What is the fastest and most efficient way to relieve the symptoms of stress

in the average high school student?

A Research Submitted to the High School Department

In Partial Fulfillment of the Requirement for the Research Course for Grade

10

Group 6 – UMM HURAIR

Maria Aryssa Nicole Kabigting

John Vincent Malvar Merjunie Sibayan

Benjamin Santiago Niria Alcuriza

Acknowledgement:

We would like to take the time to thank our highschool English teachers; Ms. Rovinas

Guerra, Mr. Daniel Quianzon, Ms. Grace Regondola, Ms Marianne Gerance, and of

course, Ms Fe Ibus. We would also like to thank our current adviser, Ms. Marilou Oida.

Our thanks also extends to the school administration and faculty.

We would like also like to thank the organization of Ted Talk for inspiring our research

topic. We thank our families for making sacrifices, supporting us, and raising us.

Finally, we thank God for the opportunity to receive an education, and for all the

blessings, we have received, including all the people mentioned above.

Chapter I – Introduction

1.1 Group’s History/Overview

The members of our group have experience of being grouped together since Grade

9. Each person knows the other clearly, which promotes cooperation,

interdependence, and trust. Each member has his/her own specialization which

highly helps in the operations of this research. Due to the similar experiences of

each member which stress, it was best for us to make a research regarding this

problem.
Benjamin Arnold Tuazon Santiago

Age: 15

Educational Background:

Apple International School - Kindergarten 1 & 2

Saint Mary's Catholic High School - Grade 1 to 6

United International Private School - Grade 7 to 9

John Vincent Malvar

Age: 16
Educational Background:

Learn and Play Preschool – Junior Kinder

United International Private School – Grade 1 to Grade 9

Merjunie Anne Sibayan

Age: 16
Educational Background:
United International Private School – Grade 1 to 9

Niria Guillene Alcuriza

Age: 16
Educational Background:
United International Private School – Grade 1 to 9
Maria Aryssa Nicole Kabigting
Age: 16
Educational Background:
Arayat Holy Child Educational Foundation Inc.
- Preparatory - Grade 2 United International Private School - grade 3 to grade 9

Statement of the Problem:

• What are the most efficient ways to relieve stress according to established

practices?

• How fast do these ways act on an average stressed high school student?

• How can we use our proven efficient ways as a method of controlling and using

stress as an advantage?

Objectives of the Study:

The objectives of this study are to dive deep into the studies of stress, understanding

the processes that come with stress, determine which stress-relieving act we can use

on our everyday life, the benefits of this practice in the short term and long term, and in

turn, help fellow members of the school institution in using our research to make their

lives better.
Limitation and Delimitation of the Study:

The data will be gathered at the Science Lab and the Umm Hurair classroom. It will

have two separate experiments, one of which will be planned with the study groups and

the other will be unplanned with the study groups. The results of these experiments

show the progress only in teenagers aged 14-16 and studying in the same institution.

The research will not be using invasive methods of stress determinant, rather it will

focus on the use of an sphygmomanometer.

Significance of the Study:

Currently in the web articles and books, there is no direct comparison with each

applicable way of relieving stress, thus, we cannot be sure if one method is faster than

the other. If the study is completed, we will be able to start applying the results to our life

immediately. It may also shed some light in the study of stress that was never recorded

yet.

Definition of Terms:

Sphygmomanometer – instrument which records blood pressure

Stress – reaction to stimulus that disturbs physical or mental equilibrium

Non-invasive method – not entering the human body

Symptoms -is a departure from normal function or feeling

Chapter II - Review of Related Literature

2.1 Local Literature

A survey conducted by researchers at Zayed University exposing students to a

mismatched learning style manifests itself in terms of physiological stress as seen by a

sympathetic response marked by an increase in heart rate and blood pressure.

Although all students demonstrated an increase in heart rate and blood pressure, the

increase in those subjected to a mismatched learning style was significantly higher.

Students were negatively affected by the stress, and coped through differing methods.

(Al-Saleh, Rahal, 2013)

2.2 International Literature

A survey conducted by the American Psychological Association finds unhealthy

behavior in teens, especially during the school year. Teens reported that their stress

levels during the school year far exceeded what they believe to be healthy (5.8 vs. 3.9

on a 10-point scale) and topped adults' average reported stress levels (5.8 for teens vs.

5.1 for adults). The survey also explored the relationship between stress and such

health behaviors as sleep, exercise and eating — behaviors that people said are

important to them but that the survey showed are negatively affected by stress. Survey

findings illustrated that when people are living with high stress, it appears that they are

less likely to sleep well, exercise and eat healthy foods (Bethune, 2014).
2.3 Attitudes (Population towards the problem)

It is universally agreed upon by society that excess stress affects one’s body and

mind negatively. Stress is commonly relieved through common methods of exercise,

indulging in hobbies, or through negative outlets of addiction or self-harm. There is no

commonly known method that is agreed upon to be the single best option to relieve

stress.

