Mental Health of Grade 12 Senior High School Students Amidst The COVID 19 Pandemic FINAL 1
Mental Health of Grade 12 Senior High School Students Amidst The COVID 19 Pandemic FINAL 1
Mental Health of Grade 12 Senior High School Students Amidst The COVID 19 Pandemic FINAL 1
A QUANTITATIVE RESEARCH
IN PARTIAL FULFILLMENT
BY:
LOOTOZ CARREON
JERILYN DECENA
CRISTIAN JIMENEZ
BEVERLY SANTILLAN
2021
Chapter I
INTRODUCTION
in December 2019, is a fatal calamity that has spread across the entire world at the speed
of light. Public health measures have been effectuated in almost every country to contain
(UNESCO), the pandemic has punctuated the learning of more than one billion students
in 129 countries around the world. Numerous Universities worldwide have shifted to
remote teaching via online platforms, further inducing anxiety among the students.
significant adverse effects on the students’ psychological well-being and high levels of
anxiety.
Mental health, although not a new concern, has become increasingly acceptable to
discuss in recent years. A growing body of research about students' mental concerns
underlines the need for educators to consider how mental health might affect students and
what courses of action are available. This is imperative given how mental illness may
Mental health problems have been thoroughly studied in Western countries. Those
studies produced theories on help-seeking behavior for mental health problems that
involved both students and other young adults. Both students and non-studying peers will
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be included in this section, since they all show reluctance to seeking professional help
and are equally aged. First, the concept ‘mental health’ will be defined to demonstrate the
variety of complaints that are covered by the concept. Second, the theories on
the most important barriers, encouraging factors and related concepts will be
Foreign study
format, which would be expected to further exacerbate academic stressors for students.
pre-existing stress levels and a potentially reduced ability to rely on typical coping
strategies – such as family who themselves may be experiencing heightened distress – the
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which urgently requires further examination and immediate intervention. (Cao et al.,
2020).
An increase in mental health problems: “we are dealing with people with more severe
international and local students presenting with perceived or diagnosed mental health
problems, together with an increase in the severity of these problems, an observation also
explored by US researchers (Hunt & Eisenberg, 2010). The participants, however, also
indicated that mental health problems for international students were often exacerbated
by the stress associated with living away from home in a foreign environment. Mental
health problems were very broadly defined and included “emotional” and “stress”
argued that a “far broader spectrum” of university students today accounted for the
“bigger variety of problems”. He also saw the present-day lives of students as “a lot more
difficult” than in previous decades, leading to distress and anxiety. (Mewett & Sawyer
2016)
Local Study
The COVID-19 pandemic has had significant social and psychological effects. Medical
responsibility to reduce the effects of a mental health crisis. Medical experts, nurses,
educators, priests, chaplains, and social workers can also aid in the effort to break the
stigma and misconceptions about mental health. Research studies on mental health,
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suicide prevention, and the current pandemic are needed. Indeed, we need to act
The primary objective of this study is to know about the current situation of the
student’s mental health in the midst of this global pandemic.. This study also identifies
the approaches that academic institutions have taken to reduce adverse academic and
psychological outcomes
Theoretical Framework
COVID-19 and Mental Health are the key concepts that are involved within this
study. COVID-19 refers to an illness caused by a novel coronavirus now called severe
acute respiratory syndrome coronavirus 2. Mental Health refers to the Psychological state
of well-being in which an individual realizes his or her own abilities, can cope with the
normal stresses of life, can work productively and is able to make a contribution to his or
her community. Data on COVID-19 Mental Health Implications of the grade 12 senior
high school students of Lyceum Northwestern University is the source of findings that the
researchers have explored, to know the relationship between the two. Certain theories are
There are two theories that provide the basis of this study, these are: William
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Hardiness theory. Mcconnell’s Quarantine theory of Involuntary Commitment is a
method to the understanding of health, illness, and medicine in their social context.
treatment varies over time. Reasons for this variability include cycles in social activity
that increases the disability of potentially mentally-ill persons. Other phenomena such as
the receipt of income may not only increase the visibility of such person but also may
lead to their use of alcohol and drugs that worsen the symptoms. (Catalano & Mcconnell,
1996)
In this theory, social activity belongs to mental health. Mcconnell’s theory suggests that
social activity is important. With decreased social activity, can we expect to see mental
health implications out of a grade 12 senior high school student? The study has explored
the answers to this question, given the fact that the importance of psychological needs in
psychological health. The theory has also served as a basis for understanding and
interpreting data.
