IDENTIFICATION OF FACTORS OF STUDENTS

STRESS IN PUBLIC SECONDARY SCHOOLS

By

Bushra Ishaq

Roll NO BP613983

Submitted in partial fulfillment of the requirements for

[Link] (1.5 year) program.

FACULTY OF EDUCATION

Allama Iqbal Open University, Islamabad

May, 2019
 Faculty of Education
Allama Iqbal Open University, Islamabad

APPROVAL FORM

The research project titled as “Identification of Factors of Students stress in

Public Secondary Schools” proposed and submitted by Bushra Ishaq, Roll No.

BP613983 in partial fulfillment of the requirement for the degree of [Link]. (1.5 year)

in Teacher Education at early Childhood and Elementary Teacher Education is hereby

accepted.

Supervisor: ____________________________ (Signature)

(Muhammad Rizwan Hyder)

Evaluator: ________________________________ (Signature)

Dated: 31-5-2019

i
 DECLARATION

I Bushra Ishaq Daughter of Muhammad Ishaq Roll No. BP613983

Registration # 17 PKR 09421. A student of [Link]. (1.5year) programme Teacher

Education at early Childhood and Elementary Teacher Education at Allama Iqbal

Open University do hereby solemnly declare that the research project entitled as

“Identification of Factors of Students stress in Public Secondary Schools”

submitted by me in partial fulfillment of [Link]. (1.5 year) programme, is my original

work, and has not been submitted or published earlier. I also solemnly declare that it

shall not, in future, be submitted by me for obtaining any other degree from this or

any other university or institution.

I also understand that if evidence of plagiarism is found in my

thesis/dissertation at any stage, even after the award of a degree, the work may be

cancelled and the degree revoked.

__________________
Date: 31-05-2019 Signature of Candidate
Bushra Ishaq

ii
 Research Project Submission Approval Form

Research Project entitled “Identification of Factors of Students stress in

Public Secondary Schools” Submitted by Bushra Ishaq Roll No. BP613983

Registration # 17PKR 09421. Programme [Link] (1.5 years) has been read by me and

has been found to be satisfactory regarding its quality, Content, language, format,

citations, bibliographic style, and consistency, and thus fulfills the qualitative

requirements of this study. It is ready for submission to AllamaIqbal Open University

for evaluation.

Name of Supervisor
(Muhammad Rizwan Hyder)

Date: 31-May-2019

___________________
Signature of Supervisor
Muhammad Rizwan Hyder

iii
 DEDICATION

I dedicate this effort to my beloved parents Muhammad Ishaq and Kasur Whose

affection, love, encouragement and prayers of day and night make me able to get such

a success in my research work.

iv
 ACKNOWLEDGEMENTS

All prays to almighty “ALLAH” Who provided ease on my way, and gave me

will, strength and health to accomplish this research, who gave me the power to do,

the right to observe and mind to think, judge and analyze. Peace and blessings be upon

Holy Prophet Hazrat Muhammad (S.A.W), who exhorted his followers to seek

knowledge from cradle to grave

I would extend my heartfelt gratitude to my respected supervisor Muhammad

Rizwan Haider , who accepted me as a student and whose constant encouragement,

excellent guidance, enlightened advises and moral support, from the initial to the final

level enabled me to do this research. I thank you very much for patiently correcting

and editing my manuscript.

I would like to pay my heartiest thanks to Sadaf Faiza and Maria for their

cooperation and sharing with me all moments of anxiety and accomplishment.

I have no words in my command to pay gratitude to my Parents. I would be

nothing without them. Their endless prayers, moral and financial support have made

me attain my goal.

Bushra Ishaq

v
 ABSTRACT

The focus of this research was that student performance in secondary

schools was linked with students’ outline consisted of his approach towards

communication, learning facilities, proper guidance and family stress. Simple

Random Sampling was used as a sampling technique. The students of schools of

Pattoki were sample and questionner was data collection tool. The research was

based on student profile developed on the bases of information and data

collected through assessment from students of a group of public schools.

