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Stress is the feeling that is created when we react to particular events. It can make you feel threatened or upset. It is a combination of psychological, physiological and behavioral reactions that people have in response to events that threaten or challenge them.
  • 2. ACKNOWLEDGEMENT We would like to record our appreciation to all people that involve in thewriting this report. First of all, our appreciation goes to English Department for all theguidance especially our teacher, Madam Rabihah shahizan Binti Roslan for guiding andsupporting us until we complete this report successfully. In addition, a lot loves and thanksto our parents that always supporting and encouraging us with their loves and hopes.Besides, we also very grateful to all of our friends especially our classmates, 6M1S4a for allof the information and their help. Certainly, thanks to our entire respondent for their co-operation in answering our questionnaire.
  • 3. TABLE OF CONTENTSACKNOWLEDGEMENTTABLE OF CONTENTCHAPTER 1 : INTRODUCTION 1.1 Background of the Study 1.2 Objectives of the Study 1.3 Definition of the Key TermCHAPTER 2 : METHODOLOGY 2.1 Introduction 2.2 Sampling 2.3 Instrumentation 2.4 Data Collection 2.5 Data AnalysisCHAPTER 3 : FINDINGS AND DISCUSSION 3.1 Introduction 3.2 Profile of the Respondents 3.3 Analysis of the DataCHAPTER 4 : CONCLUSION AND RECOMMENDATION 4.1 Conclusion 4.2 RecommendationsREFERENCESAPPENDICESDFAFTS
  • 4. CHAPTER 1: INTRODUCTION1.1 Background of the Study Stress is the feeling that is created when we react to particular events. It can make you feelthreatened or upset. It is a combination of psychological, physiological and behavioralreactions that people have in response to events that threaten or challenge them. Stress canbe good or bad. Sometimes, it can be helpful, providing people with the extra energy oralertness they need and could give a runner the edge he or she needs to persevere in amarathon, for example. Good kind of stress is called eustress. Unfortunately, stress is oftennot helpful and can even be harmful when not managed effectively. Stress also can increasethe risk of developing heath problems such as cardiovascular disease and anxiety disorders.The bad kind of stress is called distress. Source: http://www.123Helpme.com/college-students-and-stress Stress is the effect of disruptive or upsetting situations which cause inresponse to adverse external situation. As collage students, we are more influenced ofencountering involuntary situations or conflicts causing us to experience feeling likefrustration, anxiety and having fear of what we cannot control. Face academic demands,social involvement, family and daily responsibilities are the causes that are faced among thecollege students. By not knowing how deal with meeting and demands of being a collegestudent and some having a full time job or a family to cater too can create a lot of pressureand cause stress. There are a lot of life changing decisions we have to make and challengeswe face daily. Some of those challengers can be classes, difficulties with our schedule,academic and financial obstacles. At times it seems impossible to find balance betweenschool and friends, family, part time or full-time jobs and relationships. Thus, this survey study is carried out to identify the factors associatedwith the stress among the students of KMPh, the effects of stress that can be experienceand to recommend suitable and appropriate actions that can be taken to overcome theproblem.
  • 5. 1.2 Objectives of the StudyThe objectives of this study are: 1. To determine the factors associated with the stress among the students of KMPh. 2. To investigate the effect of stress that can be experience. 3. To determine suitable measures to be taken in order to solve the problem.1.3 Definition of the Key Termi. Effect -A condition caused by something or to cause something to happen as a result. Source: Second Edition of Oxford’s Dictionary.ii. Stress -The body’s reaction to a change that requires a physical, mental or emotionaladjustment or respond. Source: http:www.Google/stressiii.Student -A person who is studying or training. Source: http:www.Google/stressiv .KMPh -Pahang Matriculation Collage
  • 6. CHAPTER 2: METHODOLOGY2.1 IntroductionThe purpose of this chapter is to look at the research methodology used in this study. Thespecific components covered in this chapter are the sample of population, instrumentation,data collection as well as data analysis.2.2 SamplingThe subject of this study was 20 KMPh students consisting of 4 students from each course.The respondent comprised 10 male and 10 female students from various races and differentcourses of their study. Besides that, all of them are among 18 and 19 years old.2.3 InstrumentationThe survey instrument for this study is a set of questionnaire. A total of 20 sets ofquestionnaire were distributed to 20 KMPh students to gain information about the problemof the stress. The questionnaire is divided into two sections. Part A consist of 5 items whichelicit the students’ background information, namely the gender, course, race, age andsemester I cumulative grade point average. Part B consists of 15 items which focuses on thefactors that lead to the problem of stress among KMPh students. A copy of thequestionnaire is enclosed in the Appendix I.
