Perceived Effects of Covid-19 Pandemic on The Social Life

of Senior High School Students

A Research Paper
Presented to the
Faculty of the MSU Marawi-Senior High School
Mindanao State University
Marawi City

In Partial Fulfillment
Of the Requirements for the Course
Research Project

AMENA JASMINE A. ABDUL JABBAR NUR HANIFAH M. PACOTE

MOHAMMAD HAFIZ U. PIMPING

July 2021
 ACKNOWLEDGMENTS

The researchers will like to express their sincerest and warmest gratitude to the
following:

To our thesis adviser, Ma’am. Jaoharah Yusoph, for his/her relentless support,

understanding, supervision, pieces of advice, and generosity;

To our panel members, Ma’am. Haniah Krys E. Ilupa, Ma’am. Sittie Nashiba M.

Mama, for their friendly approach and valuable remarks, comments, and insights, which

will all be keys to the realization of this paper;

To the respondents, students from MSU-Marawi Senior High School, will take their

time to write participate in this study;

To their ever-supportive friends whom they miss dearly, Ms. Rofaidah C. Ampatua,

Mr. Asnawie P. Yasser, Ms. Haninah Bukhari, Ms. Jaina P. Baute, Ms. Ania Abdulbayan,

Ms. Ayessah Nesreen B. Pasagi and Ms. Jehan C. Lomodag.

To our family, we would like to appreciate the efforts of our parents that contributed

a lot for providing the materials we needed to accomplish this study.

Finally, and above all, to the Almighty, for all the blessings He deemed fit to bestow

upon the researchers.

 DEDICATION

This research aims to provide the following information as a guide to choose the best

decision that can help what is to be done towards a bright future, and it serves as a guide

that is fully dedicated to the fellow students of Mindanao State University – Marawi

Senior High School (MSU-MSHS) as proof that the researchers has successfully

completed this study, and so the students are informed about the perceived effects of

COVID-19 pandemic on the social life of Senior High School Students.

Additionally, the researchers has also provided this study to their parents and friends

who have inspired all aspects of life because of their merciless support and guidance that

we have successfully completed this study.

- Researchers
 ABSTRACT

Abdul Jabbar, Amena Jasmine A., Pacote, Nur-Hanifah M., Pimping,

Mohammad Hafiz U., “Perceived Effects of Covid-19 on the Social Life of Senior
High School Students”. A Research Paper, Humanities and Social Sciences 12-1 , MSU
Marawi-Senior High School, Mindanao State University, July 2021.

Thesis Adviser: Jaoharah Yusoph

This study focused on perceived effects of Covid-19 pandemic on the social life of
senior high school students, specifically MSU-SHS students. The scope and the focus of
the study were on (1) demographic profile (2) perceived effects of COVID-19 on the
social life of Senior High School Students (3) What is the implication of the results of the
study? Selected respondents were Grade 11 and 12 Senior High students from MSU-
MSHS.

This study made use of survey questionnaire, interview to acquire data gathering. It’s
more like doing a rough draft and then improving it. That’s why we talked about
developing research questions instead of just writing them. Every time you used these
skills, it’s important to evaluate what you had produced, that’s just part of the process of
turning rough drafts. Google forms was utilized in this study to determine the answers to
the research problems.

In this study, demographic profile and perceived effects brought by COVID-19

pandemic are the major variables. The first variable, demographic profile, shows the
profile of the respondents according to their Age and. Gender The second variable,
perceived effects of COVID-19 Pandemic on the social life of Senior High School
Students and the third variable, Implication, are useful in this study. The results revealed
that students feel more relaxed staying at home after a long period of time, students have
more time to rest without travelling to school, work and after school activities, students
spent quality time bonding with their family that made them closer during the pandemic.
With all gathered results andanalyes, the researchers concluded that the effects of
COVID-19 on the social of Senior High School Students are more on positive effects.
Although, there are negative effects the students experience during the pandemic the
researchers are going to recommend the students to be flexible and easy to adapt
unexpected situations for them to not receive a huge impact from the situation.
 TABLE OF CONTENTS

Page
TITLE PAGE i
ACKNOWLEDGMENTS iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS vi

CHAPTER
1 THE PROBLEM AND ITS SCOPE 1
Rationale 1
Theoretical Framework of the Study 3
Conceptual Framework of the Study 4
Statement of the Problem 7
Scope and Limitations of the Study 7
Significance of the Study 8
Definition of Terms 8
2 REVIEW OF RELATED LITERATURE AND STUDIES 11
Related Literature 11
Personal Relationships 11
Social Resilience Theory 13
Related Studies 14
Social Interaction 15
Social Relationship 15
3 RESEARCH METHODOLOGY 20
Research Design 20
Locale of the Study 23
 Respondents of the Study 23
Research Instruments Used 23
Data Gathering Procedure 24
Method of Data Analysis 24
4 PRESENTATION, ANALYSIS, CONCLUSIONS
AND INTERPRETATION OF DATA 27
5 SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS 42
Summary 42
Findings 42

Conclusions 43
Recommendations 44

REFERENCES 45
APPENDICES 47
CURRICULUM VITAE 51
 Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

The new type of coronavirus was eventually identified after several cases were

reported in Wuhan, Hubei Province, China. The emergence of Covid-19 pandemic

affected the social lives of the students. Covid-19 not only causes effects in health

system, but also implicated the economy and changes in social life of the people.

Emergency protocols were implemented to contain the spread of the virus, resulting in

the students to stay at home for most of their time in this pandemic. Students cannot go

outside comfortably to talk with their friends or the support system that students have

outside their family, resulting them to have changes in their social life. The quality of

social life is influenced by positive aspects such as emotional support from others, and

negative aspects such as conflict and stress.

Covid-19 pandemic have changes in daily routine of the students including lack of

outdoor activity and disturbed sleeping patterns that destroys the usual daily routine of

the students. Countries are banning social gatherings to contain the spread and break the

exponential curve. Many countries are locking their population and enforcing strict

quarantine to control the spread of the havoc of this highly communicable disease. Thus,

the emphasis is on taking extensive precautions such as extensive hygiene protocol (e.g.,

regularly washing of hands, avoidance of face to face interaction etc.), 1 meter social

distancing and wearing of face shield and masks, and so on. Social interaction is
important for the people to attain a healthy lifestyle. This requires personal interaction or

visual interaction within the social groups. Since, lack of internet connection can be a
 2

hindrance to successfully interact with family, friends and colleagues it will affect the

social life of students. Recent studies have highlighted the importance of healthy

lifestyles as they are crucial in maintaining and improving physical and mental health and

improving the quality of life. However, this study could provide information needed to

help future researchers that are in the same category as our research, how Covid-19

pandemic affects the social life of senior high school students. The information of this

study could promote awareness on the effects of Covid-19 pandemic. It could uncover

several problems with answers that could help to easily address the problems regarding

the social life of the students. The Philippines announced an ECQ, which it is being

downgraded to General Community Quarantine. Quarantine implementation is monitored

by the Inter-Agency Task Force which is spearheaded by the military services and the

police. As part of the ECQ, a curfew and regular checkpoints were put up across the

Philippines. Local community authorities established a pass system to ensure that only

essential professionals - such as medical staff, food shop and pharmacy employees and

those going out for daily necessities, medicine or health services were allowed to move

about for limited reasons. Social interactions are limited to control the spread of the

Coronavirus.

