CHAPTER I
INTRODUCTION
spent at least a decade of their lives on a constant round of homework, essays, regular
tests, end - of - term and end - of - year exams which shaped their lives. In the
Philippines, people were known to be resilient of stress matters and looked up the
bright side of it. The nature of the relationship of stress to age, gender and ethnic or
racial status remained under researched and poorly understood (Cavanaugh, 1993).
Men and women were adjusting on middle age on how stressful they were. According to
pyschologist John Cavanaugh, age differences had been described for the kind of things
that people reported as everyday stressor. Younger adults experienced more stress in
the areas of finance, work, home maintenance, personal life, family and friends than do
older students. The first year students were more prone to greater stress compared to
other years of study and being emphasized the fact that stress level varied basing on the
year study (Rose et al., 1999). Shy people tended to become even more bashful during
life’s major and thus stressful transitions: from single to married, from childlessness to
parenthood and from college into the world of work and a career (Braun, 1994). Middle
aged men and women had also been found to worry more than younger people
(Hurlock, 1982).
2
There was evidence that there were sex differences in the ages at which women
and men experience middle - aged stress (Hurlock, 1982). Based in an online article of
Shahmohammadi’s study among Senior High Grade 11 and 12, students found out that
sex, males and females, had different way in overcoming stress. The social expectations
stressful environment for them (Bang, 2009). Pajo National High School was a secondary
spearheading Senior High School of the K to 12 curriculum. Due to this transition, the
new adopted educational system was new to the students which teaching and learning
Academics, talents and sports competitions that Academic stress had been potent in the
education system in the lives of all learners. Thus, researchers aimed to study Academic
stress and assessed how prevalent was stress among Senior High Students as regard to
their sex assessment of the Academic stressors such as homeworks, regular tests and
National High School. Furthermore, the output of this study recommended action plans
examining Academic stress showed study habits and Academic performance of 196, 113
males and 83 females, undergraduates of the school using a cross – sectional survey
research design showing its findings that daily Academic hassles were found to be most
stressful while personal problems were reported as the least stressful. Academic stress
3
took into account available personal resources for coping in an Academic environment
due to challenges or even threats. Thus, the environment where the students live
competitiveness were some of the common sources of stress that created tension, fear
and anxiety in students (Shinha, Sharma and Nepal, 2001). This was evidenced by the
fact that students were found poor Academic performance in its educational status.
There were a lot of things to be done in everyday lives and mostly of the people
sought educational development. While they learned, experiencing stress together with
them was a counterpart. Researchers of this study believed that it was imperative to
stress. Hence, the results administered from the respondents would be the basis for its
Theoretical Background
This proposed study was anchored on two theories namely: Theory of Cognitive
Appraisal by Richard Lazarus in 1984 and General Adaptation Syndrome Theory by Hans
explained the stress response. An event that threatened an individual’s well being called
stressor led to a three - stage bodily response: first, upon encountered stressor, body
reacted with “fight or flight” response in the Alarm stage. Second, an individual’s body
remained on red alert in the Resistance stage which Selye believed that continued
adaptation to stressors weakened the immune system making infections more likely
caused illness. It precede to the last stage, when stressor continued beyond body’s
capacity, the organism exhausted resources and became susceptible to disease or even
He added that “Every stress left an indelible scar, and the organism played for its
survival after a stressful situation by becoming a little older”. This clearly implied his
belief on how stress affected the human body through aging and other natural body
processes that occurred as people had encountered various stressors in daily lives. For
instance, the respondents of this study once affected by Academic stress, they acquired
stress response. After the students encountered stressful situation, learners dealt with it
General
Theory of
Adaptation
Cognitive Appraisal
Syndrome Theory
Richard Lazarus
Hans Selye
Males Females
Significant Difference
Theory of Cognitive Appraisal. Stress was a two way process which involved the
to these stressors. This conception led to the two factors: one, the threatening tendency
of the stress to the individual and two, the assessment of resources required to
minimize, tolerate or eradicate the stressor and the stress it produced (Richard Lazarus,
1984.
