Various undertaken by Mckenzie, Marks and Liness (2001) showed

Various problems
are chronically experienced by students all over the world (Evans & Kelly,
2004). These problems discourage and disappoint students which draw them nearer
to stress. They have to deal with problems concerning their household,
education, and even the society they are living in (Mazo, 2015; McNamara, 2000;
and De Anda et al., 2000).

            Some students consider their home as
the place where they can attain serenity; others do not. Problems inside the
household are inevitable such as financial problems, frequent disagreement with
family members, lack of trust and support from parents, change in family
circumstances, too much household chores, and even high expectations from
parents (McNamara, 2000).

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            Factors of stress of students are
not limited only on their homes but also at their school, wherein they
frequently encounter their stressors. Academic life was always regarded by
students to be stressful and demanding (Grigsby, Kaye, Baxter, Shetterly, & Hamman, 1998). A study undertaken by Mckenzie, Marks and
Liness (2001) showed that stress can have multiple consequences on a student
such as affecting their academic performance. Some problems experienced by
students are too much school requirements, bullying, having troubles in
budgeting allowance, and tougher academics and school responsibilities.

            Other stressors of students are emanated
from their community or society. Some of the difficulties faced by students in
the community are trouble in adapting to a new environment, social pressure or
peer pressure, difference in opinions, personalities, beliefs, values or goals,
and discrimination or harassment in the community.

            Stress is inevitable, especially to
the students who are expected to meet the expectations of their course or
program. With the Accountancy, Business, and Management strand in the Academic
Track of the K-12 Curriculum under the increasing pressure of producing
successful students, it is no surprise that the stress among Accountancy,
Business, and Management students are consequently increasing. The education
system produces a higher involvement of the Accountancy, Business, and Management
students in experiencing stress due to the prolonged curriculum. Although,
students’ stress has been examined due to its convenience and of the imminent
presence of stress in their life, researches regarding Accountancy, Business,
and Management students are very limited. Also with the rise of stress levels
among students (Robotham & Julian, 2006), it is significant to amplify the
coverage of current studies of stress among Accountancy, Business, and
Management students.   

            Thus, stress among Accountancy,
Business, and Management students is not to be ignored and set aside. If
inveterate stress is disregarded for long enough, it can eventually lead to
mental and physical breakdowns and even depression. Students should also be
cautious not to repudiate situations where some level of stress is expected. The
most appropriate people to not only identify, but also deal with stress are
students themselves.

            Hence, this study is conducted in
order to obtain the factors of stress and the stress levels of the Grade 12
Accountancy, Business, and Management students in Saint Mary’s University
Senior High School.

 

 

1.2
Statement of the Problem

This study aims to
identify the factors of stress and the perceived stress levels among the Grade
12 Accountancy, Business and Management students of Saint Mary’s University
Senior High School.

Specifically, this
research study focused on the following questions:

1.      What
is the profile of the students in terms of sex and weekly allowance?

2.      What
is the perceived stress level of the students in terms of home, school and
community?

3.      Is
there a significant relationship between the respondents’ profile variables and
their perceived stress level?

 

1.3
Statement of the Null Hypothesis

            To
explore the factors related to the stress level of the Grade 12 Accountancy, Business,
and Management students, the hypothesis was formulated.

1.      There
is no significant relationship between the respondents’ stress level and their
profile variables.

1.4
Conceptual Framework

  Input                                         Process                                     Output

Profile variables of the
respondents:
a.      
Sex
b.     
Weekly
allowance
Stress level in terms of:
a.      
Home
b.     
School
c.      
Community
 

Towards the development of stress
management of the Grade 12 Accountancy, Business, and Management students

Evaluation and Association of the
profile variables and stress level of Grade 12 Accountancy, Business, and
Management students.

 

 

                                             

                                                                                                

 

 

Fig. 1.
Conceptual Framework

            Figure
1 represents the paradigm of the study. The first box represents the input that
includes the profile variables of the respondents which are the sex and weekly
allowance. It also shows the stress level of the Accountancy, Business, and
Management students in terms of their home, school, and community.

            The
second box indicates the processes involved in the study which are the
evaluation and association of the profile variables and stress level of Grade
12 Accountancy, Business, and Management students in order to easily determine
what is dominant to each profile variables and their stress level.

            The
desired output is specified in the third box. This study desires an outcome
towards the development of stress management of the Grade 12 Accountancy,
Business, and Management students. The result will help the students to develop
their awareness on their most dominant factor and their stress level. Moreover,
this will enable the students to reduce stress in their daily lives for it is essential
for maintaining their health, as it can enhance their mind-set, boost
resistance capacity, prolong life span and allow them to be more productive in
their everyday lives.

 

1.5
Scope and Delimitations

            The study only
covered the factors of stress and the perceived stress level of Grade 12
Accountancy, Business, and Management students. The gathering of information was
conducted in Saint Mary’s University Senior High School, Bayombong, Nueva
Vizcaya. The researchers selected a sample size of 100 students. The limitations
faced by the researchers is that they did not have control over student’s
absences nor the student drop outs during the administering of the research
tool. Other factors that were not mentioned are not the focus of the study such
as economic stress and political stress of the respondents, Emotional Quotient,
Intelligence Quotient and their respective subjects.

 

1.6
Significance of the Study

This study aims to
evaluate stress level among the Accountancy, Business, and Management students.
Find the factors of stress and evaluate their stress level and its impact on
their academic life. This study intends to apprise gaps in existing research by
focusing upon the factors of stress and perceived stress levels among the Accountancy,
Business, and Management students. The study is beneficial to:

Accountancy,
Business and Management Students

This study will provide
information in stress management and to ultimately assist in their academic
performance.

Educators
and counselors

This study will provide
information in future teaching and counseling of students and to enlighten how
they can de-escalate their stress.

Parents
and family

            This study will
help enlighten the students’ parents and their family in helping the students
cope with their stress and stress level.

Future
researchers

This study will serve
as a reference and provide information that will be useful as they conduct
further study on the topic.

 

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