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CHAPTER 1
BACKGROUND OF THE STUDY
The academic performance of Senior High School students nowadays are getting lower
because of different stress level that they intake. Academic performance is the assessment of a
student's ability in a variety of academic areas. Classroom performance, graduation rates, and
standardized test results are commonly used by teachers and education administrators to
evaluate student accomplishment. Stress is a certain part of everybody’s life. It is actually
normal to be experienced since it is a response to stressor/s. Stress influences our physical,
mental, academic success and even in every part of life unless they discover how to cope with it
appropriately. Just like the world at large, teenagers also experience stress. It plays a huge role
on how motivated or problematic their life’s outcome may be. According to the cognitive-
transactional model of stress, stress is the dynamic relationship between an individual and the
environment in which a stimulus; whatever it may be, disturbs an individual’s homeostasis. It
causes him/her to respond to the situation with all available resources. When this occurs, we
evaluate the demand relative to our available resources. In addition, we also evaluate the
amount of stress we experience which is governed by the following rule; the more resources we
have, the less stress we will experience.
The World Health Organization (Citation1996) states that students must be healthy and
emotionally secure to fully participate in education (World Health Organization, Citation1996).
Indeed, the abovementioned OECD survey reports that anxiety about schoolwork, homework
and tests has a negative impact on students’ academic performance in science, mathematics
and reading. The survey highlights that top-performing girls report that the fear of making
mistakes often disrupts their test performance (OECD, Citation2015).
Students in the bottom quarter of academic performance report feeling far more stressed
compared to those in the top quarter of academic performance. As many as 63% of students in
the bottom quarter of science performance report feeling anxious about tests no matter how
well prepared they are, while 46% of students in the top quarter report feeling anxious (OECD,
Citation2015). This demonstrates that higher perceived stress levels are associated with poorer
academic performance. Previous research shows that the experience of positive and negative
emotions are directly related to levels of student engagement (Reschly, Huebner, Appleton, &
Antaramian, Citation2008). In 293 students in Grades 7–10 from the United States, the
frequency of positive emotions during classes was associated with higher student engagement.
Conversely, the frequency of negative emotions was associated with lower engagement (Reschly
et al., Citation2008). This finding is important as engagement in learning is necessary for
achievement, as illustrated by the findings of a survey conducted by the National Union of
Students. This survey reported that the main factors affecting the tertiary studies of Australian
university students aged 17–25 was stress (Rickwood, Telford, O’Sullivan, Crisp, & Magyar,
Citation2016). In an observational study of 456 German undergraduate medical students, higher
perceived academic-related stress was found to predict poor academic performance (Kotter,
Wagner, Bruheim, & Voltmer, Citation2017). In another study of 121 medical students from
Hong Kong, high self-reported stress levels were similarly related to poorer academic
performance (Stewart, Lam, Betson, Wong, & Wong, Citation1999). The above findings
demonstrate that the academic-related stress that secondary and tertiary students experience
constitutes a major factor affecting their academic achievement. Students with higher perceived
stress are likely to have lower academic achievement.
Students in secondary and tertiary education settings face a wide range of ongoing
normative stressors, which can be defined as normal day to day hassles such as ongoing
academic demands. Accordingly, secondary/high school (defined here as junior/lower
secondary education and senior/upper secondary education)] (UNESCO, Citation2012) and
tertiary (defined here as post-secondary education) (UNESCO, Citation2012) students commonly
self-report experiencing ongoing stress relating to their education, which we refer to as
academic-related stress, such as pressure to achieve high marks and concerns about receiving
poor grades. For example, the Organization for Economic Co-operation and Development
(OECD) recently conducted a survey involving 72 countries and consisting of 540,000 student
respondents aged 15–16 years. On average across OECD countries, 66% of students reported
feeling stressed about poor grades and 59% reported that they often worry that taking a test
will be difficult. The OECD further found that 55% of students feel very anxious about school
testing, even when they are well prepared. As many 37% of students reported feeling very tense
when studying, with girls consistently reporting greater anxiety relating to schoolwork
compared to boys (OECD, Citation2017). This data demonstrates that education and academic
performance are a significant source of stress to students. The impact of this ongoing academic-
related stress to student outcomes and well-being has not been comprehensibly explored.
Therefore, the current narrative review explores the impact of academic-related stress on
students’ academic performance, mental health and well-being.
STATEMENT OF THE PROBLEM
This study aimed to determine the effect of stress, the student’s performance. Specifically, the
study sought to answer the following question.
1. What are the problems of stress and it’ s impact on student’ s performance?
2. How stress did you feel on the daily basis during the academic year?
3. What are the factor of stress affecting the academic performance of students?
SIGNIFICANCE OF THE STUDY
Identifying the relationship between the academic performance and stress level of the students are
significance to the following;
STUDENTS
The study will contribute to the students to enable their awareness and what are the needed to
lessen their stress level.
RESEARCHERS
This study will enable the researcher’ s to take more information about the relationship between
the academic performance and stress level of the Senior High School students.
PARENTS
The parents will enable their awareness for their son’s/ daughter’ s to lessen their stress level.
TEACHERS
The teacher’s will notice the stress level of their student’ s to the academic performance.
SCOPE AND DELIMITATION
The research about “ Academic Performance and Stress Level ” aims to determine the
relationship of the two variables. Students will be the covered as part of respondents for our research
study. This research will be conducted through questionnaire and will be giving to the Grade 12 students
of Dulag National High School.