Previously mostly study of student academic performance conducting on such

issues like gender difference, teacher’s education and teaching style, class

environment, socio economic factor and family education backgrounds. In order to

bring about improvements in all aspects, and utilize modern and innovative

techniques and methods, individuals need to generate awareness and enhance their

educational skills. The main purpose of this research paper was to understand the

factors of stress that influence the academic performance of the students in secondary

schools in Pakistan. The main areas that has been taken into account include, factors

influencing the academic performance of the students, academic performance and

large number of students in class, parental and associated factors relating to academic

achievement, contribution of school factors towards the academic performance of

students, influence of stress on academic achievement of students and other causes of

stress of low academic achievements.

Keywords: Academic Performance, Education, Learning, proper guidance and stress.

vi
 TABLE OF CONTENTS

Chapters Content Page No.

I Introduction ......................................................................................1

1.1 Background of the Study .............................................................1

1.2. Statement of the Problem ............................................................2

1.3. Research Objectives ....................................................................3

1.4. Research Questions .....................................................................3

1.5. Significance of the Study ............................................................3

1.6. Delimitation of the Study ............................................................4

1.7. Research Methodology ...............................................................4

1.7.1. Population ................................................................................4

1.7.2. Sample technique .....................................................................4

1.7.3. Sample......................................................................................4

1.7.4. Research instrument .................................................................4

1.7.5. Data collection .........................................................................4

1.7.6. Data analysis ............................................................................4

1.8. Operational Definitions ...............................................................5

II Review of Related Literature ..........................................................6

III Research Methodology .....................................................................13

3.1. Research Design..........................................................................13

3.2. Population ...................................................................................13

3.3. Sample Technique .......................................................................13

3.4. Sample.........................................................................................13

3.5. Research Instrument....................................................................13

3.6. Data Collection ...........................................................................13

vii
 3.7. Data Analysis ..............................................................................14

3.8. Instrumentation ...........................................................................14

3.9. Validity and Reliability of Instrument ........................................14

IV Data Analysis and Interpretation ...................................................15

4.1. Descriptive Statistics ...................................................................15

V Summary, Findings, Discussion, Conclusion, and

Recommendations ............................................................................21

5.1 Summary ......................................................................................21

5.2 Findings........................................................................................22

5.3 Conclusions ..................................................................................22

5.4 Discussion ....................................................................................23

5.5 Recommendations ........................................................................24

References .........................................................................................25

Appendix ...........................................................................................27

viii
 LIST OF TABLES

Tables Statements Page No

4.1 Anxiety awareness 25

4.2 Attention paid towards awareness 25

4.3 Qualified teachers 26

4.4 Student's problems solution 26

4.5 Consulting with teachers 27

4.6 Discussion with teacher 27

4.7 Discussion Carried out easily 28

4.8 Vocational counseling 28

4.9 Good character 29

ix
 1

CHAPTER I

INTRODUTION

1.1 Background of the Study

The World Health Organization ([WHO], 2015) offers the definition of

adolescence as “the period in human growth and development that occurs after

childhood and before adulthood” and consider this to be the period between the ages

of 10 years to 19 years of age. Adolescents (aged from 10 to 19) account for

approximately 17% of the world’s population (WHO, 2015). The sixth national

population census of Pakistan demonstrated that 39.2% of the total population were

adolescents (Ministry of Education of the People’s Republic of Pakistan, 2015). It is

therefore worthwhile to undertake research to protect such a large population of

adolescents.

Adolescence is an essential human developmental stage, during which

biological, psychological, and social development occur. Such changes and challenges

during this developmental stage can result in mental health issues, such as depression

and anxiety, which are common in adolescence and have been found to have profound

effects throughout adulthood (Patton & Viner, 2007). Depression and anxiety have

been recognized by the WHO (2014b) as two major mental health problems, which

usually begin during adolescence. Therefore, it is important to identify the reasons

behind these mental health issues among adolescents for further interventions.

