CHAPTER 4

DATA PRESENTATION, ANALYSIS, AND INTERPRETAION

This chapter presents the results of the study in tabular form followed by analysis and

interpretation of data. Discussion of the study is determined by the current data being

compared or in contrast of the other existing variables in the study.

Table 1.1

Age of the Respondents

Age f %
11-13 years old 8 28.6
14-16 years old 20 71.4
Total 28 100.0

Table 1.1 presents the following respondents of the survey of the study in terms of age,

they are categorized in two age groups; respondents in ages 11-13 and 14-16. The table shows

the numbers and percentage in each of the age groups and total respondents of the study. The

majority of the respondents are in the age group, 14-16 (71.4%) while the minority of the

respondents belongs in the 11-13 (28.6%) age group.

Table 1.2

Sex of the Respondents

Sex f %
Female 14 50.0
Male 14 50.0
Total 28 100.0

1
 Table 1.2 presents the sex of the respondents categorized by either female or male. The

table shows the number and percentage of the sexes. Among the respondents, it shows that in

each of the two sex, there is 14 (50%) in female and 14 (50%) in male. Indicating there is an

equal distribution of respondents in each of the sexes.

Table 1.3

Grade level of the Respondents

Grade Level f %
Grade 7 7 25.0
Grade 8 7 25.0
Grade 9 7 25.0
Grade 10 7 25.0
Total 28 100.0

Table 1.3 presents the respondents in terms of their academic grade level exclusively

only in junior high school. The following respondents from each grade level follows the

arrangement of the K-12 curriculum. Thus, it further on presents the number and percentage

of respondents from the grade levels: 7, 8, 9, and 10. The table shows that there are exactly 7

respondents in each grade level. The researchers took 10% of the STE’s junior high

population, equating a total of 28 needed respondents for the study to be conducted, hence the

sample size of 28. This then lead for the researchers to take 7 respondents in each grade level

for a balance sample size for their study.

Table 1.4

Academic Rank of the Respondents

Academic rank f %
With honors (90-94%) 5 17.9
With high honors (95-97%) 7 25.0
With highest honors (98-100%) 16 57.1
Total 28 100.0

2
 Table 1.4 presents the respondents in terms of their current academic rank in the school

year, 2022-2023. Their academic rank is categorized by the curriculum’s current basing of

honorary students. The table shows the number and percentage of the honorary ranking of the

respondents. Among the respondents, the majority are with highest honors, consisting of 16

(57.1%) of respondents. Following with 7 (25.0%) of respondents that are with high honors,

and the remaining 5 (17.9%) belonging to the with honors group of students.

Table 2.0

Academic Stress of Respondents

Statement Mean Description

1. I feel overwhelmed by the amount of 3.11 Moderate
academic workload.
2. I often worry about my academic 3.29 High
performance.
3. Meeting deadlines for assignments and exams 3.46 High
causes me stress.
4. I frequently experience difficulty 3.14 Moderate
concentrating on my studies.
5. Academic pressures negatively affect my 3.25 Moderate
physical and mental well-being.
6. I often experience anxiety before exams or 3.07 Moderate
important academic events.
7. I feel significant pressure to achieve high 3.43 High
grades.
8. Balancing academic responsibilities with other 3.14 Moderate
aspects of my life is challenging.
9. I often compare my academic achievements to 3.14 Moderate
those of my peers, causing stress.
10. I find it difficult to cope with academic 3.29 High
setbacks or failures.

Table 2.0 presents the overall academic stress levels of the respondents. The levels of

stress levels in the respondents are categorized as very low (1.0-1.75), low (1.76-2.5),

moderate (2.6-3.25), and high (3.26-4.00). The table shows the mean of each statement that

was previously answered by the respondents and the description of their stress level. Among

3
the respondents’ response to the statements, 6 of their response to the statements indicate they

experience moderate stress levels while 4 of their responses contain high stress levels results.

