ENVIRONMENTAL STRESSORS AFFECTING THE ACADEMIC

PERFORMANCE OFTHE FIRST YEAR HTC COLLEGE STUDENTS

An Undergraduate Research Presented to the Faculty of the College of

Teacher Education Holy Trinity College of General Santos City

ISO 9001:2008

In Partial Fulfillment of the Requirements for the course

Educational Research Writing

By
AMORMIA C. MORENO
ADZNIER A. WAYA
ROBERT KIER T. TOMARO
NEA CARIZA P. GATINAO
CYRILLE CALLANO

May 2016
 Holy Trinity College of General Santos City
College of Teacher Education
ISO 9001-2008 Fiscal Daproza Avenue, General Santos City

Approval Sheet

This research entitled “ENVIRONMENTAL STRESSORS AFFECTING THE

ACADEMIC PERFORMANCE OF THE FIRST YEAR HTC COLLEGE
STUDENTS”, prepared and submitted by AMORMIA C. MORENO, ADZNIER A.
WAYA, ROBERT KIER T. TOMARO, NEA CARIZA P. GATINAO, CYRILLE
CALLANO has been examined and is hereby recommended for acceptance and
approval.

TOBIAS A. FLORES, MAEd

Adviser
________________________________________________________________

PANEL OF EXAMINERS

PRISCILLA A. MARAYAG, Ph.D.

Chairman

SHERWIN P. UY, MST FRAULEIN A. OCLARIT, MDC

Examiner Examiner

Accepted and approved in partial fulfillment of the requirements for the

course Educational Research Writing.

PRISCILLA A. MARAYAG, Ph.D.

Dean, College of Teacher Education
 ACKNOWLEDGEMENT

Words and thoughts are not enough in expressing our deepest gratitude to

the persons behind the realization of this research study. The researchers

profoundly acknowledge the valuable assistance of the following:

To our approachable Dean Dr. Priscilla A. Marayag, who is willing to

support us and lend time towards the success of the study.

To Professor Sherwin P. Uy and Fraulein A. Oclarit, for being part of the

panelist, who provided us constructive criticisms regarding the fulfillment of our

study.

To Professor Eleanor C. Paquibulan, who painstakingly validated and our

survey questionnaires.

To Professor Lyn Xyrille S. Mallari, for unconditionally editing the content

towards the improvement of the study.

To our adviser, Prof. Tobias A. Flores for introducing and keeping us

guided towards the research right from the start.

To the families and friends of the researchers who truly understand,

inspire, and encourage us to do so.

And lastly, to Almighty Creator, who gave us unending strength and

wisdom in pursuit of this study.

The Researchers
ABSTRACT

This research aimed to identify the environmental stressors that affect the

academic performance of the first year CTE students of Holy Trinity College of

General Santos City. These environmental stressors were school environment,

subject teacher, classmates and accessibility. The study utilized a correlative

survey involving 65 first year college students from Bachelor of Elementary

Education of Holy Trinity College of General Santos City. Questionnaires were

used to gather the needed data which was consolidated and statistically

analyzed using frequency counts, percentages and weighted mean. Based on

the result of the study, there is no significant relationship between the

environmental stressors and the academic performance of the respondents.

Thus, stress which was experienced by the respondents did not affect on how

well they performed in school.

Objectives

This study aimed to:

1. Determine the environmental stressors affecting the academic

performance of the students.

2. Identify possible situations when their students are not performing well

in class.
 TABLE OF CONTENTS
CONTENT PAGE
Title Page i
Approval Sheet ii
Acknowledgement iii
Abstract iv
Objectives iv
Table of Contents v
List of Tables vii
List of Figures v
Background of the Study 1
Statements of the Problem 3
Significance of the Study 4
Conceptual Framework 5
Hypothesis 6
Methodology 7
Research Design 7
Respondents of the Study 7
Locale of the Study 7
Research Instrument and Procedure 8
Statistical Treatment 8
Limitation of the Study 9
Review of Related Literature 10

Results and Discussions 13

A. Results 13
B. Discussions 20
C. Conclusion 21
D. Recommendations 22

References 23
Appendices PAGE
A Permission Letter 24
B Test Questionnaire 25
C Letter to the Respondents 27
D Validation Letter 28
E Validation Sheet 29
F Certification of the Adviser 31
G Certification of the Statistician 32
H Certification of the Grammarian 33
Curriculum Vitae 34
 LIST OF TABLES

