1. Why did you choose this topic?

Answer:

According to Barbayannis et al. (2023), academic stress significantly impacts students’ mental, social,
and physical well-being. We chose this topic to explore how enrollment status influences stress levels,
providing insights for better student support systems.

2. What is the significance of this study?

Answer:

This study is significant as it identifies stress differences between regular and irregular students.
Pascoe et al. (2020) emphasize that understanding academic stress can inform strategies to improve
student well-being and academic performance.

3. What is the main objective of your study?

Answer:

The main objective is to determine whether there is a significant difference in perceived stress levels
between regular and irregular second-year engineering students, as suggested by Grado et al. (2018),
who highlighted the importance of addressing stress in higher education.

4. How is stress defined in this study?

Answer:

Stress is defined based on Cohen et al.’s Perceived Stress Scale (PSS), which measures the extent to
which individuals perceive life situations as unpredictable, uncontrollable, or overwhelming (Harris et
al., 2023).

5. Why focus on second-year engineering students?

Answer:

According to Campbell et al. (2020), stress levels tend to increase as academic demands grow in higher
year levels. Second-year engineering students face unique challenges, making them an ideal focus for
this study.
 6. Why are first-year and upper-class students excluded from the study?

Answer:

Bryant and Welding (2024) state that stressors differ significantly between year levels. Limiting the
study to second-year students ensures comparability in academic experiences.

7. What is the theoretical foundation of your study?

Answer:

The study is anchored on Campbell et al.’s (2020) Academic Stress Theory, which explains how
academic demands and coping resources affect stress levels, and Goode’s (1960) Role Strain Theory,
which links conflicting roles to increased stress.

8. What is the conceptual framework of your study?

Answer:

The conceptual framework is based on Bronfenbrenner’s Ecological Systems Theory (1979), focusing
on the immediate environmental factors (microsystems) influencing students’ stress levels, as supported
by Creary & Gordon (2016).

9. What is the null hypothesis of your study?**

Answer:

The null hypothesis states that there is no significant difference in perceived stress levels between
regular and irregular second-year engineering students, consistent with Harris et al. (2023).

10. What instruments will you use to measure stress?

Answer:

The Perceived Stress Scale (PSS), developed by Cohen et al. (1983), will be used to measure stress
levels, as it is widely regarded as a gold standard for assessing psychological stress (Harris et al., 2023).

11. Why focus on perceived stress rather than actual stressors?

 Answer:

Lazarus and Folkman’s Transactional Model of Stress highlights that individual perceptions of stress are
more critical than actual stressors, as they directly impact psychological outcomes (Harris et al., 2023).

12. What are the limitations of this study?**

Answer:

The study is limited to second-year engineering students, excluding other disciplines and year levels. It
also relies on self-reported data, which may introduce bias, as noted by Barbayannis et al. (2023).

13. How do you define regular and irregular students?

Answer:

Regular students follow the prescribed academic sequence, while irregular students experience
interruptions like failed or withdrawn courses, as defined by the University of Mindanao Tagum College
(2023).

14. What is the significance of the PSS in your study?

Answer:

The PSS provides a standardized measure of perceived stress, allowing for reliable comparisons
between groups, as emphasized by Cohen et al. (1983).

15. Why is stress a critical issue for college students?

Answer:

Stress affects cognitive functions like memory, attention, and evaluation, hindering academic
performance and mental health (Barbayannis et al., 2023).

16. How does role strain relate to your study?

Answer:

Goode’s (1960) Role Strain Theory explains how conflicting academic and personal responsibilities
increase stress, particularly for irregular students balancing multiple demands.
 17. What role do coping resources play in stress management?

Answer:

Campbell et al. (2020) argue that students with strong coping resources, such as social support and
self-efficacy, experience less stress despite academic challenges.

18. What are the practical implications of your study?

Answer:

The findings can guide universities in developing tailored support programs for regular and irregular
students, reducing stress and improving academic outcomes (Pascoe et al., 2020).

