THE PREVALENCE OF DEPRESSION AND ITS RELATIONSHIP TO THE

ACADEMIC PERFORMANCE AMONG STEM STUDENTS IN

CALATAGAN SENIOR HIGH SCHOOL AMIDST

COVID-19 PANDEMIC

A Research Paper Presented to the

Science, Technology, Engineering and Mathematics

In Partial Fulfillment of the Respondents

for the Basic Education Program for Senior High School Curriculum
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

BACKGROUND OF THE STUDY

Depression is a widespread and significant medical condition that has a negative

impact on how you feel think and behave. It can cause a slew of mental and physical issues,

as well as a reduction in your capacity to operate at work on even at school. Academic

performance can be considered as a direct counterpart to the work performance of students

constituting a disinter group of persons. Despite the fact that this group has a high frequency

of depression and that preparing for entry into the workforce is crucial for these individuals,

this relationship has not been thoroughly investigated.

Just 40 years ago, many physicians doubted the existence of significant depressive

disorders in children. However, an increasing amount of research confirms that children and

adolescents not only experience the whole range of mood disorders, but also face severe

morbidity and death as a result of them. According to studies, primary care providers fail to

recognize 30-50% of depressive patients. While improved pediatric diagnosis is unlikely to

have a major impact on patient outcomes, detecting teenagers with depression is the first step

toward better depression care. It affects 2% of pre-pubertal children and 5-8% of adolescents.

(Son and Kirchner, 2000).

To date, 3-9% fulfills depression criteria at any given time, and by the conclusion of

adolescence, as many as 20% indicate a lifetime prevalence of depression (Zuckerbrotand

Jensen, 2006). It is also said that adolescent depression can encompass a spectrum of

symptoms ranging from normal responses of sadness and disappointment in stressful life

events to severe impairment caused by clinical depression. An individual with a history of

depression are more vulnerable during this stressful time, but upsetting events such as the

pandemic can also induce sadness in some of them even those who has never showed any

signs of it before. Results from several studies validate that the negative relationship was

found between depression and academic performance. Furthermore, students presenting with

moderate levels of depressive symptoms demonstrated lower performance within academic

environments compared to those with normal and minimal levels of depression. (DeRoma, et.

Al, 2009). Depression is one of the most common obstacles teens and young adults face and

it’s beginning to take a serious toll in the classroom.

In this study, the researchers will focus on determining the prevalence of depression

among student and its relationship to their academic performance. The findings of this study

will be used as a basis for developing and validating a method in improving mental health,

one of the factors affecting the academic performance of students which needs awareness and

treatment during this pandemic.

STATEMENT OF THE PROBLEM:

This study aims to determine the prevalence of depression and its relationship to the

academic performance among STEM students in Calatagan Senior High School amidst

COVID-19 pandemic. Specifically, it seeks to answer the following questions:

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

1.1 Age

1.2 Sex

1.3 General Weighted Average (GWA)

1.4 Socio-demographic Profile

 2. What are the psychosocial factors associated with the prevalence of depression among

students in terms of:

2.1 Social support

2.2 Life events

2.3 Peer relationship

3. What is the level of depression of students?

4. Is there any significant relationship between the prevalence of depression among

students and their academic performance?

5. Is there any significant difference between the prevalence of depression among

students in terms of their demographic profile?

6. What program can be proposed to improve mental health and academic performance

of students amidst COVID-19 pandemic?

CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
I. Level of Depression I. Data collection by means At the end of this
met by the respondents of Survey Questionnaire. research, this will
amidst Covid-19 prove if there are
Pandemic. II. Assessment of relationships between
Psychological distress the prevalence of
II. Academic measurement using General depression and the
performance of the Health Questionairre-12. academic performance
respondents. of the students and
III. Assessment of
III. Demographic profile depression of the their demographic
of the respondents. respondents to be measured profile amidst Covid-19
using Beck Depression pandemic.
IV. Psychosocial Factors Inventory.
met by the respondents.

Figure 1. Research Paradigm on the Prevalence of Depression and its Relationship to

the Academic Performance among STEM students amidst Covid-19 Pandemic

RESEARCH HYPOTHESIS

Questions:

1. Is there any significant relationship between the prevalence of depression among

students and their academic performance?

2. Is there any significant difference between the prevalence of depression among

students in terms of their demographic profile?

Research Hypotheses:

1. There is no significant relationship between the prevalence of depression among

students and their academic performance.

2. There is no significant difference between the prevalence of depression among

students in terms of their demographic profile.

SCOPE AND DELIMITATION

This paper focused on the Prevalence of Depression among STEM students of

Calatagan Senior High School (CSHS) and its Relationship to their Academic Performance.

The main objectives of this study are to find out the significant relationship between the

prevalence of depression to the students’ academic performance and the significant difference

of prevalence of depression to their demographic profile. This study also assesses the

psychological distress of the students.

The researchers limited the study to 70 STEM (Science, Technology, Engineering and

Mathematics) students in Calatagan Senior High School (CSHS) on the A.Y. 2021-2022.

Each of the respondents was given a questionnaire to answer.

SIGNIFICANCE OF THE STUDY

The researchers believed that the result of this study will help the following assess the

prevalence of depression and its relationship to the academic performance of the students.

The findings of this study would be relevant to the following:

The Administrators. The result of the study can provide significant information about

the prevalence of depression among students. Also, the findings may serve as a basis for

developing programs to help the teachers assess the students and improve their competencies.

The Teachers. The result of this study would be beneficial to the teachers since they

are directly involved in the development of students. The data of this study may also guide

the teachers in developing new and appropriate teaching strategies to help the students

enhance their academic performance.

The Parents. The result of the study will give awareness to the parents that their

guidance and support have a huge impact on the students’ mental health and academic

performance in school.

The Students. This study will help the students in assessing their own mental health.

This study may also help them understand the importance of their health and how it can affect

their academic performance.

The Future Researchers. The findings of this study may serve as a reference for

future researchers. This may guide them in conducting further research about the prevalence

of depression and its relationship to the academic performance among students.