The overall purpose of this study was to examine the actual perceived effects of

Covid-19 pandemic on social life of the students. The researchers investigated and

anaylzed the answers provided by the respondents through the distribution of

questionnaires in Google form. The result of this study will not only be advantage to the
 3

researchers but also to the future researchers who are also interested in studying the same

field as we are, also teachers and learners are going to benefit from this study.

Theoretical Framework

This section presents and discusses theoretical perspectives relevant to this study.

These include the socialization and isolation and an explanation of how these theories

will be put to use in the analysis and discussion part of this study.

Cooley’s Theory of the ‘looking-glass self’

According to both Cooley and Mead, the self is developed through a socialization

process. The sense of self is defined as a collection of beliefs that we hold, while self-

socialization is defined as a developmental process that allows you to reflect upon

yourself.

This theory may support the claims of the respondents by the development of one’s

self is through socialization. The COVID-19 Pandemic affected the social life of the

respondents in a positive or negative ways. For a person to fully know his capabilities he

must know to socialize.

Structural Functionalism Theory

According to Emile Durkheim, structural functionalism is a school of thought

according to which each of the institutions, relationships, roles and norms that together

constitute a society serves as a purpose, and each is indespensable for the continued

existence of the others and of society as a whole.

 4

This theory may support the claims of the respondents by the institutions,

relationships, roles and norms that forms a society and each is responsible to the existence

of others. The social development of an individual lies on the other prescence of the

social groups.

Social Isolation Theory

According to Gidden’s theory, social isolation theory can be defined structurally as

the absence of social interactions, contacts, and relationships with family and friends,

with neighbors on an individual level, and with “society at large” on a broader level.

This theory may support the claims of the respondents by the how the absence of

social interactions, contacts, and relationships with family and friends affect the

individual. The characteristics of the individuals and institutions providing support to him

affects the quality of social life the person have.

Theory of Social Comparison

According to Festinger’s social comparison theory, individuals determine their own

social and personal worth based on how they measure up against others.

This theory may support the claims of the participants by the lack of peer comparison

doesn’t affect the students time during the COVID-19 pandemic.

Conceptual framework

The focus of this study is on the Perceived Effects of Covid-19 Pandemic on The
 5

Social Life of Senior High School Students. As shown in the schematic diagram (Figure

1). In this study, demographic profile and perceived effects brought by COVID-19

pandemic are the major variables. The first variable, demographic profile, shows the

profile of the respondents according to their Age and. Gender The second variable,

perceived effects of COVID-19 Pandemic on the social life of Senior High School

Students and the third variable, Implication, are useful in this study.
 6

Demographic Profile in terms

of:

 Gender
 Age

Perceived Effects of
Covid-19 Pandemic on The
Social Life of Senior High School Students

Implication

Figure 1. A Schematic Diagram of the Conceptual Framework of the Study

Statement of the Problem

This study sought answers to the following questions.

1. What is the demographic profile of the correspondents in terms of:

a. Age b. Gender

2. What are the perceived effects of COVID-19 to social life of Senior High School

Students?

3. What is the implication of the results of the study?

 7

Scope and Limitations

This study is limited into three parts, which is Demographic Profile, implications of

COVID-19 to social life of Senior High School Students and the positive and negative

effects of COVID-19 to social life of Senior High School Students. The Demographic

profile is limited with two parts the age and gender through questionnaires answered by

participants. The respondents are Grade 11 and Grade 12 Students in Mindanao State

University - Marawi Senior High School. The researchers used social media platforms

which is Google Forms in order to give the questionnaire to the participants. This study

allotted 3 days for the participants to answer. At exactly, 9:45 a.m., July 8, 2021 the

researchers officially closed the google form with an accumulated total number of 130

respondents.

Significance of the study

This study will be undertaken to find out the effects of COVID 19 on the social life

of Senior High school students in MSU- Marawi Senior High school and knows the

reasons and opinion of any senior high students in MSU- Marawi Senior High school.

Benefiting the study are the various sector of the following:

Parents. The research benefits the parents of the students which their social life were

affected in COVID-19 pandemic. As a parents who cares the social life of their children

comes with self-assurance that their children are given more chance to spent social life

that would make them develop their personality.

 8

Students. The direct recipients of the output of this research are the students whose

life needs to socialize in school. Any result of this research will give the students a

chance to thrive in different ways.

Teachers. This study will be very beneficial to the teachers, especially for those

teachers who loves socializing which thinks they can help their personality improve.

Future Researearchers. The future researchers can gain significance in this study. It

may serve as their guidance to gather information and it may serve them as a building

blocks to have a bigger study.

Definition of terms

The following terms are defined conceptually and operationally for better

understanding.
Social Life. The part of a person’s time spent doing enjoyable things with others.

(Merriam Webster Dictionary) In this study, Social life refers to the time they spent

during COVID-19 pandemic.

Affect. To produce an effect upon (someone or something). (Merriam Webster

Dictionary) In this study, Affect refers on how the COVID-19 pandemic make changes

to the students’ social life.

Coronavirus Disease (COVID-19). Is a disease caused by a new strain of

coronavirus ‘CO’ stands for corona, ‘VI’ stands for virus, and ‘D’ for disease. (Merriam

Webster Dictionary) In this study. Coronavirus Disease refers to the cause of the

perceived effects to the students’ social life.

 9

Student. One who studies: an attentive and systematic observer. (Merriam Webster

Dictionary) In this study, Student refers to the respondents affected by the COVID-19

pandemic on their social life.

Perceived. Regarded in a specified way -- used to say how something or someone is

seen or thought of. (Merriam Webster Dictionary) In this study, It refers to the to the

effects of COVID-19 pandemic on social life of students.

Pandemic. Occuring over a wide geographic area (such as multiple countries or

continents) and typically affecting a significant proportion of the population. (Merriam

Webster Dictionary) In this study, It refers to the situation caused by the COVID-19.

Isolation. The action of isolating: the condition of being isolated. (Merriam Webster

Dictionary) In this study, it refers to the action needed during COVID-19 pandemic to

contain the spread of the virus.

Socialization. The process of beginning during childhood by which individuals

acquire the values, habits, and attitudes of a society. (Merriam Webster Dictionary) In

this study, it refers to the social interaction of the respondents during the pandemic.
 Chapter 2

RELATED LITERATURE AND RELATED STUDIES

This chapter present the related literature and studies after the thorough and in depth

forage done by the researchers. The literature and studies in this chapter addresses the

different ideas, concepts, generalization, conclusions and also the different development

related to the study. This will serve as a guide for the researchers in developing the

project. Moreover, the information included in this chapter, helps in familiarizing details

that are apposite and similar to the present study.

Related Literature

Personal Relationships

According to (Al-Tammemi, Brooks et al., 2020) Personal relationships among

families and friends have been reshaped during the COVID-19 pandemic. The lockdown

has forced family members to live closer together, whereas others, such as friends and

extended family members, have been further apart from each other. However, due to

social distancing precautions, people have suffered from isolation from friends and the

community.

