The Problem: Ilocos Sur National High School - Senior High School

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ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
Chapter 1
The Problem
Introduction
Stress does not choose any gender, age, religion, place and degree of life.
Students or professionals, in workplace or school and as well as in the house whether
rich or poor, are all affected by stress which people can find a way to prevent its
forbidding side effects.
Stress according to new world encyclopedia that people of all ages, gender and
circumstances and can lead to both physical and physiological issues. Stress can also
affect healthy lifestyle and can cause into a suicidal action.
According to the World Health Organization (WHO, 1986), stress is the
reaction of people may have when presented with demands and pressures that are not
matched to their knowledge and abilities and which challenge their ability to cope. It is
not a disease but if it is intense and goes on for time, it can lead to mental and physical
ill health. This is a result of depression, suicidal act, heart disease nervous breakdown
and many more severe problems.
Despite this definition, people is often misunderstood that stress is only
experienced by those people who killed themselves only. However, stress is a feeling
of emotional or physical tension that comes from any event or thought that makes a
person feel frustrated, angry, or nervous (Medical encyclopedia, 2019). Simply, if

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people react on things that have done, excessive work and struggling time to cope the
problems or different situations, then definitely they are suffering with stress.
Stress is something that causes anxiety whether it comes from schooling,
environment, friends or relationship and even at home, financial problem and
something went wrong to the members of family. The students also faces a lot of stress
that imbalance the academic, social performances and time management for extra-
curricular from the school.
Upon entering the Senior High School (SHS) Program, students may choose
what track and strand they take that is inclined with the courses and dreams they want
to achieve. In an academic track, there are four strands namely Humanities and Social
Science (HUMSS) Strand, Science Technology, Engineering and Mathematics
(STEM) Strand, General Academic Strand (GAS), and lastly Accountancy, Business
and Management (ABM) Strand. Each of this has the specialized and applied subjects
and the core subjects or the minor subjects. In ABM Strand, the major subjects include
Empowerment Technologies, Business Mathematics, Organization and Management,
Principles of Marketing, Fundamentals of Accountancy, Business and Management 1
and Practical Research 1. The minor subjects that all senior high students learns during
first semester are Oral Communication, Komunikasyon at Pananaliksik sa Wika at
Kulturang Pilipino, General Mathematics, Earth and Life Science, Introduction to
Philosophy of the Human Person/ Pambungad sa Pilosopiya ng Tao, and Physical
Education and Health 1. Second semester includes the following; Reading and Writing
Skills, Pagbasa at Pagsusuri ng iba’t ibang Teksto tungo sa Pananaliksik, Statistics and
Probability, Physical Science, and Personality Development. The ACTP is one of the
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minor subjects but did not implement for some reasons. In this strand focuses on
learning the concepts of Accountancy, Business and Management on how to handle a
business and good management, holding money and it talks about mathematics.
ABM student has a lot advantages in choosing a direct path careers in
accounting and management: sales management, human resources, marketing director,
bookkeeper, project officer, accounting clerk, internal auditor, and many more (The
Definitive Guide to the ABM Strand).
The levels of difficulties inherent in the major of ABM and exams may present
different stress level to the student. Stress is a common aspect of many different
emotions like frustration, anger, worry, fear, sadness, and despair. Some reasons of
stress during adolescence are because of disturbed family dynamics, peer pressure
experienced inability to cope with drug abuse and lack of competence. It is also highly
correlated with social and financial stress.
Some researchers have found that the main sources of stress in the academic
environment are exams and quizzes, homework and work outside the school like
shooting a short movie that needs in the thematic assessment, giving reports and
presentations, competition with classmates and academic overload. Hence, this is not
only the sources of stress of the students and there is categorized stress that leads to
many types of stress especially the all adolescence who experiencing it.
According to the psychologist, stresses is a feeling of strain and pursues human
experience or perceive things as threatening when they do not believe that their
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resources for coping with obstacles indeed stress symptoms can affect the body,
feelings or thoughts and the behavior.
The father of stress research, Hans Selye an endocrinologist, he stated that the
word stress wasn't even part of our vernacular until the 1930s. He also defined sis tress
refers to the reaction and adaption of any organism to a perceived threat. At the
cellular level, stress is fundamental to life because it motivates action and behavior.1
Stress level can be defined as interventions designed to reduce the impact of
stressors in the workplace and school. This can have an individual focus aimed at
increasing an individual’s ability to cope with stressors. The level of stress within a
role varies because of individual differences in mindset, age, gender, and their
performance in job and school.
To prevent the negative outcomes associated with stress such as suicide,
depression and anxiety, researcher must measure the students’ stress to help those in
need improve their coping strategies in managing the stress. It is beneficial for
all to lessen the stress of the students as a resulting of implementing good
recommendations and improve the learning style.
This study focus on determining the level of stress on the different learning
areas of Accountancy, Business and Management strand students in Ilocos Sur
National High School. This is used to determine what subjects that causes the students
stressful way during grade 11 class. There are three types of stress namely acute stress,
episodic acute stress and chronic stress (American Psychological Association or APA).
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Statement of the Problem
The researchers aim to determine the stress levels of ABM students in the
different learning areas of ABM Strand Second Semester.
Specifically, it sought to answer the following questions:
1. What is the profile of the respondents in their socio demographic factor in
terms of the following:
a. gender,
b. age,
c. distance from home to school,
d. pressured by whom, and
e. number of hours devoted in studying?
2. What is the level of stress of ABM students in the different school related
factors?
3. What is the level stress of ABM students along their core and
applied/specialized subject?
4. What is the subject that causing more stresses to the ABM students?
a. core subject and
b. applied/specialized subject
5. Is there a significant relationship between the socio-demographic factors
and school related stressors to the stress level of ABM Students along in
their core and applied/specialized subjects?

