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SSRN; 2022.
Preprint in English | SSRN | ID: ppcovidwho-335943

ABSTRACT

Academic stress has been a common topic among college students for many years. An individual's health and academic performance might be harmed when stress is perceived negatively or becomes severe. BPED fourth-year students' stress levels, the consequence of stress on their academic performance, and stress management practices were examined in the research. The researcher gathered information from the BPED fourth-year students at BulSU-Bustos Campus using the Perceived Stress Scale (PSS) standard questionnaire form through this convergent mixed method-descriptive study. The researchers used a total enumeration in this study (N = 62) with their consent to answer the questionnaire. All of them responded to the questionnaire used in this research study. Specifically, it results in a stress level of moderate (M = 20.68) with a score of 56 out of 62, or 90.32%, of students, which means that most of the students are moderately stressed. Stress on academic performance was recorded as an "agree" with a mean score of 3.48, meaning stress is connected to the BPED students academically. Findings from the study revealed that the majority of BPEd fourth-year students at BSU-Bustos Campus are frequently unhappy due to an unanticipated development. The findings of the study led researchers to recommend the following: Stress management tactics include time management, happiness, tranquility, and prayer. Plan a series of seminars or public speeches to raise awareness of the problem of stress. The guidance program in school may upgrade their strategies to encourage students and assist them in developing a more positive view of stress. In addition, sports competitions like football, volleyball, tennis, and other social events like talent shows may be held for students to relieve their stress and improve their academic performance. The researchers utilized a tarp-based infographic stress management.

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