TABLE PAGE

1. Environmental Stressors Affecting Students’ Performance 11

2. Academic Performance of the First Year Students 14

3. Significant Relationship Between Environmental Stressors and

Academic Performance 15
 LIST OF FIGURE

FIGURE PAGE

1. Conceptual Framework 4
BACKGROUND OF THE STUDY

No one is free of stress. Regardless how sensible, intelligent, or privileged

one is, he/she will be challenged at times of frustrations, losses, challenges and

conflicts. When one enters college, there are several stressors that can be

experienced especially in terms of school environment, subject teacher,

classmates and even accessibility from home to school. If one is continually

exposed to stress he/she may experience decline in his/her biological

functioning.

According to a 2008 mental health study by the Associated Press and

mtvU of the American Institute of stress, eight out of 10 of college students

sometimes or frequently experienced stress. Much of the stress can be attributed

to the changing lifestyles and attitude of the students. Stress can be thought of

as many events that strains or exceeds an individual’s ability to cope (Lazarus,

1999). It is essential that one may be provided with a new perspective on both

feelings and health.

The same study of Maria Lourdes Dorothy S. Salvacion about stress

profile among students of the UP Manila College of dentistry showed that

majority of the students manifested stress vulnerability. Academic achievement is

one of the factors. Another study in Leyte Normal University of Generoso N.

Mazo, Ph.D. also observed that school requirements/projects was the most

common cause of stress. .

 This study determines the effect of environmental stressors to the

academic performance of first year CTE students of Holy Trinity College of

General Santos City. The researchers are interested to look into the stressors

that affect the performance of first year CTE students in which most of them

undergo series of adjustments. Through this study, the researchers can help

provide insights towards organizational effectiveness and efficiency. Thus, this

study was conducted.

STATEMENTS OF THE PROBLEM

This study aimed to determine the environmental stressors affecting

students’ performance among first year students of Holy Trinity College of

General Santos City.

Specifically, this study sought answers to the following questions:

1. What are the environmental stressors affecting the academic performance

among first year education students of HTC in terms of:

1.1. School Environment;

1.2. Subject Teacher;

1.3. Classmates; and

1.4. Accessibility?

2. What is the academic performance of the first year students?

3. Is there a significant relationship between the environmental stressors and

the students’ academic performance in terms of:

3.1. School environment;

3.2. Subject teacher;

3.3. Classmates; and

3.4. Accessibility?
SIGNIFICANCE OF THE STUDY

The findings of the study are beneficial to the following:

Students. This study will help them become aware of possible

causes of stress and for them to know the coping behaviors they utilize

are significant for many reasons.

Teachers. The findings of the study will allow them to develop

strategies on how to handle their students who are experiencing stress.

Institution. This study can be used in assessing the common

problems of the school environment and services that might cause

possible stress among the students.

Researcher. This study will be a significant endeavor in identifying

the environmental stressors that affects the students’ adjustments on their

academic effort.

Other researchers. In order for them to acquire relevant information

about stress that they may use as a tool for conducting other researches.
CONCEPTUAL FRAMEWORK

Independent Variable Dependent Variable

Environmental Students’
Stressors Academic
Performance

Figure 1. Conceptual Paradigm

terms
 This study determines the effect of environmental stressors to the

academic performance of first year college students of Holy Trinity College of

General Santos City. The independent variables are the environmental stressors

(school environment, subject teacher, classmates, and accessibility) which are

presumed to have effect on the dependent variable which is the students’

academic performance.

HYPOTHESIS

There is no significant relationship between environmental stressors and

the academic performance of the students.

 METHODOLOGY

This chapter presents the research design and methodology of the study

which includes respondents of the study, research locale, the research

instrument procedure as well as the statistical treatment.

Research Design

The correlative research design was used to investigate, determine and

describe the study. This study dealt on the environmental stressors affecting

students’ performance among the first year college CTE students of Holy Trinity

College of General Santos City.

Respondents of the Study

The respondents of the study were sixty - five (65) BEED First year CTE

students of Holy Trinity College of General Santos City for the summer class of

A.Y. 2015-2016.

Locale of the study

The study was conducted at Holy Trinity College located at Fiscal Daproza

Avenue, General Santos City.

Research Instrument Procedure

Since the researchers used a correlative research design. They applied

the following steps:

1. The researchers secure a printed permission letter to conduct this study.

2. The letter was addressed to the vice-president for academics of Holy

Trinity College of General Santos City to conduct this study.