DEFINITION OF TERMS

Conceptual Definition
 Academic performance. It is the knowledge gained which is assessed by marks by a

teacher and/or educational goals set by students and teachers to be achieved over a specific

period of time. (https://www.grin.com)

Depression. A state of feeling sad. A serious medical condition in which a person

feels very sad, hopeless, and unimportant and often is unable to live in a normal way.

(Merriam-Webster Dictionary)

General Weighted Average (GWA). It is the average of grades in all subjects taken,

whether passed or failed. It is the result of combining the performance rating based on the

screening criteria or subject. (https://simple.m.wikipedia.org)

Psychological Distress. A set of painful mental and physical symptoms that are

associated with normal fluctuations of mood in most people. (https://dictionary.apa.org)

Psychosocial Factors. Characteristics or facets that influence an individual

psychologically and/or socially. Such factors can describe individuals in relation to their

social environment and how these affect physical and mental health.

(https://www.ncbi.nlm.nih.gov)

Operational Definition

Academic Performance. It refers to outcome of the efforts exerted by the STEM

students in Calatagan Senior High School. It represents outcomes that indicate the extent to

which the students have accomplished specific goals.

Depression. It refers to the mood or emotional state that causes a persistent feeling of

sadness and loss of interest that the students may have during the COVID-19 pandemic.

General Weighted Average (GWA). It serves as the indicator of the STEM student’s

academic performance in a given semester.

 Psychological Distress. It refers to non-specific symptoms of stress, anxiety and

depression that the students may have during the COVID-19 pandemic.

Psychosocial Factors. It refers to the factors associated with the prevalence of

depression among the students during the COVID-19 pandemic.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the conceptual literature, review of related studies and

literatures from some of local and foreign authors, other researchers, developers, and studies

that are derived from books, article, and other references. Various studies that are all related

to the study were analyzed in the synthesis. These are used for deeper and better

understanding of the present study.

Conceptual Literature

The following terms are reviews in the study including the concepts on 1) Academic

Performance, 2) Depression, 3) Psychological Distress, and 4) Psychosocial Factors.

Academic Performance. Academic performance is the product of proper education's

measurements and outcomes. It is the point at which an institution, a principal, or even a

student has met their educational objectives. It could be the significance of learning as

measured by scales or the General Weighted Average (GWA). Academic attainment among

youngsters continues to be a significant aspect of society's progress. Students who do well in

school are better prepared to move into adulthood and have a greater grasp of life's

practicalities, culminating in what may appear to be occupational success that contributes to

the advancement of themselves and their community (Regier, 2011).

In addition, according to Olufemi et al. (2018), students' performances are crucial in

creating high-quality graduates who would act as great leaders and personnel for the country

and thus be accountable for its economic and social success. When it comes to hiring new

graduates, academic performance is one of the most essential factors to consider. As a result,

students must devote their whole attention to their studies in order to get good marks and
prepare for future employment opportunities while simultaneously satisfying the employer's

standards.

Depression. Depression is a common disturbance that has an individual ability to

perform life activities. It is a general mental problem that is being experienced in the day to

day. Usually, a person who feels sad or numb, reaches a normal emotional stability within a

reasonable period of time. A recent published long-term study found that early defense

depression often persists, repeat and proceed with maturity and indicate that depression in the

youth can also predict more serious disease in adult life (Naushad et al., 2014).

Students who are depressed have a hard time completing tasks that demand significant

memory and sensory abilities. Their learning is often obstructed because depression can harm

the working memory, which makes it difficult to remember new knowledge and revoke

previous experiences. Student’s depression harms their academic performance and promotes

underachievement. In addition, according to Sarokhani et al. (2013), depression is a fairly

frequent and ubiquitous illness among university students across the country. University

students are a distinct group of people who are undergoing a critical transition from

childhood to maturity, which can be one of the most stressful periods in one's life. Many

students face anxiety when struggling to fit in, maintain good grades, plan for the future, and

be away from home. According to a previous study, depression in university students is

common throughout the world, and the incidence appears to be increasing. Preliminary

research on emotional distress, including depression, has popped up in Iranian institutions in

recent years.

Psychological Distress. Psychological distress is a state of mental discomfort brought

on by daily expectations and standards that are hard to handle (Arvidsdotter et al., 2016). It

refers to non-specific symptoms of stress, anxiety and depression. High levels of

psychological distress are indicative of impaired mental health and may reflect common

mental disorders, like depressive and anxiety disorders (Viertio et al., 2021).

Psychological distress may increase a probability for poor academic performance

among students. Grotan et al. (2019) found that students suffering from major mental anguish

seem to be four times more likely to report poor academic self-efficacy and twice as likely to

report slow study progress when compared to students experiencing few or average mental

distress symptoms. In addition, according to Raghunathan et al. (2019), many medical

students who were at the top of their class in high school are surprised to find themselves at

the bottom of their class in medical school. Social isolation, mental tiredness, and sadness

may come from long study hours, little sleep, and standing for hours studying clinical skills.

Depression was shown to be present in 28% of medical students around the world. Dentists

are exposed to a range of sources of professional stress, beginning in dental school. This

tension has the potential to negatively impact their personal and professional lives. Early

detection of depression is critical for preventing suicide and intentional self-harm.

Psychosocial Factors. Psychosocial factors are characteristics or facets that influence

an individual psychologically and/or socially. Such factors can describe individuals in

relation to their social environment and how these affect physical and mental health (Thomas

et al., 2020).

It also showed that many different psychosocial factors have been investigated to

identify how they contribute to the students’ depression and impact their academic

performance. In terms of psychosocial factors, the most studied constructs were social

support, motivation, stress, satisfaction, self-efficacy, anxiety and depression. These factors

are associated with the prevalence of depression among the students. Furthermore, according

to Yang Lei et al. (2016), University students are in a unique era of life where they are

transitioning from childhood to adulthood and must make numerous important life decisions
as a result. University students are under a great deal of stress at this time, owing to a

combination of economic stress, academic commitments, and interpersonal connections.

Furthermore, depression is linked to a number of serious issues that have become a major

problem among university students, such as suicidal ideation, substance addiction, and acute

infectious infections, emphasizing the importance of researching depression-related factors

and developing appropriate interventions to reduce these factors among university students.

