Toberevised Thesis

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OXFORDIAN COLLEGES
Oxford-Philippines International School
Baucam Building, Barangay Paliparan III, City of Dasmarinas, Cavite
ASSESSMENT ON PERCEIVED STRESS AND
COPING STRATEGIES AMONG SELECTED SENIOR
HIGH SCHOOL STUDENTS OF OXFORD PHILIPPINES
INTERNATIONAL SCHOOL DURING COVID 19 PANDEMIC LOCKDOWN

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OXFORDIAN COLLEGES
CHAPTER 1
THE PROBLEM AND IT’S BACKGROUND
INTRODUCTION
The 2019 coronavirus disease (COVID-19) was declared a pandemic by
the World Health Organization on March 11, 2020. It may follow the influenza
pandemic of 1918 in magnitude which affected about one-third of the world
population and killed 50 million. To date, severe acute respiratory syndrome
coronavirus 2 (SARS-CoV-2), the virus that causes COVID-19 disease, has
affected 213 countries and territories around the world with 14 million cases and
half a million deaths (WHO, 2020). Control efforts worldwide led to travel bans
and restrictions. In the Philippines, President Rodrigo Duterte placed the entire
Luzon archipelago on enhanced community quarantine on March 16, 2020
(Official Gazette, 2020). Curfew, check-points and travel restrictions were
implemented (PCOO, 2020; Yap and Jiao, 2020). Business and school activities
were suspended indefinitely. People were forced to stay in their homes.

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Previous disease outbreaks caused generalized fear to the public and
induced fear-related behaviors and anxiety (Shultz et al., 2016; Person et al.,
2004). With the novel coronavirus plaguing the world, there are so many
uncertainties with the disease with a possibility of a fatal outcome. There were
reported manifestations of distress, anxiety, depression, and insomnia in general
populations (Wang et al., 2020a; Wang et al., 2020b; Rajkumar, 2020b). The
systematic review and meta-analysis done by Salari et al. (2020) among the
general populations in Asia and Europe showed that the prevalence of stress was
29.6% (95% confidence interval, 24.3-35.4), anxiety was 31.9% (95% CI, 27.5-
36.7) and depression was 33.7% (95% CI, 27.5-40.6).
Infection or death of family and friends could worsen the overall mental
health well-being of an individual (Ahmed et al., 2020). Patients with confirmed or
suspected COVID-19 may experience fear, while those in quarantine might
experience boredom, loneliness, and anger (Xiang et al., 2020). Overwhelming
deep emotional traumas and socio-economic stressors brought about by the
pandemic and the lockdowns have even led the more vulnerable people to
commit suicide (Mamun & Griffiths, 2020; Mamun &
Ullah, 2020; Miller, 2020; Rajkumar, 2020a).
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It is imperative to determine the prevalence of adverse mental health
issues in a society during this pandemic and mitigate its psychological risks and
consequences. To date, there are no studies that examine the
Psychological impact of the COVID-19 pandemic to the general population
in the Philippines. Therefore, this study aims to establish the prevalence of
psychiatric symptoms and identify risk and protective factors contributing to
psychological stress among social media users in the Philippines during the
COVID-19 pandemic.
Therefore, dealing with the hectic senior high school student life the drastic
lifestyle changes imposed due to COVID 19 pandemic can be very challenging.
As there is no current study done in Philippines among senior high school student,
the present study attempts to explore the perceived stress and the coping
strategies utilized by the selected Senior High School students in the COVID 19
pandemic lockdown.
THEORETICAL FRAMEWORK
This study utilize Cox’s Model Stress, according to Cox (1978, 1985) the
individual becomes stressed when a discrepancy occurs between the perceived
level of the stressful demands and his/her perceived ability to respond to and to
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cope with the demands. There is thus an imbalance between a perceived demand
and a perceived capacity to cope. Cox (1985) notes that: The classic stressful
situation is one in which the persons resources are not well matched to the level
of demand and where there are constraints on coping and little social support.
Stress, itself, is an individual psychological state. It is to do with the persons
perception of the work environment and the emotional experience of it (p.1156).
Cox (1978, 1985) maintains that perception plays an important role in
„recognizing‟ stressors. The individuals ability to cope with environmental „threats‟
or adverse events are also emphasized. This view would suggest that if the
individual can perceive environmental and psychological demands made on him,
he can learn (for example, through counselling as a form of intervention) to
recognize which are the best resources to call upon when confronted with
perceived stressful demands. Cox (1985) emphasizes that the stress phases
experienced by the individual involve a complex interactive process with various
levels of appraisal, emotion and response, with the immediate response to a
stressful situation being in the form of negative emotion, propelling the individual
into flight or fight action. Cox (1978, 1985) maintains that stress is an imbalance
between a perceived demand and a perceived capability, with the demands
changing at various levels of appraisal during the phases of the stress process.
An appraisal of capability takes into account external resources as well as internal

