1

CHAPTER 1

INTRODUCTION

The Problem and its Background

Digital media is transmitted as digital data, which at its simplest involves digital

cables or satellites sending binary signals –– 0s and 1s –– to devices that translate them

into audio, video, graphics, text, and more. Anytime you use your computer, tablet, or

cellphone, opening web-based systems and apps, you’re consuming digital media.

Digital media might come in the form of videos, articles, advertisements, music, podcasts

audiobooks, virtual reality, or digital art.

Coping refers to conscious and voluntary mobilization of thoughts and behaviors

to manage stress, distinct from subconscious or unconscious adaptive responses that aim

to reduce or tolerate stress. (Algorani, 2023)

As cited by Luo et al. (2020), academic pressure refers to the tension, discomfort,

and other emotions caused by the pressure from school, family, and society in the

learning process, which often result in high levels of stress, anxiety, and burnout.

According to Ma et al. (2018) and Celik (2019) studies, it indicates that teens who

perform well academically have increased learning demands from both parents and

teachers, leading to increased academic stress. When academic performance falls short of

expectations, negative feelings may arise, and improper behavior may result. These

pressures can originate from various kinds of sources, including school activity deadlines,

performance tasks like presentations and examinations, high parents and teacher

expectations, competitive environments, and the pursuit of future educational and career

goals.
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Based on Ma (2023) academic pressure will have a lot of impact on students’

psychology, physiology and so on, and then affect their academic performance. The study

of the influence of academic pressure on academic achievement can help the society to

correctly view the relationship between stress and achievement, provide the basis for

reducing the burden and reducing pressure, and create a better learning environment. On

the other hand, in the study of Gong (2020), academic stress is higher in the context of

the Internet. The main sources of stress, in order, are competition, prospects, academic

workload, family expectations, learning outcomes, learning environment, and learning

conditions. That is why having coping techniques for academic pressure and stress are

very crucial and it should be appropriate to the students for them to perform better inside

or outside the school. According to Freire et al. (2020) found that coping strategies are

situational specific, leading to a focus on flexibility, allowing individuals to combine

different strategies based on their specific situation.

Academic pressure is significant, as it impacts students’ mental and physical

health, academic performance, and overall well-being. Academic pressure can lead to

stress, anxiety, and other mental health issues. It also affects students’ ability to

concentrate, retain information, and perform well in exams or assignments. Trend-based

coping techniques have been identified as potentially effective in managing this pressure.

However, the effectiveness of these techniques varies depending on the individual and the

context in which they are applied.

Despite these benefits, not all students may find these techniques equally

effective, and the pressure to keep up with trends can itself become a source of stress.

Therefore, while trend-based coping techniques can be helpful, it is essential to recognize

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their limitations and to encourage students to find personalized strategies that work best

for them. Schools and educators should provide a variety of resources and support

systems to address the diverse needs of students.

High school students, particularly those pursuing specific academic tracks such as

the HUMSS strand, face additional challenges that add to the stress. The HUMSS

curriculum requires students to undergo extensive reading, critical thinking, research, and

analysis, which can be quite stressful.

The study is conducted at Camarines Sur National High School (CSNHS), one of

Naga City’s largest and most established public secondary schools in the province of

Camarines Sur, Philippines. This school is well-known for its huge population of learners

and wide academic offerings, including the Humanities and Social Sciences (HUMSS).

The researcher as students belonging to the HUMSS strand who experiences various

academic pressures due to the given various academic responsibilities, including research

projects, presentations, and examinations, which can lead to high levels of stress and

anxiety. It is very important to have coping techniques because these are the ways to

avoid stress and burnout and also one of the ways to improve the mental and physical

health of a student.

The target respondents for the school year 2024-2025 will be Grade 12 HUMSS

students, who are in a critical period since they are under pressure to perform well. This

study is intended to determine if the proposed trend-based coping techniques lessen the

academic stress among the grade 12 HUMSS students of the Camarines Sur National

High School (CSNHS).

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The overall purpose of the study is to investigate the effectiveness of trend-based

coping techniques in reducing academic stress among Grade 12 HUMSS students at

Camarines Sur National High School (CSNHS) during the academic year 2024-2025 and

to determine if specific trend-based coping strategies can successfully alleviate stress

levels among these students.

Statement of the Problem

This study aims to investigate the effectiveness of digital media as coping

techniques in dealing with academic pressure among grade 12 HUMSS students at

Camarines Sur National High School during the academic year 2024-2025.

Specifically, this research seeks to answer the following questions:

1. What is the academic pressure faced by grade 12 HUMSS students?

1.1 School works deadlines

1.2 Preparing for exams

1.3 Performance task/ Presentation

1.4 Expectations of parents

2. What is the digital media as coping techniques applied by the respondents to manage

academic pressure?

2.1 Posting on various social media platforms

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2.2 Listening to music

2.3 Watching motivational videos

2.4 Ranting to their friends through online

3. What is the effect of digital media as coping techniques in dealing with academic

pressure?

4. What alternative methods can be recommended in dealing with academic pressure

among 12 HUMSS students?

5. Is there a significant relationship between the coping mechanism of the students and

the academic pressure?