It can be considered that most of the respondents are experiencing moderate to intense levels

of stress.

The table shows that 6 of the responses given by the respondents experience in

overwhelming stress when introduced with workload, frequently experience difficulty

concentrating on their studies, academic pressures negatively affect their physical and mental

well-being, often experiencing anxiety before exams or important academic events, balancing

academic responsibilities with other aspects of their lives is challenging, often comparing

their academic achievements to those of their peers, causing stress.

And in 4 of their responses concludes that they experience high stress levels with the

existing factors causing these; often worry about their academic performance, meeting

deadlines for assignments and exams, pressure in having high grades, and difficulty of coping

with academic setbacks and failures.

Identified sources of academic-related stress have included fear of falling behind with

coursework, finding the motivation to study, time pressures, financial worries, and concern

about academic ability (Tyrrell, 1992). Psychological distress is reported especially among

those who fail to succeed academically (Essandoh, 1995). Additionally, students report stress

over struggling to meet academic standards, time management worries, and concerns over

grades (Olpin, 1997). Many international students rank in the top levels of their native

country schools, and their expectations about academic performance in a new educational

environment may be unrealistically high (Mori, 2000).

4
Table 3.0

Academic Performance of the Respondents

Statement Mean Description

1. I find it easy to concentrate and stay focused 2.43 Moderate
on my studies.
2. I feel confident in my ability to meet the 2.39 Moderate
academic expectations of my program.
3. I consistently strive for improvement in my 3.18 Moderate
academic performance.
4 I feel well-prepared for tests and exams in my 2.54 Moderate
courses.
5. I have a clear understanding of the 2.68 Moderate
expectations and requirements for each of my
courses.
6. I actively participate in class discussions and 3.04 Moderate
engage with course material.
7. I complete assignments and submit them on 2.79 Moderate
time.
8 I have a good understanding of the subject 2.82 Moderate
matter in my courses.
9 I regularly review and revise my notes and 2.79 Moderate
course materials to reinforce learning.
10. I consistently achieve the grades I expect in 2.79 Moderate
my courses.

Table 3.0 presents the academic performance of the respondents. The level of their

academic performance is categorized as low (1.0-1.75), moderate (1.76-2.5), high (2.6-3.25),

and very high. The table shows the mean of the respondents’ response to each statement and

description of the level of their academic performance. Among the respondents’ response to

each statement, all of them have moderate academic performances. It can be considered all of

them have well-handled academics even with the moderate to high stress levels.

5
 The table shows that all of the of respondents experience finding it easy to concentrate

and stay focused on their studies, feel confident in their abilities to meet the academic

expectations of their program, consistently strive for improvement in their academic

performance, feel well-prepared for tests and exams in their courses, have a clear

understanding of the expectations and requirements for each of their courses, can easily

understand lessons, consistently reviewing and meeting their own expectations from

themselves in their academics even with the intensity of their stress levels.

Everly & Lating (2002) demonstrates the relationship of stress and performance using

the model inverted U hypothesis where stress increases, so do performance and general well-

being (eustress); when stress levels reach an optimal level (the highest point of the curve),

performance reaches its peak. A person at this stress level is colloquially at the top of their

game, meaning they feel fully energized, focused, and can work with minimal effort and

maximum efficiency.

Table 4.1

Hypothesis Test for Academic Stress vs. Age

Statements F P Decision Interpretation

1. I feel overwhelmed by the 0.000759 0.932 Accept Ho Not significant
amount of academic workload.
2. I often worry about my 0.42159 0.528 Accept Ho Not significant
academic performance.
3. Meeting deadlines for 2.14987 0.173 Accept Ho Not significant
assignments and exams causes
me stress.
4. I frequently experience 0.23942 0.636 Accept Ho Not significant
difficulty concentrating on my
studies.
5. Academic pressures negatively 1.30418 0.276 Accept Ho Not significant
affect my physical and mental
well-being.
6. I often experience anxiety 1.58590 0.233 Accept Ho Not significant
before exams or important
6
 academic events.
7. I feel significant pressure to 4.03030 0.071 Accept Ho Not significant
achieve high grades.
8. Balancing academic 0.000520 0.944 Accept Ho Not significant
responsibilities with other
aspects of my life is challenging.
9. I often compare my academic 0.85635 0.373 Accept Ho Not significant
achievements to those of my
peers, causing stress.
10. I find it difficult to cope with 3.30949 0.093 Accept Ho Not significant
academic setbacks or failures.

