Final Draft Chapter 1 5 Group 3 BSMT 2b6 Revise

MARINERS POLYTHECHNIC COOLEGES FOUNDATION
OF
Baras, Canaman, Camarines Sur
“PERCEIVED STRESS ON VIRTUAL CLASSROOM AMONG THE BSMT

STUDENTS”
In Partial Fulfillment
Of the Requirements in Research (Maritime Research Writings)
Members:
MIDSHIPMAN AZAÑA, JASHEN CARL,
MIDSHIPMAN FORTUNO, JOHN XYRILL B.
MIDSHIPMAN DE VERA, MARK JOSEPH C.
MIDSHIPMAN ROSERO, RENALD A.
MIDSHIPMAN ABANTE, MACLAIRE E.
JUNE 2021
i
OF
CANAMAN (CAM.SUR) INC.
Approval Sheet
This thesis entitled “PERCEIVED STRESS ON VIRTUAL CLASSROOM
AMONG THE MBSMT STUDENTS” prepared and submitted by Abante, Maclaire E.,
Rosero, Renald A., De Vera Mark Joseph C., Fortuno, John Xyrill B., Azaña, Jashen Carl
in partial fulfillment of requirements for the degree of Bachelor of Science in Marine
Transportation has been examined and is recommended for acceptance and approval for
oral examinations.
FRANCIS GLADY B ABAD (MSES CAND.)

Thesis Adviser
PANEL OF EXAMINERS
Approved by the committee on the oral examination with the grade of
%
RAMONICKA G. CAPISTRANO, MA.Ed, RGC, LPT
Member
PATRIA BONEO
Member
2nd ENGR. ERDIE TAGANGUIN

Member/Dean of Academics
Accepted in partial fulfillment of the requirements for the Degree of Bachelor of