SCOPE AND DELIMITATION

This study aims to identify the effectiveness of digital media coping techniques in

dealing with academic pressure among grade 12 HUMSS students in Camarines Sur

National High School S/Y 2024-2024-2025. The levels of academic pressure experienced

by the students are schoolwork deadlines, preparing for exams, and performance tasks or

presentations. Posting on social media, listening to music, watching motivational videos,

and ranting to their friends are the known digital media coping techniques in today’s

generation. Grade 12 is a stressful time for students, especially those in the HUMSS

strand. This makes them a valuable population for assessing the effectiveness of coping

techniques in mitigating stress and improving academic performance. This study will be

limited to Grade 12 HUMSS students enrolled at Camarines Sur National High School

during the academic year of 2024-2025. The study will not measure long-term outcomes
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of the coping techniques, focusing instead on immediate or short-term effectiveness as

perceived by the students. Junior high school students, grade 11 senior high schools,

grade 12 STEM, ABM, TVL, and GAS of Camarines Sur National High School will not

participate in this study.

SIGNIFICANCE OF THE STUDY

This research investigates the effectiveness of the Trend-Based Coping Technique

in managing academic pressure among grade 12 Humanities and Social Sciences

(HUMSS) students at Camarines Sur National High School.

This study will be beneficial to the following:

Students. The grade 12 HUMSS students directly involved in the study will

benefit by gaining access to effective coping techniques that may help them manage

academic stress better.

Parents. Parents will better understand the challenges their children face and

learn how to support them in managing academic stress, leading to stronger family

relationships and better academic outcomes for their children.

School Counselors and Educators. Counselors and teachers at Camarines Sur

National High School will benefit from the insights gained, allowing them to offer better

support and interventions to students dealing with academic pressure.

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Educational Institutions. Camarines Sur National High School and potentially

other schools can use the findings to improve their support programs, helping to create a

more supportive learning environment for all students.

Future Researchers. The study provides valuable data and insights that can

inform future researchers.

NOTES

Algorani, E. & Gupta, V. (2023). Coping Mechanisms. StatPearls Publishing.

https://www.ncbi.nlm.nih.gov/books/NBK559031/

Luo, Y., Deng, Y., & Zhang, H. (2020). The influences of parental emotional warmth on

the association between perceived teacher–student relationships and academic

stress among middle school students in China. *Children and Youth Services

Review, 114,* 105014. https://doi.org/10.1016/j.childyouth.2020.105014

Ma, Y., Siu, A., & Tse, W. S. (2018). The role of high parental expectations in

adolescents’ academic performance and depression in Hong Kong. *Journal of

Family Issues, 39*(9), 2505–2522. https://doi.org/10.1177/0192513x18755194

Çelik, E. (2019). Stress regarding academic expectations, career exploration, and school

attachment: The mediating role of adolescent–parent career congruence.

*Australian Journal of Career Development, 28*(1), 51–60.

https://doi.org/10.1177/1038416218792314T

Ma, Z. (2023). The study on the influence of academic pressure on academic

performance. *Journal of Education and Educational

Research, 3*(2), 106-109.

https://doi.org/10.54097/jeer.v3i2.9045
 8

Gong, Z. H. (2020). Current situations and coping strategies of college students’

academic stress based on internet background. *Journal of Physics: Conference

Series, 1533*(4), 042085.

https://iopscience.iop.org/article/10.1088/17426596/1533/4/042085.

Freire, C., Del Mar Ferradás, M., Regueiro, B., Rodríguez, S., Valle, A., & Núñez, J. C.

(2020). Coping strategies and self-efficacy in university: A person-centered

approach. *Frontiers in Psychology, 11.*

https://doi.org/10.3389/fpsyg.2020.00841
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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented the review of related literature, related studies, theoretical

framework, conceptual framework, synthesis-state-of-the art, hypothesis, assumption of

the study, gap-bridge of the study, and definition of terms.

Related Literature

The study conducted by Giray, et al. (2024) titled "A survey on digital device

engagement, digital stress, and coping strategies among college students in the

Philippines" is relevant to the current research as it explores the relationship between

digital media engagement, stress levels, and coping strategies. The findings revealed that

Filipino students are highly reliant on digital devices for daily activities, experiencing

significant digital stress from platforms such as Facebook, online learning tools, and

streaming services. Despite this, students employed coping strategies such as self-

distraction and positive reframing to mitigate stress.

Vetrivel, S., M., et al. (2024) explored the stressors experienced by students and

categorized coping strategies into problem-focused, emotion-focused, and avoidance

approaches. They found that adaptive strategies, such as time management, academic

support, mindfulness, and social connections, effectively reduced stress, while

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maladaptive strategies, like excessive gaming and substance use, often increased it. This

aligns with the current research, which focuses on the use of digital media as a coping

tool for academic pressure, as both studies examine how students manage stress. The

emphasis on promoting adaptive strategies in their findings supports the aim of

evaluating the efficacy of digital media in alleviating academic challenges, highlighting

the need to guide students toward healthy and effective coping behaviors.

Lukenga, B., et al. (2023) explored female students' perceptions of digital

technologies in managing academic stress, emphasizing the potential of these tools to

enhance stress management and coping strategies. The study revealed that digital

technologies could help female students address academic challenges more effectively by

supporting the development of adaptive coping mechanisms. This aligns with the current

research, which examines digital media as a coping technique for academic pressure, as

both studies investigate the role of digital tools in alleviating stress. The emphasis on

improving stress management through digital technologies reinforces the current study’s

goal of evaluating their effectiveness in supporting students under academic pressure,

particularly by facilitating healthier and more effective coping behaviors.