Table 4.1 shows the significance of age in the academic stress levels of the

respondents’ response to the statements given. The table presents the significance of

academic stress and the respondents’ ages. The study (p>0.5) found that there is no

significance of stress to the respondents’ ages.

Based on the statistical analysis, all of the statements indicate that there is not a

significant relationship between the academic pressures and mental health/well-being and the

age of the respondents, thus accepting the null hypothesis. Therefore, it is not possible to

draw any conclusions or make any significant interpretations from these statements.

Lee, Y. S., & Kim, Y. K. (2017) found that the relationship between age and academic

stress is complex and can be easily influenced by different factors such as self-efficacy and

academic performance. They did not conclude that older students experience less or more

academic stress compared to younger students, but rather focused on exploring the factors

that impact academic stress in students of different ages. Their study suggests that there is a

need for further research to fully understand the relationship between age and academic

stress.

7
Table 4.2

Hypothesis Test for Academic Stress vs. Sex

Statements T P Decision Interpretation

1. I feel overwhelmed by the -0.252 0.803 Accept Ho Not significant

amount of academic workload.
2. I often worry about my 0.000 1.000 Accept Ho Not significant
academic performance.
3. Meeting deadlines for 0.268 0.791 Accept Ho Not significant
assignments and exams causes
me stress.
4. I frequently experience 0.000 1.000 Accept Ho Not significant
difficulty concentrating on my
studies.
5. Academic pressures -0.265 0.793 Accept Ho Not significant
negatively affect my physical
and mental well-being.
6. I often experience anxiety 0.000 1.000 Accept Ho Not significant
before exams or important
academic events.
7. I feel significant pressure to 1.700 0.101 Accept Ho Not significant
achieve high grades.
8. Balancing academic 1.981 0.058 Reject Ho Significant
responsibilities with other
aspects of my life is challenging.
9. I often compare my academic 1.229 0.230 Accept Ho Not significant
achievements to those of my
peers, causing stress.
10. I find it difficult to cope with -2.280 0.031 Reject Ho Significant
academic setbacks or failures.

Table 4.2 presents the significance of sex in the academic stress levels of the

respondents. The study shows (p>0.05) that most of the statements indicate that there is not a

significant relationship between the academic stress and mental health/well-being and their

sex (gender) of the respondents. However, two of the statements, "Balancing academic

responsibilities with other aspects of my life is challenging" and "I find it difficult to cope

8
with academic setbacks or failures," have a significant relationship with mental health/well-

being. This suggests that these two statements can have a greater impact on an individual's

mental health compared to other academic pressures. It's important to note that these results

are specific to the data analysed and may not be applicable to all individuals or situations.

One study published in the Archives of Sexual Behavior found that women who

experienced higher levels of academic stress had lower levels of sexual satisfaction.

However, it is important to note that these studies are not definitive and more research is

needed to fully understand the relationship between academic stress and sex (Lewis, M. A.,

McInnis, M. A., & Berg, C. L., 2017). Another study published in the Journal of Sex

Research found that college students who reported higher levels of academic stress also

reported lower levels of sexual desire and sexual activity (Walsh, J. A., Jones, R.K., Golub,

A., 2018).