Science in Maritime Transportation.
2nd ENGR. ERDIE TAGANGUIN

Dean of Academics
ii
OF
ABSTRACT
This study focused on determining the perceived stress of the BSMT students in
Mariners’ Polytechnic Colleges Foundation caused by the virtual classrooms. This aimed
to specifically seek answers to the following questions: What are the contributing factors
that causes students stress in virtual classroom? What is the perceived stress level of the
students attending their virtual classrooms? What is the different interventions scheme
presented by school to reduce the stress of the students?
This study used the quali-quantitative method to gather the necessary information needed
in the study. Survey questionnaire was used in data gathering.
Result shows that one of the reasons why BSMT students of Mariners Canaman
are experiencing stress is the slow internet connection and moreover, it has also been
found that the school is lacking and not having enough connection with their students so
that they can get away from having stress within the virtual classroom.
The researchers recommend to have a meeting of all branches of this institution to
discuss how to overcome the various factors that each student experiences in and out of
the virtual classroom that cause them to experience severe stress.
Keywords: Perceived stress, virtual classroom, BSMT students, MPCF,
contributing factors.
iii
OF
Acknowledgement
We, the researchers, is genuine pleasure to express deep sense of thanks and
gratitude to all the people who extended their helping hand to bring this work to
completion.
First and foremost, we are extremely grateful to our parents and family members
for their trust, love and care, and moral and financial support extended to us all
throughout the years of our schooling and for us to finish this study. Without their
enormous love, understanding and encouragement, it would be impossible for us to carry
out this study.
We are also thankful to our research adviser, Ms. Francis Gladys B. Abad, for her
invaluable advice, continuous support, patience and encouragement, and knowledge
shared to us.
We would also thank all our respondents for their time, cooperation and honest
feedback to our survey questions that made this study possible. And above all, to our
almighty God for His guidance and protection, for providing us hope, strength, diligence
and wisdom, and for granting us good health to finish this research.
The researchers
iv
OF
DEDICATION Our
Almighty Father,
Family and Friends
To Whom This Simple Piece of Work
Is Lovingly and Gratefully Dedicated.
5
OF
TABLE OF CONTENTS
Title page……………………………………………………………………….. i
Approval sheet………………………………………………………………….. ii
Abstract…………………………………………………………………………. iii
Acknowledgement……………………………………………………………… iv
Dedication……………………………………………………………………… v
Table of contents……………………………………………………………….. vi
……………………………………………………………….. vii
Chapters
Chapter I. Introduction…………………………………………………………. 1
Background of the Study……………………………………………………….. 1
Statement of the Problem………………………………………………………. 2
Scope and Delimitations……………………………………………………….. 3
Significance of the Study……………………………………………………… 3
Definition of Terms……………………………………………………………. 4
6
OF
Chapter II. Related literature and studies……………………………………… … 5
Related Literature………………..………………………………………………… 5
Related Studies………………….…………………………………………………. 7
State of the Art……………………….……………………………………………. 7
Theoretical Framework…………………………..………………………………... 8
Conceptual Framework…………………………………………………………… .. 10
Chapter III. Research Methodology………….…...……………………………. 12
Research Design………………….………………………………………………… 12
Population and Sampling……………………………………………………..…….. 12
Research Instrument………………………………………………………….…….. 12
Data Gathering Procedure………………………………………………………… 13
Analysis of Data ………..………………………………………………………… 14
Statistical Tool………….……………………………………………………… 14
Chapter IV. Presentation, Analysis and Interpretation of Data ……………....... 15
Chapter V. Findings, Conclusions and Recommendation…………….……….. 21
Summary of Findings ……….……………….……………….………………… 21
Conclusion …………….………………………………………………………. 22
Recommendations ………..………………………………………………………… 22
References………………………………………………………………………….. 23
Appendices…………………………….…………………………………………… 24
vii
OF
Chapter 1
Introduction
The Mariners Polytechnic Coleges Foundation of Baras, Canaman have
progressed to online conveyance of classes and assessment to stay away from the
interruption of instructive administrations, the computerized stage actually stays an
unfamiliar area for dominant part of understudies in a low-center pay country like
Philippines, yet the use of advanced assets particularly in standard schooling had
remained for all intents and purposes neglected as of now.
According to University of the Philippines (2020, June 15), As per an
investigation directed in June, 2020, 75% of undergrads announced inclination more
restless or focused because of internet learning. Presently, with just 4% of universities
completely resuming their ways to in-person guidance for fall semester, online school has
made this enthusiastic pressure the standard for most understudies.
According to Choudhary, R. (2020, April 16), this dissimilarity of access turns
into a harbinger of scholarly pressure in understudies who might get themselves unfit to
benefit online classes or present their tasks, subsequently falling behind their companions
in their educational plan. This has prompted reports of side effects of sorrow,
nervousness, and in serious cases self-destructive endeavors in kids and youths set off by
scholastic pressure and worries with respect to what’s to come.
Today, the vast majority are confronted with various misfortunes. For
understudies, who are encountering the trouble of the change from one face to another
tutoring to virtual learning program, confronting their new climate would mean
confronting testing and various hindrances in their profession. However, how would they
confront some tough spots that surface during the COVID-19 pandemic? What might be
the effect of these clashing requests to their everyday life? How might these youngsters
react in various afflictions
1
OF
In 2020, Sharma, A. indicated that the truth of the matter is unquestionable that
will positively make an understudy worry. However, those rushed schedules we
experience as understudies nowadays. We feel lost, overpowered, frozen, or incapable to
adapt when defied to such countless errands. Occupied timetables packed with studies,
study, and extracurricular exercises can negatively affect an understudies physical and
psychological well-being, particularly in the event that one isn’t eating or resting
appropriately. On the off chance that untreated, these stressors can compound over the
long haul, prompting much more noteworthy degrees of stress.
To enlighten the possible activities and solutions in these adversities the
researchers conduct this research because the students are facing a big challenge in their
lives and also the fact that they are adjusting to a new learning program. In this regard,
the researchers thought of studying the effect of stress on the virtual classroom of the
students in terms of how they withstand and overcome different adversities.
Statement of the Problem
This study focused on determining the perceived stress of the BSMT students in
Mariners’ Polytechnic Colleges Foundation caused by the virtual classrooms. Specially,
it shall answer the following:
1. What are the contributing factors that causes students stress in virtual
classroom?
2. What is the perceived stress level of the students attending their virtual
classrooms?
3. What are the different interventions scheme presented by school to reduce
the stress of the students?
Scope and Delimitation
The study is deemed of determining the perceived stress level of the BSMT
students in MPCF Canaman Camarines Sur. The study shall also investigate the
2
OF
contributing factors that causes stress from virtual classroom. This research is
delimited to the BSMT students of MPCF Canaman Camarines Sur only. Other courses
will not be covered by this study. The different Interventions of this school that this study
wanted to know is within school year 2020-2021 only.
Significance of the Study
This study helped find an easier way to lessen the stress of the students. The
outcome of the study will provide the basis for enhancing the general adoption of a new,
positive approach among BSMT students in Mariners Canaman, thereby, ensuring
academic success.
Benefiting the studies are the various sectors as follows;
Students. This study may serve as a guide and reference for the students undertaking
similar studies.
Parents. Who are directly concerned with the education of their children
considering school performance in different discipline.
Teachers. This study will be very beneficial to the teachers who are still newbie in
the teaching profession. Through this research teachers may purposefully discover how
traditional teaching management conductive in virtual classroom.
School administrator. The result of this study could serve as a baseline data to
improve programs for school advancement.
Guidance office. This study will help to give an idea of what methods can help to
reduce or suppress the stress gained in the virtual classroom.
Future researchers. This research will be a useful reference for the researchers
who would plan to make any related study precisely the standard underlying on
determining the perceived stress caused by virtual classroom.