3. The researchers selected sixty-five (65) first year Bachelor of Elementary

Education students randomly to secure them as respondents of the study.

4. The questionnaires were then administered and distributed personally to

the respondents.

5. The researchers collected the questionnaires from the respondents.

6. The responses were weighted, tabulated, analyzed and interpreted.

Statistical treatment

The researchers utilized the weighted mean, frequency and percentage

distribution to answer problems 1 and 2. Multiple regressions were used to

determine the significant relationship of the two problems.

LIMITATIONS OF THE STUDY

This research focused on the environmental stressors that affect the

students’ academic performance. The respondents of this study are the sixty-five

(65) first year college students from Bachelor of Elementary Education of Holy

Trinity College of General Santos City who are currently taking the Summer class

2016. The time frame of the study is limited only for the summer of the school

year 2015-2016.
 REVIEW OF RELATED LITERATUE

In Psychology, stress is the arousal of ones’ mind and body in response to

demand of circumstances. Stress makes an organism to forcibly adapt, cope and

adjust, some sources of stress includes frustration, daily hassle, life changes

cand conflict. Some psychologists describe stress as an individual’s response to

absorbing event.

According to Dr. Spencer A. Rathus, not all stress is bad. It can increase

sharpness and motivation and can keep people alert and involved. He called this

kind of positive stress as eustress. Positive stress can be a sign that a person is

taking on a challenge to reach a goal. For example, he/she might experience

eustress as he/she participate in a classroom activity.

However, there is also negative stress called distress. It can result to

psychological and physical effects due to intense pressure and anxiety. Negative

stress can impair one’s mood and can even harm the body.

The event or situation that produces stress is called a stressor. According

to Michael W. Passer, stressors are specific kinds of stimuli. Whether physical or

psychological, they place demand that endanger well-being and require to adapt

in some manner. Stressful events can be appraised by an individual as

‘’challenging’’ or ‘’threatening’’ (Lazarus, 1966). When students appraise their

education as a challenge, stress can bring them to competency. However, when

it is taken as a threat, it can elicit helplessness.

 High school and college students often experience stress that is related to

family problems, relationships, pressure at school, loneliness, and general

nervousness. In fact stress is one of the main reasons that college students seek

help at college counseling centers (Murray, 1996).

Academic work may reflect the high level of stress that undergraduate

students have reported. One of the main causes to academic stress is test

anxiety. Most students were very vulnerable to examinations. When the

information of the test result worried by the students, it reduces their capacity in

performing the tasks, and the result becomes self-confirming (Fisher, 1994).

According to Blonna 2007, commuter students may have a difficulty in fitting in

new environment such as joining new clubs, making friends, and getting involved

in extracurricular activities.

Studies conducted (Altamier, 1983 Pancer et.al., 2000; Fisher 1994) have

shown that the period of greatest stress during their transition is in the first weeks

and months of classes.

In addgition, Presnall (2008) conducted the students’ stress survey which

showed that college students have a high risk of stress on school-related issues.

The survey revealed that out of 2,253 respondents nationwide, the primary

sources of stress were financial problems, relationships, family problems and

extracurricular activities.

Stress marked by overly high performance standard, with the high level of

worry, self-criticism of attention while preparing to take exams (Altmaire, 1983).

Some students connect stress on how well they perform in school and relate it on

their future career.

A critical issue concerning stress among students is its effect on learning.

The Yerkes-Dodson Law (1908) postulates that individuals under low and high

stress learn the least and those under moderate stress learn the most. A field

study and laboratory test supports the notion that excessive stress is harmful to

students’ performance.

The responses from the stressors reported to the students were due to

lack of overt skills and handling stressful situations. There are various ways of

coping stress. One of the ways to begin is to be aware of the individual’s physical

and emotional limits are. According to Greenberg and Vallettutti (1980), a strong

psychological adjustment on the part of an individual is known to effectively help

offset the dysfunctional effects of stress.

Social support has been found to be important environmental resources

(Suls and Wallston, 2003). The knowledge that one can rely on others for help

and support in times of problems helps to lighten the impact of stress.

 RESULTS AND DISCUSSIONS

A. Results

This chapter analyses, interprets, and presents the data gathered.

It also includes the findings, conclusions and recommendations of this

research. Thus, the tabular presentations and discussions were organized

based on each of the problem stated in the first chapter of the study.