Related Studies

The COVID-19 pandemic has had a profound and pervasive impact on global

mental health. It was reported that nearly all people affected by or during such global

emergencies will experience some level of psychological distress such as depression, which

for most will improve over time.

According to Ahmed, G., et al. (2020) depression is a common and severe mental

disorder caused by the combinations of genetic, social, psychological and environmental

factors. It has negative impact on how someone feels, think, and behave. It is also debilitating

and has a detrimental impact on students psychological, emotional, interpersonal functioning

and academic performance. In addition, Shahzad (2021) elaborated that the influence of

anxiety and depression on the academic performance of high school students was studied and

was noticed that academic performance decreases inversely proportional to levels of anxiety

and depression. More specifically, it was noticed that academic performance was relatively

similar in normal and mild levels of depression, whereas academic performance decreased at

every higher level of anxiety. On the other hand, DeRoma, Leach and Leverett (2009), stated

that students who show moderate levels of depressive symptoms has lower academic

performance compared to those with normal and minimal levels of depression. Similarly,
Shahzad (2021) concluded that the level of depression of students is inversely proportional to

their academic performance.

Furthermore, several studies were focused on determining the prevalence of

depression and its relationship to the demographic profile of the students. According to Unzal

(2008) and Alharbi (2019), gender has significant relationship with the prevalence of

depression. Both studies showed that females have a higher prevalence rate of depression

compared to males. Furthermore, the findings of the study conducted by Unzal (2019) also

presented the significant relationship between the prevalence of depression and the

demographic profile of the respondents such as age and place of residence.

Lee et al. (2013) believed that depression can be prevented if its symptoms are

addressed early and effectively. Prevention against depression among university students is

rare in the Philippines, but is urgent because of the rising rates of suicide among the group.

Evidence is needed to systematically identify and assist students with higher levels of

depressive symptoms. They carried out a survey to determine the social and demographic

factors associated with higher levels of depressive symptoms among 2,436 Filipino university

students. The University Students Depression Inventory with measures on lethargy,

cognition-emotion, and academic motivation, was used.

In addition, according to Fernandez et al., (2018) when compared to European-

American groups, the findings of this study imply that Filipinos have a distinct understanding

of depression. Filipinos, in particular, do not distinguish depressed emotions from somatic

symptomatology, a finding that is similar to that of other Asian ethnicities. Furthermore,

Filipinos appear to embed depression within a social framework, which might be explained

by the interdependent definition of the self in Filipino culture. The current study also

emphasizes the necessity of incorporating culture into psychological well-being debates,

research, and interventions.

Synthesis

This section presents the similarities, differences and uniqueness of the related

literature and studies reviewed with the present study.

Due to the ongoing of pandemic, most of the students are having a hard time and

difficulties in doing school works or even small tasks. This is due to the effects of the

pandemic, where students experiencing depression. In addition, the students also lack

confidence and eager to work on their school activities affecting their academic

performances.

In the study of Abdullah et al. (2016), he stated that various risk factors for depression

among university students have been identified such as higher study year, lower

socioeconomic status, poor academic performance and life satisfaction, high level of alcohol

consumption, smoking, gambling, social support, life stressors, post-traumatic stress disorder,

physical inactivity, overweight or obesity and sleeping problems. University students are a

special group of people in critical transition from adolescence to adulthood and one of the

most stressful moments in a person's life. University students have a potential influence on

the family and their contribution to the country's workforce in the near future in a given

country. Because of their potential role in society, as well as in the country, it is significant to

study on their depression problem.

The related literature and studies collected have similarities with the current study.

Generally, this study focuses on the prevalence of depression of the students. They also talk

about the prevalence of depression and its relationship to the academic performance and the

demographic profile of the students. Furthermore, they pointed out the different factors,

effects of depression and how they use this information to determine what they aim. Among

all of the collected literature and studies, it was found that most of the studies are research

based on university students and there are no specific ages that are senior high students.
Therefore we can conclude that this can be helpful for the researchers to further investigate

and discover what is needed to prove and determine the prevalence of depression and its

relationship to the academic performance of a senior high school student.

 CHAPTER 3

RESEARCH METHOD AND PROCEDURE

This chapter presents and tackles the research methodology used in this study. This

includes the utilized research design, the participants of the study, the data gathering

instruments and procedures, and the statistical treatment of data.

Research Design

In order to achieve the objectives of the study, this study employed a cross-sectional

one-time observational research design. According to Amir, M.F. et. al (2020), a cross-

sectional study is used to determine the differences in and the relationships between

variables. This method was applied to obtain the research objectives which were to determine

the significant relationship between the prevalence of depression among students and their

academic performance and to determine the significant difference between the prevalence of

depression among students and their demographic profile.

Moreover, this study is a one-time observational study which allowed the researchers

to collect data from respondents at a single time by using screening instrument for detecting

early symptoms of depression among students.

Participants of the Study

The study was based on simple random sampling technique. The respondents were 70

Grade 11 and Grade 12 STEM students enrolled in Calatagan Senior High School in the

Academic Year 2021-2022. The researchers used Google forms to administer the survey

questionnaires and screening instrument in order to collect the necessary data online while

maintaining safety precautions.

Data Gathering Instrument

The instruments used to gather data were researcher-made questionnaires and the

screening instrument – Beck’s Depression Inventory (BDI). The questionnaires are composed

of statements and questions which can help identify the prevalence of depression and its

relationship to the academic performance among STEM students amidst COVID-19

pandemic, whereas the screening instrument was composed of questions and statements that

can detect early symptoms of depression among students.

Construction of the Questionnaire. To determine the prevalence of depression and

its relationship to the academic performance among STEM students in Calatagan Senior High

School amidst COVID-19 pandemic, researcher-made questionnaires were developed.

The Screening Instrument. Beck’s Depression Inventory (BDI) is designed and

developed to recognize and measure psychological disorders such as anxiety and depression

and can aid in the detection of early signs of depression in students.

Validation of the Content. The questionnaires were validated by the research

adviser. The researchers believed that the chosen individual was able to check that each

statement and part of the questionnaire would be able to acquire needed information. The

suggestions of the expert serve as a basis for revision of the questionnaire. The reliability of

the questionnaire was then evaluated through the Pearson r statistical tool. The screening

instrument, BDI, was validated by professionals in the medical fields. The validity and

reliability of BDI was then evaluated in several studies through comparison of scores with

other measures for depression such as Montgomery Asberg Depression Rating Scale

(MADRS-S) and Inventory for Diagnosing Depression (IDD).

