The study investigates the relationship between academic workload and emotional well-being among grade 10 students at Langkaan II National High School, focusing on how workload levels impact students’ emotional states. Researchers found that science had the highest perceived workload, while assignments were the most common type of work assigned; however, it concluded that there was no significant correlation between academic workload and students' emotional well-being. The study highlights moderate levels of depression among students, suggesting that academic pressure does not directly influence their emotional health.

1. THE RELATIONSHIP
BETWEEN ACADEMIC
WORKLOAD AND
STUDENTS’ EMOTIONAL
WELL-BEING
GRADE 10 – MARCOS

2. Research Gap/ Rationale
Researchers at Langkaan II National High School
observed that students were struggling to turn in their
work by the deadline because of too much workload
given at the same time, and how this affected the
students' overall emotional well-being. Therefore,
researchers conducted this study to determine how
does the amount and type of academic workload
affects the Grade 10 students of Langkaan II National
High school.

3. Theoretical Framework
The researchers used the following theories as the
theoretical framework of the study :
• Stress and Coping Theory
• Social Cognitive Theory.

4. Conceptual Framework
INPUT
• Level of
academic work
in the different
subject areas as
perceived by the
students
• Common
academic
workloads
assigned to
students.
• Quality of the
emotional well-
being of students
(7 Cups).
PROCESS
• Distribution of
survey forms to
selected G10
students.
• Collect and
organize the
gathered data.
• Analyze and
tabulate
electronically.
• Data statistical
analysis.
OUTPUT
• Relationship
between
academic
workload and
students'
emotional well-
being.

5. Statement of the Problem
This study aimed to investigate the impact of academic workload on students'
emotional well-being. Specifically, it sought to answer the following questions:
1. What is the level of academic work in the different subject areas as perceived by the
students?
2. What are the common academic workloads assigned to students?
3. What is the quality of the emotional well-being of students?
4. Is there significant relationship between academic workload and students’ emotional
well-being?

6. Scope and Limitation of the Study
The study primarily focused on the relationship
between academic workload and students’ emotional well-
being. It was conducted from the month of November
2023 to May 2024 at Langkaan II National High School
located in Dasmarinas City, Cavite. The data were
collected from the selected junior high school students
who are most likely affected by academic workload given
to them and are currently enrolled as grade 10 of the
school year 2023-2024. They were limited to thirty junior
high school students. This study is limited in terms of the
number of respondents, the time the study is conducted,
and the place where the study would be conducted.

7. Significance of the Study
This study aimed to explore the relationship between students’ academic workload and
emotional well-being of selected junior high school students. Benefiting the study are the
various stakeholders such as the:
• Students. effective time management and rest will help them to broaden their minds,
allowing them to navigate academic tasks without succumbing to depression caused by
overwork.
• Parents. the research raises parents' awareness of their child's school experiences and
emotional well-being. Open communication between parents and students can aid in the
prevention of depression and the promotion of psychological wellness.

8. Significance of the Study
• Teachers. this study raises students’ awareness of the burden of schoolwork,
emphasizing the importance of maintaining a balanced workload to avoid academic stress
and related emotional issues.
• School Administrators. , this study informs them about the difficulties students face
because of heavy workloads, as well as the prevalence of student depression and the
importance of addressing emotional well-being.
• Future Researchers. The results of this research may serve as reference for
future studies similar/related to this topic.

9. Definition of Terms
• Academic Burnout. Negative emotional, physical, and mental reactions to lengthy study,
resulting in tiredness, frustration, a lack of enthusiasm, and diminished academic performance.
• Academic Success. Achievements accomplished by students, e.g., Academic Achievers
(With Honors, With High Honors and With Highest Honors) etc.
• Academic Workload. Tasks that are directly related to providing students with the
educational component. and the requirements for the products that students must submit.
• Coping Strategies. Techniques used by students to overcome heavy academic workloads.
• Emotional Well-being. Students score on the emotional wellness test using the 7 cups
website.

10. Definition of Terms
• Perfectionism. Refers to students’ habit wherein they feel the need to pass quality outputs.
• Stress. Is the result of an overwhelming emotion caused by academic workloads.
• Students. People who perceive academic demands.
• Students’ General State of Mind. Mental health issues, which can occur in many different
areas of a student's life, can have a negative impact on their quality of life, academic success,
physical health, and satisfaction.
• Students’ Satisfaction. Refers to the feeling of students when they’re able to meet their
expectations in doing their academic workloads.

12. Research Design
The researchers used descriptive research design
to determine the students’ emotional well-being due to
their academic workload. The nature of the study is
correlational. It determines the relationship between
students’ academic workload and emotional well-
being. The study took place and data were collected in
a natural setting with minimum interference by the
researchers. The researchers gathered data from the
respondents who are in their natural environment.

13. Research Design
The unit of analysis is thirty (30) Grade 10 students
from Langkaan II National High School. The
researchers selected this unit of analysis to determine
students’ emotional well-being based on the workload
given to them by teachers on each subject, most
common workload given to them, and external factors
such as parents’ expectation on them. It allows the
researchers to look at various aspects by identifying
the subject with the most common workload given,
and stress levels of respondents due to academic
workload.

14. Population and Sampling
The respondents of this research were the selected grade 10
students of Langkaan II National High School. The
researchers obtained a total of thirty (30) respondents.
The researchers used the Simple Random Sampling Method
of research. Simple random sample takes a small, random
portion of the entire population to represent the entire data
set, where each member has an equal probability of being
chosen. To generate samples, the researchers give the
questionnaire to the class president or vice president of each
sections, where they randomly pick a student who will answer
the questionnaire.

