand
Alone) Senior High School.

1. What is the profile of the students in terms of:

a. Age
b. Sex
c. Strand
2. What are the possible effects could be experienced by a stressed student?
3. Which strand has the highest percentage of having academic stress?

ASSUMPTIONS

The researchers wanted to distinguish the San Agustin (Stand Alone) Senior High School
student’s academic performance and the analysis of stress management in their lifestyle. At the end
of this research study, the researchers were premised on the following assumptions:

1. the possible ways being considered to manage the stress;

2. to determine which strand of San Agustin (Stand Alone) Senior High that gives stress to the
students; and
3. To give possible action of the symptoms of a stressed person experience on how to manage
or cope up with the stress that affects every student in their chosen strand.

HYPOTHESIS

There is a high possibility that every student in San Agustin (Stand Alone) Senior High
School could suffer or engage on any stress-related work in their chosen strand that has effect on
their academic performance.

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SCOPE AND DELIMITATION OF THE STUDY

The study is about the determination of strand on the analysis of coping threats to the
academic stress of Grade 11 students. The researchers came up to this study because they want to
know and help as well those students to be aware on how to give actions on managing stress so that
it couldn’t affect on their academic performance in their school and to have a higher level or gain
more knowledge on contradicting them.

Due to financial, time constraint, cooperation and availability of sources; the study limits to
the Factors avoiding student’s stress, Stressors, Indications and Effects of Stress and Student’s
Academic Performance on selected Grade 11 students in San Agustin (Stand Alone) Senior High
School. It also limits to 50 respondents and it was done in almost 4 months started on July 2019 and
ended up on November 2019.

OBJECTIVE OF THE STUDY

1. To identify the students profile in terms of age, gender and strand.

2. To analyse what causes the Grade 11 students to be stressed.

SIGNIFICANCE OF THE STUDY

STUDENTS. The study makes them to realize and know how to manage stress.

SCHOOL. The study will lead their students to teach them right education and help them to
manage their stress.

PARENTS. The study will be a tool for them to understand and know what their children’s
problem and from that they will help their children to out from it. state

SOCIETY. The study will try to examine the factors on why stress is a contributions factor in
unproductively effects of it on the society.

6
DEFINITION OF TERMS

These are the terms that have been used by the researchers in the study to help the readers
and researchers to clearly understand the effects of stress in academic performance.

STRESS – a state of mental tension and worry caused by problems that may affect the lifestyle of
the person who possesses this feeling of anxiety.

ACADEMIC PERFORMANCE - is a way for the students to perform their academic obligations
in schools.

STRESSOR – the factors that make the students to become stressed.

BEHAVIOR – the manner in which one behaves, in this study it includes on the students way of
responding to an action, environment, person or stimulus.

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 CHAPTER II:

REVIEW OF RELATED LITERATURE AND STUDY

Stress management is a practical guide for the treatment of stress; it focuses on stress
reduction for effective adjustment of people generally, people experiences all kinds of stress:
physical stress, psychological stress, social stress, academic stress, emotional stress and others. This
brings manifestation of maladaptive behaviors, suicide, cultism, rape, drug abuse, and child abuse
etc. We all know that stress is a major factor that hinders effective adjustments of people. Stress
management is paramount to the people’s adjustment process. The book is based on outcome of a
research of Two therapies (REBT & RECT) were effectively employed for stress reduction and
assist to ensure an improving academic, physical, psychological, social and emotional adjustment.

A study on Stress Management explains that students who have developed a proper attitude
to learning, and good learning techniques and habits, should not worry about stress. Stress is
essential for affective study and memory, but it is the excess- anxiety, worry, fear of failure, and etc. -
which creates a level of stress high enough to cause loss of memory and memory blocks in
examinations. This is what students fear that they will not be able to remember what they have
learned. Of course, if they have not learned the work in the first place, stress or not stress will make
no difference.

According to Criszelda Torres (2015) the program was evaluated over a one-year period
(using comparison and control groups) and has been shown to improve coping skills, self-esteem,
quality of relationships and mood, as well as reducing the frequency and impact of stressful life
events and daily stress-levels of depressions and anxiety also decreased following participation.