Administration. After validation, the researchers administered their questionnaires

and screening instrument through online to their respondents. The respondents were 70 Grade
11 and Grade 12 STEM students enrolled in Calatagan Senior High School in the Academic

Year 2021-2022. To ensure zero-contact for safety and COVID protocols, the questionnaires

and screening instrument were distributed using Google form links.

Scoring. The data from the responses were collected, tabulated, and interpreted. The

researchers used Likert Scale to measure and identify the prevalence of depression and its

relationship to the academic performance among STEM students amidst COVID-19

pandemic. The scale used the following responses:

SCALE RANGE INTERPRETATION

4 3.51-4.00 Strongly Agree

3 2.51-3.50 Agree

2 1.51-2.50 Disagree

1 1.00-1.50 Strongly Disagree

After the data from the responses were collected, tabulated, and interpreted, the

researchers will now add the scores for each of the questions in the BDI screening instrument

by counting the number to the right of each question marked. The highest possible total for

the whole test would be sixty-three. Since the lowest possible score for each question is zero,

the lowest possible score for the test would be zero. It can evaluate depression according to

the table below:

TOTAL SCORE LEVELS OF DEPRESSION

0 – 10 These ups and downs are considered normal

11 – 16 Mild mood disturbance

17 – 20 Borderline clinical depression

21 – 30 Moderate depression

31 – 40 Severe depression
 over 40 Extreme depression

Data Gathering Procedure

The researchers will use survey questionnaires as the main data gathering instrument.

The Beck’s Depression Inventory (BDI) will also be utilized as screening instrument for

determining early symptoms of depression among students.

The researchers wrote and sent a written request to the Principal of the said institution

to give them the authorization to conduct the study. After obtaining permission, the

researchers explained the goal of the study to the participants and emphasized the

significance of their engagement.

After the approval of the letter, the survey questionnaires and screening instrument

was distributed to the respondents of the study via online messaging apps such as Messenger

and E-mail. Subsequently, the researchers encoded, analyzed and interpreted the data for the

assessment of determining the prevalence of depression among STEM students and its

relationship to their academic performance amidst COVID-19 pandemic.

Statistical Treatment of Data

The results gathered from the assessment on the responses on the prevalence of

depression among STEM students and its relationship to their academic performance amidst

COVID-19 pandemic was encoded, analyzed and interpreted. The computation of the

weighted mean was employed in the treatment of data.

Frequency. This was used to identify the initial count of the responses of the

participants as regards the indicator in the questionnaire.

 Percentage. This was applied to determine the part taken by the specific response in

relation to the whole population.

Weighted Mean. This was used to determine the general answer of the respondents

of the study among the indicators presented.

Ranking. This was used to assess the order of responses to items from the need’s

assessment questionnaire with rank 1 as the highest.

T-Test. This was used to determine the difference between the prevalence of

depression and the demographic profile of the respondents.

Analysis of Variance (ANOVA). This was used to determine the influence that the

demographic profile of the respondents have to the prevalence of depression among them.

Pearson r. This was used to measure the statistical relationship between the two

variables: prevalence of depression and academic performance of students.

 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered from the instrument utilized by the

researchers. It also shows the interpretation of data from the statistical analyses conducted

within the study.

I. Demographic Profile of the Respondents

Table 4.1.1
Demographic Profile of the Respondents in terms of Age
Age Frequency Percentage

15-16 8 11%
17-18 62 89%
19-20 0 0%
21 and above 0 0%
TOTAL 70 100%

Table 4.1.1 shows the respondents' age demographic profile. Sixty-two (62) of the

seventy (70) respondents, or 89 percent, are between the ages of seventeen and eighteen.

Eight (8) of the seventy (70) respondents, however, are between the ages of 15 and 16. Many

of the student responses are between the ages of 17 and 18, according to the data. There are

no responses aged 19-20 or 21. The result shows that everyone was given a chance to

participate in the study and had the opportunity to voice their views.

Table 4.1.2
Demographic Profile of the Respondents in terms of Sex
Sex Frequency Percentage

Male 27 39%
Female 43 61%
TOTAL 70 100%
 Table 4.1.2 presents the demographic profile of the respondents in terms of sex. The

table shows that twenty-seven (27) out of seventy (70) respondents are male with a

percentage of 39. While forty-three (43) out of seventy (70) respondents are female. The data

implied that most of the student respondents are female.

Table 4.1.3
Demographic Profile of the Respondents in terms of General Weighted Average (GWA)
General Weighted Average
Frequency Percentage
(GWA)
91-100 56 80%
81-90 6 9%
75-80 1 1%
74 and below 7 10%
TOTAL 70 100%

As reflected in Table 4.1.3, the respondents with a general weighted average (GWA)

of 81-90 have a frequency of 6, while the general weighted average (GWA) of 74 and below

has a frequency of 7. The most number of student-respondents regarding the general

weighted average (GWA) is 91-100 with the frequency of fifty-six (56) and the least number

of respondents is 75-80 with the frequency of one (1).

Table 4.1.4
Demographic Profile of the Respondents in terms of Socio-economic Status
Socio-economic Status Frequency Percentage

Lower Class 10 14%

Middle Class 57 82%
Higher Class 3 4%
TOTAL 70 100%
 In table 4.1.4, the demographic profile of the respondents in terms the socio-economic

status, it was found that ten (10) or 14% of the respondents are in lower class. Fifty-seven

(57) respondents, or 82%, are middle class. Finally, three (3) respondents, or 4%, are in

higher class.

II. Respondents’ Psychosocial Factors Associated with the Prevalence of Depression

among Students in terms of Social Support, Life Events and Peer Relationship

Depression is a serious mental illness that is caused by a mix of genetic, social,

psychological, and environmental variables. According to Ahmed et al. (2020), depression is

becoming more common over the world at an alarming rate. It has an impact on people's

ability to participate in their communities, as well as economic activity, learning, social and

cultural life. In young people, depression increases the likelihood of suicide and suicide

attempts and it affects students' psychosocial, emotional, and interpersonal functioning, as

well as their academic achievement.