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Scope and Delimitation
The study is limited on determining the level of stress of the ABM Students in
second semester on selected students of ABM Strand. This study will conduct in
Ilocos Sur National High School on July 2019.
The study looked into the study of the respondents in the socio demographic
factor and school related stressors.
This research employed the descriptive correlational method employing a
questionnaire that was constructed by the researchers and was validated by the experts.
The statistical tools that were used are regression analysis and correlation to
measure the relationship between the level of the stress and the different factors that
causing stress.
Theoretical Framework
The following are the literatures, related studies, and related researches that
were taken to serve as guide post or insights of the researchers to conduct the study.
On Stress Level
Stress is a very important factor in the lives of university students.
Stress can be defined as, a state of mental or emotional strain or tension resulting from
adverse or demanding circumstances on Oxford Dictionaries (2014). According to the
cognitive-transactional model of stress, stress is the dynamic relationship between an

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individual and the environment in which a stimulus disturbs an individual’s
homeostasis, causing him/her to respond to the situation with all available resources.
Whatever he/she notice around him/her using the five senses, and definitely to respond
on that particular scene, stress is already affecting his/her body. There are three types
of stress according to American Psychological Association (APA) namely acute stress,
episodic acute stress and chronic stress. Each of the type have different characteristics
and the time that of its accessibility to the body. In addition, according to Beilock and
her team found that there was little performance related to either cortisol production.
The students with less mental effort to begin are those people who have lower working
memory. So, taking exams bring a different pressure rather than a student’s reciting or
memorizing a speech and athlete plays in stadium.
On Applied and Specialized Subjects
The different subjects that ABM students will learn according to
Department of Education (DepEd) are the following; Applied Economics, Business
Ethics and Social Responsibility, Fundamentals of Accountancy, Business and
Management 1, Fundamentals of Accountancy, Business and Management 2, Business
Math, Business Finance, Organization and Management, Principles of Marketing,
Work Immersion/Research/Career Advocacy/Culminating Activity i.e. Business
Enterprise Simulation.
On Gender
Gender is one that is often discussed in the realm of health and disease.
Several studies have concluded that social expectations affect how we react to stress
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and their psychological effects and that men and women are exposed to different types
of stress and deal with that stress based on cultural norms. However, based on the
research study of Michelle Calvarese(2015). Men and women are different in reactions
of stress and how to cope it.
Some researchers assess the sex differences and stress of students like
the study conducted by Brougham et al. (2009) in US and the result revealed that
female college students reported feeling larger amounts of stress than college men.
Additionally, Misra et al. (2000) revealed that college women are more stressed by
pressures in relation to academics than men are. In addition, a team of researchers
found that human and most of animal species shows “fight-or-flight” response to
stress. In the late 1990’s, some researchers begun to argue that women shows a
protective and friendship offering when they response to stress. While men in contrast,
are still being aggressive under stress. Von Dawans refuted this assumption, saying:
"Apparently men also show social approach behavior as a direct consequence of
stress."
On Age
The diverse nature of the student population at undergraduate level and
their mode of study are widely accepted as the modern face of higher level education
according to Department of Education and Skills (2011). The age of a person can
cause stress especially adults who are facing different challenges in order to establish a
career, achieve financial security, or juggle work and family demands. Emotional
stress is more subtle, but if it's chronic, the eventual consequences can be as harmful,
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Chris Woolston, M.S. (2019). It must be because of the school if he/she is student, in
job or work and maybe to the environment or family where he/she belong. Park and
Adler (2003) Appraising any of the above events as a threat may cause anxiety
resulting in risky health behaviors for example alcohol or drug abuse, feeling
overwhelmed, poor time management, avoidance, social withdrawal or simply giving
up. A research team led by Professor Rolf Adolfsson and part of the article of Mikael
Wikgren’s dissertation work, with increasing the age of the person, telomeres shorten
which is the outermost part of the chromosome. And studies showed that oxidative
stress and inflammation accelerates this shortening. The research team therefore shows
that shorter telomere length is associated with both recurrent depression and cortisol
levels indicative of exposure to chronic stress. According to Chiriboga, it found that
young adults reported more life events in negative and positive rather than older
adults, but there were no differences between individuals in mid-life and late life.
On Distance From Home to School
Akhlaq, Amijad and Mehmood (2010), stress is seen as psycho-
physiological process, which results from the interaction of the individual of the
environment and results to the disturbances caused to the physiological, psychological
and social systems, depending upon individual characteristics and physiological
processes. Regarding the distance from home to school, if the students are not living
within the vicinity, it is expected to come late but there is away on avoiding that
problem. The student will wake-up early to cope –up with the time to start the class.
Moreover, according to the Claude (2012), long journeys to school caused by the
closing of local schools have a negative impact on students’ health and on their
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education achievement levels. It was concluded in other study on absenteeism
undertaken by the scientific Institute of the German health care insurance company
AOK, highlighted by one of EI’s national affiliates, the Verband Bildung and
Erziehung (VBE).
On Pressured
At school there is a range of academic pressure we feel, derived from a
need for perfection, worry over grades, parental pressure, competition, sports, or a
tough class load Sargunjot Kaur & Nancy L. Brown. Aarya Sinha, students of Gandhi
Memorial International School, Jakarta posted in TheJakartaPost website, states that in
this new era, a parent can keep track of their child’s academic results, assignments,
levels and reports. Some parents obsess over these scores so much that the need for
their child to achieve the top score overtakes all else. Parental pressure leads to stress
and anxiety. This basically, is what the students feel when it comes to someone
pressured you to do that thing even if you can’t. Unrealistic parental expectations of a
child's abilities and potential seem to be the most common cause of stress among
students. When students struggle to understand the concepts of a demanding subject
and its accompanying workload, concern is raised that the student is under pressure by
the educator and parent, Anjali Hazari in South China Morning Post.
On Number of Hours Devoted in Studying
The number of hours devoted in studying may be the source of stress to
a student. Stress is physics word which refers to the amount of force used on an object
and it relates in real life as to how certain issues that carry force applied to human life
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(Wheeler, 2007). Basically, force applied to a person and may the result in a strain
which is as a result of an unmanaged stress that is when a person is not able to handle
a challenges or problem encountered strain result George Essel and Patrick Owusu
(2017).
On School Facilities and Resources
A growing body of research has found that school facilities can have a
profound impact on both teacher and student outcomes. Thus, facility quality is an
important predictor of teacher retention and student learning by the Pennsylvania State
University. Moreover, poor condition of school facilities brings about critical concerns
on teachers’ and students’ general welfare. Aggravating these issues is the inability of
the authorities concerned to generate actions that purport to support the procurement
of modern and relevant facility, likewise to train personnel in the management of these
resources. Research findings of the Department of Education (1999), public schools
struggle when it comes to the availability of appropriate, useful, and quality school
facilities on teaching and learning. Mark Raguindin Limon (2016). Lack of schools
resources has the terrible effect to the students and made their main cause of stress
because of adequacy of knowledge and information of the students. Teacher’s
explanation regarding the topic is not enough for the students to understand the lessons
excellently.
On Teacher Related Factor
Some teachers are capable enough to the position and subjects they are
teaching but some are not because of the experience and environment of around them.
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Usually the qualities, that an employer look for in a teacher candidate, in the
modern world is that they would be: Positive, Communicative, Dependable,
Personable, Organized, Committed, Motivational, Compassionate, Flexible,
Individually Perceptive, Value Based, Knowledgeable, Creative, Patient and having
Sense of Humor but it would be rather hard to find a teacher with such complete &
maximum potential. Studies indicate that teacher characteristics influence teaching and
learning in classrooms. Furthermore, the explanations for good or poor student
academic performance have been quite exhaustive. However, controversy still exists
among scholars as to what contributes singly or jointly to student poor performance.
The teacher characteristics found to be dominant in cross-country studies are related
to; qualification, experience, attitude and personality.
On Instructional Materials Used by the Teachers
Learning can be reinforced with instructional materials of different
variety because they stimulate, motivate and as well as arrest learners’ attention for a
while during the instruction process (Adejanju, 1997). In the Design Teach Engage,
website of the University of Winsconsin, instructional materials are the content or
information conveyed within a course. These include the lectures, readings, textbooks,
multimedia components, and other resources that provide the core information that
students will experience, learn, and apply during a course. Furthermore, high-quality
instructional materials allow teachers to better help students master the skills,
knowledge, and experiences that will support them in school and in life (Bill &
Melinda Gates Foundation). Chauha (1973) saw them the “hands on” process as the
actual equipment in order to develop the degree sought by the course of requirement.
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Conceptual Framework
To illustrate the study, a research paradigm on the Independent Variable-
Dependent Variable was used to determine the stress levels of ABM students in
second semester along core and applied and specialized subjects of the Senior High
School (SHS) in Ilocos Sur National High School (ISNHS).
INDEPENDENT VARIABLE DEPENDENT VARIABLE
A. Socio-Demographic Factor
1. Gender, Stress levels of ABM students in
2. age, Second Semester
3. distance from
home to school, A. Core subjects and
4. pressured by
whom?, and B. applied/specialized
5. number of hours subjects
devoted in
studying.
B. School Related Stressors