Depression is a common disorder that impacts an individual's ability to

perform life activities, including those required by the workplace. Academic

performance can be viewed as a direct parallel to workforce performance, with

students belonging to a unique set of individuals whose ability to perform can be

 2

measured on criteria applied by an observer and by self-report. While the prevalence

of depression for this group is high and preparation for entry into the workplace is

critical for these individuals, this relationship has not been adequately investigated.

Adolescent students have been found to have high prevalence of mental health

problems across the country. Baluchistan had limited resources for mental health

treatment, counseling or alternative interventions to help students and manage their

level of depression, stress and academic anxiety (Pandey, 2016). There have been few

mental health studies found in regional context; so to bridge the gap and find out the

relationship among anxiety, depression, and stress with academic achievement.

Many factors influenced students’ academic performance. Literature have

documented a number of inputs that have impact on students’ academic achievement

these include classroom environment (Sharma, Mitra & Jha, 2014), teacher support

(Sharma, 2014). Certain characteristics of the students and their family are also

important, including parents education (Sharma & Jha, 2016), locale and sex (Sharma,

2016). Present study focusing on another aspect that influence academic achievement

i.e. anxiety, stress and depression. Literature predicts negative association of

depression, and anxiety on academic achievement.

1.2. Statement of the Problem

Undoubtedly, stress has become the number one reported impediment to

academic performance, as adult students now report being stressed out than ever. The

New York University Publication continued its affirmation that, 55% of female

students claimed their biggest stressor to be academic in nature. 6 in 10 secondary

students report having felt so stressed they couldn’t get their studies done on one or

more occasions. . [Retrieved on 11 Apr 2016]. Additionally, many of the emotional

and physical symptoms that occur commonly in the student population, such as
 3

headaches, fatigue, depression, anxiety, and the inability to cope, can be attributed to

or exacerbated by stress (Dusselier et al 2005).

1.3. Research Objectives

In order to meet the general objective (aim), the study was focus on the

following specific objectives:

1. To identify the causes of anxiety among adult students.

2. To identify specific areas of anxiety in students life.

3. To identify techniques to deal with anxiety.

1.4. Research Questions

1. How many causes of stress among adult students?

2. What were the specific areas of stress in students life?

3. What were the techniques to deal with stress?

1.5. Significance of the Study

The organization of proper anxiety awareness is highly desirable in both

government and private sector secondary schools. Awareness in the school is chiefly

concerned with meeting the physical, social, emotional and educational needs of the

children. Its purpose is to help each child make satisfactory adjustment to life, both in

public secondary school and society. Guidance and counseling help to ensure that

they are prepared to become the next generation workers and leaders. Every student

needs support, guidance and opportunities during adolescence, a time of rapid growth

and change. Adolescents face unique and diverse challenges both personally and

developmentally, that impact academic achievement.

The outcome of the study will provide the basis for enhancing the general

adoption of a new, positive approach to student life, thereby, ensuring academic

success.
 4

1.6. Delimitation of the Study

The study was delimited to the students of public secondary schools of pattoki.

1.7. Research Methodology

The design of current study was quantitative research and descriptive survey

design was used.

1.7.1. Population

The population of this research was all female public secondary schools of

Tehsil Pattoki.

1.7.2. Sample technique

The simple random sampling technique was used to get data.

1.7.3. Sample

The sample of this research was the students of public secondary schools of

city Pattoki.

1.7.4. Research instrument

In this research, as a research instrument closed ended questionnaire was used.

1.7.5. Data collection

For data collection a closed ended questionnaire was prepared consisted of 9

statements.

1.7.6. Data analysis

Data was analyzed by using SPSS and percentage was calculated against each

statement.
 5

1.8. Operational Definitions

1.8.1 Stress

Stress is any uncomfortable emotional experience, accompanied by

predictable biochemical, physiological and behavioral changes.

1.8.2. Academy stress

Stress out students cannot manage their time according to academic

requirements and teachers methodology.

These students don't even realize they have a problem and its solution.