According to George Essel and Patrick Owusu (2017) stress is the process by which an
individual or a person react when opened to external orinternal problems and challenges. The
organism processes numerous systems to coordinate such adaptive responses both systematic and
cellular levels “by this, stress has direct effect on the brain and the whole anatomy of the body as
such failure to adapt to a stressful condition can result in brain malfunction, physiological problem
and also many areas of psychological challenges in the form of depression, anxiety, pain and
burnout. Physiologically, stress-related disease in the form reproduction, cardio vascular, metabolism
and gastrointestinal disease are determine by great areas of genetic and development factors which
are different from a person to a person but also symptoms of this disease maybe similar sometimes.

8
THEORETICAL FRAMEWORK

According to the theorists William James and Carl Lange (1884 & 1885), might have
separately proposed their perspective theories on the correlation of stress and emotion, but they had
a unified on this relationship- emotions do not immediately succeed the perception of the stressor or
the stressful event; they become present after the body’s response to the stress. For instance, when
you see a growling dog, your heart starts to race, your breath begins to go faster, and then your eyes
become wide open.

According to James & Lange, the feeling of fear or any other emotion only begins after you
experience these bodily changes. This means that the emotional behaviour is not possible to occur
unless it is connected to one’s brain. The term “STRESS” refers only to stress with significant
negative consequences, or distress in the terminology advocated by Hans Selye, rather than what he
calls eustress, a stress whose consequences are helpful or otherwise. Stress produces numerous
physical and mental symptoms which vary according to each individual’s situational factors. These
can include physical health decline as well as depression. The process of stress management is
named as one of the keys to a happy and successful life in modern society.

Although life provides numerous demands that can prove difficult to handle, stress
management provides a number of ways to manage anxiety and maintain overall well-being. Despite
stress often being thought of as a subjective experience, level of stress are readily measurable using
various physiological tests, similar to those used in polygraphs. Many practical stress management
techniques are available, some for use by health professionals and others, self-help, which may help
an individual reduce their levels of stress, provide positive feelings of control over one’s life and
promote general well-being. Evaluating the effectiveness of various stress management techniques
can be difficult, as limited research currently exists. Consequently, the amount and quality of
evidence for the various techniques varies widely. Some are accepted as effective treatments for use
in psychotherapy, while others with less evidence favouring them are considered alternatives
therapies. Many professional organizations exist to promote and provide training in conventional or
alternative therapy.

9
10
CONCEPTUAL FRAMEWORK

This study focuses on the “ The Analysis of Academic Stress of Grade 11 Students in
San Agustin (Stand Alone) Senior High School.”. The respondents of this study were the
selected Grade 11 students of San Agustin (Stand Alone) Senior High School. They were given
survey questionnaires which determined their perceptions and concerns.

INPUT of researchers’ conceptual framework: Respondent’s Profile according to their

gender, and the statement of the problem which are: (1) What is the profile students in term of: Age,
Gender, Strand? (2) What possible symptoms could experience by a stressed student? (3) Which
strand has the highest percentage of having academic stress? (4) What are the indications observed
that student’s stress was being displayed?

PROCESS are: Formulation of Questionnaire, Distribution Questionnaire to the

Respondents, and Collection of Data through survey, Analysis and interpretation of collected Data
and lastly Solution and Recommendations.

OUTPUT of this study is The Analysis of Academic Stress of Grade 11 Students in San
Agustin (Stand Alone) Senior High School.

FEEDBACK LOOP MECHANISMS is intended to determine whether the input is

achieved or not, using the output.

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 INPUT
1. What is the profile of the students in terms of:
a. Age
b. Sex
c. Strand
2. What are the possible effects could be experienced by a stressed
student?