19. What are the ethical considerations for this study?

Answer:

Participants will provide informed consent, ensuring voluntary participation and confidentiality, as
recommended by ethical research standards (Grado et al., 2018).

20. How will this study contribute to existing literature?

Answer:

This study extends the work of Barbayannis et al. (2023) by exploring how enrollment status
specifically impacts stress levels, offering a unique focus on second-year engineering students.

Chapter 2:

1. Why did you choose to study the differences between regular and irregular students?

Answer:

According to Caballero et al. (2020), irregular students often face unique challenges, such as social
discomfort and academic adjustments, which distinguish their experiences from regular students. These
challenges significantly influence their stress levels and academic outcomes, making it an important area
of study.

2. What factors contribute to a student’s irregularity in school?

Answer:

Kalita (2022) identifies personal factors like attitudes, lack of interest, and socialization issues as primary
contributors. Additionally, home factors, school environments, and peer relationships play crucial roles
in shaping a student’s irregularity.

3. How does student status influence academic performance?

Answer:

Unal, Ulku, and Saliha (2020) emphasize that irregular students often experience academic inefficiency
due to challenges like disorganized schedules and limited integration with peers, negatively impacting
their academic performance.

4. How does being an irregular student affect social relationships?

Answer:

Evangelista (2020) notes that irregular students frequently feel excluded from peer groups and may
struggle with social interactions, contributing to feelings of isolation and reduced participation in group
activities.

5. What are the main causes of stress among students?

Answer:

Bate et al. (2019) explain that stress in students arises from academic pressures, social dynamics,
financial concerns, and personal attributes, which collectively challenge their coping capacities.

6. Why is stress common among college students?

Answer:

UNC-Chapel Hill Learning Center (2024) states that the combination of heavy academic workloads, poor
time management, and adjustment to independent living makes stress almost inevitable for college
students.

7. Can stress have any positive effects?

Answer:

Sara (2019) highlights that eustress, or positive stress, can motivate individuals to achieve their goals
and improve resilience, demonstrating that not all stress is detrimental.
 8. What are the psychological effects of academic stress?

**Answer:

Schimelpfening (2020) reports that severe academic stress can lead to depression, anxiety, and other
mental health issues, which, in turn, lower academic performance and quality of life.

9. How do regular and irregular students differ in coping strategies?

Answer:

According to Dulay et al. (2023), irregular students often rely on passive emotion coping strategies due
to their heightened stress levels, whereas regular students benefit from consistent peer and academic
support.

10. How do coping mechanisms improve student outcomes?

Answer:

Thompson et al. (2022) argue that effective coping mechanisms, such as time management and
emotional regulation, enable students to handle stress constructively, improving both academic and
personal outcomes.

11. How does financial stress impact students?

Answer:

Vipinosa et al. (2022) reveal that financial difficulties among students lead to sleep disturbances,
anxiety, and depression, significantly affecting their mental health and academic performance.

12. What role does social support play in stress management?

Answer:

Alsubaie et al. (2019) emphasize that strong social support from family and peers reduces depressive
symptoms and enhances psychological well-being, helping students manage stress more effectively.

13. How does academic stress vary between regular and irregular students?

Answer:

MedCrave Publishing (2023) found that irregular students experience higher levels of academic stress
due to factors like retaking courses, irregular schedules, and feelings of alienation.
 14. How does stress affect academic achievement?

Answer:

Pascoe et al. (2019) note that chronic academic stress negatively impacts students’ learning abilities,
grades, and even their future educational and employment opportunities.

15. Are there long-term consequences of academic stress?

Answer:

Bergmann et al. (2019) highlight that prolonged academic stress can lead to serious issues such as
anxiety, depression, suicidal ideation, and physical health problems.

16. Why do irregular students face social discomfort?

Answer:

Evangelista et al. (2020) suggest that irregular students’ lack of consistent peer interactions and feelings
of being judged by regular students contribute to their social discomfort.