Table 1

ENVIRONMENTAL STRESSORS AFFECTING STUDENTS’ PERFORMANCE

(n=65)
Mean Description
A. School Physical Environment

1. Cleanliness and orderliness of the school vicinity 3.14 Sometimes

2. Noisy surrounding of the school 3.38 Sometimes

3.14 Sometimes
3. Accessed to school services (e.g. library and cashier)

3.38 Sometimes
4. Classroom lighting and ventilation

5. Classroom distance 3.26 Sometimes

Composite Mean 3.26 Sometimes

B. Subject Teacher

1. Ability to meet teachers’ expectations 3.31 Sometimes

2. Difficulty in understanding on teachers’ instructions 2.95 Sometimes

3. Teacher’s favoritism 3.02 Sometimes

 3.06 Sometimes
4. Teacher centered style of teaching

Seldom
5. Teacher’s bullying 2.42

2.95 Sometimes
Composite Mean

C. Classmates

2.60 Sometimes
1. Behavioral differences with classmates

2.45 Seldom
2. Cultural differences among classmates

2.28 Seldom
3. Religious differences

2.31 Seldom
4. Inferiority complex

2.74 Sometimes
5. Academic competition among classmates

Composite Mean 2.47 Rarely

D. Accessibility of the School

2.83 Sometimes
1. Proximity from home to school

2.98 Sometimes
2. Access to transportation from home to school

3.03 Sometimes
3. Travel time

2.65 Sometimes
4. Travel-related discomfort

2.66 Sometimes
5. Travel-related risks

Composite Mean 2.83 Sometimes

Overall Mean 2.88 Sometimes

Legend:

Range Description

1.00-1.49 Never

1.50 – 2.49 Seldom

2.50 – 3.49 Sometimes

3.50 – 4.49 Rarely

4.50 – 5.00 Always

Table 1 presents the environmental stressors affecting students’

adjustments among first year education students of Holy Trinity College of

General Santos City.

Item A. 1, 2, 3, 4, and 5 got the following mean: 3.14, 3.38, 3.14, 3.38,

3.26 respectively and have a composite mean of 3.26 which is described as

sometimes. On the item B. 1, 2, 3, 4, and 5 got the following mean: 3.31, 2.95,

3.02, 3.06, 2.42 respectively with a composite mean of 2.95 which corresponds

as sometimes. Item C 1 and 5 got the following mean: 2.74, and 2.60

respectively, and item C. 2, 3, 4 are 2.45, 2.28, and 2.31 respectively and got a

composite mean of 2.47 which is described as seldom. On the other hand, item

D. 1, 2, 3, 4, and 5 got the following mean 2.83, 2.98, 3.03, 2.65, 2.66

respectively with a composite mean of 2.83 described as sometimes.

 Meeting the expectations of the subject teacher was one of the stressors

experienced by students. According to the study conducted by Fiedler BS (2012),

the Higher Education institutions’ slowness in responding to health needs of the

students combined with the increasing expectations of the teaching staff has led

to avoidance of deep investment of students towards their academics.

Additionally, Mary Gormandy White, a corporate trainor and consultant

cited that the pressure to perform academically is one of the primary causes of

stress particularly for college students. Coursework can be very demanding and

competition for earning top marks can be very stressful.

The researchers from the University School of Medicine in Saint Louis and

the Cooper Institute in Dallas also noted that students who commute of at least

10 miles each way have a higher tendency toward stress than those students

with shorter commutes.

 Table 2

ACADEMIC PERFORMANCE OF FIRST YEAR STUDENTS

(n=65)

Range/Scale Frequency Percent Description

1.00-1.49 13 20% Outstanding

1.50-1.99 26 40% Very Good

2.00-2.49 26 40% Good

2.50-3.00 0 0% Fair

3.01 and below 0 0% Poor

TOTAL 65 100%

The data shows that out of sixty five (65) students, 1.50 – 1.99 and 2.00 –

2.49 ranges were both obtained by 26 or 40% of the students respectively. On

the other hand 13 or 20% of the students got 1.00 – 1.49. However, 2.50 – 3.00

and 3.01 below ranges were obtained by zero (0) students.

According to Madeline Ellis (2015), students with unhealthy behaviors had

significantly lower GPAs. Stress was one of the biggest factors. Of the 69.9

percent of students who reported they were stressed, 32.9 percent said that

stress was affecting their academic performance. However, based on the table

presented, 20% of the respondents belong to outstanding performance and 80

percent for Very good and Good description.

