HOW DOES ACADEMIC STRESS AFFECTS CENTRO ESCOLAR UNIVERSITY MEDICAL TECHNOLOGY STUDENTS.pdf

HOW DOES ACADEMIC STRESS AFFECTS CENTRO ESCOLAR UNIVERSITY MEDICAL TECHNOLOGY STUDENTS’ SOCIAL LIFE

An Undergraduate Thesis Presented to the School of Science and Technology Centro Escolar University

In Partial Fulfilment of the Requirements for the Degree Bachelor of Science in Medical Technology

by Christopher Lloyd S. Banco Katrina Sofia L. Co Shan Maica T. De Leon Lloyd Jeffrey F. Ferrer Anne Jasmine O. Joson Laira-Abegail J. Pabayo Jennifer E. Pangilinan

March 2015

APPROVAL SHEET

This undergraduate research How does Academic Stress Affect Centro Escolar University Medical Technology Students’ Lifestyle presented and submitted by Christopher Lloyd S. Banco., Katrina Sofia L. Co, Shan Maica T. de Leon, Lloyd Jeffrey F. Ferrer, Anne Jasmine O. Joson, Laira-Abegail J. Pabayo, and Jennifer Pangilinan hereby accepted as partial fulfilment of the requirements for the degree Bachelor of Science in Medical Technology in the College of Medical Technology of Centro Escolar University was approved by the committee:

Ms. Reyjane Calicdan, Adviser

Dr. Charito M. Bermido Dean

March 2015 RESEARCH ABSTRACT

Title: HOW DOES ACADEMIC STRESS AFFECT A CEU MEDICAL TECHNOLOGY STUDENT’S LIFESTLYE Researchers: Lloyd Christopher S. Banco Katrina Sofia L. Co Shan Maica T. De Leon Lloyd Jeffrey F. Ferrer Anne Jasmine O. Joson Laira-Abegail J. Pabayo Jennifer E. Pangilinan School: Centro Escolar University (Manila) Adviser: Ms. Reyjane Calicdan No. of Pages: 39 The Problem: How does Academic stress affect a CEU Medical Technology student’s lifestyle? Sub- Problems: 1. When does a student feel stress during a semester? 2. How does academic stress affects a student?

Method Used: The researchers used mixed sampling, particularly simple stratified and quota sampling for the study. In order to achieve the goal of the study, survey questionnaires will be used in order to know the insights of CEU Medical Technology students.

ACKNOWLEDGMENTS

For the final development of this study, the researchers extend their

gratitude to the following whose selfish efforts and valuable contributions made the accomplishment of this work possible: Professor Reyjane Calicdan for her helpful suggestions and comments during the study. And giving support, encouragement and opportunity to the researchers to make this research better and gained valuable information on the topic. Also, the researcher would like to thank their family and friends for helping and making the research successful. CLSB

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Table of Contents Page Approval Sheet……………………………………………………………..

ii

Abstract………………………………………………………………………

iii

Acknowledgement………………………………………………………….

iv

List of figures……………………………………………………………….

vii

Chapter 1.

2.

The Problem and Its Background Introduction………………………………………………….

1

Setting of the Study………………………………………..

1

Theoretical Framework…………………………………….

5

Conceptual Framework……………………………………

6

Statement of the Problem………………………………...

7

Assumptions of the Study…………………………………

8

Hypothesis………………………………………………….

9

Significance of the Study…………………………………

9

Scope and Limitations of the Study…………………….

9

Definition of Terms ……………………………………….

10

Review of Related Literature Studies Foreign Literature…………………………………………

11

Local Literature……………………………………………

13

Foreign Studies…………………………………………...

3.

14

Local Studies……………………………………………...

15

Synthesis…………………………………………………..

15

Methods and Procedure Methods of Research Used…………………………….

17

Respondents of the Study……………………………….

17

Sampling Technique……………………………………..

18

Research Instruments…………………………………...

18

Validation of Instruments………………………………..

19

Procedure of Data Gathering…………………………..

20

References………………………………………………………………..

23

Appendix a.

Survey Questionnaires…………………………………………

26

Curriculum Vitae…………………………………………………………..