  • 7. 2.4 DATA COLLECTIONThe data were collected by the researchers at Pahang Matriculation College. A number of 20respondents were involved in this study. The data collection involved four phases. First,distributing the questionnaires to the respondents and covered the span of only a day.Second, prior to answering the questionnaire, the respondents were given the short briefingon the purpose of the study. Each item in the questionnaire was explained to therespondents. Other than that, explanation on how to respond to the questionnaire wasgiven to avoid difficulty in understanding on part of the respondents. Lastly, is the phase ofthe questionnaire and make an analysis.2.5 DATA ANALYSISThe researchers checked through all 20 respondent’s questionnaires. The data were in theform of responding to either ‘yes’ ‘no’ as well in the statements. In this study, the data wereanalyzed using descriptive statistics. The responses in the questionnaires were tabulated,percentage calculated and the results were presented in the forms of graphs and the chartsas well as textual discussions.
  • 8. CHAPTER 3: FINDINGS AND DISCUSSION3.1 INTRODUCTIONThis chapter constitutes the discussion of the results from the data gathered. The findingspresented here were based on the instrument used; the questionnaires. This chapter willexplain about the profile of the respondents, analysis of the results of the questions as wellas the conclusion.3.2 PROFILE OF THE RESPONDENTSBy the end of the study, 21 Pahang Matriculation College students participated in theresearch. They consisted of the 4 students from Accountancy courses .Beside that, 8students from Module 1, 6 students from Module 2 and 3 students from the Module 3. Thestudent’s profile which consisted gender, age, race and course taken were presented inspecific category using frequency (f) and percentage. The following table shows thecomposition of the students. Table 1: Profile of the RespondentsBackground Category Module 1 Module Module 3 Accountancy f (%) f (%) f (%) f (%) Gender Male 2 9.52 3 14.29 2 9.52 2 9.52 Female 6 28.57 3 14.29 1 4.76 2 9.52 Age 18 8 38.10 2 9.52 3 14.29 4 19.05 19 0 - 4 19.05 0 - 0 - Race Malay 5 23.81 6 28.57 3 14.29 2 9.52 Chinese 2 9.52 0 - 0 - 1 4.76 Indian 1 4.76 0 - 0 - 1 4.76 Others 0 - 0 - 0 - 0 - CGPA 1.01-2.00 0 - 0 - 0 - 0 -
  • 9. PSPM I 2.01-3.00 2 9.52 4 19.05 0 - 1 4.76 3.01-4.00 6 28.57 2 9.52 3 14.29 3 14.29 PST Male 1 4.76 2 9.52 2 9.52 2 9.54 Female 4 19.05 3 14.29 1 4.76 2 9.54 PDT Male 1 4.76 1 4.76 0 - 0 - Female 2 9.52 0 - 0 - 0 - A total of 21 KMPh students were involved in this study. As seen in the above table, all21 respondents were of difference age which is 18 and 19 years old. On the whole, the maleand female students who participated in this study are 9 and 12 students. There was alsoethnic variety among the respondents of the four courses. For module 1, the respondentsconsisted of 5(23.81%) Malay, 2(9.51%) Chinese and only 1(4.75%) Indian students. Formodule 2, there are only Malays students which are 6 students and 3 students for module 3.For accountancy respondent 2(9.52%) Malays and 1(4.76%) came from Chinese and Indianraces. From our observation, minority of the student get pointer of 2.01-3.00 CGPA forPSPM 1 are 7 (33.33%) and majority of them are about 3.01-4.00 14(66.67%). None of themget the pointer below 2.00. Our respondent also consists of PST and PDT students which are17 PST students and 4 PDT students.
  • 10. 3.3 ANALYSIS OF THE DATA3.3.1 Percentage of the Questionnaires Table 2: Percentage of the questionnaireNUM. STATEMENT PERCENTAGE ‘YES’ PERCENTAGE ‘NO’ (%) (%) 1. Student who are stress. 61.90 38.10 2. Enjoy the feeling of being stress. 19.05 80.95 3. Experience in help someone who 66.67 33.33 was feeling stress. 4. Keep the worries a secret from 66.67 33.33 other people. 5. Stress affects your study. 57.14 42.86 6. Suffer from the stress when have 76.19 23.81 too much work to do. 7. Easy make decision about important 19.05 80.95 things. Based on table 2, the percentage of the students feeling stress when studying inKMPh is 61.90% meanwhile only 83.10% of the students who does not feeling stress. Besides that, 19.05% of the students enjoy the feeling of stress and 80.95% of thestudents enjoy that feeling. So, we can conclude that majority of the students hate thefeeling of stress. Other than that, about 66.67% of our respondents had experience in help someonewho was feeling stress and also keep the worries a secret from the others. This shows thatmost of us can lead our hands to others. From the data in table 2, there are 57.14% of the students that their study is affectedby stress and only 42.86% is not affected by the stress. We can say that stress does notaffect our study too much as the differences between it is too small.