PROCESS

 Formulation of Questionnaire
 Distribution of Questionnaire to the
respondents
 Collection of data through survey
 Analysis & interpretation of collected data
 Solution & Recommendations

OUTPUT

 The Analysis of Academic Stress of Grade 11

Students in San Agustin (Stand Alone) Senior
High School.
FEEDBACK

FIGURE 2
CONCEPTUAL PARADIGM

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 CHAPTER III:

RESEARCH METHODOLOGY

This chapter is the presentation of the method and the procedures that the researchers used
in conducting the study. It compromises the research method, tools and equipment and research
procedures.

RESEARCH DESIGN

The researcher used the descriptive as the application based research in order to develop and
understand the key concepts mentioned in this study. This type of research design serves as a vital
core in providing a better avenue to come up at a more believable and realistic result.

The descriptive design applied through the analysis of the result of the survey that the
researchers will be conducting and will be used to determine the factors avoiding student’s stress.
The use of descriptive research design is significant in this study since it helps to illustrate the
different concepts related to the study, particularly when it’s time for the researchers to identify the
indications that a student is in state of stress.

RESEARCH INSTRUMENT

The researcher employed survey questionnaire for primary data collection. Through the use
of it, the researchers were able to know the respondents’ opinions and perceptions regarding on the
topic. The questionnaire was contained questions itself which also composed of choices of their
answer. Thus, the questionnaire was in open-format for ease of interpretation and availability of
information. The questions were made by the researcher, and then it was consulted to researcher’s
teacher for further correction and suggestion.

13
SAMPLING TECHNIQUE

The researcher used the probability sampling in data collection and gathering. Relevant data
was best extracted by using this kind of process. The researchers gave a questionnaire to those
selected respondents to know the factors behind student’s stress and its effect to their academic
performance. Also, method of sampling data is used to gather information from selected
respondents who are capable of giving out reliable info with knowledge and expertise.

The researcher came up with 50 respondents. They are all SHS students in San Agustin. In 9
sections of Grade 11, we selected 10 respondents each.

DATA COLLECTION

The way data collected was being discussed in this part of the research study. Questionnaire
is a paper containing series of questions formulated for an individual and independent answering by
several respondents for obtaining statistical information. Each question offers a number of probable
answers from which the respondents, on the basis of their own judgment, will choose the best
answer. This data collection will help the researchers gather data quickly and will not require too
much effort.

DATA GATHERING

The researcher has followed certain procedures in the conduct of this study.

1. Choose certain title. It is must that we choose a title for our study and defend it to the
panellist until it was approved.
2. Securing permit to conduct the study. The permit to conduct the study was made and
filed in the office of the school principal.
3. Preparation of the instruments. Questionnaire is a principal tool in gathering data. The
first draft of the instrument was made in coordination with the adviser so that the survey
tool is reliable and valid.

14
 4. Administering the questionnaire. The researchers distributed personally the
questionnaires to the individual respondents of San Agustin (Stand Alone) Senior High
School. Confidentiality was given in order to assure cooperation and to avoid inhibitions
from the respondents in accomplishing the questionnaire
5. Validating the instrument. After the distribution next is the validation of the
questionnaire. It is analyzed and interpreted through the data gathered and finally
formulate the conclusion and recommendation of this study. The formula used:
P = f/n x 100

Where:

P = percentage

f = frequency

n = total number of respondents

100 = constant number

DATA ANALYSIS

The researchers used descriptive analysis to analyse the data gathered. The type of questions
asked by the researchers ultimately determined the type of approach necessary to complete an
accurate assessment of the topic at hand.

15
 CHAPTER IV

DATA PRESENTATION AND ANALYSIS

This chapter shows the data gathered from the survey questionnaires distributed to
randomly selected respondents. The results are tabulated and interpreted by the researchers to
provide an evaluation of the research study.

