ACADEMIC STRESS, ACADEMIC WORKLOADS, AND MENTAL

HEALTH OF BSED SCIENCE MAJOR STUDENTS OF

NUEVA VIZCAYA STATE UNIVERSITY

A Research
Presented to the Faculty of College of Education
Nueva Vizcaya State University Bayombong, Nueva Vizcaya

In Partial Fulfillment
of the Course Requirement in Sec Sci 9

Adviento, Deciena Ricci C.

Dungca, Sara Mae B.
Manuel, Christine D.
Molina, Elizabeth S.
Valenzuela, Kyno John P.

July 2022

i
 RESEARCH ACCEPTANCE SHEET
This study entitled “ACADEMIC STRESS, ACADEMIC WORKLOADS,
AND MENTAL HEALTH OF BSED SCIENCE MAJOR STUDENTS OF NUEVA
VIZCAYA STATE UNIVERSITY”, prepared and submitted by Deciena Ricci C.
Adviento, Sara Mae B. Dungca, Christine D. Manuel, Elizabeth S. Molina, and Kyno
John P. Valenzuela in partial fulfillment of the requirements for the degree COLLEGE
OF TEACHER EDUCATION- BSEd SCIENCE is here by recommended for
acceptance.

DANNY V. MANUEL, PhD

Research Adviser

Date

JUBERT B. OLIGO, PhD

Panel Member

Date

GAIL G. GUMILET, EdD

Head, Secondary Department

Date

Accepted as partial fulfillment of the requirement for the degree COLLEGE OF

TEACHER EDUCATION- BSEd SCIENCE.

SANNY J. DANGIS, PhD

Dean

Date

ii
 ACKNOWLEDGEMENT
This study became possible and successful with the support and help of many
individuals. The researchers would like to extend their sincere thanks to the following:
First of all, the Almighty Loving Father, for the wisdom, knowledge, peace of
mind, good health, faith, and for the strength He showered upon the researchers in order
for them to finish this research. Without Him nothing of these would be possible;
Mr. Danny V. Manuel, the research adviser, for his willingness support, guidance,
supervision, and for making this research possible and valuable, for his help to the
researchers for the improvement of this study and for sharing his knowledge and expertise
in this research;
Mr. Sanny J. Dangis, Mr. Gail G. Gumilet, and Class Advisers, for the approval
and allowing the researchers to conduct and gather their data to the different year level;
Mr. Jubert B. Oligo, for sharing his statistical expertise and the same for being a
panel member for sharing his suggestions, recommendation, and constructive criticisms for
the refinement of the study;
Ms. Jonelle G. Narcisco, Ms. Kathrina P. Pahalon, and Mr. Neil Osalla, for
sharing their ideas and knowledge for this study;
Reseacher’s parents, for their unending support, love, patience, and financial
assistance, this study could not have been made possible;
Respondents, who participated, shared information and diligently answered the
questionnaire to make this research successful;
Friends and classmates, who gave their moral support and concern to the
researchers.

The Researchers

iii
 DEDICATION

This research is result of our numerous and laborious sacrifices. The researchers
would like to express their deepest gratitude and warmest thank you and dedicate this
research paper to those people who inspired them in making this work successful; to our
family for their unending support, care and love, to our friends for showing concern and
assistance; to our supportive classmates, for sharing ideas; to our research adviser, the
faculty and staff, for untiring assistance and their valuable input; and most especially to
God who gives strength and wisdom to make the study possible and successful.

The Researchers

iv
 TABLE OF CONTENTS

Page

TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
ABSTRACT ix

CHAPTERS

I INTRODUCTION

Background of the Study 1

Statement of the Problem 3
Objectives of the Study 4
Hypotheses of the Study 5
Significance of the Study 5
Scope and Delimitation of the Study 6
Conceptual Framework of the Study 7
Operational Definition of Terms 8

II REVIEW OF RELATED LITERATURE AND STUDIES 11

III RESEARCH METHODOLOGY

Research Design 18
Research Environment 18
Respondents and Sampling Procedures 19
Research Instruments 20
Research Procedures 20
Statistical Treatments of Data 21

v
 IV RESULTS AND DISCUSSIONS

Demographic Profile of the Respondents 23

Level of agreement of the respondents to the Academic stress 25
Level of agreement of the respondents to the Academic 27
workloads
Level of agreement of the respondents to the Mental health 28
Relationship between respondent’s demographic profile and 30
their Level of agreement on Mental Health
Relationship between Level of agreement on Level of 33
academic Stress and Mental Health
Relationship between Level of agreement on Level of 35
academic workloads and Mental Health

V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary 36
Conclusions 38
Recommendations 39

LITERATURE CITED

Bibliography 41

APPENDICES

A. Request letter to the College Dean 43

B. Request letter to the Class Advisers
a. BSEd 1G 44
b. BSEd 2E 45
c. BSEd 3E 46
d. BSEd 4E 47
C. Letter to the Respondents 48
D. Questionnaire 49

CURRICULUM VITAE 51

vi
 LIST OF TABLES

Table Page

1 Distribution of the respondents in the study 19

2 Likert scale was used to rate the level of agreement/disagreement of the 21

respondents

3 Significance level was used to determine the significant relationship of 22

the variables
4 Measuring devise to determine the strength of the computed r 22

5 Frequency and percentage of the respondents according to sex 23

6 Frequency and percentage of the respondents according to age 23

7 Frequency and percentage of the respondents according to year level 24

8 The mean and qualitative descriptions of the respondents on Academic 25

stress

9 The mean and qualitative descriptions of the respondents on Academic 27

workloads
10 The mean and qualitative descriptions of the respondents on Mental 28
health
11 Relationship between demographic profile of the respondents and level 30
of Mental Health

12 Relationship between the Level of Academic Stress and Level of 33

Mental Health

13 Relationship between the Level of Academic Workloads and Level of 35

Mental Health

vii
 LIST OF FUGURES

Figure Page
1 Conceptual paradigm of the study showing the relationship of the 7
Independent and Dependent variable.
2 The Map of Nueva Vizcaya State University 19

viii
Deciena Ricci C. Adviento, Sara Mae B. Dungca, Christine D. Manuel, Elizabeth S.
Molina, and Kyno John P. Valenzuela. 2022. ACADEMIC STRESS, ACADEMIC
WORKLOADS, AND MENTAL HEALTH OF BSED SCIENCE MAJOR
STUDENTS OF NUEVA VIZCAYA STATE UNIVERSITY. College of Teacher
Education, Nueva Vizcaya State University, Bayombong Nueva Vizcaya, Philippines.

Research Adviser: DANNY V. MANUEL

The researchers focused on the Academic Stress, Academic Workloads, and Mental

health of BSED Science major students of Nueva Vizcaya State University Bayombong

Campus. Specifically, it determined the demographic profile, the level of academic stress,

the level of academic workloads, the level of mental health of the respondent’s as well as

the relationship between the demographic profile of the respondents and the level of mental

health, the relationship between the level of academic stress and level of mental health, and

the relationship between the level of academic workloads and level of mental health.

This descriptive- correlational study was conducted to 83 BSEd Science Major

students of Nueva Vizcaya State University who were identified through randomly selected

sampling. Frequency, mean, and percentage were utilized to determine demographic

variables while Pearson-product moment coefficient of correlations (Pearson r) was

explored to determine the relation between the demographic profile of the respondents and

the level of mental health, the relationship between the level of academic stress and level

of mental health, and the relationship between the level of academic workloads and level

of mental health.

The study found that the demographic profile of the respondents found to be

significantly correlated with the level of mental health in terms of physical associated to

the sex while emotional, behavioral and cognitive aspect have no significant relationship.

ix
The level of mental health of the respondents found to be significantly correlated with

academic stress in terms of frustration associated to physical aspect while emotional and

cognitive aspect found to be very significantly correlated. On the other hand, behavioral

aspect found to be significantly correlated to academic stress in terms of pressure while

emotional and cognitive aspects was very significantly correlated. However, under self-

imposed it is was insignificant at all. The level of mental health of the respondents

determined that there is a direct relationship with academic workloads and have no

significant relationship.

In conclusion, most of respondents were twenty (20) years old, dominated by

females, and BSEd-3E students. The level of academic stress of the respondents was

"agree". It means that most of them were agreed and influential that they are having

Academic stress in terms of frustration, pressure and self-imposed. However, the level of

academic workloads of the respondents was "agree" and “influential” which means that

majority of them encountered academic workloads. The level of mental health of the

respondents were generally "neither" and implies that it is not influential. It concludes that

they can still manage their mental health.

x
 CHAPTER 1

INTRODUCTION

Background of the Study

Stress is multidimensional, it affects not only the individual but also others around

them, such as family, friends, and colleagues. Everyone perceives and responds to stress

differently. According to Martins et al. (2013), stress is referred to as the "sickness of the

century," and it is known to disrupt human connections as well as institutional and societal

activities. This, in turn, has an impact on everyone's mental health.