Table 4.3

Hypothesis Test for Academic Stress vs. Grade Level

Statements F P Decision Interpretation

Rule
1. I feel overwhelmed by the 0.223 0.879 Accept Ho Not significant
amount of academic workload.
2. I often worry about my 1.117 0.378 Accept Ho Not significant
academic performance.
3. Meeting deadlines for 1.840 0.191 Accept Ho Not significant
assignments and exams causes
me stress.
4. I frequently experience 0.457 0.717 Accept Ho Not significant
difficulty concentrating on my
studies.
5. Academic pressures 2.467 0.108 Accept Ho Not significant
negatively affect my physical
and mental well-being.
6. I often experience anxiety 0.943 0.448 Accept Ho Not significant
before exams or important

9
 academic events.
7. I feel significant pressure to 0.211 0.887 Accept Ho Not significant
achieve high grades.
8. Balancing academic 0,336 0.799 Accept Ho Not significant
responsibilities with other
aspects of my life is
challenging.
9. I often compare my 3.093 0.065 Accept Ho Not significant
academic achievements to
those of my peers, causing
stress.
10. I find it difficult to cope 0.987 0.429 Accept Ho Not significant
with academic setbacks or
failures.

Table 4.3 presents the significance of grade level affecting the academic stress levels

of the respondents. The study (p>0.05) indicates that there is not a significant relationship

between academic pressures and the mental health/well-being of the respondents. Therefore,

it is not possible to draw any conclusions or make any significant interpretations from these

statements. Only one statement, "I often compare my academic achievements to those of my

peers, causing stress," has a p-value (0.065) close to the significance level, suggesting that

there may be a potential relationship between this type of academic pressure and mental

health/well-being.

These results indicate that academic pressures may not have a significant effect on the

mental health of individuals, or that other factors such as coping mechanisms or support

networks may be more influential. However, further research is needed to fully understand

the complex relationships between academic pressures and mental health.

There have been numerous studies exploring the relationship between academic stress

and grade level in students. Some studies suggest that academic stress levels tend to increase

10
as students’ progress to higher grade levels, while other studies have found no significant

differences in academic stress between different grade levels.

A study by Zhang and colleagues (2019) found that academic stress levels in Chinese

high school students increased significantly as they progressed through the different grades.

Another study by Morris and colleagues (2017) found that academic stress levels were

highest in college sophomores compared to freshmen or juniors/seniors.

However, there are also studies such as those by Elmore and colleagues (2016) and

Anari and colleagues (2017) that found no significant differences in academic stress levels

between different grade levels. It's important to note that the results of these studies can vary

and are dependent on various factors, including the cultural context, educational setting, and

individual factors. Further research is needed to fully understand the relationship between

academic stress and grade level.

Table 4.4

Hypothesis Test for Academic Stress vs. Academic Rank

Statements F P Decision Interpretation

1. I feel overwhelmed by the 0.370 0.700 Accept Ho Not significant
amount of academic workload.
2. I often worry about my 2.776 0.103 Accept Ho Not significant
academic performance.
3. Meeting deadlines for 1.453 0.277 Accept Ho Not significant
assignments and exams causes
me stress.
4. I frequently experience 0.103 0.904 Accept Ho Not significant
difficulty concentrating on my
studies.
5. Academic pressures 3.760 0.056 Reject Ho Significant
negatively affect my physical
and mental well-being.

11
 6. I often experience anxiety 0.397 0.684 Accept Ho Not significant
before exams or important
academic events.
7. I feel significant pressure to 1.551 0.253 Accept Ho Not significant
achieve high grades.
8. Balancing academic 0.162 0.853 Accept Ho Not significant
responsibilities with other
aspects of my life is challenging.
9. I often compare my academic 0.261 0.776 Accept Ho Not significant
achievements to those of my
peers, causing stress.
10. I find it difficult to cope with 0.251 0.783 Accept Ho Not significant
academic setbacks or failures.