rather as an interaction of a thinking person and the event. He put more formally that
stress was a particular relationship between the person and the environment that was
appraised by the person as exceeding his or her resources endangering his or her well
being”. This implied that the person acquired resources to lessen the tendency of higher
risks of experiencing stress. For instance, the respondents of the study were affected by
The stresses of middle age then proved to be too much for them to cope with,
and mental illness severe enough to require institutionalization may set in (Hurlock,
1982). Action plans for coping mechanism would be a significant endeavour which could
sleeping pattern, low blood pressure, better recovery from fatigue and a general
beneficial effects on most stress - related diseases (Evans, 2006). Based on a study in
7
University of Chicago, knowing the right way to handle stress in the classroom and on
the sports field made the difference between successes and failures for the millions of
academic stress and its coping mechanism giving adhesive backing to the current
research. As what Turney said that a researcher who did not review other writings was
negligent to his liability and endangered the results and the value of his research.
and lacked interest. In relation to that, Robotham (2008) found that a number of stress
revealed that levels of stress increases among higher education in student population.
Academic stress had been a wide spread issue an every individual been experiencing
and not to wonder why it affected students. Wilks (2008) believed that academic stress
individual has. A student could not deny the fact that their stress came from their school
works and these academic stress composed of the following demands such as time
management issues, financial burdens, interactions with faculty, personal goals, social
recipe of response which impressed and shaped their careers and the rest of their lives
(Hans Selye, 1936). This could be an important demand of the students to meet the
involvement of good academic achievement (Simons, Diwette, & Lens, 2004). Academic
stress had a wide persperctive which could contribute to its effects among all
individuals. As a matter of fact, pyschologist Avshalom Caspi and his collegues at the
University of Wisconsin had found out that people’s character traits are more likely to
Irvine (2002) also identified a range of stressors in children from parental divorce
and separation to academic and social failure. Govaerts and Gregoire (2005) studied the
role of the cognitive appraisal processes on the way stress was experienced by
adolescents and its relationship with academic stress. A survey, Spring 2015 National
College Health Assessment surveyed 100, 000 students at institutions across United
States American College Assessment which showed about half of the total respondents
had experienced more than average stress in the last 12 months. Moreover, three in five
persons had been diagnosed with depression and two in ten persons had utilized mental
health services from their current university. In addition to, The National Health
Interview survey pointed out that in the United States, four in five persons of people felt
9
stressed during any two – week period with half the population reporting moderate to
Negga, Applewhitr, and Livingston (2007) assessed the stress of African American
situation, while boys perceived themselves as having more resources for coping with it.
It revealed that the top five sources of stress were death of a family member
Grandea (2006) used the descriptive research approach in studying the stress
high perceived stress. The identified main stressors were Academics. The student-
respondents used positive stress coping mechanisms. The perceived stress and coping
Locally, according to the study of Generoso N. Mazo (2015) from Leyte Normal
University in causes, effects of stress and the coping mechanism of the BSIT students in
a Philippine University, the data showed that the male student-respondents consider
Thesis writing or research as their most common cause of stress as often while the
common cause of stress as often. Thus, the assumption that there was disparity on the
causes of stress of the male and female student-respondents was accepted. The data
also showed that male students were stressed due to the sleepless nights interpreted as
often while the female students identified two stressors such as sleepless nights and
and males having low performance in class triggered their stress. It implied that when
the student-respondents experienced stress they were unable to get good night which
resulted in low performance in class for the males and irritably or moody feelings among
the females.
Of the same researcher, causes, effects of stress, and the coping mechanisms of
Political science students in a Philippine University, the data showed both male and
common cause of stress interpreted as Often for the males and interpreted as Often for
the females. The male student-respondents identified poor health as their least cause of
stress while the female student-respondents identified three items that are the least
causes of their stress, namely: flag ceremony, demanding parents or guardians, and
poor health.
environment. Salvacion (2004) studied the stress profile of students in the College of
Dentistry of the University of the Philippines, Manila. The study involved 149 dentistry
days, difficulty in completing clinical requirements, and fear of getting delayed topped
the identified stressors. Common methods of coping with stress were employed by
students which include crying, praying, talking, watching movies, and listening to music.
Stress made or broke a person. It was like a two-edged sword which could either
ineffectiveness.
- making process among third year college students of Cebu Doctor’s University showed
their findings out of 434 respondents, four in five persons had high level of stress, one in
three had moderate level of stress and one in ten had low level of stress. Furthermore,
the respondents of the study had high perceived High Vigilance Decision Making Style
and low perceived Low Procrastination Decision Making Style (Canete and Nunez, 2016).