Good mental health is defined by Poli et al. (2020) as "a condition of well-being

that allows individuals to cope with the regular stressors of life and perform successfully."

The Covid-19 pandemic, on the other hand, poses a significant challenge to social and

economic change in our daily lives. It is asserted that the corona virus disease 2019

(COVID-19) pandemic has had a negative impact on mental health, so it is not surprising

that the issue of student mental health in higher education has been a growing public health

concern, leading to a wide range of mental health conditions, such as depression, stress,

anxiety, and eating disorders, as a result of the various academic stress and workloads that

they are experiencing such as being pressured on a small amount of time given to them to

pass and comply with their activities, they are still in the process of adjusting to a new

normal of learning, and they were also pressured to their responsibilities at home in the

midst of a pandemic, among other possible factors that triggered them. Mental health issues

affect the entire population, not just a tiny, isolated group. As a result, they pose a

significant obstacle to global development. With many reports on the general population's

1
mental health showing increased levels of anxiety, stress, and depression, as well as an

increasing number of suicidal people due to various mental health conditions, it is critical

to raise awareness of mental health issues, particularly among university students.

According to Kieling et al. (2011), mental problems impact 10-20% of children and

adolescents worldwide, resulting in short- and long-term repercussions such as school

disengagement and low quality of life. One in every five adolescents is believed to have a

mental condition that will last into adulthood (Kessler et al., 2005), imposing significant

societal costs (Suhrcke et al., 2008). Emerging data suggests that primary prevention can

treat some mental health issues and improve children's and adolescents' general mental

well-being (Kieling et al., 2011). Given the prevalence of mental health disorders among

teenagers, fostering good mental health in this demographic is critical.

Six million Filipinos suffer from sadness and anxiety, making mental illness the

third most common handicap in the country. As a result, according to Martinez et al.,

2020, the country has the third highest rate of mental disorders in the Western world.

According to the World Health Organization (WHO), mental and behavioral disorders

account for about 14 percent of the global burden of disease, and as many as 450 million

people suffer from these illnesses. According to the Philippine WHO Special Initiative

for Mental Health, which was done in early 2020, at least 3.6 million Filipinos suffer

from one or more mental, neurological, or substance use disorders.

These are the reasons why the researchers come up with the study entitled

“Academic Stress, Academic Workloads, and Mental Health of BSED Science major

students of Nueva Vizcaya State University” to determine their level of Academic Stress,

Academic Workloads, and Mental Health.

2
Statement of the Problem

This study focused on the Academic Stress, Academic Workloads, and

Mental Health of BSED Science major students of Nueva Vizcaya State University.

Specifically, it aims to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

a) Sex

b) Age

c) Year Level

2. What is the level of academic stress of the respondents in terms of:

a) Frustration

b) Pressure

c) Self-imposed

3. What is the level of academic workloads in terms of:

a) Learnings and performance

4. What is the level of mental health of the respondents in terms of:

a) Physical aspect

b) Emotional aspect

c) Behavioral aspect

d) Cognitive aspect

5. What is the relationship between the demographic profile of the respondents and

level of mental health?

6. What is the relationship between the level of academic stress of the respondents

and level of mental health?

3
 7. What is the relationship between the level of academic workloads of the

respondents and level of mental health?

Objectives of the Study

This Quantitative Research wants to know the Academic Stress, Academic

Workloads, and Mental Health of BSED Science major students of Nueva

Vizcaya State University.

Specially, it sought to determined:

1. the demographic profile of the respondents in terms of sex, age and year level;
2. the level of academic stress of the respondents in terms of frustration, pressure

and self-imposed;

3. the level of academic workloads of the respondents in terms of

learnings/performances;

4. the level of mental health of the respondents in terms of Physical aspect,

Emotional aspect, Behavioral aspect, and Cognitive aspect;

5. if there is a relationship between the demographic profile of the respondents

and level of mental health in terms Physical aspect, Emotional aspect,

Behavioral aspect, and Cognitive aspect;

6. if there is a relationship between academic stress in terms of frustration,

pressure and self-imposed and the respondent’s level of mental health.;

7. if there is a relationship between the academic workloads in terms of learning

and performances and the respondent’s level of mental health.

4
Hypotheses of the Study

H0: There is no significant relationship between the Demographic profile of

the respondents and the level of mental health in terms of academic stress and

academic workloads.

H0: There is no significant relationship between the academic stress and

respondent’s level of mental health.

H0: There is no significant relationship between the academic workloads and

respondent’s level of mental health.

Significance of the Study

The following will be benefited to this Research:

Students. This study will help them to gain more knowledge about being aware on

the different academic stress and academic workloads that may influence the

mental health of everyone.

Teachers. The result of the study will provide teachers additional knowledge to

educate their students about mental health and guide on what adjustment to do when

someone is suffering some mental health disorders.

Parents. They will ready and no longer has worry about the mental health of their

children because they will know the possible factored that might they encounter.

School Administration. This study will benefit the school to be more prepared and

to secure the mental stability of the students and the teachers.

Future Researcher. The findings of the study will serve as a reference material

and a guide for future researchers who wish to conduct the same study or any study

related to mental health issues.

5
 Scope and Delimitation of the Study

This study “Academic Stress, Academic Workloads, and Mental Health of BSED

Science major students of Nueva Vizcaya State University” will only focus on the

relationship between mental health, academic stress, and workloads and mental.

The respondents for this study are the BSEd Science Students of Nueva Vizcaya

State University was interviewed and a survey questionnaire was given to them. This

research study was conducted in Nueva Vizcaya State University, Bayombong, Nueva

Vizcaya S.Y. 2021-2022. The researchers will not consider the other courses and level.

6
Conceptual Framework of the Study

Stress has a negative impact on mental health, and it manifests itself in various

ways. Poor mental health, for example, is linked to poor academic performance or

workloads, among other things that cited by Murf (2005). According to research, students

deal with low mood, despondency, and attention issues as a result of stress according

to Peer, Hillman, & Van Hoet (2015). Previous research has also related depressive

symptoms to systemic external stressors such as educational requirements or engagement

in extracurricular activities, as indicated by Goldring (2012). According to Goldring

(2012), these stressors are more strongly associated to depressive symptoms when the

importance of the stressor is high. When this stress manifests itself in mental health

disparities, it can have a significant impact on a student's college career as well as their

future.

Independent Variable Dependent Variable

Profile of the Respondents:

Sex
Age
Year Level Level of Mental health:
Physical aspect
Level of Academic stress: Emotional aspect
Frustration Behavioral aspect
Pressure Cognitive aspect
Self-imposed

Level of Academic Workloads

Learnings and performances

Figure 1. Conceptual paradigm of the study showing the relationship of the Independent and
Dependent variable.

7
 The conceptual paradigm in shown in figure 1 it presents the independent and

dependent variable of the study. In the independent variable it aims to determine the profile

of the respondents in terms of sex, age, and year level, determine the level of academic

stress in terms of frustration, pressure, and self-imposed and academic workloads in terms

of learnings/performances of BSED science major student of Nueva Vizcaya State

University. While the dependent variable shows the level of mental health in terms of

physical, emotional, behavioral, and cognitive aspect.

The arrow indicates the relationship between the independent and dependent

variables such as the demographic profile, level of academic stress, and level of academic

workloads correlated to mental health of the respondents.

Operational Definition of Terms

For better understanding of the study, the following terms were defined operationally and

conceptually according to how they are being used in the study:

Academic stress. Refers to the mental stress such as mental pressure,

frustration, and self-imposed.

• Frustration. A type of emotional reaction to stress.

• Pressure. Formally defined as an experience in which a student is

burdened by the demands of time and energy to achieve specific

academic goals

• Self-imposed. Decided by yourself, without

being influenced or ordered by other people

8
Academic workloads. Refers to the load of school work, activities and

subject stuff to be assigned to the respondents in a specified time

period.

• Learnings/ performance. Including the assignment, tutorial,

classes, test or examination, quizzes, report, lectures, and

practical

Demographic Profile. Defined as statistical data about the characteristic of a

population such as:

• Sex. The character of being male or female; all the attributes by which males

and females are distinguished.

