CHAPTER I

THE PROBLEM AND ITS BACKROUND

INTRODUCTION

Academic burnout has become one of the growing challenges faced by in

many schools today. As academic demands continue to increase, students often

experience pressure, stress, and exhaustion while trying to meet school

requirements. Academic burnout is commonly described as a state of emotional

and mental fatigue caused by long periods of academic stress, loss of motivation,

and a feeling of being overwhelmed.

Grade 10 students are particularly vulnerable to academic burnout

because they are at a crucial stage where they must complete important

requirements, maintain good grades, and prepare for senior high school. Many of

them face heavy workloads, performance tasks, projects, deadlines, and

expectations from teachers and parents. When these pressures build up,

students may feel tired, lose interest in studying, or struggle to perform well in

class. Over time, burnout can negatively affect their academic performance,

participation, behaviour, and emotional well-being

In Polomolok National High School, teachers have observed that some

Grade 10 students experience difficulty coping with their academic

responsibilities. This raises an important question: What factors contribute to

academic burnout among these students, and how does this burnout affect their

academic performance? Understanding these factors is essential so that the

1
school can develop better strategies to support students, reduce their stress, and

promote a healthier learning environment.

Statement of the problem

The overall objectives of this study is to determine the Factors

Contributing to the Academic Burnout and its Impact to the Academic

performance of the Grade 10 students in Polomolok National High School

[Link] are the factors contributing to the academic burnout among Grade

10 Students?

[Link] does academic burnout affect the students academic performance?

[Link] strategies or methods do students use to cope with academic

burnout?

Scope and Delimitation/ limitation

This study focuses on identifying the factors that contribute to academic

burnout examining its impact on the academic performance of Grade 10 students

enrolled at Polomolok National High School during the School Year 2025–2026.

It specifically covers variables such as academic workload, school-related

stressors, learning environment, and students’ coping strategies, relying solely

on data gathered through quantitative surveys. The study is limited only to Grade

10 students, excluding learners from other grade levels, as well as private

schools or other public schools within Polomolok. Moreover, external factors

such as family problems, socioeconomic status, and mental health diagnoses are

2
not included, as these fall beyond the intended scope of this research. The

findings of this study are therefore constrained to the experiences and responses

of the selected Grade 10 population and may not be generalized to all junior high

school students.

Significance of the study

This study is important because it aims to identify the factors that

contribute to academic burnout among Grade 10 students in Polomolok National

High School and understand how burnout affects their academic performance.

The findings of this research will benefit the following groups:

To the students. this study can help students become aware of the

causes of burnout and learn how to manage stress, improve their study habits,

and protect their well-being. It may also encourage them to seek help when

needed.

To the Parents. The findings can guide parents in recognizing signs of

burnout in their children. This may help them provide emotional support, proper

guidance, and a healthy home environment that promotes balance between

academics and rest.

To the Teachers. Teachers can use the results to understand what

pressures students commonly face. This can help them develop teaching

strategies, classroom activities, and workloads that reduce stress and create a

more supportive learning environment.

3
 To the School Administrator. The study may help school leaders design

programs, policies, and interventions that address academic burnout, such as

stress-management workshops, mental health programs, and improved

academic support.

To the Future Researchers. This research can serve as a reference and

foundation for future studies about academic burnout, student well-being, and

academic performance in other grade levels or schools.

To the Community. The results of this study may raise awareness within

the community about the importance of students mental health and academic

well-being. It may encourage community support programs, youth development

activities, and partnerships with schools to promote a healthy learning

environment for students.

4
 CHAPTER II

REVIEW OF THE RELATED LITERATURE

Academic Literature

Academic burnout has become a growing concern among students due to

increasing academic demands, workload, and pressure to perform well in school.

Recent studies show that stress from school activities, deadlines, and

expectations can affect students emotional well-being and academic

performance.

According to Pascoe, Hetrick, and Parker (2019), academic stress is one

of the major challenges faced by students in secondary education. They

explained that continuous pressure from school requirements can lead to mental

exhaustion, reduced motivation, and difficulty concentrating, which may affect

students’ learning outcomes.

