St. Louise de Marillac College of Sorsogon, Inc.

Basic Education Department

Sorsogon City

A RESEARCH ENTITLED:
EXPLORING THE IMPACTS OF ACADEMIC PRESSURE ON THE STUDENTS’
ACADEMIC PERFORMANCE OF GRADE 11 STEM STUDENTS AT SLMCSI

In Partial Fulfillment of the Requirements in

Practical Research 1

AZURIN, ANGELA LAURINE J.

BARRIOS, FREDDIE LYN B.
BUEN, BIANCA B.
CARILLO, MICHELLE D.
DIVINAGRACIA, HANNA MAY J.
GARAIS, ALEXIS CHARLOTE D.
JASO, CHLOIE ANN S.

GRADE 11 STEM BEU

2024

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 TABLE OF CONTENTS

TITLE PAGE…………….…………………………………………………. i

TABLE OF CONTENTS…………………………………………………. ii

ACKNOWLEDGEMENT….……………………………………………. iv

CHAPTERS

I INTRODUCTION

Background of the study……………………………………………………………………………………………………………. 1

Statement of the Problem………………………………………………………………………………………………………….. 1

Scope and Delimitation………………………………………………………………………………………………………………. 2

Significance of the study…………………….……………………………………………………………………………………… 2

Definition of Terms……………………………………………………………………………………………………………………. 3

II REVIEW OF RELATED LITERATURE

Related Foreign Literature………………………………………………………………………………………………………… 4

Related Local Literature………………..…………………………………………………………………………………………… 5

Related Foreign Studies……………………………….……………………………………………………………………………. 6

Related Local Studies………………………………………………………………………………………………………………… 9

Synthesis of the Statement of the Art………………………………………………………………………………………. 11

Gap Bridge by the Study ………………………………………………………………………………………………………….. 11

Theoretical Framework…………………………………………………………………………………………………………….. 12

Conceptual Framework…………………………………………………………………………………………………………….. 15

III RESEARCH METHODOLOGY

Research Design……………………………………………………………………………………………………………………….. 16

Research Locale and Respondent……………………………………………………………………………………………… 17

Sampling Technique…………………………………………………………………………………………………………………. 17

Research Instrument……………………………………………………………………………………………………………….. 17

Data Gathering Procedure……………………………………………………………………………………………………….. 18

Statistical Treatment of Data……………………………………….………………………………………………………….. 19

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IV PRESENTATION OF DATA, ANALYSIS AND INTERPRETATION

Data Analysis….………….…………………………………………………………………………………………………………… 19

V SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary of Findings………………………………………………………………………………………………………………. 24

Conclusion……………………………………………………………………………………………………………………………… 25

Recommendation……………………………………………………………………………………………………………………. 25

Bibliography………………………………………………………….………………………………………………………………… 26

Appendices……………………………………………………………………………………………………………………………… 30

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 ACKNOWLEDGEMENT

The researchers of Grade 11 STEM BEU would like to express their gratitude
and appreciation to the people who have extended their support, guidance, and assistance
for the completion of the research paper.

First, we would like to thank Our God Almighty for his constant love and
guidance, which pursues them to go through with the struggles in finishing the work.

We would like to express our deepest gratitude to our beloved teacher in

Practical Research 1, Ms. Lyka Onesa, for her invaluable guidance and support throughout
this research project. Her expertise and constructive feedback have helped us in shaping
this quality of work.

To all the selected Grade 11 STEM students in St. Louise de Marillac College of
Sorsogon, Inc. Basic Education Department of Sorsogon City for being the respondents of
this qualitative research.

To our beloved parents for supporting us financially and for your guidance throughout the
work.

And to everyone who contributed their time and effort for the completion of this
paper, a big thanks to all of you.

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 Chapter I
INTRODUCTION

Background of the Study

Academic pressure is a scenario in which students become overwhelmed by
educational responsibilities. There are several factors that influence academic pressure.
Internal aspects include self-efficacy, toughness, mentality, peer competition, character, and
changes in living environment, trouble managing life, poor achievement motivation, reliance
on gadgets. This can appear in a variety of forms, including increased anxiety, stress, and
burnout. It can have an impact on a student's academic performance by affecting their
motivation, concentration, and overall ability to succeed in school. Understanding the
nuances of academic pressure is essential for assessing its impact on student achievement.
This study investigates the effect of academic pressure on the academic performance of
grade 11 STEM students at Saint Louise De Marillac College of Sorsogon Incorporated
(SLMCSI).

STEM is one of the difficult strands in Senior High School, yet it provides numerous
career prospects in subjects such as chemistry, marine science, engineering, medicine, and
nursing. The impact of this academic pressure is multifaceted. While, some level of pressure
can motivate students to excel and achieve academic success, excessive pressure may lead
to detrimental effects such as stress and anxiety. These psychological and emotional
responses can, in turn, negatively affect in academic performance, leading to decreased
motivation and lower grades.

The purpose of this study is to investigate the effects of academic pressure on the
academic performance of Grade 11 STEM students at SLMCSI. By investigating the
relationship between perceived pressure and academic performance, this study hopes to
provide insights that will assist educators, parents, and students in creating a balanced
academic climate that supports both high success and student well-being.

Statement of the problem

This study aims to find out how academic pressure affects grade 11 STEM
students at SLMCSI. It specifically seeks to address the following questions:

1.What are the reasons why the Grade 11 Students feel pressured?

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2.How do Grade 11 STEM students at SLMCSI perceive the level of academic pressure they
experience?

3.What are the different ways Grade 11 STEM students do to cope through the struggles?