 Table 3

SIGNIFICANT RELATIONSHIP BETWEEN ENVIRONMENTAL STRESSORS

AND ACADEMIC PERFORMANCE

(n=65)

t- t-
Items Correlated Computed Description Remark
Computed Tabulated
𝑟𝑥𝑦

X ̅
𝒙 Y ̅
𝒙
Negligible
a. School 3.26 0.10 Relationship
0.80 1.96 Not
Environment Significant

b.Subject 2.95 0.11 Negligible 0.88 1.96 Not

Teacher Relationship Significant
Academic
1.80
Performance
2.47 0.04 Negligible 0.32 1.96 Not
c.Classmates Relationship Significant

2.83 0.19 Negligible 1.54 1.96 Not

d.Accessibility Relationship Significant

Table 3 shows that there is no significant relationship between the

environmental stressors and the academic performance of the students.

The survey result shows that the respondents are not highly affected by

the given environmental stressors. In support with this, a study conducted from

Arizona State University stated that stress is not always bad and can be

motivating and energizing instead. School related stressors can motivate

students to study hard in order to achieve the grades they desire. Being strapped

of money can enhance students’ work. Relationship conflicts can help build
communication skills as well. Busy schedule may also help them to balance their

time in focusing on things that are needed to be prioritized.

To interpret the correlation value (r) obtained, the following classification

may be applied. If rxy ranges (Pangan et. al, 1996),

Exactly 0 No correlation

Slight correlation, almost

From 0 to ± 0.20
negligible relationship

Slight correlation, definite but

From ± 0.21 to ± 0.40
small relationship

Moderate correlation, substantial

From ± 0.41 to ± 0.70
relationship

High correlation, marked

From ± 0.71 to ± 0.90
relationship

Very high correlation, very

Form ± 0.91 to ± 0.99
dependable relationship

Exactly ± 1 perfect correlation

 B. Discussions

Based on the interpretation of the data gathered the following are the

summarized findings:

The table 1 presents the environmental stressors affecting the academic

performance of the students. Based on the table shown, items A, B and D

obtained composite mean 3.26, 2.95, and 2.88 respectively which are described

as sometimes. Item C shows a composite mean of 2.47 which is described as

seldom. The table 1 presents the environmental stressors affecting students’

adjustments among first year education students of Holy Trinity College of

General Santos City.

Item A. 1, 2, 3, 4, and 5 got the following mean: 3.14, 3.38, 3.14, 3.38,

3.26 respectively and have a composite mean of 3.26 which is described as

sometimes. On the item B. 1, 2, 3, 4, and 5 got the following mean: 3.31, 2.95,

3.02, 3.06, 2.42 respectively with a composite mean of 2.95 which corresponds

as sometimes. Item C 1 and 5 got the following mean: 2.74, and 2.60

respectively, and item C. 2, 3, 4 are 2.45, 2.28, and 2.31 respectively and got a

composite mean of 2.47 which is described as seldom. On the other hand, item

D. 1, 2, 3, 4, and 5 got the following mean 2.83, 2.98, 3.03, 2.65, 2.66

respectively with a composite mean of 2.83 described as sometimes.

 2. The table 2 presents the academic performance of the 65 students which

shows that 40% got 1.50-1.99; 40% obtained 2.00 – 2.49 and 20% got a

range of 1.00-1.49.

3. Table 3 shows that there is no significant relationship between

Environmental Stressors and the Academic Performance of the first year

students.

C. Conclusion
Based on the findings of the study the researchers concluded that there is

no significant relationship between the environmental stressors and the

academic performance of the first year education students. This means that the

students’ adjustments on the academic performance are not affected by the

environmental stressors present on their surroundings. Therefore, although the

first year students experience stress, their academic performances were not

affected as manifested on the result of their grades. The statement testifies by

the result on tables 1 and 2 corresponding the stress they have felt and their

grades. Although the freshmen students sometimes experience stress, their

academic performance is still on the bracket of outstanding, very good as well as

good.
D. Recommendations

Based on the conclusion and result of the study, the following

recommendations were drawn:

1. Freshmen Students should learn how to cope with their new

environment in College and consider all new things as opportunities

that will help them develop their personalities.

2. Students should socialize with their fellow freshmen and seniors in

order for them to meet new faces and develop friendship.

3. If the students are forced to study away from their families due to

some circumstances, they should keep in-touch with them using

mobile gadgets and social media devices. This is to prevent them

from feeling of homesickness.