theory, three attributes can enhance our coping. The first one is “control” that pertains to
one’s belief that one can influence the environment. In the case of COVID-19, the control
can come from taking all the precautionary measures that are under one’s control. If one
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has lost his or her job, one needs to still maintain a sense of control and continue trying
for alternatives. Adhering to such measures will help one endure the adverse effects of
distress and have better mental health. The second attribute in hardiness is that of
“commitment”, which pertains to one’s deep involvement in whatever one does. With
COVID-19, if one is confined to the home one can get involved in creative activities such
as writing, cooking, drawing, and other activities that keep one busy. Searching for a job
if one has lost one’s job with commitment will also lower distress. Such commitment to
everyday activities will help cope with stress and achieve better mental health. The third
and final attribute of hardiness is that of “challenge”, which pertains to one’s ability to
undertake change, confront new activities, and seek avenues for growth. The COVID-19
pandemic provides ample opportunity for the challenge, which if harnessed appropriately,
This theory has helped the researchers in evaluating the coping mechanisms in relation to
the effects of forced social isolation amidst the COVID-19 as the theory upholds the role
Conceptual Framework
the study. As shown in Figure 1, the Input consists of the Psychological impact to the
respondents, Student Performance via Online Setup, Academic Stressors for the
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The Process includes the study’s research design, data-gathering tool, and data analysis
The Quantitative Research Design was used for the study. The researchers
tool. Data from sub-problems 1 and 2 underwent analysis using Frequency and
Percentage, while the data from sub-problem 3 underwent analysis with the ___________
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This study aimed to determine the psychological well-being amongst Grade 12
Senior High School students of Lyceum Northwestern University. Specifically, the study
psychological well-being?
students?
following beneficiaries will be able to use this research for studies that will lead to the
progress of ideas in the field of research and as to the field of academic excellence.
TO THE STUDENTS. The information that can be obtained from this study will be
beneficial for the students through utilization of the inferences found regarding mental
TO THE TEACHERS. The study can be of use to teachers and educators to further
students and will serve as a reference on how they could handle these students more
teaching methods.
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TO THE PARENTS. The study is capable of giving the parents a well-rounded
perspective of why their children may or may not experience poor academic
performance. The information that can be obtained from this study will help them with
TO THE SCHOOL. The results of the study can serve as a reference for the school to
assess the positive and negative mental health implications on their students.
TO THE FUTURE RESEARCHERS. The information that can be obtained from this
study will benefit future researchers as this study can be used as a reference for
Pandemic.
This research study is anchored on the assumption that COVID-19 causes mental
health implications among the respondents by highly affecting their daily routines, social
connections, and overall lifestyle. The participants that are involved within this research
study have been expected to answer honestly given that confidentiality was maintained
Scope. This study considers the students’ personal information, limited to the
mechanism, and other relevant information of Grade 12 senior high school students. The
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study’s participants include the whole grade 12 senior high school students studying in
the questionnaires only included checklist questions and no open-ended responses were
included. The researchers have used the descriptive survey method, which involved the
students from Lyceum Northwestern University were included in the study. The study is
also delimited to university students from schools other than Lyceum Northwestern
Definition of Terms
The following terms were operationally defined in this section for easier
psychological and social well-being. It affects how we think, feel and act as we cope with
life. It also helps determine how we handle stress, relate to others, and make choices.
Mental health is important at every stage of life, from childhood and adolescence through
adulthood.
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Lyceum Northwestern University is the school in which the respondents are
Relationship This term refers to the way in which two or more concepts, objects,
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CHAPTER II
METHODOLOGY
This part of the research gives the readers understanding about why the
researchers chose to use the methods, techniques, instruments and approach for their
research. It allows the readers to critically evaluate the overall validity and reliability of
the study.
This section contains the research design, population and locale of the study,
Research Design
The research design used in this study is quantitative research design to gather
comprehensive knowledge with regards to the pandemic affecting the mental health of
the Lyceum Northwestern University Senior Highschool grade 12 Students from the
strand of Science, Technology, Engineering, and Mathematics. In the known fact that
securing mental health above anything else is the priority of every student being
nowadays, the researcher would like to seek further information on how to maintain good
mental health. Participants were chosen among Grade 12 Senior High Students from the 5
sections in the STEM strand. The survey will happen through an online scheme where
safety of the researchers is also prioritized. Since pandemic is still ongoing and assurance
of COVID-free people is not guaranteed, the advantage of social media and the internet
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Population and locale of the study
sampling. 20% of the total population per section will be drawn at random from the
accordance with the safety protocols against COVID-19 implemented by the inter-agency
tasking force, the study will take place locally in the researchers' homes respectively.
Henceforth, an online survey form will be used to administer the research instrument to
the respondents.