28

LIST OF FIGURES Figure

Page

1. Map of CEU around Mendiola, Manila…………………………….

3

2. Centro Escolar University Manila campus……….....……………

4

3. Theoretical Framework: Concept flow…………...……………….

5

4. Conceptual Framework: Academic stress affecting the social life of CEU Medical Technology Students…………….….

6

CHAPTER 1 The Problem and Its Background Introduction Academic stress is one of the main reasons why students do not enjoy their social life most of the time. American Academy of Pediatrics, (2007). A lot of students have been experiencing too much stress because of school assignments and long exams that they have to deal with every day. Most students are s pending their time in studying and doing assignments rather than spending their time with themselves, hang out with their friends and bond with their own family. In line with the topic, the researchers chose this research because we want to determine on how academic stress affects a CEU medical technology student’s social life. The researchers are gathering 20 students per year level and assess their stress which is cause by academics in line with their social life. The results could help the incoming college freshmen in preparation for college, and to be able to balance their time with studying and their social lives. Setting of the Study The study will be conducted in CEU Manila. (Figure 1) shows the Map of Manila where CEU Manila is Located. Centro Escolar University is a private University in Manila, Philippines. It was founded on June 3, 1907 by two women, Librada Avelino and Carmen de Luna, and was originally called Centro Escolar de Señoritas. It became a university in 1933. Centro Escolar University is a private, nonsectarian higher education institution with an enrollment of over 20,000 students. (Figure 2) shows the building of CEU Manila. From a small school in Azcaraga has grown to become one of the top universities in the country today. The university offers programs in the Arts, Humanities, Sciences, and Allied

Medicine. CEU also has Dentistry and Pharmacy programs. All of its academic programs are accredited Levels 3 and 4 by the Federation of Accrediting Agencies of the Philippines. Centro Escolar University has five-awards Full Autonomy Status by CHED, Institutional Accreditation certified by FAAP, Proficiency in Quality Management and ISO:9001 certification.

Figure 1 Map

Figure 2 Centro Escolar University (Manila)

Theoretical Framework Stress is one of the most popular problem of students, especially on academics. Each student is experiencing stress more often because of school works. And the researchers believed that there is an explanation why stress occurs most of the time. They have found a reliable theory and believed that this would be very important on their study. James Lange (2012) formulated his Theory of Emotion and it states that “Emotions do not immediately succeed the perception of the stressor or the stressful event; they become present after the body’s response to the stress”. James Lange concluded that before stress is felt, there is a process. When a person cannot handle hard situation it tends to stimulate by his/body an d it is sent to the brain. Then brain analyses or explain the situation and it gives the signal to our body on what the person will do. The emotion is expressed and it can now be identified as stress.

EVENT

AROUSAL

INTERPRETATION

Figure 3

EMOTION

Conceptual Framework Conceptual Framework

EVENT

ACADEMIC STRESS (AROUSAL)

INTERPRETATION

ASSIGNMENT S

QUIZZES

REPORTS

PROJECTS

REFLECTION PAPERS

EMOTION 1

ST

Year Medical Technology Students

2

nd

Year Medical Technology Students

Male 15-21 y/o

3rd Year Medical Technology Students Female 15-21 y/o

SOCIAL LIFE Figure 4

Academic Stress affecting the Social Life of CEU Medical Technology Students

The diagram shows the main factor affecting the social life of a CEU Medical Technology student of today. The dependent variable is the social life while the independent variable is the academic stress. The intervening variables are the

perception of the CEU Medical Technology students on how academic stress affects their social lives. Statement of the problem This study will determine the effects of Academic stress in the social life of the students of CEU Medical technology. The questions provided below will helps us to seek information for the study 1. What are the characteristics of the respondents in terms of: 1.1 Students 1.1.1 Age 1.1.2 Year Level 1.1.3 Gender 2. What is the academic stress level of the respondents? 3. What are the levels of socialization of the respondents? 3.1 Family 3.1.1 Siblings 3.1.2 Parents 3.2 Friends 3.3 Social Networking 3.3.1 Instagram 3.3.2 Facebook 3.3.3 Twitter 4. What are the effects of academic stress to CEU Medical Technology students’ social life? 5. How often do the students feel stressed about academics? 6. How much stress level do the students feel about academics?