2.4 Summary

Many surveys have been conducted by research associations and universities on

the nature of stress and the individual’s coping methods. Studies have shown that in

society, teenagers view their stress levels to be much higher than average, higher than

even that of adults.

Chapter III - Methodology

3.1 Research Method

Our research is an experimental study. We used various methods to gauge the

level of stress the subject was experiencing. We developed a coherent checklist of

common symptoms exhibited by those undergoing stress. Apart from observing the

subjects, we utilized a BP apparatus (sphygmomanometer) to record the BPM (beats

per minute) of the subject; another way to gauge stress.

To ensure the subjects were truly under stress, we planned a simulated public

speaking session with the cooperation of several teachers. Simulated public speaking

method has been used to reliably measure stress levels in previous similar experiments

at Harvard. Topics ranged from their stance on death penalty and controversial topics

based on real world situations. Following the 60-second time limit put in place to induce

even more stress, the subjects were taken to a separate area where their blood

pressure was taken and observed for the symptoms on the checklist. One stress

relieving method was chosen and after a deliberation.

3.2 Subjects

The experiment focuses on 40 teenage boys and girls (14-16 years old) in Grade

9 to 10 and the effects of stress on them. It separates boys and girls into two equal

groups to eliminate further variables (APA, 2010). We have specifically picked Grade 9
to 10 due to the presence of COQC and CADT, ensuring that the subjects have active

lifestyles.

3.3 Instrumentation

To make sure that the research is accurate, we have employed the use of

different instruments such as a stress checklist and a sphygmomanometer (blood

pressure apparatus). The stress checklist is used to identify if a subject possesses

medical symptoms of stress before the experiment and after the experiment. By having

3 or more of the listed symptom, the subject is determined as stressed. The main

instrument used to compare results is the sphygmomanometer, which records the

current systolic/diastolic blood pressure and pulse rate of the subject.

3.4 Data Collection Procedures

The step by step experimentation starts with the preparation of the instruments and data

collecting tools. The record keepers and data gatherers position themselves in stations,

the first station outside the stress room and the second station inside the stress room.

The subjects are gathered outside the stress room and their blood pressure is recorded,

along with the stress checklist. Afterwards, the first subject proceeds inside the stress

room and is instructed to do an impromptu public speaking in front of judges. After 1-2

minutes, the subject is sent back to the first station and is recorded once again for

his/her blood pressure and stress symptoms. One of the five stress relieving methods is

applied on him and the blood pressure is recorded for the final time. The step repeats

until all participants are complete.

3.5 Treatment of data

After gathering all data from the participants, the data is organized into a spreadsheet to

compare the results. The graph can be seen in Chapter 4. The data separates the

experiments into five groups and compares the before and after results in the blood

pressure and the pulse rate. Afterwards, the average change is determined to

understand the efficiency of the stress relieving method.

3.6 Summary

As an experimental study, various quantitative and qualitative methods were used to

gauge the stress the subjects were experiencing. The use of a sphygmomanometer

(blood pressure apparatus) was employed, as well as a checklist of common symptoms

of stress. Before and after the experiment began, the subjects’ blood pressures were

taken and observed for the common symptoms on the checklist. The subjects were then

requested to voice their opinion on a number of controversial topics before a panel of

teachers. To ensure that the experiment was accurate, we have eliminated all possible

variables that may have affected the resulting outcome.

 Chapter IV – Analysis of Data

A. Presentation of Results

Average Increase in Blood Pressure

70%

60% Comfort

50% Hug
Music
40%
Sugar
30%

20%

10%

0%
Boys Girls Boys Girls Boys Girls
AS AD AB
Comfort 12% 0% 23% 3% 17% 15%
Hug 12% 17% 10% 64% 10% 3%
Music 4% 2% 6% 6% 2% 0%
Sugar 0% 8% 0% 9% 6% 13%

Figure 1.

The graph represents the effectiveness of each given method to increase a subject’s blood pressure. The

effectiveness is measured by getting the change in blood pressure measure(systolic, diastolic, and beat per

minute) then obtaining the sum of all change in blood pressure measure and dividing by the number of subjects.

