Impact of stress on academic performance of the civil engineering students at Camarines Sur Polytechnic Colleges / Joshua Benedict M. Batacan, [and 3 others].

Undergraduate Theses (BSN) - Nursing. Camarines Sur Polytechnic Colleges, 2024.

Includes bibliographical references.

In colleges and universities, students often feel stressed because of their classes and projects, especially engineering students who strive for perfection. This study aimed to understand the impact of stress on the academic performance of civil engineering students and their coping mechanisms. This study employed a descriptive-correlational research design to examine the significant relationship between academic performance and coping strategies among engineering students. Utilizing the purposive-sampling technique, the researchers gathered 159 regular civil engineering students enrolled in Camarines Sur Polytechnic Colleges. The data gathered used the Perceived Stress Scale to assess the stress levels of engineering students and the Pearson Correlational Coefficient to understand the relationship of coping strategies to their academic performance. The results show that the majority of the respondents were 22-23 years old, male, and Roman Catholic, while most of them were first born, and had a monthly family income ranging between Php 9,520 and Php 19,040. According to the level of stress, fourth-year civil engineering students of CSPC experienced moderate stress. Indicators such as time management, feeling pressured during laboratory tests, tiredness, and fatigue rank first as factors impacting stress on the academic performance. Furthermore, the most common coping mechanism among engineering students is music therapy. Coping strategies such as scheduling and socializing have a significant relationship with the impact of stress on the academic performance of engineering students. Recommendations include infomercials about the 12 S of stress and brochures to help students understand the impact of stress on the academic performance and recognize the factors that contribute to stress by identifying effective coping strategies based on their preferences. By implementing such interventions and support systems, educational institutions can empower engineering students to achieve their academic goals while maintaining their overall well-being.