7. How do academics be an impediment from socializing to other people? Assumptions of the Study The researchers assume that stress greatly affect the student's lifestyle. Based on the respondents stress can affect them through socially, physically, emotionally, and mentally. It can affect the student socially because of isolation, loneliness fewer contact with friends. Physically, because students may have headaches, fatigue, insomnia. Mood swings, bad temper, confusion and anxiety in emotionally. And mentally because it can cause severe reduction in his/her ability to concentrate, store information in memory and solve problems. As too much stress causes problems, it is important to evaluate the degree of stress a student may have. Hypotheses The

study

aims

to

test

the

Alternative

Hypothesis:

Academic stress perceived by Medical technology students affects their relationship with family, friends, and social networking life. Significance of the Study The student’s relationship with others and their social activities are important in developing their self-image, but when stress gets in the way it takes a big part of the human activity, thus leads into either destructive or constructive coping. The study will be a meaningful endeavor in guiding the Medical Technology students in managing their academic stress as well as balancing their social lifestyle. The study will also be beneficial to incoming college students because they will have a background on how college life looks like, and knowing that they may be prepared and make strategies on how can they cope when the time comes they face academic stress. It is also beneficial for the instructors because they can employ a

more effective learning strategies without compromising the student’s social activities. This will also be helpful in the administration by choosing and applying internet websites, like social networking sites and reliable searching engines, that only has to with accomplishing the student’s task and as well as communication with others. By understanding the needs of the students and benefits of quality education, the instructors and students can be assured of a competitive advantage. This study will serve as a reference for the future researchers on the subject of academic stress and its effect with lifestyle. Moreover, this research will provide recommendations on how the academic performance of a student results when he has greater network of relationship with others. Scope and Limitations of the Study This study will be conducted to determine on how academic stress affects Centro Escolar University Medical Technology students’ lifestyle as perceived by first year to Third year students, 10 male & 10 female students per year level, within the age bracket of 15 to 21 years old, during the school year 2014-2015. In addition, the researchers are excluding 4 th year Medical Technology students for the reason that they are usually outside the university completing their internship shifts makin g them unable to participate to the data gathering process of this research. The aspects looked into were levels of socialization and academic stress levels of the students. Definition of Terms This is to provide the readers with meanings to fully understand the study. Academic Stress. A forcibly exerted influence or pressure related to school, college or university

Lifestyle. Method of achieving feeling of adequacy. A way in which an individual lives as to habits, friendship, values Social Life. A specified period or aspect of one’s existence relating to social activities. Social Networking. Sites that are designed to make connections among people in groups. CEU Medical Technology Student. A person with a degree course of Bachelor of Science in Medical Technology and attends at Centro Escolar University.

CHAPTER 2 Review of Related Literature and Studies This chapter includes the review of related literature and studies which the researchers have searched to relate to their study. Foreign Literature According to American Psychological Association, stress can be a reaction to a short lived-situation, like waiting for a bus during rush hours. And it can also last a long time if you’re dealing with relationship problems, like separation of you r parents or other serious situations. Stress can be dangerous when it is already affecting your health or you can’t have a healthy lifestyle already for a long period of time. The association conducted a survey on teens and it reveals that teenagers are experiencing stress at unhealthy levels, and it seems that they don’t know how to deal with it. In school, culture shock is one of the major aspects of stress of teenagers. Culture shock is defined as anxiety that results from losing all our familiar signs and symbols of social intercourse, which we do not carry on the level of conscious awareness (Oberg 1958) According to Ross, Neibling and Heckert, there are several explanations for increased stress levels in college students. First, students have to make significant adjustments to college life. Second, because of the pressure of studies, there is strain placed on interpersonal relationships. Third, housing arrangements and changes in lifestyle contribute to stress experienced by college students. And lastly, students in college experience stress related like ineffective coping skills and so much

requirements

that

needs

to

be

pass

on

the

same

deadline.