Table 1

Distribution of Respondents According to Gender

GRADE 11 GAS GRADE 11 HUMSS GRADE 11 TVL GRADE 11 ABM GRADE 11 STEM TOTAL

No. of No. of No. of No. of No. of No. of

GENDER
Respon % Respon % Respon % Respon % Respon % Respon %
dents dents dents dents dents dents

MALE 2 11.% 2 11% 5 15.6% 3 16.6% 7 38.9% 18 100%

FEMALE 8 25% 8 31.2% 5 15.6% 7 31.2% 3 9.4% 32 100%

TOTAL 10 20% 10 20% 10 20% 10 20% 10 20% 50 100%

Illustration 1

Distribution of Respondents According to Gender

11-GAS
11-GAS
(MALE) 11-STEM
(FEMALE)
4% (FEMALE)
11 STEM (MALE) 8%
4%
6% 11 HUMSS (MALE)
2%
11 ABM (FEMALE)
3% 11 HUMSS (FEMALE)
8%
11 ABM (MALE)
7%
11 TVL (MALE)
11 TVL (FEMALE) 4%
5%

16
 Table 1 presents the distribution of the respondents based on gender, a total of 50
respondents are all a Grade 11 students from San Agustin Stand Alone Senior High School
(SASHS), out of 18 male respondents there were only 2 or 11.1% respondents from Grade 11 GAS,
there are also 2 or 11.1% respondents from Grade 11 HUMSS, there are 5 or 15.6% male
respondents from Grade 11 TVL, and 3 or 16.6% male respondents from Grade 11 ABM, while the
other 7 or 38.9% were from Grade 11 STEM. In a female respondents, there are a total of 32
respondents, 8 or 25% respondents from Grade 11 GAS, there are also 8 or 25% respondents from
Grade 11 HUMSS, there are 5 or 15.6% female respondents from Grade 11 TVL, and 7 or 31.2%
female respondents from Grade 11 ABM, and the remaining are from Grade 11 STEM which hold a
total of 3 or 9.4%. Therefore, there is an equal number of respondents, 10 respondents in each
strand.

Table 2

RANK
1 2 3 4 5
INDICATION No. of No. of No. of No. of No. of
respon % respon % respon % respon % respon %
dents dents dents dents dents
Feeling bored at 6 12% 21 42% 15 30% 7 14% 1 2%
school
Too much 3 6% 14 28% 19 38% 12 24% 2 4%
homework
More time on 5 10% 6 12% 17 34% 17 34% 5 10%
school activity
Bored at home 5 10% 13 26% 26 52% 4 8% 2 4%
Lack of sleep 5 10% 12 24% 17 34% 14 28% 2 4%
Feeling of 8 16% 19 38% 16 32% 4 8% 3 6%
being alone
Loss of 4 8% 18 36% 19 38% 7 14% 2 4%
appetite
Happy and 7 14% 14 28% 19 38% 6 12% 4 8%
stress free
Forgetting some 4 8% 16 32% 15 30% 12 24% 3 6%
important things
Self- 4 8% 16 32% 16 32% 7 14% 7 14%
Management or

17
control

Bonding with 5 10% 8 16% 15 30% 11 22% 11 22%

friends
Having pimples 13 26% 10 20% 9 18% 12 24% 6 12%
Give time to 7 14% 16 32% 15 30% 10 20% 2 4%
relax
Asking for 6 12% 13 26% 17 34% 12 24% 2 4%
advice
Feeling tired all 5 10% 10 20% 19 38% 11 22% 5 10%
day
Found yourself 4 8% 15 30% 19 38% 11 22% 1 2%
getting angry or
upset

Felt that you 3 6% 16 32% 23 46% 7 14% 1 2%

don’t spend
enough
time with your
family
Found it 4 8% 18 36% 21 42% 4 8% 3 6%
difficult to
laugh and
smile
Used alcohol 25 50% 11 22% 7 14% 6 12% 1 2%
when under
pressure
Used cigarettes 24 48% 12 24% 6 12% 4 8% 4 8%
to help when
you are under
pressure
I do my work 3 6% 8 18% 25 50% 8 16% 5 10%
properly
Getting good 3 6% 8 16% 17 34% 17 34% 5 10%
enough grades
Achieving my 5 10% 7 14% 13 26% 20 40% 5 10%
academic goals
Suffered from 2 4% 10 20% 16 32% 15 30% 7 14%
headaches
Found it hard to 2 4% 9 18% 20 40% 13 26% 6 12%
make decision

