Group 1 DRAFT
Group 1 DRAFT
Group 1 DRAFT
February 2022
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
TABLE OF CONTENTS
Introduction …………………………………………… 2
Method …………………………………………… 6
References …………………………………………… 18
Appendices …………………………………………… 20
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
Introduction
stress. Math anxiety is when a person experiences considerable fears and an increase of
study, Mathematical anxiety is one of the reasons of academic stress in senior high school
students. Academic Stress is a global phenomenon. It affects students of all levels and
grades. Among all health variables impacting Senior High School Students' academic
performance, stress was found as the most prominent component. Despite the fact that
mathematics is highly valued in the Philippine educational system, there are a number of
problems and obstacles in teaching and learning the subject. Furthermore, in Vietnamese
educational system, Mathematics is an essential and required topics for all students in
from elementary through secondary school. As a result, when pupils are required to
acquire a huge quantity of mathematical information, as well as take and study for
mathematics tests, the strain is readily felt. Mathematics is a required subject in both
Some pupils think that mathematics is a difficult subject. While some students
find mathematics exciting, others find it to be tedious and monotonous labor. Students
who appreciate mathematics and have a high degree of ability must claim that
mathematics is a fun lesson; students with a low level of ability must declare that
subject that gives them anxiety, dread, and fury in class. Students who describe
mathematics as a topic that makes them afraid, worried, or even despise it are unable to
follow the teachings or have a poor ability and do not want to dive deeper into their low
senior high school Filipino pupils used the following heuristics. They apply techniques
such as guest and test, skip counting, and fundamental operations. In addition, the
students are employing logic or common sense, searching for a clue, identifying a pattern,
have a higher level of general procrastination and are more prone to use joking as a
coping style. Students with high academic achievement are more likely to obtain
As stated by Lyons and Beilock (2012), magnetic resonance imaging (MRI) data
in a 2012 study to examine brain reactivity to the anticipation of being presented with a
math problem in students with varying levels of math anxiety. To respond, participants
were given a variety of difficult mathematical and non-mathematical issues. Before being
asked a question, the participants were provided a cue card, which indicated that the
with it, Lyons and Beilock (2012) observed that extremely math-anxious students
had activity in the dorso-posterior insula and midcingulate cortex of the brain after being
told a mathematical item will be given but before the item was delivered, areas that are
In the study of Marshall E, Mann V, and Wilson D. (2016), another method for
As stated by Ford, Boxer, and Armstrong (2012), a study in which students with
varied levels of math anxiety were exposed to a hilarious arithmetic problem setting (in
which students were given a comic strip) just before taking a mathematics test.
Researchers observed that being exposed to comedy before to taking a math exam
Moreover, Skaalvik (2018) also revealed that the use of coping methods by pupils
strategies, such as confessing mistakes and striving to do better the next time. Students
are better able to use increasingly complex techniques of coping with stress as a result of
their earlier achievements. The more years of study a student has under his or her belt, the
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
stress relief on their own. Only one study has attempted to link stress management
approaches to years of research thus far. According to Deasy et al. (2014), there is a
statistically significant relationship between years of study and the usage of escape-
avoidance to cope with stress Finally, one distinguishing feature is the amount of time
spent on lessons. Students who study for long periods of time gain greater academic
accomplishment, but they also experience higher levels of academic stress. As a result,
students must create a balance between studying and recreational time in order to excel
academically.
young people acquire many of the social and emotional skills needed to become resilient
and succeed. As a result, educational institutions may help students cope with academic
stress by offering programs that have been shown to lower stress and improve stress
management and coping. The current study did not examine the effectiveness of specific
school-based stress management programs in teaching kids how to cope with stress.
