RELATIONSHIP OF STRESS AND ACADEMIC ACHIVEMENT AMONG SENIOR

HIGH SCHOOL OF BINMALEY CATHOLIC SCHOOL YEAR 2022-2023

A Research Proposal Presented to

Senior High School Department

Binmaley Catholic School, Inc.

In Partial Fulfillment of the Requirements

For the Subject

Practical Research 1

Group 5 (HUMSS- Prudence)

Research Leader:

DE VERA, Michelle C.

Assistant Research Leader:

AUSTRIA, Princess Joy C.

MEMBERS:

DELOS SANTOS, Helius S.

ROSARIO, Jerome Christian M.

ULANDAY, Arnold JR. D.

VISPERAS, Aera Khazandra M.

Ms. Diane Jane Lanuza

Research Adviser

APRIL 2023
 CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Adolescence is generally viewed as

a transitional period between
childhood and adulthood.
In this period, adolescents generally
experience much stress or feel
pressure at achieving various
developmental tasks and acquiring
appropriate skills and resources to
become socially mature
individuals (Compas et al., 2001;
Hicks & Heastie, 2008)
Adolescence is generally viewed as
a transitional period between
childhood and adulthood.
In this period, adolescents generally
experience much stress or feel
pressure at achieving various
developmental tasks and acquiring
appropriate skills and resources to
become socially mature
individuals (Compas et al., 2001;
Hicks & Heastie, 2008).
Adolescence is generally viewed as
a transitional period between
childhood and adulthood.
In this period, adolescents generally
experience much stress or feel
pressure at achieving various
developmental tasks and acquiring
appropriate skills and resources to
become socially mature
individuals (Compas et al., 2001;
Hicks & Heastie, 2008).
Adolescence is generally viewed as a transitional period between childhood and
adulthood. In this period, generally experience much stress or feel pressure at achieving
various developmental tasks and acquiring appropriate skills and resources to become
socially mature individuals (Compas et. al. 2001; Hicks & Heastie, 2008). Self-efficacy in
academics mostly in young age, develops it while learning. It is a way of believing in
own capacity to execute behaviors that is crucial for producing outstanding
performances. Both can harm and help students to be more productive in order to
exerting efforts, using abilities, and having a motivation in times of stress. It influences
our physical and mental health, career and job satisfaction towards what you are
striving for. It is a two-faced understanding of improving collective decisions and plans
to achieve a certain mythology. If an individual self-efficacy is too high, and he or she
cannot matter to experience over confidence. This increases the likelihood of committing
errors while performance tasks. Following the pandemic, students began to become
older through learning. It is a manner of having faith in one’s ability to carry out actions
that are necessary for achieving exceptional results. Both can be detrimental to
students’ ability to work harder, utilize their skills, and remain motivated under pressure.
It affects our physical and emotional health, as well as our contentment with our careers
and jobs. It is a two-faced understanding of how to make better group decisions and
plans in order to realize a particular mythology. An individual cannot have
overconfidence if their self-efficacy is too high.

Most young students experience stress, which is the stated issue. To investigate
the connections between work-related stress, burnout, and self-efficacy, separate
regression models for each burnout dimension were examined. According to the
findings, self-efficacy has a substantial moderating role in the links between perceived
stress and psychophysical ineffectiveness, disillusionment. Self-efficacy was discovered
to mediate the relationship between academic success and resilience, which accounts
for a pattern of adaptable behaviors in adolescent pupils. The practical effects of these
findings on educational policies are significant. Self-efficacy plays a crucial role in
mediating relationships between the dimensions under study and in the encouragement
of adaptive behavior. In order to increase academic performance and experience and
minimize school dropout, self-efficacy is crucial for students’ psychological and personal
growth. In this sense, self-efficacy functions as a self-control mechanism that influences
a student’s academic behavior and decision-making in light of environmental factors. In
turn, a student’s behavior and academic environment have an impact on self-efficacy.

The word “self-efficacy” was created by well-known social psychologist Dr.