15. Respondents of the Study
The respondents of this research were the selected
grade 10 students of Langkaan II National High
School. The researchers obtained a total of thirty (30)
respondents.

16. Research Instrument
A survey questionnaire and a website (7 Cups) was
used to gather the data used in this study. The
questionnaires were made through Microsoft Word,
then printed and distributed during school hours. The
questionnaire has three (3) parts.

17. Research Instrument
The first part includes the heaviness of academic
workload given on each subject, the researchers
provided eight (8) questions for the first part. The
second part includes one (1) question to determine
what type of academic workload is commonly given to
students. Lastly, the last part includes determining
the emotional quality of the respondents. The
researchers used the website (7 Cups) to determine
the emotional well-being of the respondents. This
website is provided with ten (10) questions that
involved determining the emotional state of the
respondents.

18. Data Gathering Procedure
The researchers printed a questionnaire for the randomly chosen
respondents to answer. The respondents were asked to answer the
questionnaire precisely.
1. The researchers used a simple random sampling procedure for the
selection of respondents.
2. The researchers distributed the questionnaire to random students
and asked for their approval to participate in the study.

19. Data Gathering Procedure
3. The researchers asked them to answer the questions in the
survey questionnaire, and they were asked to submit it
afterwards accordingly.
4. The answers were collected from the given questionnaire
and were tabulated electronically.
5. The gathered data were then analyzed and interpreted by
the researchers.

20. Statistical Treatment
The researchers used the frequency distribution, percentage, weighted
mean, Pearson, and Likert scale formula to determine the relationship
between academic workload and emotional well-being of students in
Langkaan II National High School Dasmarinas, Cavite. The researchers
used the following statistical tools:

21. Statistical Treatment
1. Frequency Distribution. This tool was used to show the actual distribution of the responses
to specific questions/items in terms of the demographic characteristics of the respondents.
2. Percentage. This is used to determine the percentage usually for data on
•profile (e.g., level, age, gender, etc.)
3. Weighted Mean. It refers to an average calculated by taking into account not only the
frequencies of the values of a variable but also some other factors such as their variance. The
weighted average of observed data is the result of dividing the sum of the products of each
observed value, the number of times it occurs, and this other factor by the total number of
observations.

22. Statistical Treatment
4. Pearson r. The Pearson correlation coefficient (r) is the most common way of measuring a
linear correlation. It is a number between –1 and 1 that measures the strength and direction of
the relationship between two variables. The Pearson correlation coefficient is also an inferential
statistic, meaning that it can be used to evaluate statistical hypotheses. Specifically, it is used to
assess whether there is a significant relationship between two variables.
5. Likert Scale. A rating scale used to determine the level of academic work in the different
subject areas as perceived by the students. The range of the Likert Scales were mathematically
computed by the researchers and were not adapted.

23. Statistical Treatment

25. Results and Discussion

26. Results and Discussion

27. Results and Discussion
Table 1 shows the level of academic workload on each
subject area as perceived by the respondents. Based on the
data presented, the subject area with highest weighted mean of
2.57, suggests that out of the 8 subjects Science has a high
level of academic workload; next to the list is English and
Technology Livelihood Education (TLE) with a weighted mean of
2.53 and 2.40. Edukasyon sa Pagpapakatao (ESP) is tied with
Music, Arts, Physical Education and Health (MAPEH) with a
weighted mean of 2.30. Going to the subject with the least
number of academic workloads according to respondents is
Araling Panlipunan (AP) with a weighted mean of 2.23, followed
by Mathematics with a weighted mean of 2.10, lastly, Filipino
with a weighted mean of 2.07.

28. Results and Discussion

29. Results and Discussion

30. Results and Discussion
Table 2 presents the most common type of workload
given to students. Forty percent (40%) of the respondents
identified assignments as the most common academic
workload given to them. On the other hand, seven percent
(7%) of the students find writing essay and extracurricular
activities as the least common workload assigned to them.

31. Results and Discussion

32. Results and Discussion

33. Results and Discussion
Table 3 presents the level of depression of the
respondents based on the emotional wellness test from 7
cups website. It can be noted from the tabulated data that
37% or most of the respondent’s level of depression is at a
moderate level. Alarmingly, 24% of the Grade 10 students
experienced severe depression, and 13 % of the students
found themselves to be on the severe level. Only 3% of the
respondent experience no stress at all.

34. Results and Discussion

35. Results and Discussion
Table 4 presents the data identifying the significant
relationship between academic workload and emotional
well-being of the respondents. It showed there is no
significant difference in which p-value of 0.084521 is
greater than the alpha which is 0.05. It implied that the
hypothesis is accepted, and there is no significant
difference established between the variables. This means
that academic workload does not affect the emotional well-
being of the respondents.

36. Summary of Findings
1. What is the level of academic work in the different subject areas as perceived by the
students?
The highest weighted mean of 2.57 indicates that Science subject has high level of academic
workload given to students, while Filipino subject has the lowest weighted mean of 2.07
suggesting medium level of academic workload.
2. What are the common workloads assigned to students?
Twelve (12) or 40% of the respondents stated that assignment is the most common
workload assigned to Grade 10 students.

37. Summary of Findings
3. What is the quality of the emotional well-being of students?
Based on the Online Emotional Wellness Test, 37% of respondents are experiencing
moderate depression.
4. Is there a significant relationship between academic workload and students’
emotional well-being?
There is no significant relationship between academic workload and students’ emotional
well-being in which the p value of 0.084521 is greater than the alpha value of 0.05.

38. Conclusion
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39. Recommendation
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40. Reference
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