following techniques: (1)Preparation. On the other side, cramming makes you feel
uneasy. (2) It is also important to understand the ramifications of a poor outcome. If the
learner's penalty is drastic, he or she will be more motivated to fully prepare. The tactics
outlined above may be used to address students' worries about their performance in any
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
classroom, not just mathematics. Hearing parents say things like, "I was nothing but bad
at mathematics," "I can't help you with your numerical instruction," and so on, Datta
says, exacerbates "math anxiety." Students must acquire effective coping techniques for
dealing with academic stress, as stress has a significant impact on their ability to meet
their educational objectives. Unfortunately, past research has shown that students' use of
effective coping methods is declining, while their use of ineffective and negative coping
management techniques are not always adaptive, and they may be improperly linked to
their learning objectives. When students utilize negative coping techniques, their stress
reason, one possible benefit from investigations on Math Anxiety would be that
acknowledging what provokes mathematics anxiety and how math anxiety impacts the
brain is to figure out how to help people who suffer from math anxiety and, eventually, to
Certain studies have developed methods to assist individuals who struggle from math
anxiety. These are known as interventions. For e.g., based on study indicating that writing
down feelings and thoughts can therefore make individuals feel less anxious while taking
a test. The researchers reasoned that if children write their thoughts and emotions, those
emotions will not dominate thinking skills while the children tries to take a math test.
mathematics anxiety practiced breathing techniques before or during a math exam, they
started to feel more comfortable, and their scores enhanced. These behavioral
interventions, taken together, contain empirical proof for how we might assist people who
Of all the things considered, the researchers will conduct this study during the
academic year 2020-2021 to measure senior high school students' perceived academic
stress and proactive coping strategy in doing mathematical exercises. This study also
This study will look at the association between and Academic Stress Proactive
Coping Style in Solving Mathematical Activities of Senior High School Students at Mary
the Queen College of Pampanga Inc., (MQCPI) in the academic year 2021-2022. The
2. How may the average level of Proactive Coping Style in Solving Mathematical
Hypothesis
and proactive coping style in solving mathematical activities among senior high school
students.
Theoretical Framework
This study will be anchored on the Transactional Theories of Stress and Coping
(TTSC) developed by Richard Lazarus and Folkman. This is the most widely accepted
theory of stress and coping, characterizing stress as the result of an imbalance between
perceived external or internal demands and perceived personal and social resources
available to satisfy them. According to the Transactional Theories of Stress and Coping
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
(TTSC), a person has the ability to adapt and adjust to difficulties and issues is a
result of transactions (or interactions) that take place between them and their
environment. Lazarus and Folkman assert the existence of two separate cognitive
be categorized as either pleasant or disturbing (the latter including possible harm, threat,
or challenge). When individuals see situations as stressful, they evaluate their own
abilities to satisfy the demands. This process is known as secondary appraisal. Stress
occurs when demands are seen to be more than or equal to available resources, and
coping mechanisms are activated. Additionally, Lazarus and Folkman defined coping as
the cognitive and behavioral processes necessary for overcoming stressors. In general,
cognitive assessment and coping processes are influenced by personality traits, personal
Conceptual Framework
The figure 1 shows the conceptual paradigm of the research study. The Predictor
effects are all factors that are considered. This model is use when relating and
evaluating the effect of two or more variables. This research aims to determine the level
of correlation between the Perceived Academic Stress and Proactive Coping Style in
correlational study. The focus of this research study is to show the positive and negative
relationship of Perceived Academic Stress and Proactive Coping Style of Senior High
The purpose of this study is to benefit and provide new information to the following:
Students. The study's findings will represent a key information for students, assisting
them in coping successfully with academic stress when solving mathematical problems
and identifying their strengths and weaknesses over time. Additionally, it will instill
difficulties.
Parents. The study's findings might also benefit parents by providing more information
on their student's welfare in terms of perceived academic stress and their proactive coping
Teachers. This study may serve as a foundation and method of establishing solutions to
assist students in coping with academic stress and to gain a thorough understanding of
students' welfare. The study's findings may act as an eye-opener. to develop and innovate
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
School Administrators. The study's findings will aid academic administrators and
academic stress and their proactive coping strategy. Additionally, it will assist them in
developing ways for coping with stress and assisting pupils in developing an
Future Researchers. The concepts described here may be utilized as a starting point for
and proactive coping styles of senior high school students when doing mathematical
exercises. Additionally, the data provided in this paper can serve as the foundation for
more comprehensive research and will act as a reliable source of accurate and valuable
The researchers will use a descriptive correlational study to determine the level of
correlation between Perceived Academic Stress and Proactive Coping Style in Solving
Mathematical Activities. Participants would include 220 Senior High School Students
enrolled in the STEM (Science, Technology, Engineering, and Mathematics) strand from
grade 11 and grade 12 at Mary the Queen College of Pampanga Inc. It aims to ascertain
the perceived academic stress and proactive coping style of senior high school pupils
Definition of Terms
conceptually/operationally:
discouragement, lack of interest, and low self-esteem are some of the symptoms of stress
that may be found in the social context. In this study, Academic Stress is cited as the
most common factor amongst health issues affecting academic performance of Senior
High School Students. Academic stress is the perception of students' distress as a result of
academic pressures, such as workloads, time limits, and one's own self-perceptions of
competence.