Velasco (2019) stated that heavy academic workload is one of the primary

reasons why students experience exhaustion and burnout. When students are

given too many tasks and responsibilities, they may feel overwhelmed, which can

influence their ability to perform well in school.

5
 Tus et al. (2021) found that many students experience moderate levels of

academic burnout due to academic pressure and responsibilities. Their study

also highlighted that students who feel emotionally and mentally drained may

struggle to maintain focus and interest in their studies.

Ramos et al. (2021) explained that burnout among students is connected

to mental strain caused by school demands. Students who experience

continuous pressure may feel tired, unmotivated, and less engaged in academic

activities.

Gomez et al. (2022) emphasized that excessive academic tasks and

expectations from school can lead to stress, anxiety, and exhaustion. These

conditions may affect students’ participation, focus, and overall academic

functioning.

Navalta (2024) studied academic stress among senior high school

students and found that many learners experience moderate levels of stress due

to academic responsibilities. This stress may influence their learning experience

and academic performance.

Bodong et al. (2025) also reported that academic stress affects students’

emotional, physical, and psychological well-being. When students are under

constant pressure, they may experience fatigue and lack of motivation, which can

influence their performance in school.

These studies show that academic stress and workload are common

factors that contribute to burnout among students. They also suggest that

6
burnout can influence students’ ability to perform well academically. However,

there are limited studies focusing specifically on Grade 10 students in public high

schools, particularly in Polomolok National High School, which makes this study

relevant.

LOCAL LITERATURE

According to the study of Tus, J. et al., (2021) that the examination of the

study found out that most of the students had moderate levels of academic

burnout. The students who experienced emotional and interpersonal pressures

for an extended period may result in feelings of emotional tiredness and

skepticism,, all of which are symptoms of educational burnout syndrome. An

academic burnout may result in professional performance, academic failure, and

a decreased sense of well-being in life. Because of these, the ramifications,

resolving this is critical. Resilience is one of the techniques that may be used to

counteract academic burnout. The students' capacity to overcome the difficulties

and turbulence while becoming stronger in the face of negative events may be

defined as resilient behaviour. The academic burnout might range from a

moderate to severe level. In addition to academic stress, students in these fields

face a variety of other stressors. Tus et al (2021), Niña Ercie Paras, Nicole Anne

Espiritu, Rhovet Cruz, Rochelle Bartolome, Joy Almarie Aglamma, Jomarie

Espinosa, Aileen Mohamitano (2021) Amidst the New Normal of Education: The

Resilience and Academic Burnout Among Filipino Tertiary Students, Social

Science Subject Coordinator, St. Paul College of Bocaue, Bulacan, Philippines,

International Journal of Psychology and Behavioural Sciences 2021, 11(4): 71-82

7
 According to the study of Espayos, K. et. al., (2022) that the Philippines'

educational system is undeniably one of the most mentally and physically taxing

educational systems in the world. Thus. the curriculum here in the Philippines

requiring the students to take eight subjects in a whole academic year. In terms

of coping up with the "new normal" and the mountains of workloads that some

educational institutions bombard their students with, many of the students,

especially those in college and high school these days, suffer from severe stress

which leads to an academic burnout. And more often than not, and enormous

amount of stress leads to feeling burnout. Many of the students suffer a lot in a

new normal set up of education, which not having a self-esteem, and also

burnout which is part of their struggle as a student. The students who were

experiencing burnout have an increasingly serious problem and affect many

students. In this study, it shows that many of the students are experiencing

burnout, and it is a severe problem because it is spreading. During the online

learning, most of the student cannot apply, because they don't have the ability

and use gadgets. Furthermore, Students receive assignments and homework,

and others that cause them stress and burnout.

