Trixcy Shien M. Cobarde / Benedicto College
As the pressure to achieve high grades increases, students and educators wonder whether the pursuit of perfection hinders the true purpose of education, leading to increased anxiety and a decreased love of learning.
“If I get a low grade, it feels really shameful for me and I would easily give up,” said Sylvan Justina P. Luna, a third-year Bachelor of Education Major in English at Asian College of Technology.
Luna, who was once a dean’s lister, added, “I feel like there is no point in doing my best when the grade is already that low. It feels like there’s no fruit in my labor. I put in so much effort, and if I don’t get a good grade, it feels like it was such a waste to put so much effort in the first place.”
This sentiment is shared by many students, highlighting the intense pressure tied to grades. It can lead to self-doubt as students fear they won’t achieve their desired outcomes, and it can discourage them from pursuing their passions within their studies.
The pressure to perform can be felt even by students who excel. Melody Cañeda Tagacanao, a second-year Bachelor of Elementary Education major in Filipino at Cebu Technological University, shared her experience.
“When I get good grades, it boosts my confidence and makes me more eager to study,” she said. “But when I get a lower grade or low grade, it can also be discouraging at the same time, disappointing. Especially when I know that I put in a lot of effort into that subject.”
Tagacanao’s experience shows that students who are motivated by academic success can feel pressure to maintain high standards, leading to anxiety and disappointment when they don’t meet their goals.
This sense of failure and disappointment is a common experience for students who feel the weight of grades heavily. The constant pressure to perform can result in anxiety, stress and burnout, hindering their ability to truly learn and grow.
Maria Jonabel R. Bacalla, a Master of Education Major in Educational Leadership and Management, acknowledges this reality.
“Intense pressure to achieve high grades can lead to anxiety, stress and even burnout, which may diminish a student’s ability to absorb and retain information effectively,” she said.
This pressure often leads to a focus on memorization rather than deep understanding, hindering the true goal of education.
“Many educators and systems have already started exploring alternatives to traditional grading that prioritize growth,” she added. “This shift would involve rethinking the fundamental purpose of education, focusing on fostering deep understanding and lifelong learning rather than simply measuring performance.”
The stories of Sylvan, Melody, and Bacalla’s insights reflect how the pressure to achieve high grades can significantly impact students’ learning experiences, both positively and negatively. It is important to find a balance between motivation and support, fostering a learning environment that allows students to thrive and grow--not just chase high marks.