Chapter IV
Results and Discussion

This chapter presents the data gathered from the randomly selected thirty (30) student assistants from the College of Education. who worked in school year 2011 - 2012. The main objective of the paper is to present the relationship between the academic performance of the respondents and their level of physical and emotional stress. Spefically, this paper aimed to present the following:
I. Profile of the Respondents
Table 1.1 Frequency Distribution of the Respondents in terms of their Gender
Gender|Frequency|Percentage|
Female|25|83.33|
Male|5|16.67|
Total|30|100|

Table 1.1 presents the frequency distribution of the respondents in terms of their gender. Based on the result, twenty five (25) which comprises 83.33% of the respondents were female and five (5) or 16.67% of them were male. The result indicates that majority of the respondents were female. This makes the researcher to affirm the fact that female were more inclined in teaching profession than male.

Table 1.2 Frequency Distribution Of the Respondents in terms of their Age
Age Intervals |Frequency|Percentage|
17 y/o - 18 y/o |3|10|
19 y/o - 20 y/o |12|40|
21 y/o and above|15|50|
Total|30|100|

Table 1.2 presents the frequency distribution of the respondents in terms of their age. Based on the results, fifteen (15) of the Student assistants or 50% of them were 21 years old and above. There were twelve (12) of them or 40% of the students aged between 19 years old to 20 years old while three (3) or 10% of them were belonged to age interval between 17 years old to 20 years old. The result indicates that majority of the respondents were 21 years ol and above amd most probably third year or fourth year level students. This is maybe because most of the graduating students were not that busy in terms of academic because of having a less number of units. Table 1.3 Frequency Distribution of the Respondents in terms of thier Family Annual Income
Annual Income|Frequency|Percentage|
17 y/o - 18 y/o |20|66.67|
19 y/o - 20 y/o |9|30|
21 y/o and above|1|3.33|
Total|30|100|

Table 1.3 presents the frequency distribution of the respondents in terms of their family annual income. Based on the results, twenty (20) out of thirty (30) students or 66.67% of them had a family annual income of P100,00.00 below, nine (9) of them which comprises 30% of them had a family annual income of P100,00.00 - P150,000.00 while there are only one student or 3.33% of them have a family annual income of P150,000.00 above. The result revealed that majority of the student assistants had a family annual income which indicates that they have a low family income. That's why they have to gained to work as a student assistants to support their needs specially in terms of their academic needs.
II. Level of Physical and Emotional Stress
Table 2.1 Level of Physical Stress of the Student Assistants
Statements|Mean|Remarks|
I experience tension headaches in doing multitasking activitiesbetween work and school|4.3|AA|
I find muscle tension specially in my neck , back and jaw|3.6|O|
I experienced weight gain or loss that I suspect due to stress|4.5|AA|
I am experiencing adult acne that maybe related to stress.|2.6|S|
I find myself feeling fatigued or exhausted.|2.8|S|
I find myself getting sick more often than usual when I start working as student assistant|1.9|R|
Overall Mean|3.28|Sometimes|

Table 2.1 presents the perception of the thirty (30) student assistants towards their level of physical stress when they were started working while studying. The result revealed that the overall mean perception of the respondents were equal to 3.28 which belongs to "sometimes" perception. The result indicates that the student assistants were sometimes physically stress being working students. Specifically they percieved that they were sometimes experiencing adult acne that maybe related to stress and they find thier selves feeling fatigued or exhausted, however, they were almost always experiencing tension headaches in doing multitasking activities between work and school and experiencing weight gain or loss that they suspect due to being physically stress as student assistants. Also they percieved that they were oftenly find muscle tension specially in thier necks , backs and jaws. The result depicted that the respondents were not that physically stress eventhough they were working as a student assistants while continuing this studies. Therefore the researchers recommended to those students who cannot pursue thier studies because of having difficulty in terms of financial to apply a work, just like being student assistant.
Table 2.2 Level of Emotional Stress of the Student Assistants
Statements|Mean|Remarks|
I feel less social than usual when I start working as a student assistant |3.2|S|
I find myself getting less joy from my work and feeling the sense of burnout|2.8|S|
I become an emotional eater. |3.8|O| find that I am more sensitive, irritable, or easily frustrated in terms of your work and school.|3.7|O|
I have trouble falling asleep or staying asleep because my body is tense or my mind is racing with stressful thoughts.|3.9|O|
I have faith in a higher power, a greater good, or something outside myself that can give me strength. |4.8|AA|
Overall Mean|3.7|Often|

