Level of Stress, Coping Mechanism, and Academic Performance of Grade VI Pupils

Level of Stress, Coping Mechanism, and Academic Performance of Grade VI Pupils

Lyra Mae V. Jamil., Adelfa G.Galagar., Marie Mie J. Banol., Ma. Fatima G. Bongato., Armie A. Macaambac

College of Teacher Education, Bohol Island State University- Bilar, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000656

Received: 08 October 2025; Accepted: 16 October 2025; Published: 25 October 2025

ABSTRACT

This study investigated the relationship between stress, coping mechanisms, and academic performance among Grade VI pupils in selected elementary schools in Carmen, Bohol during SY 2023–2024. Using a quantitative descriptive-correlational design, the researchers surveyed 130 randomly selected pupils from five public schools through a validated self-made questionnaire. The instrument assessed stress across time management, task-related, physical, emotional, and psychological aspects; coping mechanisms in the same domains; and students’ academic performance based on first grading results. Findings revealed that pupils experienced moderate stress levels overall (M = 2.61), with the task-related aspect showing the highest stress and the psychological aspect the lowest. In terms of coping strategies, pupils demonstrated moderate to high coping mechanisms (M = 3.34), particularly in physical and emotional aspects, indicating their ability to manage stress effectively. Academic performance was generally at a proficient to approaching proficiency level. The results suggest that while pupils encounter moderate stress, they employ effective coping strategies that help maintain satisfactory academic outcomes. The study emphasizes the importance of strengthening support systems—through teachers, parents, and school programs—to help students manage stress and enhance academic performance.

Keywords: stress, coping mechanisms, academic performance, Grade VI pupils, elementary education, Carmen Bohol

INTRODUCTION

Stress affects people of all ages, including students, and can impact their performance and well-being. Young learners today face academic, family, and social pressures that make them more vulnerable. In the Philippines, support from parents and teachers helps students cope with these challenges. This study explores the relationship between stress, coping mechanisms, and academic performance among elementary pupils. Guided by Goleman’s Emotional Intelligence Theory and the Transactional Model of Stress and Coping, it emphasizes self-awareness and support systems. Under RA No. 11036, mental health promotion is prioritized in schools. While short-term stress can boost focus, prolonged stress harms motivation and mental health. Effective coping strategies—like social support and time management—can reduce its negative impact. The study aims to provide insights to help educators, parents, and future researchers support student well-being and academic success.

METHODOLOGY

Design 

The goal of the researchers was to determine the stress, coping mechanisms, and academic performance of Grade VI pupils in selected elementary schools in Carmen, Bohol. The study will use a quantitative method, and the researchers utilized the descriptive-correlational research design.  The researchers used a questionnaire as the instrument in gathering data needed for the study.

Environment and Participants 

The study was conducted in five purposively selected public elementary schools in Carmen, Bohol: Carmen East Central, Tagaonan, Villarcaryo, Nueva Fuerza, and Villaflor. These schools offer basic education from kindergarten to grade 6. The participants were Grade VI pupils for SY 2023-2024, totaling 194 students. The researchers randomly sampled 130 pupils to answer the questionnaires, aiming to assess their stress experiences, coping mechanisms, and the impact on their academic performance.

Instruments

Data were collected using a self-made questionnaire with three parts: (1) stress levels in five areas—time management, task-related, physical, emotional, and psychological; (2) coping mechanisms in the same areas; and (3) academic performance. The instrument was reviewed by the Research Committee, pilot tested in two schools in Bilar, Bohol (Riverside and Campagao Elementary Schools), and validated with the help of a statistician and thesis adviser. Respondents rated their stress and coping levels on a 5-point Likert scale (5 = Always to 1 = Never). Academic performance for the first grading of SY 2023–2024 was obtained from advisers and classified as: 90–100 (Advanced), 85–89 (Proficient), 80–84 (Approaching Proficiency), 75–79 (Developing), and below 75 (Beginning).