18
 Illustration 2
100%
90%
80% Ran
70% k5
Ran
60%
k4
50% Ran
k3
40%
Ran
30% k2
20%
10%
0%

Used cigarettes to help when you are…

Felt that you don't spend enough time…
Too much homework

Asking for advice

Feeling of being alone
Lack of sleep

Bonding with friends

Give time to relax

Loss of appetite

Having pimples

Suffered from headaches

Bored at home

Happy and stress free

Feeling tired all day

Used alcohol when under pressure

I do my work properly
Self-management or control

Getting good enough grades

Achieving my academic goals
Forgetting some important things
Feeling bored at school

More time on school activity

Found yourself getting angry or upset

Found it difficult to laugh and smile

Found it hard to make decision

Table shows the top 5 indicators that could sometimes trigger students to have or experience
stress, wherein the rank 1 is “Used alcohol when under pressure” which has a 25 or 125% of total
respondents, while rank 2 has a 21 or 105% which is “Feeling bored at school”, the rank 3 is “Bored
at home” which has a 26 or 130%, while 20 or 100% agreed that they are “Achieving their academic
goals” and the rank 5 is 11 or 55% which is “Bonding with friends”.

Therefore the top 5 indicators that could sometimes trigger students to have or experience
stress are used alcohol when under pressure, feeling bored at school, bored at home, achieving their
academic goals, and bonding with friends which signifies that students are having or experience
stress.

19
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

The study attempted to determine which strand in Grade 11 in San Agustin (Stand Alone)
Senior High School and to analyse the academic stress to them. There are three specific research
aims namely: (1) to determine the reason behind student’s stress, (2) to analyse the coping threats of
stress in order to manage it by students and (3) to find out the possible effect in the student’s
academic performance when stress is already avoided.

The method of research used was based on descriptive research design concept that looked
into the views and opinions of the respondents. A total of 50 students from chosen samples were
randomly selected as respondents. The sampling method used was probability sampling while the
instrument used in data gathering were a survey questionnaire. Descriptive analysis was used for the
data analysis. The results were analysed using frequency and percentage distribution.

SUMMARY OF FINDINGS

1. Majority of the respondents are engaged in stress but it is just sometimes.

2. Stress had effect on the behaviour of a student. When they are stressed out, they feel
boredom in school that can lead to not to engaged in any other academic performances in
school.
3. Most of the respondents were encountered that they had a greater school works compared
to what really they should have. By being focused on school works can make them have
stress that would possibly the reason not to involve on other school activities.
4. The researcher found out that the primary stress factors that the students had experienced
was more time on school activities, too much homework and lack of sleep because they are a
lot active on school due to have a higher grades and to meet the expected performance in
school.
5. Almost all of the respondents believed that stress can be avoided and the best way is to cope
up is to have control and self-management. It is a way to find your inner self in times of
experiencing stress.

20
 6. Enjoyable bonding with friends and family, achieving my academic goals, giving time to relax
and seeking for someone’s advice was the key on coping up with stress. It is a significant to
the students to come up with the ways to lessen stress for them to achieve a better effect.

CONCLUSION

The results of the study reveals that the factors avoiding stress or the best way to manage is
to relax and don’t be into it. It signifies that it is not advisable to worry about on how to overcome
this psychological problems because there is a high possibility that the problem might get worse.
Instead, the best way to cope up with it was to enjoy bonding with friends and family, achieving my
academic goals, giving time to relax and seeking for someone’s advice was the key on coping up with
stress. It is somewhat giving leisure time to yourself and time to enjoy life not only on focusing to
have a higher grades but on making a break-free as a reward for being a good student. It means that
when the students are far from stress that the academic performance is also affected. Furthermore,
there is a high chance that the academic performance of a student will increase as the worries that
they have decreases. When they already free from stress, it improves their self-esteem to participate
in different activities in school, give them courage to accomplish all of the school works so it
resulted for them to obtain a higher grade which symbolizes that when stress is already avoided,
there are effects in the student’s academic performance.