Scope and Delimitation

This study aims to provide focused analysis of the impact of academic pressure to
the academic performance of grade 11 STEM students at Saint Louise De Marillac College
of Sorsogon (SLMCSI). It will identify how academic pressure affects the academic
performance.

This study is limited to Grade 11 STEM students at Saint Louise De Marillac College
of Sorsogon (SLMCSI). It does not include students from other grades or those in different
academic programs or schools. This study will primarily use interview to gather data on
academic pressure and academic performance. A total of three (3) sections and each
section, twenty-five (25) respondents will be interviewed for the total of seventy-five (75)
respondents. Academic pressure variables like workload, expectations, and time
management are evaluated in this study. The data for the study will be provided by the
aforementioned twenty-five (25) students.

Significance of the study

This study's objective is to assess the mental health of SLMCI's Grade 11 STEM
senior high school students. The purpose of this study is to better understand how to handle
academic pressure so that students may concentrate better on their studies, which will
enhance their comprehension of difficult material and increase their performance on tests
and assignments.

Students- This will be beneficial for the Grade 11 STEM students, to address the outcomes
they face. As a STEM student determine what precisely stresses you out as a STEM student
—whether it's a demanding assignment, perfectionism, or rivalry. We anticipate that this will
be a useful tool in helping the students to see that their struggles are acknowledged.

Teacher- This study is imperative that they understand the impact words have on students
and the reasons behind their actions. Recognize the severe academic demands STEM

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students have, such as their demanding schedules, high standards, and competitive
settings. It will help you approach your kids with empathy if you are aware of these
problems.

Parents- It is imperative that they comprehend that reducing their aspirations and
expectations can enable them to accomplish more. Acknowledge the high expectations and
stress associated with STEM programs. Students would really benefit from their presence
and comprehension when it comes to accepting a certain conclusion. It is important to
understand that these pressures might have an impact on your child's mental and physical
health. Their focus on grades causes a great deal of stress for their kids, who try harder but
eventually falling short and becoming depressed.

Future researchers- This study's findings can serve as basis for future research on academic
pressure and its impacts in various educational settings. It can assist uncover information
gaps and promote further research into similar concerns in other schools or educational
contexts.

Definition of Terms

Academic Pressure. This is defined as the experience in which the student is

burdened by the demands of time and energy to achieve specific academic goals. In this
research it discusses the stress or strain of the students related to their academic
performance, including the pressure from teachers, parents, peers, and self-imposed
expectation.

Academic Performance. Defined as grade point average, standardized test scores,

and educational aspirations and attainment. In this research paper, researcher will use this
to measure the achievements of Grade 11 students’ academic work through grade, test
scores, and overall academic standing.

SLMCSI. Stands for Saint. Louise de Marillac College of Sorsogon,Inc., the educational
institution where the study is conducted.

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Impact. The result of the conversation with STEM students in Grade 11 to their academic
performance.

Chapter II

REVIEW OF RELATED LITERATURE

Related Foreign Literature

According to Hatoum, E. (2021, October 11) on Student Voice: Academic

Pressure on Young People in Education, the author discussed that young people face
intense pressure to meet or exceed academic standards, which is intended to help them
achieve high academic results. However, this pressure often backfires, negatively affecting
students' well-being and leading to poorer academic performance and increased stress.
Academic pressure includes factors such as excessive workload, prolonged study sessions,
and high expectations for grades. This article will explore the detrimental effects of academic
pressure and stress on students and suggest strategies to alleviate these issues.

According to Claney C. (2024, March 12) The Psychological Impact of Parental

Pressure on Kids and Teens, stated in her article that children and teenagers are
experiencing mental health challenges at unprecedented levels, with excessive pressure
from well-meaning but misinformed parents often contributing to their difficulties. Although
parents understandably want their children to be happy and successful, excessive pressure
can have serious negative consequences. It includes depression and negative self-talk,
eating disorders and body image issues, academic under performance and social
withdrawal.

According to Thomas, L. (2024) Academic pressure linked to higher depression

risk in teens, the author discussed that adolescence is a critical period for depression, with
rising rates globally. In Australia, students are clinically depressed. Schools offer various
preventive measures such as mindfulness, cognitive behavioral therapy (CBT), and psycho
education, but these have often shown limited effectiveness in alleviating depressive
symptoms. Alternative approaches suggest modifying the school environment through
whole-school programs that enhance health and socioeconomic skills.

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 According to Kamal, W. (October 3, 2022) The Battle that never ends: STEM
pressure and the different ways it manifests, stated that STEM students often face significant
societal and parental pressures to follow specific career paths, such as medical school.
Human biology senior Savannah Bevill felt this pressure when switching from a pre-med to a
pre-genetic counseling track, aligning more with her interests. Pre-med senior Nathan Seiler,
who did not experience parental pressure, still faces intense competition and academic
pressure among his peers in STEM, especially for medical school.

According to Brodowicz, M. (July 10, 2024). The Impact of Academic Pressure

on Students' Mental Health and Well-being, discussed in his article that educational
institutions aim to support both academic and emotional development, but the focus on
academic excellence often leads to decreased performance and generating student burnout,
due to high stress and anxiety. This pressure can worsen mental health issues, particularly
for students with pre-existing conditions. All this negative effect might lead to undesired
consequences in the classroom.

These five foreign literatures discussed that academic pressure significantly

impacts students' academic performance, contributing to increased stress, depression, and
anxiety. This pressure often leads to negative outcomes, such as decreased academic
performance and student burnout.