3
OF
Definition of Terms
For better understanding of the following words that might be new to the
readers, will be given the following definition of each words.
Adversities. The condition marked by misfortune, calamity, or distress.
BSMT. Bachelor of Science in Marine Transportation
COVID-19. The acronym for Coronavirus disease 2019
Face to Face schooling. The type of learning program in which the students went to
have arrived from elsewhere or been exposed to infectious or contagious disease are
Hindrance. The state of being interfered with, held back, or slowed down.
MPCF. Mariners Polytechnic Colleges Foundation
not having physical contact and they are not going to school rather they are only at
Pandemics. The outbreak of a disease throughout one country or the whole world.
Perceived stress. Is the feelings or thoughts that an individual has about how much
stress they are under at a given point in time or over a given time period.
Perceived. The awareness of knowing or identifying by means of senses.
placed.
Quarantine. The state, period, or place of isolation in which people or animals
that school and conducted physical contact to each other.
Stress. Is a feeling of emotional or physical tension. It can come from any event or
their home using gadgets to communicate.
thought that makes you feel frustrated, angry, or nervous.
Virtual learning program. The type of learning program in which the students are
4
OF
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature
The huge contrast in the apparent degree of stress related with understudy
learning in unique learning conditions. These discoveries recommend new roads for
investigating and understanding what parts obviously conveyance methodology related
with the understudy impression of stress and how pressure adjusts learning results in
different learning conditions (American journal of distance education, 2020).
According to Bojan Lazarevic and David Bentz in 2020, stress during the learning
cycle is thought to upgrade memory development while simultaneously frustrates
memory recovery. Together like a two-sided deal, stress can have both a positive and
negative effect on understudy results. Harmoniously, learning on the web carries novel
difficulties to understudies. Two particular gatherings of students at a northeastern
(USA) school were estimated. Each gathering was tried out a similar data innovation
course.
One gathering got instructional materials and course content online just, while the
other gathering got similar learning materials in a customary study hall.
According to Al-Sowygh in 2020 Stress comes in different forms to an
individual’s daily life. Stress is a bio-psychosocial model that refers to the consequence
of failure of an organism to respond adequately to mental, emotional or physical
demands, whether actual or imagined, however, it has a huge impact on a student’s
learning, especially as he or she is undergoing a massive change and this is the online
world, the more a child needs constant consultation and communication with their day-to-
day feelings with their classes via online.
According to Akhlaq, Amjad and Mehmood (2010), stress is seen as a
psychophysiological process, which results from the interaction of the individual with the
5
OF
environment and results in disturbances caused to the physiological, psychological and
social systems, depending upon individual characteristics and psychological
processes.
Uzzaman and Karim (2020) stated that, with the progression in the field of data
innovation, this can be polished. It was seen that respondents had the option to decrease
negative and sudden enthusiastic upheavals, and had the option to redirect it in to various
exercises intentionally or unconsciously, which is one of the adapting systems received
by understudies.
Related Studies
In 2020, Asian Education and Development Studies, shown the huge contrasts
between the dread of scholarly disappointment and on the web and home climate
among male and female understudies. A significant number of them have begun
redirecting themselves to different inventive exercises and taking up courses that are
assisting them with acquiring new specialized abilities. By utilizing passionate
knowledge and removing from fatigue and burdensome considerations, understudies
we’re attempting to adapt to adverse consequences emerging from the current
pandemic circumstance.
According to World Health Organization in 2020, based on their study of the
perceived stress of students in the virtual classroom, understudies everywhere on the
globe experience worry emerging of numerous scholastics just as nonacademic angles
like ecological, socio-social and mental elements. Stress emerges in a manner to
perform better compared to peers, to satisfy the hopes of guardians, educators, to
score better evaluations which will assist with finding a fantasy line of work. All these
6
OF
put substantial focus on understudies prompting a sensation of burnout emerging from
scholastic pressure, while enthusiastic advancement begins directly from adolescence
and it influences youngsters from various perspectives, creating personality idea and
his/her passionate and social turn of events. Kids additionally create passionate
insight while noticing their current circumstance, instructors, peers, guardians, kin
and building up a connection with them.
According to Benjamihn, SA. in 2020, COVID-19 is a newfound irresistible
Coronavirus that got pandemic. Since sickness episodes can have emotional
wellness outcomes, this examination investigated the apparent anxiety among
understudies during the Coronavirus Disease Outbreak and suspension of in-person
educating in Saudi Arab, and because of his examination, it has an incredible effect
on an understudies evaluation, yet additionally on their mindset and wellbeing, and
this is called pressure.
State of the Art
The search for literature indicates there have been very limited discussion in
the literature or studies on the sources of perceived stress on the virtual classroom and
what coping strategies that the school could adopt to minimize the effect of stress
during e-learning of the students in light of growing number of distance education in
most parts of the world. In this study, we give an insight that the pressure of the
studies in terms of academics on virtual classroom has a huge impact beyond
comparison. Parents expect their children to be a part of rat race and outshine their
7
OF
competitors, to enhance their own social status in the society. And the coping
strategies they use to minimize where stress can be absorbed in the virtual classroom.
Theoretical Framework
The “Community of Inquiry” model for online learning environments
developed by Garrison, Anderson & Archer (2001) is based on the concept of three
distinct “presences”: cognitive, social, and teaching. While recognizing the overlap
and relationship among the three components, Anderson, Rourke, Garrison, and
Archer (2001) advise further research on each component. Their model supports the
design of online and blended courses as active learning environments or communities
dependent on instructors and students sharing ideas, information, and opinions. Of
particular note is that “presence” is a social phenomenon and manifests itself through
interactions among students and instructors. The community of inquiry has become
one of the more popular models for online and blended courses that are designed to be
highly interactive among students and faculty using discussion boards, blogs, wikis,
and videoconferencing.
“A Subset of Learning in General” (Anderson, 2011), he acknowledged
that many theorists and practitioners consider online learning as a subset of learning
in general. He also stated that online learning as a subset of distance education has
always been concerned with provision of access to educational experience that is, at
least more flexible in time and in space as campus-based education. These two
perspectives (subset of learning in general and subset of distance education)
complicate any attempt to build a common theory of online education. Blended
8
OF
learning models, for instance, do not easily fit into the distance education schema,
even though they are evolving as a prevalent component of traditional face-to-face
and online education environments. Examined the possibility of building a theory of
online education, starting with the assumption that it would be a difficult, and
perhaps impossible, task.
Integrated Model 177 Anderson’s evaluation of interaction concludes that
interactions are critical components of a theory. With these three elements in mind
(the Bransford, Brown, and Cocking lenses, the affordances and facilities of the
Internet, and interaction), Anderson then proceeded to construct a model. He did add
one important element by distinguishing community/collaborative models from self-
paced instructional models, commenting that community/collaborative models and
self-paced instructional models are inherently incompatible. The
community/collaborative models do not scale up easily because of the extensive
interactions among teachers and students. On the other hand, the self-paced
instructional models are designed for independent learning with much less
interaction among students and teachers.
9
OF
Figure 1 shows the framework of the selected theories in this study.
Learning Environment
• Virtual Classroom
“Community of Inquiry” and “Presence”
By: Garrison, Andersen and Archer (2000)
Perceived Stress on Virtual Classroom
“A subset of Learning in Integrated model 177

