Effects of learning modality on academic stress and acdemic performance of UPRHS Senior High School students

Date

6-2024

Academic Strand

Science, Technology, Engineering, and Mathematics (STEM) Strand

Adviser

Carbine Colt B. Santos

Principal

Mabel S. Buela

Abstract

This study aims to explore the nature and dynamics of academic stress among high school students with a focus on the challenges posed by the Covid-19 pandemic. It aims to assess how different learning modalities (Online, Hybrid, Face-to-Face) affects the sources and effects of academic stress on high school students as well as examining the relationships between individual coping mechanisms and the direct impact on academic performance. Employing a quantitative research approach, the research gathers data through an online survey administered to students enrolled at the University of the Philippines Rural High School (UPRHS). The study examines the sources and effects of academic stress, alongside investigating potential correlations between stress levels and academic performance. Initial observations suggest differences in academic achievement across learning modes, suggesting potential links between stress management strategies and academic performance and achievements. However, data analysis reveals no statistically significant correlations between learning modes, academic stress, and grades received. Despite these findings, the study highlights the complexity of academic stress as well as the necessity for further research to better understand its relationship with learning environments and academic performance.

Language

English

LC Subject

Capstone

Location

UP Rural High School

Document Type

Capstone

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