4. Students must cooperate with their subject teachers especially in

participating in the classroom activities and meeting requirements

in order to meet the academic goals.

REFFERENCES

Blonna, R.( 2007). Coping with stress in a changing world, (4th ed.).

New York City, McGrawHill Companies

Passer, Smith, and Ronald E. (2005). Psychology: The Science of Mind and

behavior, (3rd ed.)

Passer, Smith and Ronald E, 2005, Psychology: The Science of Mind and

behavior, 2nd edition

Nurse Educ Today,(2012)… Universities’ expectations of pastoral

care:trends,stressors,resurces gaps and support needs for teaching staff.

Retrieved from www.ncbi.nlm.nih.gov/pubmed/22633315

Elliss M,(2005)…how.stress.affects.academic performance…

Retrieved.from www.healthnews.com/en/news/How-stress-affects-
academic-performance/2wYimILIEroOCym8JC9/WD/

White,MG (Nad.).stress causes of college students.

Retrieved from www.stress.lovetolearn.com/Stress_causes_

of_college_students
 Appendix A

Permission Letter

Holy Trinity College Of General Santos City

Dadiangas North, Fiscal Daproza Ave., General Santos City
College of Teacher Education

ISO 9001:2008

May 11, 2016

Marcelino G. Tayamen Sr., MAEd

Vice President for Academics
Holy Trinity College
General Santos City

Sir:

Good Holy!

We, the BSEd and BEEd students of Holy Trinity College, are presently conducting a
research study entitled “ENVIRONMENTAL STRESSORS AFFECTING THE
ACADEMIC PERFORMANCE OF THE FIRST YEAR HTC COLLEGE
STUDENTS.” This is a requirement for the Educational Research Writing (ERW).

In connection with this, we would like to ask permission from your good office to allow us
to administer our questionnaire in pursuit to this study. Rest assured that the data
gathered will be treated confidentially and will be used solely for this research.

We are looking forward for your positive response.

Respectfully yours,

AMORMIA C. MORENO
ADZNIER A. WAYA
CYRILLE CALLANO
NEA CARIZA P. GATINAO
ROBERT KIER T. TOMARO

Noted by:

TOBIAS A. FLORES MAEd

Adviser

Approved by:

PRISCILLA ACOSTA-MARAYAG Ph. D

Dean of College of Teacher Education
 Appendix B

Test Questionnaire

Directions: Please provide honest answers to the given items. Rate how regular

you experience such stressors by checking the appropriate number that

corresponds to your choice using the scale below. Your utmost cooperation is

appreciated.

WPA:_________

Legends:

5 – Always 4 – Oftentimes 3 – Sometimes 2 – Seldom 1 – Never

School Physical Environment 5 4 3 2 1

Cleanliness and orderliness of the school

1.
vicinity.
2. Noisy surrounding of the school.
Accessed to school services (e.g. library and
3.
cashier).
4. Classroom lighting and ventilation.
5. Classroom distance.

Subject Teacher 5 4 3 2 1

1. Ability to meet teachers’ expectations

Difficulty in understanding on teachers’
2.
instruction
3. Teachers Favoritism
4. Teachers centered style of teaching

5. Teachers’ bullying
 Classmates 5 4 3 2 1

1. Behavioral differences with classmates

2. Cultural differences among classmates
3. Religious differences
4. Inferiority complex
5. Academic competition

Accessibility of the school 5 4 3 2 1

1. Proximity of school from home

2. Access to transportation from home to school
3. Travel time
4. Travel discomfort during travel
5. Travel-related risks
 Appendix C

Letter to the Respondents

Holy Trinity College Of General Santos City

Dadiangas North, Fiscal Daproza Ave., General Santos City
College of Teacher Education

ISO 9001:2008

May 11, 2016

Dear Respondents:

The Researchers would like to determine the environmental stressors affecting the
academic performance of the first year CTE students of Holy Trinity College.

Furthermore, your participation in the study by answering the questionnaire is truly

necessary. Rest assured that the data gathered will be treated confidentially.

We are hoping for your consideration on this matter.