In relation to the present study, the researchers provided a list of psychosocial factors

that the respondents might be familiar with. The extent of the respondents was also assessed

as shown in Tables 4.2.1 to 4.2.3.

Table 4.2.1
Psychosocial Factors Associated with the Prevalence of Depression among
Students in terms of Social Support
Weighted Verbal
Statements Rank
Mean Interpretation
I get the emotional help and support I need from
3.14 Agree 4
my family
I can count on my friends when things go wrong 3.46 Agree 1.5
I can tell and share my problems to my family and 3.13 Agree 5
friends
I have significant other whom I can share my joys
3.01 Agree 6
and sorrows
My family helps me in making decisions 3.17 Agree 3
There is a special person who I can trust and who
3.46 Agree 1.5
is around when I am in need
I have people to listen and encourage me in my
2.89 Agree 7
religious group
TOTAL 3.18 Agree

Table 4.2.1 contains the situations that pertain to psychosocial factors that are

associated with the prevalence of depression among students. It can be gleaned from the table

that respondents assessed all statements as agreed. The first statement, "I get the emotional

help and support I need from my family," got the third rank with a weighted mean of 3.14.

The third statement, "I can tell and share my problems with my family and friends," was

ranked fourth with a weighted mean of 3.13. Statement 4, "I have a significant other with

whom I can share my joys and sorrows" was ranked fifth with a weighted average of 3.01.

The fifth statement, "My family helps me in making decisions," ranked second with a

weighted average of 3.17. The results show that statements 2 and 6, "I can count on my

friends when things go wrong" and "There is a special person who I can trust and who is

around when I am in need" got the highest rank with a weighted mean of 3.46 and were

interpreted as "agree," while rank 7, "I have people to listen to and encourage me in my

religious group," got the lowest rank with a weighted mean of 2.89.

The overall composite mean of 3.06 required that psychosocial factors associated with

the prevalence of depression among students in terms of social support. According to Alves

et al. (2018), the social support has been reported as playing an important role in the older

people life due to its protection effect for health in this specific people.
 Table 4.2.2
Psychosocial Factors Associated with the Prevalence of Depression among Students in
terms of Life Events
Weighted Verbal
Statements Rank
Mean Interpretation
I don’t have a motivation to participate or join any
1.81 Disagree 5
occasion with my family.
I experience being abuse or threatened when I was a
1.66 Disagree 6
child
I am struggling with addiction like alcohol, smoking, Strongly
1.43 7
gaming etc Disagree
I experienced having an incomplete family 1.83 Disagree 4
I just recently lost someone that I love 2.11 Disagree 3
I often cry a lot 2.37 Disagree 2
I tend to put off on doing school works because it
2.44 Disagree 1
stresses me
TOTAL 1.95 Disagree

Table 4.2.2 shows that statement 7, "I tend to put off on doing school works because it

stresses me "got the highest rank with a weighted mean of 2.44 and were interpreted as

"disagree," while rank 7, "I am struggling with addiction like alcohol, smoking, gaming etc.,"

got the lowest rank with a weighted mean of 1.43. The first statement, “I don’t have a

motivation to participate or join any occasion with my family” ranked fifth with the weighted

mean of 1.81. The second statement, “I experience being abuse or threatened when I was a

child” ranked sixth with the weighted average of 1.66. The forth statement, “I experienced

having an incomplete family” ranked forth with the weighted average of 1.83. The fifth

statement, “I just recently lost someone that I love” ranked third with the weighted average of

2.11. Lastly, the sixth statement, “I often cry a lot” ranked second with the weighted mean of

2.37. The first two statements and the forth to seventh statements were marked as “disagree”
while the third statement was marked as “strongly disagree.” According to the table, one

statement was marked as strongly agreed upon and six were marked as disagreed upon.

Based on the table, the students disagree that they experienced the given life events

that are associated with psychosocial factors. Psychosocial factors related with the prevalence

of depression among students in terms of life events were required by the overall composite

mean of 1.95. According to Adibi, et al. (2018), people who have been exposed to stressful

life situations are more prone to have psychiatric difficulties later on. Job conflicts and

security, financial troubles, social interactions, family and personal conflicts, educational

worries, and health-related stresses are examples of stressful life events that can have a

serious negative influence on psychological state, increasing the risk of depression and

anxiety.

Table 4.2.3
Psychosocial Factors Associated with the Prevalence of Depression among Students in
terms of Peer Relationship
Weighted Verbal
Statements Rank
Mean Interpretation
I am confident to communicate with other people 2.8 Agree 6
I am uncomfortable to express myself to other people 2.83 Agree 5
I overthink a lot on little things. 3.2 Agree 3
Strongly
I am afraid to make a mistake in front of many people 3.6 1
Agree
I feel that I can’t trust others 2.67 Agree 7
I am afraid to share things, especially private matter
3.13 Agree 4
to other people

I am concerned of what other think about me 3.41 Agree 2

TOTAL 3.09 Agree

 Table 4.2.3 shows that the first statement, “I am confident to communicate with other

people” ranked sixth with the weighted average of 2.8. The second statement, “I am

uncomfortable to express myself to other people” ranked fifth with the weighted average of

2.83. The third statement, “I overthink a lot on little things” ranked third with the weighted

average of 3.2. The sixth statement, “I am afraid to share things, especially private matter to

other people” ranked forth with the weighted mean of 3.13. The seventh statement, “I am

concerned of what other think about me” ranked second with the weighted mean of 3.41. The

first three statements and the forth to seventh statements were marked as “agree” while the

forth statement was marked as “strongly agree.” The statement 4, "I am afraid to make a

mistake in front of many people" got the highest rank with a weighted mean of 3.6 and were

interpreted as "Strongly agree," while the fifth statement, "I feel that I can’t trust others" got

the lowest rank with a weighted mean of 2.67.

Psychosocial factors related with the prevalence of depression among students in

terms of life events were required by the overall composite mean of 3.09. According to

Adedeji et al., (2022), although peer relationships have been established as a valid social

predictor of adolescents' psychological functioning and a lack of social support as a predictor

of depression, the link between peer acceptance, quality of friendship, and ease of making

friends and its association with depressive symptoms is still unknown. Previous research on

the link between peer relationships and depressive symptoms has produced mixed results

depending on the components of peer relationships studied and the demographic parameters

of the sample.