Frazier and Schauben (1994) used the Psychological Distress Inventory to obtain information regarding stress experienced by a group of female college students. The

researchers found that female college students experienced stress related to financial problems, failing a test, being rejected by someone, depression and having low self-esteem. On the other hand, Ross (1999), conducted a study on college students of both genders and found different reasons that were common among all college students; it includes a change in eating and sleeping habits, and new responsibilities. More specifically, sources of stress included difficult financial challenges, responsibilities related to holding a job while in school, and a heavy academic load. Aloes, college freshmen experienced stress such as conflicts in time management, academic pressures and personal problems like problems within their family. According to Dziegielewski (2004) programs that identify stressors and provide information on stress reduction and burnout prevention can help students learn to better cope with stressful experiences. Better coping skills are as sociated with decreased anxiety levels and decreased risk for academic failure. It suggests that stress is a common theme among college students, and when stressful experiences are greater than the coping resources, multiple problems often develops. This section deals with foreign literature. Thus, it also aims to explain stress’ effect on students. Foreign information is gathered here to be more accurate and to have more reliable sources. Local Literature Stress according to Hans Selye, is defined as the wear and tear of living. The pressure which we all face in our everyday lives embodies all the difficulties in the form of stress. He came up with three sources of stress which we all encounter , namely physical (illness, medications, pollution, environmental), social (loss of loved

one, marital strife, financial problem) and psychological (anxiety, inferiority complex, depression). A lot of things causes stress, just like when we’re under pressure we experience stresses in different life or school situations. We strive to overcome something that we consider as a hindrance to our welfare. Stress in itself is felt in some very common symptoms we more or less feel as something normal, just like headaches, insomnia, stiff neck, back pains, anxiety, constipation, stomachache, depression, chest pains, weight gain or loss, and so much more. Stress is harmful or detrimental to one’s health, at some cases it can take away a person’s life at some extent. Students normally experience stresses in school. Academic stress leads to pressure in school by friends, families, and teachers. With the right stress management, we can all conquer the madness that stress gives us. A clinical study made by General Nutrition Centers (GNC) enumerated factors that lead to a stress-free lifestyle (The Philippine Star, 2013). Foreign Studies According to Agolla, stress has become an important topic in academic circles and concluded that it needed more attention. Academic stress have been identified by researchers as too many assignments, competition with other students, failures, lack of pocket money (Fairbrother and Warn, 2003), semester system, and inadequate resources to perform academic work. Not only school works are contributing to the stress of the students, but pressure from the professors to pass a certain requirement in unreasonable deadline and poor relationship with lecturers (Ongori, 2007; Awino and Agolla, 2008) makes it worst. Students are human being, and if he is loaded over his capacity, he might be frustrated and confused. Furong Wang and Huixiang Gong make a comparative study of mental stresses of different

types of college students and conclude that the mental stresses of boys are bigger, longer, and stronger than that of girls. The mental stresses grow along wi th grades, reach the maximum at the junior year, and slighly decrease at the senior year (Furong Wang & Huixiang Gong, 2001). The researchers identified symptoms of stress are lack of energy, feeling of depression, increase in appetite, trouble concentrating, restlessness, tensions and anxiety among others. (Malach-Pines and Keinan, 2007; Ongori, 2007; Ongori and Agolla, 2008; Agolla, 2009). A student experiencing one of these factors is likely to be a victim of stress. When a student is under stress, it is hard for him to maintain and develop social connections. Interpersonal communication is important because it makes a person grow as a social being. Spending quality time with family and friends is like a rest for a person from all the task he is assigned. Local Studies Bettina conducted research on stress stating, ‘’coping strategies used by adolescents prove that boys use more problems oriented, and direct action approaches to stress. She also said that, “girls use passive and seeking strategies to cope with stress”. Time management is an effect that induces students stress. Being regular attendees to different activities makes them to have less time to study. Having a work also complicates the ability to manage their time appropriately. It is important for every student to have at least a guide that explains how they can handle this stress. Being able to manage our time helps us a lot to achieve in the appropriate way our studies, work and social activities. According

to

the

researchers,

relaxation

is

the

universal

antidote

recommended for reducing stress. True, relaxation can put the brakes on stress, but

eventually, unless you intend to relax in seclusion the rest of your life, you’ll have to get back to the realities of living your life. In short, we all must find ways to negotiate the freeways of modern life. Synthesis Hans Selye defined stress as the wear and tear of living. He came up with 3 sources of stress, physical, social, and psychological. Stress is harmful to one’s health, as stated by Agolla, academic stress needed more attention and can be dangerous when it is already affecting one’s health and that academic stress leads to pressure in school by friends, families, and teachers. According to Ross(1999), Neilbling, students have to make adjustments to college life and pressure affects their intrapersonal relationships. Students in college also stress on so much requirements on the same deadline. He also found that stress includes a change in eating and sleeping habits and new responsibilities. College freshmen experienced time management conflicts, academic pressure, and personal problems. Time management is an effect that induces student stress. Being able to manage time helps us a lot to achieve our studies, work, and social activities. Researchers have found several preventions including relaxation as the universal antidote recommended for reducing stress. We all must find ways to negotiate the freeways of modern life. There are also programs that identify stressors and provide information on stress reduction and burn out prevention can help students learn to better cope with stressful experiences (Dzeigielewski, 2004)