Very truly yours,

AMORMIA C. MORENO
ADZNIER A. WAYA
CYRILLE CALLANO
NEA CARIZA P. GATINAO
ROBERT KIER T. TOMARO
Researchers

Noted by:

TOBIAS A. FLORES MAEd

Adviser

Approved by:

PRISCILLA ACOSTA-MARAYAG Ph. D

Dean of College of Teacher Education
 Appendix D

Validation Letter
Holy Trinity College Of General Santos City
Dadiangas North, Fiscal Daproza Ave., General Santos City
College of Teacher Education

ISO 9001:2008

May 11, 2016

PROF. ELEANOR C. PAQUIBULAN

CTE Faculty
Holy Trinity College

Ma’am:

Good holy!

We are the researchers of the basics in Educational Research Writing class. We are pleased to
inform you that you are one of the chosen experts to validate our test questionnaires in our
research journal entitled “ENVIRONMENTAL STRESSORS AFFECTING THE ACADEMIC
PERFORMANCE OF THE FIRST YEAR HTC COLLEGE STUDENTS.”

In line to this, we are asking your assistance in validating our test questionnaire by using the
attached validation sheet. Moreover, it would also be beneficial for us if you can write your
comments, suggestions, and recommendation that will help to improve the aforementioned
questionnaire.

We are hoping for your positive response. Thank you and more power!

Respectfully yours,

AMORMIA C. MORENO
ADZNIER A. WAYA
CYRILLE CALLANO
NEA CARIZA P. GATINAO
ROBERT KIER T. TOMARO

Noted by:

TOBIAS A. FLORES MAEd

Adviser

Approved by:

PRISCILLA ACOSTA-MARAYAG Ph. D

Dean of College of Teacher Education
 Appendix E

Validation Sheet

Holy Trinity College Of General Santos City

Dadiangas North, Fiscal Daproza Ave., General Santos City
College of Teacher Education

ISO 9001:2008

ENVIRONMENTAL STRESSORS AFFECTING THE ACADEMIC

PERFORMANCE OF THE FIRST YEAR HTC COLLEGE STUDENTS
Validator: Prof. Eleanor C. Paquibulan
Direction: These tools ask for your evaluation of the questionnaire to be used in
the data gathering for the investigation stated above, to establish its validity. You
are requested to give your honest assessment using the criteria stated. Put a
check mark on the selection.
Rating: 5- Excellent 4- Very Good 3- Good 2- Fair 1-Poor

Area Criteria 5 4 3 2 1

1 The questionnaire can obtain some depth to the

responses and avoid superficial answers.
2 The items/questions and their alternative
responses are neither too suggestive nor
uninteresting.
3 The questionnaire is short enough that the
respondents respect it and it would not drain
much precious time.
4 Questions/items are stated in such a way that the
responses are relevant to real life situations.
5 The questionnaire is interesting and has a fair
appeal such the respondents will be engaged to
respond to it and accomplish it fully.
6 The questionnaire can elicit responses which are
definite but not mechanically forced.
7 The indicators in the questionnaire consistently
and accurately measure each variable of the
investigations.
 8 The questionnaire has the capability to measure
items of variables within the given time frame.

9 The questionnaire is framed in clear, simple, in

order to avoid risk of error.

Comments, suggestions and recommendations:

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Approved by:

SHERWIN P. UY, MST ELEANOR C. PAQUIBULAN, MAED

Validator Validator

LIBERTY N.TAMAYO, MAED

Validator
 Appendix F
CERTIFICATION OF THE ADVISER

Holy Trinity College of General Santos City

Fiscal Daproza Avenue, General Santos City
ISO 9001-2008 College of Teacher Education

CERTIFICATION

This to certify that the undersigned has closely examined the research

study of AMORMIA C. MORENO, ADZNIER A. WAYA, CYRILLE CALLANO,

NEA CARIZA P. GATINAO AND ROBERT KIER TOMARO, entitled

“ENVIRONMENTAL STRESSORS AFFECTING THE ACADEMIC

PERFORMANCE OF THE FIRST YEAR HTC COLLEGE STUDENTS”, as to

the content, organization, mechanism and format for improvement.

This certification is granted upon the request of the researchers and this is

issued at College of Teacher Education of Holy Trinity College of General Santos

City.

TOBIAS A. FLORES, MA.Ed.

Adviser
 Appendix G
CERTIFICATION OF THE STATISTICIAN

Holy Trinity College of General Santos City

Fiscal Daproza Avenue, General Santos City
ISO 9001-2008 College of Teacher Education

CERTIFICATION

This to certify that the undersigned has closely examined the research

study of AMORMIA C. MORENO, ADZNIER A. WAYA, CYRILLE CALLANO,

NEA CARIZA P. GATINAO AND ROBERT KIER TOMARO, entitled

“ENVIRONMENTAL STRESSORS AFFECTING THE ACADEMIC

PERFORMANCE OF THE FIRST YEAR HTC COLLEGE STUDENTS”, as to

the content, organization, mechanism and format for improvement.