1.8.3 Students teacher Interaction

Teacher should be worked in a team and gave limited homework. To avoid

piling on too much on the same night or scheduling tests on tge same day.
 6

CHAPTER II

REVIEW OF RELATED LITERATURE

Anxiety “is a chain reaction in the brain the start with a stressful stimulus and

ends with the release of chemicals that cause a racing heart, fast breathing and

energies mussels, among other things also known as the fight of light responses”

(Layton 2016). Depression is a common aspect of human emotion that is sentenced in

our nervous sys-tem. Anxiety is a result of instinct in human that responses to sensed

danger or unsafe. It protects and alert us to an impending danger and that’s help to

prepare for this danger. It is a natural aspect of humans and in some cases it very good

because it can be a warning or a signal that cautions us to be very careful. However, it

is and can be extremely dangerous to the life of a person. Fear can be mild or intense

and it can be short term or last longer.

Anxiety is a reality of our everyday life. At the point when individuals search

for help, they are regularly managing conditions, circumstances, and stressors in their

life that leave them feeling emotionally and physically troubled. Countless people feel

that they have very little resources or assistances to deal with the high levels of stress

they are experiencing. Circumstances that trigger stress are known as stressors.

According to Stress is not only negative things that happens positive things also cause

stress. In our life we only know stress to be bad but that’s not the cases. There are two

types of stressors which is the positive stressors which is known as eustress and

negative stressors which is also known as distress (Centre 2010, Davidson 2001).

Language proficiency may have a profound effect on an individual's ability to

learn and develop, due to its key role in the transmission of information and

regulation of cognitive processes. Language is one factor that has so much influence

on the life of a student. Language is the only means to communicate freely, so if

 7

students are having issues understanding the language been used in the academic

process it becomes a big challenge to them and they will eventually start thinking

about it. Once this happens they become frustrated and stressed up when even they

have communicated and at the long run affects their performance (Binder & Smith

2013).

Ability to manage stress is really an important issue when it comes to the topic

if stress. Due to this, the Clinic community health center has laid down some stress

relieving techniques which help a lot especially students to enable them to manage

their stress issues. There are some techniques and ways that can help reduce stress and

stop you being stressed up (Centre 2010; Hiriyappa 2012).

It takes an effort to maintain your concentration and to bring it back to the

present moment when your mind wanders or you start to drift off. But with regular

practice, mindfulness strengthens the areas of the brain associated with joy and

relaxation. Mindfulness provides a potentially powerful antidote to the common

causes of daily stress such as time pressure, distraction, agitation, and interpersonal

conflicts (Clinic Community Health Centre, January 2010).

Another way which is easy to practice and do is deep breathing. Deep

breathing releases tension from the body and clears the mind, improving both physical

and mental wellness. We tend to breathe shallowly or even hold our breath when we

are feeling anxious. Sometimes we are not even aware of it. Shallow breathing limits

your oxygen intake and adds further stress to your body. Breathing exercises can help

to reduce this [Link] key to deep breathing is to breathe deeply from the abdomen,

getting as much air as possible into your lungs. When you take deep breaths from the

abdomen, rather than shallow breaths from your upper chest, you inhale more oxygen.

The more oxygen you get, the less tense, short of breath, and anxious you feel. This
 8

kind of breathing is called diaphragmatic breathing. It means to breathe from the

depths of your belly, rather than from your chest and nose

Furthermore, body scanning is also another good way of managing stress.

Body scanning promotes mindfulness by focusing your attention on various parts of

your body. Like progressive muscle relaxation, you can start with your feet and work

your way up. However, instead of tensing and relaxing your muscles, you simply

focus on the way each part of your body feels, noticing any sensations without

labelling then as “good or bad”. (Clinic Community Health Centre, January 2010).

In his article, Njagi (2013), quotes a teacher, Melania who describes education

as a process. She is quoted as saying education “is a system of passing on and

acquiring knowledge, experience, values and skills. It is a lifelong process”. In

distinguishing between African indigenous education system and the modern

European system she says that African indigenous education was informal but

integrated and comprehensive. Its concern was character formation and dissemination

of holistic values, while the modern education system is about memory and passing

examinations with less emphasis for character and unique value formation.