CHAPTER 3 Methods and Procedure This chapter describes the research methods that will be employed, the instruments that will be used in data gathering and the analytical tools used for the treatment, measurement, and interpretation of data. Method of Research Used The researchers will be using descriptive method of research for their study. Descriptive method is used because it uses a method of explanatory description in defining data. Questionnaires will be provided to gather information and conclude results from it. The respondents of the study will be Medical Technology students of CEU-Manila ranging from 1 st year to 3 rd year. Mixed sampling will be used in the study, specifically stratified, simple random and quota sampling. Respondents of the Study In this research, a total of 60 respondents, taken from three different year levels will be the respondents of the study. 20 randomly selected students, age ranging from 15 years old to 21 years old, with a ratio of 10 male and 10 female will be taken from each year level 1 st year, 2 nd year, and 3 rd year of College of Medical Technology of Centro Escolar University- Manila Campus. The researchers will be excluding 4 th year Medical Technology students for the reason that they are completing their internship hence, making them unavailable to be the researcher’s key informants. Sampling Technique In this study mixed sampling will be implemented. A mixture of probability and non- probability sampling, particularly stratified sampling, simple random sampling and, quota sampling. In selecting a specific section per year level stratified sampling

will be used, then simple random sampling will be implemented in randomly asking students to be the respondents of the research from the selected section and lastly, quota sampling will be used because they will only pick 20 students, 10 male and 10 female, per year level. These sampling will be used respectively to accommodate the target respondents without bias. Research Instruments The research instrument that they will be using in this research is a survey questionnaire; The preliminary part is the “Note to respondents which states the purpose of the study then it is followed with five more parts. The first part is about the student’s profile which includes name (optional), year level, age and gender. The second part is about the academic stress level that the student’s feel (e.g. I am able to organize my time effectively, especially when there are school works). The third part is about on how often students socialize to other people (e.g. I have regular calm conversations with the people I live with about academic problems, e.g., failed grades, incomplete requirements, dropped subjects, etc.). The fourth part is about on how often they use social networking (e.g. Do you use social networking site as your stress reliever?).

And the last part will consist of two open and close-ended questions (When do you feel stressed during a semester?, How does academic stress affect you as a student?). The second part until the fourth part of the questionnaire is answerable by always, often, sometimes, seldom and never. The total number of questions is twenty-two. The respondents are directed to check one box that will satisfy their

answers to the questions and honest answers for the open-ended questions. By this process the researchers can assess the perceptions of the students in accordance with Academic stress and their lifestyle. (See appendix A) Validation of Instruments The research will be validated by the adviser, Ms. ReyJane Calicdan before giving out to the respondents. Corrections and suggestions of the adviser will be considered and incorporated on the questionnaire. By this, the researchers can assure that everything that will be written in the questionnaire is factual and unbiased. Procedure of Data Gathering The researchers spent time reading and researching related studi es at Centro Escolar University’s Undergraduate Research Library in order to supplement ideas and

widen

their

understanding

about

academic

stress

and

lifestyle

that

encompasses the socialization of Medical Technology students. The researchers came up with a test of five parts, they adapted some standardized tests on Internet. Questions are limited but substantial because they chose which will answer the problems stated in the study and answerable by the respondents. They consulted their adviser for the validation of the questionnaire and even suggested to insert open-ended questions at the end part for an additional information and support for the analysis of data. The researcher’s advisers’ suggestion and comment will be considered and incorporated on the questionnaire. The test will be conducted at Centro Escolar University- Manila campus. It will be administered on different dates, considering the availability of the respondents.