Both international and local studies had similarities that Academic stress faced
management, social life and other socio - demographic factors. Moreover, the studies
THE PROBLEM
The main purpose of this study is to identify how prevalent was Academic stress
as regard to sex assessment among Senior High Students with the purpose of
1.2 Age ?
2. What was the average assessment of the Senior High Students as to stressors:
2.1 Homework’s;
3. Was there a significant difference between the assessment in Academic stress among
male and female Senior High Students in Pajo National High School?
4. What were the best possible recommended action plans for coping mechanism with
escalating cases of Academic stress in Senior High School. This would be a significant
Students. The result of this study is useful for the students to know on how they
would deal with Academic stress and being provided with action plans to cope up with
his or her own benefits to their Total Health Development and Academic performance.
School Administrators. This study would help the administrators to know what
their students were going through inside the school. This also gave hint on why some
students were not totally active in school activities that required participation.
14
Teachers. This study would help the teachers to engage their students to
become academically active. Moreover, this study could be discussed to their students
which also gave hint the trend of the changes his/her students’ present experience
Parents. This study would help the parents to give more care and attention to
their children. In addition to, they would know and understand what their children were
going through that give them hint on how they should monitor their children’s academic
the prevalence of Academic stress among Senior High Students that would serve as
Research Methodology
treatment of data.
15
Research Design
assess characteristics such as age, sex, their academic level of stress and effective
recommended action plans for coping mechanism among Senior High School students in
Pajo National High School for school year 2017-2018. Descriptive research is in actual
process of data gathering, analyzing, classifying, and arranging data about great
conditions, practices, beliefs, processes, trends, cause and effect relationships and then
accurate interpretation about the data gathered with or without the use of statistical
treatment.
The researchers administered assessment of the scores drawn out from the
respondents of this study. These data were then treated statistically for the analysis and
interpretation. Further, researchers tested the null hypothesis of the study for the basis
Environment
public High School located in Sangi Road, Pajo, Lapu-Lapu City, Cebu under the
Department of Education of the Division of Lapu - Lapu City. It was established on 1971
and had a total land area of 2, 000 square meters. This is a secondary educational
institution that envisions as the center of excellence and becomes a powerhouse school
for Academics, talents and sports competition that will bring achievements and honor to
the school. Furthermore, the school instils its vision, mission and goals to the people
16
through a living adage, Soaring High, Touching lives, Achieving Excellence, instantly
bound with culture and home of the mindful leaders. Mr. Ricardo T. Cayacap, Jr. is the
current Secondary School Principal II with Mr. Wilfredo B. Ngujo as the Assistant to the
School Principal at his right hand in this educational institution. Meanwhile, it has a total
population of 430 Senior High Students both Grade 11 and 12. The school is one of the
offerings major in Cookery, General Academic Strand (GAS), Garments, and Computer
System Servicing (CSS) in Lapu - Lapu City. It is now on its second year spearheading this
The flow of the study was presented in Figure 2 which covered all the entire
research activities. The input was considered the assessment of Senior High Students to
the exposure of the Academic stressors. In the process, it included Descriptive research
design and statistical treatment such as Average, Simple Percentage and z - test. The
Respondents
The respondents of this study came from Pajo National High School of the Senior
High School Department with a total population of 430 Senior High Students which 35
were identified through random sampling from both Grade 11 and 12 who were
enrolled in Cookery, General Academic Strand (GAS), Garments, and Computer System
Servicing (CSS) in the first semester of the academic year 2017 - 2018. Student profiling
17
was utilized to determine the sex and age. Specifically, the researchers of this study
resources for coping (Siegel, 2008). The 7-item stress scale modified questionnaire was
highly adopted from Barreca and Helper 2000 and from the study entitled “Stress
Management Performed by the Level III Nursing Students of Nueva Ecija University of
Science and Technology with Regards to their Clinical Duties.” The respondents of this
study were identified by their sex assessment of the Academic stress. In questions 1 and
3, student profiling was used to correspond their present assessment of Academic stress
in questions 2 and 4, respectively. In question number five, they were identified on how
the respondents was comfortable at their present level of academic stress. In question
number six and seven, sub-questions were assessed according to Likert scale as five was
very high, four was high, three was moderate, two was low and one was very low.