Data Gathering Procedure

The researchers will secure approval from the Campus Director through the Dean of the College of Teacher Education at Bohol Island State University–Bilar Campus to conduct the study. Upon approval, permission letters will be sent to the principals of Riverside and Campagao Elementary Schools for a preliminary survey to test the questionnaire. After validation, the study will be carried out in five selected schools in Carmen, Bohol: Carmen East Central, Carmen West Central, Villarcaryo, Nueva Fuerza, and Villaflor. The researchers will personally administer the questionnaires to Grade 6 pupils, guide respondents, and tabulate, analyze, and interpret the results.

RESULTS AND DISCUSSIONS

Table 1 shows that the psychological aspect had the lowest weighted mean, indicating low stress among pupils in this area. They feel a sense of control over their environment, supported by personal resilience, positive mindset, coping strategies, and social support, which helps reduce stress (Reid, 2023). Meanwhile, the task-related aspect had the highest mean score of 2.72, interpreted as moderate stress, reflecting the pressure from schoolwork and personal responsibilities. Overall, the composite mean of 2.61 indicates that pupils experience moderate stress, though not consistently.

Table 1 Stress Level of Grade VI Pupils  (n=130)

Table 1.1 presents the stress levels of Grade VI pupils in terms of time management. The lowest mean score of 2.35 was recorded for “Spending a lot of time commuting,” interpreted as low stress. This suggests pupils can manage commuting time, though long commutes can still affect health and satisfaction (J Environ Res, 2022). The highest mean score of 2.95 was for “I feel stress when I wake up late because of schoolwork,” indicating moderate stress. Waking up late limits time for assignments, creating pressure and affecting sleep. Many pupils also spend time on gadgets or play, leading to poor time management. Overall, the composite mean of 2.65 reflects a moderate stress level in time management, showing that while pupils face time-related challenges, they can still manage them to some extent.

Table 1.1 Time Management Aspect as Stress Level of Grade VI Pupils (n=130)

Table 1.2 presents the stress levels of pupils in the task-related aspect. The lowest mean score of 2.13 was for “Trying to maintain a good education in an atmosphere of poor financial support,” interpreted as low stress. This suggests that financial concerns have a lesser impact on pupils’ stress, possibly due to limited awareness of their family’s economic situation. The highest mean score of 3.14 was for “Assignments that are difficult to understand,” indicating moderate stress caused by academic pressure and fear of not meeting expectations. While stress can motivate learning, excessive stress can lead to health issues such as anxiety and depression (Clark, 2013). Overall, the composite mean of 2.72 reflects a moderate level of task-related stress, showing that pupils face increasing academic and personal responsibilities but can still manage them to some extent.

Table 1.2 Task- Related Aspect as Stress Level of Grade VI Pupils (n=130)

Table 1.3 shows the physical aspect of stress among Grade VI pupils. The lowest mean score of 2.14 was for “I feel backache when in school,” indicating low physical discomfort and effective stress management. Discomfort may be physical or psychological, often triggering a natural response to reduce its source (Shelly & Ganz, 2019). Meanwhile, “I have stomach ache and feel discomfort” and “No matter how much sleep I get, I awake feeling tired” both scored 2.78, interpreted as moderate stress. These symptoms reflect how stress can manifest physically through stomach pain and fatigue. Overall, the composite mean of 2.51 indicates a low level of physical stress, showing that most pupils feel physically comfortable and have good energy levels.

Table 1.3 Physical- Related Aspects Stress Level of Grade VI Pupils

Table 1.4 presents the emotional stress of Grade VI pupils. The statement “I feel worthless” had the lowest weighted mean of 2.31, indicating a low level of emotional stress and showing that pupils value themselves. Meanwhile, “I feel tense and nervous” had the highest mean of 3.06, interpreted as moderate stress. According to Pew Research Center (2019), 70% of young people see anxiety and depression as major issues, often caused by academic pressure (61%), appearance concerns (29%), and other factors (4%). Overall, the composite mean of 2.70 suggests a moderate stress level, showing that pupils can manage their emotions and maintain self-worth despite challenges.