The data for this research are collected using survey questionnaires. Copies of the questionnaires will be distributed to gather the relevant data. 60 respondents, 20 from 1 st, 2nd, and 3 rd year levels will be given and will be asked to rate the problems and situations indicated under each factors in the questionnaire. Simple random, stratified and quota sampling will be used to gather respondents systematically. The researchers inquire about the number of sections of the three year levels of medical technology students that are officially enrolled in Centro Escolar University. After they have gathered the number of sections per year level, they will randomly pick a section, which are first year section ___, second year section___, and third year section____. With the help of the respondents the researchers will be able to determine the academic stress factors that affect the aspects of their social life. All fulfilled questionnaires will be retrieved and compiled for analysis of data.

REFERENCES

Agolla, J.E., & Ongori, Henry. (2009). An assessment of academic stress among undergraduate students: The case of University of Botswana. Educational Research and Review, 4 (2), 063-070. Retrieved from http://www.academicjournals.org/article/article1379600680_Agolla%20and%2

Anonymous. students stress. StudyMode.com. Retrieved from http://www.studymode.com/essays/Students-Stress-45920310.html

Beilock, Sian (September 2011). Back to school: Dealing with academic stress. Simple psychological interventions can reduce stress and improve academic performance. Retrieved from http://www.apa.org/science/about/psa/2011/09/academic-stress.aspx

Bettina. (2001) Stress on College Students. StudyMode.com. Retrieved from http://www.studymode.com/essays/Stress-On-College-Students-1307717.html

Centro Escolar University. (n.d. ) . In Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Centro_Escolar_University

Ch, G., & Nandamuri, P.P. Sources of academic stress- A study on Management Students. 12-21. Retrieved http://jms.nonolympictimes.org/Articles/4.pdf

Espenshade, T.J, Lynch, S.M., & Zajacova , A. (2005). Self- Efficacy, Stress, and Academic Success in College. Research in Higher Education, 46, 15-28. doi: 10.1007/s11162-004-4139-z

Foreign Literature About Stress. StudyMode.com. Retrieved from http://www.studymode.com/essays/foreign-literature-about-stress1056860.html

Harper, S., & Stevenson, A. (2006). Workplace stress and the student learning experience. Quality Assurance in Education, 14(2), 167-178. doi: 10.1108/09684880610662042

Life. (1994). In New Webster’s Dictionary of English Language. Lexicon Publications Inc. USA

Murff, S. (n.d.). The Impact of Stress on Academic Success in College Students. Retrieved from http://www.redorbit.com/news/health/391477/the_impact_of_stress_on_academi c_success_in_college_students/

Network. (1994). In New Webster’s Dictionary of English Language. Lexicon Publications Inc. USA

The New Webster’s Dictionary of English Language. (1994). Lexicon Publications Inc. USA

Appendix A Research Questionnaires Dear Students, This questionnaire is intended to gather data for our research “How Does Academic Stress Affects Centro Escolar University Medical Technology Students’ Lifestyle”. May we request your sincere and honest answer to the given questions. Please be assured that the results of this questionnaire shall be treated with outmost confidentiality. Thank you and God bless you. Part I: profile Name of Respondent (Optional): ____________________________________ Year Level: 1st Year Age: 15 years old 18 years old Gender: Male 2nd Year

16 years old

19 years old

3rd year

17 years old

20 years old

Female

21 years old

Directions: Check one box that will satisfy your answer from the given questions truthfully. Please don’t leave any questions unanswered.

Part I: Academic Stress Level QUESTION I get 7 to 8 hours of sleep at least 4 nights a week. I take quiet time for myself during the day. I am calm when I am kept waiting/stuck in traffic/late for class. I couldn’t seem to experience any positive feeling at all. I couldn’t seem to get going. I found it difficult to tolerate interruptions to what I was doing. I found it difficult to work up the initiative to do things. I found it hard to calm down after something upsets me. I couldn’t seem to get any enjoyment out of the things I did.

ALWAYS

OFTEN SOMETIMES SELDOM NEVER

I am able to organize my time effectively.

Part II: Socialization Level QUESTION I have regular calm conversations with the people I live with about academic problems, e.g., failed grades, incomplete requirements, dropped subjects, etc. I get along with my brother/s and/or sister/s. I kept no secrets to my family. My family knows everything about me , may it be present or in the past. I have a network of friends, family, acquaintances on whom I can rely. I confide with atleast one person in my network about personal matters.

ALWAYS

Part III: Social Networking QUESTION ALWAYS Do you use social networking site as your stress reliever? I spend 2-5 hours using Facebook, Twitter, Instagram, etc. I post picture of myself on social networking sites. I post/tweet my insights on social networking sites.