Table 4.4 presents the significance of the academic rank of the respondents academic

stress levels. The study (p>0.05) shows the statistical values include the F-values, T/P-values,

decision, and interpretation of each statement. Based on the results, statement 5 was found to

be statistically significant in terms of its relationship with academic stress, while the

remaining statements were not found to be significant. The statements 1-4, 6, 7, 8, 9, and 10

were not found to be statistically significant in terms of the relationship of academic rank

with academic stress. However, statement 5 was found to be statistically significant,

suggesting that academic pressures do have a negative impact on physical and mental well-

being.

"Academic Rank, Distress, and Performance: A Longitudinal Study" by S. N. Elliott,

C. W. Reynolds, and J. F. Dickey (2010) examines the relationship between academic rank,

distress, and performance over a period of four years. The authors found that higher academic

rank was associated with increased levels of distress and decreased performance. They also

found that students with higher rankings initially experienced greater distress, but that this

effect diminished over time. Finally, the study found that the relationship between academic

rank and distress was mediated by academic performance, such that high levels of distress

12
were more likely to lead to poorer performance for students at lower academic ranks. Overall,

the study suggests that academic stress is a significant issue for students, and that strategies to

manage stress are important for optimizing academic performance.

Table 5.1

Hypothesis Test for Academic Performance vs. Age

Statements F P Decision Interpretation

1 I find it easy to concentrate and 0.7036 0.415 Accept Ho Not significant
stay focused on my studies.
2. I feel confident in my ability to 0.3273 0.574 Accept Ho Not significant
meet the academic expectations of
my program.
3. I consistently strive for 0.1117 0.741 Accept Ho Not significant
improvement in my academic
performance.
4 I feel well-prepared for tests and 0.1682 0.689 Accept Ho Not significant
exams in my courses.
5. I have a clear understanding of 0.6549 0.434 Accept Ho Not significant
the expectations and requirements
for each of my courses.
6. I actively participate in class 0.2012 0.660 Accept Ho Not significant
discussions and engage with
course material.
7. I complete assignments and 1.6458 0.223 Accept Ho Not significant
submit them on time.
8 I have a good understanding of 0.8693 0.362 Accept Ho Not significant
the subject matter in my courses.
9 I regularly review and revise my 0.0288 0.868 Accept Ho Not significant
notes and course materials to
reinforce learning.
10. I consistently achieve the 0.8693 0.367 Accept Ho Not significant
grades I expect in my courses.

Table 5.1 presents the significance of age in the academic performance of the

respondents. The study (p>0.50) shows that none of the statements show a significant

13
relationship with academic performance. In other words, the data suggests that the

respondents' agreement or disagreement with these statements does not have a meaningful

impact on their academic performance. Therefore, the null hypothesis is accepted for all

statements.

"The impact of age on academic performance amongst first year medical students"

by K. Rankin and N. Harden (2014) is a study that explores the relationship between age and

academic performance among first year medical students. The study found that, in general,

younger medical students tended to perform better academically than their older peers. The

authors suggest that this difference could be due to a range of factors, including better

preparation for the academic demands of medical school among younger students and the

potential impact of work and family commitments on older students' ability to focus on their

studies. Importantly, the authors caution that this age-based difference in academic

performance should not be taken as an absolute predictor of individual performance, as many

other individual factors can also play a role. Overall, the study adds to the growing body of

research examining the complex relationships between age, preparation, and academic

performance in the medical education field.

Table 5.2

Hypothesis Test for Academic Performance vs. Sex

Statements T P Decision Interpretation

1 I find it easy to concentrate and -1.894 0.069 Accept Ho Not significant
stay focused on my studies.
2. I feel confident in my ability 1.876 0.072 Accept Ho Not significant
to meet the academic
expectations of my program.
3. I consistently strive for -0.779 0.443 Accept Ho Not significant
improvement in my academic
performance.
4 I feel well-prepared for tests 2.733 0.011 Reject Ho Significant

14
 and exams in my courses.
5. I have a clear understanding 1.235 0.228 Accept Ho Not significant
of the expectations and
requirements for each of my
courses.
6. I actively participate in class 1.387 0.177 Accept Ho Not significant
discussions and engage with
course material.
7. I complete assignments and 1.578 0.127 Accept Ho Not significant
submit them on time.
8 I have a good understanding of 1.780 0.087 Accept Ho Not significant
the subject matter in my courses.
9 I regularly review and revise 0.544 0.591 Accept Ho Not significant
my notes and course materials to
reinforce learning.
10. I consistently achieve the -3.399 0.002 Reject Ho Significant
grades I expect in my courses.