Related Local Literature

According to Beltran, C. (2021) Give Me A Break, discussed that the phrase

"Give me a break" has become a legitimate declaration from students who have experienced
burnout due to excessive school work, unrealistic schedules, and distance learning. The
COVID-19 pandemic has forced many students to work, leading to suicides and mental
health issues. Students and teachers are demanding that education officials and universities
address this crisis, leading to protests and discussions on online education in higher
education, particularly in Metro Manila and Luzon.

According to Cruz, T. (2018) Stress in SHS, states that the Aquino and Duterte
administrations implemented K-12 education with the aim of mastering concepts and skills,
developing lifelong learners, and preparing graduates for tertiary education, middle-level skill
development, employment, and entrepreneurship. However, the Philippines, one of the three
countries with less than 12 years of pre-university education, faced challenges in
implementing the program. The Philippine Chamber of Commerce and Industry (PCCI)
demanded more SHS hours for on-the-job training and internships, which amounted to

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widespread student enslavement. Congress should investigate the K-12 system and its
impact on parents, teachers, and children. The Department of Education (DepEd) took pride
in state assistance to private schools through the voucher system, which allowed capitalist
educators to receive billions in taxpayer money. However, it is unclear if DepEd offered
students the same level of direct support as those hardest hits by K-12 reforms.

It is thus no surprise that our kids are stressed. Our teachers and parents too. That
the government, school owners, and employers are not stressed is a clue. They are the
sources of the undue, unremitting, and grinding stress

According to De Vera, S. (2021) Baguio Students Demand City-Wide

Academic, indicated that Saint Louis University student Rin Payno is struggling with the
remote learning system due to technical difficulties and overwhelming academic workload
her classmates receive 10 to 15 tasks a week, which they find too much for their time and
energy. Despite the reduced risk of COVID-19 exposure, their health deteriorates as they
are forced to skip meals and sacrifice sleep to meet deadlines. Student councils are calling
for a week-long city-wide academic break to address these issues.

According to Laureta-Chu, K. (2023) What I wish I could tell my 16-year-old

self, the author stated that there has always been pressure to perform well and achieve,
especially in school. Pupils genuinely want to achieve well in everything they do, and high
school was no different. However, this continued to be a cause for concern as well, and the
propensity to exaggerate issues spread, particularly in concerns of the mind. The pupils
allowed their performance and grades to control them.

According to Malipot, M. H. (2021) Too tired to teach, too tired to learn:

Teachers, Students Bear the Brunt of Distance Learning, stated that John Kyle Enero, a
University of Cebu student in grade 11, finds that the extremely difficult academic year is
getting increasingly demanding and exhausting. He acknowledged that there are numerous
difficulties, but the most urgent one is that not enough devices are available for people who
want to take online courses. In a combination of Filipino and English, Enero added, "There's
also the problem with internet connection and additional expenses but we're not getting any
support." He went on, "It feels like we're on our own; we don't feel comfortable academically
at all.” Students are quitting because they are unable to manage the pressure, effort, and
extremely tight deadlines associated with their studies. "We are required to provide outputs,
yet we believe that we have to be academically ease.”

This collection of Local Literature describes the K–12 curriculum, how stress
and workload overload affect some sections of the program G11, and how this impacts
students' academic performance.

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Related Foreign Studies

According to this study by Tan Xue Li, et al. (2023). Academic pressure is
defined as the stress and expectations that students experience to perform academically.
High academic pressure can lead to reductions in students' mental health and well-being.
This indicates that understanding the impacts of academic pressure is important when
looking to support the academic performance of senior high school students. Therefore,
acknowledging the impacts of academic pressure, by creating a learning space where
students feel supported while recognizing their mental health and overall well-being will allow
students to feel and perform better academically. Also, the implication of addressing the
impacts of academic pressure may also positively affect both academic performance and
mental health of senior high school students.

Academic pressure is one of numerous distinguishing elements of how students

shape their experiences in senior high school, and there is growing concern about how
academic pressure affects students’ performance. The study sought to investigate the
multifaceted influences of academic pressure and demonstrate its potentially harmful
negative outcomes, including a negative impact on mental health, an increased reliance on
ineffective learning habits, and, most importantly, an overemphasis on channeling student
potential into competition rather than collaboration or creativity. There are counter-
arguments that indicate that subverting academic competition may prevent some of the
same hardship that academic rivalry creates essential resilience and work ethic for the
obstacle’s children must face, such as in university and the workplace. Additional support
services help address the effects of educational pressure. The consequences of academic
pressure should be better understood in order to develop solutions that promote student
well-being and educational achievement. In recent years, there has been increasing
recognition about the impact and possibility of academic pressure and its effects of the
academic performance of senior high school students.

According to Pham Thi, T and Duong, N. (2024), this study explored the
influence of academic pressure on academic performance among senior high school
students. The results demonstrated that high levels of academic pressure may adversely
affect academic performance when students experience burnout, and are unable to direct
their attention toward their coursework. Academic pressure truly can affect students' mental
health, which will lead to increased stress and anxiety, that's further compounded by
cognitive impairment and diminished motivation. This can lead to chronic anxiety, a lack of
engagement in learning, cyclical underachievement, and a likelihood that students will drop

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out of school. Therefore, academic pressure necessitates interventions and ways of support
to assist students in coping. It is of utmost importance to study and evaluate how academic
pressure will affect the academic performance of students respectively. Academic pressure
not only impacts grades, but moreover impacts students’ well-being to a degree that
becomes detrimental in life with no potential to restore that student growth, well-being, or
success in a restorative time frame.