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capabilities. In using the „capabilities‟ the individuals makes an assessment of the
social support available (external factors) and appraises his or her internal
strengths or limitations in order to deal with the stressor. Successfully coping with
stress would thus be reliant on the individuals assessment of where his/her coping
resources exist, namely from an internal or an external source. Cox’s model could
be compared to Rotter’s theory of Locus of Control which asserts that some
individuals have a stronger internal locus of control, namely a greater sense of
self-reliance. According to Rotter’s theory, individuals with a stronger internal
locus of control have a greater influence over their destiny or circumstances,
which would suggest that they would cope better in stress related situations.
Mayer and Sutton (1996) contend that individuals with a strong internal locus of
control are associated with greater academic achievement, more effective
relationships and a greater problem solving ability than those individuals showing
a greater external locus of control. When further compared to Cox’s model, the
individual with the stronger internal locus of control would reveal a more positive
appraisal of his/her internal capabilities than the individual with a stronger external
locus of control, which would reveal a less confident appraisal of his/her internal
capabilities in coping with stress. As part of the individuals appraisal of his/her
coping abilities, recognition of the symptoms of stress whether physical or

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psychological, play an important role in “warning‟ the individual that he or she is
experiencing unhealthy stress levels.
STATEMENT OF THE PROBLEM
This research study aim to assess the perceived stress and coping
strategies among selected Senior High School Students of Oxford Philippines
International School (OPIS) during COVID 19 pandemic lockdown. It sought to
answer the following:
1. What is the profile of the respondents in terms of:
1.1 age;
1.2 gender;
1.3 grade level;
1.4 religion;
1.5 residing presently; and
1.6 source of information for COVID 19?

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2. How often the stress perceived by the selected senior high school student
respondents in regards to COVID 19 lockdown?
3. How much the selected senior high school student respondents have using
each coping style to relieve or minimize stress during COVID 19 lockdown?
4. Is there a significant relationship of the perceived stress level of selected
senior high school student respondents with selected socio demographic
variable during COVID 19 lockdown?
5. Is there a significant relationship of the coping adopted of selected senior
high school student respondents with selected socio demographic variable
during COVID 19 lockdown?
HYPOTHESES
Ho1: There is no significant relationship of the perceived stress level of
selected senior high school student respondents with selected socio
demographic variable during COVID 19 lockdown.
Ho2: There is no significant relationship of the coping adopted of selected
senior high school student respondents with selected socio demographic
variable during COVID 19 lockdown.

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SIGNIFICANCE OF THE STUDY
School Administrator: Ensure the necessary resources, policies and
infrastructure, are in place that protect the health and safety of all school
personnel, including people at higher risk.
School: Must provide or think a solution to lessen or avoid stress for their
students Educate staff and students on COVID-19 prevention measures,
develop a schedule for daily cleaning and disinfection of the school
environment, facilities and frequently touches surfaces, and ensure availability
of hand hygiene facilities and national/local guidance on the use of masks.
Teachers: Must build strong relationship with and between students to help
them get through this very challenging time.
Educators: Fix problems, soothe troubled student feelings, and quickly
find a solution. Often, we need to let go and observe, allowing the
experience to unfold. Follow the quiet. Allow the quiet of contemplation
to enter, and to leave when its work is completed.
Students: Understand the effect of being stress and think of an effective
strategy to cope up stress like humming and singing activate the vagus
nerve, a critical nerve that flows from the brain stem throughout most
of our body. It is associated with functions of the body that are