Periods for examinations causes so much stress in students than one can

imagine. Examination is the only means for a student to prove that he deserves a

better grade for a course and due to these students think a lot and also revise

everything they have learnt during the whole period of the cause, in doing so, some

students get confused about some topics they treated and others also don't know

where to begin their studies from. The thought of these stuff makes them frustrated

and confused which at the long run stress them up.

Relationship or Relations on its own is a broad topic that can be discussed and

it has had a lot of effect on most aspects of a life of individuals. The term relationship
 9

talks about how people are connected and the connection can be through blood,

marriage, adoption and other legal ways like neutralization for a country and

registration. This bond that is created between people can at times turn to be a burden

on them and others to turn out to be victims of relationship abuse.

The study sought to determine how secondary school head teachers’

administrative factors influence performance in the science subjects in the Kenya

Certificate of Secondary Education (KCSE) examinations in Eldoret Municipality,

Kenya. Stratified random sampling was used to draw a sample of 14 head teachers, 56

teachers and 308 Form Three students. Stratification was based on the schools’

performance in KCSE science subjects for the period 2001-2005 to obtain 7 schools

in the low performing schools and 7 schools from the high performing schools. The

purpose of the study was to establish if leadership factors (leadership styles,

supervision, decision-making and delegation were among factors that influence

performance in science subjects. The study was significant as performance in science

subjects in Eldoret Municipality has been poor for a long time, hence the need to find

out the causes. Data was collected using three questionnaires administered to the head

teachers, teachers and students. Descriptive statistics were used to analyze and

summarize the data. Test was used to test for significant differences between means of

low performing and high performing schools. Correlation was used to show

relationships between performance and the research variables. Majority of the head

teachers were found to be fully qualified, experienced and practicing participative

leadership. However, a few in the low performing schools were reported to employ

dictatorial leadership styles.

The effect of the leadership style was not as significant predictor of

performance in sciences at KCSE as the correlation between leadership and

 10

performance was not very significant. It was recommended that there should be more

and frequent in-servicing of both head teachers and teachers on ways of inspiring and

enhancing the teaching/learning of science. The study should help Quality Assurance

and Standard Officers in advising heads of schools and teachers on leadership styles

and teaching methods respectively to improve performance, not only in sciences, but

also in all the other subjects.

Importance of the study to scholars, readers and the general public lies in the

fact that science is the foundation of industrial, technological and economic

development. Hence the need for awareness of factors that affect performance in

science, including leadership qualities and characteristics, in order to prevent or find

means of alleviating poor performance.

Relationship abuse is an example of oppressive and coercive practices used to

keep up force and control over a previous or current cost accomplice. Abuse can be

enthusiastic, money related, sexual or physical and can incorporate dangers, seclusion,

and terrorizing. Abuse has a tendency to raise after some time. All these relationship

issues can be in the form of change in a relationship, conflicts with a roommate,

working with people you don't know, contact with strangers and family problems. The

student turns to stress up to about these issues and begins to think a lot about ways to

solve them which leads to them being distracted or having divided attention from

academic work. In view of this relationships might look very simple and easy but at

the long run, they really cause so much stress than one can imagine especially in the

life of students.

. The first clear definition of Anxiety was coined by Selye (1956), as “the

common denominator of all adaptive reactions in the body” and the events that

naturally produce stress are named as “stressors”. A stressor is the stimulus for stress,
 11

and the body’s responses to the stressor includes the stress reaction and other

responses, such as physical adaptations (Tachè & Selye, 1985). Apart from physical

stimulus, every single life event could cause different levels of stress that could

trigger a stress reaction (Akram & Khan, 2012; Dow, 2014; Joëls, Pu, Wiegert, Oitzl,

& Krugers, 2006). Selye (1985) claimed that stressors could be things other than

natural physical stimuli, such as emotions (happy, fear, anger, etc.). Aldwin (2007)

also summarized that the stressor (or trigger) could be external or internal, including

environmental, physical, and psychological factors. That is, stress is an individual’s

response to both physiological and psychological stressors .