This study by Viladrich C., Yang, M., & Cruz, J. et at. (2022), illustrates the
complicated relationship between academic pressure and student motivation. Their study
points to strong levels of academic pressure potentially undermining intrinsic motivation and
student engagement, while acknowledging the upside of academic pressure as it may push
students to do their best and achieve their potential. In this study, it is evident that academic
pressure is complex and multifaceted and must be approached thoughtfully. While a small
amount of academic pressure is needed to spur students to learn and reach their objectives,
excessive academic pressure is often detrimental to the well-being of the student and their
levels of engagement. Accordingly, the goal of educators is to create a learning setting
where support and challenge are balanced; and while student progress towards their goals
should be supported with resources and assistance, so too should student autonomy and
flexibility in their learning at their own pace. In doing so, educators create the best possible
conditions to cultivate a culture of motivation, resilience, and success for students in the long
run.

This study of Armand, M. A., et al. (2021), found a negative association between
academic pressure, sleep, and academic performance, wherein academic pressure affects
the relationship between sleep deprivation and learning outcomes. To illustrate this point, the
study indicated sleep deprivation could adversely impact cognitive processing and learning.
Through this rationale, academic pressure can compromise good sleep habits and quality,
impacting performance and cognitive processing. Concerning both academic pressure and
sleep, what often gets overlooked are the unhealthy study habits that tend to develop in
relation to academic pressure. For example, cramming reduces the overall quality of
learning, and as a major contributor to student learning stress, can create policy cycle. In
conclusion academic pressure-related outcomes could be serious losses with student well-
being, and ultimately academic success. Altered sleeping behaviors created by academic
pressure relates to sleep deprivation, and depletes cognitive learning and academic
performance. Similarly, unhealthy study habits can inhibit academic success, as cramming is
poor quality and retention of overall course content. For the purposes of better educational
outcomes and student well-being, it would be worth looking at implementing heightened
focus on good sleeping behaviors and managing academic stress. With student learning

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long-term retention, well-being and academic success in mind, good realization and stress
management through exercise, mindfulness practices and time management may assist
students with active approach learning policy, better outcomes education, and well-being.

This study by Garcia, Ghian, et al. (2023), researchers examined the impact of
academic pressure on students' social relationships. The findings indicated that a high level
of academic pressure affects students and contributes to social isolation and decreased
social interaction among senior high school students. This cadre of information connects to a
larger argument regarding the need for balance in education that considers both academic
achievement as well as social well-being, which has implications for overall student
development. The link between excess academic pressure and decreased social
relationships show that academic pressure has a negative impact on students' social
relationships, including feelings of social isolation, which are valuable to examine.
Considering that education is meant to promote and develop collaboration and teamwork,
connected to creativity and slowly paving an individual path, excess academic pressure is
detrimental to students in this regard. Study highlights the need to re-think education where
students need to balance and achieve both in social and academics and educators can
support more learning environments where students collaborate, group collaboration and
creativity do overcome more of a competition-based mentality. Educators can then lead
students towards more positive social optimal personalized learning promoting growth
mindset, improved mental well-being, along with improved academic success.

These five foreign studies explore the impact of academic pressure on senior high
school students' academic performance and well-being. The studies highlight the
multifaceted nature of academic pressure and its potential negative consequences.

Related Local Studies

This study by Aniban J., et al. (2021). Impacts of Academic Stress Among
Senior High School Stem Students in University of Cebu Main. The main source of academic
stress was determined to be the fear of spreading the disease, relationships, and academic
life, both of which had a considerable impact on students' academic performance throughout
the epidemic. The fear of being alone was regarded as the least important academic
stressor and had no discernible impact on undergraduate students' academic performance.
Also, the study found that undergraduates in higher year levels experienced greater levels of
stress than those in lower year levels.

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 Academic stress is a common experience among SHS students, and it can be
caused by a variety of factors, including pressure to succeed academically, academic
workload, lack of social support, and fear of failure. Academic stress is a common problem
among SHS students in the Philippines, and it has been shown to have a significant impact
on mental well-being.

This study by Aniban J., et al. (2021). Impacts of Academic Stress Among
Senior High School Stem Students in University of Cebu Main. The main source of academic
stress was determined to be the fear of spreading the disease, relationships, and academic
life, both of which had a considerable impact on students' academic performance throughout
the epidemic. The fear of being alone was regarded as the least important academic
stressor and had no discernible impact on undergraduate students' academic performance.
Also, the study found that undergraduates in higher year levels experienced greater levels of
stress than those in lower year levels.

Academic stress is a common experience among SHS students, and it can be

caused by a variety of factors, including pressure to succeed academically, academic
workload, lack of social support, and fear of failure. Academic stress is a common problem
among SHS students in the Philippines, and it has been shown to have a significant impact
on mental well-being.

A study by Arriola and Limpangog (2018) examined the relationship

between academic stress and mental health among senior high school students in the
Philippines. Academic stress can have a negative impact on students' well-being, including
their mental health, physical health, and academic performance. Some common
symptoms of academic stress include anxiety, depression, insomnia, headaches, and
difficulty concentrating.

According to Sanchez, R.D., et al. (2022), academic stress presents a multitude

of challenges and demands for education, impacting students, educators, and educational
institutions alike. The competitive nature of modern education systems and the pursuit of
high academic achievement create immense pressure on students to perform exceptionally
well academically (Sanchez, et al., 2022). This pressure often leads to increased levels of
stress, anxiety, and burnout among students. Additionally, the demands of a rigorous
curriculum, coupled with extracurricular activities and high expectations from parents and
society, further contribute to academic stress.

According to Depaynos, et al. (2021), academic performance was adversely

impacted by the pressure placed on students, resulting in a sense of being overwhelmed
and unable to manage their workload. The research also indicated that academic pressure

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was associated with increased anxiety levels among students, and a reduction in the time
spent on leisure activities.