  • 11. From the statement 6, most of the student suffers from the stress when there is toomuch work to do which is about 76.19% of student. Lastly, there are only minor of the student can easily make decision about importantthing and majority of them cannot make decision about it easily. We can conclude that mostof them think deeply when they are making their decision.3.3.2 Percentage that Cause Stress in Students LifeSOURCES FREQUENCY PERCENTAGE (%)FINANCIAL PROBLEM 7 23.33STUDY 17 56.67FRIENDS 5 16.67FAMILY 1 3.33 The table shows that, the main sources of the stress among the student in KMPh. FromThe result, we can conclude study is the most main sources of stress among the studentswith the highest percentages which is 56.67%. The financial problem also provides the causeof stress in student’s life with the percentage of 23.33%. Only 5 students stress because offriends and 1 student stress because of family problem. In conclusion study can cause moststress among the KMPh students.
  • 12. 3.3.3 Percentage of Days that Students Feel Stress the Most Percentage of Days 3.70% 7.41% 3.70% 37.04% MONDAY 11.11% TUESDAY WEDNESDAY THUSDAY 22.22% FRIDAY 14.81% SATURDAY SUNDAY The pie chart above depicts the percentage of the days that students feel stress themost, which is a result of the question a from our questionnaire.37.04% of the students feelMonday is the most stress day for them as this day contributed the highest percentageamong the other days. The second highest day that the students feel stress is Wednesdaywith 22.22%.14.18% of the students prefer Tuesday as the most stress day to them while11.11% of the students prefer Thursday as the days that they feel stressed the most. Fridayand Saturday share the same value of the percentages with 3.70%which contributes thelowest percentages for the students feel stress in these days. The other 7.41% of thestudents found that Sunday is the most stress day to them. As to conclude, Monday is themost stressful day for us as it is the starting day of week.
  • 13. 3.3.4 Percentage of what students feel when they are stress. SOURCES FREQUENCY PERCENTAGE (%)Feel tired during days 13 50.00Cannot sleep well at night 6 23.08Do not feeling well 7 26.92 The table above shows the result of the student for how many students feel stressbring negative effect to him/her. From the above data, we can conclude that most studentchoose the first effect which is become tired during day. This effect contributes half of thepercentages, 50% which is the highest percentage of what students feel when they arestressed. 7 students cannot sleep well at night when they are stressed while the other 6students do not feeling well when they are stress. We can see that stress cam make therespondent fee tired during the day as it is the majority effect among thus three.3.3.5 Percentage of How Student Feel Stress Recently. SOURCE FREQUENCY PERCENTAGE (%)Short time 7 33.33Long time 14 66.67 The table shows the result for how long the students feel stress recently. From theabove result, we can conclude that most students feel stress in long time with the highestpercentages, 66.67% rather than feel stress in short time with only 33.33%
  • 14. 3.3.6 Percentage of students think stress is ever good, useful or necessary. FREQUENCY PERCENTAGE (%)YES 14 66.67NO 7 33.33 The table above shows the result for how many students who believed stress is evergood, useful or necessary. From the above result, we can conclude that most students thinkthat stress is good, useful and necessary as stress would make them become motivated asthey can overcome the stress by their own. We can say that stress bring positive effect tothem.
  • 15. 3.3.7 Percentage of when the students feel stress a cot. Percentage 4.55% 4.55% 27.27% During exam Once a week 63.64% Everyday others The pie chart above depicts the percentage of when the students fell stress alot .Majority of the students feel stress a lot during the examination which is contributedthe highest percentages (63.64%). 27.27% of the students feel stress a lot once a week .The4.55% of the students fell stress a lot on everyday and others .