17. What are the key stressors for irregular students?

Answer:

Islam and Tasnim (2021) identify academic unpreparedness, difficulties adapting to different teaching
styles, and limited teacher-student interaction as major stressors for irregular students.

18. How does stress affect students’ time management?

**Answer:**

Adams and Blaire (2019) assert that stress often disrupts students’ ability to prioritize tasks and meet
deadlines, leading to academic delays and decreased performance.

19. What are the benefits of managing stress effectively?

Answer:

Ganado et al. (2023) explain that recognizing and addressing stress through active emotional coping
improves resilience, well-being, and academic success among students
 20. Why is it important to study stress among irregular students?

Answer:

Caballero et al. (2020) emphasize that irregular students face unique psychological and academic
challenges that, if unaddressed, can hinder their development and success, making this research critical
for promoting inclusivity and support in educational settings.

Chapter 3

1. Why did you choose a quantitative research design?

Quantitative research is suitable for this study because it allows us to measure and compare stress
levels using numerical data. According to Creswell (2014), quantitative methods are effective for
examining relationships between variables in a structured and objective manner.

2. Why was a quasi-experimental approach selected?

A quasi-experimental approach enables comparison of stress levels between regular and irregular
students without manipulating their enrollment status. As stated by Cook and Campbell (1979), this
design is practical for studying naturally occurring groups.

Research Locale

3. Why was the University of Mindanao Tagum College chosen as the research locale?

The institution was chosen for its large and diverse population of engineering students, providing a rich
sample for studying stress in both regular and irregular students. Its recognition as an ISO 9001:2015
certified institution adds credibility to the findings (University of Mindanao, n.d.).

4. How does the location of the Visayan Village Tagum campus influence the study?

The Visayan Village Tagum campus has a socio-economically diverse student body, which enhances the
generalizability of the findings by capturing variations in stress levels across different demographics
(Vallejo, 2019).

5. Why did you focus on second-year engineering students?

Second-year students were selected because they often experience heightened academic pressures as
they progress in their studies. Research by Jensen et al. (2023) highlights increased stress levels during
this stage due to more complex coursework.
6. How did you ensure the representativeness of your sample?

*Purposive sampling was used to include both regular and irregular students, ensuring that the sample
reflects the target population’s diversity (Kulawiak et al., 2021).

6. Why did you choose the Perceived Stress Questionnaire (PSQ)?

The PSQ is a validated and widely used tool for assessing stress levels. According to Cohen et al. (1983),
it effectively captures individuals’ subjective stress perceptions, making it suitable for this study.

7. How did you ensure the reliability of the instrument?

The PSQ has been extensively tested for reliability in previous studies. It uses standardized questions
and scoring methods to ensure consistent results (Cohen et al., 1983).

8. Why did you use a combination of online and in-person recruitment?

This dual approach ensures inclusivity by reaching students who may not respond to online
communications, reducing selection bias (Kulawiak et al., 2021).

9. How did you address potential response bias?

Clear instructions and assurance of anonymity were provided to encourage honest responses.
According to Norlander et al. (2005), these measures minimize social desirability bias.

10. Why did you use the Independent Samples t-test for data analysis?

The t-test is appropriate for comparing the mean stress levels of two independent groups (regular and
irregular students). It determines if observed differences are statistically significant (Creswell, 2014).

11. How will you interpret the results of the t-test?

If the p-value is less than 0.05, we will conclude that there is a significant difference in stress levels
between the two groups. This threshold is commonly used in social science research (Field, 2018).

12. Why did you choose the mean and standard deviation?
 The mean provides a central measure of stress levels, while the standard deviation shows the
variability within each group. These statistics are fundamental for summarizing quantitative data (Fowler
et al., 2013).

13. How does the range of means enhance interpretation?

The range of means categorizes stress levels into descriptive equivalents (e.g., high, moderate), making
the results more meaningful and actionable for stakeholders (Cohen et al., 1983).