According to the study of Gomez, S.L. et al., (2022) that the academic

burnout was one of the most significant challenges that the students facing, due

to the excessive amount of academic tasks and pressure. In this study, it resulted

that students' experience with academic burnout had resulted to anxiety, Having

a heavy workloads, responsibilities, and obligation, as well as the pressure and

adjustment to online learning, has resulted in terms of stress, anxiety, and

8
exhaustion, that leads to academic burnout for most of the students. This study

showed that students who experience burnout are most likely to experience the

anxiety as well. Thus, if the students are dealing with academic burnout, there is

a huge chances to experience anxiety. Furthermore, to decrease the levels of

anxiety, the parents, teachers, school and also the institutions should monitor the

burnout that the students are facing. They should promote a healthy learning and

living environment, wherein students can work with case and under less pressure

to decrease the level of academic burnout. Thus this will also decrease the risk of

experiencing anxiety among students. In addition, the academic burnout should

be remarked as a cause of anxiety among the students. Thus, in terms of

increasing the chances of them experiencing academic burnout, also it will

increases their risk to experience anxiety. In contrast, the researchers of this

study strongly recommend that the parents, need to check up and monitor their

children's condition at school. Thus, it is an avoidance of the student's

experience of burnout should be practiced and prioritize.

According to the study conducted to 249 students the Philippines,

workload is correlated positively to exhaustion or burnout. Also, academic

achievement influences academic efficacy that can also lessen the chance of a

student to experience exhaustion or burnout (Velasco, 2019). Another study that

is administered by Ramos et al. (2021) found out that people experienced mental

health issues; specifically, burnout during the surge of pandemic. College

students are at higher risk of experiencing this phenomenon. Results have

shown that 245 respondents have moderate to high risks of dealing with burnout.

9
Additionally, resilience and academic burnout is directly associated with each

other. Results have found out that most of the students from 605 respondents

have experienced moderate levels of academic burnout (Tus et al., 2021).

Local Studies

Several local studies have examined the relationship between academic

stress, burnout, and academic performance among Filipino high school students.

Hukom and Madrigal (2020) investigated academic stress and coping strategies

of high school students from single-parent households, highlighting how

academic demands can contribute to stress and affect students’ well-being.

Similarly, Bodong et al. (2025) explored the ramifications of academic stress

among junior high school students at UCCP Baguio Educational Center,

demonstrating that stress influences psychological, emotional, and physical well-

being, which can indirectly impact academic performance.

Navalta (2024) studied academic stress among senior high school

students in a public high school in the Philippines and reported that students

experience moderate levels of stress that may affect their learning outcomes.

Hernández Jr. (2023) examined the relationship between academic stress and

academic performance of high school students, providing evidence that elevated

stress levels can negatively influence students’ academic achievement. Lastly,

Atienza et al. (2022) analysed factors contributing to academic burnout and

coping mechanisms among student leaders at BatStateU–Lemery and Balayan,

10
offering insights into the dynamics of burnout and strategies students employ to

manage academic pressure in the Philippine educational context.

These studies collectively highlight the significant role of academic stress

and burnout on students’ academic performance and well-being. However, there

is a notable gap in research focusing specifically on Grade 10 public high school

students in face-to-face learning environments, which underscores the relevance

and originality of the present study conducted at Polomolok National High

School.

International Studies

The international studies have shown that academic burnout remains a

serious issue among students and continues to affect their academic

performance and well-being. According to Salmela-Aro and Upadyaya (2020),

students who experience high academic demands and prolonged stress are

more likely to develop burnout, which results in emotional exhaustion and

reduced academic motivation. Similarly, Madigan and Kim (2021) found that

academic burnout is strongly associated with lower academic achievement and

increased academic stress among secondary school students.

Furthermore, Romano et al. (2021) emphasized that academic burnout

negatively influences students engagement in school activities and their overall

learning outcomes. Studies by Zis et al. (2022) revealed that students who lack

effective coping strategies are more vulnerable to burnout, particularly during

periods of increased academic pressure. On the other hand, Li, Zhang, and

Wang (2023) highlighted that behavioral coping strategies, emotional regulation,

11
and social support from peers, teachers, and family members play an important

role in reducing academic burnout.

Overall, the reviewed international studies indicate that academic burnout

has a significant impact on students academic performance. These findings

support the need to examine academic burnout and coping strategies among

Grade 10 students, as well as to develop interventions that promote effective

stress management and academic well-being.

Definition of terms

Academic Burnout. Operationally, this refers to the state of physical, emotional,

and mental exhaustion experienced by Grade 10 students due to prolonged

academic stress, measured by high levels of mental exhaustion and a loss of

motivation to study.