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automatic, like swallowing, digesting, and the heart’s beating, and it
relays signals to the brain that all is well or not. Activating this nerve
basically tells your brain that you are calm and relaxed, while
stimulating the parasympathetic nervous system to slow your heart
rate and respiration and lower your blood pressure.
Schools should
Parents: Must be aware of the feelings of their children and should keep
informed about the measures being implemented to ensure their collaboration
and support with the school.
SCOPE AND LIMITATION OF THE STUDY
All Senior High School students of Oxford Philippine International School
(OPIS) can participate in the survey. Participants in other school than Oxford
Philippine International School were not included in the study.
DEFINITION OF TERMS
Senior High School Students: All students underlying Grade 11 and
Grade 12 of Oxford Philippine International School in Dasmarinas Cavite.
Lockdown: Restrictions imposed on the general public to remain indoors
and maintain social distancing with each other in the outbreak of pandemic.
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Perceived Stress: Perceived stress is the feelings or thoughts which the
Senior High School students have about how much stress they are since being
under lockdown in the past one month.
Coping strategies: Coping strategies refer to the specific efforts, both
behavioral and psychological, that the Senior High School students are employing
to master, tolerate, reduce, or minimize stressful events during lockdown.

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CHAPTER 2
REVIEW OF RELATED LITERATURE
The world has seen outbreaks of epidemics and pandemic since prehistoric
times - 5000 BC China , 430 BC Plague of Athens , AD 165-180 Antonine
Plague , The Black Death 1346-1353 Asia to Europe , American Plague 16th
century , to the present age like Great Plague of London 1665-1666 , Great
Plague of Marseille 1720-1723 , Philadelphia yellow fever epidemic 1793 ,
Spanish Flu 1918-1920 , Asian Flu: 1957-1958 , SARS pandemic 2003 , H1N1
Swine Flu pandemic: 2009- 2010 , West African Ebola epidemic: 2014- 2016 ,
Zika Virus epidemic: 2015-present day. Covid Pandemic, which is currently
affecting the world with its origin in Wuhan, China started in Dec 2019. Affecting
nearly all the countries in the world it is a historic health emergency condition the
world has ever seen which is even worse than world war II.
The rate of contagion and patterns of transmission is threatening the whole
mankind. Pandemic is the outbreak of a disease that occurs over a wide
geographic area and affects an exceptionally high proportion of the population: a
pandemic outbreak of a disease.

