SCHOOL DURING PANDEMIC: THE IMPACT OF THE ONLINE CLASS TO THE

MENTAL HEALTH OF SENIOR HIGH STUDENTS IN TAYUG, PANGASINAN

A Research Proposal Presented for Senior High School in Tayug,

Pangasinan

In Partial Fulfilment of the Requirements for the Senior High

School

Practical Research 2
ACKNOWLEDGEMENT

My first and sincere gratitude goes to the Lord above who didn’t
fail to guide me all through the sleepless nights and days and to
the moments that I had almost given up. Thank you, Lord for
giving me wisdom, strength, courage and patience to finish my
research. Thank you very much Lord.

This research would not have been possible without the help of
people behind me who contributed and gave their support and
assistance for the completion of this research.

SALAMAT.
TABLE OF CONTENTS
LIST OF FIGURES
LIST OF TABLES
ABSTRACT
The COVID-19 outbreak had an impact on our lives, and it sparked a
global public health response. The pandemic has turned into a global
health crisis that has had a significant effect on education.

The lockdown had a direct effect on the student's mental health,

resulting in psychological issues such as stress, anger, and
depression. Students already coping with mental health conditions have
been especially vulnerable to the changes, and now we are learning
about the broad impacts on students as a result of schools being
closed, physically distancing guidelines and isolation, and other
unexpected changes to their lives.

This research would focus on the effect of online classes on a

student's mental health during a pandemic. The aim of our study is to
raise awareness of the numerous mental health problems that may arise
and how to cope with them. Our findings will aid them in learning how
to cope with stress and anxiety, as well as the effects of poor mental
health. We may also make recommendations on what they can do to avoid
issues that affect their mental health.
 CHAPTER 1

INTRODUCTION

1.1. Background of the Study

The coronavirus disease 2019 (COVID-19) was detected in China,

spread throughout the world within a few months and was declare
pandemic by the World Health Organization. Coronavirus is a type of
common virus that infects humans, typically leading to an upper
respiratory infection (URI.) The viruses are spread through the air by
coughing and sneezing, close personal contact, touching an object or
surface contaminated with the virus and rarely, by fecal
contamination.

Schools around the world had to closed their campuses and shift all
their academic programs online. Schools were not prepared for such a
transition from classroom-based education to completely online class.

An online class is a class that takes place over the internet.

They're usually run via a learning management system, which allows
students to view their course syllabus and academic progress, as well
as interact with their classmates and teacher.

The pandemic and lockdown to contain it have affected the mental

health of people around the world. Many students are suffering from
stress and anxiety. Such psychological issues often hinder students
from adapting to online education. Moreover, not all students have
equal access to and expertise on digital technologies.

Our emotional, psychological, and social well-being are all part of

our mental wellbeing. It has an effect on the way we think, feel, and
act. It also influences how we deal with tension, interact with
others, and make decisions. Mental health is critical at all stages of
life, including childhood, adolescence, and adulthood.

Many students suffering mental illness because of online classes

necessitate the use of a computer and other similar devices, which can
cause eye strain, poor posture, and other physical health issues.
Students are having difficulty completing their schoolwork because, as
we all know, there are many distractions at home that create an
obstacle to concentrate, and many students do not have enough things
to do their assignments, which can lead to tension, headache, anxiety,
and depression.

Since students are severely impacted by mental health problems on a

daily basis, it is important to increase mental health awareness in
schools. They need a reliable structure and a source of knowledge to
direct them through the process of resolving their inner conflicts.

1.2. Framework of the Study

The conceptual paradigm of this study includes the independent

variable and dependent variable. The independent variables include the
profile of the students with their age, gender and mental health of
students.

The dependent variable includes the impact of the online class to

the mental health of students.

1.2.1 Theoretical Framework

As noted, Terry Anderson (2011) examined the possibility of building

a theory of online education, starting with the assumption that it
would be a difficult and perhaps impossible task. He approached this
undertaking from a distance education perspective, having spent much
of his career at Athabasca University, the major higher education
distance education provider in Canada while He acknowledged that many
theories and practitioners consider online learning as a subset of
learning in general (Anderson, 2011, p. 46-47). He also stated:

Online learning as a subset of distance education has always been

concerned with provision of access to educational experience that is,
at least move flexible in time and in space as campus based education
(Anderson, 2011, p. 53).