Table 2.2 presents the perception of the student assistants in terms of their level of emotional stress being working students. Based on the results the overall mean perception of the respondents is equal to 3.7 which belong to "often" perception. The result means that the respondents were often felt emotionally stress being student assistants. They were often become an emotional eater, more sensitive, irritable, or easily frustrated in terms of your work and school and have trouble falling asleep or staying asleep because their bodies are tense or their minds were racing with stressful thoughts but they were also almost always have faith in a higher power, a greater good, or something outside their selves that can give them strength. However, they sometimes feel less social than usual when they started working as a student assistant and they sometimes find their selves getting less joy from their work and feeling the sense of burnout. This result implies that the respondents were often experiencing emotional stress and that is because of the nature of their work; that is; they have to be more focus for them to perform their function very well while schooling. As a working student, you can't deny the fact that most of the time you can emotionally imbalanced because you have to think how you can balance your work and your studies. Also, their concern is not just their academic performance but also they got bothered on some family problems. Therefore, to be an effective working student you have to be emotionally strong for you to do your role very well not thinking of any destruction.
III. Academic Performance of the Student Assistants
Table 3.1 Level of Academic Performance of the Student Assistants
Statements|Mean|Remarks|
It affects my grades or overall GPA that I suspect is due to my work as student assistant|3.2|S|
I do still actively able to join extracurricular activities in school, Like Palakasan and College Foundation Day.|2.0|R|
I do have extra time to take my school assignments after work|3.4|O|
. I do able to to join fieldtrips or activities outside campus which take days to accomplish.|2.1|R|
. I do still manage to take my school projects seriously and pass it on time.|3.3|S|
I do still manage to attend and urgent activities in school|3.0|S|
Overall Mean|2.83|Sometimes| Table 3.1 presents the level of academic performance of the respondents while being student assistants. Based on the results, the overall mean rating of the respondents is equal to 2.83 which belong to "sometimes” perception. The result indicates that as an overall the academic performance of the said respondents were sometimes affected by their work. Specifically, they percieved that their grades or overall GPA were sometimes affected by their work as student assistant, that they can still manage sometimes to take their school projects seriously and pass it on time, that they can still manage sometimes to attend and urgent activities in school. However, the respondents percived that the items they were rarely actively able to join extracurricular activities in school, like Palakasan and College Foundation Day and they were rarely able to join fieldtrips or activities outside campus while they have often extra time to take my school assignments after work. The result indicates that the respondents have still time to cope up on thier studies even though they were working. They have still time to do their school related work given that they had hectic schedule. The result revealed that the students were responsible enough because they can still balance their school and work carriers.
III. Hypothesis testing
To determine the relationships between the academic performance of students towards their perceptions towards their level of physical and emotional stress. Chi Square Statistics was utilized in the paper. Chi square was used because it tested the relationship betweem the two variables.
To interpret the result From theaforementioned statistics, P- values was used. P- values less than level of significance of .05 implies that there is significant relationship between the two variables.
Table 3.1 Relationship between the Academic Performance of Students and their and their perception towards their level of Physical and Emotional Level
Variables|Chi square value|P- value|Remarks|
Academic Performance – Physical Level|17.45|0.03|Significant|
Academic Performance – Emotional Level|19.63|0.004|Significant |

Table 3.1 presents the relationship between the academic performance of the students and their perception towards their level of physical and emotional stress . Based on the result the chi square value between the academic performance and physical stress and between the academic performance and emotional stress were equal to 17.45 and 19.63 and were considered significant since their p- values were all less than level of significance of 0.05. the result implies that the there is significant relationship between the students academic performance and their percption towards their level of physical stress and emotional stress being student assistants. Thus the null hypothsis of the paper was rejected. This indicates that the the work of the student can probably affect their academic performances. However, if the students have proper time management, they can still balance their work and their studies. They can perform their function as student assistants at the same time they can excell in their academic performances.

CHAPTER V
SUMMARY, CONCLUSION and RECOMMENDATIONS
This study was conducted among thirty (30) student assistants during school year 2011 – 2012 who are currently enrolled at the College of Education . the main purpose of the paper is to determine if there is significant relationship between the academic performances of the said respondents and their perception towards their level of physical and emotional stress as a student assistants. The paper aso presented the profile of the respondents in terms of their gender, age and family annual income. It also depicted the level of physical and emotional stress. This study utilized the Chi square statistics, percentge, frequency and average mean to interpret statistically the data gathered.
Summary of the Results
1. The result indicates that majority of the respondents were female. This makes the researcher to affirm the fact that female were more inclined in teaching profession than male.
2. The result indicates that majority of the respondents were 21 years ol and above amd most probably third year or fourth year level students. This is maybe because most of the graduating students were not that busy in terms of academic because of having a less number of units.
3. . The result revealed that majority of the student assistants had a family annual income which indicates that they have a low family income. That's why they have to gain to work as student assistants to support their needs specially in terms of their academic needs.
4.