Grade 11 STEM: Academic Workload & Well-being

• The research examines the impact of academic workload on the well-being of Grade 11 STEM students at Arellano University Juan Sumulong Campus.
• Variable #1 is academic workload.
• Variable #2 is well-being.

Academic Workload

• Academic workload includes attending classes, studying, completing assignments, preparing for exams, and engaging in academic projects or research.
• An imbalanced workload and a student's low capacity to handle it can negatively affect their physical, mental, emotional, and social well-being.
• Sleep deprivation can lead to weight loss, while mentally, students may experience stress, anxiety, and depression.
• Socially, students may struggle to socialize due to a focus on academic workloads.
• Effective time management and prioritizing tasks can help students cope with academic workload, leading to satisfaction and a positive impact on overall well-being.

Study by Anierobi et al. (2024)

• Examines how academic overload increases pressure on secondary school students, especially in STEM programs.
• Economic uncertainty intensifies pressure, harming academic performance and well-being.
• Additional stress impairs focus, learning, and social engagement, increasing the risk of mental and emotional issues.
• Balancing academic expectations and providing student support are essential.

Study by Ebol (2024)

• Explored connections among workload, well-being, coping strategies, and mathematics performance in senior high STEM learners.
• The research included 50 Grade 11 STEM students from two public schools in Capiz during the first semester of the 2023–2024 school year.
• Data was collected using a Learner’s Workload Log (LWL) for time allocated to math activities, a Psychological Well-being (PWB) Scale, a Filipino Coping Strategies Scale, and students’ Grade Point Averages (GPAs) in math courses.
• STEM students demonstrated satisfactory well-being and high coping levels, with mathematics performance rated very satisfactory.
• Research revealed high correlations between workload, well-being, coping style, and mathematical performance
• There was an extremely high correlation between workload and mathematical performance, and between mathematical performance and well-being.
• A high correlation also existed between workload and well-being, and between coping style and mathematical performance.
• Workload and coping style exhibited a moderate relationship, while coping style and well-being had a low correlation.
• Interventions could reinforce well-being and coping strategies.
• Students are advised to manage their tasks carefully and maintain a positive attitude.
• Teachers can foster proactive coping strategies.

Study on French Students

• A study on 540 high school French students examined the influence of academic stress and social support on well-being.
• Five student profiles were identified: Engaged (22.4%) with high motivation, academic stress, and strong social support; Relaxed (18.9%) with low stress, strong social support, and stable workloads.
• Overextended (25.6%) experienced high academic stress with low social support; Disengaged (17.6%) had low stress, low social support, and low engagement; Burned Out (15.4%) had the highest academic stress and lowest social support (Vansoeterstede, Cappe, Ridremont, Boujut, 2024).
• Academic stress affects physiological safety, love/belongingness, and esteem needs, aligning with Maslow’s Hierarchy of Needs.
• Burned Out and Overextended students faced high stress with little support, impacting physical health (sleep deprivation, exhaustion, weight loss) and emotional well-being (anxiety, insecurities, self-doubt).
• The Disengaged group, lacked social support, emphasizing the need for belonging to maintain well-being (Maslow’s Love & Belonging needs).
• The Engaged group had strong parental, teacher, and peer support despite experiencing stress, suggesting social needs help with academic challenges.
• Excessive schoolwork can negatively affect well-being when students lack social and emotional support.

Study by Yangdon et al. (2021)

• Heavy academic workloads negatively affect university students’ satisfaction and well-being by increasing stress and lowering contentment.
• Workloads are overwhelming and difficult to manage.
• Recognizing the effects of academic workload on students’ well-being is essential for universities and educators.
• A balanced workload helps students manage stress and have a positive educational experience.
• Strategies like time management can reduce negative impacts and foster a supportive environment.

Reyes-Zárate et al. (2022)

• Academic workload contributes significantly to student stress and well-being.
• Taking brief breaks during activities can benefit health.
• Tracking devices and scheduled breaks during desk work positively impact mental health.
• Mindfulness and deep breathing reduce stress, helping students stay calm when facing academic challenges.

Grand Synthesis

• Examined literature focuses on the effects of academic workloads on student well-being, coping mechanisms, and real-life evidence.
• Various studies strengthen the understanding and show the interconnectedness.

Research Gap

• There is an insufficient study of how parents, teachers, and peers help or worsen student stress related to academic workloads.
• Real-life applications of coping mechanisms and their effectiveness in managing stress are not adequately studied.

Statement of the Problem

• How does academic workload affect the well-being of Grade 11 STEM students?
• What coping mechanisms do Grade 11 STEM students use when dealing with academic workload?
• What strategies can mitigate the negative effects of academic workload on the well-being of Grade 11 STEM students?