Academic Performance. This refers to the students' ability to function in a

classroom setting, specifically their ability to focus during class, participate in

activities, and remember lessons despite experiencing burnout.

Coping Strategies. These are the specific behavioral and mental activities

students utilize to lessen or manage academic stress, such as listening to music,

taking breaks, or engaging in hobbies.

Factors of Burnout. These are the underlying causes identified by the students

that trigger exhaustion, including pressure to perform well in all subjects,

overlapping deadlines, and heavy workloads.

12
 CHAPTER III

METHODOLOGY

Research design

This study employed a quantitative descriptive research design to

determine the factors contributing to academic burnout, its effects on

academic performance, and the coping strategies used by Grade 10

students. Data were collected through a structured questionnaire

administered to purposively selected Grade 10 students. The results were

analyzed using frequency, percentage, weighted mean, and mean to

present clear numerical findings.

Research Respondents

in the study The respondents of this quantitative research study

were seventy (70) Grade 10 students of Polomolok National High School.

These respondents were selected to gather numerical data regarding the

factors contributing to academic burnout, its effects on students’ academic

performance, and the coping strategies used by Grade 10 students.

13
 The respondents represented different sections of Grade 10 to

ensure a broader and more accurate understanding of academic burnout

among students. Their responses were collected through a structured

questionnaire using a Likert scale, which allowed the researchers to

measure the level of agreement or disagreement of the respondents on

each statement.

The selection of respondents was done using purposive sampling

technique, as the study specifically focused on Grade 10 students who are

exposed to academic demands and school-related stressors.

Prior to the distribution of the questionnaire, the respondents were

informed about the purpose of the study. They were assured that all

information gathered would be treated with utmost confidentiality and

would be used for academic purposes only. Participation in the study was

[Link].

.fiResearch Locale

This study was conducted at Polomolok National High School,

located in Polomolok, South Cotabato, Philippines. Polomolok National

High School is a public secondary school that offers junior high school

education and caters to students from various socio-economic

backgrounds.

The school was chosen as the research locale because it provides

an appropriate setting for examining academic burnout among Grade 10

14
students, who are exposed to multiple academic requirements,

performance tasks, examinations, and time-bound activities. These

academic demands make the school an ideal environment for identifying

the factors contributing to burnout, its impact on students’ academic

performance, and the coping strategies they employ.

Conducting the study in Polomolok National High School allowed

the researchers to gather relevant and reliable data directly from the target

population. The locale is accessible to the researchers, which ensured

efficient data collection and accurate representation of the experiences of

Grade 10 students.

Sampling Technique

This study employed a purposive sampling technique. Purposive

sampling is a non-probability sampling method in which respondents are

selected based on specific characteristics relevant to the study.

The respondents were Grade 10 students of Polomolok National

High School, as they are the focus of the research and are directly

exposed to academic demands such as multiple subjects, performance

tasks, deadlines, and examinations. These characteristics made them

suitable participants for identifying the factors contributing to academic

burnout, its effects on academic performance, and the coping strategies

they use.

15
 A total of seventy (70) Grade 10 students were selected as

respondents. This number was considered sufficient to gather quantitative

data that would provide meaningful and reliable results for the study. The

selection

was based on the availability and willingness of the students to participate

in the research.

The use of purposive sampling ensured that the data collected

were relevant to the objectives of the study and aligned with the Statement

of the Problem.

Research Instrument

The primary instrument used in this quantitative study was a

researcher-made questionnaire designed to gather data on the factors

contributing to academic burnout, its effects on students’ academic

performance, and the coping strategies used by Grade 10 students of

Polomolok National High School.

The questionnaire was structured using a five-point Likert scale,

which allowed the respondents to indicate their level of agreement with

each statement. The scale was interpreted as follows:

5 – Strongly Agree 4 – Agree 3 – Neutral 2 – Disagree 1 – Strongly

Disagree

16
The questionnaire consisted of three parts, each corresponding to the

Statement of the Problem:

Part I focused on the factors contributing to academic burnout, such as

academic workload, time pressure, and academic stress.