• Age. Is the number of years that you have lived

• Year level. The level of education that college students are assumed to have

attained

Mental health refers to the state of mental well-being that enables people to

cope with the stresses of life, realize their abilities, learn well and work well,

and contribute to their community. It includes the following aspects;

• Physical aspect. The ability to perform daily tasks and live

comfortably in one’s body’.

• Emotional aspect. Refers to ability to cope with both positive and

negative emotions, which includes your awareness of them.

9
 • Behavioral aspect. Involves how your habits have an impact on your

overall mental health and your physical health

• Cognitive aspect. As a general umbrella can refer to brain health.

BSEd Science Students. Refers to the respondents to be interviewed and

conduct a survey by the researchers.

Nueva Vizcaya State University. Refers to the place where the researchers will

be conducted the study.

10
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter present some literature as well as studies for better

understanding and supports and give solution for the aim of this research which is

the academic stress, academic workloads, and mental health of BSEd science major

students of Nueva Vizcaya State University.

Academic stress

According to Bernstein et al. (2008), stress is defined as a negative emotional,

cognitive, behavioral, and physiological process that occurs when a person attempts to

adjust to or deal with stresses. Stressors are described as events that disturb or threaten to

disrupt an individual's daily functioning and force them to make changes (Auerbach &

Grambling 1998). Consider stress to be an unpleasant state of mental and physiological

arousal that people experience when they believe a situation to be dangerous or harmful to

their well-being.

Academic stress is defined as the anxiety and tension associated with schooling and

education. There is frequently a lot of pressure associated with earning a degree and

furthering one's education. There is homework, studying, testing, laboratories, reading, and

quizzes. The stress of doing all of the work, balancing the time, and finding time for extra-

curricular activities is present. Academic stress is especially difficult for school students,

many of whom are living away from home for the first time. Teachers expect their students

to complete their assignments on time. Students may underestimate the time required to

complete reading and writing projects, as well as print out copies of their work.

11
 Moreover, stress and its expressions, such as anxiety, depression, and burnout, have

long been recognized as a widespread issue among people of all professions and

occupations. Alarm has already been raised in recent decades by the explosion of books,

research studies, popular articles, and an increasing number of organized workshops aimed

at teaching people how to cope with this situation ( Keinan & Perlberg 1986). According

to Keinan and Perlberg (1986), high levels of stress can lead to feelings of irritation,

anxiety, and despair. According to Mckean et al. (2000), stressors alone do not cause

anxiety, despair, or tension. However, stress is caused by the combination of stressors and

the person's perception and reaction to these stresses. Environmental stress occurs when a

person perceives environmental stimuli or demands that surpass his or her ability to deal

with them (Shirom, 1986). Academic stress in students has long been studied, and stressors

such as too many tasks, competitions with other students, failures, and poor relationships

with other students or lecturers have been found by researchers (Fairbrother & Warn,

2003). Academic stressors include the student's sense of the broad knowledge base that is

necessary, as well as the student's view of insufficient time to develop it (Carveth et al,

1996).

Academic Workloads

Students have traditionally been seen as stressed persons due to the amount of academic

workload they bear. This notion is heightened when students majoring in medical-related

disciplines are considered. Stress is defined as emotional feelings that cause a person to feel

uncomfortable and unhappy with the circumstance that he or she must overcome (Ganesh et al.,

2012). Academic related stressors include any academic activity such as an examination, co-

curriculum, lifestyle, merit system (Saat et al., 2011), workload, time management (Wahat et al.,

12
2012), and others. Workload is defined as the quantity of work assigned to a person in a certain

time period. Assignments, tutorials, classes, tests or examinations, quizzes, reports, and practicals

are examples of academic workloads that students, particularly university students, must complete

in order to graduate (Yusoff et al., 2010).

College students may experience stress as a result of their academic workload and

extracurricular activity. Academic workload is defined as the student's major, academic

work, and plans for graduate school and/or a career route. Extracurricular activities can

range from intramural sports to being the President of a student club. The current study

aims to examine changes in mental and physical health across a semester in college

students by assessing physiological and perceived stress levels in conjunction with

academic workload and extracurricular engagement. Previous studies discovered a link

between stress and physical health (Peer, Hillman, Van Hoet 2015). Stressors in people's

life have been found in studies to activate the sympathetic nervous system (Conley &

Lehman, 2012). When college students' lives are overburdened with stress, their mental

health suffers (Murff, 2005).

Workload components are the fundamental task variables that influence human

performance and define how people do required work and comprehend the assignment.

Task demand is defined as the ratio between the time required to perform a task and the

available time to complete it, while workload is defined as a combination of an operating

system's available resources, task demand, and people's capacity. Workload influences and

reduces an individual's ability. An increase in task pressure may result in errors and an

increase in reaction time. Furthermore, excessive job workload and complexity are

regarded to be two of the most important variables in performance quality decline.

13
Mental Health

When compared to the general population, the most common and major problem

among students is mental health. According to Bitsika et al. 2010, university students are

assumed to be vulnerable to high-level stressors due to the transition to university life and

the demand for academic success. Lack of sleep (Hicks et al. 1990, 2001), bipolar illness

(NIMH 2010), and eating disorders (Jennings et al. 2006; Madanat et al. 2006) are some

prevalent mental health problems as mentioned by many literatures.

Review of Related Study

According to the study "Academic stress among undergraduate students: the

instance of education faculty at King Saud University" by Marwan Zaid Bataineh (2013).

This study looked into the academic stresses that university students face. A total of 232

subjects were recruited from the KSU faculty of education for this study. Data were

collected using a self-administered questionnaire that was handed at random to students

during lecture time. The information gathered was evaluated using descriptive statistics,

correlation, and analysis of variance (ANOVA). Academic overloads, course

awkwardness, insufficient study time, workload every semester, exams awkward, low

motivation, and high family expectations all contributed to moderate stress among students.

It was also shown that the biggest source of stress among undergraduate students is fear of

failing. Furthermore, the study discovered a positive relationship between religious sources

and academic stress (r=.300**, p=.00). Finally, the study discovered no significant

variations in academic stress among students with varying levels of study and

specialization.

14
 It cited a study titled "Perceived Stress, Academic Workloads, and Use of Coping

Strategies by University Students." "The prevailing study aimed to examine perceived

stress, academic workloads, and coping strategies used by students studying under the

semester system. It was hypothesized that: there is a positive relationship between

academic workload and perceived stress among students; academic workload and

perceived stress would predict the type of coping strategy used by students. For assessment,

a perceived stress scale, a self-designed academic workload scale, and a coping strategies

questionnaire (CSQ, Kausar, 2005) were utilized. In the presence of the researcher,

students completed assessment measures. The data was analyzed using correlation and

regression techniques. Academic demands and perceived stress were found to have a

positive association. Academic workload correlated positively with active practical coping

techniques and negatively with active distractive and avoidance coping. There was a

negative association between perceived stress and practical coping and a negative

relationship between perceived stress and avoidance coping. Academic burdens influenced

students' perceived stress. The findings have substantial implications for students in higher

education and underscore the need of counseling in higher education institutions, which

may help enhance their academic performance.

According to the study "How Academic and Extracurricular Workload and Stress

Impacts the Mental and Physical Health of College Students," a college student's stress

level can be affected by a variety of factors, ranging from sleeping patterns to a larger

work-load (Murff, 2005). The purpose of this study was to investigate the impact of

academic and extracurricular workload, as well as student stress levels, on physical and

mental health. Academic workload is regarded as one of the primary stressors for college

15
students, as it has been demonstrated to account for elevated stress levels in college

students (Murff, 2005). Furthermore, extracurricular workload may be a source of stress in

college students. Although prior studies revealed no link between extracurricular activities

and college student stress, the term "extracurricular activities" was tightly defined and

excluded jobs (Civitci, 2015). The proposed study tried to determine which of these

extracurricular activities, if any, are associated with college student stress. The current

study sought to determine which aspects of academic and extracurricular workload are

connected with stress, as well as how workload and stress affect mental and physical health.

The goal of this study, "A Study on Academic Stress among Higher Secondary

Students," is to explore the incidence of academic stress and test anxiety among private

secondary school students in India, as well as the connections with socioeconomic and

study-related factors. Participants were 400 teenage students (52 percent male) in grades

10 and 12 from five private secondary schools in Kolkata. Participants were chosen through

a multi-stage sampling procedure and evaluated using a study-specific questionnaire.

According to the findings, 35 and 37 percent of students reported high or very high levels

of academic stress and exam anxiety, respectively. Academic stress was indicated by all

students, although those with lower grades reported higher levels of stress than those with

higher marks. Students who participated in extracurricular activities were more likely to

experience exam anxiety than those who did not participate.