RECOMMENDATIONS

The researchers find the following recommendations as necessary considerations:

For the school, the researchers recommend that they should limit the school works for the
students to have a less worry about. It is important as it keep their school life an interesting one.
Instead of unlimited school works, the school should also consider the sake of students, by means of
implementing a school related activity that give refreshment to the emotional aspect of the student.
Those activities lessen the capability of students to become stress as well as it alleviates the stress
that the students are in.

21
 For the students, the researchers suggest that the students should not consider stress as one
of the problems they will have a difficulty to deal with. There are lot of simplest way to avoid stress,
the one of which is to relax and don’t be into. It means that the students should not focus on their
stress itself but on the ways in order to cope up with it.

The researchers recommend this study as a reference or as a basis in order to cope up with
stress, it serve as a guide in order for those individuals be aware on the effects brought by stress. In
line with the future researchers, this study would be useful for the betterment of their study related
to this topic.

22
 APPENDIX A

PERMISSION LETTER TO CONDUCT A SURVEY

October 09, 2019

BEN D. SILVA

PRINCIPAL II

Sir,

Greetings of peace!

The undersigned researchers are students of Practical Research II with a research title, “ The
Analysis of Academic Stress of Grade 11 Students in San Agustin (Stand Alone) Senior High
School ”. In view of the foregoing, the undersigned humbly seek permission from your good office
to distribute questionnaires to selected students of San Agustin (Stand Alone) Senior High School.
We assure the confidentiality of the information gathered.

Anticipating with profound gratitude for your approval

Thank you!

Very truly yours,

GIAN BRADLEY R. ALBALATE

ARABELLA N. BAYTA

ANGELI B. CABALTERA

VINCENT C. DE VILLA

JAYBEE B. NACARIO

PRECIOUSE LEI D. NIERVA

23
PAULO G. NOCOS

CHRISTINE JOY N. OLIVEROS

NICA MARIH R. ROMBANO

Researchers

NOTED:

ANTONIO G. BELMONTE

Subject Teacher in PR

APPROVED:

BEN D. SILVA

Principal II

24
 APPENDIX B

PERMISSION LETTER TO RESPONDENTS AND QUESTIONNAIRE

Dear Respondents,

Good Day!

The researchers of 12-GAS D will conduct a survey questionnaire at GRADE 11 students here at
San Agustin (Stand Alone) Senior High Schools entitled “DETERMINATION OF STRAND ON THE
ANALYSIS OF COPING THREATS TO THE ACADEMIC STRESS OF GRADE 11 STUDENTS
IN SAN AGUSTIN SENIOR HIGH SCHOOL”. This survey would help us to identify the students
who surpass or still experiencing stress that could affect the academic performance of each and every one of
you. This research serves as the project of the researchers.
Thank you for your cooperation to our research!
God bless you!

Sincerely yours,
The Researchers

QUESTIONNAIRE

I. Profile of the Students

Name (Optional): _______________________________________

Sex: MALE FEMALE

Age: 15-16 19-20 17-18 21-22

Strand: ABM GAS STEM HUMSS TVL

25
 II. RATE 1-5
III. Check (/) whether the effects that could sometimes trigger you to have or experience stress.
If it was very poor, poor, satisfied, very satisfied or excellent.

1 2 3 4 5
(Very (Poor) (Satisfied) (Very (Excellent)
Poor) Satisfied)

1. Feeling bored at school

2. Too much homework
3. More time on school activities
4. Bored at home
5. Lack of sleep
6. Feeling of being alone
7. Loss of appetite
8. Happy and Stress-free
9. Forgetting some important things
10. Self-Management or control
11. Bonding w/ friends
12. Having pimples
13. Give time to relax
14. Asking for advice
15. Feeling tired all day
16. Found yourself getting angry or
upset
17. Felt that you don’t spend enough
time with your family
18. Found it difficult to laugh and smile
19. Used alcohol when under pressure
20. Used cigarettes to help when you are
under pressure
21. I do my work properly
22. Getting good enough grades
23. Achieving my academic goals
24. Suffered from headaches
25. Found it hard to make decisions