This theory may support the claims of the respondents by how COVID-19 Pandemic

positively reshaped the relationship between family members by living close together and

negatively affected the relationship between friends and extended family members by

being apart from each other.

 11

Economic and societal changes can disrupt normative pathways to adulthood (e.g.,

Cole, 2005). For example, departure from the family home – and other such markers of

adulthood – can be shaped not only by age norms but also by economic shifts (Billari &

Liefbroer, 2007; R. A. Settersten, Jr., 1998). Indeed, norms and pressures on the timing

of departure from the family home have been found to be culturally- and

historically-specific (Holdsworth, 2000). For this and other reasons, it is especially

important to use careful and rigorous methods to understand the development of young

people, and how various forces in their lives socially influence their development.

This hypothesis may support the claims of the participants by on how COVID-19

pandemic affects emergency measures affect their social life. Lost of direct contacts with

social groups can negatively affects their development.

Isolation Theory

“Belonging” is a multidimensional social construct of relatedness to persons, places,

or things, and is fundamental to personality and social well-being (Hill, 2006). If

belonging is connectedness, then social isolation is the distancing of an individual,

psychologically or physically, or both, from his or her network of desired or needed

relationships with other persons. Therefore, social isolation is a loss of place within one’s

group(s). The isolation may be voluntary or involuntary. In cognitively intact persons,

social isolation can be defined as such by the isolate.

 12

This hypothesis may support the claim of the respondents by how COVID-19

pandemic made them isolate their selves from their social groups due to the changes

inflicted by the quarantine.

Isolation as a Sructural Position

In contrast to the interpretation of isolation as a negative byproduct of modernity,

other social scientists have seen isolation largely as a structural position (Wellman &

Wortley 1990, Burt 1984) capable of producing positive as well as negative outcomes.

George Simmel (1908) describes an historical example of the benefits and costs that can

flow from isolation in a famous essay in which he defines the position of "the stranger" in

structural terms. According to Simmel, the stranger is someone who is embedded in a

social environment but is not completely attached to it. The stranger is in a position of

enjoying greater freedom but he is also precluded from truly intimate relationships with

others. It was from a structural position of isolation that the podesta’, the chief magistrate

of Medieval Italian city-states, ruled over the different factions, for example (Simmel

1951). The larger theoretical point that Simmel makes is that isolation is sociologically

relevant to the extent that it is a relation: “The whole joy and the whole bitterness of

isolation are only different reactions to socially experienced influences.”

This hypothesis may support the claims of the respondents by how social groups is

needed to an individual for their own good and it might also don’t have a negative impact

when a social isolation happens.

 13

Social Resilience Theory

According to Sakdapolrak (2018), social resilience is about social entities and their

abilities to tolerate, absorb, cope with and adjust to environmental and social threats of

various kinds.

This hypothesis may support the claims of the participants by an individual possess

the abilities to tolerate, cope, absorb and adjust to the sudden emergence of coronavirus

which caused the implementation of emergency measures.

Related Studies

Social Interaction

According to the result of a China based survey on the Impact of COVID-19 on

Social and Family Support showed that majority of participants reported that they

received increased support from friends (64.6%) and increased support from family

members(63.9%). The majority also experienced an increased shared feeling with family

members (57.8%), increased shared feelings with others when feeling blue (62.4%), and

increased caring for family members’ feelings (77.9%). However, participants aged

between 41-50 years were less likely to have experienced increased support from friends,

increased support from family members, increased shared feelings with family members,

increased shared feelings with others when they felt blue, and increased caring for family

members’ feelings than those in other age groups.

 14

This study may support the claims of the respondents by how covid-19 pandemic

positively affects relationships within the family by giving them a chance to spend a

quality time during the lockdown.

Social Relationship

As stated in the study of Abdallah, YN., et al. (2020), social relationships refer to the

existing associations between family members, friends, neighbors, coworkers, and other

associates. Due to the COVID-19 pandemic, social distancing has been imposed by the

curfew program in Jordan. The COVID-19 pandemic is negatively affecting social

relationships, which could ultimately lead to negative health implications. Decision-

makers are advised to provide educational campaigns that improve the sociological health

of the general population.

This study may support the claims of the respondents by the negative impacts of

COVID-19 Pandemic on the relationships between family members, friends and

colleagues which would lead them to social problems.

Social Interaction

As stated in the study of Park K-H., et al. (2021). There was a significant decline in

physical and other meaningful activities, including activities of daily living, leisure, social

activity, and education. However, there were no significant changes in nutrition, except in

the consumption of carbohydrates and minerals. Participants reported that their quality of

life and mental health had decreased after the pandemic struck.
 15

This study may support the claim of the respondents by the decline in social activities

and there are a huge gap between the daily lives of the respondents before and after the

COVID-19 pandemic.

As stated in the study of Martin, T., Rebecca B., et al. (2021) about 30% of

employees reported that their work and private life had worsened, whereas about 10%

reported improvements in work and 13% in private life. Mandatory short-time work was

strongly associated with perceived negative impact on work life, while work from home,

particularly if experienced for the first time, was strongly associated with a perceived

positive impact on work life. Concerning private life, younger age, living alone, reduction

in leisure time, and changes in quantity of caring duties were strongly associated with

perceived negative impact. In contrast, living with a partner or family, short-time work,

and increases in leisure time and caring duties were associated with perceived positive

impact on private life. Perceived negative impact of the crisis on work and private life

and mandatory short-time work were associated with lower MWB and SRH. Moreover,

perceived positive impact on private life and an increase in leisure time were associated

with higher MWB.

This study may support the claims of the respondents by the negative and positive

impact of COVID-19 Pandemic on the private life, reduce in leasure time and changes in

quantity of daily duties.

 16

According to the study of Fatoni et al. (2020), students were satisfied that online

learning allowed them to reduce their travel time to school and use that time for other

activities. Even though students could not freely choose their class time, the results still

indicated that students were satisfied with the fact that they could more meaningfully use

the time they had previously had to invest in travel between face-to-face classes.

This study may support the claim of the respondents doing online school at home

gives the students an opportunity to do other things which are good to their social

development.

According to the study of Al Dhaheri et al. (2021), about 42% reported receiving

increased support from family members, 40.5% were paying more attention to their

mental health, and over 40% reported spending more time resting since the pandemic

started. The COVID-19 pandemic was associated with mild psychological impact while it

also encouraged some positive impact on family support and mental health awareness

among adults in the MENA region. Clinical interventions targeted towards vulnerable

groups such as females and younger adults are needed.

This study may support the claims of the respondents by hat the implementation of

lockdown to contain the spread of the coronavirus gives the students more time to rest

without travelling to school, work and after school activities.

According to the study of Son et al. (2020), Of the 195 students, 138 (71%) indicated

increased stress and anxiety due to the COVID-19 outbreak. Multiple stressors were

identified that contributed to the increased levels of stress, anxiety, and depressive
 17

thoughts among students. These included fear and worry about their own health and of

their loved ones (177/195, 91% reported negative impacts of the pandemic), difficulty in

concentrating (173/195, 89%), disruptions to sleeping patterns (168/195, 86%), decreased

social interactions due to physical distancing (167/195, 86%), and increased concerns on

academic performance (159/195, 82%). To cope with stress and anxiety, participants have

sought support from others and helped themselves by adopting either negative or positive

coping mechanisms.

