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RESEARCH PRE-ORAL DEFENSE SCRIPT
INTRODUCTION – Cathy (30 secs) A pleasant morning everyone especially to our dear panelists! We are here to present to you our research proposal titled Level of Perceived stress and resiliency level of Grade 12 students. To formally start, let me introduce my group. My name is Catherene Grace Lozano together with my co researchers Ms. Geraldine Suacillo, Mr. Shelomoh Allonar, Mr. Howard Atillo, and Mr. Robert Coretico. RATIONALE – Howard ( 4 mins) For the longest time, students are assumed to not be affected by any sort of stress or problems. Rather, they too have their own levels of problems. Stress can take a toll on students. The Global Organization for Stress reports that stress is the number one health concern of high school students. Some of the causes of stress among students that may affect their mental health are heavy workloads, poor motivation, and time pressure. Moreover, stress is a significant factor in how a student performs academically particularly in the present situation. As the world responds to the Corona Virus Disease 2019 pandemic, the Philippine government has temporarily closed all educational institutions. Consequently, Institutions were forced to quickly redesign the school’s modalities; educational programs can now be accessed online, offline, or through both modalities. Because face to face learning is discouraged as part of the precautionary measures in place to prevent the spread of the virus, it has had the unintended consequence of social isolation for adolescents, youths who have a developmental need for autonomy and peer connection. In addition to the widely known antecedents and negative impacts of school-related stress for high school students, there is now the added stress of living in this pandemic time. New stressors include social restrictions, fear for their own or loved ones’ safety,
adjustments in school attendance, uncertainty about college experiences, and financial concerns. Although students have high general average grades, they still struggle because of the lack of psychological resources to help them deal with stressors in a healthy manner. Students often sacrifice sleep, nutrition, and personal relationships in order to maximize the amount of time they can devote to studying in the hopes of receiving their desired grade. Because they are also at the “wager it all” stage in adolescent development, at times they will engage in high-risk behaviors to cope with the stress in their lives. Stress is an inevitable part of life, and it is understood as a lifestyle crisis. Stress has a powerful impact on various aspects of life. It can affect mood, energy level, relationships, work performance, and even cause and exacerbate a wide variety of health conditions. These events can actually lead to learning experiences, but it can also have negative consequences on an individual's health if it is received constantly. Moreover, while stress could drive some people to perform their best, other people could not cope with stress. Indeed, individuals perceive and deal with stress differently. To counter stress, one must have resilience. Resilience is the ability to “power through” unpleasant events and emerge on the other side. It is a trait that allows an individual to manage responses to the stressful situations accordingly. This helps them recover quickly from challenging life events and draw strength to power through. Researchers believe that correlating resilience and stress can help solve the main issue. Stress levels can be healthy and can even drive one to succeed, but some adolescents can find them challenging to one’s physical and mental health, with
about valued subjective experiences: well-being, contentment, and satisfaction (in the past); hope and optimism (for the future); and flow and happiness (in the present). Positive psychology researchers tend to focus on four areas – (a) positive experiences, (b) enduring psychological traits, (c) positive relationships, and (d) positive institutions. These four areas of positive psychology provide a framework for investigating resilience in the current study. By better understanding the things in lives that provide meaning or bring purpose and gives positivity, they can use that ability to adapt and change as a source of strength in times of crisis. A resilient person works through challenges by using personal resources, strengths, and other positive capacities of psychological capital like hope, optimism, and self-efficacy. Second theory is General Adaptation Syndrome (GAS). Hans Selye (1976) developed the three-stage process that describes the physiological changes the body goes through when under stress. The theory involves a process that may go through the following three stages: (a) alarm reaction stage, (b) resistance stage, and (c) exhaustion stage. The alarm reaction stage is the initial shock experienced after the onset of acute short-term stressors. Fight-or-Flight response occurs in this stage. It is possible that a student may overcome the stress experience at this stage if appropriate coping strategies are used. Selye argued that a person may enter the resistance stage if the external stressors persist. Although the body enters recovery phase, it remains on high alert for a while. Some stressful situations continue for extended periods of time and it may slowly exhaust the individual’s biological adaptation to the stressors. Although the student may continue to use adaptive resources during this stage, they may not work appropriately enough in coping with stress. If the resistance stage continues for too long of a period without pauses to offset the effects of stress, this can lead to the exhaustion stage. Exhaustion stage is where the individual may experience severe physical, emotional, social,