The Research Instrument that is used in the research study is surveyed through
questionnaires. The Respondents provided their answers by putting a check on every box
which corresponded to their judgement on how this covid-19 affects the Mental Health of
the Grade 12 Students in Lyceum Northwestern University. Survey forms will be used in
data collection. A Systematically prepared form with a set of questions designed to get
To get the appropriate data needed, the researchers will have five parts of the
questionnaires. First, we will ask the profile of respondents. The tool for profile was
made by the researchers, it will determine the age, gender, civil status and track.
Part II will answer the question about whether the current educational system
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Part III will answer the question about how online learning formats changed the
performance of students.
Part IV will answer the question about the academic stressors that student's
experience.
Part V will answer the question about coping mechanisms students use in
managing stress.
analyzed, and organized to establish criteria in the instrument. The criteria are as follows:
Percentage. This method helps in the interpreting subject and sub-components having
equal sizes. The frequency count is translated to percentage to indicate the number per
P= n/w ×100
Where:
P= percentage
N= no. Of responses
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Weighted mean formula. This method helps in determining how the current
educational system affects the mental health of the system, how online learning formats
changed the performance of students, academic stressors that student's experience, and
the coping mechanisms students use in managing stress is acceptable or not. It takes the
formula:
WM = Σwx/Σw
Where:
WM = Weighted Mean
Σ= Summation
W = Weights
x= Value
Rating scale=hr-lr/hr
where:
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1.00-1.80 1.81-2.60 2.61-3.40 3.41-4.20 4.21-5.00
CHAPTER 3
This chapter presents the study's results as well as an in-depth analysis and
interpretation of the data.
Part I: Demographic Profiles of the Senior High School Grade 12 STEM Students.
STEM 1 22 22 1
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STEM 2 20 20 3.5
STEM 3 20 20 3.5
STEM 4 21 21 2
STEM 5 17 17 5
The gender of respondents is depicted in Figure 1.2. There are 55 % who are
female, 42 % who are male, and 3 % who choose not to say.
Male 42 42 2
Female 55 55 1
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Figure 1.3: Civil Status of the Respondents
Figure 1.3 depicts the respondents' civil status, with a total of 100% single.
Part II: How Has the Current Educational System Affected Student's Psychological
Well-Being.
Figure 2.1: Does Online Learning System Affect Your Mental Health.
Figure 2.1 present if the online learning system affects your mental health. There
are 48%, which is the majority, strongly agree that online learning systems affect their
mental health, 31% who agree, 20% who said neutral, and 1% of them strongly disagree.
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Figure 2.2: Does the Modular Learning System Affect Your Mental Health.
Figure 2.2 depicts if the modular learning system affects their mental health.
There is a total of 31% of the respondents who strongly agree, 27% of the respondents
who agree, 31% says it is neutral, 7% disagrees, and the remaining 4% strongly disagreed
Figure 2.3: Does the Blended Learning System Affect Your Mental Health.
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Figure 2.3 illustrates if the blended learning system affects their mental health.
There are 33% of the respondents who strongly agree, 35% of the respondents, which is
the majority, agreed that the blended learning system affects their mental health, 21% for
neutral, 10% disagreed, and the remaining 1% of the respondents strongly disagreed
Figure 2.4 presents if the new learning systems are helpful to them. There are 8%
of the respondents who strongly agreed, 23% who agreed, 46% of the respondents, the
majority, said it is neutral to them, 17% who disagreed, and 6% who strongly disagreed.
1 2 3 4 5 WM DE
(Strongly (Agree) (Neutral (Disagre (Strongly
agree) ) e) agree)
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Does the Blended 33 35 21 10 1 2.11 A
Learning System
Affect Your
Mental Health.
Average 2.25 A
Weighted Mean:
Figure 2.5: Kinds of Mental Disorder they are Suffering Due to the Current Educational
System.
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Part III: How the Online Learning Format Changed the Performance of Students.
Figure 3.1 illustrates if online learning increased their performance. There isa
total of 11% who strongly agree, 36% who agreed, another 36% said it is neutral, and the
remaining 13% are the respondents who disagreed.
Figure 3.2: Does it Make them Productive When it Comes to Online Learning.
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Figure 3.2 illustrates if the online learning makes them productive or not. There is
a total of 48%, which is the majority, said it is neutral, 21% who agree, 20% of the
respondents disagreed, 6% strongly disagreed, and the remaining 5% are the respondents
who strongly agree.
Figure 3.3: Do they Play Online Games or Surfing the Internet While Having an Online
Class.