As stated in the study of Khalil et al. (2020), a thematic content analysis yielded four

core themes: (1) educational impact, (2) time management, (3) challenges encountered,

and (4) preferences for the future. The online modality was well-received, and all

participants agreed that online sessions were time saving and that their performance was

improved due to enhanced utility of time; however, they indicated that they encountered

some challenges, including methodological, content perception, technical, and behavioral

challenges during sessions and online exams. Most of the preclinical students preferred

online learning for the upcoming academic years.

This study may support the claims of the respondents by the implementation of

online learning due to isolation to prevent the spread of coronavirus gives the students

enough time to learn and more time to focus on their social life.

According to the study of Mirian OC, Danjuma YM, Amaonyeze, NB. (2021), major

findings revealed that COVID-19 negatively affected the lives of people, ranging from

lack of face-to-face communication and interaction, to change in people’s social welfare

 18

and lifestyle, to halt in education and academic activities, restriction in movement and

transportation and household welfare challenges.

This study may support the claims of the respondents by how the COVID-19

pandemic negatively affects their social life by lack of face-to-face communication and

interaction.

Based on the of Nasser et al. (2020), social relations of friends and colleagues were

negatively affected by the pandemic, where 37.8% of participants reported that these

social relationships became weaker. Such results are expected as there has been a

physical distance between friends and colleagues. Also, this strongly relates to responses

about becoming more connected to one’s colleagues after the spread of the coronavirus,

where 30.0% of participants could not communicate well and 43.8% reported that there

has been some degree of connection.

This study may support the claims of the respondents by the negative impact of

pandemic on social relations of friends and colleagues because of the lack of physical

distance.

According to the study of Bobby Duffy (2020), many also appear to be getting used

to the lockdown, with a sizeable increase in those saying it will not become extremely

difficult to cope with, people more likely to say they have enjoyed aspects of the

lockdown than not, and fewer people finding Covid-19 stressful than in early April.
 19

This study may support the claims of the respondents by the students getting used to

lockdown after spending a long time staying at home in time of pandemic. Afterall, the

people don’t find being in lockdown extremely difficult to cope with.

 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter present research methodologies employed in developing the perceived

effects of COVID-19 pandemic on the social life of Senior High School Students. It

covers the targeted respondents, research methods, research materials, data collection and

statistical tools used.

Research Design

The method used in this study is descriptive research method in a form of survey

questionnaires. This was chosen by the researchers for they wanted to gather information

about the effects of COVID-19 on the Social life of Senior High School Students.

Descriptive research method is defined as a research method that describes the

characteristics of the population or phenomenon studied. This methodology focuses more

on the “what” of the research subject than the “why” of the research subject.

Locale of the Study

This study was conducted in the main campus of Mindanao State University Marawi

City, particularly in Senior High School. The researchers decided to limit their

respondents to Grade 11 and 12 only. The selected respondents from Mindanao State

University - Marawi Senior High School were asked questions through Google Forms.

Mindanao State University is an academic institution that provides quality education

especially to cultural minority group of Mindanao. It was established on September 1,

1961 as a response to the issue of “Mindanao Problem” by the government through

 21

Republic Act 1387 with the help of the late Senator Domocao A. Alonto. Mindanao State

University is a university offered by the government in order to offer quality and

financially affordable education to all Filipinos especially those who are residing in

Mindanao.

Mindanao State University is located in Marawi City which is the only Islamic City

in the Philippines and having an almost all Meranao residents. The first president of

Mindanao State University was Dr. Antonio, former vice presidents for Academic Affairs

of the University of the Philippines and its founder. It is a university with residential

cottages and dorms, private cottages, and private houses. It is accessible to all kinds of

transportation and is only forty kilometers away from Iligan City. This university opened

its first batch of senior high school on August, 2016. The first director of Mindanao State

University - Marawi Senior High School is Dr. Shamseda M. Tabao followed by Prof.

Melba M. Angni as the second director. The current diresctor of Mindanao State

University - Marawi Senior High School is Prof. Junaina M. Dimalna.

 22

Figure 1.A. Map of Mindanao State University - Senior High School

(MSU-MSHS)

Google Map
Respondents of The Study

The respondents of this study were 130 students from Grade 11 and Grade 12 Senior

High School at Mindanao State University - Marawi Senior High School. This study

requires young people specifically teenagers who are in Grade 11 and 12. The

respondents are selected young students from Grade 11 and 12 because at this time of

their age where they are totally exposed to socialization beneficial in this study. The

information we’ll acquire from the respondents is essential to this study.

 23

Instrumentation

The instruments used for this study are questionnaires via Google forms on Perceived

effects on Social life of Senior High School Students on pandemic. The respondents will

be asked to choose their preferred response by checking the given options (strongly

agree, agree, strongly disagree, and neutral). The questionnaire has questions that are

related to the study and these questions are going to be answered consequently. The

survey questionnaire used has some parts: contains Demographic Profile, the second part

contains questions referring to the positive and negative effects of COVID-19 Pandemic

on the social life of Senior High School Students. This study used a type of Sampling

procedure which is convenience sampling procedure to gather the convenient information

essential to this study.

Data Gathering Procedure

The researchers looked for ways that will help them in their study. They searched for

reliable sources from the internet. After looking for ways and possible actions in this

study, they were able to construct ideas and questions necessary for the survey

questionnaire. The greater the strength of the source, the greater the social impact.

Immediacy refers to closeness between the source sending information or taking action

and the recipients of that information or action. More immediate sources deliver a larger

social impact. Finally, the number of sources includes the number of sources that

influence individually. The higher the number of sources, the greater the social impact

consequently.
 24

The researchers prepared an approval letter and submitted it to the staff of

MSUMarawi Senior High School and to the advisers of the grade 12 students to seek

permission to let them distribute their questionnaires prepared to the students as their

respondents. With the permission granted, the advisers of each section will assist the

researchers in distributing their questionnaires. The researchers clearly explained all the

directions and items in the questionnaire to the respondents to ensure understanding and

correctness of their responses. The researchers gathered the data through questionnaires

in assessing the answer of the study. This study allotted 3 days for the participants to

answer. At exactly, 9:45 a.m., July 8, 2021 the researchers officially closed the google

form with an accumulated total number of 130 respondents.