1. School facilities
and resources,
2. teacher related
factor, and
3. instructional
materials used by
the teacher.
Figure 1: Research paradigm
To conclude, the independent variable and dependent variable have a great
connection and compatibility towards each other.

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Operational Definition of Terms
For the better and clear understanding of the study, the following terms are
defined for the study:
ABM Students. These are the students taking Accountancy, Business and
Management Strand in Senior High School. They are the future Accountants,
Businessmen, Bookkeeper, Accounting Auditors, Sales Managers and many more.
Core Subjects. This is often called as the minor subjects that all students of
Senior High School studying.
Applied/Specialized Subjects. This is the knowledge and information in the
field of major subjects like accounting. These subjects serve as an advance lesson to
the students that have a great help to them in pursuing higher education.
Gender. It states the identity of a person that is considered with the reference to
social and cultural differences rather than biological ones.
Age. The number of years in existence.
Distance from home to school. This refers on the length traveled by the
students in school days that measures by kilometer.
Pressured by whom, This refers to the people who makes them pressured in
terms of academic excellence for an honor to them.
School facilities and resources. This refers to the skills and aptitudes of the
facilitators and materials and equipment that has been distributed to the students.
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Teacher related factor. This refers to the years of experience and knowledge of
subject matter by the teacher.
Instructional materials used by the teacher. This refers to the strategy of the
teacher on teaching the lesson or delivering the knowledge and information to the
students.
Assumption
The study was premised on the following assumptions:
1. The researchers assumed that the respondents answered the questionnaires with
all honesty and sincerity.
2. The data gathering instruments that are used in the study are valid, objective
and reliable.
Hypothesis
There is no significant relationship between the socio-demographic factor and
school related stressors to the stress levels of ABM Students along in their core and
applied/specialized subjects.
Methodology
The researcher aimed to know the level of stress of ABM Students in second
semester in Ilocos Sur National High School. They gathered information thru asking
the socio-demographic profile of the respondents such as gender, age, distance from
home to school, pressured by whom?, and numbers of hours devoted in studying. It

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also asked the school related stressors such as the school facilities and resources,
teacher related factor, and instructional materials used by the teacher. In additional, it
asked the stress levels of ABM students in core and applied and specialized subjects
during the second semester. After which, they compared, compiled and put together all
the information that they have gathered to form a better conclusion and
recommendation on the stress levels of ABM students.
Research Design
The researchers applied the descriptive correlational method to determine the
answers of the respondents employing questionnaire since the researcher identified
that there is no significant relationship between the socio-demographic factor and
school related stressors to the stress levels of ABM Students along in their core and
Population and Sample
The respondents of the study were the Grade 12 ABM Students in Ilocos Sur
National High School.
Random sampling was done at the students taking ABM Strand to determine
the respondents to this study. The distribution of the summary of population and
sample is presented in Table 1.

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Table1
Distribution of the Respondents
Respondents Population (N) Sample (n)
Section Marx 47 42
Section Machiavelli 47 42
Section Smith 47 42
Total 141 126
Data Gathering Instrument
The principal device used by the researchers to collect the data is a survey that
was validated by the adviser to gather information about the stress levels of ABM
Students along their core and applied/specialized subjects.
The questionnaire is consisting of three parts. Part I is the respondents socio
demographic information. Part II is composed of questions regarding the school
related stressors; school facilities and resources, teacher related factor, and
instructional material used by teacher. And lastly, the Part III is composed of two parts
between the stress levels on core subjects and applied/specialized subjects.
The revised instruments was validated by competent and knowledgeable
teachers and research authorities in the field of basic education; Mrs. Doriden De
Classica A. Fabre, Teacher III, of the Science Technology Engineering and
Mathematics (STEM) Strand, Mr. Jason Tolosa, Teacher I, and Mrs. Rodelia Abang,
Teacher I of the Humanities and Social Sciences (HUMSS) Strand from Ilocos Sur
national High School (ISNHS).

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The norms interpretations of the stress levels in the different learning areas of
ABM Students are shown below:
Range of Scores Item Descriptive Rating Overall description

4.21-5.00 Strongly Agree (SA) VH
3.41-4.20 Agree (A) H
2.61-3.40 Neutral (N) F
1.81-2.60 Disagree (D) L
1.00-2.80 Strongly Disagree (SD) VL
The interpretation includes that higher obtain mean and score is the lower the
stress levels of ABM students.
Data Gathering Procedure
The researchers requested permission from the Principal of Ilocos Sur National
High School (ISNHS).
When permission was granted, the researchers personally floated the
questionnaires from the three sections of Grade 12 ABM students. The date has been
tallied, analyzed and interpreted.
The regression analysis and correlation to determine the significant relationship
between the socio-demographic factor and school related stressors to the stress levels
of ABM students along their core and applied/specialized subjects.
Statistical Treatment of Data
The data collected were statistically treated using the following tools:
1. Frequency count and percentage distribution- use to describe the
respondents in terms of the socio-demographic.