and cognitive difficulties that may undermine his or her ability to function well. This theory is relevant to this study because it explains how stress can have a negative impact on a student's physical and mental health, especially if the stressors are long-lasting or persistent. Students, who are under stress, may face physical, emotional, and psychosocial challenges, all of which may have a negative impact on their academic performance and their ability to cope with life in general. This theory is therefore possible to explain the long-term impacts of chronic stress that a student may experience during a semester, academic year, or even longer. Third is Theory of Stress and Coping. Lazarus and Folkman’s theory aims to explain how a person psychologically copes with stressful situations. According to this theory, one’s perception of physical and mental health is related to the ways one evaluates and copes with stressors. There are four major concepts within the theory: the event, appraisal of the event, coping strategies, and outcome. The stress and coping theory serve as a guide for this study. The event, appraisal, and coping phases of the theory are the focus of the study, as these phases relate to perceived stress and resilience experienced by adolescents, specifically Grade 12 students. In this study, the event is dealing with academic demands and encountering challenges in life in all aspect of students’ lives as they are transiting to tertiary education and approaching adulthood. A person’s response to the event is mediated by an appraisal of the stressor and his or her ability to cope with it. In the primary appraisal stage, a person must make a judgment about the stressor, if this is a life- changing event. Personal factors such as health status, personality, values, beliefs, culture, and self-esteem affect this appraisal. The secondary appraisal is the response to the stressors of the event, if he or she reacting with an excessive amount of perceived stress or resilience. This appraisal is affected by the commitments, demands, limitations, and support networks of the situation. After
Now let’s turn our attention to the statement of the problem. The main objective of this study is to determine whether there is a significant relationship between the perceived stress level and resiliency level of Grade 12 students in Mater Dei College. Specifically, this study seeks to answer the following questions: 1.What is the level of students’ perceived stress? 2.What is the extent of students’ resiliency? 3.Is there a significant relationship between the perceived stress level and resiliency level of Grade 12 students? This leads us to our next point, which is statement of the hypothesis. This study will prove that there is a significant relationship between the perceived stress level and resiliency level of Grade 12 students in Mater Dei College. Now let’s consider the significance of the study. The result of this study will be useful to the following: First are the Students. This study will inspire, enlighten and be beneficial to them in a way that it will serve as their basis or standard of their goal or motivations to try to lessen or lower their level of stress and build resilience; that even though knowing perceived stress is a strong external factor to academic performance, they will still pursue in reaching their goal despite its contribution to obstacles and struggles in life.
Second are the Teachers. The result of this study will give light to the actual sentiments of Grade 12 MDC students. Teachers can give guided attention to the aspects wherein students have difficulties. They can develop ideas in helping students lower their stress levels and build their resilience. When teachers are able to spend less time addressing struggling students, they can now expend greater resources toward enhancing teaching and learning for both their students and their own professional development. Teachers may also experience less workplace stress if they are regularly with a population who experiences less stress. Third are the Parents. This study will become the bridge between the students and their parents to foster the importance of physical and psychological health and well-being. Parents will be aware of their children's perceived stress level and resiliency level and therefore, will be able to provide direction and assistance in coping with stress and learning resiliency. Fourth are the School Administrators. This research will help administrators re-examine the levels and severity of issues related to the stress experienced by Grade 12 students at Mater Dei College and create a solid starting point for the generation of solutions. The result of this research work will also serve as a baseline data of the school on the level of resilience and perceived stress level of the respondents and the relationship between those variables. And lastly, the Future Researchers. The results or findings of this study will serve as a good source of accurate and useful information for the future researchers. They may extend the prior knowledge with the information given if they want to improve their awareness and views on the relationship between students’ resiliency and perceived stress levels. Clarification of this relationship would lead to more effective solutions to the main problem, as well as a better understanding of how to encourage these variables in an educational setting to help