These two perspectives (subject of learning in general and subset of

distance education) complicate any attempt to build a common theory of
online education. Blended learning models, for instance, do not easily
fit into the distance education schema, even though they are evolving
as a prevalent component of traditional face to face and online
education component environment.

Anderson considered a of theories and models but focused on the

well-respected work of brans ford, brown, and cocking (1999) who
posited that effective learning environments framed within the
convergence of four overlapping lenses: community centeredness,
knowledge centeredness, learner centeredness and assessment
centeredness. These lenses provided the foundational framework for
Anderson’s approach to building an online education theory, as He
examined in detail the characteristics and facilities that the
internet provides with regards to each of the four lenses. Second, He
noted that the internet had-evolved from a text-based environment to
one in which all forms of media are supported and readily available.
He also accurately commented that the internet’s hyperlink capacity is
the most compatible with the way Human knowledge is stored and
accessed. In this regard, he referred to the work of Janassen (1992)
and shank (1993) that associated hyperlink with constructivism.
Finally, Anderson extensively examined the importance of interaction
in all forms of learning and referred to a number of a mostly distance
education theorist such as Holmberg (1989), Moore (1989), Moore and
Kersley (1996) and Garrison and Shale (1990). The essence of
interaction among students, teacher and content is well understood and
is referenced in many theories of education especially constructivism.

1.2.2 Conceptual Framework

In 2020, countries have closed around the world, going from strict
quarantine to smart lockdown. In education, not being allowed to enter
a school building and not at equal levels. In developed countries, we
observe primary school children connecting with classmates through
video conferencing software. On their own or in virtual groups,
children have tackled the list of activities that schools request them
to do. While this works relatively well for cognitive knowledge and
skills such as physical or handcraft skills, (e.g. music, theatre
class, or gym), developed outside of books are quickly dropped from the
curriculum also, social skills, developed while playing or cooperating
and building social connection, are largely lost. These are essential
skills that deserve attention because they are more difficult to
delivery virtually.

The move to fully online schooling impacts the enjoyment of

learning. In many develop country settings, secondary schools replaced
face-to-face classes with online classes, requiring student to listen
in a virtual classroom setting for several hours per day. Even though
in online learning we know that the attention spans of people in the
virtual space are about six minutes (Geri Winer and Zaks, 2017), the
move from face-to-face to a virtual classroom was often a relative
simple one, not taking retention into account. When teachers were
asked to move classes online in a period of a few days, time to
develop online didactic skill, as well as the option to use or
establish suitable online course materials, were lacking. It is
possible to provide actual content virtually to student without much
preparation, Yet, the enjoyment that teachers have in teaching, and
student can have in learning is for more difficult to capture (Lark
and Choi, 2009). Children of secondary school age need lesson to be
attractive and entertaining, yet the focus of self-directed learning
tend to be related more to peer and teacher social support (Wang and
Holcombe, 2010)

1.3. Paradigm of the Study

OUTPUT
INPUT

PROCESS
 FEEDBACK

1.4. Statement of the Problem

This study will look the Impact of the Online Class to the Mental
Health of the student. Specially, it seeks to answer the following
question:

1. What is the demographic profile of the respondent (students) in

terms of the following variables;
1.1 Age;
1.2 Sex;
1.3 Grade level
1.4 Study habits
2. In terms of time and work, are your overall expectations the same
as or different from a traditional school?
3. Is online class goods or bad
1.1 Yes
1.2 No

1.5. Objective of the Study

1. Enhance the quality of learning and teaching.

2. Meet the learning style or needs of the student.

3. To help the student to become aware of mental health.

4. Improve user accessibility and time flexibility to engage

learners in the learning process.

5. Improve the efficiency and effectiveness of the study.

1.6. Significance of the Study

To the students. This study will assist you in understanding the
benefits of maintaining a stable mental health and how to cope with
academic issues. It will help you in improving your quality of life
while also allowing you to be more creative and efficient. In line
with this study, it will help the students to develop their new skill
to online class.