Rajasekar (2013) claimed in his work "Impact of academic stress among AMET

university management students - An analysis." The study looked at the effects of academic

stress on management students. Stress management approaches include techniques for

providing people with efficient coping skills for dealing with psychological stress. Students

16
have distinct expectations, ambitions, and beliefs that they want to satisfy, which can only

be accomplished if they are merged with the institutions. The study's goal is to determine

the current level of stress, the sources of stress, and stress management approaches that

might be useful for management students. The study takes into account physical,

psychological, individual, demographical, and environmental stressors among

management students. The sample consists of 100 AMET Business School students from

AMET University in Chennai. Data was gathered using a standardized questionnaire and a

suitable sampling strategy.

Synthesis

In general, mental health gives a huge impact to all individuals most especially for

the students. The factors of mental health can really affect their physical, emotional,

behavioral, and cognitive aspect that gives a bad result. Furthermore, their frustration,

pressure, self-imposed, and workloads it also really affects and can lead the students to

stress and affect their mental health.

The current study is very much related to all the gathered literature and studies, in

the sense that this study tries to know the level of academic stress, academic workloads,

and of level of mental health of the students. This seeks to understand how student’s

benefits from it, the negative impacts and the changes it brought them. In this way we can

help lessen the number of experiencing a mental health problem that led to different stress.

17
 Chapter III

RESEARCH METHODOLOGY

This chapter presents the research design, research locale, research instrument,

data gathering procedure and statistical treatment of data.

Research Design

This study used the descriptive-correlation design to identify the academic stress,

academic workloads, and mental health of BSEd Science Major Students of Nueva

Vizcaya State University Bayombong Campus. Descriptive research was utilized to

describe the demographic profile of BSEd Science major students particularly the sex,

age and year level. Correlation method was used to look for and determine the

relationship between the two variables of the study and to test out ideas and hypotheses.

Research Environment

This study was conducted during the Second semester of school year 2021-2022 at

the Nueva Vizcaya State University located at Don Mariano Perez, Bayombong, Nueva

Vizcaya. Nueva Vizcaya State University is a semi-private university in the Philippines.

The university is near the Bangan hill and is 700 meters away from Pandayan Bookshop

Bayombong, Nueva Vizcaya.

18
Figure 2. The Map of Nueva Vizcaya State University

source: NVSU Page

Respondents and Sampling Procedures

The respondents of this study were the randomly selected students of Bachelor of

Secondary Education Major in Science of Nueva Vizcaya State University Bayombong

Campus who were currently enrolled during the Second semester of school year 2021-

2022. The Science major students were selected to determine the level of agreement to the

academic stress, academic workloads and mental health.

The population and samples of the study shown in Table 1.

Table 1: Distribution of the respondents in the study

Year and Section Frequency Percentage (%)
BSEd 1G 26 31.3
BSEd 2E 19 22.9
BSEd 3E 27 32.5
BSEd 4E 11 13.3
Total 83 100%

19
Research Instrument

This study used an online survey questionnaire for the data gathered. Survey results

captured the student’s level of agreement to the academic stress, academic workloads and

mental health. The research instrument adapted some of the part of the questionnaire from

the research entitled “Factors that affect Students’ Mental Health: A Study at Taylor’s

University School of Hospitality, Tourism and Culinary Arts Final Year Students”. The

survey questionnaire was used to answer the statement of the problem.

The Likert survey was the selected questionnaire type as this enabled the

respondents to answer the survey easily. The questionnaire used five (5) point Likert scale

which were quantitatively scored categorized as one (1) represents Strongly Agree (SA),

two (2) - Agree, three (3) – Neither, four (4) – Disagree and five (5) – Strongly Disagree.

Research Procedure

The researcher’s questionnaires undergo some corrections and after the validation,

a letter of permission was secured for the conduct of the study about their academic stress,

academic workloads, and mental health of BSEd Science Major Students of Nueva Vizcaya

State University: 1) College Dean, Head, Secondary Department, and Class Advisers for

the approval on the conduct of the study and data collection; 2) the request letter for the

respondents. The researchers float the survey questionnaires to the BSEd Science major

students through Google forms. The data gathered was tabulated, analyze and interpreted.

20
Statistical Treatment Data

The responses collected from the respondents were analyzed using the following:

1. Frequency count and Percentage. These were used in describing the demographic

profile of the respondents – age, sex, and year level.

Formula:

P = F/N x 100

where:

P = Percentage (%)

F = Frequency

N = Total number of populations

2. Mean. This was used to determine the student’s level of agreement to the academic

stress, academic workloads and mental health.

3. Ranking. It was used to identify the level of awareness on the level of academic

stress, academic workloads, and level of mental health of the respondents.

4. Likert scale. It tries to assess the agreement/disagreement or approval/disapproval.

The responses to questions in the given variables were scaled using “five- point-

scale” or Likert Scale system and given weight as follows:

Table 2. Likert scale was used to rate the level of agreement/disagreement of the respondents
Rate Likert Scale Interval Qualitative Result interpretation
Description
1 1 – 1.79 Strongly Agree Very influential
2 1.80 – 2.59 Agree Influential
3 2.60 – 3.39 Neither Neutral or do not know
4 3.40 – 4.19 Disagree Uninfluential
5 4.20 – 5 Strongly disagree Very uninfluential

21
 5. Correlational tools. It was used to look for and determine the relationship between

the two variables of the study and to test out ideas and hypotheses.

Table 3. Significance level was used to determine the significant relationship of the variables
Significance Level Specification
p > 0.05 Not significant
p ≤ 0.05 Significant
p ≤ 0.01 Very significant
p ≤ 0.001 Highly significant

8. Pearson Moment Correlation. It is a measure of strength of the linear relationship

between two variables measured on at least an interval scale. In the study, it was

used to determine the association or relationship between the demographic profile

of the respondents – age, sex, and year level.

Table 4. Measuring devise to determine the strength of the computed r

Pearson r Qualitative Description
0.80 - 1.000 Very strong
0.60 - 0.799 Strong
0.40 - 0.599 Strong enough
0.20 – 0.399 Weak
0.00 – 0.199 Very weak

22
 Chapter IV

RESULTS AND DISCUSSIONS

Demographic Profile of the Respondents

This section described the demographic profile of the respondents. These are sex, age,

and year level

Sex

Table 5. Frequency and percentage of the respondents according to sex

Sex Frequency Percentage (%)
Male 20 24.1
Female 63 75.9
Total 83 100%
Table 5 shows the demographic profile of the respondents in terms of sex. Among the 83

respondents, 20(24.1%) are male while 63(75.9%) are female. This implies that most of the

respondents are female students.

Age

Table 6. Frequency and percentage of the respondents according to Age

Age Frequency Percentage (%)
18 5 6
19 11 13.2
20 24 28.9
21 16 19.3
22 20 24.1
23 4 4.8
24 1 1.2
29 1 1.2
36 1 1.2
TOTAL 83 100%

23
 Table 6 shows that in terms of age, 5 (6%) were 18 years old, 11(13.2%) were 19

years old, 24(28.9%) were 20 years old, 16 (19.3%) of the respondents were 21 years old,

20 (24.1%) were 22 years old, 4 (4.8%) were 23 years old, 1(1.2%) were 24 years old,

1(1.2%) were 29 years old, and 1 (1.2%) of the respondents were 36 years old. This implies

that most of the respondents were 20 years old

Year level

Table 7. Frequency and percentage of the respondents according to year level

Year and Section Frequency Percentage (%)
BSEd 1G 26 31.3
BSEd 2E 19 22.9
BSEd 3E 27 32.5
BSEd 4E 11 13.3
Total 83 100%

Table 7 shows the demographic profile of the respondents in terms of year level in

which among the total of 83 respondents, 26(31.3%) were under the BSEd 1G, 19(22.9%)

were BSEd 2E, 27(32.5%) were BSEd 3E, 11(13.3%) were BSEd 4e. This indicates that

BSED 3E is most who responded.