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alaica.docx

  • 1. CHAPTER 1 BACKGROUND OF THE STUDY The academic performance of Senior High School students nowadays are getting lower because of different stress level that they intake. Academic performance is the assessment of a student's ability in a variety of academic areas. Classroom performance, graduation rates, and standardized test results are commonly used by teachers and education administrators to evaluate student accomplishment. Stress is a certain part of everybody’s life. It is actually normal to be experienced since it is a response to stressor/s. Stress influences our physical, mental, academic success and even in every part of life unless they discover how to cope with it appropriately. Just like the world at large, teenagers also experience stress. It plays a huge role on how motivated or problematic their life’s outcome may be. According to the cognitive- transactional model of stress, stress is the dynamic relationship between an individual and the environment in which a stimulus; whatever it may be, disturbs an individual’s homeostasis. It causes him/her to respond to the situation with all available resources. When this occurs, we evaluate the demand relative to our available resources. In addition, we also evaluate the amount of stress we experience which is governed by the following rule; the more resources we have, the less stress we will experience. The World Health Organization (Citation1996) states that students must be healthy and emotionally secure to fully participate in education (World Health Organization, Citation1996). Indeed, the abovementioned OECD survey reports that anxiety about schoolwork, homework and tests has a negative impact on students’ academic performance in science, mathematics and reading. The survey highlights that top-performing girls report that the fear of making mistakes often disrupts their test performance (OECD, Citation2015). Students in the bottom quarter of academic performance report feeling far more stressed compared to those in the top quarter of academic performance. As many as 63% of students in the bottom quarter of science performance report feeling anxious about tests no matter how well prepared they are, while 46% of students in the top quarter report feeling anxious (OECD, Citation2015). This demonstrates that higher perceived stress levels are associated with poorer academic performance. Previous research shows that the experience of positive and negative emotions are directly related to levels of student engagement (Reschly, Huebner, Appleton, & Antaramian, Citation2008). In 293 students in Grades 7–10 from the United States, the frequency of positive emotions during classes was associated with higher student engagement. Conversely, the frequency of negative emotions was associated with lower engagement (Reschly et al., Citation2008). This finding is important as engagement in learning is necessary for achievement, as illustrated by the findings of a survey conducted by the National Union of Students. This survey reported that the main factors affecting the tertiary studies of Australian university students aged 17–25 was stress (Rickwood, Telford, O’Sullivan, Crisp, & Magyar,
  • 2. Citation2016). In an observational study of 456 German undergraduate medical students, higher perceived academic-related stress was found to predict poor academic performance (Kotter, Wagner, Bruheim, & Voltmer, Citation2017). In another study of 121 medical students from Hong Kong, high self-reported stress levels were similarly related to poorer academic performance (Stewart, Lam, Betson, Wong, & Wong, Citation1999). The above findings demonstrate that the academic-related stress that secondary and tertiary students experience constitutes a major factor affecting their academic achievement. Students with higher perceived stress are likely to have lower academic achievement. Students in secondary and tertiary education settings face a wide range of ongoing normative stressors, which can be defined as normal day to day hassles such as ongoing academic demands. Accordingly, secondary/high school (defined here as junior/lower secondary education and senior/upper secondary education)] (UNESCO, Citation2012) and tertiary (defined here as post-secondary education) (UNESCO, Citation2012) students commonly self-report experiencing ongoing stress relating to their education, which we refer to as academic-related stress, such as pressure to achieve high marks and concerns about receiving poor grades. For example, the Organization for Economic Co-operation and Development (OECD) recently conducted a survey involving 72 countries and consisting of 540,000 student respondents aged 15–16 years. On average across OECD countries, 66% of students reported feeling stressed about poor grades and 59% reported that they often worry that taking a test will be difficult. The OECD further found that 55% of students feel very anxious about school testing, even when they are well prepared. As many 37% of students reported feeling very tense when studying, with girls consistently reporting greater anxiety relating to schoolwork compared to boys (OECD, Citation2017). This data demonstrates that education and academic performance are a significant source of stress to students. The impact of this ongoing academic- related stress to student outcomes and well-being has not been comprehensibly explored. Therefore, the current narrative review explores the impact of academic-related stress on students’ academic performance, mental health and well-being.
  • 3. STATEMENT OF THE PROBLEM This study aimed to determine the effect of stress, the student’s performance. Specifically, the study sought to answer the following question. 1. What are the problems of stress and it’ s impact on student’ s performance? 2. How stress did you feel on the daily basis during the academic year? 3. What are the factor of stress affecting the academic performance of students? SIGNIFICANCE OF THE STUDY Identifying the relationship between the academic performance and stress level of the students are significance to the following; STUDENTS The study will contribute to the students to enable their awareness and what are the needed to lessen their stress level. RESEARCHERS This study will enable the researcher’ s to take more information about the relationship between the academic performance and stress level of the Senior High School students. PARENTS The parents will enable their awareness for their son’s/ daughter’ s to lessen their stress level. TEACHERS The teacher’s will notice the stress level of their student’ s to the academic performance. SCOPE AND DELIMITATION The research about “ Academic Performance and Stress Level ” aims to determine the relationship of the two variables. Students will be the covered as part of respondents for our research study. This research will be conducted through questionnaire and will be giving to the Grade 12 students of Dulag National High School.