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2. Mean- used to determine the school related stressors in terms of school
facilities and resources, teacher related factor and instructional materials
used by teacher and the stress levels of the students in the different learning
areas of ABM students during second semester in terms of the core subjects
and applied/specialized subjects.
3. Pearson rxy- used to determine the significant relationship between the
socio-demographic factor and school related factor to the stress level of
ABM Students along in their core and applied/specialized subjects.

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Chapter II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretations made on the data
gathered in the study to answer the research problems raised in the previous chapter.
Problem 1: What are the profiles of the students in terms of the following:
Socio demographic factor
a. gender
b. age
c. distance from home to school
d. pressured by whom, and
e. number of hours devoted in studying?
Profile of the Respondents
Table 2 presents the profile of the respondents in terms of socio demographic
factor of the Senior High School (SHS) particularly the Grade 12 Accountancy,
Business and Management (ABM) students in Ilocos Sur National High School
(ISNHS).
Table 2
Profile of the Grade 12 ABM students
Personal Factor
F %
Gender
Male 26 20.60
Female 100 79.40
Total 126 100.00
Age
16 10 7.90
17 98 77.80
18 17 13.50
19 1 .80
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Total 126 100.00

Distance from home to school
0-3 km 37 29.40
3-6 km 50 39.70
6-9 km 20 15.90
9-12 km 8 6.30
12-15 km 11 8.70
Total 126 100.00
Pressured by whom?
Mother 32 25.40
Father 17 13.50
Teacher 36 28.60
Sister 5 4.00
Brother 3 2.40
Relatives 13 10.30
Others 3 2.40
None 17 13.50
Total 126 100.00
Number of hours devoted in studying
1-2 hours 29 23.00
3-4 hours 42 33.30
5-6 hours 37 29.40
7-8 hours 11 8.70
9-10 hours 7 5.60
Total 126 100.00
On Gender. Among the Accountancy, Business and management (ABM)
students, majority (100 or 79.40 %) of them are female and some (26 or 20.60%) are
male.
On Age. As transcribed in the table, majority (98 or 77.8 0%) of ABM students
fall under the age of 17 years old. Meanwhile, one (.80%) of them fall under 19 years
old.
On Distance from Home to School. As shown in the table, some (50 or
39.70%) of the students reside within 3-6 km from the school and least (8 or 6.30%)
are living about 9-12 km.

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On Pressured by Whom? As displayed in the table, majority (36 or 28.60%)
of the students are pressured by their teacher. Meanwhile, three (2.40%) are others that
pressured the students.
On Number of Hours Devoted in Studying. Among 126 Accountancy,
Business and Management students, few (42 or 33.30%) of them devoted their
studying with the range of 3-4 hours. On the other hand, a little (7 or 5.60%) of them
devoted their studying with the range 9-10 hours.
Problem 2. What are the school related stressors that causing stress to the
students in terms of the following:
a. school facilities and resources
b. teacher related factor; and
c. instructional materials used by the teacher
A. School Facilities and Resources
Presented in Table 3 are the mean ratings on the school related stressors along
the school facilities and resources.
Table 3
Item Mean Ratings of the Respondents on the School Related Stressors along the
School Facilities and Resources
Grade 12 ABM Students
Mean DR
Items
1. Provision of instruction materials like text
3.87 A
books are appreciated.
2. Availability of well-organized library that
3.47 A
assisted your studies.
3. The computer laboratory are being used by
2.84 N
the students regularly.
4. The location of printing services has a short
3.27 N
distance from the building.
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5. The classroom’s location is well-conditioned. 3.54 A

Overall Mean 3.40 F
Legend:
Statistical Range - Item Description Overall Description
4.21-5.00 - Strongly Agree (SA) Very High (VH)
3.41-4.20 - Agree (A) High (H)
2.61-3.40 - Neutral (N) Fair (F)
1.81-2.60 - Disagree (D) Low (L)
1.00-1.80 - Strongly Disagree (SD) Very Low (VL)
When taken as a whole, the respondents obtain an overall rating of 3.40 on the
school facilities and resources and interpreted as “Fair”. This indicates that the Grade
12 Accountancy, Business and Management (ABM) students of Senior High School
(SHS) in Ilocos Sur National High School (ISNHS) are either agree or disagree
corresponds to the school facilities and resources. And according to the research
findings of the Department of Education (1999), when it comes to the appropriate,
useful and quality school facilities on teaching and learning, this is the main struggle
of the students and teachers in public schools and in acquiring knowledge towards the
lesson or subject.
Further analysis, the Accountancy, Business and Management (ABM) students
rated item number 1, “Provisions of instruction materials like text book are
appreciated” with the highest mean rating of 3.87 as interpreted “Agree”. This indicate
that the students are appreciated the instruction materials like text book on them.
Though, item number 3, “The computer laboratory is being used by the students
regularly” with the lowest mean rating “Neutral” with the mean score of 2.84. This
indicates that, students are more likely engage with the computer laboratory to
enhance their skills and able to learn on about technology. In Furnishing Knowledge in
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(November 6, 2017)stated that researchers have found that the schools that is lack of
21st century infrastructure, the teacher retention and students acquiring information or
learning towards the subject will not essential in understanding the said matter.
B. Teacher Related Factor
Table 4 presents the mean ratings on the school related stressors along the
teacher related factor of the Senior High School (SHS) particularly the Accountancy,
Business and management (ABM students of Ilocos Sur national High School
(ISNHS).
Table 4
Item Mean Rating of the Respondents on the School Related Stressors along the
Teacher Related Factor
Mean DR
Items
1. The teacher is knowledgeable on the subject
4.25 SA
matter.
2. The teacher starts/ ends the lesson on time. 3.48 A
3. The teacher talk less and letting his/her
student to drive their humble opinions regarding 3.76 A
the lesson.
4. The teacher teaches well and presented
3.86 A
information clearly.
5. The teacher’s voice is loud so that the
3.78 A
students will participate to the discussion.
Overall Mean 3.83 H
Legend
3.41-4.20 - Agree (A) High (H)
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As shown in the table, the overall mean rating is 3.83 and is interpreted as
“High” on the school related stressors along teacher related factor. This indicates that
the students correspond on the qualities and characteristics of the teacher which is
highly appreciated. According to Ngugi M.N. & Mumiukha C. K. (2016) on their
study about the teacher qualification, personal characteristics and their role in
motivating learners to work hard that enhance their confidence and proper decision
making in connection to their futures. So, the students are highly appreciated the
teacher in delivering the lesson as it assesses “High”.
The highest described mean is 4.25 “Strongly Agree” that is in item number 1,
“The teacher is knowledgeable on the subject matter”. This indicates that the students
recognize their teacher in delivering and providing information or lessons while they
assessed item number 2, the lowest mean rating 3.48 which interpreted as “Agree”.
Which means based on the table, teachers did not start or ends the lesson on time and
students feels stress by that situation. This indicates that the students feel stress when
the teacher did an overtime class even though there is another subject next. The
explanations for good and poor students’ academic performance have been quite
exhaustive. In one article authored by Ngugi M.N. & Mumiukha C. K. (2016), stated
that the effect of the academic performance of the study is not only focus on the
family, environment, experiences or school but the teachers matter most. The teachers
lay the hand of the futures because they are the most important in acquiring lessons.
So the schools have also an impact the futures of the students but the teacher is most
importantly in the largest influencer of the students.
C. Instructional material Used by the Teacher