strategies are aimed at asserting someone own preconceptions and changing your
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
mentality. This could include disassociating oneself from the situation, changing your
vision and objectives, or finding the humor in the situation to put a positive spin on
things. In this study, appraisal-focused strategies are one of the objectives of the
strategies of Senior High School Students in Mary the Queen College Inc.
process used to cope with a stressful or unpleasant situation or to alter one's attitude
toward it. Psychosocial adjustment has been shown to be aided by active and task-
oriented coping mechanisms that involve problem solving and planning to overcome
obstacles. (2012) (C.E. Crerand, L. Magee). In this study, Coping Strategy is the use of
coping techniques by students when dealing with mathematics and is a strong predictor of
mathematics. They can also use this to relieve stress on their own.
study, emotion-focused strategies are one of the objectives of the researchers aiming to
independent of our language, intellect, and actions. In this study, mathematical activities
Proactive. As stated by Sifferlin (2022), proactive actions are intended to cause change
rather than just respond to it. Proactive conduct in response to anticipated obstacles,
well-organized technique.
potentially trigger of a situation. This involves seeking our more insights, exploring new
capacity to handle it, or assessing the positives and negatives of the possibilities.
(Elizabeth Saigal, 2022). In this study, problem-focused strategies is one of the objectives
focused strategies of Senior High School Students in Mary the Queen College Inc.
Students. According to MaryC (2020), student is someone that attends a college and
university as well other certified educational center. In this study, the students will serve
as a model or will be used to determine what is their perceived academic stress and
Acronyms
These are some of the terminologies that were widely used in the research to help you
understand it better:
PC - Predictor Criterion
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
Method
Research Design
establishing and describing the association between Perceived Academic Stress and
Proactive Coping Style in Solving Mathematical Activities among Senior High School
Students at Mary the Queen College of Pampanga Inc. The quantitative approach used in
this study is a descriptive correlational method that is consistent with the study's objective
collection and analysis of statistical data in order to define, explain, predict, or control
analysis of data collected via polls, questionnaires, and surveys, as well as the
Quantitative research focuses on the collection of numerical data and its generalization
across groups of persons or on the explanation of a phenomena. The final written report
analyze, and quantify the association between Perceived Academic Stress and Proactive
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
Coping Styles among Senior High School Students. According to Mertler (2014),
descriptive research is used to characterize and understand the current state of the
investigation that investigates the issue as it already exists. This comprises observing a
phenomenon and determining its properties, as well as examining the association between
phenomenon are identified via observation or the correlation between two or more
collect adequate numerical data to aid the researchers in resolving the stated challenges
associated with the study's objective. The findings of this study will significantly
Stress and Proactive Coping Style in Solving Mathematical Activities for Senior High
School Students.
Respondents
The population of the study is senior high school students. Furthermore, two
hundred and twenty (220) samples will be taken from the overall population of five
hundred and thirteen (513) people attending Mary the Queen College of Pampanga in
STEM (Science, Technology, Engineering and Mathematics) both grade 11 and grade 12,
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
who will determine by using the random sampling method. Moreover, an online
number of samples. It has a margin of error of 5% and a 95% confidence level. This
study utilized the random sampling technique, a type of probability sampling as the
included in the sample are taken by the researcher, based upon a variety of criteria which
may include specialist knowledge of the research issue, or desire and willingness to
within the population segment having the greatest information on the variable of interest.
the entire population. A sampling mistake occurs when a sample does not accurately
reflect the population for any reason. Random sampling is one of the most basic methods
for gathering information from the entire population. Each member of the subset has an
equal chance of being picked as part of the sampling process in random sampling.
Table 1.