Demirtepe, S., (2022) examined social media use from a stress and coping

perspective, highlighting its dual role as both a stressor and a coping mechanism. The

study found that social media can induce stress through negative content, fear of

evaluation, unhealthy attachment, and cyberbullying, but it can also serve as a coping

tool. It functions as a source of information (problem-focused coping), a distraction

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(emotion-focused coping), and a platform for social support, which can enhance well-

being. The findings of this study are relevant to the current research, which explores

digital media as a coping mechanism for academic pressure, as both examine the

potential of digital platforms to aid in stress management. The recognition of social

media's positive impact on coping and well-being reinforces the current study's objective

of assessing how digital media can be effectively used to manage academic stress,

promoting healthy usage that supports student well-being.

Jahangeer, R., et al. (2024) explored the use of digital technologies with real-time

feedback to enhance coping strategies and address technostress in higher education. Their

study highlighted the significant challenges posed by information technology, particularly

technostress, and emphasized the importance of developing resilience and effective

coping methods among students. The findings revealed a positive correlation between

resilience and coping strategies, while technostress was negatively correlated with

resilience. This study is relevant to the current research, which investigates digital media

as a coping technique for academic pressure. Both studies stress the need for students to

develop resilience and adopt effective coping strategies to manage stress, particularly in

environments where digital tools play a central role. The recommendation for universities

to implement policies that reduce academic pressure and foster supportive communities

resonates with the current study's goal of exploring how digital media can help students

manage academic challenges and improve overall well-being.

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Eden, J., R., et al. (2020) examined how media use influenced stress, anxiety, and

psychological well-being among university students during the COVID-19 pandemic and

social distancing measures. The study found that increased media consumption was

linked to coping strategies, with stress related to more hedonic and escapist media use,

while anxiety was associated with broader media use, including eudaimonic content.

Positive media, such as reframing and eudaimonic media, was linked to better mental

health, while avoidant coping and escapist media were associated with negative

outcomes. This research aligns with the current study on digital media as a coping

mechanism for academic pressure, as both explore the role of media in managing stress.

The findings emphasize the importance of using media in adaptive ways to promote

psychological well-being, reinforcing the goal of the current study to assess how digital

media can support students in coping with academic stress, highlighting the need for

strategies that encourage positive media use for better mental health.

Sangeetha, et al. (2024) investigated how academicians in higher education

institutions in Bangalore, India, use social media to cope with stress. The study found that

social media was primarily used during leisure time as a stress management tool, with

activities like sharing achievements and maintaining social relationships being perceived

as helpful in reducing stress. Despite moderate stress levels among the respondents, the

study revealed that academicians felt pressure to use social media for professional

enhancement. This research is relevant to the current study, which examines digital media

as a coping mechanism for academic pressure. Both studies highlight the role of social

media in stress management, with a focus on how it can serve as a tool for coping,
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although in different contexts. The findings underscore the potential benefits of using

digital platforms for stress relief while also pointing out the need for more holistic

approaches to coping with stress, a theme that aligns with the current research's goal of

evaluating the effectiveness of digital media in managing academic stress.

Suresh, R., et al.(2024) critically examined the use of electronic media as a

coping mechanism during the COVID-19 pandemic, highlighting how media

consumption helped individuals manage stress and grief due to isolation and limited

access to external resources. The study found that, in the absence of traditional coping

resources, media served as a significant tool for emotional regulation and stress

management during the pandemic. This research is closely related to the current study on

digital media as a coping mechanism for academic pressure, as it similarly explores how

media can support individuals in managing stressful situations. The study's focus on

media consumption as a coping strategy emphasizes the relevance of digital tools in

providing psychological support, aligning with the current research's objective to assess

how digital media can assist students in managing academic stress.

Ibrahim et al. (2024) investigated the mediating role of digital literacy and self-

regulation in the relationship between emotional intelligence and academic stress among

university students. The study highlighted that enhancing emotional intelligence through

digital literacy and self-regulation can effectively reduce academic stress. This approach,

referred to as "digitally regulated emotional intelligence," emphasizes the importance of

developing these skills in educational settings to help students navigate academic

challenges in a technology-driven world. This research closely connects with the current
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study, which also explores strategies for managing academic stress. Both studies

recognize the significance of digital tools and self-regulation in fostering students'

emotional well-being, suggesting that cultivating these skills can support students in

coping with academic pressure. The current study, however, focuses on how digital media

can serve as a coping mechanism, reinforcing the importance of combining digital

resources with emotional intelligence to reduce stress.

Qi, C., et al. (2024) explored the relationship between digital resilience and

technological stress in adolescents, emphasizing the need to guide young people in

adapting to the pressures and challenges of the digital era. The study found a substantial

inverse relationship between digital resilience and technological stress, with adolescents

using different coping techniques for various types of stress encountered in settings such

as school, family, and leisure. This research is closely connected to the current study,

which also examines coping strategies for academic stress, particularly through digital

media. Both studies underscore the importance of resilience and adaptive coping

mechanisms in managing stress, highlighting the role of psychological and environmental

factors. While the current study focuses specifically on digital media as a coping

mechanism for academic pressure, this study provides a broader context by examining

how digital resilience can help adolescents cope with technology-related stress across

multiple domains, offering valuable insights for the development of strategies to support

students' well-being in both academic and digital environments.

Related Studies
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In the study of Santarnecchi et al. (2018) they found that the unique combination

of behavioral and mental coping mechanisms used in response to stress or traumatic

events is referred to as coping abilities. This study provides a foundational understanding

of the neural mechanisms underlying different coping styles. It highlights the importance

of brain functional connectivity in determining how individuals respond to stress. This

research lays the groundwork for exploring the potential neural effects of trend-based

coping techniques. This study can be used to provide a theoretical framework for our

study. We can discuss the brain networks involved in coping (e.g., the anterior salience

network, default mode network) and how they might be Influenced by trend-based

coping techniques.