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Table 5
Item Mean Ratings of the Respondents on the School Related Stressors along the
Instructional Material Used by the Teacher
Mean DR
Items
1. It is related to the modern technologies (e.g.
projector, power point presentation, computer, 4.43 SA
etc.).
2. Highly appreciated to understand the lesson. 4.17 A
3. The downloadable lectures were a valuable
4.05 A
resource.
4. It is not time consuming. 3.66 A
5. The discussion forums assisted the learning. 3.87 A
Overall Mean 4.03 H
Legend
3.41-4.20 - Agree (A) High (H)
The table presents 4.03 as the overall mean rating of ABM students on the
school related stressors along instructional material used by teacher. This indicates that
the Senior High School (SHS) of the Accountancy, Business and Management (ABM)
students in Ilocos Sur National High School (ISNHS) have been evaluated as
convenient since it shows an overall mean rating interpreted as “High”. According to
Bill & Melinda Gates Foundation that when the teacher uses a high-quality of
materials to be used in delivering the lesson then the students will pay attention and
can support them in school and in life.
Exclusively, the highest mean rating is 4.43 in item number 1, “It is related to
the modern technologies (e.g. projector, power point presentation, computer, etc.)” as
27
interpreted “Strongly Agree”. Meaning the teachers prepares well the lesson as they
deliver the lesson through the modern technologies like power point presentation, etc.
Meanwhile, item number 3, “It is not time consuming” got the lowest mean
score of 3.66 and interpreted as “Agree” since some preparation of the teachers in
delivering the lesson needs time to fix the materials in order to function well. These
instructional materials according to the website of University of Winsconsin include
the textbooks, lectures, readings and other resources that provide information to the
students in apply during a course. But it doesn’t mean to take whole the hours to
expand your time in teaching the lesson especially. You need to obey what the rules
are and there’s only one hour allotted to teach the subject matter.
Table 6
Item Mean Ratings of the School Related Stressors along School Facilities and
Resources, Teacher Related Factor and Instructional Material Used by Teacher
Items School Instructional
Teacher
facilities and Material Used Overall
Related Factor
Resources by Teacher
Mea DR Mean DR Mea DR Mean DR
28
n n
1 3.87 A 4.25 SA 4.43 SA 4.18 H
2 3.47 A 3.48 A 4.17 A 3.71 H
3 2.84 N 3.76 A 4.05 A 3.55 H
4 3.27 N 3.86 A 3.66 A 3.60 H
5 3.54 A 3.78 A 3.87 A 3.73 H
Overall
3.40 F 3.83 H 4.03 H 3.75 H
Mean
Legend
3.41-4.20 - Agree (A) High (H)
As shown in the table the overall mean rating of 3.40 on the school related
stressors along school facilities and resources, on the teacher related factor obtained an
overall mean of 3.83 and along the instructional materials used by teacher obtained an
overall mean of 4.03. The two highest mean rating, instructional materials used by
teacher and teacher related factor is interpreted as “High”. While on the other hand,
school facilities and resources assessed the lowest mean rating interpreted as “Fair”
which either agree or disagree. This indicates that the students need a great school
facility and in order to understand the lesson. According to Mark Raguindin Limon
(2016) says that teacher’s explanation regarding the topic is not enough to understand
or acquire information.
Problem 3. What is the stress level of ABM students during second semester in:
a. core subjects and
b. applied and specialized subjects?

29
A. Core Subjects
Table 7
Item Mean Ratings of the Respondents on the Stress Levels of ABM Students
during Second Semester along the Core Subjects (Reading and Writing, Pagbasa
at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik, Personal
Development/Pansariling Kaunlaran, Physical Education and Health 2, Statistics
and Probability, and Physical Science).
Items Mean DR
1. The lesson are explained well with accurate
4.10 A
examples.
2. It includes activities that help to understand
4.15 A
the lesson.
3. There is enough sources on the information
3.89 A
towards the subject.
4. Challenging questions were raised for
3.90 A
discussion.
5. The assessment tasks were linked to the
3.96 A
subject objectives.
Overall Mean 4 H
Legend
3.41-4.20 - Agree (A) High (H)
Taken as a whole, the overall mean of the core subjects is 4 which can be
interpreted as “High”. This explains that the students are not truly felt the stress upon
understanding all the six lessons in entire semester.
Individually, the highest mean is 4.15 in item number 2, “It includes activities
that help to understand the lesson”. Meaning that teachers teach core subjects injected
different activities that are connected to the lesson that help in understanding the
30
lesson. Upon choosing activities in inserting to the lesson, some are involve
communication, social interaction or things that need to mingle with other person.
According to (Canfield, 1988; from Eide, et.al.2001), whether they play team sports,
talking each other using phones, or enjoy social gatherings, they will to connect with
other people on a regular basis.
As for item number 3, “There is enough sources on the information towards the
subject” it acquired the lowest mean score of 3.89 and is interpreted as “Agree” due to
small sources regarding the lesson. The internet is very powerful in terms with the
information but it is limited in terms of the accurateness and accessible of true and
supportive sites.
B. Applied and Specialized Subjects
Table 8
Item Mean Ratings of the Respondents on the Stress Levels of ABM Students
during Second Semester along the Applied and Specialized Subjects (Practical
Research 1, Fundamentals of Accountancy, Business and Management 1 and
Principles of Marketing)
Mean DR
Items
1. The lesson are explained well with accurate
4.06 A
examples.
2. It includes activities that help to understand
3.98 A
the lesson.
3. There is enough sources on the information
3.83 A
towards the subject.
4. Challenging questions were raised for
3.97 A
discussion.
5. The assessment tasks were linked to the
3.94 A
subject objectives.
Overall Mean 3.96 H
Legend
31