This certification is granted upon the request of the researchers and this is

issued at College of Teacher Education of Holy Trinity College of General Santos

City.

SHERWIN P. UY, M.S.T

Statistician
 Appendix H
CERTIFICATION OF THE GRAMMARIAN

Holy Trinity College of General Santos City

Fiscal Daproza Avenue, General Santos City
ISO 9001-2008 College of Teacher Education

CERTIFICATION

This to certify that the undersigned has closely examined the research

study of AMORMIA C. MORENO, ADZNIER A. WAYA, CYRILLE CALLANO,

NEA CARIZA P. GATINAO AND ROBERT KIER TOMARO, entitled

“ENVIRNMENTAL STRESSORS AFFECTING THE ACADEMIC

PERFORMANCE OF THE FIRST YEAR HTC COLLEGE STUDENTS”, as to

the content, organization, mechanism and format for improvement.

This certification is granted upon the request of the researchers and this is

issued at College of Teacher Education of Holy Trinity College of General Santos

City.

LYN XYRILLE S. MALLARI

Grammarian
 CURRICULUM VITAE

Name : AMORMIA A. MORENO

Email Address : [email protected]

Birth Place : Sinolon, South Cotabato
Birthday : June 30, 1995
Address : Purok 3, Katangawan,
General Santos City

EDUCATIONAL BACKGROUND

Tertiary Holy Trinity College of General Santos City

Bachelor of Secondary Education – Second Year
Major in Biological Science
May 2016

Secondary Christ the King High School of General Santos City

Barangay Katangawan, General Santos City
March 2012

Elementary Habitat Community Elementary School

Barangay Mabuhay, General Santos City
March 2008
 CURRICULUM VITAE

Name : ADZNIER A. WAYA

Email Address : [email protected]
Birth Place : Cotabato City
Birthday : March 01, 1998
Address : Issabella Home Subd.
Barangay San Isidro GSC

EDUCATIONAL BACKGROUND

Tertiary Holy Trinity College of General Santos City

Bachelor of Secondary Education – Second Year
Major in Biological Science
May 2016

Secondary Palimbang National High School

Poblacion, Palimbang Sultan Kudarat
March 2014

Elementary Palimbang Central School

Poblacion Palimbang Sultan Kudarat
March 2010
 CURRICULUM VITAE

Name : CYRILLE CALLANO

Email Address : [email protected]
Birth Place : General Santos City
Birthday : October 25, 1995
Address : Prk. 6 Lanton Apopong,
General Santos City

EDUCATIONAL BACKGROUND

Tertiary Holy Trinity College of General Santos City

Bachelor of Elementary Education – Second Year
May 2016

Secondary Baliton National High School

Baliton Glan, Sarangani Province
March 2012

Elementary Notre Dame of Dadiangas University

(IBED-Espina Campus)
Doña Soledad, General Santos City
March 2008
 CURRICULUM VITAE

Name : ROBERT KIER T.TOMARO

Email Address : [email protected]
Birth Place : Koronadal City, South Cotabato
Birthday : July 15, 1995
Address : Azucena St. Poblacion,
Polomolok, South Cotabato

EDUCATIONAL BACKGROUND

Tertiary Holy Trinity College of General Santos City

Bachelor of Secondary Education – Third Year
Major in Biological Science
May 2016

Secondary Koronadal Comprehensive National High School

Rizal St. Koronadal City
March 2012

Elementary Koronadal Central Elementary School II

Rizal St. Koronadal City
March 2008
 CURRICULUM VITAE

Name : NEA CARIZA P. GATINAO

Email Address : [email protected]
Birth Place : Polonuling, Tupi, South
Cotabato
Birthday : March 27, 1996
Address : Purok 4, Polonuling, Tupi,
South Cotabato

EDUCATIONAL BACKGROUND

Tertiary Holy Trinity College of General Santos City

Bachelor of Elementary Education – Third Year
May 2016

Secondary Polonuling National High School

Barangay Polonuling, Tupi South Cotabato
March 2012

Elementary Polonuling Central Elementary School

Barangay Polonuling, Tupi South Cotabato
March 2008