According to Dizon, E. C. & Sanchez, R.D. (2020); Salendab, (2023), the

consequences of academic pressure on students can have far-reaching effects on their
mental health, overall well-being, and academic performance. Therefore, it is imperative for
educators to acknowledge the impact of academic pressure and to establish a learning
environment that is supportive, conducive to learning, and minimizes unnecessary stress.

These five studies tend to show how academic pressure and stress affected
students’ academic performances during their pandemic and face-to-face classes. It also
shows how this stress and pressure affects students’ mental health this often leads to
increased level of anxiety, depression, and burnout among students.

Synthesis of the Statement of the Art

The literature and studies provided and examined contribute significantly to

the conception of the current investigation. It emphasized the significance of academic
pressure and its implications on the student's academic performance.

The literature regarding the effects of academic pressure on the academic

achievement of senior high school students demonstrates clear negative impacts on
students' mental health, academic motivation, engagement, sleep patterns and social
relationships. For example, Hatoum, E. (October 11, 2021) she explained that young people
are under pressure to meet or exceed academic requirements in order to attain high
academic performance. Supported by Brodowicz, M. (July 10, 2024) focusing on academic
achievement frequently leads to decreasing performance and generates student burnout,
due to stress and anxiety.

According to Depaynos, et al. (2021) found that students facing intense

academic demands often experience heightened stress and anxiety, which negatively affects
their ability to focus and perform well academically. This is further supported by Tan Xue Li,
et al. (2023), who identified a direct correlation between academic pressure and lower
grades, attributing this to both cognitive overload and emotional strain.

In summary, the synthesis of this research indicates that academic pressure

generally impairs academic performance, with significant variability based on individual
resilience and coping strategies. Understanding these dynamics is crucial for developing

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interventions that support students in managing pressure and maintaining academic
success.

Gap Bridge by the Study

The researchers are interested in studying the academic pressure that the
students experiencing. After reviewing the existing literature’s, the researcher found that
there is limited research specifically focusing on the effect and impacts of this academic
pressure on the students.

To bridge this research gap, we propose a study that evaluates the potential of
negative consequences and negative impacts of academic pressure on Senior High School
Students. We have seen that, student in higher level feel more pressure compare to those in
lower year levels.

By conducting this research study, we aim to contribute to the existing

knowledge and provide insight into the negative impacts of academic pressure on students.
The findings of this study can help inform students to push them and to do their best and
achieve their potential.

Theoretical Framework

The theoretical framework of the study is based on Constructivism Theory,

Social Cognitive Theory, Cognitive Load Theory, Classical Conditioning Theory and
Functionalist Theory.

Piaget’s hypothesis of constructivism contends that individuals produce

information and structure significance dependent on their encounters (Bada & Olusegun,
2015). Piaget’s hypothesis secured learning speculations, showing strategies, and
instruction change (Hatch, 2010). Two of the key segments, which make the development of
a person’s new learning are convenience and digestion. Acclimatizing makes an individual
consolidate new encounters into old encounters (Bada & Olusegun, 2015; Wang, 2014).
This makes the individual grow new standpoints, reconsider what were once false
impressions, and assess what is imperative, at last modifying their observations.
Convenience, then again, is re-framing the world and new encounters into the psychological
limit officially present. People imagine a specific style in which the world works. At the point
when things do not work inside that specific circumstance, they should oblige and re-frame
the desires with the results.

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 Social Cognitive Theory (Bandura, 1986) states that people's approaches to
problems and stress management are greatly influenced by their self-efficacy, or their
confidence in their capacity to do tasks. Within the framework of academic pressure, this
theory proposes that an increase in stress and a sense of overload might result from
academic pressure. Students'

self-efficacy views may be compromised if they believe that the expectations of the
classroom are beyond their ability. Students may feel less confident in their capacity to
succeed academically as a result of this decline in self-efficacy, which could have a
detrimental effect on their academic performance.

Moreover, according to John Sweller's Cognitive Load Theory, learning can be

impeded if cognitive load surpasses the capacity of finite cognitive resources. Three
categories of cognitive burden exist: Intrinsic Cognitive Load: The inherent difficulty of the
material being learned. Extraneous

Cognitive Load: The load imposed by the way information is presented and the environment
in which learning occurs. Germane Cognitive Load: The mental effort dedicated to
processing and understanding information. It is possible for academic pressure to raise both
inner and extrinsic cognitive strain. For instance, stress from approaching deadlines or
important tests can increase the difficulty of the subject matter (intrinsic load) and add other
pressures like time restraints or outside diversions (extraneous load).

Functionalist Theory of Attitudes by Daniel Katz additionally takes the view

that frames of mind are dictated by the capacities they serve for us (Keller, 2012). Individuals
hold given frames of mind because these mentalities help them accomplish their
fundamental objectives.

Also, the Classical Conditioning Theory by Ivan Pavlov’s stressed that when
two stimuli are repeatedly associated, the person learns to respond to them with the same
emotional reaction (Field, 2006). Accordingly, this theory emphasizes the importance of
learning from the environment and support nurture over nature. Also,

Pavlov explained that if students associate with positive emotional

experiences in school, then this can have a better result such as creating positive attitudes.
However, if students associate with negative emotional experiences in school, then this can
have an adverse result such as possessing negative attitudes. Thus, a teacher should make
the best effort to lead the students associated with positive emotional experiences as they
learned in school.

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 Figure 1. Theoretical Paradigm

Conceptual Framework

The conceptual paradigm shown in Figure 2 uses input, process, output

approach to determine the impact of academic pressure on the student’s academic
performance.