general”
By: Fenry Andersons
By: Anderson (2011)
Academic Stress Independent Learning
Figure 1. Theoretical Framework
Conceptual Framework
The purpose of the study is to know the level of perceived stress on virtual
classroom of BSMT students in MPCF. Researchers needs to determine the impact of
stress on the students and the effect on their studies.
10
OF
MARINERS POLYTHENIC COLLEGES FOUNDATION is very well-known maritime
school throughout Region V because of its history and its ability to guide students to
achieve their goals. Figure 2 shows the conceptual framework of the study.
Figure. 2 Conceptual Framework
MPCF BSMT students
Effects on the Learning

process of BSMT
Perceived Stress of Virtual Classroom
students
v
Level of stress that BSMT students face
Assumption
Stress has a huge impact on the academic performance of the BSMT 2nd year college
student of Mariners Polytechnic College Foundation of Baras Canaman due to virtual
classroom.
11
OF
Chapter 3
Methodology
Research Design
The study made use of qualitative research method to understand and gain
insights on the level of perceived stress the BSMT students faces during virtual
classroom. This method will help the researchers to gather non-numerical data. This
study will use interview method collect data in the field at the site where participants
experience the issues or focusing the opinion of the researcher’s group.
Population and Sampling
This study uses random sampling. There were 50 target respondents for the
study who are all enrolled of Mariners Polytechnic Colleges Foundation Canaman
Camarines Sur. Due to restrictions imposed by the IATF brought about by the Pandemic,
survey will be conducted via Google form and shall be distributed and collected through
online platform.
Data Collection Techniques
The study uses questionnaires and interview to gather data. Observation and
interviews because it is less expensive and will not consume a lot of time and for the
interviews it is more applicable to gather the opinions of the respondents. In this study
surveys and interviews are the most suitable because of the limited face to face the only
way the respondents can achieve to gather data is through surveys and interviews thus,
gathering data will be easy and cheap at the same time.
Instrumentation
The tools used in this study are observation and interviews. The research
instrument that will be use in this study will consist of three parts. The part-1 will gather
the necessary information that will help conclude the situation of the BSMT students
during virtual classroom. In part-2 is the question and answer to specify the level of
12
OF in part-3, questions will be emphasized
perceived stress of the BSMT students. And
about
13
OF
CANAMAN (CAM.SUR)
ways that school can propose to effectively alleviate student stress in the virtual
classroom. Through these three parts of research instrument the respondents can
gather every piece of information to advance the study.
Informants
This study, MPCF Baras Canaman Bachelor of Science in Marine Transportation
students got answers or suggestions. They will be the respondents and bridge to carry
out the study, and it will remain voluntary and confidential in all matters and
information available on the research to be conducted.
Ethical Considerations
This present study, the respondents that have been elected is fully informed
about the study being conducted. The participants are aware of the purpose of the
research and how the result of the findings will be used. The respondents will
voluntarily participate and answer interviews and survey questionnaires and their
answers will remain confidential. This study will ensure clean and uncomplicated to
everyone involved in it.
DATA GATHERING PROCEDURE
The primary source of data is coming from the responses of the 2nd year BSMT
students of Mariners Polytechnic Colleges Foundation. Likewise, inputs from internet
websites were considered as the secondary sources of data To get the needed data from
this study. The researchers secured permission first from the target respondents before
giving out the survey questionnaires through their email addresses or via Facebook
messaging. After all the questionnaires has been accomplished, the researchers proceed
with the consolidation and recording of data. Using the Google Form, responses are
automatically collected, tallied, and recorded.
14
OF
CANAMAN (CAM.SUR)
ANALYSIS OF DATA
Data was analyzed after interpreting the data collected from the responses.
Since this study shall be making use of quali-quantitative method, data gathered are
analyzed statistically and content analysis
STATISTICAL TOOLS
Weighted Mean is the tool that shall be used to interpret the data. The formula is
as followed:
To get the percentage,
% = F/N X 100
% is the PERCENTAGE
F is the FREQUENCY
N is the total number of respondents
100 is a constant value
15
OF
CANAMAN (CAM.SUR)
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered and the analysis and interpretation of the
gathered data. These were treated with statistical tools and content analysis, presented
in tables and figures, which were all used to answer the statement of the problem.
Actual data gathering was done on a one-month fieldwork period (May 2021).
Contributing Factors that Causes Students Stress in Virtual Classroom.
With a total of 50 respondent, Others: Slow internet connections/ Signal got the
highest rate of 90% or 45 responses. Secondly is the Unguided/Less support from the
instructor
with 88% or 44 responses. Gadgets/Devices with 70% or 35 responses. Next is the Time
and Schedules with 40% or 20 responses. Readiness of students got 30% or 15 responses.
Familiarity of the Virtual Classroom has 20% or 10 responses, while the lowest is Less
Collaborative activities with 4% or 2 responses out of 50 respondents.
The figure 1. Shows the contributing factors that causes students stress in virtual
classroom and the result of the findings.
Figure 3
Contributing Factors of Stress to the Students
Gadgets 70%
Readiness of the students 30%
Familiarity of Virtual classroom 20%