Table 1.4 Emotional- Related Aspect as Stress Level of Grade VI Pupils (n=130)

Table 1.5 presents the psychological stress of pupils. The statement “I find it difficult to pay attention in class” had the lowest weighted mean of 2.27, indicating low stress and showing that pupils can focus and maintain good classroom relationships. In contrast, “I find myself eating less” had the highest mean of 2.66, interpreted as moderate stress, meaning stress can reduce appetite for some students. Studies show that attention supports key cognitive functions (Braver & Barch, 2002), and stress can suppress hunger cues (Goldman, 2022). The overall composite mean of 2.47 indicates low psychological stress, suggesting pupils can meet expectations and manage attention, though appetite issues may arise. Psychological stress can still affect the immune system and mental health (Salim, 2016).

Table 1.5 Psychological- Related Aspect as Stress Level of Grade VI Pupils (n=130)

Table 2 shows the coping mechanisms of pupils. Time management had the lowest weighted mean of 2.95, indicating moderate use as pupils sometimes struggle to manage their time effectively. In contrast, the physical aspect had the highest mean of 3.60, interpreted as high, showing that pupils often rely on physical activities to cope with stress.

Table 2.1 presents the coping mechanisms of Grade VI pupils in managing stress through time management. Among eight strategies, “I just let go of things that are out of my control” had the lowest weighted mean of 2.46 (low), indicating it was rarely used. In contrast, “I’m going to sleep early and do my schoolwork’s in my vacant time” had the highest mean of 3.48 (high), showing that good rest and using free time productively help them manage stress. According to Zhang et al. (2018), quality sleep improves stress coping. Overall, the composite mean of 2.95 indicates a moderate use of time management strategies in dealing with stress.

Table 2.1 Time Management Aspect as Coping Mechanism of Grade VI Pupils (n=130)

Table 2.2 presents the coping mechanisms of Grade VI pupils in dealing with stress related to tasks. Among eight strategies, “I seek social support when I feel particularly stressed with school issues” had the lowest weighted mean of 2.94 (moderate), showing that pupils only sometimes seek help from others. While social support can help reduce stress (Howard et al., 2008; Sheykjan, 2015), pupils often prefer handling stress on their own. The highest-rated strategy was “I ask for help from my parents” with a weighted mean of 3.55 (high), indicating that parental support is their most preferred coping method (Jane & Terry, 2020; Susman, 2020). Overall, the composite mean of 3.18 suggests a moderate use of task-related coping strategies.

Table 2.2 Task- Related Aspect as Coping Mechanism of Grade VI Pupils (n=130)

Table 2.3 presents the physical-related coping mechanisms of Grade VI pupils. Among the eight coping strategies, “I do not physically overwork myself” had the lowest weighted mean of 3.21, interpreted as moderate. This suggests pupils use it only sometimes to manage stress. According to Kelley K. Prather (2013), maintaining balance and enjoying hobbies help reduce stress, while Mayo Clinic (2012) notes that stress can affect both mental and physical health. Meanwhile, “I maintain a healthy eating habit” had the highest mean of 3.98 (high), showing pupils often rely on this strategy. Ayşe Akdeniz et al. (2016) found that healthy eating supports academic and physical performance. Overall, the average mean of 3.60 indicates pupils often use physical coping strategies to manage stress.

Table 2.3 Physical- Related Aspect as Coping Mechanism of Grade VI Pupils (n=130)

Table 2.4 shows the emotional coping mechanisms of Grade VI pupils. “I never mind what my classmate says about me” had the lowest weighted mean of 3.19 (moderate), indicating pupils tend to ignore negative comments and focus on self-worth. In contrast, “I always put in my mind to keep going” had the highest mean of 3.93 (high), showing pupils motivate themselves with positive thoughts to overcome challenges and pursue their dreams. The overall mean of 3.57 suggests they effectively manage emotional stress through these coping strategies.

Table 2.4 Emotional- Related Aspect as Coping Mechanism of Grade VI Pupils (n=130)

Table 2.5 presents the psychological coping mechanisms of Grade VI pupils. “I just go to sleep” had the lowest weighted mean of 3.14 (moderate), showing pupils use sleep occasionally to manage stress. According to SleepScore Labs (2021), quality sleep reduces stress, improves mood, and enhances decision-making. The highest weighted mean of 3.76 (high) was shared by “I seek advice from my parents” and “I try to control myself to pay attention in class,” indicating that pupils rely on parental guidance and self-control to cope with stress. Kristian S. Nielsen (2020) notes that self-control helps regulate stressful thoughts and supports psychological well-being. Overall, the composite mean of 3.41 (high) shows that pupils effectively use psychological coping strategies to manage stress.