The researchers consider the following factors as elaborated in figure 2 that

resulted to the so-called academic strains among grade 11 learners at SLMCSI. Time,
expectations, and time management.

The expected outcome of the research is to come up with strategies and

approaches that will be of help in diminishing if not alleviating the effects of

the mentioned factors which are the causes of academic strain among grade 11 STEM
students.

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 FEEDBACK

Chapter III

RESEARCH METHODOLOGY

This chapter outlines the research methods that will be employed to conduct the
study. The section elaborates on the research design, research locale and respondents,
sampling technique, and the qualifications for the selection of the participants. The section
reveals the data collection tools that will be employed, the activities that were adopted in the
process of data collection, and the strategies that will be used in the analysis of the data.
This page aims to assist in explaining how the problem will be tackled with respect to the
methodologies adopted in order to ensure that the research conducted is of good quality and
valid.

Research Design

The usage of descriptive research design will be used. It will use to explore and
describe the relationship between variables, without attempting to infer causation. This non-
experimental approach provides insights into patterns and trends and generates hypotheses
for future experimental studies. The respondents of this study will be selected from Grade 11
STEM students enrolled at St. Louise de Marillac College of Sorsogon Inc - Basic Education
Department during the School Year 2024-2025. Wherein, the researchers decided to draw
10 students from every section of Grade 11 STEM student as the primary data source. Data
will be collected from these students to gain impact of the academic pressure on the student
academic performance of Grade 11 students in SLMCSI within this specific academic year.
This research used an interview-based questionnaire tool to determine the impact of the
academic pressure on the students’ academic performance of Grade 11 students at St.
Louise de Marillac College of Sorsogon Inc - Basic Education Department. Other methods

16
such as documentary analysis, structured interviews, and observation are the other data
collection methods to be used. Frequency count, weighted mean, and ranking are the
statistical treatments to be used.

Research Locale and Respondents

The study will be conducted in Saint Louise de Marillac College of Sorsogon,

Inc. (SLMCSI). It is located at Burgos Street, Talisay, Sorsogon City (Latitude: 12°58'04",
Longitude: 124°00'10"). This study will only take flow on the grade 11 STEM students. The
respondents will be interviewed regarding the academic pressure.

Sampling Technique

This survey will make use of purposive sampling to determine which population
members are most likely to have particular traits or experiences and to be willing to share
them. This allows us to focus on a small sample size by choosing the people or instances
that are appropriate for our investigation (Nikolopoulou, 2022).

In order to confirm that the pupils are open to answering the researchers'
interview questions. This will assure that all Grade 11 STEM students will be comfortable
throughout the gathering of information as they will not feel uneasy by the questions being
asked.

17
Research Instrument

In this study, the researcher chose the method interview. This interview aims to
gather information and facts about in-depth insights into students' experiences, perceptions,
and coping strategies regarding academic pressure in Grade 11-STEM at SLMCS.Inc

The researcher will be using a questionnaire that will be major instrument in this
study. The questionnaire consists of five (5) items.

In order to gather accurate data, the researcher will look for the questions that
are related to the study.

Interview Questionnaire

Name:

Grade & section:

Age:

Gender:

1. What specific challenges do you face that contribute to academic pressure as a Grade 11-
STEM student?(e.g. expectations, workload)

2. How will you describe how you feel about the level of academic pressure as Grade 11
STEM student? (e.g. high)

3. In what ways do you think academic pressure affects your grades or academic
performance?

4. What strategies do you find most effective in coping with this?

5. What experiences can you share of a time when academic pressure had a positive or
negative impact on your academic performance?

Data Gathering Procedure

The present study will employ descriptive research methodology to investigate the
research questions. The researcher will employ descriptive research to ascertain the
significance of the impacts of the academic pressure on the performance of Grade 11 STEM
students at SLMCSI. This research will employ an interview-based questionnaire to collect
students’ perspectives regarding the impacts of academic pressure on Grade 11 STEM

18
students at SLMCSI.It will be use to gather the respondent’s viewpoint on a particular
question. The researchers will ask seventy-five (75) in Grade 11 STEM. By conducting
questions, the researchers will ask them through interview, based on their experience as a
STEM student who is experiencing academic pressure.

Statistical Treatment of Data

The data analysis treatment will be used once the researchers gathered the data.
The data analysis tools to be employed will be the frequency distribution.

1. Frequency distribution shows the organization of data of different values or groups of

variables.

2. Thematic analysis is used to identify patterns and themes to develop interpretations of the
data.

Chapter IV

PRESENTATION OF DATA, ANALYSIS, AND INTERPRETATION

This chapter presents the results, the data analysis and interpretation of data
gathered from the three section of Grade 11 STEM students at SLMCSI. The analysis on the
result of the evaluation was done to measure the effectiveness of academic pressure to
students’ academic performance.

Demographic Profile

TABLE 1.0

Age of the Respondents

AGE FREQUENCY PERCENTAGE
16 59 78.7
17 16 21.3
TOTAL: 75 100
19
 Table 1 shows the illustration of the distribution of this study based on their age,
78.7% of respondents are 16 years old, and 21.3% are male. This means that most of the
respondents who experience academic pressure in various ways are 16 years old.

TABLE 1.1

Distribution of Respondents according to Sex

SEX FREQUENCY PERCENTAGE
Female 54 72
Male 21 28
TOTAL: 75 100

Table 2 shows the illustration of the distribution of this study based their gender, 72%
of the respondents are Female and 28% of this are Male. Which conclude that there are
more Female respondents compared to Male.