Statistical Tools Used

This study used the frequency and percentage formula (f/nx100=100%) from the

statistical book written by Rinehart in 1943. In order to find out the result of the

demographic profile which consists of Age and Gender collected from the respondents

we applied the said formula. To classify the response about the effects of COVI-19

pandemic on the social life of students we used weighted mean. A weighted mean is a

kind of average. Instead each data point contributing equally to the final mean, some data

points contribute more weight than others. (Andale, 2014). The weighted mean was

computed to get the average or centrl value of the responses in every statement using this

formula. The final computation of the gathered data ere summarized through graph

Frequency and Percentage

 25

The formula used in the demographic profile is:

f
P 100
N

Where

P= Percentage

F= Frequency

N= Number of cases or total sample

Weighted Mean

WM  (X14)(X 23)(X32)(X 41)(X52)

Where: WM= Weighted Mean

X1 = no. of participants in strongly agree

X2 = no. of participants in agree

X3 = no. of participants in neutral

X4 = no. of participants in disagree

X5 = no. of participants in strongly disagree

n = no. of participants in strongly agree

The general Weighted Mean was computed using this formula:

x GWM
= GWM 
100
 26

Where GWM= General Weighted Mean

x
= summation of the weighted mean

Likert Scale

The Likert Scale was used to measure participants’ opinion to a particular squestion or
statement. The responses to questions were scaled using Likert Scale system and given
weight as follows:
Unit Weight Assigned Verbal Interpretation Weighted Mean Interval

Values

1 Strongly Agree 4.20 - 5.00

2 Agree 3.40 - 4.19

3 Neutral 2.60 - 3.39

4 Disagree 1.80 - 2.59

5 Strongly Disagree 1.00 - 1.79

 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentations, analysis and interpretation of findings of

the study from the 130 participants Senior High School Students from MSU-MSHS

academic year 2020-2021. The sequence of the content is the same with that of the

statement of the problem. The data gathered are presented in a tabular form.

4.1 Demographic Profile

This section is composed of tables relative to the demographic information given by

the respondents in the questionnaire. It consists of two times, which are gender and ages

of the participants. Following explains the demographic information of the participants.

Table 4.1

Gender of Participants

Gender Frequency Percentage

Male 35 27%

Female 95 73%

Total 130 100%

Table 4.1 The table above shows the gender of the participants. 95 of the respondents

are female, which comprises 73% of the participants. While 35 of the respondents are

male, which comprises 27% of the 100% of the principal. It shows that majority of the
 28

students in MSU-MSHS are female. Gender offers updated empirical knowledge about

gendered practices, norms, and discourses in every significant ways.

Table 4.2

Age of Participants

Age Frequency Percentage

16-17 years old 100 77%

18-19 years old 17 13%

20-21 years old 13 10%

Total 130 100%

Table 4.2 The table above reveals the age of participants. 100 (77%) of the

participants are 16-17 years old, 17 (13%) of the participants are 18-19 years old and 13

(10%) of the participants are 20-21 years old. This table shows that majority of the

participants are 16-17 years old or in adolescence stage.

Table 4.3 The Effects of COVID-19 Pandemin on Social Life of Senior High School

Studetnts
Rating Scale Overall Rank
5 4 3 2 1 WM DI
Statements
1. I feel
more relaxed
staying at 1
home after a 39 42 31 17 1 3.78 Agree
long period of
time during
the pandemic.
2. I have more 21 46 41 15 7 3.45 Agree 4
time to rest
 29

without traveling
to school,
work and
after
school
activities.
3. I feel 24 45 31 23 7 Agree 5
more relaxed
because of the
absence of
peer 3.43
comparison in
my
academics.
4. I have more
control of my
time, allowing
3.23
me to manage
more of my
day. 16 47 31 23 13 Neutral 8
5. I spend a 30 46 37 12 5 Agree 2
quality time
bonding with
3.65
my family that
made us
closer.
6. I have more
time to do
non-school 23 55 32 15 5 3.58 Agree 3
activities like
for examples

are gardening,
cooking and
doing arts etc.
which is good
for my
development.
 30

7. During the
pandemic, I
build resilience
by finding
flexibility to 7 63 48 6 6 3.45 Agree 4
react to
changing
circumstances.

8. I don’t feel
going out to
socialize after
getting used to 19 36 30 34 11 3.14 Neutral 9
isolation
during
lockdown.
9. The 24 49 24 22 11 Agree 7
relationship I
have with my
social groups
3.41
decreases due
to not being
able to talk for
so long.
10. I feel
demotivated to
participate in
group
activities
because I 19 50 34 20 7 3.42 Agree 6
can’t
communicate
properly
to my
classmates.
11. I feel
awkward
meeting my
friends after 9 32 30 30 29 Neutral 10
months of
isolation due
to the
pandemic. 2.71
 31

25 48 25 20 12 Agree 6
12. The thought
of going
outside to
socialize
makes me 3.42
tired because
I'm getting
used to
isolation.
18 48 34 29 1 Agree 7
13. Lost of
interest in
socializing
with my 3.41
friends
because of the
lack of direct
contact.

14. I cancelled
social events 23 46 30 23 8 3.41 Agree 7
and plans, e.g.
sports training
or a friend's
birthday.
Overall Weighted Mean Rating 3.37 Neutral
Respondents

Legends: WM - Weighted Mean DI - Descriptive Interpretation

5 (4.20 - 5.00) Strongly Agree, 4 (3.40 - 4.19) Agree, 3 (2.60 - 3.39) Neutral, 2 (1.80 -

2.59) Disagree, 1 (1.00 - 1.79) Strongly Disagree

Table 4.3 shows the results in terms of weighted mean and descriptive interpretation

of the effects of COVID-19 pandemic among the social life of senior high school

students. Statement 1 has a mean value of 3.78 which has an equivalent interpretation of

agree. The result shows the responses of the participants with the highest total number of
 32

42 answered agree, followed by 39 response of strongly agree, 31 of neutral, 17 response

of disagree and 1 response of strongly disagree.

The result can be supported by the study of Bobby Duffy (2020), it’s stated in his

study that many also appear to be getting used to the lockdown, with a sizeable increase

in those saying it will not become extremely difficult to cope with, people more likely to

say they have enjoyed aspects of the lockdown than not, and fewer people finding Covid-

19 stressful than in early April.

As what is found in this study, students agree that people are adjusting well to the

implementation of lockdown after spending a lot of their time at home. Although at the

first few months of lockdown, students are eager to go outside and socialize but as time

goes on they are starting to get comfortable being at their home. Students also agree that

the pandemic can also serve as their time to relax.

Statement 5 has the second higher response, it has mean value of 3.65. The result

shows the responses of the participants with the highest total number of 46 which agreed,

followed by 37 responses are neutral, 30 answered strongly agree, 12 participants chose

disagree and 5 responses of strongly disagree.

The result is supported by the result of a China based survey on the Impact of

COVID-19 on Social and Family Support showed that majority of participants reported

that they received increased support from friends (64.6%) and increased support from

family members (63.9%). The majority also experienced an increased shared feeling with

family members (57.8%), increased shared feelings with others when feeling blue

(62.4%), and increased caring for family members’ feelings (77.9%). However,

participants aged between 41-50 years were less likely to have experienced increased
 33

support from friends, increased support from family members, increased shared feelings

with family members, increased shared feelings with others when they felt blue, and

increased caring for family members’ feelings than those in other age groups.

This finding implies that students who spent their lockdown with their family the

relationship they have increase during the isolation caused by pandemic. COVID-19

pandemic caused isolation that made some people to stay at their home and interact with

their own family that is good for the development of their social interaction.

Statement 6 has the third higher response, it has a mean value of 3.58. The result

prevails that 55 answered agree, followed by 32 responses are neutral, 23 responses are

strongly agree, 15 answered disagree and 5 strongly disagree.

This result is supported by the study of Fatoni et al. (2020), students were satisfied

that online learning allowed them to reduce their travel time to school and use that time

for other activities. Even though students could not freely choose their class time, the

results still indicated that students were satisfied with the fact that they could more

meaningfully use the time they had previously had to invest in travel between

face-to-face classes.