Table 2.5 Psychological- Related Aspect as Coping Mechanism of Grade VI Pupils (n=130)

Table 3 presents the academic performance of first quarter general average of the pupils. It was found out that 64 of the respondents got 89-90 as their average interpreted as “Proficient” while 16 of the respondents got 80-84 as the lowest grade gained interpreted as “Approaching Proficiency”. The result also shows that dealing stress and using coping mechanism is not a hindrance for their studies.

Table 4 shows no significant relationship between stress and academic performance among Grade VI pupils. The computed t value of -0.427 and correlation of -0.038 were below the 0.05 significance level, leading to the acceptance of the null hypothesis. This indicates an inverse relationship, where higher stress levels are linked to lower academic performance. Kamoru Abidoy Tiamiyu et al. (2017) noted that high stress contributes to moderate academic outcomes due to factors like financial struggles, deadlines, and emotional strain. Similarly, Saqib and Rehman (2018) found that academic stress reduces student performance because of heavy workloads within limited time.

Table 4 Significant Relationship between the Level of Stress and Academic Performance of Grade VI pupils n=130

Table 5 shows a significant relationship between coping mechanisms and academic performance among Grade VI pupils. The computed t value of 2.044 and correlation of 0.178 exceeded the 0.05 significance level, leading to the rejection of the null hypothesis. This means pupils who effectively use coping strategies tend to have better academic outcomes. Crystal L. Park (2014) stated that coping skills enhance participation, attendance, and resilience, resulting in more positive learning experiences. Likewise, Michael J. Sullivan (2010) found that coping strategies—such as approach, avoidance, and seeking social support—help students perform better academically.

Table 5 Significant Relationship between the Coping Mechanism and Academic Performance of Grade VI pupils n=130

Table 6 shows a significant relationship between stress and coping mechanisms among Grade VI pupils. The computed t value of 2.864 and correlation of 0.245 exceeded the 0.05 significance level, leading to the rejection of the null hypothesis. This indicates that higher stress levels prompt pupils to use more effective coping strategies. Jeffrey R. Stowell, J. Kiecolt-Glaser, and Ronald Glaser (2001) also found that high stress encourages active coping, while lower stress relates to more passive strategies.

Table 6 Significant Relationship between the Level of Stress and Coping Mechanism of Grade VI pupils n=130

SUMMARY OF THE FINDINGS

1. The level of stress, coping mechanism and academic performance of Grade VI pupils. It was found out that the level of stress of Grade VI pupils in selected school in Carmen, Bohol in terms of time management, task related, emotional stress was moderate. While the level of stress of physical and psychological stress was low. Comprising the time management, task related, physical, emotional, psychological related aspect. The 3 aspects of stress were moderate, except for physical and psychological aspect which was in low level of stress. It implies that pupils experience moderate stress.
2. Coping mechanism of Grade VI pupils in dealing with stress. It was revealed that the coping mechanism of Grade VI pupils in selected schools in Carmen, Bohol in terms of physical, emotional and psychological aspect in dealing stress was high. While time management and task related aspect in dealing stress was moderate. Comprising the time management, task related, physical, emotional, psychological related aspect. The 3 aspects of stress were high which was interpreted as the pupils always use this as their coping mechanism in dealing stress, except for time management and task related aspect which is moderate. It explains that pupils use this coping mechanism to deal with stress.
3. Academic Performance of the Respondents. The highest weighted mean average was 85-89 in dealing stress interpreted as “Proficiency” and the lowest mean average16 was 80-84 interpreted as “Approaching Proficiency”.
4. Stress and Academic Performance of the Pupils. There was no significant relationship between stress and academic performance of the pupils. This implies an inverse correlation where it shows that pupils who possess high levels of stress are likely to have low academic performance. The null hypothesis was accepted.
5. Coping Mechanism and Academic Performance of the Pupils. There was significant relationship between coping mechanism and academic performance of the pupils. It means that when pupils apply their coping mechanism to deal their stresses are likely have better academic performance. The null hypothesis was rejected.
6. Level of Stress and Coping Mechanism. There was a relationship between level of stress and coping mechanism. It explains that when pupils experience high level of stress then the coping mechanism is effective. The null hypothesis was rejected.