24
 Level of agreement of the respondents to the Academic stress

Table 8. The mean and qualitative descriptions of the respondents on Academic stress
ACADEMIC STRESS MEAN QD
1. I feel frustrated in dealing with a lack 2.14 Agree
of financial resources.
FRUSTRATION

2. I feel frustrated despite my 2.50 Agree

qualifications, I feel I have been
denied of opportunities.
3. I experienced difficulties reaching the 2.14 Agree
objectives that I set for myself.
4. I've had breakdowns in achieving my 2.27 Agree
goals.
Grand mean 2.26 Agree
1. I am under pressure because of a 1.89 Agree
school paper deadlines and other
obligations.
2. I am under pressure because of a 2.13 Agree
PRESSURE

hectic schedule.
3. I am under pressure because of being 2.45 Agree
a competitive in terms of grades,
work, relationships with family and
friends.
4. I am under pressure because of the 2.14 Agree
expectation of the family, friends,
school and work responsibilities.
Grand mean 2.15 Agree
1. It gives me pleasure to compete and Agree
SELF-IMPOSED

win. 2.50
2. I'm driven to find the best solution to Agree
the issues I'm dealing with. 1.95
3. I like it when people recognized me Agree
and be loved by all. 2.04

4. I am concerned about taking the test Agree

and am anxious about it. 2.02
Grand mean Agree
2.13
Overall mean Agree
2.18

25
 Table 8 reflects the different practices on academic stress wherein it is divided into

three (3) sections namely: Frustration, Pressure, and Self-imposed. In frustration the grand

mean was of 2.26 which qualitatively described as agree. The bottom 2 statements were, I

feel frustrated in dealing with a lack of financial resources and I experienced difficulties

reaching the objectives that I set for myself with the same mean of 2.14 (agree) and the top

statement was I feel frustrated despite my qualifications, I feel I have been denied of

opportunities with a mean of 2.50 (agree). In pressure with a grand mean of 2.15 (agree)

the top statement was I am under pressure because of being a competitive in terms of

grades, work, relationships with family and friends, with a mean of 2.45 with a

qualitatively description of agree, while the bottom statement with a mean of 1.89 (agree)

was I am under pressure because of a school paper deadlines and other obligations.

On the other hand, in terms of self-imposed the grand mean was 2.13 which was

qualitatively described as agree, the top statement was It gives me pleasure to compete and

win, with a mean of 2.50 (agree) and the bottom statement was I'm driven to find the best

solution to the issues I'm dealing with a mean of 1.95 (agree).

Generally, the overall mean was 2.18 with a qualitative description of agree and it

implies that it is influential to the respondents in the level of the agreement to the

“Academic stress”

26
 Level of agreement of the respondents to the Academic workloads

Table 9. The mean and qualitative descriptions of the respondents on Academic workloads
ACADEMIC WORKLOADS MEAN QD
1. I feel difficulties in 2.21 Agree
tasks/performance (quizzes,
PERFORMANCES

exam, practical, report and others)

LEARNING AND

2. I feel difficulties in 2.08 Agree

studying/learning all alone
3. I feel difficulties in 2.42 Agree
synchronization of learning and
extracurricular activities
(including officers, athletes, etc.)

Grand mean 2.24 Agree

Overall mean 2.24 Agree

Table 9 shows the Level of agreement of the Respondents to the academic

workloads in terms of learning and performances with a grand mean of 2.24 (agree). It

shows that the top statement was, I feel difficulties in synchronization of learning and

extracurricular activities (including officers, athletes, etc.), with a mean of 2.42 which

qualitatively described as agree. The bottom statements were, I feel difficulties in

studying/learning all alone, with the mean of 2.08 (agree).

It implies that the overall mean of 2.24 with a qualitative description of agree and

it mean that it is influential to the respondents in the of level of agreement to the “Academic

workloads”.

27
Level of agreement of the respondents to the Mental health

Table 10. The mean and qualitative descriptions of the respondents on Mental health
MENTAL HEALTH MEAN QD
1. I often feel severe headaches and migraines 2.62 Neither
PHYSICAL
ASPECT
2. I am getting pimples, acne stress and excessive skin 2.61 Neither
irritation.
3. I sleep more or less than normal due to academic 2.30 Agree
stress
4. I experiencing hair loss 3.06 Neither
Grand mean 2.65 Neither
EMOTIONAL

1. It made me lose interest/confidence in studying 2.55 Agree

ASPECT

2. I get irritable easily 2.30 Agree

3. I am unable to control my bad temper and becomes 2.54 Agree
worse than usual due to academic stress
4. I always feel sadness 2.71 Neither
Grand mean 2.52 Agree
1. Academic stress has caused me losing appetite or 2.75 Neither
BEHAVIORAL

eating problems that lead to gain or lose weight.

ASPECT

2. I smoke more than usual due to academic stress 4.60 Strongly disagree
3. I do any kind of gambling 4.61 Agree

4. I consume more coffee due to academic stress 3.50 Disagree

5. I drink too much alcohol 4.54 Strongly disagree
Grand mean 4.00 Disagree

1. I always worrying about things 2.21 Agree

2. Having a nightmare 3.15 Neither
COGNITIVE
ASPECT

3. I always think negatively 3.09 Neither

4. Experiencing forgetfulness and disorganization 2.54 Agree
5. I have experienced impaired judgment 2.97 Neither
6. I attempted suicide once due to academic stress 4.15 Disagree
Grand mean 3.02 Neither
Overall mean 3.04 Neither

28
 Table 10 shows the Level of agreement of the Respondents to the Mental Health

wherein it is divided into four (4) sections namely: Physical aspect, Emotional aspect,

Behavioral aspect, and Cognitive aspect. In physical aspect the grand mean was of 2.65

which qualitatively described as neither. The bottom statements were, I sleep more or less

than normal due to academic stress with the mean of 2.30 (agree) and the top statement

was I experiencing hair loss with a mean of 3.06 (neither). In emotional aspect with a grand

mean of 2.52 (agree) the top statement I always feel sadness, with a mean of 2.71 with a

qualitatively description of neither, while the bottom statement with a mean of 2.30 (agree)

was I get irritable easily.

On the other hand, the behavioral aspect the grand mean was 4.00 which was

qualitatively described as disagree, the top statement was I smoke more than usual due to

academic stress, with a mean of 4.60 (strongly disagree) and the bottom statement was

Academic stress has caused me losing appetite or eating problems that lead to gain or lose

weight, with a mean of 2.75 (neither).

While in the cognitive aspect the grand mean was 3.02 with a qualitatively

described as neither, the top statement was I attempted suicide once due to academic stress,

with a mean of 4.15 (disagree) and the bottom statement was I always worrying about thing

with a mean of 2.21 (agree).

Furthermore, the level of mental health in terms of physical, emotional, behavioral,

and cognitive aspect obtained an overall mean 3.04 with a descriptive equivalent of neither

and it indicated that it is not influential.

29
Relationship between respondent’s demographic profile and their Level of agreement on
Mental Health

Table 11. Relationship between demographic profile of the respondents and level of Mental
Health
Physical aspect Emotional aspect Behavioral aspect Cognitive aspect

Pearson r Sig. Pearson r Sig. Pearson r Sig. Pearson r Sig.

Sex -0.268* 0.014 -0.023 0.837 0.051 0.646 -0.082 0.459

Age -0.037 0.739 -0.074 0.505 -0.174 0.116 0.059 0.596

Year -0.088 0.429 -0.035 0.755 0.025 0.825 0.161 0.147

level

Physical Aspect

Table 11 shows the relationship between respondents’ profile- sex and level of

mental health in terms Physical aspect. It shows that sex (r=-0.268, p=0.014) significantly

associated to physical aspect of the respondents. It implies that there was an indirect

relationship between sex and physical aspect. The computed r of -0.268 means that there

was a weak relationship between the variables. This result paves the way to reject the null

hypothesis

On the other hand, the negative correlation coefficient (r) between the profile

variable age (r=-0.037, p=0.739) and year level (r=-0.088, p=0.429), indicates indirect

relationship. The result shows that BSEd 4E and who aged 24-36 to have the higher level

of agreement in the Mental Health.

30
Emotional Aspect

Table 11 reflects the relationship between respondents’ profile- sex, age, year level

to the level of mental health associated to emotional aspects and it was computed.

However, the relationship was insignificant. It means that sex, age, and year level has no

assumed effect on the level of Mental Health in terms of emotional aspect. This paves the

way for the acceptance of the null hypothesis.

Meanwhile, the relationship of the negative correlation coefficient (r) between

respondents’ profile- sex (r=-0.023, p=0.837), age (r=-0.074, p=0.505), and year level (r=-

0.035, p=0.755), it implies that there was an indirect relationship. The results shows that

respondents BSEd 4E, male respondents, and at age of 24 and above possessed higher level of

agreement of Mental health.

Behavioral Aspect

Table 11 shows the relationship between respondents’ profile- sex, age, year level

to the level of mental health associated to behavioral aspects and it was computed.

However, the relationship was insignificant. It means that sex, age, and year level has no

assumed effect on the level of Mental Health in terms of behavioral aspect. This paves the

way for the acceptance of the null hypothesis.