Part II addressed the effects of academic burnout on students’ academic

performance, including concentration, motivation, and task completion.

Part III focused on the coping strategies used by students to manage

academic burnout, including behavioral, emotional, and support-seeking

strategies.

The instrument was reviewed to ensure that the statements were

clear, relevant, and appropriate for Grade 10 students. Prior to distribution,

the questionnaire was checked for clarity and simplicity to ensure accurate

responses.

The data gathered from the questionnaire were used solely for

academic purposes, and the confidentiality of the respondents was strictly

maintained.

Data Gatherings Procedure

The researchers began by preparing a survey questionnaire

about the Factors Contributing to the academic burnout and its impact to

the academic performance of the grade 10 students. After securing

permission from the school principal and Grade 10 advisers, the

17
researchers used purposive sampling technique to choose the

respondents.

The selected Grade 10 students were approached and briefly

informed about the purpose of the study. They were assured that their

answers would be kept confidential and used only for research. The

questionnaires were then distributed during their free time so they could

answer comfortably.

Once the students finished answering, the researchers collected

the questionnaires and checked if all items were completed. The gathered

responses were then organized and prepared for analysis.

Data Analysis Procedure

After collecting all the accomplished survey questionnaires from

the Grade 10 students, the researchers checked each one to make sure

all items were answered. The responses were then counted, recorded,

and organized in a table to make the results easier to understand. The

researchers used basic statistical methods such as frequency,

percentage, and mean to analyze the students’ answers.

These tools helped us identify the overall perception of the students

toward the factors contributing to academic burnout, its effect on academic

performance, and the coping strategies of Grade 10 students. The results

were then summarized and interpreted based on the scores and patterns

seen in their responses.

18
Statistical Tool

To analyze the data, the researchers used frequency,

percentage, and weighted mean. Frequency was used to count how many

students chose the same answer. Percentage helped show the proportion

of students who agreed, disagreed, or had a neutral opinion on each part

of the survey. Mean was used to get the average response for each

statement, making it easier to see the overall level of perception of Grade

10 students about the Academic burnout. These simple statistical tools

helped the researchers clearly present and understand the numerical

results of the study.

Ethical Considerations

In conducting this study, the researchers made sure to follow

proper ethical guidelines. First, permission was asked from the school

principal and Grade 10 advisers before giving out the survey. The

respondents were informed that their participation was voluntary and that

they could choose not to answer any question they were uncomfortable

with. They were also assured that their answers would remain private and

would only be used for academic purposes. The researchers respected

the students’ time, made sure not to disturb classes, and thanked them for

their cooperation. By following these steps, the researchers ensured that

the study was done honestly, respectfully, and responsibly.

19
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered for

the study titled Factors Contributing to the academic burnout and it's impact to

the academic performance of the grade 10 students of Polomolok National High

School. The data were collected through a survey questionnaire and analyzed

using weighted mean. The presentation of results follows the Statement of the

Problem.

Statement of the problem:

This study aims the Factors Contributing to the academic burnout and it's

impact to the academic performance of the grade 10 students of Polomolok

National high school. Specifically, it seeks to answers the following questions:

1.) What are the factors contributing to the academic burnout among Grade 10

students?

20
 2.) How does academic burnout affect the students academic performance

3.) What strategies or methods do students use to cope with academic burnout

Likert Scale Interpretation (1932 )

Likert Scale Description

5 Strongly Agree

4 Agree

3 Moderate

2 Disagree

1 Strongly Disagree

Likert Scale and Interpretation (1932 )

Likert Scale Description

4.21 – 5.00 Strongly Agree

3.41 – 4.20 Agree

2.61 – 3.40 Moderate

1.81 – 2.60 Disagree

1.00 – 1.80 Strongly Disagree

Table l: Factors Contributing to Academic Burnout Among Grade 10

Students

Statement 5 4 3 2 1 Weighted Verbal

21
 Mean Interpretation

f % f % f % f % f %

1.I feel 15 21% 24 35% 26 37% 4 5% 1 1% 3.69 Agree

overwhelmed by

the number of

school

requirements.