OFTEN SOMETIMES SELDOM NEVER

OFTEN SOMETIMES SELDOM NEVER

Questions: 1. When do you feel stressed during a semester? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

2. How does academic stress affect you as a student?

CURRICULUM VITAE

PERSONAL BACKGROUND Name Contact No. Email Address Address Date of Birth Place of Birth Civil Status Religion

: : : :

: : :

Christopher Lloyd S. Banco 09753038738 [email protected] 051 A. Bonifacio Avenue corner M.L Quezon St. Brgy. San Andres, Cainta, Rizal : September 18, 1996 Quezon City Single Roman Catholic

EDUCATIONAL BACKGROUND Tertiary

: Centro Escolar University (Manila) B.S. Medical Technology (2013- Present) Secondary : Juan Sumulong Memorial Junior College Taytay, Rizal (2009-2013) Elementary : Cainta Elementary School (2004-2009)

AWARDS AND RECOGNITION Tertiary Secondary Elementary

: : :

Outstanding Student in Photography class Folk Dance Troupe award Best in Language

SKILLS -

Playing acoustic and electric guitar Cooking Photo editing Video editing

CURRICULUM VITAE CURRICULUM VITAE

PERSONAL BACKGROUND Name Contact No. Email Address Address Date of Birth Place of Birth Civil Status Religion

: : : : : : :

Katrina Sofia L. Co 09153248658 [email protected] 1434 A. Linao St. Paco, Manila : March 27, 1996 Manila Single Roman Catholic

EDUCATIONAL BACKGROUND Tertiary

: Centro Escolar University (Manila) B.S. Medical Technology (2012- Present) Secondary : St. Peter the Apostle School Paco, Manila (2008-2012) Elementary : St. Peter the Apostle School Paco, Manila (2002-2008)

AWARDS AND RECOGNITION : Dean’s Lister College of Medical Techology (School Year: 2012- 2013) Secondary : Loyalty Awardee (2011-2012) Sabayang Pagbigkas Champion (2011-2012) Most Improved in Academics (2009-2010) Sabayang Pagbigkas Champion (2008-2009) Elementary : Buwan ng Wika Champion (200-2007)

Tertiary

SKILLS -

Playing volleyball Playing badminton Movie/ short film editing Dancing (hip-hop)

CURRICULUM VITAE CURRICULUM VITAE

PERSONAL BACKGROUND Name Contact No. Email Address Address Date of Birth Place of Birth Civil Status Religion

: : : :

: : :

Shan Maica T. de Leon 09277619620 [email protected] Blk. 1 L 20 Magnolia St. Gardenia Valley Molino Bacoor, Cavite : May 7, 1996 Makati City Single Roman Catholic

EDUCATIONAL BACKGROUND Tertiary

: B.S. Medical Secondary : Elementary :

Centro Escolar University (Manila) Technology (2013- Present) Elizabeth Seton School BFRV (2009-2013) Woodridge College Soldiers Hills IV Molino 6, Bacoor City (2003-2009)

AWARDS AND RECOGNITION Tertiary Secondary Elementary

: : :

2nd place Balagtasan (2011-2012) 3rd place Declamation Contest (2006-2007) Battle of the Brain, Math (2004-2005)

SKILLS -

Creative writing Movie and Video editing

CURRICULUM VITAE CURRICULUM VITAE

PERSONAL BACKGROUND Name Contact No. Email Address Address Date of Birth Place of Birth Civil Status Religion

: : : :

: : :

Lloyd Jeffrey F. Ferrer 09276489940 [email protected] Blk. 5 Lot 5 Grand Monaco Heights Brgy. Dolores, Taytay, Rizal : December 31, 1996 Quezon City Single Roman Catholic

EDUCATIONAL BACKGROUND Tertiary

: B.S. Medical Secondary : Elementary :

Centro Escolar University (Manila) Technology (2013- Present) San Beda College Taytay, Rizal (2009-2013) Sta. Rosa Catholic School Bagong Ilo g, Pasig City (2003-2009)

AWARDS AND RECOGNITION Tertiary Secondary Elementary

: : :

Deportment award (2009-2013) Homeroom Certificate (2009-2013) Best in Research exhibit (2012-2013)