Instrument
Proactive Coping Style of Senior High School Students, the researchers used two
questionnaires, one for each variable. Researchers will use the Mathematics Self-Efficacy
and Anxiety Questionnaire, which has twenty-eight (28) questions to know the perceived
academic stress in solving mathematical activities of Senior High School Students, and
the Abbreviated Mathematics Anxiety Rating Scale (A-MARS) Questionnaire, which has
twenty-five (25) items to determine the proactive coping style of Senior High School
Students in Solving Mathematical Activities. The researchers will use online platform
(google form) to be given to respondents. These were also necessary for validating the
Questionnaire by Diana K. May (2009). It is one of the most often used psychological
measure for assessing one's stress perception. The Mathematics Self-Efficacy and
anxiety items being scored in the reverse direction. 1 equates to “never”, 2 to “seldom”, 3
to “sometimes”, and 4 to “often” and 5 to “usually”. The scale showed acceptable, good,
and excellent psychometric properties concerning its reliability and validity with its
The questionnaire used to measure Senior High School students’ proactive coping
MARS will utilize the total of the responses on a 1 to 5 scale to identify individuals with
high levels of math anxiety and those with low concentrations. It is a 25-item
questions are given on a Likert scale, with students being presented with a variety of
events involving mathematics or attending a mathematics course, and researchers will ask
respondents to assess their degree of anxiety. Do note, the options for the levels of
anxiety were “Not at all,” “A little,” “A fair amount,” “Much,” and “Very much.”
Assigning each response, a number 1 through 5, where 1 indicates a “not at all” response
and 5 a “very much” response, the participants’ anxiety levels were represented as the
sum of their responses from the 25-item instrument. The scale showed acceptable and
good psychometric properties concerning its reliability with its Cronbach’s alpha value of
0.96.
Procedure
The researchers included the procedures in this study to narrate the actions and
investigate the chosen research topic. Prior to performing the study, the researcher
developed the topic, research title, purpose of the research, and potential respondents.
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
Queen College's Senior High Department from the school's principal. The researchers
made use of an online survey questionnaire as a data collection strategy to obtain relevant
data from the sample chosen which satisfies the criteria that the study requires. The
survey questionnaire was adapted by the researchers through scales. After the attainment
of the permission to utilize the scales from known developers and validation of the
questionnaire took place, the researchers will be able to contact the respondents chosen
by purposive sampling who will take part in the online survey questionnaire through
google form. Attached with the Permission Letter are the Informed Consent and Personal
Data Sheet that was given prior before the data collection process was conducted bearing
the respondents the objectives and nature of the inquiry and to further inform them with
confidentiality of data that will be obtained that was later on fulfilled. Subsequently, the
220 senior high school students were able to answer the Google Form survey
questionnaire. It will take up to 5 days in total for the respondents to complete the survey
along with the collection of the Informed Consent and Personal Data Sheet. Considering
the direct involvement of the participant in the study, potential ethical issues in the data
collection stage were given consideration. The principles of moral conduct laid out by the
fidelity, commitment, trust, nonmaleficence, and veracity to protect the rights of the
participants. The researchers promptly quantified the results of the online survey by using
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Microsoft Excel to add up the participants' scores and make meaning out of the
Data Analysis
The data will be organized, counted, and tabulated, and the findings will analyze
using the percentage, weighted mean, and Pearson Product of Correlation. Moreover,
researchers will test the normality of distribution using Shapiro-Wilk Test. Parametric
test will be utilized. A weighted average, according to Ganti (2021), is a formula that
considers the relative worth of values in a data collection. As a result, a weighted mean
was used to assess the respondents' perceived academic stress and proactive coping style.
A Pearson Product, on the other hand, is a statistic that will indicate the intensity and
direction of relationship between two variables evaluated on at least an interval scale. The
researchers will use Pearson Product to determine the perceived academic stress and
proactive coping style in solving mathematical activities between male and female
variable has a normal distribution. The null hypothesis asserts that the variable is
normally distributed, while the alternative hypothesis asserts that it is not. Pearson's
correlation coefficient is the result of a parametric test for a linear relationship between
two variables.
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
Ethical Consideration
This study incorporates ethical consideration, in which the researchers will form a
bond with the participants to have a proper conversation. The researchers will write an
official letter to the Senior High School Department Principal requesting permission to
perform the with Mary the Queen College (Pampanga) Inc. STEM (Science, Technology,
Engineering, and Mathematics) students. There is no foul will intentions, and all who will
engage in the study will be respected. Moreover, the researchers will let the participants
know that they can refuse the survey if they do not want to participate. The need of
maintaining privacy is essential to secure the highest degree of confidentiality with the
participants' complete agreement, where the study asks them first if they are willing to
participate and is not forced. As a token of appreciation, the researchers will provide
rewards to people who contributed their time to the study. The findings will be respected
by the researchers, who will make no attempt to change the conclusions of the study.