2. I experience 19 27% 34 49% 11 16% 3 4% 3 4% 3.90 Agree

stress due to

multiple academic

deadline

3. I feel pressured 17 24% 28 40% 18 25% 5 7% 2 3% 3.76 Agree

to perform well in

all my subjects.

4. I feel mentally 20 29% 29 41% 13 18% 3 4% 5 7% 3.80 Agree

exhausted

because of

continuous school

tasks.

5. I struggle to 13 18% 24 34% 20 29% 10 14% 3 4% 3.49 Agree

manage my time

because of school

22
tasks.

6. I feel tired after 23 33% 23 37% 14 20% 3 4% 4 6% 3.87 Agree

doing some heavy

workloads.

7. I find school 11 16% 15 21% 25 37% 14 20% 4 6% 3.21 Moderate

requirements too

demanding.

Grand Mean 3.67 Agree

Table I presents the factors that contribute to academic burnout among

Grade 10 students. The overall grand mean of 3.67 (Agree) indicates that

students generally experience academic burnout due to various school-related

factors. The highest weighted mean is 3.90 (Agree) for experiencing stress due

to multiple academic deadlines, showing that deadlines are the primary

contributor to burnout. This is followed by feeling tired after heavy workloads

(3.87) and mental exhaustion due to continuous school tasks (3.80), both

interpreted as Agree. Students also feel pressured to perform well in all subjects

(3.76) and overwhelmed by the number of school requirements (3.69). Although

still agreed upon, time management struggles (3.49) and finding school

requirements too demanding (3.21 – Moderate) were slightly lower. Overall, the

findings show that workload, pressure, and deadlines are the main causes of

academic burnout among Grade 10 students.

23
 Table ll: Effects of Academic Burnout on Academic Performance Among

Grade 10 students

Statement 5 4 3 2 1 Weighted Verbal

Mean Interpretation

f % f % f % f % f %

[Link] 16 23% 20 29% 25 36% 9 12% 0 0% 3.61 Agree

burnout affects

my ability to

focus during

class.

2. I find it 14 20% 27 38% 24 35% 5 7% 0 0% 3.17 Moderate

difficult to

complete school

task when I feel

exhausted.

3. My academic 12 17% 26 37% 22 32% 9 12% 1 1% 3.56 Agree

performance

decreased

when I feel

exhausted.

4. I lose 11 16% 25 36% 25 36% 8 11% 1 1% 3.53 Agree

motivation to

study because
24
of academic

burnout.

5. I participate 6 8% 24 35% 22 32% 12 17% 6 8% 3.17 Moderate

less in class

activities when I

feel burned out.

6. Academic 4 6% 10 14% 29 41% 19 27% 8 11% 2.76 Moderate

burnout affects

the quality of my

school outfit.

7. I have difficult 10 14% 27 39% 20 29% 13 18% 0 0% 3.49 Agree

remembering

lessons when I

feel mentally

tired.

8. I got 74 and 5 7% 5 7% 7 10% 15 21% 38 55% 1.91 Disagree

below point

grade level.

9. I got 75 and 1 1% 5 7% 10 14% 14 20% 40 58% 1.76 Strongly

79 grade point Disagree

level.

10. I got 80 and 7 10% 12 17% 22 32% 17 24% 12 17% 2.79 Moderate

84 grade point

25
level.

11. I got 85 and 1 1% 20 29% 25 36% 13 18% 11 16% 2.81 Moderate

89 grade point

level.

12. I got 90 and 16 23% 30 42% 20 29% 2 3% 2 3% 3.80 Agree

94 grade point

level.

13. I got 95 and 9 13% 12 17% 31 44% 12 8% 6 8% 3.09 Agree

98 grade point

level.

Grand Mean 3.25 Agree

Table II shows how academic burnout affects students’ academic

performance. The grand mean of 3.25 (Agree) indicates that burnout generally

has a negative impact on performance. Students agreed that burnout affects their

ability to focus during class (3.61) and that their academic performance

decreases when they feel exhausted (3.56). They also reported losing motivation

to study (3.53) and having difficulty remembering lessons when mentally tired

(3.49). However, some indicators such as difficulty completing school tasks (3.17

– Moderate) and participation in class activities (3.17 – Moderate) show a

moderate effect. In terms of grades, most students disagreed that they received

very low grades (74 and below – 1.91, Disagree; 75–79 – 1.76, Strongly

Disagree). Interestingly, many agreed that they still obtained grades between 90–

26
 94 (3.80, Agree) and 95–98 (3.09, Agree). This suggests that although students

feel the effects of burnout, many are still able to maintain relatively good

academic performance.