26
 CURRICULUM VITAE

I. PERSONAL INFORMATION
NAME: Gian Bradley R. Albalate
AGE: 18 years old
SEX: Male
DATE OF BIRTH: July 21, 2001
PLACE OF BIRTH: San Agustin, Iriga City
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
HOME ADDRESS: #876 Zone 5 Highway 45 Street San Agustin, Iriga City
FATHER: Mr Modesto V. Albalate
MOTHER: Mrs Myla R. Albalate

II. EDUCATIONAL BACKGROUND

ELEMENTARY: San Agustin Elementary School
San Agustin, Iriga City
Graduate, 2014
HIGHSCHOOL: Zeferino Arroyo High School
San Agustin, Iriga City
Complete, 2018
SENIOR HIGH SCHOOL: San Agustin (Stand Alone) Senior High School
San Agustin, Iriga City
Grade 12 at Present

27
 CURRICULUM VITAE

I. PERSONAL INFORMATION
NAME: Arabella N. Bayta
AGE: 17 years old
SEX: Female
DATE OF BIRTH: July 16, 2002
PLACE OF BIRTH: Buluang Baao Camarines Sur
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
HOME ADDRESS: Itonan Street Buluang Baao Camarines Sur
FATHER: Mr Alberto V. Bayta
MOTHER: Mrs Maria Amparo N. Bayta

II. EDUCATIONAL BACKGROUND

ELEMENTARY: Buluang Elementary School
Buluang Baao Camarines Sur
Graduate, 2014
HIGHSCHOOL: Eusebia Paz Memorial National High School
Buluang Baao Camarines Sur
Complete, 2018
SENIOR HIGH SCHOOL: San Agustin (Stand Alone) Senior High School
San Agustin, Iriga City
Grade 12 at Present

28
 CURRICULUM VITAE

I. PERSONAL INFORMATION
NAME: Angeli B. Cabaltera
AGE: 17 years old
SEX: Female
DATE OF BIRTH: December 17, 2001
PLACE OF BIRTH: San Agustin, Iriga City
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
HOME ADDRESS: #665 Zone 4 Mainline Hi-way St. San Agustin, Iriga City, Bicol
FATHER: Mr Larry S. Cabaltera (deceased)
MOTHER: Mrs Arlene B. Cabaltera

II. EDUCATIONAL BACKGROUND

ELEMENTARY: San Agustin Elementary School
San Agustin, Iriga City
Graduate, 2014
HIGHSCHOOL: Zeferino Arroyo High School
San Agustin, Iriga City
Complete, 2018
SENIOR HIGH SCHOOL: San Agustin (Stand Alone) Senior High School
San Agustin, Iriga City
Grade 12 at Present

29
 CURRICULUM VITAE

I. PERSONAL INFORMATION
NAME: Vincent C. De Villa
AGE: 19 years old
SEX: Male
DATE OF BIRTH: September 25, 2000
PLACE OF BIRTH: San Vicente Norte Camarines Sur
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
HOME ADDRESS: San Agustin, Iriga City
FATHER: Mr Adonis O. De Villa
MOTHER: Mrs Vannesa N. De Villa

II. EDUCATIONAL BACKGROUND

ELEMENTARY: Don Lazaro Madara Memorial School
San Nicolas, Iriga City
Graduate, 2014
HIGHSCHOOL: Bicol Trinity Mission Learning Center
San Nicolas, Iriga City
Complete, 2018
SENIOR HIGH SCHOOL: San Agustin (Stand Alone) Senior High School
San Agustin, Iriga City
Grade 12 at Present

30
 CURRICULUM VITAE

I. PERSONAL INFORMATION
NAME: Jaybee B. Nacario
AGE: 18 years old
SEX: Male
DATE OF BIRTH: September 10, 2001
PLACE OF BIRTH: San Isidro, Iriga City
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
HOME ADDRESS: Zone 2 calcedonia street San Isidro, Iriga City
FATHER: Mr Jelu B. Nacario
MOTHER: Mrs Bernadette B. Nacario