SKILLS -

-

Badminton athletics Awards: 1st Place Badminton (2009-2010) 3rd Place Badminton (2010-2011) 2nd Place Badminton (2011-2012) 1st Place Badminton (2012-2013) Independent

CURRICULUM VITAE

PERSONAL BACKGROUND Name Contact No. Email Address Address

: : : :

Date of Birth Place of Birth Civil Status Religion

: : : :

Anne Jasmine O. Joson 09179947855 [email protected] 2 Magnolia St. Ph. 6-B, Greenwoods Executive Village, Cainta, Rizal May 29, 1995 Manila Single Roman Catholic

EDUCATIONAL BACKGROUND Tertiary

: Centro Escolar University (Manila) B.S. Medical Technology (2012- Present) Secondary : Nino Jesus House of Studies, Inc. (Pasig City) (2008-2012) Elementary : La Consolacion College-Pasig (2002-2008) AWARDS AND RECOGNITION Tertiary Secondary

Elementary

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1st Honorable Mention (2011-2012) Patikim 1 st Placer (2011-2012) Book Club President (2011-2012) D.D.D 2 nd Placer (2011-2012) Science Quiz Bee 2 nd Placer (2011-2012) Essay Writing 2 nd Placer (2011-2012) Debate 3 rd Placer (2010-2011) Essay Writing 1 st Placer (2009-2010) Science Quiz Bee 3 rd Placer (2008-2009) D.D.D 1 st Placer (2008-2009) Buwan ng Wika Champion (2007-2008) Spelling Bee 2 nd Placer (2005-2006)

SKILLS -

Languages spoken: English, Filipino, Hangul, Nihonggo and Mandarin Can be a translator for Korean, Japanese and Chinese Playing the piano Cooking Creative Writing

CURRICULUM VITAE

PERSONAL BACKGROUND Name Contact No. Email Address Address Date of Birth Place of Birth Civil Status Religion

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Laira-Abegail J. Pabayo 09262454404 [email protected] Blk.10 lot 21 15 Columbus Street, Vista Verde Executive Village, Cainta, Rizal : May 12, 1996 Dimasalang, Manila Single Born Again Christian

EDUCATIONAL BACKGROUND Tertiary

: Centro Escolar University (Manila) B.S. Medical Technology (2013- Present) Secondary : Academy of Christian Excellence Montessori Inc, MonzonSt., VistaVerde ExecutiveVillage, Cainta, Rizal (2009-2013) Elementary : Academy of Christian Excellence Montessori Inc, Kaginhawaan St., Karangalan Village, Cainta, Rizal (2004-2009)

AWARDS AND RECOGNITION Tertiary Secondary

Elementary

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4th honorable Mention (2012-2013) Best in Research Elective (2012-2013) 7th honorable Mention (2011-2012) Special Academic Citation (2010-2011) Special Academic Citation (2009-2010) 8th honorable Mention (2008-2009) Most Improved in Academics (2007-2008)

SKILLS -

Can read, write and understand Hangul (Korean) Can understand common Japanese conversation Cooking Filipino, Korean, and Japanese cuisine Good at sports like Volleyball

CURRICULUM VITAE

PERSONAL BACKGROUND Name Contact No. Email Address Address Date of Birth Place of Birth Civil Status Religion

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Jennifer E. Pangilinan 09062324913 [email protected] Lot 3 Block 3, Ivory Street, Angelina Homes, Ampid 1, San Mateo, Rizal : June 30, 1996 Rodriguez, Rizal Single Born Again Christian

EDUCATIONAL BACKGROUND Tertiary

: Centro Escolar University (Manila) B.S. Medical Technology (2012- Present) Secondary : Roosevelt College San Mateo Guitnang Bayan I, San Mateo Rizal Blessed Hope Christian Academy Int. A de Guzman St., Parang Marikina City Elementary : Blessed Hope Christian Academy Int. A de Guzman St., Parang Marikina City John the Baptist Christian Academy Narra St., San Jose Rodriguez Rizal

AWARDS AND RECOGNITION Tertiary

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Secondary

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Elementary

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Top 4 Dean’s Lister for School of Nursing (2013-2014) Subject Proficiency Awardee for Math Subject Proficiency Awardee English Subject Proficiency Awardee Science Best in Research Valedictorian

SKILLS -

Good at Video Editing Can write and read in Hangul (Korean) Can speak few Mandarin phrases and words