Unguided/ Less support 88%
Time and Schedule 40%
Less collaboration activities 9%
Others :Low internet connection 90%
0 5 10 15 20 25 30 35 40 45 50
16
OF
CANAMAN (CAM.SUR)
Perceived Stress Level of the Students on the Virtual Classroom
Of the total response of 50 respondents, 60% or 30 responded that they experience
a lot of stress (very stressful) when entering their virtual classroom. 28% or 14 responded
that they experience moderate anxiety (moderately stressful) while in the virtual
classroom.
8% or 4 responded that they experience slight anxiety (slightly stressful) during the
virtual classroom. While only 4% or 2 responded that they do not experience stress (not
at all stressful) during the virtual classroom.
Figure 4
Stress Level of Students on the Virtual Classroom
Perceived stress level of the students attending their

virtual classroom
4%
8%
Not stressful 4% Slightly
stressful 8% Moderately
28% stressful 28% Very
60%
stressful 60%
Interventions of the Institution in Reducing the Stress of the Students.
Of the 50 respondents, 84% or 42 responded Other: Not yet attended / None of the
following school intervention activities they attended. Second highest responding to the
following intervention scheme was the Student Orientation Seminar with 66% or 34
responses. The next Student Hour or Consultation got 30% or 15 respondents that they
attended. While the lowest rate at which to attend the intervention, scheme was
Psychosocial Webinars got 2% or only 1 attendee out of 50 respondents.
17
OF
Figure 5
Different Interventions Scheme Presented by MPCF to Reduce Students Stress
Different Interventions scheme presented by school to reduce