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The occurrence of Pandemic had increased over the last years with global
warming, urbanization, globalization, and exploitation of natural resources. With
the previous epidemic and pandemic, the International Health Regulation and
WHO's prepared to meet specific standards for detecting, reporting on, and
responding to outbreaks. Despite these improvements, significant gaps and
challenges exist in global pandemic preparedness. Pandemics not only impact the
mortality morbidity but also stagger the economic growth, delays development.
There is social disruption, political tension and individual behavioral changes,
such as fear-induced aversion to workplaces and other public gathering places.
Pandemic affects the mental health of individual as a total result.
Pandemics like COVID 19, affects the mental health due to numerous reasons.
Uncertainty, poor prognosis, economic loss, insecurity, confusion, emotional
isolation, stigma, school/work closure, inadequate resources for medical
response, and deficient distribution of necessities. As a result people experience a
lot of emotional disturbances such as stress, insomnia, frustration, irritability which
could lead to psychiatric disorders like depression, anxiety, behavioral changes
(substance abuse), also post-traumatic stress disorder in later stages. Some
groups may be more vulnerable than others to the psycho-social effects of
pandemics. In particular, people who contract the disease, those at heightened
risk for it (including the elderly, people with compromised immune function, and
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those living or receiving care in congregate settings), and people with preexisting
medical, psychiatric, or substance use problems are at increased risk for adverse
psycho-social outcomes.
The psychological issue can worsen with social distancing and the
lockdown measures taken by administrations as observed in many countries
worldwide.
Limacaoco et al (Apr 2020) In a descriptive study titled Anxiety, worry and
perceived stress in the world due to the COVID-19 pandemic, March 2020 which
was conducted in 41 countries, revealed that significant higher scores of
perceived stress were observed among women, youth, students, and among
those who expressed concern and those who perceived increased susceptibility to
the COVID-19.
Lee J in an article published in Lancet (Apr 2020) explains the effects of
COVID 19 pandemic on students. In a survey, which included 2111 participants
up to age 25 years with a mental illness history in the UK, 83% said the pandemic
had made their conditions worse, 26% said they were unable to access mental
health support; peer support groups and face-to-face services have been
canceled, and support by phone or online can be challenging for some young
people.
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According to India Today (07 Apr 20) there are three major education
problems that students and educators currently face due to the Covid-19
pandemic: 1. Students caught in the cross wire. These are those students who
are caught in the limbo on account of education outcomes being withheld due to
the Covid19 pandemic. Some of them do not have a result because exams either
did not happen or were left in the middle. 2 .Students one year away from school
or college-leaving exams. 3. Education disruption. In response to the Covid-19
scare, many schools and colleges have moved online and parents seem to have
assumed the role of teachers. Again, while there are a ton of fantastic resources
which are available, there are not too many resources which mimic the school that
is, provide for multidisciplinary learning, encourage connections across different
domains and inspire ideas which help a child develop 21st century skills and
prepare themselves for the jobs of the future.
A survey done was by Dartlet et al 2020 (US) to assess the effect of
COVID 19 on college students. 4 in 5 students see their institutes as trustworthy
sources of COVID19 information. 4 in 5 students report having to make large or
drastic life changes to accommodate the current COVID-19 situation. Despite
being digital natives, most students are not fully comfortable with an exclusive
online learning medium. [10] Thus it is obvious that the covid 19 pandemic has a
negative impact on the student’s life.

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With the imposing stress of COVID 19 on the students, the present study is
focused on the perceived stress by the senior high school students . Previous
studies from UK and India have revealed that nursing students face comparatively
higher level of stress as compared to their counterparts in other colleges.
Senturk et al (2018) in Turkey determined in a descriptive study done on
the nursing students that the level of stress faced by them was above moderate
level.
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CHAPTER 3
RESEARCH METHODOLOGY
RESEARCH DESIGN
This study utilize descriptive - quantitative research design because it aims
to accurately and systematically describe a population, situation or phenomenon.
It can answer what, where, when and how questions, but not why questions.
A descriptive research design can use a wide variety of research methods to
investigate one or more variables.
Purposive sampling was used to get the needed sample of the study,
because purposive sample is a non-probability sample that is selected based on
characteristics of a population and the objective of the study. Purposive
sampling is different from convenience sampling and is also known as judgmental,
selective, or subjective sampling
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LOCALE AND POPULATION
The accessible respondents of this study were 30 senior high school
students enrolled for School Year 2020 – 2021 at Oxford Philippines International
School (OPIS), located at Paliparan III Dasmarinasn Cavite.
INSTRUMENT USE OF THE STUDY
Online Questionnaire consisting of 3 sections i) Socio-demographic data ii)
Modified Perceived Stress Scale iii) Modified Brief Coping Strategies Scale.
For socio-demographic data it consist of 6 questions – Gender , Age ,
Grade level
Religion , Residing with family or in hostel , and Source of information about
COVID 19.
Perceived Stress Scale Perceived Stress Scale was developed by
Sheldon Cohen in the year 1983. The Perceived Stress Scale (PSS) is the most
widely used psychological instrument for measuring the perception of stress. The
scale also includes a number of direct queries about current levels of experienced
stress. The items are easy to understand, and the response alternatives are
simple to grasp. Moreover, the questions are of a general nature and hence are
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relatively free of content specific to any sub-population group. The questions in
the PSS ask about feelings and thoughts during the last month. In each case,
respondents are asked how often they felt a certain way Stress among senior high
school students was measured using a previously validated (Cronbach's α
coefficient of internal consistency 0.85) perceived stress scale (PSS). The scale
yielded a single score, with high scores indicating higher levels of stress and
lower levels indicating lower levels of stress.
Brief Cope Strategy Scale : The Brief-COPE is a 28 item self-report
questionnaire designed to measure effective and ineffective ways to cope with a
stressful life event. [15] “Coping” is defined broadly as an effort used to minimize
distress associated with negative life experiences. The scale can determine
someone’s primary coping styles such as Emotion Focused Coping, Problem
Focused Coping, Adaptive Coping and Maladaptive Coping. Validity: The Brief-
Cope was developed as a short version of the original 60-item COPE scale
(Carver et al., 1989), which was theoretically derived based on various models of
coping. The Breif-Cope was initially validated on a 168 participant community
sample whom had been impacted by a hurricane (Carver, 1997), and shown to
have adequate factor structure.