As what is found in this study, it indicates that lockdown gave the students a chance

to focus their attention to do something creative and productive which is good for their

development. Students have the time to challenge theirselves a chance to do something

new like doing arts, exercising and meditating that is useful to develop a healthy

lifestyle.
 34

Statement 2 has the fourth higher response, it has a mean value of 3.45. The result

shows that 46 answered agree, followed by 41 chose neutral, 21 answered strongly agree,

15 of the participants answered disagree and 7 strongly disagree.

The result is supported by the study of Al Dhaheri et al. (2021), about 42% reported

receiving increased support from family members, 40.5% were paying more attention to

their mental health, and over 40% reported spending more time resting since the

pandemic started. The COVID-19 pandemic was associated with mild psychological

impact while it also encouraged some positive impact on family support and mental

health awareness among adults in the MENA region. Clinical interventions targeted

towards vulnerable groups such as females and younger adults are needed.

This finding implies that the implementation of lockdown to contain the spread of the

coronavirus gives the students more time to rest without travelling to school, work and

after school activities. The implementation of online learning provide the students more

time to do other activities that is good for them.

Statement 7 also has the fourth higher response, it has a mean value of 3.45. the

result shows that 63 response agree, followed by 48 answered neutral, 7 strongly agree, 6

of the participants answered disagree the same with strongly disagree.

This result is supported by the theory of Sakdapolrak (2018), according to him social

resilience is about social entities and their abilities to tolerate, absorb, cope with and

adjust to environmental and social threats of various kinds.

As what is found in this study, it indicates that students agree that during pandemic

the respondents build resilience by finding flexibility to react to changing circumstances.

Based on the social resilience theory, an individual have the ability to cope and adjust to
 35

sudden environmental and social threats. In which, most of the respondents have already

made adjustments for theirselves during the pandemic.

Statement 3 has the fifth higher response, it has a mean value of 3.43. The study

shows that 45 response chose agree, followed by 31 neutral, 24 strongly agree, 23

disagree and 7 response are strongly disagree.

The result can be supported by Festinger’s social comparison theory, it states that

individuals determine their own social and personal worth based on how they measure up

against others.

This finding implies students aren’t affected by social comparison due to online

learning which makes their social life better than at traditional learning. Teens tend to

compare their abilities and skills, such as sports ability or academics. Sometimes this type

of comparison can motivate students to practice harder or it will discourage them and

create intense anxiety.

Statement 4 prevails the neutral response of the respondents on how much it doesn’t

affect them to have more control of their time, allowing them to manage more of their

day. Based on the results, it has a mean value of 3.23 which has an interpretation equal to

neutral. 47 responses are agree, followed by 31 neutral responses, 23 disagree, 16

strongly agree and 13 strongly disagree.

As stated in the study of Khalil et al. (2020), a thematic content analysis yielded four

core themes: (1) educational impact, (2) time management, (3) challenges encountered,

and (4) preferences for the future. The online modality was well-received, and all

participants agreed that online sessions were time saving and that their performance was

improved due to enhanced utility of time; however, they indicated that they encountered
 36

some challenges, including methodological, content perception, technical, and behavioral

challenges during sessions and online exams. Most of the preclinical students preferred

online learning for the upcoming academic years.

As what is found in this study, it indicates that students have a neutral response for

the extra time they’ve gained during pandemic that could allow them to decide what to do

next. Although the response is neutral, there are still some students who agreed that they

have more control of their time giving them the chance to explore things at their home

during the pandemic.

Statement 8 shows the response of the participants that desn’t feel going out to

socialize after getting used to isolation during lockdown. Based on the results, it ha s a

mean value of 3.14 which has an interpretation equal to neutral. The highest response is

36 which is agree, followed by 34 disagree, 30 neutral, 19 strongly agree and 11 strongly

disagree.

The result is supported by the study of Abdallah, YN., et al.(2020), social

relationships refer to the existing associations between family members, friends,

neighbours, coworkers, and other associates. Due to the COVID-19 pandemic, social

distancing has been imposed by the curfew program in Jordan. The COVID-19 pandemic

is negatively affecting social relationships, which could ultimately lead to negative health

implications. Decision-makers are advised to provide educational campaigns that improve

the sociological health of the general population.

This finding implies that lockdown isn’t that hard to the deal with to the point the

students don’t feel going out to socialize after spending a long time at home. Although
 37

the result is neutral, there are still students who agreed that after spending a long time at

home going out to socialize doesn’t give them any excitement.

Pertaining to the result of Statement 9, it shows the decrease of relationship of the

participants with their social groups due to not being able to talk for so long. According

to the results, it has a mean value of 3.41 which has an interpretation equal to agree. The

highest response is 49 agree, followed by the same total responses of 24 which are

strongly agree and neutral, 22 responses of disagree and 11 responses of strongly

disagree.

This result is supported by the study of Mirian OC, Danjuma YM, Amaonyeze, NB.

(2021), major findings revealed that COVID-19 negatively affected the lives of people,

ranging from lack of face-to-face communication and interaction, to change in people’s

social welfare and lifestyle, to halt in education and academic activities, restriction in

movement and transportation and household welfare challenges.

As what is found in this study, majority of the participants agree that lack of face-to-

face communication and interaction greatly affect the relationship the participants have

with their social groups. In this pandemic, people are being restricted to go outside and

socialize. Lack of interaction may form tension in a relationship and affect them

negatively.

Statement 10 prevails the response of the participants on how students feel

demotivated to participate in group activities because they can not communicate properly

to their classmates. Based on the results, it has a mean value of 3.42 which has an

interpretation equal to agree. The highest response is 50 agree, followed by 34 neutral

 38

responses, 20 responses disagree, 19 strongly agree responses and 7 strongly disagree

responses from the respondents.

This result can be supported by the theory of social isolation by Giden,, according to

him, social isolation theory can be defined structurally as the absence of social

interactions, contacts, and relationships with family and friends, with neighbors on an

individual level, and with “society at large” on a broader level.

As what is found in this study, it indicates that majority of the participants agree that

the absence of social groups affect the usual activities of an individual before the

implementation of lockdown during pandemic. Social isolation happens when an

individual lacks social interactions that would result him to isolate himself from the his

friends or colleagues.

Statement 11 conceals the response of the participants that feel awkward meeting

with friends after months of isolation due to the pandemic. According to the results, it has

mean value of 2.71 which has an interpretation of neutral. The highest response is 32

agree, followed by the same total responses of 30 neutral and disagree, 29 responses of

strongly disagree and 9 responses of strongly agree.

This result is supported by the study of Mirian OC, Danjuma YM, Amaonyeze, NB.

(2021), major findings revealed that COVID-19 negatively affected the lives of people,

ranging from lack of face-to-face communication and interaction, to change in people’s

social welfare and lifestyle, to halt in education and academic activities, restriction in

movement and transportation and household welfare challenges. It is suggested that

policymakers should intensify efforts to ensure that corona virus is completely eradicated

by providing and making COVID-19 drugs and vaccines available to all Nigerians.
 39

Government should ensure strict compliance to PTF directives on wearing of facemask

by all Nigerians.