The research by Kong & Wong (2021) suggests the connection between stresses

and psychological wellness, mental health, and psychological discomfort decreased

significantly by music listening. This study explores the use of music listening as a

coping strategy for stress. While it focuses on a different population and context, it

provides evidence for the effectiveness of specific coping strategies in mitigating stress.

This study can be used to support the idea that engaging in specific activities can be

effective in managing stress. We can draw parallels to the use of trend-based coping

techniques, which could potentially offer similar benefits.

In line with Muslimah &. Apriani (2020) findings, listening to music while

studying is a common trend-based coping mechanism used by students to manage

academic stress. By examining its effectiveness, the study aligns with our focus on

evaluating how contemporary methods aid in academic performance under pressure.

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Social media’s impact on students’ academic lives is another important aspect that

is applicable to this study. In their investigation into how social media affects students’

academic performance, Nurudeen et al. (2022) discovered that although social media

can be beneficial for education, it can also lead to concerns with time management,

concentration, and health. This is relevant to the work that is currently being conducted

since a lot of trend-based coping techniques, including those that are advertised on social

media, have the potential to have both positive and negative effects on student

performance.

Additionally, Liu et al. (2022) conducted a study on the influence of social media

on collaborative learning among Chinese university students. The findings of the study

indicate that social media improves interaction, active learning, and students’ perceptions

of the educational process’s benefits. According to the study, social media can be a useful

tool for encouraging peer support and teamwork, both of which are critical for children to

succeed academically. The study emphasized the function of social media in changing

student self-esteem, even if elements like perceived benefit and simplicity of use were

found to have little effect. The finding correlates with our research since social media

trends frequently provide a platform for students to exchange and access a range of

coping techniques. Trend-driven social media coping strategies probably help students

feel less pressure to perform well academically by giving them access to a network of

support and a collaborative learning environment. Social media may benefit HUMSS

students managing academic stress in a similar way because of its capacity to promote

communication and teamwork, as shown in their study.

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According to Anyan and Hjemdal (2016) teenagers face a variety of academic

pressures, particularly as they attempt to get admission to better schools. This pressure

comes from various kinds of sources, including learning objectives, expectations from

parents and teachers, and interpersonal interactions. According to their findings, students

who face high academic pressure frequently experience emotional distress, which can

lead to mental health problems such as depression. This emphasizes the importance of

suitable techniques for coping in managing academic stress in order to prevent emotional

and psychological problems among students. These findings are relevant to this study

because they highlight the need for coping techniques to handle the academic stress that

Grade 12 students endure along their educational journey.

In support of Tus (2020) findings that suggests stress and motivation are two of

the many factors that affect academic achievement. It is a crucial component for seniors

in high school as they approach college life and because doing well academically leads to

greater chances later in life. This study examines the relationship between stress,

motivation, and academic performance in high school students. While it doesn’t directly

address coping strategies, it provides valuable context for understanding the factors that

influence academic success. This study can be used to highlight the importance of

addressing academic stress to improve academic performance. We can use its findings to

support the argument that effective coping strategies can contribute to better academic

outcomes.

Moreover, according to Freire et al. (2020) also explored academic stress among

students, focusing on how it affects their performance and health. Their study focused on

the function of self-confidence, which is one of the essential components that stress
 18

might reduce. They claim that coping techniques are necessary for stress management,

enhancing learning outcomes for students, and encouraging involvement, determination,

and achievement. The study’s emphasis on coping methods’ flexibility fits nicely with the

goal of the current investigation, which is to assess how well trend-based coping

strategies work for students in managing their academic stress.

In line with the findings of Jeyasingh (2022) stress related to school can weaken

a number of factors, including self-efficacy expectancies. They are thought to be among

the key factors influencing student involvement, perseverance, and academic

performance. This study directly addresses the issue of academic stress in adolescents

and explores various coping strategies. It provides a comprehensive overview of the

causes and consequences of academic stress, as well as potential interventions. This study

can be used to contextualize our research by providing insights into the prevalence and

impact of academic stress on adolescents. We can also use its findings to identify

potential coping strategies that are relevant to your study population.

In addition, a study by Fauzan et al. (2018), the authors differentiated between

eustress (positive stress) and distress (negative stress), discussing how coping

mechanisms are vital for managing stressful emotions. They observed that coping

mechanisms are used differently by individuals based on the type of stressor. This result

supports the investigation of trend-based coping strategies since the study highlights how

crucial it is to adapt coping mechanisms to fit stressors, like pressure from school.

The research that has been evaluated offers a strong basis for understanding how

academic stress, coping strategies, and student performance are related. Research on the
 19

effects of stress on students’ mental health, self-confidence, and academic achievement

has been presented by Anyan and Hjemdal (2016), Tus (2020), Freire et al. (2020), and

others. Additionally, studies on different coping mechanisms, such as those described by

Fauzan et al. (2018) and Santarnecchi et al. (2018), emphasize how crucial specific

strategies are for dealing with stress success. The objectives of this study, which aims to

understand how such new techniques can help Grade 12 HUMSS students manage

academic stress, are in line with the usefulness of trend-based coping techniques, which

are frequently made popular by social media and music listening, as highlighted by

Nurudeen et al. (2022) and Liu et al. (2022). The overall findings of every study highlight

the vital needs of developing healthy coping mechanisms to improve mental health and

academic performance in demanding academic settings.

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Conceptual Framework

This section presented the conceptual framework using the IPO model.