Question number six answered to the students’ assessment to the most prevalent
academic stressors such as homework, regular tests and performances, projects and
to what were the effective recommended action plans for coping mechanism with
Quantitative
Students Descriptive
profile Research Design
Average Distribution of
assessment of Survey
the Senior High Questionnaires
Students to the
Academic
Action plans for
stressors
Retrieval of Coping
Questionnaires Mechanism
Significant
difference of
Academic Statistical
stress between Treatment of
male and Data
female
selected Senior
High Students
Analysis and
Interpretation
Secondary School Principal II of Pajo National High School and upon approval, the
conduct of the data - gathering from the respondents had been utilized. The data
collected contained in this study were gathered using Random Sampling. This sampling
method was by counting heads which the tenth person should take the given survey
questionnaire prior to the prevalence of Academic stress. The survey was administered
in the third week of September, 2017 and was expected to take participants
approximately 5 minutes to complete. The survey results were then collected by the
researchers to feed them in the Microsoft Excel in order to analyze the information
Treatment of Data
the data being collected from the participants for clearer and better presentation,
analysis and interpretation used by the researchers. These include the following:
only computing the sum of all the numbers divided by the total frequency.
𝐹
𝐴=
𝑁
Where:
A = Average
21
F = Frequency
N = Number of classes
was being used in this study calculated through the frequency divided by the total
𝐹
𝑃 (%) = 𝑥 100
𝑁
Where:
F = Frequency
N = Number of classes
100 = constant
3. The z - test was also used in this study to test the hypothesis and only
between the male and female assessment of Academic stress. The formula in getting
(𝑋1 − 𝑋2 ) − (µ1 − µ2 )
𝑧=
𝜎1 2 𝜎2 2
√
𝑛1 − 𝑛2
Where:
z = computed value
22
X = average
µ = mean
σ = standard deviation
n = frequency
Definition of Terms
Academic stress. This refers to stress which Senior High students felt too
much pressure in school due to homeworks, regular tests and performances, projects
significant difference of Academic stress between male and female Senior High
students.
regular tests and performances, projects and classroom activities, and extracurricular
Coping mechanisms. These refer to how the Senior High students feel
Sex. This refers to the male and female Senior High students.
CHAPTER II
This chapter presents the results and discussion of the study of the data
gathered from the respondents of the study. It begins with the distribution of survey
questionnaires and followed by the discussion of the significant difference between the
assessment of Academic stress among male and female selected Senior High Students.
profiles, the assessment scores as to Academic stressors and the hypothesis testing of
the 35 Senior High students drawn out from the total population of 430 through random
sampling. The students were both Grade 11 and 12 who were enrolled in Cookery,
General Academic Strand (GAS), Garments and Computer System Servicing (CSS) in Pajo
National High School of the Senior High School Department in the first semester of
This part showed the student profiling of the males and females aged 16, 17
and 18 years old Senior High students administered with the survey questionnaires of
this study.
Sex. Table 1.1 presented the frequency and percentage of the male and
Table 1.1
Sex
49%
51%
Male
Female
and eighteen students or 51 % of the total respondents were females (see Table 1.1
Age. Table 1.2 presented the frequency and percentage of the Senior High
Table 1.2
Age
16
17 20%
40%
18
40%
of the participating respondents were 17 and 18 years old, respectively (see Table 1.2
There was a big difference of 7 students in the frequency of the Senior High
students aged 16 to 17 and 18 years old or accounted half of the total respondents in
Senior High students aged 17 and 18 years old. Thus, majority of the students were 17
This implied that older Senior High students experienced Academic stress
higher than younger Senior High students in Pajo National High School.
This part showed the assessment scores of the Senior High students as to
Table 2
Homeworks 322
322
287
The table showed that homeworks had a total score of 322 while regular tests
and performances garnered 474. Next, projects and classroom activities accounted 429
stressors”).
Regular tests and performances ranked as the most stressful Academic stressor followed
by projects and classroom activities. On the other hand, extracurricular activities ranked
Therefore, regular tests and performances were the highest Academic stressor
because Senior High students opted to become inattentive during classes, possess low
self - esteem, have trouble in studying and poor understanding to subject matter which
they got low scores. In contrast, extracurricular activities were the lowest academic
participation within and outside the school campus of Senior High students in Pajo
This part showed the testing hypothesis of the significant difference between the
assessment of Academic stress among male and female selected Senior High students.