Albert Bandura to refer to people’s internal convictions about their capacity to influence
circumstances that have an impact of their life. Your self-efficacy refers to how confident
you are in your ability to manage your life effectively in general and to carry out certain
activities and competence in particular. Self-efficacy in the context of stress refers to
your perceptions about your capacity to manage difficult circumstances. Many studies
have conclusively shown that having high enhancing their sense of control over the
circumstances they face. An important buffer against negative stress is the feeling of
control (rather than actual control or lack thereof). Even if they are in control but are
unaware of it, people become worried when they feel that they are not in charge.
People experience stress when they feel out of control due to a lack resources, coping
mechanism, etc. that would allow them to manage the issue effectively. You are more
likely to view a given demand as a challenge and an exciting experience when you
believe you can handle it because of your preparations or prior success (e.g., because
Examples of such demands include passing an exam and winning a race. You can even
feel more confident after the event because you put in a lot of effort to satisfy the
demand and were successful. Yet if the demand seems to be above your capabilities,
you’ll probably feel upset. Your sense of self-efficacy can gradually decline as a result of
feeling that you can’t handle difficult situations, which increases your risks of
experiencing discomfort in the future.

According to Alsulami et al. (2018), our bodies’ reaction to academic

expectations is stress generally has an impact on 10 to 30 percent of the student’s
academic experience. A report by the American College Association claims that (2006)
found that one of the biggest health challenges facing college students is academic
stress. Almost all of the stressors oral presentation, having too much on their plates
academically, and taking tests are common among students. The majority of pupils and
distance education students are not exempt from experiencing stress of some kind,
especially when adjusting to new circumstances in a setting for learning.

The problem stated in our research is how the academic burnout and stress
affects students. Burnout has lately been identified as one of the elements affecting
academic achievement. A mental condition or tiredness associated with distress is
known as burnout. Burnout among the students, according to Zhang et al. (2007), is
characterized by exhaustion from academic obligation, a lack of enthusiasm in academic
duties, and student’s incompetence. The lack of interest in studies and a sense of
meaninglessness are symptoms of burnout, according to the evidence education-related
pursuits. The researchers would like to within the afore mention scenario examine the
effects of academic pressure, academic exhaustion, and academic self-efficacy and one
another are related. This research also look at whether academic self-efficacy can
mediate, that there is a link between student academic fatigue and academic stress. The
findings of this investigation will not only offer information to help create stress-
prevention or reduction strategies and intervention programs for academic stress and
self-efficacy of senior high students as well as information to more fully understand the
relationships among academic stress, academic self-efficacy, and academic burnout of
students taking new face-to-face classes.

The importance of addressing this issue is that students most often experience
this stress when they encounter school works especially to those who are achievers and
highly motivated. As other study shown that academic burnout in virtual learning can
affect the mental health of students for everyday reaching out their teachers through
the use of social platforms. The study in the University of Davao has shown a numerous
effect of academic burnout in students develop in video conferencing study – commonly
referred to as “zoom fatigue external icon (CDC, 2020). The educational system in all
levels have shifted to online and distance learning (Lokanat, Guptab & Shereb 2020).
Our study is conducted in a face to face classes where students experience academic
fatigue in classroom facilities and face to face interaction with teachers. We conducted
our study through the use of experiences of senior high students in new mandatory of
classes. The objectives of our study is that researchers wants to asses the causes and
severity of stress and the difficulties in learning by those students. This will be beneficial
to prepare themselves and be aware of the effects causes of over fatigue in students.

STATEMENT OF THE PROBLEM

This study aims to know the possible effect of self-efficacy in relations to stress
of students to reach their goal of getting a high grades. Most of young students of
Binmaley Catholic School, Inc., is achievers and bound of getting a high marks on their
report cards. High grades is significant for them especially for grade 11 students who is
pursuing to get accomplished tasks. This study aims to show how can stress affects
someone’s capacity to reach their specific goals.
Specifically, the researchers seeks to answer the following questions:

1. What are the caused of stress of stress they experience by the Senior High school,
Binmaley Catholic School, students.

2. What is the level of severity do these problems caused the students of Binmaley
Catholic School, Senior High student?

3. What are the personal effects of these stress to the academic achievement?

a. Student’s capabilities;

b. Mental health; and

c. Physical health

4. Is there any significant relationship?

RESEARCH OBJECTIVE

This study sought to investigate the role of self-efficacy as a mediator of the link
between academic stress and academic burnout among students taking online programs
throughout the current iteration of face-to-face instruction. This research specifically
aimed to address the following goals:

1. To establish whether there is a meaningful connection between:

1.1 Academic anxiety and exhaustion,

1.2 Academic burnout, self-efficacy, and
1.3 Academic stress and self-efficacy

2. To ascertain how academic self-efficacy influences the link between academic

stress and academic burnout in students taking face to face classes.