the stress of the students.
Haven't attended (42)
Other Scholarship Related (3)
OBT Apprenticeship Orientation (5)
Student Orientation Seminar (33)
Carier Orientation and Development (3)
Student Affair Focus Discussion (2)
Student Hour and Consultation (15)
Steering Enhancement Program (7)
Student Organization Promp (8)
Psycholosocial Webinars (1)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
18
OF
CANAMAN (CAM.SUR)
Contributing Factors of Stress to the Students
The figure 3 show that the contributing factors that cause students in
virtual classroom with a total of 50 respondent, Others: Slow internet connections/ Signal
got the highest rate of 90% or 45 responses. Secondly is the Unguided/Less support from
the instructor with 88% or 44 responses. Gadgets/Devices with 70% or 35 responses.
Next is the Time and Schedules with 40% or 20 responses. Readiness of students got
30% or 15 responses. Familiarity of the Virtual Classroom has 20% or 10 responses,
while the lowest is Less Collaborative activities with 4% or 2 responses out of 50
respondents. According to John Anderson (2020) Students have reported higher stress
levels with the transition to online learning, citing at-home distractions, rigid deadlines,
and the national political climate as contributors.
Of the total of 50 respondents 45 of them answer other: Slow internet connection
90% of them believes that Slow internet connection contributes greatly on stress in
virtual classroom.
Of the total of 50 respondents 44 of them answer Unguided/Less support from the
instructor with 88% of them believes that Unguided/Less support from the instructor
contributes greatly on stress in virtual classroom.
Of the total of 50 respondents 35 of them answer Gadgets/Devices with 88% of
them believes that Gadgets/Devices contributes greatly on stress in virtual classroom.
Of the total of 50 respondents 20 of them answer Time and Schedule with 40% of
them believes that Time and Schedule contribute greatly on stress in virtual classroom.
Of the total of 50 respondents 15 of them answer Readiness of the students with
30% of them believes that Readiness of the students contributes greatly on stress in
virtual classroom.
Of the total of 50 respondents 10 of them answer Familiarity of the Virtual
classroom with 20% of them believes that Familiarity of the Virtual classroom
contributes greatly on stress in virtual classroom.
19
OF
CANAMAN (CAM.SUR)
Of the total of 50 respondents 2 of them answer Less collaborative activities with
4% of them believes that Less collaborative activities contribute greatly on stress in
virtual classroom.
According to Lewis (2020) these online classes, it is a breeding ground for stress.
Students are dealing with a lot of other factors in day-to-day life. Being distracted by all
of these things going on
Perceived Stress Level of the Students on the Virtual Classroom
The Figure 4 shows the total response of 50 respondents, 60% or 30 responded
that they experience a lot of stress (very stressful) when entering their virtual classroom.
28% or 14 responded that they experience moderate anxiety (moderately stressful) while
in the virtual classroom.
8% or 4 responded that they experience slight anxiety (slightly stressful) during the
virtual classroom. While only 4% or 2 responded that they do not experience stress (not
at all stressful) during the virtual classroom. According to a new survey by Best Colleges,
(2020)
78% of households with a high school or college student have experienced disruptions
stemming from COVID-19. A worrisome side effect of these disruptions has been the
impact on student mental health. Among students impacted by COVID-19, an
overwhelming majority (81%) somewhat or strongly agreed they were experiencing
increased stress.
Different Interventions Scheme Presented by MPCF to Reduce Students

Stress
The figure 5 shows the 50 respondents, 84% or 42 responded Other: Not yet
attended / None of the following school intervention activities they attended. Second
highest responding to the following intervention scheme was the Student Orientation
Seminar with 66% or 34 responses. The next Student Hour or Consultation got 30% or 15
respondents that they attended. While the lowest rate at which to attend the intervention,
scheme was Psychosocial Webinars got 2% or only 1 attendee out of 50 respondents.

20
OF
CANAMAN (CAM.SUR)
Acccording to Clin Psychol (2020) that the The current world context of social
distancing, stay‐at‐home mandates, online or canceled college classes, fear of contagion,
and uncertainty of the future due to COVID‐19 puts additional stress on students’ mental
well‐being as well as colleges’ capacity to provide emotional support for their students.
As a result, stress management interventions for college students have never been timelier
and more relevant.
21
OF
CANAMAN (CAM.SUR)
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of findings and conclusions obtained in this
study. It also presents recommendations of the researcher based on the findings and
conclusion.
Based on the data gathered, the findings of this study are:
1. What are the contributing factors that causes students stress in virtual classroom?
Findings: Of the total of 50 respondents from MPCF Canaman’s BSMT students they
answered that one of the most common factors causing their stress in the virtual
classroom was the LOW INTERNET CONNECTION / SIGNAL with the highest
percentage of 90% or having (40) forty responses to this factor. Conversely, LACK
COLLABORATIVE ACTIVITIES was the lowest percentage with only 4% or (2) two
answering it was the cause of their having stress here in the virtual
classroom.
2. What is the perceived stress level of the students attending their virtual
classrooms?
Findings: Out of the 50 respondents from Mariners Polytechnic Colleges Canaman’s
BSMT students, they answered that the level of stress they experience in the virtual
classroom is very high stress level (very stressful) it beats 60% or a total of 30
respondents who this is how they feel. Meanwhile, only 4% or (2) two responded that
they never experience stress at all (not at all stressful) whenever they study inside a
virtual classroom.
3. What are the different interventions scheme presented by school to reduce
the stress of the students?
Findings: Out of the total 50 Bachelor of Science in Marine Transportation students who
responded from Mariners Canaman, their highest filled answer was that they did not
22
OF
CANAMAN (CAM.SUR)
participate or attended the school program (HAVEN'T ATTENDED/NONE) for which
it beats the highest percentage of 84% or 42 respondents.
23
OF
CANAMAN (CAM.SUR)
On the other hand, the program implemented and executed by the Mariners
Canaman school with a low percentage of 2% or only (1) one BSMT students
attended and participated was the psychosocial webinar.
CONCLUSION
To every student who is now venturing into the world of technology and also
caused by the pandemic there is no denying that studying or entering a virtual
classroom can be a source of stress. Findings showed that poor internet connection
causes stress to most of the BSMT students. The study also showed that not all or more
students do not participate in school-run programs. Therefore, the school is less able to
respond and prevent the spread of stress that can cause the academic decline of every
BSMT student of MPCF.
Recommendation
For Mariners Polytechnic Colleges Foundation, Baras, Canaman, it is
recommended to implement meeting of all school branches to discuss having smooth and
effective learning within the virtual classroom, despite experiencing slow internet
connection of students, being one of the very first reasons why they feel severe stress
every time they enter or study in the virtual classroom, as well as in reducing or
eliminating the stress experienced by a few students and communicating to each student
to persevere and resist in spite of everything.
For BSMT students of MPCF, Baras Canaman, to undergo seminars and
interventions about how to reduce/keep up with stress in order to perform well on virtual
classroom for the sake of school’s reputation and for the sake of every BSMT students.
Future researchers, to conduct a more in-depth study. How to fight/reduce the
perceived stress on virtual classroom of BSMT students, how to approach the students
with
24
OF
great care, and how to handle students that suffering any level of stress in order to
create a peaceful minded students and identify all the remaining stressors.
REFERENCES
Choudhary, R. (2020, April 16). COVID-19 Pandemic: Impact and strategies for
education sector in India. https://government.economictimes.indiatimes.com
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived
stress. Journal of Health and Social Behavior, 24, 385–396.
https://doi.org/10.1007/978-1-4419-1005-9_479
Pascoe, M. C., Hetrick, S. E., Parker, A. G. (2020). The impact of stress on students in
secondary school and higher education. 25(1), 104–112.
https://doi.org/10.1080/02673843.2019.1596823
Sahu, P. (2020). Closure of universities due to Coronavirus Disease 2019 (COVID-
19): Impact on education and mental health of students and academic staff. Cureus,
12(4). https://www.chronicle.com/article/Shock-FearFatalism-As/248240
Sharma, A (2020, June 10). COVID-19 lockdown lessons and the need to reconsider
draft new education policy. https://thewire.in/education/covid-19-lockdown-lessons-
and-the-need-to-reconsider-draft-new-education-policy.
https://www.kingston.ac.uk/news/article/2306/19 -aug-2020-coronavirus-covid19-latest-
update-on-kingston-universitys-response/
25
OF
Appendices
Appendix A
May 10, 2021