INPUT PROCESS OUTPUT

1. Trend based
coping techniques
a. posting on various
social media
platforms
b. listening to music

c. motivational The
videos 1. Data gathering reccomendations or
d. ranting to their through the use of programs is to
friends through survey or improve the Trend
online questionnaires based coping
2. Academic 2. Data analysis techniques and how
Pressure would be in use of to deal with their
a. schoolwork statistical methods academic pressure
deadlines to analyze the in Grade 12
b. preparing for relationship between HUMSS students in
exam the trend based and Camarines Sur
c. performance academic pressure National High
task/presentation School
d. expectations of
parents
3. Effect of trend
based coping
technique in dealing
with academic
pressure
 21

Figure 1. Conceptual Paradigm

The study employed the IPO model, in which the researchers indicate the trend

based coping techniques in dealing with academic pressure. As for the input, the

independent variable which is stated, trend based coping technique. The data was

gathered through surveys or questionnaires subjected to data analysis. Lasty, the output

focuses the identifying results.

As for the input, the independent variable which is stated is the three major

processes in the study. In this input we have the (1) Trend based coping techniques; we

identified four specified coping techniques (a. posting on various social media platforms

b. listening to music c. motivational videos d. ranting to their friends online) we also

classified in the (2) Academic Pressure also identifying the specifics what makes students

having their pressure (a. schoolwork deadlines b. preparing for exam c. performance

task/presentation d. expectations of parents). Lastly, we had the (3) Effect of trend based

coping technique in dealing with academic pressure as to looking forward with the results

of the 2 variables.

As for the process, the researchers decided to have data gathering in the use of

surveys or questionnaires, after that the researchers will do the data analysis in the use of

statistical methods, by this the have decided to analyze the relationship between the trend

based coping technique and academic pressure. By this process the researchers will find

out about the output.

Lastly, for the output, as for the dependent variable. The researchers have

implemented a recommendations or programs for this study on how to improve the trend
 22

based coping techniques and how to deal with their academic pressure for the Grade 12

HUMSS students in Camarines Sur National High School.

Theoretical Framework

This section presented the different relevant theories that are used to support this study.

STRESS AND COPING THEORY

LAZARUS AND FOLKMAN'S 1984
Stress is a fascinating topic because it
affects everyone differently and can
have both positive and negative impacts
on our lives.

EXPLORING TREND BASED

COPING STRATEGIES FOR
ACADEMIC STRESS

MODEL STRESS
STRESS MODELS AND THEORY COX’S 1985
ROLE STRESSORS
THEORY BRANDON & Stressful experience,
FEIST 1997 coping mechanisms are
Stress management limited, and social
through trend-based support is lacking. stress
coping techniques, social occurs when individuals
support networks, and feel overwhelmed by
technology, focusing on challenges and lack the
individual perception and resources, skills, or
.flexibility support needed to
manage them effectively.
 23

Figure2. Theoretical Paradigm

This study is anchored to Stress and Coping by Lazarus and Folkman's. (1984).

This theory identifies stress because of how individuals appraise and respond to stressors,

highlighting two main coping strategies: problem-focused coping, which involves

addressing the stressor directly, and emotion-focused coping, which aims to manage

emotional responses. These coping strategies against three criteria for effective

classification conceptual clarity, mutual exclusivity, and exhaustiveness. It also considers

alternative coping taxonomies, such as Edwards and Baglioni's. (1993, 2000). Which

offer different perspectives on coping mechanisms. Recent advancements in the theory

include the concept of future-oriented coping, which involves anticipating and preparing

for potential stressors, adding a proactive dimension to coping strategies.

The Stress and Coping theory providing a clear framework for understanding how

people deal with stress. It helps researchers explore how individuals assess stressful

situations and choose coping strategies, like tackling the problem directly or managing

their emotions. This theory guides the study of these strategies' effectiveness in different

situations. By using this framework, researchers can gain insights into improving stress

management techniques and develop better interventions to help people handle stress in

various areas of life. Research can uncover valuable insights into helping individuals

handle stress more effectively in everyday life.

According to Lazarus (as cited in Brannon & Feist, 1997), an individual's

perception of a stressful circumstance determines how that person will handle it, not the

stressor or environment. People's capacity to consider and assess future events was
 24

demonstrated by Lazarus's research (see Brannon & Feist, 1997). renders them more

susceptible than animals are not. As a result, the impact that stress has on an individual

depends on their sense of vulnerability and capacity for coping.

Lazarus emphasizes cognitive appraisal in stress management, which is crucial in

trend-based coping strategies like mindfulness, cognitive restructuring, and resilience-

building exercises. Mindfulness helps individuals evaluate stress without judgment, while

cognitive restructuring alters unfavorable thought processes. Resilience-building

practices focus on fostering recovery, highlighting the importance of cognitive appraisal

in managing stress.

According to Cox (1985) the individual becomes stressed when a discrepancy

occurs between the perceived level of the stressful demands and his/her perceived ability

to respond to and to cope with the demands. There is thus an imbalance between a

perceived demand and a perceived capacity to cope. The classic stressful situation is one

in which the person ‘s resources are not well matched to the level of demand and where

there are constraints on coping and little social support (Cox, 1985).

Cox's (1985) theory of stress centers on the imbalance between perceived energy

demand and an individual's perceived ability to handle it. Stress arises when individuals

feel overwhelmed by challenges, lacking the resources, coping skills, or social support to

manage effectively. This imbalance can stem from insufficient resources, limited coping

abilities, or inadequate social support. The classic form of stress occurs when resources

are inadequate to meet demands, leaving individuals with limited coping abilities and

minimal social support. This theory highlights the subjective nature of stress,

emphasizing the individual's perception of their ability to cope rather than the objective
 25

level of demand. It underscores the importance of resources, coping skills, and social

support in mitigating stress and promoting well-being.