TABLE 1.2

Distribution of Respondents according to Sections

SECTION FREQUENCY PERCENTAGE
BEU 25 33.3
BPRR 25 33.3
SGBM 25 33.3
TOTAL: 75 100

20
 Table 3 shows the illustration of the distribution of this study based their section,
33.3% for all three section of Grade 11 STEM at SLMCSI. Which means the survey
questionnaire were distributed equally. All three sections of Grade 11 STEM at SLMCSI
were given the same amount of survey questioner and that the data gathering was
conducted from twenty-five (25) Student per class.

Table 1.0

Challenges faced by Grade 11 STEM Students that contributes to their academic

pressure.
Questions Code Theme
What specific challenges do Family problem CHALLENGES THAT
you face that contribute to AFFECTS THE STUDENTS’
academic pressure as a Grade Overwhelming School works ACADEMIC LEARNING
11 STEM students?(e.g.
expectations, workload) Everyday allowance

Deadlines

Time management

This table shows the specific challenges that contribute to academic pressure
among Grade 11 STEM students. The negative theme emphasizes factors such as family
problems, overwhelming schoolwork, lack of daily allowance, tight deadlines, and poor time
management skills. These challenges create a high-stress environment that may slow down
the students’ ability to focus and perform effectively, highlighting the multifaceted nature of
academic pressure that extends beyond the classroom.

Table 1.1

Level of Academic pressure felt by the Grade 11 STEM Students

Questions Code Theme
How will you describe how you High LEVEL OF ACADEMIC
feel about the level of PRESSURE
academic pressure as Grade Very high
11 STEM students?(e.g. high)

21
 Above average

Moderate

This table shows how students perceive the level of academic pressure they face.
With a mainly negative theme, the responses range from "high" to "very high," with some
indicating "above average" or "moderate." This suggests that a significant number of
students experience academic pressure as a persistent and intense part of their educational
experience, potentially affecting their mental and emotional well-being.

Table 2

Effects of academic pressure to the Academic Performance of the Grade 11 STEM

students
Questions Code Theme
In what ways do you think Low grades FACTORS THAT RESULTS
academic pressure affect your TO STUDENTS’ ACADEMIC
grades or academic pressure? Not accomplishing task on time PERFORMANCE

Too much stress

Gets depressed with the

academic result

This table shows the effects of academic pressure on students’ academic

performance. The negative theme points to outcomes such as low grades, not
accomplishing tasks on time, too much stress, and feelings of depression stemming from
academic results. These insights reveal how academic pressure can undermine productivity
and mental health, leading to a cycle of poor performance and heightened anxiety.

Table 3

Strategies used by Grade 11 STEM Students to cope with academic pressure.

Questions Code Theme
What strategies do you find do Sleep STRATEGIES STUDENT
you find most effective in USES TO COPE
coping with this? Taking break

Finding a tutor

22
 Creating schedule

Asking for comfort

This table shows the coping strategies that students find effective in managing
academic pressure. The positive theme highlights approach like getting sleep, taking breaks,
seeking help from tutors, creating schedules, and asking for comfort. These strategies
emphasize the importance of self-care, organization, and social support in mitigating the
effects of academic stress.

Table 3.1

Impact of academic pressure on the academic performance of Grade 11 STEM

Students
Questions Code Theme
What experiences can you Having multiple tests at once NEGATIVE EXPERIENCES
share of a time when academic TOWARDS ACADEMIC
pressure had a positive or Procrastinating PRESSURE
negative impact on your
academic performance? When teachers sent activities
at the same time

Couldn’t focus well

Lost interest

Suicidal thoughts

Being in class with my

outstanding classmates

This table shows the experiences of students when academic pressure has
significantly impacted their performance, primarily in negative ways. The experiences include
dealing with multiple tests simultaneously, procrastination, when teachers sent activities at
the same time, losing focus, losing interest in academics, and, alarmingly, experiencing
suicidal thoughts. Being in a competitive environment with outstanding classmates further
worsen these feelings. This table highlights the dire consequences of unmanaged academic
pressure and its impact on students' mental health and academic motivation.

In conclusion, table one (1) to five (5) are questions than answers the three
statement of the problem in the study, allowing the researcher to know the
reasons/challenges behind the academic pressure of Grade 11-STEM students. The

23
perceived level of the students they do to cope with the pressure. The common themes
show the negative factors of academic pressure to the Grade 11-STEM Students’ academic
performance.

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and recommendations offered
and obtained by the researchers from their respondents in the previous chapter.

Summary of chapter 4

From a thorough analysis of the data collected and results obtained, the following
significant findings are summarized. What are the reasons why the Grade 11 Students feel
pressured. The following are considered to be the underlying reasons why pressures
manifested among grade 11 STEM students. These includes family problems, time,
expectations, stress, academic validation, low grades, deadlines, anxiety, balancing
subjects, and overwhelming school works. For instance, research paper, defense, activities,
and requirements.

Students responded to the questions about how STEM students in grade 11 view the
pressure they face in the classroom. They also talked about the things they do to at least
lessen the stress they experience, such as playing games, managing their time well, asking
friends and family for emotional support, or taking a little pause to refuel. Three levels of
responses are identified: overburdened students believe they are unable to handle the
demands; trying their hardest to balance their workload in spite of difficulties; and need to do
well students are extremely motivated but feel under pressure to meet high standards or
expectations.

24
Several coping mechanisms are being presented to identify how grade 11 STEM students
cope with said pressure. They are sleeping, taking a break, finding a tutor, creating
schedule, and asking for comfort.