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DATA GATHERING PROCEDURES
1. Permission was taken from the principal of senior high school department to
conduct the study and ethical clearance was obtained.
2. Participants who were meeting the inclusion criteria were selected by
convenient sampling.
3. Consent from the participants were obtained and the purpose of the study was
explained to them through online survey questionnaire.
4. The self-administered questionnaire consisted of socio demographic data,
Perceived Stress Scale and Brief Coping Strategies Scale.
5. An email was provided to the participants to give their comments or to write to
the authors.
6. Participants who were unwilling to complete the questionnaire due to personal
reasons were free to withdraw from the study .
7. The questionnaire were taken from the participants and analysis was done
further .
8. Confidentiality of the collected data was maintained and used only for the
research purpose .
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9. Data collection was done from 30 participants on in the second week of
November.
STATISTICAL TREATMENT OF DATA
The collected data were organized as descriptive, and they included the
student’s age, gender, year of study etc, the data were analyzed and tabulated as
percentage distribution (Table 01). The mean score and SD were tabulated for
each of the measures under research, gender, age, religion, basic qualification,
family type, parent's occupation, comorbidity in the family and place of residing
presently. Inferential statistical analysis was done for the perceived stress and
coping strategies. The mean score and SD were tabulated. The data were
analyzed using the Statistical Package for the Social Sciences statistical software
(SPSS -21) . Association between socio demographic data was analyzed using
ANOVA and Mann Whitney test.

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CHAPTER 4
The Grade 11 and Senior High school Students in Oxfordian Colleges can
handle their stress that e-learning gives them by simply doing the things that
makes them happy but some of us wants a face to face with so many reasons but
we need to follow or take this that given to us which is the online distance
learning you will be stress in school works but there's a way or strategy to cope
with that stress and be aware that not everything being said about Covid-19
SURVEY
yes no sometimes 1. Does e-

learning gives
4%
you stress?
16%
80%
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2. Do you find ways to reduce your stress?
yes no sometimes
3% 3%
93%
3. What do you do when you are stressed and how do you survive now in online
distance learning?
 Playing online games such as ML and COD, watching movies, listening to

music, rest, taking necessary break and proper time management.
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4. Are you stressed about school works?
YES NO sometimes
21%
7%
72%
5. Do you have some ways or strategies to do your activities?
YES NO sometimes
11%
37%
53%
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6. Do your parents force you to study when you are not interested?
YES NO sometimes
19%
52%
30%
7. Do you feel stress while studying?
yes no sometimes
26%
3%
71%
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8. Does stress make negative effect in your study?
yes no sometimes
13%
13%
73%
9. Who is the person you will meet when you feel stress?
FRIENDS TEACHER PARENTS BROTHER/SISTER
29%
39%
2%
29%
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10. Do you worry to a particular subject?
YES NO
23%
77%
11. What is the reason behind your stress?
Financial problems Family problem Exams Friends
21%
61% 18%
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12. Which day you feel more stressed?
Before exam During exam After exam I don't know
3%
14%
45%
38%
13. Do you think stress helps to complete your work in time?
yes no sometimes
14%
18%
68%
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14. Are you aware about stress management techniques?
14. are you aware about stress management