Note that effectiveness is only measured if there is an existing instance of blood pressure increase in the method

experiment, meaning if there was not any instance, it would be shown as 0%.It can be seen on the graph that

boys do not have a large increase in any given blood pressure measure, in contrast with the girls, who can be

seen with high fluctuations such as the high hug diastolic pressure. Comfort method appears to have mild

incremental effects with 3% to 23% of increase. Hug method can be seen as the method causing the largest

increase in blood pressure with a maximum of 64%. Music method has the lowest increase of the four with a

maximum of 6%. Sugar method is the second to last in lowest measure with 13% as the maximum increase.
 Average Decrease in Blood Pressure
0%
-2%
-4%
-6%
-8%
-10%
-12% Comfort
-14% Hug
-16% Music
-18% Sugar
-20%
Boys Girls Boys Girls Boys Girls
AS AD AB
Comfort -10% -9% -12% -13% -17% -14%
Hug -7% -9% -8% -13% -18% -6%
Music -8% -5% -18% -7% -16% -4%
Sugar -6% -8% -15% -15% -10% 0%

Figure 2.

The graph represents the effectiveness of each given method to decrease a subject’s blood pressure.

This is the primary indicator of the best stress relieving method as its intended use is to lower the

stress-caused symptoms of high blood pressure and heartbeat. The effectiveness is measured by

getting the change in blood pressure measure(systolic, diastolic, and beats per minute) then

obtaining the sum of all change in blood pressure measure and dividing by the number of subjects.

Note that effectiveness is only measured if there is an existing instance of blood pressure decrease in

the method experiment, meaning if there was not any instance, it would be shown as 0%. The results

are naturally shown negatively (-) to indicate decrement. In contrast with figure 1, the graph shows

that comfort method decreases blood pressure measure significantly high with a maximum of -17%

decrease. Hug method can be seen overtaking comfort method by 1% with maximum of -18%

decrease in boys. Music method can be seen as the largest decreasing method for boys with -18%.

Sugar method holds the largest decreasing method for girls with -15% decrease.

It can be inferred that each method affects each gender differently.

 Efficiency of Blood Pressure Decrease
0.00%
-2.00%
-4.00%
-6.00%
-8.00%
-10.00% Systolic

-12.00% Diastolic

-14.00% BPM

-16.00%
B G B G B G B G
Comfort Hug Music Sugar
Systolic -6.27% -5.64% -4.43% -3.80% -3.20% -3.15% -3.84% -7.87%
Diastolic -9.24% -8.07% -5.04% -8.07% -14.76% -5.60% -6.15% -9.06%
BPM -6.90% -8.43% -14.66% -2.40% -12.80% -1.60% 0% 0%

Figure 3.

The graph above shows the efficiency of each method to decrease a subject’s blood pressure

measure., the higher the negative value, the more efficient, and the lower the negative value, the less

efficient. Efficiency is calculated by obtaining the probability of a method to decrease a subject’s

blood pressure measure then multiplying the result by the effectiveness shown in figure 2. Certain

methods were shown with a high effectiveness but due to its low probability to appear, it has a lower

efficiency such as sugar method on BPM. Methods with lower effectiveness than other methods but

high probability to appear, have higher efficiency , for example, the hug method. It can be seen that

Hug method is highly efficient in lowering BPM in boys while having mild effects on girls. Music can

be seen as the most efficient for the boys in diastolic and and only second second to hug method in

BPM. Sugar can be seen as the highest efficiency method for systolic pressure in girls.
 30.00%
Efficiency of Blood Pressure Increase
25.00%

20.00%

15.00%

Systolic
10.00%
Diastolic
BPM
5.00%

0.00%
B G B G B G B G
Comfort Hug Music Sugar
Systolic 0.00% 0.00% 4.85% 10.05% 1.45% 0.61% 0.00% 0.00%
Diastolic 2.39% 1.14% 4.00% 25.59% 1.18% 1.14% 0.00% 0.00%
BPM 10.40% 5.94% 2.00% 1.80% 0.00% 0.00% 4% 10%

Figure 4.

The graph above shows the efficiency of each method to increase a subject’s blood pressure

measure., the higher the value, the less efficient, and the lower the value, the more efficient.

Efficiency is calculated by obtaining the probability of a method to increase a subject’s blood

pressure measure then multiplying the result by the effectiveness shown in figure 1. Certain methods

were shown with a high effectiveness but due to its low probability to appear, it has a lower efficiency

such as sugar method on BPM. This efficiency is used to determine the total efficiency of a method. It

can be seen here that most methods do not achieve high value efficiency in increment, with the

exception of hug method which has a 25% increase efficiency. Most values are written in 0 as either

their probability is zero or its effectiveness is zero.

 Total Efficiency(Decrease) Figure 5
0.00%
The following graph shows the total
-5.00% efficiency of each method to
-10.00% decrease a subject’s blood pressure
-15.00% measure. It is obtained by adding all
-20.00% three efficiency measures and
-25.00% comparing them. It can be seen here
-30.00% that music method has the highest
-35.00% total efficiency in boys while comfort
B G B G B G B G
has the highest total efficiency in
Comfort Hug Music Sugar girls.
Series1 -22.4 -22.1 -24.1 -14.2 -30.7 -10.3 -10.0 -16.9

Figure 6
Total Efficiency(Increase)
40.00%
The following graph shows the total
efficiency of each method to
35.00%
increase the blood pressure
30.00% measure. It is obtained by getting
25.00% the sum of all increase measure
efficiency. It can be seen here that
20.00%
hug has a high efficiency increase
15.00% with 37% while music method has
10.00% the lowest with 1.75% of increase
5.00% in blood pressure.