SIGNIFICANCE OF THE STUDY

 This study aims to provide a detailed analysis of self-efficacy in relations to stress
and burnout of students especially to those achiever students of grade 11 learners in
Binmaley Catholic School, Inc. This study is essential because it may determine how
much students should be aware that rest is important in achieving their goal in life. If
they disregard their physical and mental health, their grades and high markings might
affect as well. In line with Anderson et. despite using separate cognitive process,
synthesis and assessment are the same degree of complexity, according to researched
published in 2001 over the previous 40 years. The likelihood that synthesis/ creating and
evaluation/ evaluating are on equal footing and both rely on analysis as a fundamental
process is higher.

This study furthermore noteworthy since it will raise awareness among students,
especially the teenagers, about how important the rest is. Achieving goal can be a better
plan for each individual but sacrificing their rest time to study, sometimes can harm
them. The findings of this study intensify the understanding of academic stress and
burnout among senior high students in Binmaley Catholic School, Inc.

This research study will be beneficial and significant to the following categories
of people:

 Students. This study will be beneficial to senior high students for them to
adapt and adjust their minds to face to face classes. They will also have a
idea of how to maintain high grades and cope with academic stress and
academic burnout in an new mandatory of classes.

 Teachers. Professors and teachers in the campus can also benefit from this
study as to how they can improve their teaching approach. And also adjust
in handling their students with patience and understanding. Therefore, as a
result, teachers will be aware of how academic burnout can affect students.
  School Administrator. To the school administrator, so that they may act
as a guide to teachers and students to have a deep understanding of how
young learners cope with academic stress. Also, for them to be aware that
improving the institution’s strategic plan in delivering instructions and help
to the students can be crucial for them as students coping with stress.

 Future Researchers. To future researchers, it intends to provide

comprehensive knowledge of the student’s experiences during the time of
pandemic compared to the face to face classes as they engaged in a new
type of learning. The, this can be great help to future researchers in proving
the context of the study.

CONCEPTUAL FRAMEWORK

The researcher conceptualized a paradigm to better understand and relation

between academic self-efficacy and academic stress of students that will serve as a
guide through the study.

Academic Self-efficacy (Mediating

Variable

 Preference of task difficulty

 Self- confidence on
individual ability

Academic Stress (Independent Academic Burnout (Dependent

Variable) Variable)

 Academic Achievement  Emotional exhaustion

 Attending the class  Incompetence
 Stress related to studies  Anxiety
Fig. 1. The Conceptual Framework of the Study Consumptions.

Figure 1.0, It illustrates the research paradigm for the proposed study, showing
the relativeness (relations) between the factors involved. Supposedly, the independent
variable which is the academic stress includes the openness to achieve and experience
intellectual curiosity to develop new ideas and beliefs, as well as willingness of an
individual to try out new and unprecedented (Zhao and Seibert, 2006; Ariani, 2013);
The term “conscientiousness” describes a person’s propensity to be dependable,
diligent, and well-prepare and organized in carrying out their obligations and
responsibilities (Costa and McCrae, 1992; Zhao and Seibert , 2006; Ariani, 2013);
extraversion exhibits power and assertiveness in social interactions (Shane, 2003);
agreeableness pertains to the cooperation, kindness and tolerance for people who need
to exert themselves strong amounts of motivation and energy that might damage their
relationships (Antoncic et. al., 2015); and neuroticism is the tendency to the feelings of
hopelessness, low self-worth, resentment, and fury or dread (Costa & McCrae, 1986).

Next, the mediating variable of self-efficacy is determined by the preferred task

difficulty, which refers to how a task’s complexity has a big impact on effectiveness of
promoting students’ knowledge of the subject and growing their education (Lannie &
Martens, 2004); self-regulated efficacy or assessment of a person’s personal ability and
a specific circumstance” (Krueger & Brazeal, 1994); and self-confidence in one’s own
abilities, which is the assurance of a person in their qualities and skills (Kim & Park,
2001).

Lastly, the academic burnout includes emotional fatigue, insufficient sleep, low
energy, and lack of motivation and authority or control over the coarse of the person’s
life, incompetence relates to the students’ incapacity to execute a given activity, and
anxiety or the person’s fear or worry (Lee and colleagues, 2009).