However, it shows the positive correlation coefficient (r) between respondents’ profile-

sex, year level and level of mental health in terms behavioral aspect it means that there was a

direct relationship. The results shows that respondents BSEd 3E, and female respondents

possessed higher level of agreement of Mental health. It implies that BSEd 3E and females

have a higher level of agreement in the Mental health.

31
 On the other hand, the negative correlation coefficient (r) between the variable age

and the level of mental health indicates indirect relationship. The result shows that at the

aged of 24 and above possessed higher level of agreement in the Mental health.

Cognitive Aspect

Table 11 reflects the relationship between respondents’ profile- sex, age, year level

to the level of mental health associated to cognitive aspects and it was computed. However,

the relationship was insignificant. It means that sex, age, and year level has no assumed effect

on the level of Mental Health in terms of cognitive aspect. This paves the way for the

acceptance of the null hypothesis.

Meanwhile, it shows the positive correlation coefficient (r) between respondents’

profile- age, year level, and level of mental health it indicates a direct relationship. The

results shows that respondents BSEd 3E, and at age of 20 possessed higher level of

agreement of Mental health.

On the other hand, the negative correlation coefficient (r) between the variable sex

and the level of mental health indicates indirect relationship. The result shows that at the

aged of male possessed higher level of agreement in the Mental health.

32
Relationship between Level of agreement on Level of Academic Stress and Mental Health

Table 12. Relationship between the Level of Academic Stress and Level of Mental
Health
Frustration Pressure Self-Imposed
Pearson r Sig. Pearson r Sig. Pearson r Sig.

Physical .265* 0.015 0.192 0.080 0.078 0.483

aspect
Emotional .542** 0.000 .471** 0.000 -0.107 0.331
aspect
Behavioral 0.178 0.106 .217* 0.048 0.022 0.839
aspect
Cognitive .412** 0.000 .387** 0.000 -0.042 0.707
aspect

Frustration

Table 12 shows the relationship between the level of academic stress and level of

mental health. It shows that physical aspect (r=0.265*, p=0.015) significantly correlated to

frustration, emotional aspect (r=0.542**, p=0.000), and cognitive aspect (r=0.412**,

p=0.000) is both very significant associated to frustration of the respondents. It implies that

there was a direct relationship between physical aspect, emotional aspect, cognitive aspect

and frustration. The computed r of physical mean was 0.265 means that there was a weak

relationship between the variables, while in emotional aspect (r=0.542) and cognitive

aspect (r=0.412) implies that there was a strong enough relationship between the variables.

This result paves the way to reject the null hypothesis

On the other hand, the positive correlation coefficient between behavioral aspect

and academic stress in terms of frustration it indicates a direct relationship. The results

shows that respondents who answered I feel frustrated despite my qualifications, I feel I

have been denied of opportunities possessed higher level of agreement of academic stress.

33
Pressure

It reflects the relationship between the level of academic stress and level of mental

health. It shows that emotional aspect (r=0.471**, p=0.000), and cognitive aspect (r=0.387**,

p=0.000) are both very significant associated to pressure of the respondents. While behavioral

aspect (r=0.217*, p=0.048) means it is significant. It implies that there was a direct

relationship between emotional aspect, behavioral aspect, and cognitive aspect. The

computed r of emotional aspect was 0.471 means that there was a strong enough

relationship between the variables, while in behavioral aspect (r=0. 217) and cognitive

aspect and cognitive aspect (r=0.387) implies that there was a weak relationship between

the variables. This result paves the way to reject the null hypothesis

On the other hand, the positive correlation coefficient between physical aspect and

level of academic stress it indicates a direct relationship. The results shows that respondents

who answered I am under pressure because of being a competitive in terms of grades, work,

relationships with family and friends, have higher level of agreement of academic stress.

Self-imposed

Table 12 reflects the relationship between the level of academic stress and level of

mental health and it was computed. However, the relationship was insignificant. It means that

physical aspect, emotional aspect, behavioral aspect, and cognitive aspect has no assumed

effect on the level of Mental Health in terms of cognitive aspect. This paves the way for the

acceptance of the null hypothesis.

However, it shows the positive correlation coefficient (r) between the level of academic

stress and level of mental health it indicates a direct relationship. The results shows that

respondents who answered It gives me pleasure to compete and win and I like it when people

recognized me and be loved by all, possessed higher level of agreement of Academic stress.

34
 On the other hand, the negative correlation coefficient (r) level of mental health and

level of academic stress indicates indirect relationship. The result shows who answered at least

I'm driven to find the best solution to the issues I'm dealing with and I am concerned about

taking the test and am anxious about it, possessed higher level of agreement in the academic

stress.

Relationship between Level of agreement on Level of Academic workloads and Mental Health

Table 13. Relationship between the Level of Academic workloads and Level of
Mental Health
Learnings and Performances
Pearson r Sig.

Physical aspect 0.014 0.934

Emotional aspect 0.098 0.563
Behavioral aspect 0.083 0.625
Cognitive aspect 0.222 0.187

Learnings and performances

Table 13 reflects the relationship between the level of academic workloads and level

of mental health and it was computed. However, the relationship was insignificant. It means

that learnings and performances have no assumed effect on the level of Mental Health in terms

of all aspects. This paves the way for the acceptance of the null hypothesis.

Meanwhile, it shows the positive correlation coefficient between the level of

academic workloads and level of mental health it indicates a direct relationship. The results

shows that respondents who answered I feel difficulties in tasks/performance, I feel

difficulties in studying/learning all alone, and I feel difficulties in synchronization of

learning and extracurricular activities (including officers, athletes, etc.), possessed higher

level of agreement of Academic workloads.

35
 CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The researchers focused on the Academic Stress, Academic Workloads, and Mental

health of BSED Science major students of Nueva Vizcaya State University Bayombong

Campus. Specifically, it determined the demographic profile, the level of academic stress,

the level of academic workloads, the level of mental health of the respondent’s as well as

the relationship between the demographic profile of the respondents and the level of mental

health, the relationship between the level of academic stress and level of mental health, and

the relationship between the level of academic workloads and level of mental health. The

data was obtained using research made questionnaire of the 83 BSED Science major

students of the Nueva Vizcaya State University Bayombong Campus.

Descriptive correlation was used to determine the demographic profile of the

respondents and their academic stress, academic workloads and level of mental health. The

instrument helped the researchers to describe and interpret the problem, and analyzing

relationship of variables, testing hypothesis and the development of generalization. The

statistical treatment used were frequency and percentage to classify the respondents

according to sex, age, year level. In addition, the mean is computed to determine the level

of academic stress, the level of academic workloads and the level of mental health of the

respondents.

Based on the result of the study, the following summary of findings was obtained.

36
 Demographic Profile of the Respondents. Majority of the respondents were

female students with a frequency of 63(75.9%) under the age of 20 years old with a

frequency of 24(28.9%) and most of those who responds were under BSED-3E.

Level of agreement of the respondents to the Academic Stress. The mean

response for academic stress caused by frustration where the highest mean was for reasons

that they feel been denied of opportunities. Pressure was mainly due for being a competitive

in terms of grades, work, relationships with family and friends. The respondents had high

self-imposed expectations; they seemed quite competitive for academic results. Majority

of the respondents was agreed in the Academic stress in terms of frustration, pressure and

self-imposed and it implies that academic stress had influence the respondents.

Level of agreement of the respondents to the Academic Workloads. The

average mean of the level of agreement of the respondents to the Academic Workloads was

2.24 with a qualitative description of agree.

Level of agreement of the respondents to the Mental Health. The respondent’s

mental health in terms of physical aspect where the highest mean was neither affected by

experiencing hair loss caused by academic stress and academic workloads. Respondents

also reported that neither they always feel sadness on an emotional level, and it comes to

behavioral side they were strongly disagree in doing smoke more than usual due to

academic stress. However, respondents were disagreed in attempting suicide once due to

academic stress in cognitive aspect.

Relationship between respondent’s demographic profile and their Level of

agreement on Mental Health. There was an indirect relationship between sex and physical

aspect. The computed r of -0.268 means that there was a weak relationship between the

variables. However, the relationship is significant and the rest are negligible.

37
 Relationship between Level of Academic Stress and Level of agreement on

Mental Health. In terms of emotional aspect, and cognitive aspect it was determined that

there they are very significant correlated and had a direct relationship between frustration,

and pressure. While in terms of physical aspect and behavioral aspect it was determined

that they are positive and significant correlated between frustration, pressure, and the rest

are not significant.

Relationship between Level of agreement of Academic workloads and Level of

agreement on Mental Health. The positive correlation coefficient between the level of

mental health and level of academic workloads indicates a direct relationship and it was

insignificant at all.