Hypothesis of the Study

The trend based coping technique have a significant effect on dealing with academic

pressure in Grade 12 Humanities and Social Sciences students in Camarines Sur National

High School.

Assumption of the Study

On the conduct of the study, the following assumptions were expected:

The researchers assumed that the grade 12 HUMSS student used trend-based

coping techniques, such as to posting on various social media platforms listening.

2. The researchers assumed that the grade 12 HUMSS students experience

academic pressure in terms of school deadlines, preparing exams, and

performance tasks.

3. The researchers assumed that trend-based coping techniques have an effect in

dealing with academic pressure.

Gap-Bridge of the Study

This study determined the knowledge of high school students in coping

techniques for dealing with academic pressure. The researchers completed this study to

know coping techniques in dealing with academic pressure, demographic variations, and

the role of mental health in academic success. Also, this study helps or gives advice to all

the students of Camarines Sur National High School (CSNHS) who are experiencing

academic pressure. Although social media influence on education has been discussed,

there is a lack of comprehensive studies specifically targeting the K-12 environment,

 26

ranging from coping management and social support to problem-focused. This study

aims to help students manage academic pressure, motivation, and academic achievement

through the

relationship between stress, while some studies suggest that music can aid focus and

reduce stress. The study by Santarnecchi et al. (2018) identifies coping abilities as the

unique combination of behavioral and mental strategies employed in response to stress or

traumatic events. The neural mechanisms associated with different coping styles

emphasize the significance of brain functional connectivity in shaping individual stress

responses. This research effects trend-based coping techniques by these modern coping

strategies. While Santarnecchi et al. (2018) provide valuable insights into coping

mechanisms and their neural underpinnings, there is a notable gap in the research

regarding the specific effects of trend-based coping techniques on stress management,

particularly in academic contexts. The gap lies in the lack of research on the neural

effects and effectiveness of trend-based coping techniques in the context of academic

pressure, which your study aims to address. Compared to traditional coping strategies.

Definition of Terms

Academic Pressure – As defined in research it refers to the stress and anxiety

experienced by students due to an overload of schoolwork and high parental

expectations. In this study, it is defined as the stress or anxiety experienced by students

due to various academic demands, such as exams, assignments, and maintaining high

grades.
 27

CSNHS – One of the oldest and largest secondary schools in the Bicol Region. An

educational institution that provides secondary education to students, offering a range of

academic programs and extracurricular activities designed to foster personal and

intellectual growth. It embodies the principles of learning, community engagement, and

personal development, aiming to equip students with the knowledge, skills, and values

necessary for success in life.

Digital Media - Digital media in the context of coping with academic pressure

refers to electronic content such as videos, podcasts, apps, or online platforms used for

relaxation, stress management, or academic support. In this study, digital media refers to

different types of electronic content that students access through devices such as

smartphone, smart phones, or computers. This includes tools like mindfulness apps,

educational videos, study resources, and social media platforms that students use to help

manage and reduce academic pressure.

Deadlines – As defined in research, deadlines refer something must be finished or

submitted the latest time for finishing something. In this study refer to specific dates and

time by which students are required to complete and submit their academic task.

Exam – This study refer as usually takes place in a class and consists of questions

that test a student’s knowledge which often includes stress and anxiety. In this study, an

exam is defined as a formal, timed assessment consisting of a series of questions or

problems designed to evaluate students’ understanding.

HUMSS Students – The Humanities and Social Science (HUMSS) track is

designed for students who have an interest in the fields of humanities, social sciences,

communication, and the arts. This track provides a well-rounded education that focuses
 28

on developing critical thinking, effective communication, and an understanding of

societal issues. In this study, students who have completed a certain number of courses in

subjects like history, sociology, or literature. This criterion helps ensure that participants

have substantial exposure to the HUMSS curriculum, making them relevant to the study.

Listening to Music - Refers to musical engagement an art of sound in time that

expresses ideas and emotions as a coping mechanism to alleviate the academic and

emotional pressure. In this study the respondent will assess in listening to music helps to

manage academic pressure.

Motivational Videos – This may refer as act or process of giving someone a

reason for doing something the act or process of motivating someone to inspire and

encourage student. In this study, the respondents will evaluate the impact of watching

motivational videos on their levels of academic motivation and personal goalsetting.

Performance Task – It refers to a usually assigned piece of work often to be

finished within a certain time, something hard or unpleasant that must be done to

demonstrate their knowledge or skills. In this study, performance tasks are defined as

activities where students are required to apply their knowledge and skills in a practical

context.

Rants – In this study, respondents will document instances where they share their

academic-related frustrations and negative emotions with friends, intensity, and the

subsequent emotional and social outcomes they experience. It refers to speak, write or

shout in a loud, uncontrolled, or angry way, often saying confused or silly things

expressing frustrations anxieties and negative emotions.

 29

NOTES

Giray, L., Nemeño, J., Braganaza, J., Lucero, S. M., & Bacarra, R. (2024). A survey on

digital device engagement, digital stress, and coping strategies among college

students in the Philippines. International Journal of Adolescence and Youth, 29(1),

Article 2371413.

Vetrivel, S. C., Saravanan, T. P., Maheswari, R., & Arun, V. P. (2024). Coping

mechanisms for stress among students at universities. In Student well-being in

higher education institutions (pp. 157–186).

Lukenga, M.-P., Billonnet, L., Gaugue, J., & Denis, J. (2023). Exploring female students'

perceptions of the use of digital technologies in managing academic stress.

