THE RELATIONSHIP BETWEEN STRESS MANAGEMENT AND ACADEMIC PERFORMANCE AMONG GRADE 12 HUMANITIES AND SOCIAL SCIENCES AT IMMACULADA CONCEPCION COLLEGE

Abstract

This research investigates the relationship between stress management and academic performance among Grade 12 Humanities and Social Sciences students. The transition to tertiary education often introduces significant academic pressures, including stress from exams, college applications, and societal expectations, all of which can negatively affect both mental health and academic performance. The study focuses on the unique stressors faced by Humanities and Social Sciences students, who must balance demanding subjects with personal responsibilities. Its objective is to identify effective stress management strategies that support both academic success and mental well-being. The findings will offer valuable insights for educators, parents, and students, ensuring that academic excellence is achieved without sacrificing mental health. According to Smith J. et al. (2023), the quantitative research method involves the collection and analysis of numerical data to answer research questions or test hypotheses. In this study, the researcher will employ this method to measure and analyze the numerical data relevant to the research topic. Additionally, Shrutika S. (2023) explains that descriptive research design is a tool commonly used by scientists and researchers to gather information about specific groups or phenomena. This design will be applied in the study to deepen the understanding of the research problem and provide valuable insights that may guide future research efforts. The study investigates the relationship between stress management and academic performance among Grade 12 Humanities and Social Sciences students. Key findings include:

Perceived Level of Stress: A majority of students report experiencing high stress regarding the need to maintain good grades, with a weighted mean of 3.32, indicating a very high level of stress.

Effects of Stress: Stress has a significant impact on class attendance, with a weighted mean of 3.13, reflecting a very high effect on students' ability to attend classes regularly.

Academic Performance: Active class attendance is positively correlated with high academic performance, with a weighted mean of 3.49, also interpreted as very high.

These findings highlight the importance of effective stress management strategies in improving both academic performance and attendance among students. This study investigates the relationship between stress management and academic performance among Grade 12 Humanities and Social Sciences (HUMSS) students. Recognizing the significance of senior high school as a critical stage in students' academic journey, the research aims to examine how effective stress management can influence their academic outcomes. A total of 246 responses were collected from respondents across various HUMSS sections (1-16), with all students participating. The study employed simple random sampling and utilized a descriptive research design. The findings underscore the importance of incorporating stress management programs into the educational curriculum to improve students' overall well-being and academic success. These results offer valuable insights for educators, policymakers, and students, highlighting the need for holistic educational approaches that address both academic and emotional needs.