Table III: Coping Strategies Used by Students to Manage Academic

Burnout Among Grade 10 students.

Statement 5 4 3 2 1 Weighted Verbal

Mean Interpretation

f % f % f % f % f %

1. I feel too tired 16 23% 31 44% 16 23% 5 7% 2 3% 3.77 Agree

to complete my

school tasks

because of

academic

burnout.

2. I find it 20 29% 10 14% 11 16% 18 25% 11 16% 3.14 Moderate

difficult to study

or review

lesson due to

exhaustion.

3. I manage my 12 17% 20 29% 20 29% 15 21% 3 4% 3.33 Moderate

time to avoid

overload.

27
4. My grades 7 10% 14 20% 28 40% 16 23% 5 7% 3.04 Moderate

have declined

because I feel

overwhelmed

with school

work.

5. I lose 10 14% 23 33% 20 29% 17 24% 0 0% 3.37 Moderate

motivation to do

school activities

when I

experience

burnout.

6. I listen to 30 43% 23 33% 16 23% 1 1% 0 0% 4.17 Agree

music or relax

to reduce

academic

stress.

7. I engage in 18 26% 24 34% 15 21% 9 13% 4 6% 3.61 Agree

hobbies or

activities to

cope with

burnout.

8. I take breaks19 27% 23 33% 21 30% 7 10% 0 0% 3.77 Agree

28
when I feel

overwhelmed

with school

tasks.

9. I try to get 19 27% 22 32% 19 27% 5 7% 5 7% 3.64 Agree

enough sleep

when I feel

academically

burned out.

10. I feel 17 24% 18 26% 21 30% 4 6% 1 14% 3.40 Moderate

supported by

people around

me during

stressful

academic

situations.

Grand 3.52 Agree

Mean

Table III presents the coping strategies used by students when

experiencing academic burnout. The grand mean of 3.52 (Agree) shows that

students generally apply positive coping strategies. The highest weighted mean

is listening to music or relaxing to reduce stress (4.17, Agree), indicating that this

29
 is the most common coping mechanism. Students also agreed that they feel too

tired to complete tasks (3.77) and take breaks when overwhelmed (3.77). Getting

enough sleep (3.64) and engaging in hobbies or activities (3.61) were also

common strategies. Managing time to avoid overload (3.33) and feeling

supported by others (3.40) were rated Moderate. Overall, the results show that

students use healthy coping strategies such as rest, relaxation, and leisure

activities to manage academic burnout.

Table 4: The effect of academic burnout to the academic performance of

grade 10 student

Statement 5 4 3 2 1 Weigthed Verbal

f % f % f % f % f %
[Link] grades 9 13 15 21 31 44% 10 14 5 7% 3.18 Moderate

increase % % %

because

academic

burnout

2. My grades 11 15 28 40 24 34% 6 9% 1 1% 3.60 Agree

decrease % %

because of

academic

burnout

3. I feel15 21 22 31 20 29% 13 18 0 0 3.55 Agree

30
unmotivated % % %

when Im

academically

burnout

4. I felt 15 21 23 32 24 34% 7 10 1 1% 3.63 Agree

motivated to % % %

study harder

to get higher

grade

5. I was 6 8% 14 20 17 24% 19 27 14 20% 2.62 Moderate

discouraged % %

and don’t like

to participate

in the

classroom

participation

Grand mean 3.32 Agree

Table IV shows how academic burnout affects the academic performance

of Grade 10 students. The overall weighted mean of 3.32 (Agree) indicates that

burnout has a noticeable impact on students' performance. Students agreed that

burnout decreases their motivation to study (3.60) and makes them feel

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unmotivated when academic tasks become difficult (3.55). They also agreed that

they feel less motivated to study harder to achieve higher grades (3.63).