THEORETICAL FRAMEWORK
 The first theoretical model of this study is anchored on the researcher’s concepts
and theories critically examined from which relevant variables were taken. These
theoretical foundations have helped their searcher refine the research problem and
develop the conceptual framework of this study. The theory adapted was the Academic
Stress Theory by Campbell-Phillips, Halder, & Hasib (2020), which states the pressures
to perform, perceptions of workload, academic self-perception, time restraints. Campbell
and Svenson (1992) claim that regardless of year of schooling or gender, undergraduate
students face of a lot of pressure with regards to financial difficulties, excessive class
workload, new responsibilities, change in various kind of habits, time management.

The study is based on Yoon & Jung I. (2014) which claimed that there is strong
correlation between academic stress and burnout in academics. The association
between academic success and self-efficacy was moderated by burnout and stress in
school. Hence, raising academic self-efficacy is essential for avoiding and minimizing
symptoms of academic exhaustion and stress. In light of this, to develop, ongoing social
support and initiatives are required. Teaching technique and school functions to enhance
academic self-efficacy of students.

It was demonstrated that academic stress was shown to be both positively and
negatively correlation with beliefs on academic self-efficacy (Yucha, Kowalski, and Cross,
2015), Akin (2026) and Shokri et. al. (2007) Academic stress included the following: (1)
academic achievement, (2) stress-related to study, (3) stress-related study to the study.
Another study proved that students with a sense of self-efficacy overcame obstacles
related to perceived stressful factors during their research (Luzzo & McWhirter, 2015).

Additionally, self-efficacy also has a detrimental impact on stress as seen by

university students (Akin,2016). There are three factors associated with Academic Self-
Efficacy: (1) preference for task difficulty, (2) self-regulated efficacy, and (3) self-
confidence in individual ability. When academic burnout occurs increases, academic self-
efficacy among students decreases. While an increase in academic stress will decrease
their self-efficacy. Considering the effects of academic student burnout, particularly in
the mental and physical realms health and academic success, identifying the related
factors is essential while establishing preventative programs, some things are crucial,
improving the administration of educational plans (Reinke, W. M., & Hall C., 2003).
 On one hand, academic burnout has many negative effects on students,
although, several ambiguous findings in literature mean that is currently uncertain to
what extent how much burnout affects academic performance. It also leads to worse
academic achievement in school, college, and other educational settings (Mandigan,
D.J., Curran, 2020). Furthermore, it can cause mental health issues such as anxiety,
depression, frustration, animosity and dread in students (AzizzadehForouzi M.,
Shahmohammadipour P., Heidarzadeh A., Dehgdan L., Taheri Z., 2016). Additionally, it
is evaluated in regards of (1) emotional exhaustion (e.g., I’m worn out from studying),
(2) incompetence (for instance, I appear to lack skill in my studies), (3) anxiety (e.g., I
have so many worries because of my studies) Lee and colleagues (2009).

SCOPE OF THE STUDY

This research focuses on the possible impact of academic stress and burnout in
students on grade 11 students at Binmaley Catholic School Inc. This study intends to
demonstrate how academic stress and academic burnout might impact a student's way
of life when they have high academic standards. The problem stated here can be
experience by most student who is reaching their goals in school. Students in grade 11
are more likely to complete their academic assignments, particularly those that are
related to college preparation. However, evidence suggests that experiencing excessive
amounts of school-related stress actually lowers your willingness to study hard, has an
adverse effect on your overall academic performance, and raises your risk of dropping
out. You probably already know that students today are dealing with more serious
mental health problems, such as alarmingly high rates of anxiety and depression.
Academic stress may be one of the most common causes of poor mental health in K–12
children, while other factors such as peer pressure and cyberbullying also play a role. No
student is exempted from the pressure of academic success, which cuts across all age
groups and socioeconomic situations.

In the Philippines, students more likely achieving their goals in life and forgetting
about caring their self. They are intended to mimic what they saw on social media about
getting high grades. Students have the mindset of striving to raise themselves from poor
generations and change their fate. students want to reassure themselves to be
professional someday by striving more. But some of their schemes might affect their
mentality, so that getting high grades and being pressured every day can lead them to
strive even more. Furthermore, students experience this when they're given a certain
task that they know they can't accomplish but are still trying to, and the teacher puts
them under pressure. Being successful is their goal, but sometimes sacrificing their time
to study the whole system can lead them to academic burnout

DELIMITATION AND LIMITATION OF THE STUDY

DELIMITATION O THE STUDY

The study will be limited to Grade 11 students at Binmaley Catholic School, Inc.
S.Y. 2022-2023 consisting of four academic track and two other tracks with two sections
per strands.

