Investigating effectiveness of guided imagery in reducing stress levels of grade 11 STEM students /
by Jose Enrico A. Chan, Danielle Anne D. Lastimoso, Mary Nicole T. Omanio, & Zoe Bethany M. Pescadera.
- [Iloilo City] : [Ateneo de Iloilo], c2024.
- 61 p.
The purpose of this study is to identify the stress level of Ateneo de Iloilo-Santa Maria Catholic School Grade 11 STEM Students and investigate the effectiveness of guided imagery as a stress-reducing method. With this, the researchers gathered data from 12 participants who were randomly assigned into experimental and control groups. The data from the experimental group covered their stress levels before and after the intervention while the data of the control group covered their stress levels without the chosen intervention. The data were then analyzed using Wilcoxon Sign Ranks test revealing a p-value of 0.012 for the experimental group a p-value of 0.267 for the control group. These values imply that there is a significant difference in the stress levels of the students that did not undergo the guided imagery and those who did not. Furthermore, results also showed a significance difference between the stress levels before and after the intervention. These result also further imply that there is no significant difference in the stress levels of the students that did not undergo the guided imagery. Contrary to the null hypothesis of the study, the findings of the researchers indicate that implementing and practicing guided imagery is an effective way to reduce stress levels among students. Along with these results, the researchers recommend that the school invest in the development of related programs to address the mental and emotional needs of their students in collaboration with the guidance office.
Imagery (Psychology).
Imagery (Psychology)--Therapeutic use .
Stress (Psychology).
Ref 373.07 In897e 2024
The purpose of this study is to identify the stress level of Ateneo de Iloilo-Santa Maria Catholic School Grade 11 STEM Students and investigate the effectiveness of guided imagery as a stress-reducing method. With this, the researchers gathered data from 12 participants who were randomly assigned into experimental and control groups. The data from the experimental group covered their stress levels before and after the intervention while the data of the control group covered their stress levels without the chosen intervention. The data were then analyzed using Wilcoxon Sign Ranks test revealing a p-value of 0.012 for the experimental group a p-value of 0.267 for the control group. These values imply that there is a significant difference in the stress levels of the students that did not undergo the guided imagery and those who did not. Furthermore, results also showed a significance difference between the stress levels before and after the intervention. These result also further imply that there is no significant difference in the stress levels of the students that did not undergo the guided imagery. Contrary to the null hypothesis of the study, the findings of the researchers indicate that implementing and practicing guided imagery is an effective way to reduce stress levels among students. Along with these results, the researchers recommend that the school invest in the development of related programs to address the mental and emotional needs of their students in collaboration with the guidance office.
Imagery (Psychology).
Imagery (Psychology)--Therapeutic use .
Stress (Psychology).
Ref 373.07 In897e 2024