Anxiety is necessary and inevitable for individuals, while their responses and

outcomes to stress are different (Lazarus & Folkman, 1984). Even though individuals

may face a similar stressor, the reaction and adaption process could be very different,

and may result from differences in coping methods and thresholds for stress (Eriksen

& Ursin, 2002; Korte, Koolhaas, Wingfield, & McEwen, 2005). Therefore,

individuals experience different levels of perceived stress.

Adolescents, who are in a vital period of development and transition, both

physically and psychologically, may experience high levels of stress. The WHO

(2015) defined the age interval for adolescences as 10 to 19 years. Stress during

adolescence has been demonstrated to be related to the presence of mental health

difficulties, such as depression and anxiety symptoms (Feld & Shusterman, 2015;

Siddique & D'Arcy, 1984), suicidal thoughts and behavior (Wilburn & Smith, 2005;

Zhang, Wang, Xia, Liu, & Jung, 2012), and health risk behaviors, such as smoking,

drinking, and drug use (Finkelstein, Kubzansky, & Goodman, 2006).

In addition to these issues, adolescents can experience problems related to

their daily life events and academic difficulties. Byrne, Davenport, and Mazanov
 12

(2007) summarized adolescents’ stressors into ten dimensions, which included

romantic relationships, home life, uncertainty about the future, the presence of

emerging adult responsibility, financial pressures, and four other factors related to

academic events. The four categories related to academic events were school

performance, school attendance, conflict between homework and leisure, and teacher

interaction (Byrne et al., 2007). Similar to a cross-sectional survey in America, the

main source of stress for adolescents is believed to be academic related problems

(Menon, 2013).
 13

CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

The design of current study was quantitative research and descriptive survey

design was used.

3.2. Population

A Population is the complete set of individuals, objects or scores that on

investigation is interested in studying. Basically, the population refers to the entire

collection of all observation of study. For the purpose of this study, the populations

are both international and non-border students of Applied Sciences, also in other to

have balance gender equality both male and female will be considered in this study.

3.3. Sample Technique

Simple random sampling technique was used to get data.

3.4. Sample

This study was based on convenient sampling; convenient sampling means the

selection of that part of population, which is assessable.

● Public Secondary School in Pattoki was selected for sampling by convenient

sampling. Hundred secondary students were selected from that school.

3.5. Research Instrument

In this research, as a research instrument closed ended questionnaire was used.

3.6. Data Collection

For data collection a closed ended questionnaire was prepared consisted of 16

statements. A research questionnaire containing fifteen statements for students was

used as a data tool of research. Primary data was used for this design. The
 14

questionnaire was based on two point on dichot scale (yes or no). Answer to these

questions helped to find the views of respondents. The research procedure was

completed in couple of weeks and questionnaire was collected by the researcher

herself.

3.7. Data Analysis

Data was analyzed by using SPSS and percentage was calculated against each

statement.

3.8. Instrumentation

In this research as a research instrument closed ended questionnaire was used.

Closed ended questionnaire consists on prepared list of questions and a choice of

possible answers.

3.9. Validity and Reliability of instrument

In order to enhance validity and reliability of instrument, the instruments was

discussed in detail with supervisor. Irrelevant statements were removed and

grammatical mistakes were also recovered.

 15

CHAPTER IV

DATA ANALYSIS AND INTERPRETATION

4.1. Descriptive Statistics

The following fundamental guiding question was at the centre of this inquiry.

This was done to inquire new ways to supplement classroom teaching and lead to an

improved learning experience. A number of teachers gave their valuable comments

through this questionnaire. Data was collected though observations analysing

questionnaire results. The participated teachers were required to answer each question

through dichot scale, by selecting yes or no. Data from the questionnaire suggests that

Identification of factors of students's stress in public secondary schools. .