Frontiers in Psychology, 14, Article 1199038.

Demirtepe-Saygili, D. (2022). Stress, coping, and social media use. In Research

anthology on combating cyber-aggression and online negativity (pp. 1036–1055).

Jahangeer, M., Raheem, M. A., & Naz, S. (2024). Harnessing digital tools with real-time

feedback for modern coping strategies and impact of resilience on technostress in

higher education. Pakistan Social Sciences Review, 8(4), 550–559.

 30

Eden, A. L., Johnson, B. K., Reinecke, L., & Grady, S. M. (2020). Media for coping

during COVID-19 social distancing: Stress, anxiety, and psychological well-

being. Frontiers in Psychology, 11, Article 577639.

Sangeetha, B. K., & Jose, A. M. (2024). Coping with stress through usage of social

media: A case study on varying stress levels among academicians of higher

education institutions in Bangalore, India. In Revitalizing health through

humanities: Foregrounding unheard trends (pp. 299–304).

Suresh, S., Rajendran, A., & Abirami, A. V. (2024). A critical study: The transactional

concept of coping through electronic media during the COVID-19 pandemic. In

The psychological after-effects of COVID (pp. 166–177).

Ibrahim, R. K., Al Sabbah, S., Al-Jarrah, M., Senior, J., Almomani, J. A., Darwish, A.,

Albannay, F., & Al Naimat, A. (2024). The mediating effect of digital literacy and

self-regulation on the relationship between emotional intelligence and academic

stress among university students: A cross-sectional study. BMC Medical

Education, 24(1), Article 1309.

i, C., & Yang, N. (2024). Digital resilience and technological stress in adolescents: A

mixed-methods study of factors and interventions. Education and Information

Technologies, 1–47.
 31

Urban Dictionary, n.d. (https://www.urbandictionary.com/define.php?

term=Academic+Stress)

Dictionary, n.d. (https://www.dictionary.com/browse/coping-mechanism)

Dictionary, n.d. (https://www.dictionary.com/browse/deadline)

Vocabulary, n.d. (https://www.vocabulary.com/dictionary/exam)

Dictionary, n.d (https://www.dictionary.com/browse/music)

Britannica, n.d. (https://www.britannica.com/dictionary/motivation)

Merriam-Webster, n.d. (https://www.merriam-webster.com/dictionary/task)

Dictionary, n.d.(https://dictionary.cambridge.org/us/dictionary/english/rant?q=rants)

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the various steps needed for solving the problems of the

research. It discusses the research design, respondents of the study, instrument of the

study, establishing and validating reliability, statistical treatment, and ethical

consideration.

Research Design

The research utilizes a descriptive research design with a

correlational approach to examine the effectiveness of digital media as a coping

technique in addressing academic pressure among 12 HUMSS students at Camarines Sur

National High School. This design involves gathering data to describe the students’

academic pressure levels and their responses to digital media as a coping technique,
 32

while also exploring the relationship between these two variables. The study seeks to

provide a detailed account of how the coping technique impacts the students, focusing on

their experiences and perspectives during its implementation.

In defining this design, descriptive research does not involve manipulation of

variables or experimental controls but instead aims to document and analyze existing

conditions. By collecting data on the students’ academic pressure and their feedback on

the coping technique, the study will present a comprehensive overview of its perceived

effectiveness. Additionally, the correlational approach will help determine whether there

is a relationship between the students’ use of digital media and their reported levels of

academic pressure. The Pearson correlation formula will be applied to assess the strength

and direction of the relationship between the variables. While this design does not

establish causal relationships, it is valuable for generating insights and understanding the

technique’s potential as a coping strategy within an educational context.

Respondents of the Study

The researchers choose respondents who will accomplish the data of the study.

The respondents of this research are selected Grade 12 HUMSS learners of Camarines

Sur National High School, the academic year 2023-2024. With the use of Slovin’s

formula with a 5% margin of error, we arrive at a total population of grade 12 HUMSS

learners of around 309 with the total sample size of 174 students in all section. Detailed

data are found below.

Grade 12 HUMSS Number of Populations Sample size Percentage

 33

HUMSS 1 45 25 14.37%
HUMSS 2 44 25 14.37%
HUMSS 3 45 25 14.37%
HUMSS 4 45 25 14.37%
HUMSS 5 44 25 14.37%
HUMSS 6 42 24 13.80%
HUMSS 7 44 25 14.37%
Total: 309 174 100%

Table 1. Respondents of the study

Due to the of determining the effectiveness of digital media as coping methods in

dealing with academic pressure, the use of non-probability sampling methods together

with convenience sampling is justified. The hypothesis tries to show that there is a

relationship between students’ use of trend based coping methods and the management of

academic stress. As a result, the target respondents are selected based on convenience

which in this case allow the Grade 12 HUMSS Students of Camarines Sur National High

School as the most desirable participants.

Instrument of the Study

This research used a set of closed questions to collect a complete understanding of

the effectiveness of digital media as coping techniques in dealing with academic pressure

among grade 12 HUMSS students at Camarines Sur National High School for the school

year 2024-2025. The first part includes questions about how often the respondents use

specific coping techniques to deal with academic pressure.