As what is found in this study, it shows that students agree that due to isolation

caused by COVID-19 pandemic the lack of social interaction formed negatively affects

the social relationship an individual have. A gap is tend to form when a friendship lacks

direct contact in a long period of time.

Statement 12 shows the response of the participants on the thought of going outside

to socialize makes them tired because they’re getting used to lockdown. Based on the

results, it has a mean value of 3.42 which has an interpretation equal to agree. The highest

response is 48 agree, followed by the same total responses of strongly agree and neutral

which is 25, 20 responses of disagree and 12 responses of strongly disagree.

The result can be supported by the study of Yasser et al. (2020), the study provides

support for the notion that the social relations of friends and colleagues were negatively

affected by the pandemic, where 37.8% of participants reported that these social

relationships became weaker. Such results are expected as there has been a physical

distance between friends and colleagues. Also, this strongly relates to responses about

becoming more connected to one’s colleagues after the spread of the coronavirus, where

30.0% of participants could not communicate well and 43.8% reported that there has been

some degree of connection.

This finding implies that students agree after a long time of staying at home due to

COVID-19 pandemic the usual habits of the person has was negatively affected, being
not in direct contact for a long time negatuvely with their social groups affect how a

person socialize.
 40

Statement 13 shows the response of the participants that lost of interest in socializing

with their friends because of the lack of direct contact. According to the table above, it

has a mean value of 3.41 which has an interpretation equal to agree. The highest response

is 48 agree, followed by 34 responses of neutral, 29 responses of disagree, 18 responses

of agree and 1 response of strongly disagree.

The result can be supported by the social isolation theory proposed by Gidden, it can

be defined structurally as the absence of social interactions, contacts, and relationships

with family and friends, with neighbors on an individual level, and with “society at large”

on a broader level.

As what is found in this study, it shows that students agree the lost of interest in

socializing with friends or colleagues happens when they can’t see their friends

personally. Social isolation theory happens when an individual lacks social interactions,

contacts and relationships with family and friends in which it negatively affects the social

life the students have.

Statement 14 shows the response of the participants that cancelled social events and

plans, e.g. sports training or a friend’s birthday. Based on the table above, it has a mean

value of 3.41. The highest response is 46 agree, followed by 30 responses of neutral, the

same total number of response in strongly agree and disagree which is 23 and 8

responses of strongly disagree.

As stated in the study of Park K-H., et al. (2021). There was a significant decline in

physical and other meaningful activities, including activities of daily living, leisure,

social activity, and education. However, there were no significant changes in nutrition,
 41

except in the consumption of carbohydrates and minerals. Participants reported that their

quality of life and mental health had decreased after the pandemic struck.

As what is found in this study, it indicates that sudden changes in the usual routine of

a person like social activities during the pandemic affects them negatuvely. Emergency

measure were implemented to contain the spread of the coronavirus which forced people

to cancel the plans they have for social gathering like birthday party and graduation

celebration.

The overall weighted mean rating of respondents resulted in neutral. In conclusion,

the social life of the respondents are not entirely affected during the COVID-19

pandemic.
 CHAPTER 5

SUMMARY, FINDINGS,CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings and the recommendations which are

drawn from the findings of the study.

Summary

This study aimed to distinguish the perceived effects of covid-19 pandemic to the

social life of senior high students in the academic year 2020-2021, second semester of

Mindanao State University – Marawi Senior High School. This study sought to answer

the following questions: 1) What is the demographic profile of the correspondents in

terms of age and gender. 3) What are the positive and negative effects of the pandemic in

the social life of senior high school student? 3) What is the implication of the results of

the study?

This study used descriptive research method involving 130, 35 male and 95 female,

grade 11 and 12 from Mindanao State University – Marawi Senior High School who

served as the respondents of this study. The data were gathered through the use of online

questionnaires made from Google forms regarding the perceived effects of the covid-19

pandemic to the social life of the respondents. The data was then analyzed and tabulated

using statistical tool percentage formula and average weighted mean.

 43

Findings

The findings of this study majority (95) or 73% of the respondents are females; and

thirty-five or 27% of the respondents are males and (77%) of the respondents are aged

16-17 years old. The results show that students feel more relaxed staying at home after a

long period of time during the pandemic with a mean value of 3.78. The response on the

statement “I have more time to do non-school activities like for examples are gardening,

cooking and doing arts etc. which is good for my development.” has a mean value of

3.65. The statement that has a higher response are more on positive effects of COVID-19

on the social life of Senior high school students.

Conclusion

Based on the results of data analysis obtained from filling student questionnaires.

Majority of the respondents are 16-17 years old and female. The respondents also agree

that the pandemic gives more time to students to enjoy their life at home and that there

are changes in social relationships from lack of direct contact and changes in the daily

social life of the students. The students believe that they have built resilience by finding

flexibility to react to change during the pandemic. Students have more control of their

time, allowing them to manage more of their day. It can be concluded that the COVID-19

pandemic more positively affects the social life of senior high school

students.
Recommendations

In light of the conducted survey the following recommendations are made:

 44

1. Students must find a way to strengthen the relationships they have with their

social groups durignCOVID-19 pandemic.

2. Students must find ways to be flexible and adapt situations easily during the

COVID-19 pandemic to avoid the negative effects of the pandemic on their

social life.

3. Students must motivate themselves to be productive about their day to avoid

laziness.

4. Parents must interact with their children to enhance their social skills and

develop communication skills.

5. Parents must check on the daily situation of their children for them to stay

healthy during the COVID-19 pandemic.

6. Teachers should teach the students the basic social skills in which it could help

them improve their social interactions.

7. Teachers should guide the students on how to cope up with situations during the

pandemic.

8. Teachers should give the students an activities that require interaction in the

class even if it’s through online and activities that require the interaction of the

family members in a household.

9. For future researchers, they can conduct a study about other effects of COVID-

19 pandemic on the socialization of an individual, because this study only

focuses on how the pandemic affects the social life of the students.

References
 45

Theses
Al Dhaheri AS, Bataineh MF, Mohamad MN, Ajab A, Al Marzouqi A, Jarrar AH, et
al. (2021) Impact of COVID-19 on mental health and quality of life: Is there any effect?
A cross-sectionalstudy of the MENAregion. PLoS ONE 16(3):
e0249107. https://doi.org/10.1371/journal.pone.0249107
Alghamdi, AA. (2021). Impact of the COVID-19 pandemic on the social and
educational aspects of Saudi university students’ lives. PLoS ONE 16(4): e0250026.
https://doi.org/10.1371/ journal.pone.0250026
Fatoni, Nurce, A., Etty, N., Ela, N., et al. (2020). University Students Online
Learning System During Covid-19 Pandemic: Advantages, Constraints and Solutions.
Universitas Faletehan, Indonesia.
Höppner G (2017) Rethinking Socialization Research through the Lens of New
Materialism. Front. Sociol. 2:13. doi: 10.3389/fsoc.2017.00013
Chaturvedi, K., Vishwakarma, D., Singh, N. (2021). COVID-19 and its impact on
education, social life and mental h
Martin, T. , Rebecca, B,. (2021). Impact of the COVID-19 crisis on work and private
life, mental well-being and self rated health in German and Swiss employees: a
cross-sectional online survey. https://doi.org/10.1186/s12889-021-10788-8
Mirian OC, Danjuma YM, Amaonyeze NB (2021) Impact of Corona Virus Disease-
2019 (COVID-19) Pandemic on Social Lives and Interactions of Nigerian Citizens. Arch
Med Vol.13 No.3:15
Naser, A., Al-Hadithi. H.,Eman Zmaily Dahmash, EZ. Et al. (2020). The effect of the
2019 coronavirus disease outbreak on social relationships: A cross-sectional study in
Jordan. Department of Applied Pharmaceutics and Clinical Pharmacy, Faculty of
Pharmacy, Isra University, Jordan
Paolo, P., Warner, H. (2012). Social Isolation in America. Stanford University
Park K-H, Kim A-R, Yang M-A, Lim S-J, Park J-H (2021) Impact of the COVID-19
pandemic on the lifestyle, mental health, and quality of life of adults in South Korea.
PLoS ONE 16(2): e0247970. https://doi.org/10.1371/journal.pone.0247970
Yingfei, Z., Zheng, F.M. (2020). Impact of COVID-19 Pandemic on Mental Health
and Quality of Life among Local Residents in Listening Province, China: A Cross
Sectional Study.
Articles