This study is confined to the effects of academic stress and burnout in grade 11
students at Binmaley Catholic School, Inc. The researcher wants to inform that this
study will not cover the whole population of senior high students of BCS. And the result
of this study will be beneficial for other strand who is also pursuing to be entitled in
academic list.

LIMITATIONS OF THE STUDY

The limited respondents we conducted to our research is Grade 11 students and

ten students per sections of each strand. Due to the numerous factors outside the
researcher's control, certain projects and elements may be related to the study but not
included in the research. First of all, the length and time spent doing this research
specifically, as well as the tasks, projects, and other assessments in other subjects,
should also take our time. The researcher will struggle to effectively manage their time
while doing their research. The amount of time that is given to the researcher will be
insufficient to accomplish their study. Second, there is not enough study and research
on this topic.
HYPOTHESIS

At a 0.05 level, the following null hypothesis were developed a significance importance.

1. Academic Burnout and stress in the classroom that have a substantial link.
2. There is no connection between academic fatigue and self-efficacy.
3. Academic stress and self-efficacy are significantly correlated.
4. Among senior high school students, self-efficacy does not significantly act as
a mediator between academic stress and academic burnout.

DEFINITION OF TERMS

Throughout our study, several terms and words were used numerous times. In
order to assure that all readers will be interpret and understand the same manner as
researcher want to convey, the researchers define the following terminologies according
to how it was used and connect to the research:

Meditiating refers to the interfering of self-efficacy between academic stress and

academic burnout of students who are under pressure of achieving a certain goal or
task.

Self-efficacy is the ability of a person to achieve their common goal and belief to
one’s self ability to succeed. It is a confidence of a person to make their decision more
intelligent and successful.

Academic stress is the student’s pressure and emotions during attending class or
doing their school works and accomplishing the assessments they have.

Academic burnout refers to the emotional exhaustion or tiredness of an

individual. Or incompetence to execute efforts to the certain activity.
 CHAPTER II

REVIEW OF RELATED LITERATURE

REVIEW OF RELATED LITERATURE

The section contains the study of research, book analysis and publications,
including newspapers, periodicals, journals, and other reputable online sources that
provide evidence fir the analysis of academic stress with its indicators: academic
achievement, stress from taking tests, being in a class, concerns over future career (Oh
and Chan, 1994). Studies on academic self-efficacy are also included, along with its
associated indications, including task difficulty preference, self-regulated efficacy, and
self-assurance in one’ own abilities (Park and Kim, 2011). Lastly, this section is the
discussion of related literature that is linked to academic burnout include emotional,
exhaustion, incompetence, antipathy to study, cynicism, and anxiety (Lee, 2016).

International

Student mental health experiences have attracted growing amounts of scientific

research in recent years because of the effects that mental health issues have on
students' learning processes and academic achievement. A student at a private
institution in Lahore, Punjab, Pakistan, recently committed herself as a result of her
mental health issue, according to news reports. Also, that incident sparked interest
among academics and researchers in the broader public health domain's largely
unknown and forbidden areas. Determining the relationship between mental health
disorders and academic performance among Pakistani university students was the goal
of the current study (Zada et. al.,2021)

Academic Stress

Each person’s academic life is a crucial aspect of their overall existence that
influences other facets of their lives greatly. Students challenges in accomplishing their
educational objectives are in their education system, and their educational experiences
(Stallman, 2010). When people enter the academic environment, they have experienced
a great time pressure due to a number of circumstances. On the other hand, attending
classes results positive experiences for a lot of students. However, some items used in
education, including the tests, assignments, presentations, and among other things lead
to academic burnout for other students (Rastega, Zare, Sarmaddi, & Hosseni, 2013). As
a result, a student’s ability to learn has suffered due to academic stress (Lin & Huang,
2013).