techniques?
yes no sometimes
9%
50%
41%
15. Do you tell others when you feel stressed?
yes no sometimes
18%
41%
41%
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CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This paper will show what the impact of the pandemic is on Oxfordian
Colleges students and what possible solutions are available to anticipate it. We all
know that it is not easy to study in this situation. Many universities and colleges
worldwide suspended classroom teaching due to the novel coronavirus pandemic
and switched to online teaching. Pandemics like COVID 19, affects the mental
health due to numerous reasons. Uncertainty, poor prognosis, economic loss,
insecurity, confusion, emotional isolation, stigma, school/work closure, inadequate
resources for medical response, and deficient distribution of necessities. As a
result people experience a lot of emotional disturbances such as stress, insomnia,
frustration, irritability which could lead to psychiatric disorders like depression,
anxiety, behavioral changes (substance abuse), also post-traumatic stress
disorder in later stages. Digital resources provide students with more than just the
ability to attend school. Digital access connects us to other human beings, and
has become a necessary resource to maintain relationships during a time when
we are all forced to be apart but recent studies have shown depression and
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anxiety are at an all-time high among children and youth due to the stresses of
quarantine and anxiety induced by the pandemic.
SUMMARY
The 2019 coronavirus disease (COVID-19) was declared a pandemic by
the World Health Organization on March 11, 2020. Overwhelming deep emotional
traumas and socio-economic stressors brought about by the pandemic and the
lockdowns have even led the more vulnerable people to commit suicide Affected
213 countries and territories around the world with 14 million cases and half a
million deaths (WHO, 2020). Control efforts worldwide led to travel bans and
restrictions. In the Philippines, President Rodrigo Duterte placed the entire Luzon
archipelago on enhanced community quarantine on March 16, 2020. The
individual becomes stressed when a discrepancy occurs between the perceived
level of the stressful demands and his/her perceived ability to respond to and to
cope with the demands. There is thus an imbalance between a perceived demand
and a perceived capacity to cope. The classic stressful situation is one in which
the persons resources are not well matched to the level of demand and where
there are constraints on coping and little social support. Stress, itself, is an
individual psychological state. It is to do with the persons perception of the work
environment and the emotional experience of it the rate of contagion and patterns
of transmission is threatening the whole mankind. Pandemic is the outbreak of a

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disease that occurs over a wide geographic area and affects an exceptionally high
proportion of the population: a pandemic outbreak of a disease. The Perceived
Stress Scale (PSS) is the most widely used psychological instrument for
measuring the perception of stress. The scale also includes a number of direct
queries about current levels of experienced stress.
CONCLUSION
The researcher conducted a research title the assessment on perceived
stress and coping strategies among selected senior high school students of
Oxford Philippines International School during Covid - 19 pandemic lock down
The fear of infection, the possibility of infecting family members and loved one's,
protracted quarantine, the worry of a relative's death,concern about educational
advancement, and other fears have all increased dramatically. The research study
aims to analyze the perceived stress and coping mechanism of some students of
oxford international school and the researchers came up with suggest that if a
person can recognize the environmental and psychological demands placed on
him, he can learn through counseling as a form of intervention to recognize which
resources to use when faced with perceived stressful demand. Academic and
psychological areas were the most often occurring stressors among the students.
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Prospective studies are needed to investigate the links between stressed cases
as well as the occurrence of academic and psychological stresses.Low to
moderate amounts of stress may boost students' motivation, resulting in more
tenacity in studying and reaching long-term goals.High amounts of stress, on the
other hand, might have a negative impact on students,leading to sadness and
despair, and thereby impairing their health and academic performance stress is
inescapable, and it can be tough to overcome in most.
RECOMMENDATION
Therefore the Grade 11 and Senior High school Students in Oxfordian
Colleges can handle their stress by simply doing the things that makes them
happy and alive by playing online games , watching movies, talk to friends,
using Social Media platform Spend time with their family, exercise, etc. It is
normal to feel sad, distressed, worried, confused, scared or angry during a crisis
especially we are all in online distance learning some of us preferred face to face
because in face to face you will see your friends, classmates you can bond
together eat anywhere after class but we need to follow or take this that given to
us which is the online distance learning you will be stress in school works but
there's a way or strategy to cope with that stress and be aware that not everything
being said about Covid-19 is accurate its ok to take a break in Social Media On
the one hand, social media is a great way to connect with others. On the other
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hand, it can amplify anxiety and stress with a constant flow of worrisome
(mis)information. Therefore, be careful about your social media use: consider
turning off push notifications, unfollowing or muting accounts which are triggering
for you, muting WhatsApp groups and hiding Facebook posts and feeds that
might overwhelm you. A lot of devices nowadays even offer a function to notify
you once you’ve reached your daily time limit of social media use. Do what
makes you happy to relax your mind and your nerves this pandemic stay at home
and follow the protocols for you to be safe and for people around you one day our
country will be called covid free but our country and world needs our love and
unity to get there.