3.41-4.20 - Agree (A) High (H)
The stress levels of ABM students during second semester in Ilocos Sur
National High School (ISNHS) along the applied and specialized subjects are shown
in the table 8.
The table represents the overall mean rating of 3.96 and interpreted as “Agree”.
This indicates that the students not really feel stress of the three subjects in applied and
specialized subject. Moreover, according to McQuerray (2006), the earning potential
of your chosen profession is likely to be a factor that influences your career path. The
students really have the potential to pursue their dreams by not feeling stress at all.
When taken singly, the students appraised item number 1, “That are explained
well with accurate example” with the highest mean of 4.06 and interpreted as “Agree”.
Indicating that the teacher provides right examples in giving the information or
delivering the lesson to understand what it means. While item number 3, “There is
enough sources on the information towards the subject” got the lowest mean of 3.83.
The mean rating of item number 3 is also interpreted as “Agree”.
Table 9
Overall Mean Ratings of the Stress Levels of ABM students in Second Semester
along Core Subjects and Applied/Specialized Subjects
Applied/Specialized
Core Subjects Overall
Items Subjects
Mean DR
Mean DR Mean DR
32
1 4.10 A 4.06 A 4.08 H
2 4.15 A 3.98 A 4.07 H
3 3.89 A 3.83 A 3.86 H
4 3.90 A 3.97 A 3.94 H
5 3.96 A 3.94 A 3.95 H
Overall
4 H 3.96 H 3.98 H
Mean
Legend
3.41-4.20 - Agree (A) High (H)
As shown in the table, the respondents gave an overall mean rating of 4 on the
core subjects (Reading and Writing, Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo
sa Pananaliksik, Personal Development/Pansariling Kaunlaran, Physical Education and
Health 2, Statistics and Probability, and Physical Science) and the applied/specialized
subjects (Practical Research 1, Fundamentals of Accountancy, Business and
Management 1 and Principles of Marketing) got the overall mean 3.96. This indicates
that both core subjects and applied/specialized subjects mean rating interpreted as
“Agree”.
Further analysis shows that the mean of the core subjects is ahead of 0.04 in
applied and specialized subjects. Meaning, students felt more stress in applied and
33
specialized subjects rather than in core subjects. Also analysed that both of them, the
lowest mean score is the item number 3, “There is enough sources of information
towards the subject” which means that SHS-ABM students’ needs enough sources of
information on both core and applied/ specialized subjects. According to Shrestha
(2008) mentioned the data needs an accessible of different types of sources, such as
journals, articles, research paper, books, magazines, film, audio and video featured
recordings besides that information were stored. This are the sources were able to
acquire knowledge but the students can’t see something that is inclined to the lesson
proper.
Table 10
Correlation Coefficients between the Socio Demographic factor and School
Related Stressors to the Stress Levels in the Different Learning Areas of ABM
Students during their Second Semester
Socio Demographic Factor and Stress Levels in the Different
School Related Stressors Learning Areas in Second Semester
Core Applied and Specialized

Subjects Subjects
Gender .044 .007

Age -.060 .057
Address -.002 .054
Pressured by Whom .052 .035
Number of Hours Devoted in -.185* -.086
Studying
School Facilities and Resources .266** .198*
Teacher Related Factor .408** .379**
Instructional Materials Used by .657** .451**
Teacher
*. Correlation is significant at the 0.05 level.

**. Correlation is significant at the 0.01 level.
34
The table clearly manifest that the core subjects is significantly correlated to
the number of hours devoted in studying in significance level of 0.05. Possibly
because there are six subjects along the core subjects and the number of hours of
studying by the students is rising. They need a lot of hours in study the different
subjects and need to understand the lessons especially it is continuous. However,
according to(Wheeler, 2007), the number of hours devoted in studying by the student
may be the cause of stress which they exerts an amount of forces used in studying that
applied to human life.
In addition, there is also significant relationship between the applied/
specialized subjects and school facilities and resources probably because the students’
needs the different school facilities and resources in order to acquire information, great
understanding the lesson and well organize output. As cited by the Pennsylvania State
University, facility quality is an important predictor of teacher retention and student
learning. So, the school facilities have the great role in molding the students especially
in acquiring knowledge and information towards success.
Also, at significance level of 0.01 there is a significant relationship between the
core subjects and school facilities and resources. As said earlier, students’ needs the
different school facilities and resources to understand the lesson accurately and
participate with the six subject’s discussions actively. This is serves as a tool in
gaining more knowledge towards the different subjects. However, if the facilities in
the school are at poor condition, the general welfare of the students as well as the
teacher will affect.