In addition to heavy workloads, erratic school schedules, lack of a teacher-

students interaction and an uneven distribution coursework, instructional techniques,
curriculum, and syllabus the majority of which are unnecessary (Masih & Gulrez, 2006).
The curriculum and syllabus are yet another element that often require more
requirements and have a lot of workloads, resulting in imbalanced school schedules and
even the interaction between professors and students, inconsistent schoolwork, an
instruction methodology, an among other things (Masih & Gulrez, 2006). Besides,
academic load, attending lectures, taking tests, and attending school and inadequate
textbooks and educational resources (Agolla & Ongori), and projects with a particular
topic (Conner et. al., 2010) highlighted the causes of stress related to academics in
grade 11 students. Lack of time management is one aspect of academic stress (Macan
et. al., 1990), the responsibility to find the creating precise academic objectives and
assessments targets (Misra et. al., 2000), high competitiveness among co-students, and
information overload (Sinha et. al., 2001), overloaded lecture rooms, inadequate
equipment to perform academic work (Agolla & Ongore, 2009; Awino & Agolla, 2008).
In conclusion, academic achievement and subjective well-being (SWB) are important
factors person’s life, odds, and how SWB affects fundamental factors like basic
psychology requirements (Steinmayr et. al., 2014).

Academic Burnout
Academically, students were engaged in structured, mandatory tasks like
attending classes and finishing assignments directed towards a specific objective, like
passing their exams; they frequently feel exhaustion. It manifested itself due to the
demands of study, having a jaded and distanced perspectives on one’s own studies, and
being unconfident in one’s academic abilities (McCarthy et. al., 1990; Meier & Schmeck,
1985). Several studies, on academic stress have viewed students as a subset of
workers. It showed that students are also have high school involvement (Chambel &
Curral, 2005). Also, the aforementioned study found that students’ academic success,
study habits and self-efficacy beliefs are essential. A cognitive-behavioral intervention,
for instance program virtually affects self-efficacy of grade 11 students, participation in
school, academic performance, and adjustments to the objectives of the students,
enough in-class supervision, supportive peer relationships, and school engagement can
be raised by teachers (Breso, Schaufeli & Salanova, 2011; Fredrick, 2011). Using these
and related methods, intervention programs for at-risk high school students can be
developed studies (Schaeufeli, W. B., Bakker, A. B., Hoogduin, K., schaap, C., & Kladler,
A., 2001).

Correlation between measures

When examining the relationship between academic burnout and academic self-
efficacy, it was discovered that academic burnout was adversely correlated with
academic self-efficacy (Bandura, 1997). Research has shown that academic stress and
academic performance were inversely associated with academic self-efficacy beliefs
(Yucha, Kowalski, and Cross, 2015); Akin (2016), and Shokri et. al., (2017). Another
study established that students that felt self-sufficient conquered challenges pertaining
to perceived stressors during their research (Luzzo & McWhirter, 2015). Furthermore,
significantly affected how stressed out university students felt (akin, 2016).

Moreover, the examined connection between self-efficacy and physical burnout

revealed that those wit low self-efficacy had more difficulties in regulating their actions
and performance and more vulnerable (Huang et. al., 2012). Also, the students’
academic self-efficacy associated with their burnout in school; this was a statistically
significant has a decidedly detrimental effect. Alternatively put as their academic self-
efficacy rose, it was possible to lower their academic burnout (Chiu 2014; Min, 2011; Oh
& Seon, 2013; Park, 2011).

REVIEW OF RELATED STUDIES

This chapter includes ideas, finished studies, generalization, conclusions,

methodologies and others that may be related to the certain topic. Those studies that
were included here may be help to solve the problem or may be related to the current
studies of other researchers.

Foreign Studies
According to Finn (2009), Arbor (2011), and Kadapati (2012), the majority of the
issues that students’ face is stress-related, which is the primary cause of students’
subpar academic performance. Excessive stress can have a negative impact on many
things, including health and academic performance. University students are the ones
that face academic stress the most; high aspirations, bad study habits, increased
problems with studying, a shift in the medium of instruction, and poor socioeconomic
conditions are the typical variables that students take into consideration.

According to studies by the American College Health Association, 22% of

students reported having anxiety, and 14% of students said that depression had a
negative effect on their academic performance. The same surveys revealed that 30% of
students believed stress, which can exacerbate mental health problems (Slavich, in
press), negatively impacted their academic performance (ACHA,2024, 2015).
Nonetheless, those who are in good mental health can combat their psychopathology
and mental health issues (Keyes, Dhingra &Simoes, 2010; Trompetter, Kleine &
Bohlmeijier, 2016).

