Due to the ongoing COVID-19, the education industry was needed to adapt to an online setup. As a result of this restriction, the students began to bear more responsibility and exert greater effort, which had a significant impact on their motivation to learn in an engaging manner. This study aimed to investigate the relationship between physical and mental stress and motivation, compare motivation levels based on the attributes included in the study, identify significant factors that may affect stress, and offer suggestions and contingency plans to avoid such issues in the long run. The study falls on a non-experimental descriptive and cross-sectional (type 2) research design. The study used a convenience type of sampling and close-ended online questionnaires in the form of a Likert Scale with a sample of 65 Mapua University SHS STEM students who currently participate in an online class. The gathered data were analyzed using Pearson Correlation, Multiple Linear Regression, and Kepner-Tregoe Analysis. The study's findings revealed that there was a significant relationship between body image perceptions and physical stress. For mental stress, the factors with significant relationships are anxiety, difficulty with change adaptation, and economic pressure. Lastly, it was found that both types of stress- physical and mental, affect motivation.

Keywords
Education, Physical Stress, Mental Stress, Motivation, Relationship.