2/E Erdie P. Taganguin
Dean of Academics
This College
Sub: Permission to Conduct Online Survey to BSMT Instructors of Mariners’ Polytechnic Colleges
Foundation in Baras, Canaman Camarines Sur.
Dear Sir:
Warmest Greetings!
We, the 2nd year BSMT 2B6 students of MPCF will be conducting a study entitled “Perceived
Stress on Virtual classroom Among BSMT the students” as a final requirement for our
subjects, Maritime Research Writings. The quali-quantitative method research aims to
determine what are the levels and contributing factors of Perceived stress on virtual
classroom among BSMT students.
In this regard, we would like to respectfully ask your permission to allow us to conduct our
study through administration of questionnaires to the BSMT Students, for us to obtain an
accurate
data needed for the completion of our research. Rest assured that the data gathered will
be strictly for research purposes only and will be kept with utmost confidentiality.
Sincerely,
Abante, Maclaire E.
Rosero, Renald A.
De Vera, Mark Joseph C.
Fortuno, Johnxyrill Basiňa
Azaňa, Jashen Carl
Noted:
FRANCIS GLADYS B. ABAD

Instructor, Maritime Research and Writings
26
OF
Appendix B
Survey questionnaire on “PERCEIVED STRESS ON VIRTUAL CLASSROOM

AMONG THE BSMT STUDENTS”compliance to the research subject in Mariners’
Polytechnic Colleges, Inc.
To the respondents:
Please take a few minutes to fill out this survey. This survey is being done as part of
our research. Answers will remain confidential. Information from the participants will
be used for analytical purposes to develop research report only. Thank you for your
time in
taking part of this survey
SURVEY QUESTIONNAIRE
Part1: Which among contributing factors that causes you stress during virtual
classroom? Check the box.
Gadget/Devices
Readiness of Students
Familiarity of Virtual Classroom operation
Unguided/Less support from instructors
Time and Schedules
Less collaborative activities
Other: ___ __ __ __ __ ___
Part 2: Which among the following interventions activity have you attended? Check the
box.
Mariners Care Enhancement Program

Psychosocial Webinars
Student Organization Prompted Webinars and Activities
Steering Enhancement Program

Student Hour and Consultation
Student Affair Focus Discussion
Carrier Orientation and Development Seminars
Student Orientation Seminar
OBT Apprenticeship Orientation Seminar
Other Scholarship Related Webinars and Activity
Other: ___________________________
Part 3: How stressful is distance learning for you in virtual classroom?
Not at all stressful
Slightly stressful
Moderately stressful
Very stressful
Other: _________________________________
27
OF
Appendix C
Curriculum Vitae
Abante, Maclaire Eco

P.3 Brgy. Sta. Elena Talisay
Camarines Norte 09266930916
avantemaclaire123@gmail.com
Personal Information
Age : 20 years old
Gender : Male
Birthday : September 18, 2000