III. Level of Depression of Students Using BDI (Beck’s Depression Inventory)

Table 4.3.1
Prevalence of Depression among Students
Level of Depression Frequency Percentage
 These ups and downs are
32 46%
considered normal
Mild mood disturbance 9 13%
Borderline clinical
9 13%
depression
Moderate depression 12 17%
Severe depression 6 9%
Extreme depression 2 9%
TOTAL 70 100%

Table 4.3.1 shows that the first level of depression, "These ups and downs are

considered normal," has a frequency of 32 with a percentage of 46. Which means that the

majority of the students don’t experience depression and consider their experiences normal.

However, 17% of respondents reported moderate depression, 9% reported severe depression,

and 2% reported extreme depression. Mild mood disturbance and borderline clinical

depression received 13% of the remaining votes. However, students who are more depressed

should not be overlooked.

Beck Depression Inventory (BDI-II) was used to screen depression severity.

According to Gorenstein, C. and Wang, Y.P., (2021), internal consistency, sensitivity to

change, broad construct validity, flexible criterion validity in discriminating between

depressed and non-depressed people, and international transmission are all advantages of the

BDI. The tool's principal flaws are a lack of representative standards, shaky interpretation

objectivity, and skepticism about factorial validity. The agreement and discrepancies between

the researches are explored as well as potential causes (sample difficulties, statistical

techniques, sensitivity to change) that explain the variation in their results.

IV. Test of Significant Relationship between Prevalence of Depression among Students

and their Academic Performance

Table 4.4.1
Prevalence of Depression among Students and their Academic performance
Academic
BDI r Value P value Remarks Decision Interpretation
Performance
General Very Low
Reject null The result is
BDI Weighted -0.651 0.00001 negative
hypothesis significant
Average correlation

The relationship between the prevalence of depression among students and their

academic performance as measured by the BDI is seen in Table 4.4.1. The computed r-value

is -0.651, whereas the computed p-value is 0.0001. The results demonstrate that there is a

very low negative correlation, with the computed p-value being less than the correlation p-

value of 0.05, so the null hypothesis is rejected, demonstrating that there is a significant

relationship between student depression and academic performance.

V. Significant Difference between Prevalence of Depression among Students and their

Demographic Profile

Table 4.5.1
Prevalence of Depression among Students and their sex and age Profile

Demographic Profile T-TEST P-VALUE Decision Interpretation

SEX -1.65872 0.102764 Failed to Reject Ho Not significant

AGE -1.9035 0.086124 Failed to Reject Ho Not significant

Table 4.5.1 shows that the computed result of the t-test for sex is-1.659 and the p-

value is 0.103, whereas the computed value of the t-test for age is-1.904 and the p-value is
0.086. The results demonstrate that the t-test value for both is less than the p-value, implying

that there is no significant difference between the prevalence of depression and the

demographic profile of the students in terms of age and sex.

Table 4.5.2
Prevalence of Depression among Students and their Socio-economic Status

ANOVA
Source of
SS df MS F P-value F crit Interpretation
Variation
Between 0.079647 3.133762 Not
632.0333 2 316.0167
Groups significant
Within 2.628155
8056.267 67 120.2428
Groups
Total 8688.3 69

Table 4.5.2 shows that the computed p-value is 0.079. The result shows that the

computed p-value is more than the correlation p-value, which is 0.05, meaning there is no

significant difference between the prevalence of depression and the demographic profile of

the students in terms of socio-economic status.

VI. Programs that can be proposed to Improve Mental Health and Academic

Performance of Students amidst COVID-19 pandemic

Table 4.6.1
Programs that can be proposed to Improve Mental Health and Academic Performance
of Students
Programs Frequency Percentage

School Based activities that tackles the

49 70%
importance of mental health to adolescents
Mental Health trainings 46 65.7%
Social and Emotional learnings through online 26 37.1%
 webinars
Poster making contest that has the theme on
23 32.9%
awareness to mental health and its importance
Government seminars through the help of the
23 32.9%
Municipal Health Office

Table 4.6.1 presents the programs that can be proposed to improve mental health and

academic performance of students. According to the data in the table, school-based activities

that address the relevance of mental health to teenagers received 70% of the votes, with a

frequency of 49, indicating that this program is preferred by the majority of students. Both

the poster contest with the theme of mental health awareness and its importance and the

government seminars with the support of the Municipal Health Office received 32.9 percent

of the vote. 65.7 percent chose mental health training, while 37.1 percent chose social and

emotional learning via online webinars. The first two programs are the most frequently

offered to help students enhance their mental health and academic performance.
 CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the significant findings and conclusions derived

from the results of the study. It also contains the recommendations endorsed based on the

conclusions of utmost importance.

Summary

This study determined prevalence of depression and its relationship to the academic

performance among STEM students in Calatagan Senior High School amidst COVID-19

pandemic. Specifically, it aims to answer the following questions:

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

1.1 Age

1.2 Sex

1.3 General Weighted Average (GWA)

1.4 Socio-economic Status

2. What are the psychosocial factors associated with the prevalence of depression among

students in terms of:

2.1 Social support

2.2 Life events

2.3 Peer relationship

3. What is the level of depression of students?

4. Is there any significant relationship between the prevalence of depression among

students and their academic performance?

5. Is there any significant difference between the prevalence of depression among

students in terms of their demographic profile?

 6. What program can be proposed to improve mental health and academic performance

of students amidst COVID-19 pandemic?

The research utilized the cross-sectional one-time observational research design

through the use of survey questionnaires to acquire the necessary data for the study. The

Beck’s Depression Inventory (BDI) is also utilized as screening instrument for determining

early symptoms of depression among students. The questionnaires were composed of

questions and statements (Likert scale), which can help to measure and identify the

prevalence of depression and its relationship to the academic performance among STEM

students in Calatagan Senior High School amidst COVID-19 pandemic. The twenty-seven

male (27) and forty-three (43) female participants from STEM students of Calatagan Senior

High School were randomly selected as the participants of the study. The researchers used the

statistical treatments: weighted mean and table to present the data for the intensities of the

responses of the responses among the indicators presented. T-test and ANOVA was used to

determine the difference between the prevalence of depression and the demographic profile

of the respondents. Pearson’s r tests were used to measure the statistical relationship between

the two variables: prevalence of depression and academic performance of students.