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References
Luu-Thi, H.-T., Ngo-Thi, T.-T., Nguyen-Thi, M.-T., Thao-Ly, T., Nguyen-Duong, B.-T.,
https://doi.org/10.3389/feduc.2021.742130
Mathematics Problem Solving Ability at MTs SWASTA IRA Medan (Vol. 33,
https://so01.tcithaijo.org/index.php/hbds/article/view/186812/154896
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Pascoe, M. C., Hetrick S.E., Parker A.G. (2020). International Journal of Adolescence
and Youth. The Impact of Stress on Students in Secondary School and Higher
https://www.tandfonline.com/doi/full/10.1080/02673843.2019.1596823
dentistry/coping-strategies
Aihie, O. N., & Ohanaka, B. I. (2019, May). Perceived academic stress among
0013
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
Bhattacharyya, D., Namdeo M., & Dwivedi, A. K. (2018, January). Proactive coping
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6198609/
Çevik, H. (2020). Investigating the relationship between perceived stress and leisure
https://doi.org/10.5539/ies.v13n6p67
Ersen, O. & Bilgic, R. (2018, February).The effect of proactive and preventive coping
https://www.tandfonline.com/doi/full/10.1080/23311908.2018.1492865
Gabre, H., & Kumar, G. (2012). The effects of perceived stress and Facebook on
Joseph, N., Nallapati, A., Machado, M.X., Nair, V., Matele, S., Muthusamy, N., &
Sinha, A. (2020, July). Assessment of academic stress and its coping mechanisms
00963-2
https://www.researchgate.net/publication/327280770_Effect_of_Perceived_Acade
mic_Stress_on_Students%27_Performance
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ng_Strategies
Li, Y., Lindsey, B., Yin, X., & Chen, W. (2012, May). A comparison of American
and Chinese students' perceived stress, coping styles, and health promotion
practices. Journal of Student Affairs Research and Practice, 49(2). Retrieved from
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Mirghni, H. O., & Ahmed Elnour, M. A. (2017, April). The perceived stress and
https://doi.org/10.19082/4072
https://www.lifecoachtraining.com/blog/entry/problem_emotion_and_appraisal_f
ocused_coping_strategies
https://getd.libs.uga.edu/pdfs/may_diana_k_200908_phd.pdf
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Ramahsendran, M., Ahmad, R., Khan, A., & Sasmoko, S. (2017, January).
Academic stress, stress levels and ways of coping among students at Johor Bahru
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els_and_ways_of_coping_among_students_of_Johor_Bahru_Allied_Health_Scie
nces_College
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
Appendix A
Dear Ma’am,
Greetings of Peace!
Your approval to conduct this study will be greatly appreciated. You may contact
us at 09684686874 if you have any inquiries regarding this matter.
Appendix B
SURVEY QUESTIONNAIRE
1. I feel confident 1 2 3 4 5
enough to ask
questions in my
mathematics class.
3. I get nervous 1 2 3 4 5
when I have to use
mathematics outside
of school.
4. I believe I can do 1 2 3 4 5
well in my
mathematics test.
7. I believe I can 1 2 3 4 5
complete all of the
assignments in a
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
Mathematics course
9. I believe I am the 1 2 3 4 5
kind of person who
is good at
mathematics.
15. Working on 1 2 3 4 5
Mathematics
homework is
stressful for me
20. I believe I am 1 2 3 4 5
type of person who
can do mathematics.
27. I am afraid to 1 2 3 4 5
give an incorrect
answer during my
mathematics class.
Appendix B
11. Picking up a
math textbook to
begin a difficult
reading assignment.
problem to solve.
22. Watching a
teacher work on an
algebraic equation
on the blackboard.
24. Listening to
another student
explain a math
formula.
Appendix C
INTRODUCTION
HYPOTHESIS
THEORETICAL FRAMEWORK
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
CONCEPTUAL FRAMEWORK
DEFINITION OF TERMS
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
RESEARCH DESIGN
RESPONDENTS
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
INSTRUMENTS
PROCEDURES
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE
DATA ANALYSIS
ETHICAL CONSIDERATION