Table 5.2 presents the significance of sex in the academic performance of the

respondents. The study (p>0.05) shows that statements 4 and 10 show a significant

relationship with academic performance. Statement 4 suggests that feeling well-prepared for

tests and exams is associated with better academic performance, while statement 10 suggests

that not achieving expected grades is associated with poorer academic performance. All other

statements did not show a significant relationship with academic performance. Therefore, the

null hypothesis is rejected for statements 4 and 10, and accepted for all other statements.

Some studies show that there are no significant differences between academic

performance and sex, while other studies show contradictory results. For example, one study

by Oltman and Richman (2007) found that there were no significant differences between

male and female undergraduate students in overall academic performance, although there

were some differences in specific subject areas.

15
 Another study by Mottet and Balogh (2011) found that female students had higher

overall GPAs than male students in undergraduate business programs. However, it's important

to note that results can vary by field of study and educational level, and that other factors

such as socioeconomic status and cultural background can contribute to differences in

academic performance. Further research is needed to fully understand the relationship

between sex and academic performance.

Table 5.3

Hypothesis Test for Academic Performance vs. Grade Level

Statements F P Decision Interpretation

Rule
1 I find it easy to concentrate and 1.5032 0.260 Accept Ho Not significant
stay focused on my studies.
2. I feel confident in my ability to 0.0589 0.980 Accept Ho Not significant
meet the academic expectations of
my program.
3. I consistently strive for 2.8967 0.076 Accept Ho Not significant
improvement in my academic
performance.
4 I feel well-prepared for tests and 1.8342 0.192 Accept Ho Not significant
exams in my courses.
5. I have a clear understanding of 0.2221 0.879 Accept Ho Not significant
the expectations and requirements
for each of my courses.
6. I actively participate in class 0.5558 0.653 Accept Ho Not significant
discussions and engage with
course material.
7. I complete assignments and 6.0621 0.008 Reject Ho Significant
submit them on time.
8 I have a good understanding of 1.3477 0.104 Accept Ho Not significant
the subject matter in my courses.
9 I regularly review and revise my 0.4890 0.696 Accept Ho Not significant
notes and course materials to
reinforce learning.
10. I consistently achieve the 0.1522 0.926 Accept Ho Not significant
grades I expect in my courses.

16
 Table 5.3 presents the significance of grade level of the academic performance of the

respondents. The study (p>0.05) shows that only statement 7 ("I complete assignments and

submit them on time") shows a significant relationship with academic performance.

Specifically, completing assignments on time is associated with better academic performance.

All other statements did not show a significant relationship with academic performance.

Therefore, the null hypothesis is rejected for statement 7, and accepted for all other

statements.

Mau (1997) conducted a study to identify the factors that affect overall and ethnic-

minority achievement in high school. The study found that grade level and academic

preparation were important predictors of academic performance, with higher grade levels and

greater academic preparation associated with better academic achievement.

Liem and Martin (2011) investigated the relationship between peer relationships and

academic performance among Korean high school students. The study found that having

positive peer relationships was associated with better academic performance, particularly for

students in lower grade levels.

Table 5.4

Hypothesis Test for Academic Performance vs. Academic Rank

Statements F P Decision Interpretation

1 I find it easy to concentrate and 1.547 0.265 Accept Ho Not significant
stay focused on my studies.
2. I feel confident in my ability to 0.192 0.829 Accept Ho Not significant
meet the academic expectations of
my program.
3. I consistently strive for 4.764 0.031 Reject Ho Significant
improvement in my academic
performance.