  • 16. 3.3.8 Percentage of Students Feel emotionally when they are in Stress. PERCENTAGE 45.00% 41.67% 40.00% 35.00% percentage (%) 30.00% 25.00% 25.00% 20.00% 15.00% 12.50% 12.50% PERCENTAGE 10.00% 8.33% 5.00% 0.00% NERVOUS WOORY SAD ANGRY OTHERS Sources The graph above illustrates the result of question 14 of our questionnaire. Majority ofthe students (41.67%) feel angry when they are in stress.25.00% of the students feel worrywhen they are in stress while the feeling of nervous and others feeling when the studentsare in stress shared the same value of percentages which is 12.50%. We can say thatminority of the students feel sad when they are in stress.
  • 17. 3.3.9 Frequency of the Person that Students meet when they are in stress. FREQUENCY 12 10 FREQUENCY OF PERSON 8 6 FREQUENCY 4 2 0 FRIENDS TEACHERS PARENTS COUNSELOR OTHERS The graph above shows the frequency of the part that the students prefer the most torefer and talk to when they are stressed. 11 of the students prefer to share their problemswith their friends while 6 of the students prefer to talk to their parents when they feelstressed. Contradictorily, no one of the students refer to teacher during stressful moment.The other 1 of student seek advices from their siblings in coping with stress whereas 4 of thestudents refer to the counselors. We can say that, the students are preferred to talk to theirfriends about their problem as it is the highest percentage.
  • 18. 3.3.10 Percentage the students do when they Fell Stress. PERCENTAGE 35.00% 33.33% 30.00% 25.00% 23.81% PERCENTAGE (%) 20.00% 14.29% 15.00% 9.52% PERCENTAGE 10.00% 5.00% 0 0.00% SINGING SHOUTING EATING CRYING OTHERS SOURCES The graph above illustrates the result of percentages on what students do when theyfeels stress. Majority of the students (33.33%) eating when they are stress. Singing is thesecond choice that the students do when they feel stress. Shouting provides 14.29% whilecrying provides 9.52% on what the students do when they feel stress and others contributed19.05%. We can see that many of our respondents release their stress by eating the food.
  • 19. CHAPTER 4: CONCLUSION AND RECOMMENDATIONS4.1 Conclusion As the conclusion, stress is the combination of psychological, physiological,and behavioural reactions that people have in response to events that threaten or challengethem. Stress can be good or bad. Sometimes, stress is helpful, providing people with theextra energy or alertness they need. Stress could give a runner the edge he or she needs topersevere in a marathon, for example. This good kind of stress is called eustress.Unfortunately, stress is often not helpful and can even be harmful when not managedeffectively. Stress could make a salesperson buckle under the pressure while trying to makea sales pitch at an important business meeting, for example. Moreover, stress can increasethe risk of developing health problems, such as cardiovascular disease and anxiety disorders.This bad kind of stress is called distress, the kind of stress that people usually are referringto when they use the word stress. Our study is conducted among the students in Pahang Matriculation College toinvestigate deeper on the background of stress, identify the factors associated with thestress among the students of KMPh, the effects of stress that can be experience and torecommend suitable and appropriate actions that can be taken to overcome this problem.After conducting the study by collecting data using questionnaires among students,researches generally able to achieve our objective. The factor that associated with thisproblem is financial problem, study, friends and family. Based on our researches the mainfactor of stress is study. It is show that student’s nowadays are mature enough and realizethat it is their responsibility to excel in academic. There are also the other factorscontributed to stress among students too but that seem rarely when compared to stresscause by study. Next, we also study about the effects of stress among students. From the finding, wecan conclude stress are bringing benefit as well as harm to students. Majority of thestudents thinks that stress is good, useful and necessary as stress would make them becomemotivated as they can overcome the stress by their own. While the negative side of stress ismajority of the students will feel tired during the day when they are stress. The other effectis they will cannot sleep well at night and also will do not feel well. In the last section of the study, we look into the ways to overcome the stress. As themajority of the students eating when they are stress. Singing is the second choice that thestudents do when they feel stress. Less respondent shouting, crying and the others. We can
  • 20. see that many of our respondents release their stress by eating the food. While thesestrategies may serve as temporary diversion and it will also cause side effect on your health.Stress can be good and bad, it just depend on you how to dealing with it.4.2 Recommendations After conducting the study among the 21 respondents in Pahang MatriculationCollege, these are most suitable ways to overcome the stress based on our research: 1. Always thinks positively. 2. Laugh. 3. Seek help from the motivation. 4. Do something that you love. The examples are eating ,singing and mores. 5. Doing outdoor activity. 6. Plan some fun. Take a break. 7. Plan to eat foods that improve health and eat an app
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