Conclusions

Based on the results, the following conclusions had been made:

1. The respondents were generally in the age of 20 years old, females, and BSEd-3E

students.

2. The level of academic stress of the respondents was "agree". It means that most of

them were agreed and influential that they are having Academic stress in terms of

frustration, pressure and self-imposed.

3. The level of academic workloads of the respondents was "agree" and “influential”

which means that majority of them encountered academic workloads.

4. The level of mental health of the respondents were generally "neither" and implies

that it is not influential. It concludes that they can still manage their mental health.

38
 5. The demographic profile of the respondents found to be significantly correlated

with the level of mental health in terms of physical associated to the sex while

emotional, behavioral and cognitive aspect have no significant relationship.

6. The level of mental health of the respondents found to be significantly correlated

with academic stress in terms of frustration associated to physical aspect while

emotional and cognitive aspect found to be very significantly correlated. On the

other hand, behavioral aspect found to be significantly correlated to academic stress

in terms of pressure while emotional and cognitive aspects was very significantly

correlated. However, under self-imposed it is was insignificant at all.

7. The level of mental health of the respondents determined that there is a direct

relationship with academic workloads and have no significant relationship.

Recommendations

In line with the conclusions generated from the study, the following

recommendations were forwarded:

1. Students may implement actions or activities that will benefits their mental health.

2. Teachers may help their students in reducing academic stress and academic

workloads.

3. Parents may put practices that will development and progress the mental health.

4. The school administration may execute skills and thinking ability such as seminars,

workshops, and hands-on activities that will engage the student mental health.

39
5. The future researchers may consider the other courses as a respondent to determine

if the level of agreement in academic stress and academic workloads depends on

courses.

6. The future researchers may replicate this study to further evaluate the academic

stress, academic workloads and mental health of the students.

40
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2/I04102063068.pdf

Geeta J. Manisha et al. (2017) ACADEMIC STRESS AMONGST STUDENTS: A

REVIEW OF LITERATURE. Retrieved from https://www.pimrindore.ac.in/vol4-
issue2-vol5-
issue1/5.ACADEMIC%20STRESS%20AMONGST%20STUDENTS%20A%20
REVIEW%20OF%20LITERATURE

41
Jayasankara K, Karishma R. Et al. (2016) Academic Stress and its Sources Among
University Students. Retrieved from
https://biomedpharmajournal.org/vol11no1/academic-stress-and-its-sources-
among-university-students/

M.S.A R, N.Z.M S. et. al (2016) Relationship between Academic Workload and Stress
Level among Biomedical Science Students in Kuala Lumpur. Retrieved from
https://scialert.net/fulltext/?doi=jas.2016.108.112#:~:text=In%20our%20study%2
C%20academic%20workload,it%20can%20impact%20their%20performances

Kausar R. (2010) Perceived Stress, Academic Workloads and Use of Coping Strategies by
University Students. Retrieved from https://asset-
pdf.scinapse.io/prod/2188512843/2188512843

Prabu P. (2015) A Study on Academic Stress among Higher Secondary Students.

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Kurata Y, Bano R. et. al (2015) Effects of workload on academic performance among

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E-locator. Retrieved from https://www.nvsu.edu.ph>map and direction

42
Appendix A: Request letter to the College Dean

43
Appendix B. a: Letter to the Class Adviser; BSEd 1G

Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
College of Teacher Education

May 5, 2022

PROF. PERLITA A. RECILE

Adviser, BSEd
1G

Greetings.

We are the students of Nueva Vizcaya State University, Bayombong Campus who are currently
taking up Bachelor of Secondary Education major in Science and working on research entitled:
“Academic Stress, Academic Workloads, and Mental Health of BSED Science major
students of Nueva Vizcaya State University”. We would like to request permission from you
to float our questionnaires to your advisory class.
Rest assured that the data to be gathered will be treated with outmost confidentiality and for
academic purposes.

Thank you and God bless!

Respectfully yours,

ADVIENTO, DECIENA RICCI C. DUNGCA, SARA MAE B.

Researcher Researcher

MANUEL, CHRISTINE D. MOLINA, ELIZABETH S.

Researcher Researcher

VALENZUELA, KYNO JOHN P.

Researcher

Noted by:

DANNY V. MANUEL, PhD

Research Adviser

44
Appendix B. b: Letter to the Class Adviser; BSEd 2E

Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
College of Teacher Education

May 5, 2022

DR. DANNY V. MANUEL

Adviser, BSEd
2E

Greetings.

We are the students of Nueva Vizcaya State University, Bayombong Campus who are currently
taking up Bachelor of Secondary Education major in Science and working on research entitled:
“Academic Stress, Academic Workloads, and Mental Health of BSED Science major
students of Nueva Vizcaya State University”. We would like to request permission from you
to float our questionnaires to your advisory class.
Rest assured that the data to be gathered will be treated with outmost confidentiality and for
academic purposes.

Thank you and God bless!

Respectfully yours,

ADVIENTO, DECIENA RICCI C. DUNGCA, SARA MAE B.

Researcher Researcher

MANUEL, CHRISTINE D. MOLINA, ELIZABETH S.

Researcher Researcher

VALENZUELA, KYNO JOHN P.

Researcher

Noted by:

DANNY V. MANUEL, PhD

Research Adviser

45
Appendix B. c: Letter to the Class Adviser; BSEd 3E

Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
College of Teacher Education

May 5, 2022

DR. JANE D. NAVALTA

Adviser, BSEd
3E

Greetings.

We are the students of Nueva Vizcaya State University, Bayombong Campus who are currently
taking up Bachelor of Secondary Education major in Science and working on research entitled:
“Academic Stress, Academic Workloads, and Mental Health of BSED Science major
students of Nueva Vizcaya State University”. We would like to request permission from you
to float our questionnaires to your advisory class.
Rest assured that the data to be gathered will be treated with outmost confidentiality and for
academic purposes.

Thank you and God bless!

Respectfully yours,

ADVIENTO, DECIENA RICCI C. DUNGCA, SARA MAE B.

Researcher Researcher

MANUEL, CHRISTINE D. MOLINA, ELIZABETH S.

Researcher Researcher

VALENZUELA, KYNO JOHN P.

Researcher

Noted by:

DANNY V. MANUEL, PhD

Research Adviser

46
Appendix B. d: Letter to the Class Adviser; BSEd 4E

Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
College of Teacher Education

May 5, 2022

DR. JONATHAN P. PASION

Adviser, BSEd
4E

Greetings.

We are the students of Nueva Vizcaya State University, Bayombong Campus who are currently
taking up Bachelor of Secondary Education major in Science and working on research entitled:
“Academic Stress, Academic Workloads, and Mental Health of BSED Science major
students of Nueva Vizcaya State University”. We would like to request permission from you
to float our questionnaires to your advisory class.
Rest assured that the data to be gathered will be treated with outmost confidentiality and for
academic purposes.

Thank you and God bless!

Respectfully yours,

ADVIENTO, DECIENA RICCI C. DUNGCA, SARA MAE B.

Researcher Researcher

MANUEL, CHRISTINE D. MOLINA, ELIZABETH S.

Researcher Researcher

VALENZUELA, KYNO JOHN P.

Researcher

Noted by:

DANNY V. MANUEL, PhD

Research Adviser

47
Appendix C. Letter to the Respondents

Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
College of Teacher Education

May 5, 2022

Dear Respondents,

Greetings.

We are the students of Nueva Vizcaya State University, Bayombong Campus who are currently
taking up Bachelor of Secondary Education major in Science and working on research entitled:
“Academic Stress, Academic Workloads, and Mental Health of BSED Science major
students of Nueva Vizcaya State University”. We would like to request permission from you
to float our questionnaires to your advisory class.
Rest assured that the data to be gathered will be treated with outmost confidentiality and for
academic purposes.

Thank you and God bless!

Respectfully yours,

ADVIENTO, DECIENA RICCI C. DUNGCA, SARA MAE B.

Researcher Researcher

MANUEL, CHRISTINE D. MOLINA, ELIZABETH S.

Researcher Researcher

VALENZUELA, KYNO JOHN P.