Answer per SOP

Based on the findings of the study, it concludes that academic pressure significantly
impacts the academic performance of Grade 11 STEM students at SLMCSI. The effects of
academic pressure vary depending on the students’ ability to manage stress effectively.
Students who adopt effective coping mechanisms tend to perform better academically
compared to those who struggle with managing academic stress. Furthermore, the results
suggest that while a certain level of academic pressure can motivate students to excel,
excessive pressure may have negative effects on their mental well-being and overall
academic outcomes. It is important for teachers, parents, and students to work together to
strike a balance between maintaining high academic expectations and ensuring the
students' mental health and well-being are prioritized.

Recommendation

The researcher highly recommends focusing on providing support systems that help
students manage stress more effectively, as this seems to be a key factor in their academic
performance. The researcher recommends reducing the tasks because they feel more
pressure that may have a negative effect on their mental well-being. The future researchers
can also explore any other effective ways of reducing the pressure on the students. Future
researchers could also employ strategies to have a better result. Finally, the researchers
highly suggest strategies to gather data for future researchers regarding the impact of
academic pressure on Grade 11 students.

25
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 Appendices
Interview Questionnaire

Name:
Grade & section:
Age:
Gender:
Instruction: Please answer the following questions honestly.
1. What specific challenges do you face that contribute to academic pressure as a Grade 11-
STEM student? (e.g. expectations, workload)
2. How will you describe how you feel about the level of academic pressure as Grade 11
STEM student? (e.g. high)
3. In what ways do you think academic pressure affects your grades or academic
performance?
4. What strategies do you find most effective in coping with this?
5. What experiences can you share of a time when academic pressure had a positive or
negative impact on your academic performance?

Documentation

30
 Pictures of the researchers doing research.

Letter of Permit

ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON, INC.

Senior High School Department
Burgos Street, Talisay, Sorsogon City, PHILIPPINES

Dear Teachers:
Researchers:
Greetings of peace and love!
Angela Azurin
We are writing this letter to humbly ask permission to allow us to conduct an interview and survey in
Freddie Lyn Barrios
Senior High School classes, which is our chosen participants for our research paper entitled;
"Exploring the Impacts of the Academic Pressure on the Students' Academic Performance of Grade-
Bianca Bien Buen
11 STEM Students at SLMCSI" a requirement in our subject Practical Research 1. This will gladly help
them in gaining
Michelle better
Discaya knowledge about the experiences and interest of their possible participants in
Carillo
relation to their topic. Rest assured that we will do it respectfully and organized as possible.
Hanna May
Moreover, allDivinagracia
the information provided to them will be kept with utmost confidentiality and would be
used only for academic purposes.
Alexis Delgra Garais
Chloie Ann Jaso
Your approval in allowing us to conduct the said request will be greatly appreciated. Thank you and
may God bless you a hundredfold in return.

Respectfully,

31
Approved by: Noted by:
MS. LYKA B. ONESA MS. FRENIE D. AJERO

Subject Teacher Principal

Curriculum Vitae

Name: AZURIN, Angela Laurine J.

Date of birth: June 26, 2008
Address: Brgy. San Pedro, Irosin, Sorsogon
Status: Single
Parents: Mr. Roberto B. Azurin & Mrs. Roselyn J. Azurin
Educational attainment
Primary: Holy Spirit Academy of Irosin
Secondary: Holy Spirit Academy of Irosin/St. Louise de Marillac College of Sorsogon, Inc.

Name: BARRIOS, Freddie Lyn B.

Date of Birth: April 1, 2008
Address: Brgy. Bagong Sirang Castilla Sorsogon City
Status: Single
Parents: Mr. Alfredo Barrios and Mrs. Gina Barrios
Educational Attainment
Primary: Bagong Sirang Elementary School
Secondary: Bagong Sirang High School/St. Louise de Marillac College of Sorsogon, Inc.

Name: BUEN, Bianca B.

32
Date of Birth: September 18, 2008
Address: Brgy. Road Balogo Sorsogon City
Status: Single
Parents: Mr. Arly L. Buen and Mrs. Ave B. Buen
Educational Attainment
Primary: Sorsogon Pilot Elementary school
Secondary: Sorsogon National High School/St. Louise de Marillac College of Sorsogon, Inc.

Name: CARILLO, Michelle D.

Date of Birth: Dec 15, 2007
Address: Magsaysay St. Sampaloc Sorsogon City
Status: Single
Parents: Mr. Michael Carillo and Mrs. Criselda Carillo
Educational Attainment
Primary: Sorsogon Pilot Elementary School
Secondary: Sorsogon National High School/St. Louise de Marillac College of Sorsogon, Inc.

Name: DIVINAGRACIA, Hanna May J.

Date of Birth: May 7, 2008
Address: Rizal St. Pinontingan, Gubat, Sorsogon
Status: Single
Parents: Mr. Raul Divinagracia and Mrs. Lerma Divinagracia
Educational Attainment
Primary: Gubat North Central School
Secondary: Gubat National High School/St. Louise de Marillac College of Sorsogon, Inc.

Name: GARAIS, Alexis Charlote D.

Date of birth: June 5, 2008
Address: San Isidro, Bulusan Sorsogon
Status: Single
Parents: Mr. Niño C. Garais and Ms. Anabelle G. Delgra
Educational Attainment

33
Primary: San Isidro Elementary School
Secondary: Bulusan High School/St. Louise de Marillac College of Sorsogon, Inc.

Name: JASO, Chloie Ann S.

Date of Birth: December 6, 2007
Address: Brgy. San Juan Roro Sorsogon City
Status: Single
Parents: Mr. Christian Jaso and Mrs. Joan Jaso
Educational Attainment
Primary: Ambrosio J. Labrador Elementary School
Secondary: Sorsogon National High School/St. Louise de Marillac College of Sorsogon, Inc.

34