 34

In the second part, it includes questions about the level of academic pressure that

the respondents experience, and in the last part, it includes the effectiveness of digital

media and how it is effective in the well-being of the respondents and as coping

techniques to deal with academic pressure. Hence, the following boxes utilized a Likert

scale to examine the students understanding of the effectiveness of various techniques in

reducing academic pressure and how their backgrounds impact their use of coping

techniques. The use of the Likert scale will find out if students are in favor of the

statements regarding their coping techniques and academic pressure. In addition, all the

statements provided can be answered by looking at the options offered, which are the

always, often, sometimes, rarely, and never in the first part. In the second part are the

levels of pressure if they are, which can be answered by strongly agree, agree, neutral,

strongly disagree, and disagree, and in the last part are the effectiveness of trend-based

coping techniques appropriate for the student's different abilities and experiences.

These questionnaires will help researchers explore the various factors that

influence a student's ability to cope with academic demands effectively. These surveys

will support researchers in investigating all the factors that affect a student's capacity to

effectively cope with school-related tasks.

Validity and Reliability

The researchers employed a carefully designed questionnaire as the primary tool

for data collection, The instrument was checked for validity with the guidance of the

research adviser. To ensure the reliability of the study, it was essential to implement

appropriate methods and processes for data collection, as well as to utilize a verified
 35

device for acquiring raw data. This research maintained its reliability by adhering to

established procedures and protocols throughout the data collection process.

Ethical Considerations

Informed consent, voluntary participation, do no harm, confidentiality, anonymity,

and only assessing relevant information are the things that the researchers will undertake

prior to and during the conduct of the study. Before the participants can access the

questionnaire itself, the researchers will provide informed consent that the participants

will have the chance to read it, and he/she will have the choice to go on with the

questions or not. Due to the observance of standard health protocols and ensuring the

safety and health of the participants and the researchers.

Statistical Treatment

The responses are gathered through survey and analyzed using statistical tools.

The results were recorded in a table, interpreted and analyzed based in the results.

The following statistical measurements/tools are used in this study:

1. Determining the weighted mean and percentage

Percentage Formula:

0 f
= ×100
0 n

2. Weighted Mean

r =∑

Legend:

n-sample size
 36

w-weight

p/%-percentage

QUESTIONNAIRE
Dear Respondents

Good day! This study is entitled “The Effectiveness of Digital Media as Coping
Techniques in Dealing with Academic Pressure among Grade 12 HUMSS students in
Camarines Sur National Highschool.” This survey is conducted to know the
effectiveness of digital media as coping techniques that students used to cope with
academic pressure that they are facing. Your involvement in the study by answering the
questionnaires is very essential. For the success of this research, kindly fill up the
questionnaire honestly and sincerely. Rest assured that all information gathered from the
study will be handle with extreme confidentiality.

Part I. Instruction: Please check the answers that best corresponds to your experience.
How much pressure do you feel from the following sources?
Legend: 4-Strongly Agree 3-Agree 2-Disagree 1- Strongly Disagree
LEVEL OF ACADEMIC PRESSURE 4 3 2 1

School Works Deadline

I feel pressured when I need to complete multiple schoolwork deadlines

within a short period of time.

I struggle to balance several tasks with tight deadlines.

Preparing For Exams

I experience stress when preparing for exams, especially when I feel

unprepared.

I experience anxiety and burnout when I'm trying to review a large

amount of information for exams.

Performance Task/ Presentation

 37

I get nervous when I have to perform in front of my classmates or give a

presentation as part of my performance task.

I feel so stress when I do not have enough time to prepare for

performance task/presentation.

Parents Expectation

I feel stressed when my parents expect me to get high grades.

I feel pressured to excel academically so that I can make my parents

proud.

Part II. Instruction: Please check the answers that best corresponds to your experience.
How often do you use the following specific coping techniques to manage academic
pressure?
Legend: 5-Always 4-Often 3-Sometimes 2-Rarely 1-Never
USAGE OF DIGITAL MEDIA AS COPING TECHNIQUES 5 4 3 2 1

Posting On Various social media

I post on my social media accounts like Instagram, Facebook,

TikTok, Twitter, etc., to share content when I'm facing academic
pressure.

I repost videos and pictures posts on Instagram, TikTok,

Facebook, etc. that are related to me to cope with the pressure I
feel at school.

Listening To Music

I listen to instrumental music to reduce the pressure I feel from

school."

I listen to songs from different genres on Spotify and YouTube

Music to cope with academic pressure at school.

Watching Motivational Videos

I watch short-clip inspirational videos on YouTube, TikTok,

Facebook, etc.

I watch different kinds of speeches about how to cope with

everyday pressure in school.

Ranting To Friends Through Online

I open up my school problems to my friends through Messenger,

 38

Instagram, TikTok, etc.,

I ask my friends for advice on how to cope with the academic

pressure I feel through Twitter, Messenger, Instagram, etc.

Part III. Instruction: Please check the answers that best corresponds to your experience.
How effective are trend-based coping techniques in improving your well-being and
helping you deal with academic pressure?
Legend:
EFFECTIVENESS OF DIGITAL MEDIA AS COPING 4 3 2 1
TECHNIQUES

I find that digital media as coping techniques help me balance my

emotions when dealing with academic pressure.

I feel relieved from academic pressure when I post my thoughts,

feelings, and problems on Facebook, Instagram, TikTok, etc.

I find that sharing content, such as my videos and pictures on

social media platforms like Instagram or Facebook helps me to
reduce stress from school.

I use music to distract myself from the stress caused by

schoolwork.

I feel calmer and more focused after listening to different genres

of music when I experience academic pressure.

I feel motivated to keep studying eagerly after watching

motivation videos online.

I gain inspiration and hope from motivational videos when facing

academic pressures.

I feel lighter and less stressed after venting my academic

problems to a friend through online platforms.

Thank you for your participation!

39