Table 3
Testing Hypothesis of Academic stress between male and female Senior High students
Table 3 showed that the critical values of z - value at α 0.05 was ± 1.960. The z -
computed value was -0.68. The interpreted decision was failed to reject the null
hypothesis (see Table 3 “Testing Hypothesis of Academic stress between male and
The level of significance was z - value at α 0.05 as it was two tailed. The
stress among male and female Senior High students, was tested. In getting the z -
(𝑋1 − 𝑋2 ) − (µ1 − µ2 )
𝑧=
computed value, the formula to be used was 𝜎2 𝜎2 where X
√ 1 − 2
𝑛1 𝑛2
was average, µ was the mean, σ was the standard deviation and n was the frequency.
Hence, the z - computed value was - 0.68 which fell on the non - rejection region. Thus,
Academic stress among male and female Senior High students. This signified that male
and female Senior High students had experienced the same level of Academic stress.
31
CHAPTER III
This chapter deals with the summary of findings and the conclusions formulated
recommendations for the informative basis of research findings and suggestions for
SUMMARY OF FINDINGS
Profile of the Students. There were 17 males and 18 females Senior High
student who were experiencing Academic stress. As regard to their age, half of the total
frequency of age 17 and 18 years old or 14 Senior High students were 16 years old who
scores while regular tests and performances were the most stressful with 474 scores.
Next, projects and classroom activities garnered 429 scores while extracurricular
there was a difference of - 1.28 between the assessment of Academic stress among
male and female Senior High students. Hence, the z - computed value was - 0.68 which
fell on the non - rejection region on the critical values of z - value at α 0.05 which was ±
32
1.960. Thus, there was no significant difference between the assessment of Academic
stress among male and female Senior High students. This signified that male and female
Senior High students had experienced the same level of Academic stress.
Action plans for Coping Mechanism. Based on the results, there were action
plans for coping mechanism which showed best to lessen the effects of Academic stress
on their Health and Academic Performance. These were the following recommended
action plans for coping mechanism on Health: 1. Listening music helped the learners felt
relief and cheerful mindset, 2. Engaging in talents such as singing and dancing improved
the students enjoy everything as a matter of fun and expression which could enhanced
their capabilities and 3. Managing time better like having a proper school scheduling
was a good way of eradicating Academic stress. Moreover, these were the following
to God helped the students achieve spiritual formation in all aspects of life and found
studies first helped improve the students’ mindset in relieving and recovering
themselves free from Academic stress and fully embracing things to envision positive
outlook of their studies and 3. Listening during teacher’s discussion was a good indicator
in minimizing the threatening impacts of Academic stress which eventually raised their
Researchers identified 17 males and 18 females while seven aged 16 years old
and fourteen aged 17 and 18 years old Senior High students, respectively. Next, this
33
study assessed the prevalence of regular tests and performances as most stressful while
extracurricular activities as the least stressful Academic stressor. Moreover, this study
Academic stress among male and female Senior High students enrolled in Cookery,
General Academic Strand (GAS), Garments and Computer Servicing (CSS) both Grade 11
and 12 in the first semester of the academic year 2017 - 2018 in Pajo National High
School. Furthermore, based on the results, recommended action plans for coping
CONCLUSION
Based on the findings, male and female Senior High students were equally
experiencing Academic stress. Next, older Senior High students experienced Academic
stress higher than younger Senior High students in Pajo National High School. Moreover,
regular tests and performances were the highest Academic stressor because Senior High
students opted to become inattentive during classes, possess low self - esteem, have
trouble in studying and poor understanding to subject matter which they got low scores.
In contrast, extracurricular activities were the lowest academic stressor due to less
extracurricular activities within and outside the school campus among Senior High
RECOMMENDATIONS
Based from the final findings and conclusion, these are the important
recommendations to be presented:
Academic stress.
BIBLIOGRAPHY
36
BIBLIOGRAPHY
A. BOOKS
Braun, Bennett G., et al. (1994). The Enigma of Personality: Journey Through
Mind and Body. Alexandria, Virginia: Time Life Books.
Evans, Mark. (2006). Mind, Body and Spirit. New York: Barres and Noble.