Researcher

Noted by:

DANNY V. MANUEL, PhD

Research Adviser

48
Direction: Please specify the needed information on the space provided.
Name: __________________________________
Age: _________ Sex: □ Male □ Female
Year and Section: ______________
Direction: Please supply the needed information by putting a check (/) mark on the space
provided that corresponds to your answer.
Legend:
1- Strongly Agree 2-Agree 3-Neither 4- Disagree 5-Strongly Disagree

STATEMENTS 1 2 3 4 5

A. Academic stress

Frustration
I feel frustrated in dealing with a lack of financial resources.
I feel frustrated despite my qualifications, I feel I have been denied of
opportunities.
I experienced difficulties reaching the objectives that I set for myself.
I've had breakdowns in achieving my goals.
Pressure
I am under pressure because of a school paper deadlines and other
obligations.
I am under pressure because of a hectic schedule.
I am under pressure because of being a competitive in terms of grades,
work, relationships with family and friends.
I am under pressure because of the expectation of the family, friends,
school and work responsibilities.
Self-imposed
It gives me pleasure to compete and win.
I'm driven to find the best solution to the issues I'm dealing with.
I like it when people recognized me and be loved by all.
I am concerned about taking the test and am anxious about it.
B. Academic Workloads
Learnings/ performance
I feel difficulties in tasks/performance (quizzes, exam, practical, report
and others)

49
I feel difficulties in studying/learning all alone
I feel difficulties in synchronization of learning and extracurricular
activities (including officers, athletes, etc.)
C. Mental Health
Physical aspect
I often feel severe headaches and migraines
I am getting pimples, acne stress and excessive skin irritation.
I sleep more or less than normal due to academic stress
I experiencing hair loss
Emotional aspect
It made me lose interest/confidence in studying
I get irritable easily
I am unable to control my bad temper and becomes worse than usual
due to academic stress
I always feel sadness
Behavioral aspect
Academic stress has caused me losing appetite or eating problems that
lead to gain or lose weight.
I smoke more than usual due to academic stress
I do any kind of gambling
I consume more coffee due to academic stress
I drink too much alcohol
Cognitive aspect
I always worrying about things
Having a nightmare
I always think negatively
Experiencing forgetfulness and disorganization
I have experienced impaired judgment
I attempted suicide once due to academic stress

50
 CURRICULUM VITAE

DECIENA RICCI CABALAR ADVIENTO

Address: 14B Aratal St. Brgy. Quirino. Solano, Nueva Vizcaya
Contact Number: 09670039977
Email Address: [email protected]

PERSONAL INFORMATION
Nickname : Ricci
Gender : Female
Age : 22
Date of Birth : March 13, 2000
Place of Birth : Solano, Nueva Vizcaya
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Dialects : Tagalog, Iloco, English
Mother’s Name : Julieta C. Adviento
Occupation : Housewife
Father’s Name : German D. Adviento
Occupation : (deceased)
EDUCATION
Tertiary:
Nueva Vizcaya State University
Bayombong Nueva Vizcaya
Bachelor of Secondary Education major in science
2019- Present
Secondary:
Senior High School
Solano Senior High School
Solano Nueva Vizcaya
Science, Technology, Eng. And Mathematics
2017- 2019

51
 Junior High School
Urdaneta City National High School
Urdaneta City Pangasinan
2013-2017
Primary:
Solano South Central School
Solano, Nueva Vizcaya
2006-2013
SKILLS
• Competent user of MS Office Suite (including Publisher) and G-Suite
• Advanced Photoshop and image editing skills

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

DECIENA RICCI C. ADVIENTO

52
 CURRICULUM VITAE

SARA MAE BALUNSAT DUNGCA

Address: Villa Coloma, Bagabag, Nueva Vizcaya
Contact Number: 09976343748
Email Address: [email protected]

PERSONAL INFORMATION
Nickname : Menggay
Gender : Female
Age : 21
Date of Birth : May 01, 2001
Place of Birth : San Andres II, Quezon, Nueva Ecija
Civil Status : Single
Citizenship : Filipino
Religion : Born Again
Dialects : Tagalog, Iloco
Mother’s Name : Mary Ann B. Dungca
Occupation : Vendor
Father’s Name : Leonardo A. Dungca
Occupation : (deceased)
EDUCATION
Tertiary:
Nueva Vizcaya State University
Bayombong Nueva Vizcaya
Bachelor of Secondary Education major in science
2019- Present

Secondary:
Senior High School
Nueva Vizcaya State University
Bayombong Nueva Vizcaya
Humanities and Social Sciences
2017-2019

53
 Junior High School
Bagabag National High School
San Pedro, Bagabag, Nueva Vizcaya
2013- 2017
Primary:
Bagabag Central School
San Pedro, Bagabag, Nueva Vizcaya
2006-2013
SKILLS
• I am an avid learner and eager to learn more about new subjects or areas that I'm
not familiar with.
• I am good at organizing my time and tasks. I am detailed-oriented and I
understand how to read and analyze a lot of information.
• I have singing and dancing skills.

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

SARA MAE B. DUNGCA

54
 CURRICULUM VITAE

CHRISTINE DANDIN MANUEL

Address: #26 Burgos St., Brgy. Quezon, Solano Nueva Vizcaya
Contact Number: 09051532750
Email Address: [email protected]

PERSONAL INFORMATION
Nickname : Tine
Gender : Female
Age : 21
Date of Birth : October 21, 2000
Place of Birth : Aparri, Cagayan
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Dialects : Tagalog, Iloco, English
Mother’s Name : Vilma D. Manuel
Occupation : Housewife
Father’s Name : Rudy C. Manuel
Occupation : (deceased)
EDUCATION
Tertiary:
Nueva Vizcaya State University
Bayombong Nueva Vizcaya
Bachelor of Secondary Education major in science
2019- Present
Secondary:
Senior High School
Solano Senior High School
Solano Nueva Vizcaya
Science, Technology, Eng. And Mathematics
2017- 2019

55
 Junior High School
Solano High School
Solano Nueva Vizcaya
2013- 2017
Primary:
Paruddun Norte Elementary School
Paruddun Norte Aparri Cagayan
2006- 2013
SKILLS
• I am good at doing craft and designing
• I am good at time management and balancing my tasks. I am detailed-oriented
and I understand how to read and analyze a lot of information.
• I am both good at verbal and written communication
• Microsoft Office Programs Literate

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

CHRISTIINE D. MANUEL

56
 CURRICULUM VITAE

ELIZABETH SABAS MOLINA

Address: Uddiawan, Solano, Nueva Vizcaya
Contact Number: 09286265674
Email Address: [email protected]

PERSONAL INFORMATION
Nickname : Sabeth
Gender : Female
Age : 23
Date of Birth : February 27, 2000
Place of Birth : Uddiawan, Solano, Nueva Vizcaya
Civil Status : Single
Citizenship : Filipino
Religion : Espiritista
Dialects : Tagalog, Iloco
Mother’s Name : Leslie G. Sabas
Occupation : Housewife
Father’s Name : Teofilo G. Molina
Occupation : Farmer

EDUCATION
Tertiary:
Nueva Vizcaya State University
Bayombong Nueva Vizcaya
Bachelor of Secondary Education major in science
2019- Present
Secondary:
Senior High School
Uddiawan National High School
Uddiawan, Solano, Nueva Vizcaya
General Academic Strand (GAS)
2017- 2019

57
 Junior High School
Uddiawan National High School
Uddiawan, Solano, Nueva Vizcaya
2013- 2017
Primary:
Bangaan Elementary School
Bangaan, Solano, Nueva Vizcaya
2006- 2013

SKILLS
• I am a good listener and learner eager to learn new ideas and topics that I'm not
familiar with.
• I am good in problem-solving and critical thinking.
• I am good in managing my time.

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

ELIZABETH S. MOLINA

58
 CURRICULUM VITAE

KYNO JOHN PASCUA VALENZUELA

Address: #51 Cub-cub St., Brgy. Quezon Solano, Nueva Vizcaya
Contact Number: 09478561122
Email Address: kynojohn @gmail.com

PERSONAL INFORMATION
Nickname : John-John
Gender : Male
Age : 28
Date of Birth : April 24, 1994
Place of Birth : Bayombong, Nueva Vizcaya
Civil Status : Single
Citizenship : Filipino
Religion : Iglesia Ni Cristo
Dialects : Tagalog, Iloco, English
Mother’s Name : Lainily P. Valenzuela
Occupation : Housewife
Father’s Name : Alexander B. Valenzuela
Occupation : Carpenter

EDUCATION
Tertiary:
Nueva Vizcaya State University
Bayombong Nueva Vizcaya
Bachelor of Secondary Education major in science
2019- Present
Vocational:
Maddela Institute of Technology
Dipintin, Maddela, Quirino
(2010-2013)

59
 High School:
Solano High School
Solano Nueva Vizcaya
(2006-2010)

Elementary:
Solano West School
Solano Nueva Vizcaya
(2000-2006)

SKILLS
• I am good in managing my time.
• Can perform Dancing, Singing and Writing Poems
• Microsoft Office Programs Literate

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

KYNO JOHN P. VALENZUELA

60