0.00%
B G B G B G B G
Comfort Hug Music Sugar
Series1 12.79% 7.08% 10.85% 37.44% 2.63% 1.75% 4.43% 10.00%
 Overall Efficiency(Boys) Figure 7

0.00% The graph shows the overall

efficiency of the method in boys. This
is obtained by subtracting the
-5.00%
increase efficiency on the decrease
-5.56%
efficiency. Music method has the
-10.00% highest efficiency, meaning that this
-9.62% is the best method for boys to use to
relieve their stress. Hug comes next
-15.00% -13.28% with 13% and comfort with 9%. Sugar
is the least effective for boys with 5%

-20.00%

-25.00%

-30.00% -28.13%
Music Hug Comfort Sugar
Series1 -28.13% -13.28% -9.62% -5.56%

Overall Efficiency(Girls) Figure 8

30.00% The graph shows the overall
25.00% 23.17%
efficiency of the methods in girls. This
20.00% is obtained by subtracting the
15.00% increase efficiency on the decrease
efficiency. It can be seen in this graph
10.00%
that hug has a positive value. This
5.00% means that it is not effective in
0.00% decreasing the pressure but is
-5.00% effective in increasing the pressure.
Comfort is the highest with 15% and
-10.00% -6.93%
-8.60% music comes second with 8%. Sugar
-15.00% counts as the third effective with 6%.
-15.05%
-20.00%
Comfort Music Sugar Hug
Series1 -15.05% -8.60% -6.93% 23.17%
 20.00%

10.00%

0.00%

-10.00%
Series1

-20.00%

-30.00%

-40.00%
Music Comfort Sugar Hug
Series1 -36.73% -24.67% -12.49% 9.89%

Figure 9

This graph shows a general overall computation of each method, in which boys and girls’ results are
added. It can be seen that Music method has the highest decrease efficiency, making it the most
effective method in a general perspective. Comfort has the second highest efficiency, making it the
second most effective method for both boys and girls together. Sugar is the next most effective with -
10% decrease in both genders. Hug method has the highest increase efficiency for the duration of the
experiment, making it not the most efficient in the shortest time.
Chapter V - Discussion, Recommendations and Conclusion

5.1 Summary

Our research aimed to find the most efficient methods to relieve stress and our

hypotheses was that physical comfort or a hug would lower one’s blood pressure and

eliminate symptoms of stress by the largest margin. Therefore, to test our hypothesis,

we devised an experiment involving selected Grade 9 and 10 students. They were to be

put through an impromptu public speaking in front of a panel of teachers in order to

induce stress as realistically as we can. After the experiment, one from five selected

methods of stress relief was applied to the subject. They were observed and their vitals

recorded before and after the experiment.

After analysing the data, the methods varied in their degrees of effectiveness. Using the

overall efficiency computation, the experiment yielded that music method is the most

efficient method to relieve stress in boys with an efficiency of -28.13% while the most

efficient method to relieve stress in girls was comfort method with an efficiency of -

15.05%.

5.2 Recommendations

Therefore, if one seeks to relieve their stress, they can use the results to apply which

method works best for them. This experiment can be improved if there were more

participants, which would have more accurate results. It can also be improved with more

available methods and with less time-consuming blood pressure recording tools.
5.3 Conclusion

After numerous experiments on volunteers, we have managed to settle on a singular

method of stress relief for its fast-acting effects on a person undergoing moderate to
severe stress, depending on the gender of the person. For boys, music can relieve their
stress quickly and with less increase in blood pressure. For girls, comforting situations
can relieve their stress. Music relieves stress as a therapeutic tool. It has been shown to
stimulate brainwaves, which changes mood and even behavioral responses pending on
the type of music listened to. For example, music with a fast upbeat tempo can improve
concentration and alertness; while music with a slower tempo produces calmness and a
meditative state.When a subject’s brainwaves shift, their muscles relax, they become
more alert, and their breathing and heart rate alters. For comforting situations, similar to
hug method, it is due to the release of oxytocin. The review, by Inga Neumann, states
that oxytocin's impact on "pro-social behaviors" and emotional responses contributes to:
relaxation, trust, psychological stability. Another review notes that the hormone does not
act alone in the chemistry of love, but also serves as a defense mechanism against
stress. However, the female hormone estrogen synergizes with oxytocin – the two
greatly enhance each other.Women have more of oxytocin due to its presence in the
pituitary gland for childbearing.

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