To the Teachers. This research will be beneficial to the teachers and

it will help them to their discussion regarding related to this
lesson.

To the Future Researchers. They provide some guides and reference on

how to write a research related to this topic. This might give some
insights about how online class affect the mental health of the
student.

1.7. Scope, Limitations and Delimitations

Scope

To know what the main problem of the students is and immediately

formulate actions to avoid possible negative effects that can harm the
well-being of the students in times of crisis.

Limitations

The major focus of this study is to assess the mental health and
psychological wellness during the community quarantine of the 20
selected students. The outcomes of the present study will be
beneficial and valuable to the following: To the students.

Delimitations
Provide necessary pieces of information of the mental health of the
student which could be a great help to the respondents in
understanding themselves the Internet.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1. Local Literature

Stress is ‘normal part of life’

The mental health issues students experience during distance learning are due to an

"interplay" of factors, said one of the country's top psychiatrists, who added that such issues
cannot be solely attributed to the difficulties of the revamped education system. "It’s a very
complex issue or concern. We need to look at it as interplay of a lot of factors. These factors are
biological, psychological, social, and sometimes spiritual," Dr Joan Rifareal of the Philippine
Psychiatric Association told Rappler in an interview on Wednesday, October 21.
This issue was brought to light after the Department of Education (DepEd) released a
statement on Tuesday appealing to the public to "stop directly connecting" the deaths of its
teachers and students to the distance learning system.
The Philippines currently has a landmark mental health law which secures the rights of
persons with mental health needs, provides mental health services, and promotes mental health
education to schools, barangays, and workplaces.
The DepEd shifted to distance learning for the coming school year to comply with President
Rodrigo Duterte's directive for schools to delay face-to-face classes until a coronavirus
vaccine becomes available.
There was a heated debate in the country about when and how to start classes in the middle of an
untamed crisis. Parents and students pointed out their lack of finances to acquire gadgets needed
for distance learning. (Magsambol, October 22, 2020- Rappler, Manila Philippines)

2.2 International Literature

Health and social issues

The COVID-19 pandemic and the closing down of the university campuses have affected
the mental health of university students (Savage et al., 2020). Empirical studies conducted in
Bangladesh (Khan et al., 2020), China (Jiang, 2020), France (Essadek & Rabeyron, 2020),
Greece (Kaparounaki et al., 2020), UK (Savage et al., 2020), and USA (Copeland et al., 2020)
found that a large proportion of students are suffering from mental disorders of varying severity.
Many students reported suffering from depression, anxiety, distress (Essadek &
Rabeyron, 2020), and even suicidal thoughts (Kaparounaki et al., 2020). The current situation is
having a modest but persistent effect on the mental health of students (Copeland et al., 2020).
Students are worried about both the pandemic in general and their careers (Hasan & Bao, 2020).
Lack of motivation and negative emotions (Patricia, 2020) make it difficult for many students to
focus on online education.

In a study conducted just before the outbreak of COVID-19, Lembani, Gunter, Breines,
and Dalu (2020) observed that there existed a digital divide between urban and rural areas, and
students in rural areas often do not have adequate access to information and communication
technology. Grishchenko (2020) also reported that economically disadvantaged people and
people living in rural areas often have limited access to digital technologies. Steady access to
digital technologies is a precondition for online education. Students with limited access to digital
technologies and students who are less knowledgeable about those technologies are facing
problem in adapting to online education. Beaunoyer, Dupéré, and Guitton (2020) opined that the
digital divide existed before but the pandemic has exacerbated it. Furthermore, some students
live in houses that are not enough spacious and face problem in attending online classes at their
homes (Patricia, 2020).
 CHAPTER 3

METHODS AND PROCEDURES

3.1 Research Design & Methodology

This chapter is settled by evaluation sheets of data collection to support the study about
the – Impact of the Online Class to the Mental Health of students. The quantitative study method
and techniques used herein will be further discussed throughout this chapter. All the data
required for this proposed postulation project came from the get-together of explores and
examination led by the specialist.

