Abstract

The performance and well-being of senior high school students may be more impacted by academic pressure; therefore, it is beneficial to look into new and more individualized strategies for managing. The purpose of this study is to investigate how Holy Family Academy grade 11 students consider the relationship between academic pressure and self- help tools. The study uses a quantitative research method to investigate how self-help tools help Grade 11 students manage their levels of academic pressure. Additionally, the researchers chose the study's participants using the simple random sampling approach, which provided an equal, representative, and unbiased opportunity for 131 participants out of the total population of 197 grade 11 students. To develop the research questionnaire for the study, the researchers revised certain surveys, such as removing unnecessary questions, changing wording, and removing neutral responses. Likert scale questions were used in the survey to evaluate contributing factors, pressure levels, and tool usage. According to the results, students who often used self-help tools reported feeling less pressure to perform well academically. This implies that these resources are highly successful in reducing stress during demanding academic circumstances. Since many of the Grade 11 participants have reported significant levels of academic stress, mostly as a result of heavy workloads and tight deadlines, they frequently turn to time management applications, study guides, and peer discussion groups for support. These technologies are generally used at a moderate to high rate, especially for organizational tasks like scheduling study sessions and managing deadlines. Regular usage of self-help resources is significantly associated with less academic strain. A strong relationship seems to exist between students' academic pressure and their usage of self-help tools. Although students are aware of the potential advantages of these tools, they do not always use them regularly or under duress, such as in an emergency. This suggests that while self-help tools can help relieve certain levels of stress, their ability to relieve academic pressure may be compromised if they are not used frequently or correctly.