This chapter deals with the presentation and analyzed of data collected

through questionnaire from Public Secondary School in pattoki . The questionnaire

was administered from secondary school students as the direct approach was

adopted. All the students returned the questionnaire with their opinion. The

result of the Questionnaire was analyzed in percentage method and presented

in tabular form.

The researcher analyzed and interpreted the data objectively carefully.

Responses to each of 20 questions at secondary level in Questionnaire form. A

convenient method was used for data collection. 100 students were taken for

this research. Questionnaires were selected form the entire respondent and

data was analyzed through percentage method.

 16

Table No. 1

Anxiety awareness
Statement %

you have any department for anxiety awareness in your school Yes No

75 25

The above table shows that out of total respondents there were 75%

respondents who were in favor of above mentioned statement. The respondents who

were not in favor of above mentioned statement were 25 %.

Table No. 2

Attention paid towards awareness

Statement %

Attention paid towards awareness in your school Yes No

10 90

The above table shows that out of total respondents there were 10%

respondents who were in favor of above mentioned statement. The respondents who

were not in favor of above mentioned statement were 90 %.

 17

Table No. 3

Qualified teachers
Statement %

Qualified teachers available in your school Yes No

80 20

The above table shows that out of total respondents there were 80%

respondents who were in favor of above mentioned statement. The respondents who

were not in favor of above mentioned statement were 20 %.

Table No. 4

Student's problems solution

Statement %

You think that students can solve their problems after getting career Yes No

awareness 70 30

The above table shows that out of total respondents there were 70 %

respondents who were in favor of above mentioned statement. The respondents who

were not in favor of above mentioned statement were 30%.

 18

Table no. 5

Consulting with teachers

Statement %

Students are consulting their teachers other than academic affairs Yes No

75 25

The above table shows that out of total respondents there were 75%

respondents who were in favor of above mentioned statement. The respondents who

were not in favor of above mentioned statement were 25%.

Table No. 6

Discussion with teacher

Statement %

You can discuss your problems with your teacher at any time Yes No

75 25

The above table shows that out of total respondents there were 75%

respondents who were in favor of above mentioned statement. The respondents who

were not in favor of above mentioned statement were 25%.

 19

Table No. 7

Discussion Carried out easily

Statement %

You can discuss your problem with your teacher easily. Yes No

75 25

The above table shows that out of total respondents there were 75%

respondents who were in favor of above mentioned statement. The respondents who

were not in favor of above mentioned statement were 25%.

Table no. 8

Vocational counseling
Statement %

The teacher try to improve his decision on the students during their Yes No

counseling. 65 35

The above table shows that out of total respondents there were 65%

respondents who were in favor of above mentioned statement. The respondents who

were not in favor of above mentioned statement were 35%.

 20

Table No. 9

Good character
Statement %

You think that you could be a good character if you have been provided Yes No

character counciling 50 50

The above table shows that out of total respondents there were 50%

respondents who were in favor of above mentioned statement. The respondents who

were not in favor of above mentioned statement were 50 %.

 21

CHAPTER V

SUMMARY, FINDINGS, DISCUSSIONS CONCLUSION

AND RECOMMENDATIONS

5.1 Summary

The present research is conducted to investigate the academic stress among

students of Tehsil Pattoki at primary level. The universe of the research is consisting

of male and female students. The survey is conducted from different schools. The

desired information is collected from students of various schools of rural and urban

areas. The information is collected from different private and governments schools.

The questionnaire is consisting of 14 questions. First 5 questions are about personal

information of respondents and remaining 9 questions are about the factors and

stressors of academic stress among them

The study investigated the relationship between anxiety levels and academic

achievement among students in selected secondary schools in Pattoki district, Kasur.

The findings revealed an evidence of high personality anxiety levels (79%) in

respondents. There was also in existence a relatively low negative but significant

relationship between test anxiety and academic achievement. Thus students with high

test anxiety are likely to be low academic achievers. Such a relationship cannot be

attributed to chance. There was also a significant gender differences in experience of

personality anxiety levels and girls tended to show more proneness to high anxiety

experience than boys did. Because of already highlighted limitations, the study

recommends that, future research could be looked into such as – background and

Environmental contribution on anxiety levels.