Research Design

The plan of this examination is a result of the exploration about the effect of online class
for the psychological well-being of the understudies and different perspectives and numerous
different subtleties that would assist with deciding the impacts in the midst of pandemic.
 3.2 Population and Locale of the Study

Map of Pangasinan with Tayug Highlighted

(source: google images)

Demographics

Tayug has 5,123.626 hectares land area and a population of 43,149 per NSO 2015 Census
of Population and Household, which was 1.44 percent of the total population of the Province of
Pangasinan. This study will be conducted here in the Philippines, specifically here in Tayug,
Pangasinan as the respondents are senior high school students. Due to the pandemic, the survey
will be answered by the respondents online by sending them personal copies of the survey itself.
 3.3 Data Gathering Tools

The data gathering tool or methods utilized in social event information and data for the
improvement of the study relies upon the quantitative overview which characterized as a
purposive process of gathering, investigating, classifying, and organizing information. A
descriptive factual way to deal with quantitative data investigation technique will be used.

Record and Documents

The analyst arranged a letter of request/ consent marked by the respondents to respect to
the working papers and reports for the requirements of the said proposed extend.

3.4 Data Gathering Procedures

The researchers conducted a survey questionnaire and ask permission for the respondents
to be developed. In order to support the validity of the data survey has been conducted to gather
information. After gathering the information, the analyst will analyze the data by analyzing the
concepts, perceptions, rules, and guidelines and will result for the conclusion of the ponder.

Survey

The researchers had allotted vigorous time, effort and cooperation in developing their
questionnaire so as to serve its intended respondents. The survey was created using suitable
questions modified from related research and individual questions formed by the researchers.
The survey was comprised 6 questions which were related to the participant’s perception
regarding the impact of online class to the mental health of students. In the questionnaire, the
respondent should determine whether they agreed or disagreed in the statement.

The data gathered from this research instrument were tallied and computed for
interpretation according to the frequency of items answered by the participants.
Survey

AGE: 17 IIII = 5 SEX: F IIII lIII = 10

18. IIII IIII = 10 M IIII IIII = 10

19. IIII = 5

Grade Level: 11 III = 3

12 IIII IIII IIII II = 17

1. How do you feel overall

about distance education?

Poor = 2 10%

Below Average = 12 60%

Average = 5 25%

Good = 1 5%

Excellent = 0

2. Do you have access to a device for learning online?

Yes = 8 40%

Yes, but it doesn’t work well = 12 60%

No, I share with others = 0

3. How effective has online learning been for you?

Not at all effective = 5 25%

Slightly effective = 12 60%

Moderately effective = 3 15%

Very effective = 0
Extremely effective = 0

4. How stressful is distance learning for you during the COVID-19 pandemic?

Slightly = 0

Medium = 2 10%

Average = 18 90%

5. Do you enjoy learning remotely?

Yes, absolutely = 0

Yes, but I would like to change a few things = 1 5%

No, there are quite a few challenges = 14 70%

No, not at all = 5 25%

6. How peaceful is the environment at home while learning?

Not at all = 5 25%

Slightly peaceful = 12 60%

Moderately peaceful = 3 15%

Very peaceful = 0

Extremely peaceful = 0
 3.5 Data Analysis

This analysis summarizes the data gathered from the quantitative research, approached
from analyzing, interpreting and presenting data gained from the survey questionnaire. The
analysis of the quantitative data will be used to provide participants with an overview of the
effects of technology and online learning on student mental, emotional and social health.

Survey

The researchers used a set of a survey questionnaire in gathering pertinent data. The
questionnaires were disseminated via an online survey sent to the respondents. After all the data
needed were gathered, the frequencies of answers in each question were tallied and their
percentage was obtained. Through these, the researchers obtained well conclusions and suitable
recommendations.

With the gathered data from the answers of the responses from the conducted survey,
information showed that the impact of the pandemic and online learning triggered new changes
in mental health and mood. The students find it difficult to receive the extra education support
they need to succeed.