Ethical Considerations

14. How did you ensure informed consent?

Participants were given detailed information about the study’s purpose, procedures, and voluntary
nature. This aligns with ethical guidelines from the American Psychological Association (APA, 2020).

15. How did you protect participant confidentiality?

Data were anonymized, and access was restricted to the research team. Participants were assured that
their responses would remain confidential (Chere & Kirkham, 2021).

16. What steps were taken to ensure beneficence?

Participants were informed of the study’s potential benefits and given the option to receive a summary
of the findings, promoting transparency and mutual benefit (Conley et al., 2010).

17. What are the limitations of your methodology?

The study relies on self-reported data, which may be subject to bias. Additionally, the cross-sectional
design does not allow for causal inferences (Creswell, 2014).

18. How will you address potential non-responses from participants?

Non-responses will be minimized through follow-ups and in-person recruitment. If unavoidable, they
will be documented, and their potential impact on the findings will be discussed (Norlander et al.,
2005).*

19. What practical applications can this study have?

 The findings can guide university administrators in developing stress management programs tailored
to the needs of regular and irregular students, improving their overall well-being (Verbanas, 2022).

20. Why did you choose purposive sampling?

Ans: Purposive sampling was chosen for this study to specifically target regular and irregular second-
year engineering students who meet the criteria relevant to the research objectives. This method
ensures the inclusion of participants most likely to provide meaningful and accurate data for the
comparison of stress levels. According to Etikan et al. (2016), purposive sampling is effective when
researchers aim to focus on specific characteristics of a population to answer research questions.

Chapter 4&5
1. Defense Question:

Why did you choose to focus only on second-year electrical engineering students for this study? How
does this affect the generalizability of your findings?

Answer:
The study focused on second-year electrical engineering students primarily to narrow the scope and
ensure a more homogeneous sample in terms of academic workload and course requirements. Second-
year students typically have a more defined understanding of their course load and academic
environment compared to first-year students, and they are less likely to be overwhelmed by the
transition challenges of higher education. Additionally, this focus allowed for a deeper analysis of
perceived stress levels in students who are already exposed to more specialized and rigorous
coursework. However, this choice does limit the generalizability of the findings to other disciplines,
years of study, or student populations. As noted by Grado et al. (2018), academic stress varies not only
across different fields of study but also between years of study due to increasing academic demands.

2. Defense Question:

In your study, you found no significant difference in stress levels between regular and irregular
students. Why do you think this contradicts previous research suggesting that irregular students
experience higher levels of stress?

Answer:
While some studies, such as Ruvalcaba Palacios et al. (2023), suggest that irregular students face higher
stress levels due to factors like academic interruptions and emotional/social challenges, the lack of
significant difference in our study could be attributed to a variety of factors. One possible explanation is
that stress is influenced more by personal and individual circumstances rather than just student status.
For instance, coping mechanisms, personal resilience, and support systems can mitigate the stress
caused by irregular academic schedules (Smith & Johnson, 2019). Additionally, the study’s small sample
size (15 regular and 15 irregular students) may not have been large enough to detect subtle differences.
As Tao et al. (2021) mention, stress perceptions can be subjective and context-dependent, meaning that
individual factors might outweigh the academic structure in determining overall stress levels.

3. Defense Question:

You used an Independent Sample t-test to compare the stress levels between regular and irregular
students. Why did you choose this statistical method, and what are its limitations in the context of
your study?

Answer:
The Independent Sample t-test was chosen because it is a standard method for comparing the means of
two independent groups—in this case, regular and irregular students. This test is useful when the goal is
to determine whether there is a statistically significant difference between the two groups on a
continuous variable, which in this case is perceived stress levels. The t-test allows for the comparison of
the means of both groups, assuming the data meets the necessary assumptions, such as normality and
homogeneity of variances. However, a limitation of the t-test is that it only identifies differences in
means and does not account for potential confounding variables, such as socioeconomic status or
mental health conditions, which may also affect stress levels. As Arockiam (1992) observed, non-
intellective factors like peer influence and home environment can also play a significant role in stress
perception.