Center Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Educational Background
Tertiary : Mariners’ Polytechnic Colleges Foundation
Senior High : Vinzons Pilot High School
Secondary : Vinzons Pilot High School
Primary : Vinzons Pilot Elementary School
28
OF
Curriculum Vitae
Rosero, Renald Artates

Camuning, Calabanga
Camarines Sur 09468485741
roserorenald08@gmail.com
Age : 21 years old
Gender : Male
Birthday : May 21, 2000
Senior High : Jose De Villa National High School
Secondary : Jose De Villa National High School
Primary : Camuning Elementary School
29
OF
Curriculum Vitae
De Vera, Mark Joseph Candelaria

Zone 5 #284 Baras Canaman
Camarines Sur
Deveramark533@gmail.com
Age : 20 years old
Gender : Male
Birthday : October 14, 2000
Senior High : Camarines Sur National High School
Secondary : Camarines Sur National High School
Primary : Naga Central School 2
30
OF
Curriculum Vitae
Fortuno, Johnxyrill Basiňa

Zone 4 Salvation Caramoan
johnxyrillfortuno123@gmail.com
Age : 21 years old
Gender : Male
Birthday : December 21, 1999
Senior High : Mariners’ Polytechnic Colleges Foundation
Secondary : Camarines Sur National High School
31
OF
Curriculum Vitae
Azaňa, Jashen Carl

Zone 6 Bagong Sirang San Felipe, Naga city
jshitcarl@gmail.com
Age : 20 years old
Gender : Male
Birthday : November 18, 2000
Senior High : Mariners’ Polytechnic Colleges Foundation
Secondary : United High School
32

Final Draft Chapter 1 5 Group 3 BSMT 2b6 Revise

Uploaded by

Copyright:

Available Formats

Final Draft Chapter 1 5 Group 3 BSMT 2b6 Revise

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Draft Chapter 1 5 Group 3 BSMT 2b6 Revise

Uploaded by

Copyright:

Available Formats

MARINERS POLYTHECHNIC COOLEGES FOUNDATION

“PERCEIVED STRESS ON VIRTUAL CLASSROOM AMONG THE BSMT

in partial fulfillment of requirements for the degree of Bachelor of Science in Marine

FRANCIS GLADY B ABAD (MSES CAND.)

RAMONICKA G. CAPISTRANO, MA.Ed, RGC, LPT

2nd ENGR. ERDIE TAGANGUIN

Accepted in partial fulfillment of the requirements for the Degree of Bachelor of

2nd ENGR. ERDIE TAGANGUIN

presented by school to reduce the stress of the students?

in the study. Survey questionnaire was used in data gathering.

The researchers recommend to have a meeting of all branches of this institution to

the virtual classroom that cause them to experience severe stress.

Keywords: Perceived stress, virtual classroom, BSMT students, MPCF,

enormous love, understanding and encouragement, it would be impossible for us to carry

out this study.

invaluable advice, continuous support, patience and encouragement, and knowledge

Family and Friends

To Whom This Simple Piece of Work

Is Lovingly and Gratefully Dedicated.

Background of the Study……………………………………………………….. 1

Statement of the Problem………………………………………………………. 2

Scope and Delimitations……………………………………………………….. 3

Significance of the Study……………………………………………………… 3

State of the Art……………………….……………………………………………. 7

Chapter III. Research Methodology………….…...……………………………. 12

Population and Sampling……………………………………………………..…….. 12

Data Gathering Procedure………………………………………………………… 13

Analysis of Data ………..………………………………………………………… 14

Chapter IV. Presentation, Analysis and Interpretation of Data ……………....... 15

Chapter V. Findings, Conclusions and Recommendation…………….……….. 21

Summary of Findings ……….……………….……………….………………… 21

The Mariners Polytechnic Coleges Foundation of Baras, Canaman have

interruption of instructive administrations, the computerized stage actually stays an

remained for all intents and purposes neglected as of now.

According to University of the Philippines (2020, June 15), As per an

investigation directed in June, 2020, 75% of undergrads announced inclination more

restless or focused because of internet learning. Presently, with just 4% of universities

made this enthusiastic pressure the standard for most understudies.

According to Choudhary, R. (2020, April 16), this dissimilarity of access turns

scholastic pressure and worries with respect to what’s to come.

react in various afflictions

will positively make an understudy worry. However, those rushed schedules we

experience as understudies nowadays. We feel lost, overpowered, frozen, or incapable to

long haul, prompting much more noteworthy degrees of stress.

To enlighten the possible activities and solutions in these adversities the

students in terms of how they withstand and overcome different adversities.

Statement of the Problem

Mariners’ Polytechnic Colleges Foundation caused by the virtual classrooms. Specially,

it shall answer the following:

3. What are the different interventions scheme presented by school to reduce

the stress of the students?

Scope and Delimitation

wanted to know is within school year 2020-2021 only.

Significance of the Study

positive approach among BSMT students in Mariners Canaman, thereby, ensuring

Benefiting the studies are the various sectors as follows;

considering school performance in different discipline.

traditional teaching management conductive in virtual classroom.