THE RELATIONSHIP BETWEEN THE PERCEIVED LEVEL OF ACADEMIC STRESS AND FACE-TO-FACE CLASS PARTICIPATION AMONG GRADE 12 HUMSS STUDENTS AT IMMACULADA CONCEPCION COLLEGE

Abstract

The concept of this study is to examine the relationship between the perceived level of academic stress and face-to-face class participation among Grade 12 Humanities and Social Sciences (HUMSS) students at Immaculada Concepcion College. This research was initiated due to the increasing number of students experiencing high levels of academic stress on a regular basis. The pressures of attending classes, completing assignments, preparing for exams, and participating in daily recitations can create overwhelming stress and commitments. These factors may significantly affect students' involvement and engagement in classroom activities. By exploring this relationship, the study aims to provide insights into how academic stress influences class participation and identify potential strategies to support students in managing stress for better academic engagement. This study employed a quantitative research design to investigate the relationship between academic stress and face-to-face class participation. A sample size of 246 students was determined using Slovin’s formula, based on a total population of 637 respondents. Participants were selected through simple random sampling to ensure unbiased representation. Data were collected using a survey questionnaire developed by the researcher, which was then validated by two field experts to ensure its reliability and relevance. The results from the first part of the questionnaire, which measured the level of academic stress, revealed an average weighted mean of 3.44 for pressure to perform and 3.47 for perceptions of workload and examinations. These findings suggest that a significant number of respondents are experiencing high levels of academic stress.

In the second part of the questionnaire, which assessed class participation, the average weighted means for attendance and recitation were relatively low, at 1.84 and 1.69, respectively. These results indicate a strong negative relationship between academic stress and class participation. The Pearson correlation coefficient (r = -0.8947) further supports this, showing a significant inverse correlation between the perceived level of academic stress and class participation among Grade 12 HUMSS students. The study found that as stress levels increase, class participation decreases, underscoring the significance of the issue. The findings indicate that class participation diminishes substantially as academic stress rises among the respondents. In light of this, the institution should urgently implement stress management initiatives, such as seminars, mental health resources, and enhanced counseling services, to support students' well-being.

According to the Yerkes-Dodson Law, performance is optimized when stress or arousal levels are moderate; both too little or too much stress can lead to poorer performance. Therefore, the institution should aim to maintain an optimal level of stress to ensure peak performance among students. Additionally, it is crucial to develop a comprehensive, tailored plan for each classroom that promotes active participation and creates an engaging and dynamic learning environment.