International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 3
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Classroom Practices and Stress Reduction Efficiency of Grade 7 Learners

Author(s) Ms. Rachel Guevarra Peladra, Dr. Elizer Respicio Caculitan
Country India
Abstract This study investigated the perceived classroom practices and stress reduction efficiency of Grade 7 leaners in Pamukid National High School, San Fernando District, Division of Camarines Sur, School Year 2025-2026. The descriptive-correlational method was used. Data was given by all the 185 Grade 7 learners through a researcher-made questionnaire indicating their responses based on a four-point Likert scale. Data were treated statistically through the Weighted Mean, Pearson’s Product-Moment Correlation Coefficient, and Coefficient of Determination. Conclusions drawn showed that: 1) Learners’ level of engagement and participation, learning environment, teaching effectiveness and homework and study habits affect the level of stress reduction efficiency of the learners; 2) Stress reduction efficiency of learners on balanced nutrition was often applied while seeking social support was done sometimes; 3) Relationships were significant between engagement and participation to physical activity and seeking social support; between learning environment to balanced nutrition and seeking social support; and was between teaching effectiveness to mindfulness and physical activity; and between homework and study habits to mindfulness and physical activity. 4) The extent of influence of the level of classroom practices of learners on stress reduction efficiency ranged from moderate to very strong; 5) The intervention program was crafted to improve the level of classroom practices and stress reduction efficiency of the learners.
Keywords Classroom Practices, Stress Reduction Efficiency, Engagement and Participation, Learning Environment, Teaching Effectiveness, Homework and Study Habits, Mindfulness, Physical Activity, Balanced Nutrition, Seeking Social Support
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-08
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E-ISSN 2582-2160
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