Robbins, Gwen et al. (1994). A Wellness Way to Life (Second Edition). United
States of America: Wm. C. Brown Communications, Inc.
B. ELECTRONIC SOURCES
A. BLOGS
Cañete, M. & Mar Chantal Nuñez. (2016, July 15) Influence of the Level of
Perceived Stress Towards the Decision - Making Process among
Third Year College Students of Cebu Doctor’s University. Accessed on July
02, 2017.
Dy, Marison R., et al. (2015, July). Stressor and Stress Responses of Filipino
College Students. Retrieved from
HTTPS://WWW.RESEARCHGATE.NET/PUBLICATION/295584175_STRESSOR
_AND_STRESS_RESPONSES_OF_FILIPINO_COLLEGE_STUDENTS. Accessed
on June 25, 2017.
Misra, et al. (2000, January 1). College Students Academic Stress. Retrieved from
HTTP://WWW.BIOMEDSEARCH.COM/ARTICLE/COLLEGE-STUDENTS
ACADEMIC-STRESS-ITS/65640245.HTML. Accessed on June 18, 2017.
37
B. JOURNALS
Generoso N. Mazo. (2015, February). Causes, Effects of Stress, and the Coping
Mechanism of the Bachelor of Political Science Students in A Philippine
University. Journal of Education and Learning. Vol. 3, No. 2. Accessed on
June 24, 2017.
Ludwig, Albert. Stressed men are more social. ScienceDaily. Retrieved on May 21,
2012 from www.sciencedaily.com/releases/2012/05/120521104026.htm.
Accessed on July 01, 2017.
Mattarella - Micke, A., Mateo, J., Kozak, M. et al. Choke or Thrive? The Relation
Between Salivary Cortisol and Math Performance Depends on Individual
Differences in Working Memory and Math Anxiety. Emotion, 2011; 11
(4): 1000 DOI: 10. 1037/a0023224. Accessed on July 09, 2017.
Nakalema, G. & Joseph Ssenyonga. (2013). Academic Stress: Its Causes and
Results at a Ugandan University (Online). Vol 3, No. 3. Accessed on July
16, 2017.
Vander Ham, A., Ujano - Batangan, M., Ignacio, R. et al. (January 2015). The
Dynamics of Migration - Related Stress and Coping of Female Domestic
Workers from the Philippines: An Exploratory Study. Vol. 51 pp. 14 - 20.
Accessed on June 25, 2017.
C. NEWS
Vellasco, Bill. (2013, May 25). New Studies on Stress. The Philippine Star. Pp. 8.
Accessed on July 16, 2017.
39
APPENDICES
Appendix A 40
Transmittal Letter
Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Lapu – Lapu City
Pajo National High School
Senior High School
August 9, 2017
Sir:
We, General Academic Strand (GAS) Group 2 Researchers, are writing this letter to request permission
from your good office to conduct a research study with questionnaires to be given among 35 Senior High
Students in Pajo National High School as a partial fulfilment of our Practical Research II focusing on the
Academic Stress Sex Assessment Among Senior High Students.
The data or results of this study will remain confidential and to be used for educational purpose only.
Thus, your approval will be greatly appreciated.
Respectfully Yours,
Noted by:
Approved by:
RICARDO T. CAYACAP, JR
Secondary School Principal II
Appendix B 41
SURVEY QUESTIONNAIRE
ACADEMIC STRESS GENDER ASSESSMENT AMONG SENIOR HIGH STUDENTS
Name: Date:
Track: Grade Level:
Directions: Please answer the following questions honestly. Thank you and God bless! Mark ( ) that corresponds your
assessment to each item.
