Study Skills and Academic Stress Among Grade Six Students

Abstract

Elementary students especially those whore are in grade six are subjected to a broad variety of pressures in their academics, some of which are more intense than others. Hence, the primary goal of this research is to determine if the indicators of grade six students’ study skills significantly influence their academic stress as perceived by their teachers. This study utilized non-experimental quantitative research design employing a descriptive-correlation technique. Statistical analysis such as mean, standard deviation, Pearson R correlation and Multiple Linear Regression were used in treating the data generated in the study. The respondents of the study were the 100 sixth-grade educators teaching in Piedad District primary schools in Davao City. These respondents were selected using convenience sampling method. Data were evaluated from the survey questionnaires adopted by the researcher with modification in order to fit to the study which undergone validation from experts and were tested for its reliability. Descriptive results of the study revealed that grade six study skills and academic stress as perceived by their teachers obtained a “high” descriptive level rating which means that students’ study skills and academic stress are oftentimes evident. Consequently, the inferential results of the study suggested that it failed to accept its null hypothesis since there is a significant relationship between study skills and academic stress among the grade six students. Likewise, the regression analysis resulted that all of the indicators of the grade six students’ study skills significantly influenced their academic stress.