Figure 3.3 presents if the students are playing games or surfing the internet while
having an online class. There are 32% of the respondents, the majority, who agreed that
they are playing or surfing the internet while having an online class, 26% of the
respondents disagreed, 19% said it is neutral, 12% who strongly agreed, and lastly 11%
of them strongly disagreed.
Figure 3.4: Does the Household Chores affect their Online Class.
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Figure 3.4 presents if the household chores affect their focus on their online class.
There is a total of 29% of respondents who find it as a distraction, 39% who agreed, 24%
of the respondents said it is neutral, and 8% of them disagree.
Figure 3.5 illustrates if the respondents choose to leave their online class due to
boredom. There are 14% of respondents who strongly agreed, 12% who agreed, 23% who
said it is neutral, 32%, which is the majority, who disagreed, and the remaining 19% are
the respondents who strongly agreed.
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Figure 3.6 illustrates if the respondents pass their activities on time or not. There
are a total of 40% respondents who strongly agree that they pass their activities on time,
41% of respondents agreed, 15% said it's neutral, and the remaining 4% disagreed.
1 2 3 4 5 WM DE
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Part IV: Academic Stressors that Student’s Experience.
In figure 4.1 shows the graph of the respondents having poor time management.
29% of the respondents are having poor time management, 17% of them are having a
slight time management, 32% of the respondents either have a good time management or
not, and the rest probably don’t have a problem in their time management.
In figure 4.2 shows that 40% of the students are not having enough sleep, 25% also lack
sleep, 13% having a fair sleep, and 22% either having enough sleep or rarely.
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Figure 4.3: Deadlines
In figure 4.3, 37% of the students are having a very hard time meeting their deadlines,
24% are also having a hard time, 24% of the students can somehow make it in time, and
23% are either having a very slight problem meeting the deadline or having no problem
at all.
Figure 4.4, shows the combined household chores and school works are very hard,
although 18% of the respondents are either not having a problem or can handle it
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properly, what did a person other respondent are having a very hard time balancing it,
22% are also having a hard time, and 17% can somehow handle it.
In figure 4.5, shows that 21% of the respondents are feeling stressed about their finances,
17% of them feel less stressed about their finances, 30% of the respondents are either
financial well-being or not ,and the rest don't have a problem in their finances at all.
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In figure 4.6, 28% of the respondents are very stressed with their families, 22% are also
stressed, 27% also have family problems and 23% can handle the stress or have no
problem at all.
1 2 3 4 5 WM DE
Deadlines 37 24 19 8 12 2.34 A
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Part V: Coping Mechanisms do Students use in Managing Stress.
In figure 5.1, 47 % of the respondents strongly agree that taking a nap helps them to
reduce stress, 14% agrees, 31% are neutral and 22% either disagree or strongly disagree.
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In figure 5.2, shows that respondents stress eats where people use food to help them deal
with stressful situations. 33% do stress eat, 26% of the respondents somehow agree, 22%
are neutral and the rest disagree.
Almost half of the respondents strongly agree that watching, animes, and series can
reduce stress, 18% agree, 11% neutral, and 24% either disagree or strongly disagree.
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In figure 5.4 presents if the respondents deal with stress with reading. 23% of the
respondents always read to lessen their stress, 20% of the respondents read, 34% slightly
read also to lessen their stress while the others do find reading as a stress reliever.
In figure 5.5, It illustrates that talking to your friends relieves stress. 32% of the
respondents say that talking with friends relieves stress splendidly, 20% of the
respondents say it is good to talk to them, 23% have a slight doubt in talking to theirs as a
stress reliever, and the rest don't talk to their friends to lessen their stress.
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Figure 5.6 illustrates that having a diary lessens their stress. 15% of the respondents said
that having a diary is helpful when suffering stress, while the majority of the respondents
do not find having a diary as a stress reliever.
Figure 5.7: Exercise
In figure 5.7, it presents whether exercising is a good stress reliever or not. There are
24% of the respondents that exercising is helpful when dealing stress, 13% agree, 33%
somehow agree, and 27% somehow disagree or strongly disagree.
In figure 5.8, it illustrates that listening to music reduces stress. Half of the respondents
strongly agree that listening to music is a great stress reliever, 17% agree, and the rest
somehow disagree or agree that listening to music isn’t a good stress reliever.
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1 2 3 4 5 WM DE
Eating 33 26 22 7 12 2.39 A
Reading 23 20 34 12 11 2.68 N
Exercise 24 13 33 13 17 2.86 N
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CHAPTER 4
This chapter summarizes the findings of the study. It also drafts conclusions and
recommendations.
