Navigating the shift : exploring the transition impact and academic stress among STEM senior high school learners / by Ralph Ivan L. Andrade, Clarisse Dominique M. Elisterio, Myrel Ann D. Provido, Caitlin Fay A. Sardon, Bryce Jayden C. Sy, and Josef Marion S. Yap.
Contributor(s): Andrade, Ralph Ivan L | Elisterio, Clarisse Dominique M | Provido, Myrel Ann D | Sardon, Caitlin Fay A | Sy, Bryce Jayden C | Yap, Josef Marion S.
Publisher: [Iloilo City] : [Ateneo de Iloilo], c2026Description: 58 p.Subject(s): High school students | Academic stress | Stress in youth | Students—Psychology | Education, SecondaryDDC classification: Ref 373.07 N229 2026 Summary: Senior High School Science, Technology, Engineering, Mathematics (STEM) students often are exposed to an environment with high academic demands and expectations, placing students under significant academic stress. These students would also experience transition-related struggles as they adjust from junior high school to senior high school as well as college preparations and career choices. These compounded pressures would lead to negatively affecting the academic performance and well-being of the students. This study explores academic stress and transitional-related stress among these students utilizing the convergent mixed-methods approach, where it combines the quantitative and qualitative results to produce a comprehensive understanding of students' experiences within these stresses. A total of one hundred-twelve (112) students from both Grade 11 and 12 participated in the survey utilizing the Academic Stress and Transition-related stress Questionnaire and eight (8) students were selected for interviews. The quantitative data was examined through descriptive-correlational statistics, t-tests, ANOVA, and Pearson-r, while the qualitative data was examined through thematic analysis. Results showed moderate levels of academic stress (M = 2.96) and transition-related stress (M = 2.72), no significant difference in academic stress and transitional-related stress scores by grade level and age, and there is an existing positive correlation between the two variables (R = 0.753, p < .001). The qualitative findings showed the same outcomes and support the quantitative results, showing themes of adjustment challenges, academic demands and pressure, career-related stress, and negative impact of these stresses. The students coped with these problems through personal and organizational coping strategies as well as having social and emotional support systems. This study concludes that academic and transitional-related stress transpire together, with both variables interconnecting, affecting one another. These findings emphasize the need to implement school-based programs, reinforce support services within the school, better coordination of the academics, promoting supportive environments, encouraging students to practice effective coping mechanisms, parents to provide emotional and mental support, establishing peer support initiatives, and for further studies to involve larger populations and different academic strands.| Item type | Current location | Home library | Collection | Call number | Copy number | Status | Date due | Barcode | Item holds |
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High School Library | High School Library | Reference | Ref 373.07 N229 2026 (Browse shelf) | 1 | Available | HSD-210 |
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Senior High School Science, Technology, Engineering, Mathematics (STEM) students often are exposed to an environment with high academic demands and expectations, placing students under significant academic stress. These students would also experience transition-related struggles as they adjust from junior high school to senior high school as well as college preparations and career choices. These compounded pressures would lead to negatively affecting the academic performance and well-being of the students. This study explores academic stress and transitional-related stress among these students utilizing the convergent mixed-methods approach, where it combines the quantitative and qualitative results to produce a comprehensive understanding of students' experiences within these stresses. A total of one hundred-twelve (112) students from both Grade 11 and 12 participated in the survey utilizing the Academic Stress and Transition-related stress Questionnaire and eight (8) students were selected for interviews. The quantitative data was examined through descriptive-correlational statistics, t-tests, ANOVA, and Pearson-r, while the qualitative data was examined through thematic analysis. Results showed moderate levels of academic stress (M = 2.96) and transition-related stress (M = 2.72), no significant difference in academic stress and transitional-related stress scores by grade level and age, and there is an existing positive correlation between the two variables (R = 0.753, p < .001). The qualitative findings showed the same outcomes and support the quantitative results, showing themes of adjustment challenges, academic demands and pressure, career-related stress, and negative impact of these stresses. The students coped with these problems through personal and organizational coping strategies as well as having social and emotional support systems. This study concludes that academic and transitional-related stress transpire together, with both variables interconnecting, affecting one another. These findings emphasize the need to implement school-based programs, reinforce support services within the school, better coordination of the academics, promoting supportive environments, encouraging students to practice effective coping mechanisms, parents to provide emotional and mental support, establishing peer support initiatives, and for further studies to involve larger populations and different academic strands.
300-399