CONCLUSIONS

It was revealed on the findings that the level of stress was moderate. The result implies that level of stress in terms of time management aspect, task related aspect, physical aspect, emotional aspect and psychological aspect thus moderate experience of the pupils. However, the level of coping mechanism was moderate. It explains that the coping mechanism in terms of time management aspect, task related aspect, physical aspect, emotional aspect and psychological aspect thus moderately use by the pupils in dealing stress. Whereas the academic performance of the pupils shows that the highest weighted mean average was 85- 90 as interpreted as “Proficient”. In addition, level of stress and academic performance found out that there was no significant relationship as it implies inverse correlation which means that when stress is high then the academic becomes low. Moreover, coping mechanism and academic performance of pupils has revealed that there was significant relationship. It implies that when pupils cope with stress then they really have good academic performance. On other hand, level of stress and coping mechanism found out that there is relationship as implies that when pupils experience stress then the coping mechanism was used.

RECOMMENDATIONS AND FUTURE RESEARCH

Limitations and Directions for Future Research

The present study employed a correlational design, which limits its ability to establish causal relationships between stress, coping mechanisms, and academic performance. While the findings provide valuable insights into the experiences of Grade VI pupils, future research could adopt experimental or longitudinal designs to determine whether specific coping mechanisms directly contribute to improved academic performance or whether certain types of stress negatively affect learning outcomes over time.

A longitudinal study that follows pupils from Grade 5 to Grade 7 may provide a clearer picture of how coping strategies and stress levels evolve and how these changes relate to academic performance across grade levels.

To address the limitations of relying solely on self-reported data, future researchers are encouraged to use a mixed-methods approach. This may include:

• Conducting student focus groups or interviews to explore in depth the causes of task-related stress and the specific coping strategies students use.
• Interviewing teachers and parents to gain a more holistic understanding of pupils’ stress and coping behaviors inside and outside the classroom.

While the study utilized a validated instrument, future research could provide a more rigorous validation process or test the tool with different samples to ensure reliability and cross-cultural applicability within the region.

Additionally, future studies should consider individual differences that may influence stress and coping patterns. Analyzing demographic variables such as gender, socioeconomic status, family structure, or learning needs could reveal which subgroups are more vulnerable to high stress and low coping efficacy.

Academic performance was assessed only during the first grading period, which may not fully reflect students’ learning outcomes. To provide a more comprehensive view, future research could incorporate multiple grading periods or use standardized assessments for stronger academic performance measures.

Practical Recommendations

1. Targeted Interventions for Task-Related Stress

Since task-related stress emerged as the most prominent source of pressure, schools should implement focused programs such as:

• Time management workshops to help pupils plan and prioritize tasks more effectively.
• Project-based learning scaffolding, where large assignments are broken into smaller, manageable steps to reduce feelings of being overwhelmed.

2. Strengthening Emotional and Physical Coping Strategies

Pupils already display moderate to high coping abilities, particularly in physical and emotional areas. Schools can enhance these strengths by:

• Incorporating mindfulness and relaxation exercises (e.g., deep breathing or guided meditation) during class.
• Promoting regular physical activity through sports programs and active breaks.

3. Enhancing Support Systems

• Training teachers and parents to recognize and address signs of student stress effectively.
• Establishing strong home–school communication channels to identify and intervene early when pupils struggle.

4. Fostering Emotional Intelligence

Integrating Social and Emotional Learning (SEL) programs can develop pupils’ empathy, emotional regulation, and responsible decision-making — skills essential for stress management and academic success.

5. Utilizing Creative and Peer Support Outlets

• Art and writing programs can offer students constructive ways to express their emotions.
• Peer mentoring or study groups can strengthen social support networks and enhance both coping and academic outcomes.

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