 22

5.2 Findings

Here we summarize the results from each of these statements of data in term

with the aim of identifying and integrating the most common and consistent effect on

students such as

1. The findings revealed an evidence of high personality stress levels (79%) in

respondents.

2. The findings shows that (75%) Students are in favor consulting their teachers

other than academic affairs.

3. The finding expresses that qualified teachers available in school are (80%) in

favor.

5.2 Conclusion

Due to the negative impact of stress on student’s life, such as ineffective

studies, poor academic performance and the general health status, putting effective

measures in place is pertinent to their academic success and general life. This is done

by identifying the main causes of stress which includes changes in lifestyle, increased

workload, new responsibilities, and interpersonal relationships and finding the

appropriate remedy.

A lot of research have been done on stress and it management and pragmatic

solutions given and we hope that, based on the analysis made, this thesis will be of

great help in helping students to have an excellent academic life. There was also a

significant gender differences in experience of personality anxiety levels and girls.

Heavy workload is a main stressor among students. Mostly students agreed that they

can solve their problems after getting career awareness

 23

5.3. Discussion

Students gets more stress due to heavy workload as according to the research

of Mazo in which he concluded that school projects and requirements were the most

common cause of stress.

I have drawn the same conclusion that female students have more stress than

male as Shah, Hassan, Malik et al (2010) studied the perceived stress, sources of

stress and their severity and assessed the determinants of stressed case. A cross-

sectional, questionnaire-based survey was carried out among students. Three basic

subjects were (Bio chem., Anatology, Psychology). A 33-item questioner was used to

assess source of stress and their severity. The overall perceived stress was higher

among female students. By logistic regression analysis, stressed cases were associated

with occurrence of psychosocial and academic related stressors. A higher level of

perceived stress was reported by the students. Further studies are required to test the

association between stressed cases and gender, academic stressors and psychosocial

stressors.

5.4. Recommendation:

1. The finding of this study varies from region to region and their results differ in

cities and rural areas.

2. The student union in collaboration with the sport council and management

should organized games and social programs for students.

3. There should be frequent interaction between academic staffs and students on

how best to schedule intensive courses in the cause of the semester work.

4. Good eating habit should be priority of students in relation to stress

management.

5. Enough sleep and exercise is an important remedy to stress management.

 24

6. There should be a good balance between working hours and study hours so as

to avoid depression and anxiety

 25

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Epstein, D., & Miller, R. T. (2011). Slow off the Mark: Elementary School Teachers

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APPENDIX

Identification of Factors of Students stress in Public Secondary Schools

Questionnaire

Name: Age: Gender

Designation: Qualification:
Your response should be one of the following option given here. Yes or No

[Link] Statement Yes No

1 2
1 you have any department for anxiety awareness in your
school
2 Attention paid towards awareness in your school
3 Qualified teachers available in your school
4 You think that students can solve their problems after
getting career awareness
5 Students are consulting their teachers other than academic
affairs
6 You can discuss your problems with your teacher at any
time
7 You can discuss your problem with your teacher easily.
8 The teacher try to improve his decision on the students
during their counseling.
9 You think that you could be a good character if you have
been provided character counseling.
 28

Identification of Factors of Students stress in Public Secondary Schools

Dear Respondent,

Assalam o Alaikum! I invite you to participate in a research study entitled as

“Identification of Factors of Students stress in Public Secondary Schools”. I am

currently enrolled in [Link] (1.5 years) programme at Allama Iqbal Open University,

Islamabad. I am conducting a research as a requirement of my [Link] degree. The

enclosed questionnaire has been designed to collect information from the teachers of

ten secondary schools of Tehsil Pattoki. Be sure that your personal data will be kept

confidential and will only be used for research purpose.

Thank you for your participation

Your’s truly,

Research scholar
Bushra Ishaq
Roll No. BP613983
Programme: [Link] (1.5 years)
Allama Iqbal Open University Islamabad