Local studies
 Students’ performance on measures of their ability of effective thinking, as
evidenced by their skills and attitudes of high order thinking. The demand for cognitive
skills and instruction yet another powerful influence. Most of the educators concurred
that teaching and practice can actually help students to develop their critical and
creative thinking skills. One issue that exists nowadays is whether students are gaining
or losing academic ground (Ma. Elena Teresa R. Domingo, 2008).

CHAPTER III

RESEARCH METHODOLOGY

RESEARCH DESIGN

The study is conducted in a mixed method, as the class of research where the
researcher mixes and combines quantitative and qualitative research techniques,
methods, approaches, concepts or language into a single study. For us there are two
definitions especially relevant. Teddie and tashakkori (2010) defined mixed method
research as “research design using qualitative and quantitative data collection analysis
techniques in either parallel or sequential phrases” (p.11). and Johnson et al.(2007) say
that “Mixed methods research in which a researcher or team of researchers combines
elements of qualitative and quantitative research approaches (e.g.,use of quantitative
and qualitative viewpoints, data collection, analysis, inference techniques) for the broad
purpose of breadth of understanding and corroboration” (p.123). Therefore, mixed
method research design is used by the researchers because they aim to validate what
can possibly effects of Self-efficacy to academic stress for grade 11 students.

Researchers used questioners and surveys to conduct their research according to

the number of samples; 10 students per sections of grade 11. In this case, the
respondents will provide their answer according to the questions that is based on real
life situations, without controlling variables. Researchers develop a question that will
gather information’s that is conducted through face to face and online forms, because
gathering data can be easy if we will still use mix gathering method. The questions are
chosen based on researchers experience that respondents might observing too.
Additionally, balance and both open-ended and close-ended questions.

LOCALE OF THE STUDY

The study will be conducted at a private and non-sectarian institution, Binmaley

Catholic School, Inc. The school held students who enrolled this school year,2022-2023.
Particularly the Grade 11 students who has five strands with two sections; and the
respondents of the study, that is consists of 10 per sections. The said respondents is
adequate for answering and providing data that would carry out the study. The said
school is located in Poblacion Binmaley, Pangasinan that is beside the Louella Bakery, in
front of Binmaley Water district. The school’s building is labeled as Appex Building for it
is another building for Grade 11 Senior High School Students.
 Fig. 2 Map of the Binmaley Catholic School

POPULATION AND SAMPLING

The sampled unit in the research study will be Grade 11 students currently
enrolled at Binmaley Catholic School, Inc., A.Y. 2022-2023. The total population being
sampled for the research include ten (10) students per section of grade 11. The total of
the study, are selected to respond on the questionnaires that is prepared by the
researchers and should be answered by the respondents according to it’s purpose to
gather data, researchers close to adopt this as a sampling technique.

Random sampling makes sure that the findings you from your sample should be
close to what you would have gotten if you had measured the complete population
(Shadish et al., 2002). All the units in the population have an identical chance of being
chosen using the most fundamental random sample. This kind of sampling is the
simplest and easiest approach for gathering data, researchers chose to adopt this as a
sampling technique.

DATA GATHERING INSTRUMENT

The data gathering instrument is significant for the study because it aims to
collect data in the research process. The common data collection instruments in our
study includes interviews and questionnaires in the form of survey. The required data
will be gathered through the use of survey forms; offline and online platforms, which be
filled out by the respondents who are in eleventh grade students. The questionnaires
was constructed according to the purpose and from other research paper by other
researchers and published publications that is relevant to the study that will be
beneficial for seeking in a reliable result. Identically, the questionnaires were also based
on the state of the problem of the research to answer and gather data that is needed.

The questions is divided into three (3) sections that allow respondents to answer
the questions and researchers gather data that is relevant to the study. The First (1)
section asses the causes of stress experienced by the Senior High Students in Binmaley
Catholic school, Inc. The Second (2) sections contains questionnaires to determine the
perceived level of academic burnout or stress they experience during classes and the
severity of the problem. That will be answer in the form of interview to determine their
insights and experiences. The Third (3) sections is labeled. Which are classified into
three items that is connected to the effects of academic burnout to the students. The
three types include; (A), which aims answer the correlation between academic burnout
to the students’ capabilities to execute their ability. (B), includes the effects of academic
burnout and stress the mental health and stability of a learner. And (C), which contains
the adverse effects on a student’s physical health; for example, losing their appetite and
having a minor headaches. And the last part, which is the Fourth (4) sections that
contains respondent’s response to the significance of the relationship between self-
efficacy of the students that is affected by stress and burnout. The questions were
constructed to assess the overall effects of academic stress and burnout to the student’s
self-efficacy.