However, some indicators such as classroom participation (2.62 – Moderate) and

the direct increase of academic burnout affecting grades (3.18 – Moderate) show

only a moderate effect. This suggests that while academic burnout may not

always directly affect students’ grades, it strongly influences their motivation and

engagement in learning, which can still affect their overall academic

performance.

Academic Performance

f %

Decreacing 15 21%

Increasing 23 33%

Variyng 32 46%

The data show the changes in the grades of 70 students from the 1st to

the 3rd quarter. Out of the total respondents, 33 students (46%) had varying

grades, 23 students (33%) showed an increase in their grades, and 15 students

(21%) experienced a decrease. This indicates that most students did not have

consistent improvement or decline, as nearly half showed fluctuations in their

academic performance across the quarters. However, a higher percentage of

students improved rather than declined, suggesting that despite challenges such

as academic burnout, many students were still able to maintain or improve their

performance over time.

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter summarizes the study, presents conclusions based on the

findings in Chapter IV, and provides recommendations.

SUMMARY OF FINDINGS

This section presents a summary of the major findings of the based on the

analysis and interpretation of the data gathered from the respondents regarding

self-confidence and performance tasks.

1. The study revealed that students generally agree that several factors

contribute to their burnout, resulting in a Grand Mean of 3.67. The highest

contributing factor was found to be the pressure to perform well in all subjects

(WM = 3.87), followed closely by mental exhaustion due to continuous school

tasks (WM = 3.80). Overlapping deadlines also placed high stress on students

(WM = 3.69), while the perception of school requirements being "too demanding"

received the lowest, yet still significant, neutral-to-agree rating (WM = 3.21).

2. Burnout manifests primarily through physical and mental exhaustion. The data

shows that students strongly feel too tired to complete school tasks (WM = 3.77)
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and experience a significant loss of motivation to study (WM = 3.56). While many

students still strive to maintain passing grades, a notable number reported that

burnout affects their ability to focus during class (WM = 3.61). Interestingly, the

data suggests a mixed perception regarding the direct impact on grades; while

some felt their grades declined (WM = 3.04), the overall Grand Mean of 3.25

indicates that students are struggling to maintain performance despite their

exhaustion.

3. Students utilize various methods to mitigate the effects of burnout, resulting in

a Grand Mean of 3.52. The most effective and frequently used strategy is

listening to music or relaxing to reduce stress (WM = 4.17). This is followed by

taking breaks when feeling overwhelmed (WM = 3.77) and engaging in hobbies

or other activities (WM = 3.61). Seeking support from others (WM = 3.40) and

trying to get enough sleep (WM = 3.64) were also identified as common

behavioral strategies.

CONCLUSION

Based on the findings of the study, the following conclusions are drawn:

High Academic Pressure: Grade 10 students are experiencing substantial

academic burnout primarily driven by the internal and external pressure to excel

across all subjects and the pile-up of deadlines. There is a clear fatigue

performance gap where students want to perform but feel physically and mentally

unable to do so. Resilience through Leisure: Students have developed healthy,

self-reliant coping mechanisms. The heavy reliance on music and hobbies

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suggests that mental scapes are the primary tools students use to survive the

academic year.

Performance Maintenance: While burnout is prevalent, it does not always lead to

immediate academic failure. Many students are burned out performing though

this suggests a long-term risk to their mental well-being.

Recommendations

Based on the findings and conclusions of the study, the following

recommendations are proposed:

Students should practice effective time management, take regular breaks,

and engage in stress-relieving activities such as hobbies, exercise, or relaxation

techniques to help reduce academic burnout.

Teachers should consider giving manageable workloads, providing clear

instructions, and allowing reasonable deadlines to lessen academic pressure and

support students’ well-being.

School administrators should implement programs and activities that

promote mental health awareness, stress management, and academic support to

help prevent academic burnout among students.

Parents should provide emotional support, monitor their children’s

academic stress, and encourage a healthy balance between schoolwork, rest,

and leisure activities at home.

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 Future researchers should conduct similar studies using a larger sample

size or explore other factors related to academic burnout, such as coping

strategies and support systems.

36