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ASSESSMENT ON PERCEIVED STRESS AND

COPING STRATEGIES AMONG SELECTED SENIOR

HIGH SCHOOL STUDENTS OF OXFORD PHILIPPINES

INTERNATIONAL SCHOOL DURING COVID 19 PANDEMIC LOCKDOWN

THE PROBLEM AND IT’S BACKGROUND

The 2019 coronavirus disease (COVID-19) was declared a pandemic by

pandemic of 1918 in magnitude which affected about one-third of the world

population and killed 50 million. To date, severe acute respiratory syndrome

coronavirus 2 (SARS-CoV-2), the virus that causes COVID-19 disease, has

Luzon archipelago on enhanced community quarantine on March 16, 2020

(Official Gazette, 2020). Curfew, check-points and travel restrictions were

implemented (PCOO, 2020; Yap and Jiao, 2020). Business and school activities

were suspended indefinitely. People were forced to stay in their homes.

Previous disease outbreaks caused generalized fear to the public and

induced fear-related behaviors and anxiety (Shultz et al., 2016; Person et al.,

reported manifestations of distress, anxiety, depression, and insomnia in general

populations (Wang et al., 2020a; Wang et al., 2020b; Rajkumar, 2020b). The

systematic review and meta-analysis done by Salari et al. (2020) among the

36.7) and depression was 33.7% (95% CI, 27.5-40.6).

health well-being of an individual (Ahmed et al., 2020). Patients with confirmed or

suspected COVID-19 may experience fear, while those in quarantine might

experience boredom, loneliness, and anger (Xiang et al., 2020). Overwhelming

deep emotional traumas and socio-economic stressors brought about by the

commit suicide (Mamun & Griffiths, 2020; Mamun &

It is imperative to determine the prevalence of adverse mental health

consequences. To date, there are no studies that examine the

Psychological impact of the COVID-19 pandemic to the general population

in the Philippines. Therefore, this study aims to establish the prevalence of

psychiatric symptoms and identify risk and protective factors contributing to

lifestyle changes imposed due to COVID 19 pandemic can be very challenging.

individual becomes stressed when a discrepancy occurs between the perceived

Stress, itself, is an individual psychological state. It is to do with the persons

perception of the work environment and the emotional experience of it (p.1156).

Cox (1978, 1985) maintains that perception plays an important role in

„recognizing‟ stressors. The individuals ability to cope with environmental „threats‟

individual can perceive environmental and psychological demands made on him,

he can learn (for example, through counselling as a form of intervention) to

experienced by the individual involve a complex interactive process with various

levels of appraisal, emotion and response, with the immediate response to a

between a perceived demand and a perceived capability, with the demands

An appraisal of capability takes into account external resources as well as internal

capabilities. In using the „capabilities‟ the individuals makes an assessment of the

be compared to Rotter’s theory of Locus of Control which asserts that some

individuals have a stronger internal locus of control, namely a greater sense of

self-reliance. According to Rotter’s theory, individuals with a stronger internal

locus of control have a greater influence over their destiny or circumstances,

control are associated with greater academic achievement, more effective

capabilities in coping with stress. As part of the individuals appraisal of his/her

coping abilities, recognition of the symptoms of stress whether physical or

psychological, play an important role in “warning‟ the individual that he or she is

experiencing unhealthy stress levels.

STATEMENT OF THE PROBLEM

strategies among selected Senior High School Students of Oxford Philippines

International School (OPIS) during COVID 19 pandemic lockdown. It sought to

answer the following:

1. What is the profile of the respondents in terms of:

1.3 grade level;

1.5 residing presently; and

1.6 source of information for COVID 19?