A COMPARATIVE STUDY OF MALE AND FEMALE STUDENTS' ACADEMIC STRESS AND ACADEMIC PERFORMANCE AMONG CHIANG KAI SHEK SENIOR HIGH STUDENTS

This study compared the academic stress and academic performance of male and female senior high school students at Chiang Kai Shek College during the academic year 2024–2025. The goal was to determine whether significant differences exist between genders in terms of perceived academic stress and academic performance. Using a descriptive-comparative research design, data were collected from 74 male and 69 female students through a structured survey. Stratified random sampling ensured balanced representation, and data were analyzed using descriptive statistics and independent samples t-tests. Results showed that both male and female students experience high levels of academic stress, primarily due to academic workload, time management issues, and poor sleep schedules. Despite this, both groups rated their academic performance as “very good.” No significant differences were found between male and female students regarding both academic stress and academic performance (p > 0.05). These findings imply that while students are under considerable stress, their academic performance remains stable and comparable across genders. Therefore, schools may implement generalized interventions rather than gender-specific ones. A key recommendation is to reduce the number of academic tasks while maintaining the quality of instruction—by focusing on purposeful, meaningful assignments that foster deeper understanding without overloading students.