Students

•According to the respondents, some of them talk about feeling burnt out due to their
classes' workload, and struggling with the new system due to a lack of resources. In line with
this, “The Philippines currently has a landmark mental health law which secures the rights of
persons with mental health needs, provides mental health services, and promotes mental health
education to schools, barangays, and workplaces. – Rappler.”
 CHAPTER 4

RESULTS AND DISCUSSIONS

4.1 Current Situation

S. W. O. T. ANALYSIS
• Any place
• Any time or pace
• Synergy
• High quality dialogue
Strengths
• Student centered
• Level playing field
• Access to resources
• Creative teaching
• Accessibility
• Computer literacy
• Limitations of technology
Weakness
• Requires self-directed learners
• Limitations for hands-on learning
• Limitations for "lectures
• Students have the freedom to juggle their careers
and school because they aren't tied down to a fixed
schedule.
• Online education can cost less due to a variety of
Opportunities
reasons like assorted costs that are related to
transport, such as fuel, parking, car maintenance,
and public transportation costs don't affect the
online student.
Threats • Adaptability Struggle.
• Technical Issues.
• Self-Motivation.
 • Time Management.
• Stress
• Pressure

The increased screen time of online instruction and the lack of face-to-face interaction
have affected many students’ mental and physical health. In fact, increased screen time has been
linked to anxiety, depression and perceived attention problems.

“Just as students are being flexible with teachers who are trying out online methods for
the first time, it seems fair that teachers should extend that same flexibility back to students,”
said Katie Lear, a mental health counselor who specializes in trauma and anxiety treatment.

Some students’ social anxiety has increased as a result of taking classes online, partially
because online classes have increased the pressure of looking presentable.

It’s clear that the ongoing pandemic has utterly disrupted students’ education, impacting
the mental and physical health of countless students. But maybe the pandemic will be a good
time for policymakers, schools, teachers and parents to rethink education. Currently, schools
primarily focus on traditional academic skills and remote learning rather than on real-life skills,
which are arguably more important for success in the future.

Although COVID-19 is negatively affecting students, the pandemic has given

stakeholders the opportunity to create a more effective method of educating future students.

CHAPTER 5
 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary of Findings

The research project document “School during Pandemic: The Impact of the Online Class
to the Mental Health of Senior High Student in Tayug, Pangasinan” aims to determine the
disruption caused by Covid-19 in the educational sector that may last longer than originally
predicted. To better understand the current situation, this research analyses the mental health
status of SHS students during the pandemic and investigates the learning conditions needed to
support students. The sample included 20 students who took part in an online survey. Overall,
the students reported yielding during lockdown and indicated that lecturers were challenged by
distance teaching, which created some stress for the students. The COVID-19 pandemic has
presented many challenges to students, educators, and parents. Students already coping with
mental health conditions have been especially vulnerable to the changes, and now we are
learning about the broad impacts on students as a result of schools being closed, physically
distancing guidelines and isolation, and other unexpected changes to their lives.

5.2. Conclusions

Online learning offers students the opportunity to learn whenever best suits them. This
helps them, and their parents, balance their education with their home life. Unfortunately, the
students feel heightened anxiety about keeping up. Other teens experienced difficulty
concentrating or staying focused while at home date with their school work.

The researcher, through this study, found out several factors affecting the performance of
the students taking an online class with their mental health. One drawback of online learning is
the possibility of students not being able to connect or relate to their classmates, unlike in the
classroom where students may ask their peers or teachers for immediate clarifications. This may
cause stress and other mental problems among the isolated students. First, the lack of access, if
the participants’ time online is limited by the amount of Internet access they can afford, then
instruction and participation in the online program will not be equitable for all students in the
course. Second, in the unprecedented age of COVID-19, anxiety onset by the unknown can
disrupt online schooling. And lastly, online courses require you to be responsible for your own
learning which cased pressures that affect the students’ mental health.

5.3 Recommendations

The researcher recommends online learning system, with its range of options and
resources; it can be personalized in many ways. It is the best way to create a perfect learning
environment suited to the needs of each student. While an online method of education can be a
highly effective alternative medium of education for the mature, self-disciplined student, it is an
inappropriate learning environment for more dependent learners.

The following recommendation will further improve the project’s outcome for future
researchers.

 A comprehensive study about the impact of online class in the mental health of the
students, its effect
 The researcher determined the status of the students in online learning in this times of
pandemic.
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CURRICULUM VITAE