35
Moreover, there is also significant relationship along the core subjects and
teacher related factor as well as the applied/specialized subjects and teacher related
factor at a significance level of 0.01. Probably because the Senior High School (SHS)
is a ladder towards success and as a training ground to be a college student, the teacher
must very much appreciated and knowledgeable towards the subjects especially the
applied and specialized subjects because this would be the majors when the time
came. They teach more professionally that builds the confidence of the students to
become professional too. In addition, the teacher characteristics found to be dominant
in cross-country studies are related to; qualification, experience, attitude and
personality.
Lastly, at a significance level of 0.01, there is a significant relationship
between the instructional materials used by teacher and core subjects as well as
between the instructional materials used by teacher and applied/specialized subjects.
Possibly because since the world is now on the 21st century and more on technologies,
the teacher must go through in order to understand the lesson by the students
accurately using the technologies that they are using right now. The students’ needs
materials that catch their attention to listen and participate the discussions actively in
both core subjects and applied/specialized subjects. Moreover, the teacher must see the
time when to start and end the class and see that the instructional material is not time
consuming.
36
CHAPTER III
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of the study, the findings and conclusions
as well as the study’s recommendations.
Summary
This study aimed to assess the stress levels in the different learning areas of
ABM students of Ilocos Sur national High School (ISNHS) for the school year 2019-
2020. The socio demographic factors are gender, age, distance from home to school,
pressured by whom?, and number of hours devoted in studying. There are also the
school related stressors along the school facilities and resources, teacher related factor
and instructional materials used by teacher.
Moreover, the study tried to determine the stress levels of the students in core
subjects and specialized subjects during the second semester. Intercorrelation of the
37
socio demographic factor and school related stressors to the stress levels of ABM
students in second semester along core subjects and applied/specialized subjects. the
higher the mean, the lower the stress levels of the students.
This study involved the random sampling of the Grade 12 Accountancy,
Business, and Management (ABM) strand students of the Senior High School (SHS)
of Ilocos Sur National High School (ISNHS).
The questionnaires used was constructed by the researcher and then validated
by the professionals and some are adopted in the internet.
The statistical used in the analysis of data gathered are frequency, percentage,
mean and Pearson rxy.
Findings
1. Socio Demographic Factor
On Gender. Among the Accountancy, Business and management (ABM)
students, majority (100 or 79.4 %) of them are females and some (26 or 20.60%) are
male.
On Age. majority (98 or 77.8 %) of ABM students fall under the age of 17
years old and one (.80%) of them fall under 19 years old.
On Distance from Home to School. (50 or 39.7%) of the students reside
within 3-6 km from the school and least (8 or 6.30%) are living about 9-12 km.
38
On Pressured by Whom? Majority (36 or 28.6%) of the students are
pressured by their teacher. Meanwhile, three (2.40%) are others that pressured the
students.
On Number of Hours Devoted in Studying. (42 or 33.3%) of them devoted
their studying with the range of 3-4 hours and least (7 or 5.60%) of them devoted their
studying with the range 9-10 hours.
2. School Related Stressors
On School Facilities and Resources. The respondents obtain an overall rating
of 3.40 on the school facilities and resources and interpreted as “Fair”. Item number 1,
“Provisions of instruction materials like text book are appreciated” with the highest
mean rating of 3.87 as interpreted “Agree”. While the, item number 3, “The computer
laboratory is being used by the students regularly” with the lowest mean rating
“Neutral” with the mean score of 2.84.
On Teacher Related Factor. The overall mean rating is 3.83 and is
interpreted as “High”. The highest described mean is 4.25 “Strongly Agree” that is in
item number 1, “The teacher is knowledgeable on the subject matter”. And the lowest
mean rating 3.48 which interpreted as “Agree”.
On Instructional Materials Used by Teacher. The respondents gave an
overall mean rating of 4.03 interpreted as “High”. The highest mean rating is 4.43 in
item number 1, “It is related to the modern technologies (e.g. projector, power point
presentation, computer, etc.)” as interpreted “Strongly Agree”. And the lowest mean
rating 3.66 interpreted as “Agree” in item number 3, “It is not time consuming”.
39
3. Stress Levels in the Different Learning Areas in Second Semester
On Core Subjects. The overall mean is 4 and interpreted as “High”. The
highest mean is 4.15 in item number 2, “It includes activities that help to understand
the lesson”. While the lowest mean is for item number 3, “There is enough sources on
the information towards the subject” it acquired the lowest mean score of 3.89 and is
interpreted as “Agree”.
On Applied and Specialized Subjects. The respondents obtain an overall
mean rating of 3.96 and interpreted as “High”. The highest mean of 4.06 in item
number 1, “That are explained well with accurate example” interpreted as “Agree”. On
the other hand, item number 3, “There is enough sources on the information towards
the subject” got the lowest mean of 3.83 which interpreted also “Agree”.
Conclusions
After a careful and vigilant analysis and interpretation of data, the conclusions
are presented on the following:
1. Majority of the Accountancy, Business and Management (ABM) students
are female, with the age of 17 years old, residing within 3-6 km from the school,
pressured by their teacher, and student’s majority devoted in studying with the range
of 3-4 hours.
2. The respondents agree on the instructional materials used by the teacher and
teacher related factor. However, the students can’t decide either agree or disagree on
the school facilities and resources.

40
3. The overall description of the level of stress of ABM students along core
subjects and applied/ specialized subjects is “High” which they not totally felt stress.
4. The ABM students felt more stress on applied/specialized subjects by 0.04
than in core subjects.
5. There is a significant relationship between the socio demographic factor and
school related stressors in the stress levels of ABM student along their core and
Recommendations
Based on the conclusions drawn, the following recommendations are
forwarded for consideration:
1. The Accountancy, Business, and Management (ABM) students will engage
more in the different school facilities and resources that contribute a great help on
increasing the knowledge and decreasing the levels of their stress.
2. It is better to have a bell that rings to the entire school especially the Senior
High School (SHS) buildings that serve as an alarm that is already time over.
3. The teacher must raise challenging questions regarding the lesson for that
sake; the student will easily answer the questions when quizzes came.
4. The teachers continue to include an activity that is related to the lesson to
increase the knowledge of the students regarding the subject matter.

41
5. The higher officials will encourage the teachers in participating to the
different seminars regarding the subjects they are teaching in order to enhance their
skills and acquire knowledge that can contribute to the understanding towards the
subject and at the same time, they also share it to the students and gain knowledge.
6. To the next researcher that wants to study same as the Stress Levels on the
Different Learning Areas of ABM Students, it is better to add more variables and
include the subjects during the First Semester to find what subjects is more cause of
stress to the students.
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APPENDICES
46
Appendix A
47
LETTER TO THE PRINCIPAL

48
Apendix B
49
LETTER TO THE VALIDATORS

50
51
52
53
54
55
56
Appendix C
Table 11
Level of Perception of Evaluators on the Questionnaire
Stress Levels in the Different Learning Areas of ABM Students
Evaluator Evaluator Evaluator Mean
1 2 3
1. Are the components of the 5 5 4 4.67
questionnaire appropriate for
the “Stress Levels in the
Different Learning Areas of
ABM Students”?
2. Are their items representing 5 4 4 4.33
the dimensions of “Stress
Levels in the Different
Learning Areas of ABM
Students”?
3. Are the items clearly stated, 5 5 4 4.67
specific, organized, and
appropriate for the vocabulary
level of the target
respondents?
Mean 5 4.67 4 4.56
Appendix D
Letter to the Respondents

57
Appendix E
Questionnaire
58
Directions: Please answer the questionnaire truthfully and as clearly as you can. Some
questions are answered by placing checks (/) while others are by writing the information
needed for on the appropriate blanks.
Name:(optional) Section:
Age: Gender: Address:
A. Stress
1. How often do you feel stressed?
( ) always ( ) I don’t know
( ) sometimes ( ) never
( ) once in a while
2. In what aspect of your life do you have the most problems?
( ) school ( ) love life ( ) allowance/money
( ) family ( ) social life/community
( ) friends ( ) others, please specify
3. Rate (5-0) the following according to the most problems you have deal with.
_____ school
_____ family
_____ friends
_____ love life
_____ community
_____ allowance/money
4. Do you feel pressured in school?
( ) Yes ( ) No
If yes, who do you think are the people giving you pressure?
( ) mother ( ) sister
( ) father ( ) brother
( ) teacher
( ) relatives, please specify
( ) others, please specify
5. How many hours do you devote in studying?
( ) 1-2 hours ( ) 7-8 hours
( ) 3-4 hours ( ) 9-10 hours
( ) 5-6 hours ( ) more than 10 hours
Instruction: Please put a check mark (/) the box with the number that corresponds to
your answer. The following is the legend:
5 - Strongly agree
4 - Agree
3 - Neutral
2 - Disagree
59
1 - Strongly disagree
B. School Related Stressors
B.1 SCHOOL FACILITIES AND RESOURCES 5 4 3 2 1