The next slide indicates the research flow. As you can see the input of the study is Level of Perceived Stress and Resiliency Level of Grade 12 Students. The process includes Data Collection Data Presentation Data Analysis and Data Interpretation. For output, we have the Summary of Findings and Results, Conclusions, Proposals and Recommendations. For the participants of the study, it will be the Grade 12 students of Mater Dei College-Senior High School Department for the academic year 2021-2022. They are the chosen participants of the study because they are transiting to tertiary education which means more academic demands and might also encounter challenges in all aspects of their life. The chosen participants are about to graduate or transition to college, therefore there is a shift of academic, a preparation for the college. The Grade 12-students are composed of 3 strands which are Humanities and Social Sciences (HUMSS), Accountancy and Business Management (ABM), and Science, Technology, Engineering, and Mathematics (STEM) respectively of which Mater Dei College provides. Meanwhile, the researchers will determined the number of participants through simple random sampling technique wherein we will select the said participants randomly to represent the whole population with regards to the collection of data tallying 90 out of the approximated 500 students in the said year level. Research Methodology Part2 – Geraldine (2 mins) For efficient and reliable data collection, questionnaires will be used as our research instrument to convene the required data for the study. The questionnaire is composed of two parts. The first part is adopted from the Perceived Stress Scale (PSS) developed by Cohen, Kamarck, and Mermelstein (1983). PSS is the most
widely used psychological instrument for measuring the perception of stress. Thus, the questions deciphered in part one are intended to measure the student’s perceived stress level. Part I is composed of 10 items, and is answerable by the following scale: “0- never,” “1- almost never,” “2-sometimes,” “3- fairly often,” “4- very often.” Moreover, items 4, 5, 7, and 8 will be treated with reverse scoring. Individual scores on the PSS can range from 0 to 40 with higher scores indicating higher perceived stress and lower scores indicating lower perceived stress. The second part, on the other hand, is adopted from the Brief Resilience Scale (BRS) developed by Smith et al (2008). BRS is a self-rating questionnaire aimed at measuring an individuals’ ability to “bounce back from stress”. Therefore, this instrument is mainly employed for the second variable which is the resiliency level. Amat et al. (2014) explain that the BRS instrument consists of six items, three positively worded items, and three negatively worded items. The choices then ranged from 1 as strongly disagree to 5 as strongly agree. BRS is a very simple scale item in which the scores of the 6 Likert items (half reverse coded) are summed. This is the third and final resilience measure noted by Windle et al. (2011) as a highly valid and reliable measure of resilience, but there are many more with evidence to back their effectiveness. With regards to the gathering of data, we, the researchers, will secure and ask the approval first of MDC’s High School Department Principal, Dr. Jasmin M. Sumipo by sending her a letter of request stipulating the permit of all the necessary means and access to everything beneficial in this research study. Once given an official permission and final briefing of the moral conducts in doing the said study, the researchers will proceed to the selection of the participants by simple random sampling technique and giving an introductory note of the whole research process
0-1.33 as Low stress 1.34-2.66 as Moderate stress; and 2.67- 4.00 as High perceived stress For the interpretation of resilience, we have: 1.00-2.99 as Low resilience 3.00-4.30 as Average resilience; and 4.31-5.00 as High resilience On the next slide, we present to you our definitions of terms. To ensure that our readers will understand the components of our study these terms are hereby defines operationally. For the next two slides, we present to you our research tools. First we have Standardized Tool for Perceived Stress Level, the Perceived Stress Scale (PSS) developed by Cohen, Kamarck, and Mermelstein (1983) and the second one is the Standardized Tool for Resilience Level, the Brief Resilience Scale (BRS) developed by Smith et al (2008). Outro – Adine (30 secs) That brings us to the end of our presentation. Thank you for listening.
TIPS:
ASK WHEN THE QUESTIONS ARE UNCLEAR
My apologies, but I’m afraid I didn’t quite catch the essence of your question. Can you please help me understand what you mean when you said _________(iyang gisulti nga wa nimo nasabtan)? I’m sorry, I didn’t quite get that. Could you go over again? IF WALA KAHIBAW SA TUBAG, THEN BE HONEST That’s an interesting question. I don’t actually know off the top of my head, but I’ll try to get back to you later with an answer. I’m afraid I’m unable to answer that at the moment. Perhaps, I can get back to you later. Good question. I really don’t know! What do you think? That’s a very good question. However, I don’t have any figures on that, so I can’t give you an accurate answer. Unfortunately, I’m not the best person to answer that. AYAW STORYA IF NAGSTORYA PA AG PANEL, HUWATA OG MAHUMAN SILA. KAY PARA KAS PUD OG ORAS HAHAHHAHAH DON’T BE ARROGANT PEOPLE. I KNOW KULBA AND NEED CONFIDENCE PERO PLEASE DON’T BE TOO MUCH TRY NOT TO TALK FAST AND TALK SLOW. KANANG SAKTO2 RA GUD Why did you choose this topic?
accurate representation of the larger population.) PANG BACK UP RANING GI PARENTHESIS NAKO