The researchers will construct the respondents what to do and how it can be
conducted. The survey questionnaires include clear instruction supplied by the
researchers so that the respondents may easily to answer and understand the
questionnaires. The researcher also used this method of data gathering for it is known
to have less bias and the least expensive way of collecting data. It also encourages the
respondents to be more cooperative due to the fact that it is much more comfortable to
respond and much open to options but still related and specific to our type of research
that the researcher is conducting. Additionally, the data acquired by the researchers be
kept strictly confidential according to the respondent’s rights.
DATA GATHERING PROCEDURE

The investigation aims to study the effects of academic stress and burnout in
students’ self-efficacy in grade 11 students of the Binmaley Catholic School, Inc. during
the school year 2022-2023. To assess the effects of academic stress and burnout to the
students’ self-efficacy, the researchers used and set up their instrument to used in data
gathering data needed for the study. A questionnaire survey will be use as instrument.
The researchers conducted a questionaires that is accurate, valid and concise in order to
receive a data from respondents according to the procedure.

The researchers had adequate vigorous time, effort, and cooperation in

developing and editing their questionnaire to serve its intended respondents. The survey
used suitable questions modified from related research. A total of (indicate number of
questionnaires) questionnaires was distributed online via email and Facebook Messenger
to Senior High School Binmaley Catholic School – Binmaley. Participants were given time
to respond and then the researchers collected the survey questionnaires.

Upon constructing our questionnaires, the researchers will use the data collection
process to finish it accordingly. First, the researchers will request authorization from the
director Rev. Fr. Jaime F. Quinto, Jr., and the principal of Binmaley Catholic School, Inc.,
especially the senior high school principal, Mrs. Marylou D. Austria, Ph.D., as well as the
advisers of each sections in Grade 11, to appropriately conduct their survey in the
school. Once authorized, researchers will immediately conduct their questionnaires to
the students, ten students per sections. To be sure that the questionnaires are filled out,
the researchers will explain terms and instructions, according to what they want to do to
the survey questionnaires. The researchers made it beneficial for the students as well as
respecting their personal time, respondents will answer questions in their spare time or
comfortable hour to avoid pressure. Lastly, the results of the questionnaires will be
organized according to the data analysis technique employed. Therefore, the result of
the study will be beneficial for students, researchers, the admins, the respondents, as
well as the future researchers.
DATA ANALYSIS

One kind of qualitative data was utilized by researchers during data analysis. The
descriptive and conceptual information gathered through surveys, interviews, or
observation is referred to as qualitative data. Miles and Huberman (1994) present a
more deductive methodology that begins with a framework for organizing the codes. In
this method, defining an initial code structure comes before going line by line through
the data. The heuristic analysis or phenomenology was chosen by the researchers in this
investigation. This is used to determine the typical usability issues with a product so that
the faults can be fixed. Because of its relevance to the issue statement of our study,
researchers chose this type of analysis. The demographic information or features of the
respondents are included in the problem statement, which also includes their
perceptions of the level of academic stress they feel while in class. Heuristic analysis
looks at the researcher’s experience in light of real-world examples. The reality as
experienced by respondents will be the main focus of the study.

REFERENCES:

1. Yoon, Y.-J., & Jung< I.-K.(2014). Mediating Effects of Academic Self-effecacy on

the relationship Between Academic Stress and the Academic Burnout of
Adolescents in Korea. The Korean journal of Community Living Science, 25(2),
219-232.

https://doi.org/10.7856/kjcls.2014.25.2.219

2. OZHAN< M. B., & YUKSEL, G. (2021). The Effect on Academic Achievement and
Well-Being in High School students: A Holistic Model Proposal. International
Journal of Contemporary Educational Research, 11 (9). 57.

https://doi.prg/10.33200/ijcer.824488
3. Norez, D. (2017). FHSU Scholars Repository Academic Burnout in College
Students: The Impact Personality Characteristics And Academic Term on
Burnout.

https://scholars.fhsu.edu./cgi/viewcontent.cgi?article=1501&context=theses