Academic Stressor 5 4 3 2 1
A. Homeworks
6.1 Working homeworks that let you sleep late at night.
7. How effective do you find these present recommended action plans for coping mechanism?
Coping Recommendations 5 4 3 2 1
A. Health
7.1 Eating nutritious foods.
7.2 Managing time better.
7.3 Sleeping on the right time.
7.4 Engaging into sports.
7.5 Enjoying recreational activities.
7.6 Listening music.
7.7 Engage singing and dancing.
B. Academic Performance
7.1 Praying to God.
7.2 Knowing your limits.
7.3 Taking pressure as a challenge.
7.4 Ignoring the problem.
7.5 Accepting reality.
7.6 Having someone a study buddy.
7.7 Listening during teacher’s discussion.
7.8 Studying with friends.
7.9 Focus on studies first.
42
Appendix C
Tabulation
Respondents Male/Academic stressor Respondents Female/ Academic stressor
1 29 1 31
2 35 2 32
3 38 3 32
4 38 4 34
5 39 5 35
6 40 6 37
7 41 7 43
8 44 8 45
9 44 9 46
10 44 10 46
11 45 11 46
12 46 12 47
13 46 13 47
14 46 14 48
15 48 15 51
16 48 16 51
17 49 17 57
18 65
Total 720 Total 793
Average 42.35 Average 44.06
Variance 28.24 Variance 84.88
Standard Standard
Deviation 5.31 Deviation 9.21
43
Appendix D
NORMALITY TEST
36 – 42 6
43 – 49 18
50 – 56 2
57 – 63 1
64 – 70 1
n = 35
Appendix F
Appendix G
Projects &
Extracurricular
Respondents Q9 Q10 Q11 Q12 Classroom Q13 Q14 Q15
Activities
activities
1 4 3 3 2 12 3 3 3 9
2 4 4 4 3 15 1 1 2 4
3 4 3 4 3 14 2 4 5 11
4 3 4 3 3 13 3 3 3 9
5 2 3 3 2 10 1 1 2 4
6 3 1 3 3 10 1 3 3 7
7 4 2 4 3 13 5 4 5 14
8 2 5 4 2 13 2 5 4 11
9 3 3 2 2 10 2 2 2 6
10 3 3 2 4 12 3 2 3 8
11 5 5 3 3 16 5 4 4 13
12 4 4 3 3 14 2 1 2 5
13 4 1 1 1 7 3 3 5 11
14 4 3 4 2 13 2 1 2 5
15 3 2 3 3 11 1 1 3 5
16 2 3 2 2 9 1 1 2 4
17 1 1 3 2 7 1 5 5 11
18 3 3 3 2 11 2 3 2 7
19 3 4 3 4 14 3 2 3 8
20 4 2 3 3 12 2 1 3 6
21 2 2 3 3 10 4 4 4 12
22 2 2 2 2 8 2 2 2 6
23 3 3 3 3 12 2 3 2 7
24 4 4 4 4 16 4 4 4 12
25 2 3 3 3 11 2 1 2 5
26 4 4 4 3 15 3 3 3 9
27 4 2 3 2 11 3 2 4 9
28 4 3 4 3 14 3 2 4 9
29 3 3 3 3 12 3 4 4 11
30 3 2 4 2 11 2 1 2 5
31 4 4 3 3 14 3 3 3 9
32 5 4 3 4 16 4 5 5 14
33 3 3 3 3 12 3 3 3 9
34 3 4 5 4 16 1 1 2 4
35 4 4 4 3 15 2 3 3 8
Total 115 106 111 97 429 86 91 110 287
Variance 0.86 1.1 0.62 0.53445378 6.1 1.2 1.7 1.1 8.9
46
Appendix E
Appendix H
CURRICULUM VITAE
Contact Information
Skills Summary
Work Experience
Education
Affiliations
Seminar Attended
Other Skills
Reading science fiction stories, playing recreational activities and outdoor sports
References
CURRICULUM VITAE
Contact Information
Skills Summary
Work Experience
Education
Affiliations
Seminar Attended
Other Skills
References
CURRICULUM VITAE
Contact Information
Skills Summary
Education
Affiliations
Seminar Attended
Other Skills
Reading science fiction stories, playing recreational activities and outdoor sports
References
CURRICULUM VITAE
Contact Information
Skills Summary
Education
Affiliations
Seminar Attended
Other Skills
References
CURRICULUM VITAE
Contact Information
Skills Summary
Education
Affiliations
Seminar Attended
Other Skills
References
CURRICULUM VITAE
Contact Information
Skills Summary
Education
Affiliations
Seminar Attended
Other Skills
References
CURRICULUM VITAE
Contact Information
Skills Summary
Education
Affiliations
Seminar Attended
Other Skills
References
CURRICULUM VITAE
Contact Information
Skills Summary
Education
Seminar Attended
Other Skills
Reading books
References
CURRICULUM VITAE
Contact Information
Skills Summary
Education
Seminar Attended
Other Skills
References