17
 4 I feel well-prepared for tests and 2.036 0.190 Accept Ho Not significant
exams in my courses.
5. I have a clear understanding of 0.201 0.822 Accept Ho Not significant
the expectations and requirements
for each of my courses.
6. I actively participate in class 2.763 0.115 Accept Ho Not significant
discussions and engage with
course material.
7. I complete assignments and 8.973 0.005 Reject Ho Significant
submit them on time.
8 I have a good understanding of 5.406 0.027 Reject Ho Significant
the subject matter in my courses.
9 I regularly review and revise my 0.600 0.568 Accept Ho Not significant
notes and course materials to
reinforce learning.
10. I consistently achieve the 0.746 0.503 Accept Ho Not significant
grades I expect in my courses.

Table 5.4 presents the significance of academic rank in the academic performance of

the respondents. The study (p>0.05) shows that statements 3, 7, and 8 show a significant

relationship with academic performance. That is, consistently striving for improvement,

completing assignments on time, and having a good understanding of the subject matter are

associated with better academic performance. All other statements did not show a significant

relationship with academic performance. Therefore, the null hypothesis is rejected for

statements 3, 7, and 8 and accepted for all other statements.

There have been a variety of studies examining the relationship between academic

performance and academic rank across various educational contexts. These studies have

explored the role of academic rank as a potential predictor of academic success and assessed

whether individuals at higher academic ranks have higher levels of academic achievement.

Some notable studies in this area include;

18
 "Career maturity and academic rank: A study of high school students with learning

disabilities" by T.A. Spector and G.L. Taylor (1983) study found that students with higher

levels of career maturity tended to have higher levels of academic rank. The results suggest

that career maturity may be an important factor in predicting academic success among

students with learning disabilities. The study provides valuable insights into ways in which

career counselling may be used to support academic success among high school students with

learning disabilities.

"Academic rank, distress, and performance: A longitudinal study" by S.N. Elliot,

C.W. Reynolds, and J.F. Dickey (2010) the study showed that higher academic rank was

associated with higher levels of stress and lower performance. The findings suggest that

academic stress is a significant issue for college students, and that efforts to mitigate stress

may help improve academic performance over time. The authors call for further research in

this area to better understand the complex relationship between stress and academic

performance.

Table 6.0
Hypothesis Test for Significant Relationship between Academic stress and Academic
Performance

Variables Pearson r P value Decision Rule Interpretation

Correlated
Academic
Stress and
Academic -0.189 0.336 Accept Ho Not significant
Performance

Table 6.0 presents the significant relationship of academic stress and academic

performance basing off of the respondents responses of the survey. The study shows (p>0.05)

that based on the Pearson correlation coefficient and p-value, there is no significant

19
correlation between academic stress and academic performance. The p-value is above the

commonly used threshold of 0.05, indicating that the results are not statistically significant.

Therefore, the null hypothesis is accepted, suggesting that there is not enough evidence to

support a relationship between academic stress and academic performance in this study.

Ngo and Jou's (2018) study explored the relationship between academic stress,

parental pressure, anxiety and mental health among Asian-American students. The authors

conducted a survey of 112 Asian-American college students and found that academic stress

and parental pressure were both positively associated with anxiety and negatively associated

with mental health. The authors suggest that increased support from parents and the

development of stress management strategies may help to alleviate the negative effects of

academic stress among Asian-American students.

Sahu's (2019) study is a systematic review that aimed to evaluate the relationship

between academic stress and academic performance among undergraduate students in India.

The author conducted a comprehensive search of relevant literature and identified 23 studies

that met the inclusion criteria. The studies were then systematically reviewed and the findings

were synthesized. The review found that academic stress has a negative impact on academic

performance among undergraduate students in India. The review also identified several

factors that contribute to academic stress among students, including academic workload,

pressure from parents and peers, and poor time management skills.

20