Stressed Or Not? a Perspective on Stress-Coping Mechanism among Intermediate Pupils in Bagong Pook Elementary School as Component of a Way forward Effective Learning Environment

Abstract

INTRODUCTION

A plethora of research identifies the risks of stress on pupils' learning experiences. Stress arises when internal and external pressures exceeds one's capacity to cope with the situation. This mainly comes from academics, relationship problems, life changes, and peer pressures. Such stress may usually cause psychological, physical and behavioral problems. This poses a serious problem to educators if stress in class is not addressed and a research-based stress-coping mechanism is not established.

METHODS

Descriptive survey research design is employed in this study. Quantitative data was collected using frequency, rank, weighted mean and Pearson Correlation. A sample of (n=60) served as respondents for the research-made questionnaire. Part I-III used close-ended type of question that utilized Likert-Scale for responses while Part IV was open-ended wherein respondents were inquired to give their suggestions on how to minimize stress in their learning environment. Results were presented graphically, inferentially, and descriptively.

RESULTS

Five domains of stress were explored. Topmost among the stressors were academic-related and teaching and learning-related. The five domains of stress garnered a general weighted mean of 3.43 and verbally interpreted as often. Five of the six indicators on practices used by teachers in reducing stress were answered as highly effective. In establishing the correlation of teachers practices in reducing stress as to the frequency of stress experienced by the respondents, the value of R is 0.2608. Although technically a positive correlation, the relationship between the variables is weak. The value of R2, the coefficient of determination, is 0.068. The last part discussed the effects of stress on the learning experiences of the respondents and the data revealed a 2.80 GWM, and interpreted as agree.

DISCUSSIONS

This paper highlights the perceived negative effects of stress on the student learning experience and how this can be alleviated so learning would be stress-free and effective. It should be noted that the particular circumstances in BPES is unique both demographically and statistically, so the results cannot be generalized across the education sector. In general, the results of this study are suggestive as to the necessary components of a stress coping program specific to the needs of Intermediate Pupils.