4. Defense Question:

Your findings suggest that there is no significant difference in perceived stress levels between regular
and irregular students, yet you mentioned the impact of academic schedules on stress levels. Can you
elaborate on how these schedules could still affect students despite the lack of a significant
difference?

Answer:
Even though the study found no significant difference, it is important to consider that academic
schedules can still impact stress in subtle ways. Regular students, with more structured schedules, may
experience fluctuations in stress due to academic pressure, exams, and deadlines, leading to higher
variability in stress responses. Conversely, irregular students, with more erratic schedules, may
experience stress in more predictable or consistent patterns, even though their overall stress levels
remain low. As Smith & Johnson (2019) point out, stress can be more consistent for irregular students
because their academic disruptions may force them to adopt different coping mechanisms that, over
time, stabilize their stress perceptions. This consistency may be reflected in the lower standard deviation
observed in the irregular group. Therefore, while the overall stress levels were low for both groups, the
impact of academic schedules may still differ in terms of how students perceive and cope with stress.

5. Defense Question:
Based on your findings, you recommended that students develop stress management strategies. What
specific strategies do you suggest, and how can these be tailored to the needs of regular and irregular
students?

Answer:
Given the study's findings, I would recommend that both regular and irregular students adopt
personalized stress management strategies that cater to their unique experiences. For regular students,
stress management could include improving time management skills, such as creating study schedules
that incorporate breaks and relaxation periods to avoid burnout. Regular students may also benefit from
learning mindfulness techniques to help manage the fluctuations in stress caused by exams and
deadlines. For irregular students, who may face unpredictability in their academic schedules, stress
management strategies should focus on building resilience and maintaining flexibility. Tao et al. (2021)
suggest that developing a support network, whether through peers or faculty, can help irregular
students navigate the uncertainties in their academic journey. Furthermore, seeking professional mental
health support, practicing relaxation exercises, and maintaining a balanced lifestyle are strategies that
can benefit all students in managing stress, regardless of their status. By providing targeted workshops
or resources on stress management, universities can help students in both categories build the skills
needed to effectively cope with stress.

6. Defense Question:

Can you explain why you believe individual circumstances, such as coping mechanisms and personal
resilience, play a more critical role in determining stress levels than student status?

Answer:
Research has consistently shown that stress is not solely determined by external factors, such as
academic schedules or student status, but also by how individuals perceive and respond to these
stressors. Goode’s Role Strain Theory (1960) highlights how conflicting roles can cause stress, but it also
suggests that individuals with better coping mechanisms or higher personal resilience are better
equipped to manage stress effectively. In this study, the lack of significant difference between regular
and irregular students supports the idea that individual factors, such as coping strategies, social support,
and emotional resilience, may outweigh the impact of student status on stress perception. Smith &
Johnson (2019) suggest that students with more developed coping skills can manage academic pressure
more effectively, regardless of whether their academic schedules are regular or irregular. Therefore,
while student status can influence the types of stressors students face, it is their individual responses to
these stressors that ultimately determine the level of stress they experience.

7. Defense Question:

How do you think future research can expand on the findings of your study, particularly in terms of
exploring other determinants of stress?

Answer:
Future research could expand on the current study by examining additional factors that contribute to
stress levels beyond student status. For example, investigating the role of financial constraints, mental
health issues, and social support systems could provide a more comprehensive understanding of stress
dynamics in college students. As Bate et al. (2019) highlighted in their study on Filipino undergraduate
students, academic stressors are not only influenced by workload but also by external pressures, such as
family expectations, financial concerns, and peer competition. Moreover, longitudinal studies that track
stress levels over a longer period could provide insights into how stress develops and changes over time,
particularly in relation to significant life events or academic transitions. Lastly, including a larger and
more diverse sample, with students from various disciplines and academic years, could offer more
generalizable insights into the factors that influence perceived stress levels in students.