Findings

Based on the results, the following were the essential findings of this study formulated

accordingly with the statement of the problem of the study:

1. Demographic Profile of the Respondents

The majority of the respondents fall under the range of age of 18 to 27 which accounts

for sixty-two (62) respondents and eighty-nine percent (89%) of the total sample. In terms of

sex, twenty-seven (27) or thirty-nine percent (39%) of the respondents are male and forty-
three (43) or sixty-one percent of the respondents are female. And in terms of General

Weighted Average (GWA), fifty-six (56) or eighty percent (80%) of the respondents falls

under the range of GWA of 91-100.When it came to the respondents’ economic status, it was

found that fifty-seven (57) or eighty-two percent (82%) of the respondents belongs to the

middle class.

2. Psychosocial factors associated with the prevalence of depression among students

2.1. Social support

Social support is frequently used in relationship conversations. In times of

need or disaster, having friends and other people to turn to, including family, may

offer you a broader focus and a good self-image. The overall composite mean of 3.06

required that psychosocial factors associated with the prevalence of depression among

students in terms of social support.

2.2. Life events

Life events are discrete experiences that disrupt an individual's usual activities,

causing a substantial change and readjustment. The proponents of the study found out

that students didn’t experienced the given life events that are associated with

psychosocial factors. Psychosocial factors related with the prevalence of depression

among students in terms of life events were required by the overall composite mean of

1.95.

2.3. Peer relationship

Peer relationships are interpersonal bonds formed and strengthened via social

interactions between peers or people of similar psychological development. The

proponents of the study found out that psychosocial factors related with the

prevalence of depression among students in terms of life events were required by the

overall composite mean of 3.09.

3. Level of Depression of students

The result of the screening instrument-Beck’s Depression Inventory (BDI), it was

found out that the level of depression or the ups and downs of the students are considered

normal. It was also discovered that some students suffer from moderate depression.

4. Significant relationship between the Prevalence of Depression among students and

their Academic Performance

The statistical analysis of data based on the Person’s r test, it was found out that there

is a significant relationship between the prevalence of depression among students and their

academic performance.

5. Significant difference between the Prevalence of Depression among students in terms

of their Demographic profile

Statistical analyses of data revealed that as per t-test and anova results, there is no

significant difference between the prevalence of depression among students in terms of their

demographic profile.

6. Program that can be proposed to improve mental health and academic performance

of students amidst COVID-19 pandemic

From the conducted survey, the researchers found out that the respondents believed

that the best program that can be proposed to improve mental health and academic

performance of students amidst COVID-19 pandemic is “School Based activities that

tackles the importance of mental health to adolescents” with a frequency of forty -nine (49)

and a percentage of 70%.

Conclusions

The summary of findings of the study yielded the following conclusions:

1. It was found that the majority of the respondents were within the range of ages 17-18

which accounts for sixty-two (62) respondents and eighty-nine percent (89%) of the

total sample.

2. Based from the analyzed data, it was found that the respondents agree to that there are

psychological factors associated with the prevalence of depression among students in

terms of social support, life events, and peer relationship.

3. The result of the screening instrument-Beck’s Depression Inventory (BDI) found out

that the level of depression or the ups and downs of the students are considered

normal.

4. The statistical analysis of data based on the Person’s r test found out that there is a

significant relationship between the prevalence of depression among students and

their academic performance.

5. Statistical analyses of data revealed that as per t-test and anova results, there is no

significant difference between the prevalence of depression among students in terms

of their demographic profile.

6. It was found out that the best program that can be proposed to improve mental health

and academic performance of students amidst COVID-19 pandemic is “School Based

activities that tackles the importance of mental health to adolescents” with a

percentage of 70%.

Recommendations

From the conclusions of the study, the researchers endorse the following recommendations:
1. Raising public awareness of the prevalence of depression and its relationship to

student's academic performance.

2. Explore ways or develop a strategy or approach to help people overcome depression

while also ensuring that it does not interfere with their education.

3. Look up for facts and be mindful with information on depression.

4. Look for more information regarding the relationship of prevalence of depression and

student academic performance.

5. Additional research is advised to see whether the chosen program can truly enhance

students' mental health and academic performance.

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 APPENDIX A

Letter to the Respondents

Dear Respondents,

We, the Grade 12 STEM students are conducting research entitled “The Prevalence

of Depression and its Relationship to the Academic Performance among STEM students

in Calatagan Senior High School amidst COVID-19 Pandemic.” Regarding this, we are

hoping that you will fill up and answer the following statements honestly.

The information that you will provide will be serve of great assistance for the

completion of our study.

Thank you for your time and cooperation. God Bless.

- Researchers
 APPENDIX B

Questionnaire

PART I. DEMOGRAPHIC PROFILE

INSTRUCTIONS: Put a check on the box that corresponds to your answer in the following

questions. Rest assured that your information will be used for research purposes only and will

be kept confidential.

1.1 Age:

15-16
17-18
19-20
21 and above

1.2 Sex:

Male
Female

1.3 General Weighted Average (GWA):

91-100 75-80

81-90 74 and below

1.4 Socio-economic Status:

Lower Class
Middle Class
Higher Class

PART II. PSYCHOSOCIAL FACTORS ASSOCIATED WITH THE PREVALENCE

OF DEPRESSION AMONG STUDENTS

INSRUCTIONS: Read the following statements carefully. Kindly rate your level of

agreement on the influence of psychosocial factors on the prevalence of depression among

the respondents. Put a check (/) on the column that corresponds to your answer.

Legend:

4 – Strongly Agree (SD) 2 – Disagree (D)

3 – Agree (A) 1 – Strongly Disagree (SD)

2.1 Social Support

Statements 4 3 2 1

1. I get the emotional help and support I need from my family.

2. I can count on my friends when things go wrong.

3. I can tell and share my problems to my family and friends.

4. I have significant other whom I can share my joys and sorrows.

5. My family helps me in making decisions.

6. There is a special person who I can trust and who is around when I am in

need.