Cooley, Charles Horton. 1902. “The Looking Glass Self.” Pp.179-185 in Human

Nature and Social Order. New York: Scribner’s.

Bloo, Lisa. 2011. “How to Talk to Little Girls.” Huffington Post, June 22. Retrieved.

January 12, 2012

(http://huffigtonpost.cpm/lisa-boom/how-to-talk-to-little-gir_b_882510.html).
 46

Bobby Duffy. (2020). Getting used to life under lockdown? Coronavirus in the UK.

The Policy Institute

 471

APPENDIX B
QUESTIONNAIRE FOR EFFECTS OF COVID-19 PANDEMIC ON SOCIAL LIFE

OF STUDENTS

Introduction

The questionnaire is designed for the purpose of studying the perceived effects of

COVID-19 pandemic on the social life Senior High School Students. The information

provided will be treated with confidentiality and is only for academic purposes.

Please fill the questionnaire as accurately as possible by getting a tick

PART A, BACKGROUND INFORMATION

1. What is your gender?

Female

Male

2. What is your age?

Below 13 years old

14-15 years old

16-17 years old

18-19 years old

20-21 years old

48
PART B. POSITIVE AND NEGATIVE EFFECTS OF PANDEMIC ON SOCIAL
LIFE OF SENIOR HIGH SCHOOL STUDENTS

Strongly Agree Neutral Disagree Strongly

Agree Disagree
 I feel more
relaxed
staying at
home after
a long period
of time during
the pandemic.
I have more
time to rest
without
traveling
to school,
work and after
school
activities.
I feel more
relaxed
because of the
absence of
peer
comparison
in my
academics.

I have more
control of my
time, allowing
me to manage
more of my
day.

I spend a
quality time
bonding with
my family
that made us
closer
49
1
 I have more
time to do
non-school
activities like
for examples
are gardening,
cooking and
doing arts etc.
which is good
for my
development.
During the
pandemic, I
build
resilience by
finding
flexibility to
react to
changing
circumstances
.
I don’t feel
going out to
socialize after
getting used to
isolation
during
lockdown.
The
relationship I
have with my
social groups
decreases due
to not being
able to talk for
so long.
 50

I feel
demotivated
to participate
in group
activities
because I
can’t
communicate
properly to
my
classmates.

I feel
awkward
meeting my
friends after
months of
isolation due
to the
pandemic.

The thought
of going
outside to
socialize
makes me
tired because
I'm getting
used to
isolation.
Lost of
interest in
socializing
with my
friends
because of the
lack of direct
contact.
 51

I cancelled
social events
and plans, e.g.
sports training
or a friend's
birthday.
CURRICULUM VITAE
2x2 Picture (Each
researcher has to have
curriculum vitae)
PERSONAL INFORMATION

Name: ABDUL JABBAR, AMENA JASMINE A.

Nickname: HAPPEE
Age: 20 Years Old
Civil Status: SINGLE
Address: BUBONG-RAMAIN, LANAO DEL SUR
Date of Birth: November 12, 2000
Place of Birth: BACOLOD-KALAWI, LANAO DEL SUR
Religion: ISLAM
Ethicity: MARANAO
Email Address: [email protected]
Contact Number: 09632965533

EDUCATIONAL ATTAINMENT

Senior High:

Mindanao State University-Main Campus, Marawi City

HUMSS, Year you got in-2021
• 90.44 General Average
• Bronze Medalist in 1st Semester of Grade 11

Secondary:

Del Carmen Integrated School, Iligan City

2017-2019
Mindanao State University-Institute of Science Education 2015-
2017

Elementary:
 52

Al-farabi International Academy, Marawi City

2013-2015
Philippine Integrated School (PIS) Foundation, Inc.
2007-2013
SCHOLARSHIP GRANT

DOST

ORGANIZATION AFFILIATION
SPORTS CLUB

INTERESTS

Humanitarian Works, Psychology, Body Language and Facial Expressions,

Writing Poetry and Prose, Reading, and Collecting Books
 5353

CURRICULUM VITAE

2x2 Picture (Each

PERSONAL INFORMATION researcher has to have
curriculum vitae)
Name: Pacote, Nur-Hanifah M.
Nickname: Maytoo Age: 17
Civil Status: Single
Address: Bo. Saber, Marawi City Date of Birth:
January 06, 2004
Place of Birth: Bo. Saber, Marawi City
Religion: Islam
Ethicity: Meranao
Email Address: [email protected],
Contact Number: 09109142768

EDUCATIONAL ATTAINMENT

Senior High:

Mindanao State University-Main Campus, Marawi City

Strand, Year you got in-2021
• General Average: 89
• Any club you’re a member of : Ogop Club

Secondary:

Mindanao State University-Main Campus, Marawi City

University Training Center, 2008-2012

Elementary:

Amai- pak pak Central Elementary School

SCHOLARSHIP GRANT

Applicant

ORGANIZATION AFFILIATION
 Ogop Club

54

INTERESTS

Humanitarian Works, Psychology, Body Language and Facial Expressions,

Writing Poetry and Prose, Reading, and Collecting Books
 55

CURRICULUM VITAE

PERSONAL INFORMATION

Name: Moh'd Hafiz U. Pimping

Nickname: Hafiz
Age: 18
Civil Status: Single
Address: Sarimanok Street, Marawi City Date of Birth:
Feb. 21, 2003
Place of Birth: Mercy Hospital, Iligan City
Religion: Islam
Ethicity: Meranao
Email Address: [email protected]
Contact Number: 09081483546

EDUCATIONAL ATTAINMENT

Senior High:

Mindanao State University-Main Campus, Marawi City

Strand, Year you got in-2021
 General Average:

Secondary:

Mindanao State University-University Training center, 2018-2019 MSU-

Saguiaran, 2017-2018 Integrated Laboratory School, 2015-2017

Elementary:

Philippine Integrated School (Saguiaran branch), 2013-2015 Amai Pakpak Central

Elementary School, 2009-2013

SCHOLARSHIP GRANT

N/A

INTERESTS
Psychology, History, Machines, and Games.