Various problemsare chronically experienced by students all over the world (Evans & Kelly,2004). These problems discourage and disappoint students which draw them nearerto 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 asthe place where they can attain serenity; others do not. Problems inside thehousehold are inevitable such as financial problems, frequent disagreement withfamily members, lack of trust and support from parents, change in familycircumstances, too much household chores, and even high expectations fromparents (McNamara, 2000). Factors of stress of students arenot limited only on their homes but also at their school, wherein theyfrequently encounter their stressors.
Academic life was always regarded bystudents to be stressful and demanding (Grigsby, Kaye, Baxter, Shetterly, & Hamman, 1998). A study undertaken by Mckenzie, Marks andLiness (2001) showed that stress can have multiple consequences on a studentsuch as affecting their academic performance. Some problems experienced bystudents are too much school requirements, bullying, having troubles inbudgeting allowance, and tougher academics and school responsibilities. Other stressors of students are emanatedfrom their community or society. Some of the difficulties faced by students inthe community are trouble in adapting to a new environment, social pressure orpeer pressure, difference in opinions, personalities, beliefs, values or goals,and discrimination or harassment in the community. Stress is inevitable, especially tothe students who are expected to meet the expectations of their course orprogram.
With the Accountancy, Business, and Management strand in the AcademicTrack of the K-12 Curriculum under the increasing pressure of producingsuccessful students, it is no surprise that the stress among Accountancy,Business, and Management students are consequently increasing. The educationsystem produces a higher involvement of the Accountancy, Business, and Managementstudents in experiencing stress due to the prolonged curriculum. Although,students’ stress has been examined due to its convenience and of the imminentpresence of stress in their life, researches regarding Accountancy, Business,and Management students are very limited. Also with the rise of stress levelsamong students (Robotham & Julian, 2006), it is significant to amplify thecoverage of current studies of stress among Accountancy, Business, andManagement students. Thus, stress among Accountancy,Business, and Management students is not to be ignored and set aside. Ifinveterate stress is disregarded for long enough, it can eventually lead tomental and physical breakdowns and even depression. Students should also becautious not to repudiate situations where some level of stress is expected.
Themost appropriate people to not only identify, but also deal with stress arestudents themselves. Hence, this study is conducted inorder to obtain the factors of stress and the stress levels of the Grade 12Accountancy, Business, and Management students in Saint Mary’s UniversitySenior High School. 1.2Statement of the ProblemThis study aims toidentify the factors of stress and the perceived stress levels among the Grade12 Accountancy, Business and Management students of Saint Mary’s UniversitySenior High School. Specifically, thisresearch study focused on the following questions:1.
Whatis the profile of the students in terms of sex and weekly allowance?2. Whatis the perceived stress level of the students in terms of home, school andcommunity?3. Isthere a significant relationship between the respondents’ profile variables andtheir perceived stress level? 1.3Statement of the Null Hypothesis Toexplore the factors related to the stress level of the Grade 12 Accountancy, Business,and Management students, the hypothesis was formulated.
1. Thereis no significant relationship between the respondents’ stress level and theirprofile variables.1.4Conceptual 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 Figure1 represents the paradigm of the study. The first box represents the input thatincludes the profile variables of the respondents which are the sex and weeklyallowance. It also shows the stress level of the Accountancy, Business, andManagement students in terms of their home, school, and community. Thesecond box indicates the processes involved in the study which are theevaluation and association of the profile variables and stress level of Grade12 Accountancy, Business, and Management students in order to easily determinewhat is dominant to each profile variables and their stress level.
Thedesired output is specified in the third box. This study desires an outcometowards the development of stress management of the Grade 12 Accountancy,Business, and Management students. The result will help the students to developtheir 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 essentialfor maintaining their health, as it can enhance their mind-set, boostresistance capacity, prolong life span and allow them to be more productive intheir everyday lives. 1.5Scope and Delimitations The study onlycovered the factors of stress and the perceived stress level of Grade 12Accountancy, Business, and Management students. The gathering of information wasconducted in Saint Mary’s University Senior High School, Bayombong, NuevaVizcaya.
The researchers selected a sample size of 100 students. The limitationsfaced by the researchers is that they did not have control over student’sabsences nor the student drop outs during the administering of the researchtool. Other factors that were not mentioned are not the focus of the study suchas economic stress and political stress of the respondents, Emotional Quotient,Intelligence Quotient and their respective subjects. 1.6Significance of the StudyThis study aims toevaluate stress level among the Accountancy, Business, and Management students.
Find the factors of stress and evaluate their stress level and its impact ontheir academic life. This study intends to apprise gaps in existing research byfocusing 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 provideinformation in stress management and to ultimately assist in their academicperformance. Educatorsand counselors This study will provideinformation in future teaching and counseling of students and to enlighten howthey can de-escalate their stress. Parentsand family This study willhelp enlighten the students’ parents and their family in helping the studentscope with their stress and stress level.
Futureresearchers This study will serveas a reference and provide information that will be useful as they conductfurther study on the topic.