II. EDUCATIONAL BACKGROUND

ELEMENTARY: San Isidro Elementary School
San Isidro, Iriga City
Graduate, 2014
HIGHSCHOOL: Zeferino Arroyo High School
San Agustin, Iriga City
Complete, 2018
SENIOR HIGH SCHOOL: San Agustin (Stand Alone) Senior High School
San Agustin, Iriga City
Grade 12 at Present

31
 CURRICULUM VITAE

I. PERSONAL INFORMATION
NAME: Preciouse Lei D. Nierva
AGE: 17 years old
SEX: Female
DATE OF BIRTH: April 21, 2002
PLACE OF BIRTH: San Jose, Iriga City
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
HOME ADDRESS: #277 Aquamarine Street San Jose, Iriga City
FATHER: Mr Reynaldo S. Nierva
MOTHER: Mrs Sheila D. Nierva

II. EDUCATIONAL BACKGROUND

ELEMENTARY: Iriga Central School
San Nicolas, Iriga City
Graduate, 2014
HIGHSCHOOL: Zeferino Arroyo High School
San Agustin, Iriga City
Complete, 2018
SENIOR HIGH SCHOOL: San Agustin (Stand Alone) Senior High School
San Agustin, Iriga City
Grade 12 at Present

32
 CURRICULUM VITAE

I. PERSONAL INFORMATION
NAME: Paulo G. Nocos
AGE: 18 years old
SEX: Male
DATE OF BIRTH: July 10, 2001
PLACE OF BIRTH: San Agustin, Iriga City
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
HOME ADDRESS: Zone 1 Pinaglabanan Street San Agustin, Iriga City
FATHER: Mr Armando B. Nocos
MOTHER: Mrs Catalina G. Nocos

II. EDUCATIONAL BACKGROUND

ELEMENTARY: San Agustin Elementary School
San Agustin, Iriga City
Graduate, 2014
HIGHSCHOOL: Zeferino Arroyo High School
San Agustin, Iriga City
Complete, 2018
SENIOR HIGH SCHOOL: San Agustin (Stand Alone) Senior High School
San Agustin, Iriga City
Grade 12 at Present

33
 CURRICULUM VITAE

I. PERSONAL INFORMATION
NAME: Christine Joy N. Oliveros
AGE: 19 years old
SEX: Female
DATE OF BIRTH: August 29, 2000
PLACE OF BIRTH: San Agustin, Iriga City
NATIONALITY: Filipino
RELIGION: Jehovah’s witnesses
CIVIL STATUS: Single
HOME ADDRESS: Zone 3 Burocbusoc Buhi Camarines Sur
FATHER: Mr Silvestre C. Oliveros
MOTHER: Mrs Marilou N. Oliveros

II. EDUCATIONAL BACKGROUND

ELEMENTARY: Burocbusoc Elementary School
Burocbusoc Buhi
Graduate, 2014
HIGHSCHOOL: Zeferino Arroyo High School
San Agustin, Iriga City
Complete, 2018
SENIOR HIGH SCHOOL: San Agustin (Stand Alone) Senior High School
San Agustin, Iriga City
Grade 12 at Present

34
 CURRICULUM VITAE

I. PERSONAL INFORMATION
NAME: Nica Marih Rombano
AGE: 18 years old
SEX: Female
DATE OF BIRTH: May 9, 2001
PLACE OF BIRTH: San Isidro, Iriga City
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
HOME ADDRESS: Zone 2 calcedonia street San Isidro, Iriga City
FATHER: Mr Sabido N. Rombano (deceased)
MOTHER: Mrs Amalia R. Rombano

II. EDUCATIONAL BACKGROUND

ELEMENTARY: San Isidro Elementary School
San Isidro, Iriga City
Graduate, 2014
HIGHSCHOOL: Zeferino Arroyo High School
San Agustin, Iriga City
Complete, 2018
SENIOR HIGH SCHOOL: San Agustin (Stand Alone) Senior High School
San Agustin, Iriga City
Grade 12 at Present

35