Summary
The study entitled “Mental Health of Grade 12 Senior High School Students in
gather comprehensive knowledge with regards to the pandemic affecting mental health
School students. The study followed a Random Sampling method. The respondents of the
collection was done through the use of Google Forms as the researchers were unable to
personally distribute the questionnaires due to the COVID-19 pandemic. The gathered
Regarding mental health, most of the respondents were strongly affected by the
online learning setup garnering 48% of the total population. The rest of the respondents
were either reasonably affected (31% of the population) or Neutral (20% of the
population. For the modular learning system, most of the respondents were neutral or
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strongly affected garnering 31% of the total population. The rest of the respondents were
either reasonably affected (27% of the population) or Not Affected (7% of the
population) For the blended learning system, most of the respondents were considerably
affected garnering 35% of the total population. The rest of the respondents were either
strongly affected (33% of the population) Neutral (7% of the population) or Not Affected
(10% of the population.) Still, this indicates that 48% of the students from the online
learning setup, 31% from the modular learning setup, and 33& from the blended learning
setup were strongly affected. The average weighted mean computed was 2.25.
The respondents were also asked regarding how the online learning format
changed the academic performance of students. Based on the data gathered (36%) of the
online learning setup, (36%) Neutral, (13%) Unaffected, (11%) strongly increased. The
The respondents were also asked regarding the academic stressors that student’s
experience. Based on the data gathered, the respondents considered time management
(29% poorly, 17% mediocre, 32% good, and the rest with no problem.) Not having
enough sleep (40% strongly affected, 25% affected, 13% neutral, 22% adequate sleep),
deadlines (37% strongly affected, 24% neutral, 23% unaffected), the pressure of
combining household chores and study (43% strongly affected, 22% affected, 18%
neutral, 17% unaffected ), financial stress (21% strongly affected, 17% affected 30%
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neutral with the rest unaffected), family stress (28% strongly affected, 22% affected,
27% also stressed, 23% unaffected) as the primary stressors they experience amidst the
current educational setup. . The average weighted mean computed was 2.46.
The respondents were also asked regarding the coping mechanisms students use
in managing stress. Based on the data gathered, Sleeping/ taking a nap (47% strongly
agree
(17% agrees, 14% neutral, 14% strongly disagree, 8% disagree), eating (33% Strongly
agree, 26% agree, 22% neutral, 7% disagree, 12% strongly disagree), Watching movies/
anime/ series (47% strongly agree, 18% agree, 11% neutral, 10% disagree, 14% strongly
disagree), reading (23% strongly agree, 20% agree, 34% neutral, 12% disagree, 11%
strongly disagree), talking with friends (32% Strongly agree, 20% agree, 23% neutral, 9%
disagree, 16% strongly disagree), etc... as their primary coping mechanisms. The average
Conclusions
Based on the indicated findings presented, the following conclusions were drawn by the
researchers:
1. Most of the respondents are females, and all of the respondents’ civil status is single.
STEM 1 earned the highest count of respondents which is 22, following STEM 4 with 21
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respondents, STEM 2 and STEM 3 having the same equal respondents at 20 and earning
2. In Part II of our questionnaire: How Has the Current Educational System Affected
consider the online learning system to affect their mental health. It has gained an average
weighted mean of 2.25 with the descriptive rating of Agree. It implies that the online
learning system does affect them. According to the respondents as well, the kind of
mental disorder they are suffering the most with due to the current educational system is
stress at 91%.
3. On the Part III of our questionnaire: How does the Online Learning Format Changed
that household chores affect their online class the most. It has gained an weighted mean
of 2.11 with the descriptive rating of agree. It implies that balancing chores and doing
online learning or online class is quite difficult for them. The provided factors, which are
included in part 3 of the questionnaires, received an average weighted mean of 2.63 and a
4. The findings revealed that the respondents have chosen the pressure of combining
household chores and study as one of the academic stressors that they struggle with the
most. It has earned the highest percentage of 43% following not having enough sleep at
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40%. The provided academic stressors have received an average weighted mean of 2.46
5. In part 5 of our survey, the students' coping strategies for dealing with stress received
an average weighted mean of 2.59 and a descriptive rating of agree. The findings
revealed that coping mechanics students use in managing stress is listening to music
which earned the highest percentage of 50% following watching movies/anime/series and
sleeping/taking a nap at 47%. This implies that listening to music is the most preferred
Recommendations
The researchers recommend that the result of the study can improve the mental
health of students. The researchers would also like to suggest improving the quantity of
students having stress-reliever activities during this time of pandemic. In addition, the
researchers also recommend that the students coping in online, modular and blended will
illustrate an improved output of respondents dealing well in education during this new
mode of learning.The researchers recommend that the results can be inconclusive and
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