1. Provision of instructional materials like text books are appreciated.
2. Availability of well-organized library which can assist your studies.
3. The computer laboratory are being used by the students regularly.
4. The location of printing services have a short distance from the
building.
5. The classroom’s location is well-conditioned (e.g. conducive for
learning, has enough space for learners, good lighting and ventilation,
etc.).
B.2 TEACHER RELATED FACTOR 5 4 3 2 1

1. The teacher is knowledgeable on the subject matter.
2. The teacher starts/ends the lesson on time.
3. The teacher talks less and lets his/her students to share their humble
opinions regarding the lesson.
4. The teacher teaches well and present information clearly.
5. The teacher’s voice is loud so that the students will participate in the
discussion.
B.3 INSTRUCTIONAL MATERIAL USED BY TEACHER 5 4 3 2 1

1. It is related to the modern technologies (e.g. projector, power point
presentation, computer, etc.).
2. The instructional materials are highly appreciated to understand the
lesson better.
3. The downloadable lectures were a valuable resource.
4. It is not time consuming.
5. There is a discussion forums assisted by the teacher in learning.
C. Stress levels of ABM students in Second Semester
C.1 CORE SUBJECTS (Reading and Writing, Pagbasa at Pagsusuri 5 4 3 2 1

ng Iba’t Ibang Teksto Tungo sa Pananaliksik, Personal
Development/Pansariling Kaunlaran, Physical Education and Health
2, Statistics and Probability, and Physical Science)
1. The lesson are explained well with accurate examples.
2. The lesson includes activities that help to understand the lesson.
3. There is enough sources on the information towards the subject.
4. Challenging questions were raised for discussion to provide better
understanding.
5. The assessment tasks were linked to the subject objectives.
60
C.2 APPLIED AND SPECIALIZED SUBJECTS (Practical 5 4 3 2 1

Research 1, Fundamentals of Accountancy, Business and Management
1 and Principles of Marketing)
1. The lesson are explained well with accurate examples.
2. The lesson includes activities that help to understand the lesson.
3. There is enough sources on the information towards the subject.
4. Challenging questions were raised for discussion to provide better
understanding.
5. The assessment tasks were linked to the subject objectives.
***Thank you and Godbless***
CURRICULUM VITAE
61
CURRICULUM VITAE
Personal Profile
Name : TITO SIMON Q. QUITEVIS JR.
Permanent Address : Naguilian, Caoayan, Ilocos Sur
Date of Birth : June 1, 2002
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Parents
Father : Mr. Tito Simon Q. Quitevis Sr.
Mother : Mrs. Glenda Q. Quitevis
Educational Background
Elementary : Anonang-Naguilian Community School

62
Naguilian, Caoayan, Ilocos Sur
Salutatorian
(2013-2014)
Secondary
Junior High School : Ilocos Sur National High School
Gomez St., Brgy. VII, Vigan City, Ilocos Sur
With Honor
(2017-2018)
Senior High School : Ilocos Sur national High School
(2018-2020)
63
CURRICULUM VITAE
Personal Life
Name : NOVELYN A. CAYARI
Permanent Address :Balaleng, Bantay, Ilocos Sur
Date of Birth : November 18, 2000
Religion : Roman Catholic
Parents
Father :Leonides P. Cayari
Mother :Marilou R. Cayari
Elementary :Casicallan Sur Elementary School

64
Casicallan Sur Gattaran Cagayan
(2012-2015)
Secondary
(2014-2018)
Senior High School : Ilocos Sur national High School
(2018-2020)
65
CURRICULUM VITAE
Personal Profile
Name : GERLYN S. OPENA(+)
Permanent Address : San Julian Sur Vigan City Ilocos Sur
Date of Birth : February16, 2002
Religion : Born Again
Parents
Father : Paul Bravo
Mother : Arlene Segundo
Elementary : Pias, Elementary School

66
Pias Salcedo , Ilocos Sur
(2012-2014)
Secondary
(2015-2018)
Senior High School : Ilocos ,Sur national High School
Gomez St.., Brgy. VII, Vigan City, Ilocos Sur
(2018-2020)
67

The Problem: Ilocos Sur National High School - Senior High School

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1

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

Students or professionals, in workplace or school and as well as in the house whether

forbidding side effects.

affect healthy lifestyle and can cause into a suicidal action.

According to the World Health Organization (WHO, 1986), stress is the

and many more severe problems.

Despite this definition, people is often misunderstood that stress is only

person feel frustrated, angry, or nervous (Medical encyclopedia, 2019). Simply, if

Stress is something that causes anxiety whether it comes from schooling,

environment, friends or relationship and even at home, financial problem and

curricular from the school.

Science (HUMSS) Strand, Science Technology, Engineering and Mathematics

Empowerment Technologies, Business Mathematics, Organization and Management,

Principles of Marketing, Fundamentals of Accountancy, Business and Management 1

first semester are Oral Communication, Komunikasyon at Pananaliksik sa Wika at

Kulturang Pilipino, General Mathematics, Earth and Life Science, Introduction to

Philosophy of the Human Person/ Pambungad sa Pilosopiya ng Tao, and Physical

learning the concepts of Accountancy, Business and Management on how to handle a

ABM student has a lot advantages in choosing a direct path careers in

accounting and management: sales management, human resources, marketing director,

Definitive Guide to the ABM Strand).

correlated with social and financial stress.

According to the psychologist, stresses is a feeling of strain and pursues human

feelings or thoughts and the behavior.

Stress level can be defined as interventions designed to reduce the impact of

performance in job and school.

To prevent the negative outcomes associated with stress such as suicide,

all to lessen the stress of the students as a resulting of implementing good

recommendations and improve the learning style.

areas of Accountancy, Business and Management strand students in Ilocos Sur

Statement of the Problem

different learning areas of ABM Strand Second Semester.

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in their socio demographic factor in

terms of the following:

c. distance from home to school,

d. pressured by whom, and

e. number of hours devoted in studying?

a. core subject and

5. Is there a significant relationship between the socio-demographic factors

their core and applied/specialized subjects?

Scope and Delimitation

Ilocos Sur National High School on July 2019.

factor and school related stressors.

This research employed the descriptive correlational method employing a

Stress is a very important factor in the lives of university students.

adverse or demanding circumstances on Oxford Dictionaries (2014). According to the

cognitive-transactional model of stress, stress is the dynamic relationship between an

individual and the environment in which a stimulus disturbs an individual’s

of stress according to American Psychological Association (APA) namely acute stress,

memorizing a speech and athlete plays in stadium.

On Applied and Specialized Subjects

The different subjects that ABM students will learn according to

Department of Education (DepEd) are the following; Applied Economics, Business

Ethics and Social Responsibility, Fundamentals of Accountancy, Business and

Management 1, Fundamentals of Accountancy, Business and Management 2, Business

Math, Business Finance, Organization and Management, Principles of Marketing,