Republic of the Philippines
University of Antique
Sibalom, Antique
The Correlation Between Study Hours and Academic Stress Among Third Year
Accountancy Students
In Fulfillment
of the requirements for the Course STAT 2
(Statistical Analysis with Software Application)
Under the Program
Bachelor of Science in Accountancy
by
Nick Deryk H. Belonio
Anedaine J. Geamal
Richard Y. Majabague
Margarette Chimes Mission
Gyrline Joy G. Obuela
Angeluz P. Vital
Presented to
JETHRO LEMUEL M. RAMALES
January 2026
Republic of the Philippines
University of Antique
Sibalom, Antique
RATIONALE
The Bachelor of Science in Accountancy (BSA) program is widely recognized for
its rigorous academic demands, particularly at the third-year level where students are exposed
to complex accounting subjects, intensive problem-solving tasks, and frequent assessments.
In the context of the University of Antique, third year BSA students are expected to meet
high academic standards while managing heavy coursework and continuous evaluations.
From the point of view of this study, academic stress among third year BSA students of the
University of Antique is closely associated with the number of hours they devote to studying.
While longer study hours are often viewed as a necessary response to academic difficulty and
high expectations, they may also contribute to increased academic stress due to fatigue,
insufficient rest, and reduced time for personal and social activities. Thus, study hours are
considered not only as an indicator of academic effort but also as a potential factor
influencing students’ psychological well-being.
In addition to examining study hours, this study also focuses on the difference in
academic stress levels between male and female third year BSA students of the University of
Antique. Male and female students may experience academic stress differently due to
variations in coping strategies, emotional responses, academic expectations, and social
support systems. Identifying gender-based differences in academic stress levels provides a
deeper understanding of how stress is distributed within this academically demanding
program.
This study is relevant as academic stress can negatively affect students’ mental
health, academic performance, and overall quality of life. Understanding the relationship
between study hours and academic stress, as well as determining whether academic stress
levels differ between male and female students, is particularly important for third-year BSA
students of the University of Antique, who are at a critical stage of their academic training.
The findings of this study may help students develop healthier study habits, guide faculty
members in designing balanced academic workloads, and assist the University of Antique in
implementing effective stress-management and student support programs tailored to the
needs of BSA students.
Republic of the Philippines
University of Antique
Sibalom, Antique
Despite the increasing attention given to academic stress, there remains a gap in
local and program-specific research focusing on the correlation between study hours and
academic stress among third year BSA students of the University of Antique. Moreover,
limited studies have examined gender differences in academic stress levels within this
specific population. Most existing research addresses academic stress across general college
student populations or multiple academic programs, thereby overlooking the unique pressures
faced by accountancy students at the third-year level. This lack of focused research limits the
development of targeted interventions for BSA students in the University of Antique.
Therefore, the general objective of this study is to determine the correlation between
study hours and academic stress among third-year Bachelor of Science in Accountancy
students of the University of Antique and to examine the difference in academic stress levels
between male and female third-year BSA students of the same institution, with the aim of
providing empirical evidence to support the development of balanced academic strategies and
effective student support and stress-management programs.
Pearson’s r
HYPOTHESES
H0: There is no significant relationship between the study hours and the level of academic
stress among the Third Year BSA students of University of Antique.
Ha: There is a significant relationship between the study hours and the level of academic stress
among the Third Year BSA students of University of Antique.
STATISTICAL ANALYSIS
There was a negative correlation between the two variables, r(16)=-.237, p=.344. Thus, the
null hypothesis is not to be rejected.
This implies that regardless of the number of study hours, it does not influence or a direct
determinant to affect the level of academic stress of the respondents.
Variables Study Hours Stress Level p
Study Hours 1 -.237 .344
Stress Level -.237 1 -
Republic of the Philippines
University of Antique
Sibalom, Antique
Spearman rho
HYPOTHESES
H0: There is no significant relationship between the study hours and the level of academic
stress among the Third Year BSA students of University of Antique.
Ha: There is a significant relationship between the study hours and the level of academic stress
among the Third Year BSA students of University of Antique.
STATISTICAL ANALYSIS
There was a negative correlation between the two variables, r(16)=-.237, p=.344. Thus, the
null hypothesis is not to be rejected.
This implies that regardless of the number of study hours, it does not influence or a direct
determinant to affect the level of academic stress of the respondents.
Variables Study Hours Stress Level p
Study Hours 1 -.237 .344
Stress Level -.237 1 -
Republic of the Philippines
University of Antique
Sibalom, Antique
T-test for Independent Samples
HYPOTHESES
H0: There is no significant difference between the level of academic stress among the Third
Year BSA students of University of Antique when classified as to sex.
Ha: There is a significant difference between the level of academic stress among the Third
Year BSA students of University of Antique when classified as to sex.
STATISTICAL ANALYSIS
When the respondents were classified as to sex, no significant difference existed on their
respective level of academic stress, t(16)=.153, p>0.05. Thus, the null hypothesis is not to be
rejected.
This implies that regardless of sex, it does not influence or a direct determinant to affect the
level of academic stress of the respondents.
Variable Mean t-value df Sig.
Sex
Male 3.85 .153 16 .880
Female 3.81
p>0.05
Republic of the Philippines
University of Antique
Sibalom, Antique
Mann Whitney U-test
HYPOTHESES
H0: There is no significant difference between the level of academic stress among the Third
Year BSA students of University of Antique when classified as to sex.
Ha: There is a significant difference between the level of academic stress among the Third
Year BSA students of University of Antique when classified as to sex.
STATISTICAL ANALYSIS
When the respondents were classified as to sex, no significant difference existed on their
respective level of academic stress, t(16)=.153, p>0.05. Thus, the null hypothesis is not to be
rejected.
This implies that regardless of sex, it does not influence or a direct determinant to affect the
level of academic stress of the respondents.
U=-.432, p>0.05
Variable Mean Rank Sum of Ranks U Sig.
Sex
Male 10.50 42 -.432 .666
Female 9.21 129