7. I have people to listen and encourage me in my religious group.

2.2 Life Events

Statements 4 3 2 1

1. I don’t have a motivation to participate or join any occasion with my

family.

2. I experience being abuse or threatened when I was a child.

3. I am struggling with addiction like alcohol, smoking, gaming etc.

 4. I experienced having an incomplete family.

5. I just recently lost someone that I love.

6. I often cry a lot.

7. I tend to put off on doing school works because it stresses me.

2.3 Peer Relationship

Statements 4 3 2 1

1. I am confident to communicate with other people.

2. I am uncomfortable to express myself to other people.

3. I overthink a lot on little things.

4. I am afraid to make a mistake in front of many people.

5. I feel that I can’t trust others.

6. I am afraid to share things, especially private matter to other people.

7. I am concerned of what other think about me.

PART III. BECK’S DEPRESSION INVENTORY (BDI)

INSTRUCTIONS: This part consists of 21 groups of statements. Read the following group

of statements carefully and choose the statement that best describes your health during the

past week, including today. Please answer honestly and without hesitation for most accurate

result.

Total Score Levels of Depression

0-10 These ups and downs are considered normal

11-16 Mild mood disturbance

17-20 Borderline clinical depression

 21-30 Moderate depression

31-40 Severe depression

over 40 Extreme depression

1. Sadness

0 I do not feel sad.

1 I feel sad

2 I am sad all the time and I can't snap out of it.

3 I am so sad and unhappy that I can't stand it.

2. Pessimism

0 I am not particularly discouraged about the future.

1 I feel discouraged about the future.

2 I feel I have nothing to look forward to.

3 I feel the future is hopeless and that things cannot improve.

3. Past Failure

0 I do not feel like a failure.

1 I feel I have failed more than the average person.

2 As I look back on my life, all I can see is a lot of failures.

3 I feel I am a complete failure as a person.

4. Loss of Pleasure

0 I get as much satisfaction out of things as I used to.

1 I don't enjoy things the way I used to.

 2 I don't get real satisfaction out of anything anymore.

3 I am dissatisfied or bored with everything.

5. Guilty Feelings

0 I don't feel particularly guilty

1 I feel guilty a good part of the time.

2 I feel quite guilty most of the time.

3 I feel guilty all of the time.

6. Punishment Feelings

0 I don't feel I am being punished.

1 I feel I may be punished.

2 I expect to be punished.

3 I feel I am being punished.

7. Self-Dislike

0 I don't feel disappointed in myself.

1 I am disappointed in myself.

2 I am disgusted with myself.

3 I hate myself.

8. Self-Criticalness

0 I don't feel I am any worse than anybody else.

1 I am critical of myself for my weaknesses or mistakes.

2 I blame myself all the time for my faults.

 3 I blame myself for everything bad that happens.

9. Suicidal Thoughts or Wishes

0 I don't have any thoughts of killing myself.

1 I have thoughts of killing myself, but I would not carry them out.

2 I would like to kill myself.

3 I would kill myself if I had the chance.

10. Crying

0 I don't cry any more than usual.

1 I cry more now than I used to.

2 I cry all the time now.

3 I used to be able to cry, but now I can't cry even though I want to.

11. Agitation

0 I am no more irritated by things than I ever was.

1 I am slightly more irritated now than usual.

2 I am quite annoyed or irritated a good deal of the time.

3 I feel irritated all the time.

12. Loss of Interest

0 I have not lost interest in other people.

1 I am less interested in other people than I used to be.

2 I have lost most of my interest in other people.

3 I have lost all of my interest in other people.

13. Indecisiveness

0 I make decisions about as well as I ever could.

1 I put off making decisions more than I used to.

2 I have greater difficulty in making decisions more than I used to.

3 I can't make decisions at all anymore.

14. Worthlessness

0 I don't feel that I look any worse than I used to.

1 I am worried that I am looking old or unattractive.

2 I feel there are permanent changes in my appearance that make me

look unattractive.

3 I believe that I look ugly.

15. Loss of Energy

0 I can work about as well as before.

1 It takes an extra effort to get started at doing something.

2 I have to push myself very hard to do anything.

3 I can't do any work at all.

16. Changes in Sleeping Pattern

0 I can sleep as well as usual.

1 I don't sleep as well as I used to.

2 I wake up 1-2 hours earlier than usual and find it hard to get back to sleep.

3 I wake up several hours earlier than I used to and cannot get back to sleep.
17. Tiredness

0 I don't get more tired than usual.

1 I get tired more easily than I used to.

2 I get tired from doing almost anything.

3 I am too tired to do anything.

18. Changes in Appetite

0 My appetite is no worse than usual.

1 My appetite is not as good as it used to be.

2 My appetite is much worse now.

3 I have no appetite at all anymore.

19. Loss of Weight

0 I haven't lost much weight, if any, lately.

1 I have lost more than five pounds.

2 I have lost more than ten pounds.

3 I have lost more than fifteen pounds.

20. Physical Problems

0 I am no more worried about my health than usual.

1 I am worried about physical problems like aches, pains, upset stomach,

or constipation.

2 I am very worried about physical problems and it's hard to think of much else.
 3 I am so worried about my physical problems that I cannot think of anything

else.

21. Loss of Interest in Sex

0 I have not noticed any recent change in my interest in sex.

1 I am less interested in sex than I used to be.

2 I have almost no interest in sex.

3 I have lost interest in sex completely.

PART IV. PROPOSED PROGRAM TO IMPROVE MENTAL HEALTH AND

ACADEMIC PERFORMANCE OF STUDENTS AMIDST COVID-19 PANDEMIC.

INSTRUCTIONS: What programs would you recommend to improve the mental health and

academic performance of the students amidst COVID-19 pandemic? Kindly put a check on

the options that you prefer. (Note. You may check as many as you want.)

School Based activities that tackles the importance of mental

health to adolescents
Mental Health trainings
Social and Emotional learnings through online webinars
Poster making contest that has the theme on awareness to
mental health and its importance
Government seminars through the help of the Municipal
Health Office