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The Quantitative Research Paper example

Practical research (Philippine Normal University)

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Republic of the Philippines

Department of Education
Region II – Cagayan Valley
Division of Cauayan City
Cauayan City National High School- Main

The Effects of Mental Health to Academic Performance Among Grade 12 Humanities Social Science
Students in Cauayan City National High School Amidst Covid 19 Pandemic

Submitted in Partial Fulfillment of the Requirements for Practical Research 2

to the Faculty of Senior High School Department
(Humanities Social Science)

ABU, REYVIE BERNADEZ, JOHN JOHN

DELA CRUZ, JOANA MARIE BORDALLO, MARK
DELA CRUZ ,CLOREY DELA CRUZ,ROBIN
DELA CRUZ, ZYRA JAMER FERNANDEZ, JIEGO
ELEGADO, DOROTHY GUILLARAN, GABRIEL
GALUT, MARISSA IGANACIO, NOEL

(RESEARCHERS)

MRS. RACHELLE DUCSA-LODEVICO

(Research Teacher)

Address: P. Albano St. Barangay Turayong, Cauayan City, Isabela 3305

Contact No.: 0995-988-2914
Email Address: [email protected]
Website: www.cauayancityhigh.edu.ph

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ii

ABSTRACT

ABSTRACT
The COVID-19 pandemic has brought the entire world into fear with governments implementing quarantines and
physical isolations protocols for several months. As quarantines get longer, the mental health issues of students also
became a concern along with the virus. Mental health difficulties of students in their academic performance are
expected to arise as a result of the COVID-19 horror. Hence , this study aims to know the effects of mental health to
academic performance among GRADE 12 HUMSS STUDENTS amidst covid 19 pandemic, study utilized descriptive
method of research. Significantly, descriptive evaluative research used quantitative method to gather information
from the participants. There are one hundred thirty-two (132) randomly selected respondents who participated in
this study. A probability simple-random sampling technique was implemented by the researcher in obtaining the
data. Self-composed standardized questionnaires with four-point Likert scale were used to obtain data. Moreover,
data was interpreted by getting the mean of every Items responded by the participants from the survey
questionnaire to get the descriptive value. However, considering the implementation of health protocols by the
government, the data collection was done online via Google Forms. Furthermore, the participants of this study will
be the Grade 12 HUMSS Students of Cauayan City National High School-Main. The results showed that there are
many factors that affected mental health in time of pandemic and these factors greatly affected the respondents’
lifestyle. Despite of the struggles they experience, they
always find their coping strategies of divert their psychological difficulties and rest a bit is one of their primary coping
Tool.
Keywords:
COVID-19, Mental health, Mental health difficulties, Pandemic, Physical isolation

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iii

ACKNOWLEDGEMENT

The completion of this undertaking could not have been possible without the
participation and assistance of so many people whose names may not all be enumerated.
Their contributions are sincerely appreciated and gratefully acknowledge. However, the
group would like to express their deep appreciation and indebtedness particularly to the
following:
To the SHS Grade 12 students from the Humanities and Social Sciences strand, for
generously giving their time to answer questions about their sections.
To our research teacher, Mrs. Rachelle Ducsa-Lodevico for the continuous support and
guidance to our study and research, for her patience, motivation, enthusiasm, and immense
knowledge.
To our friends, parents, and relatives, for their moral encouragement, financial
assistance as well as their spiritual support in every path we take.
Above all, to the Great Almighty, the author of knowledge and wisdom, for his countless love.

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iv

DEDICATION

This research output is lovingly dedicated to our respective families who supported us from the beginning
until the end we have reached today. They have given us the drive and discipline to take everything with enthusiast and
determination. We have felt their support even with the faintest applaud, making our physical and mental wellness
driven with perseverance.

This output is also dedicated to our companion and our friends who have helped us in times of rock
bottoms. We much appreciate how you lend your hands to us in times we needed it the most. Most importantly to our
respondents who spared us their time and effort to provide us the necessary information needed in our study.

Lastly, we offer our deepest gratitude to our Almighty Father who gave us strength for our bodies and hope
for our minds in accomplishing this research study. We have finally concluded the completion of this study because of
your unending guidance and grace.

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TABLE OF CONTENTS

TITLE PAGE…………………………………………………………………………………….…………………..….i

ABSTRACT……………..………………………………………………………………………………………...….…ii

ACKNOWLEDGEMENT…………………………………………………………………………………..…………iii

DEDICATION……………………………………………………..……………………………………………..…….iv

TABLE OF CONTENTS…………………………………………………………………………………...…………..v

CHAPTER PAGE

1. THE PROBLEM AND ITS BACKGROUND

Introduction……………………………………………………………………………………………..…1-2

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

Scope and Limitation of the Study…………………………………………………………………….…….3

Significance of the Study……………………………….…………………………………………………….4

2. REVIEW OF RELATED LITERATURES AND STUDIES

Related Literature…………………………………………………………………..………………………..5

Related Studies………………………………………………………………………..………………..…8-11

Conceptual Framework…………………………………………………………………………………11-12

Research Paradigm………………………………………………………………………………...……13-14

Definition of Terms……………………………………………………………………………………..14-15

Research Hypothesis……………………………………………………………………………………15

Synthesis of the study …..………………………………………………………………………………15-16

3. METHODOLOGY

Research Design……………………………………………………………………..………………………16

Sampling Procedure and Sample………………………...………………………..…..…….……………..17

Data Gathering Methods…………………………...……………………………..……...…………………18

Data Gathering Procedure………………………………………………………..……..……………….…18

Plans for Data Analysis…………………………………………………………………..……...……….…19

4. PRESENTATION, ANALYSIS, & INTERPRETATION OF DATA…………………………..…………21-27

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5.SUMMARY, CONCLUSIONS, & RECOMMENDATIONS

Summary of Findings……………………..……………………..…………………………………….28-30

Conclusion…………………………..……………………………..………..…………………………..30

Recommendations……………………………………..…….…..……………………………...……30-32

List of References…………………………………..………..……………………...………………32-35

Appendices……………………………………………...…………………………………..………36-40

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

The COVID-19 pandemic has had a significant worldwide impact on the lives of more than 1.6

Billion students at its peak (UNESCO 2021) and their schooling. In the Philippines, the government

announced the closure of all educational institutions by mid of March 2020. Since we are in the midst of

pandemic, face-to-face classes may not be possible. In order to continue the academic year, distance learning

was presented as an alternative way of teaching to the students. Furthermore, students and teachers are still

adjusting to this kind of setup and are still struggling to gain knowledge and learn the lessons they need to

study for this academic year.

However, weakness of online teaching infrastructure, inexperience of teachers regarding new

technologies, information gap, and complex home environment still exist. Students, through COVID-19-

induced online education are facing numerous challenges, such as instructional, technological, and technical;

social and family atmosphere; home confinement; emotional and psychological. Furthermore, many students

do not find a suitable space in their homes for effective learning and do not have access to sufficient

hardware or internet which constrains their home learning though online education All these challenges

faced by the students in online education during COVID-19 have a strong ability to induce mental health

issues among the students. One commonly experienced mental health issue by students is the academic

stress, which is mostly due to the students’ apprehension of loss of grades and fear of failure. Fear of lower

performance and delay in completion of studies are also the reasons to induce stress among students during

COVID-19. Many studies conducted during last 1 year focusing on students’ mental health during COVID-

19, such as concluded that COVID-19 had a negative impact on the mental health and wellbeing of the

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students. Besides earlier studies such as have also shown that uncertainties due to public health emergencies,

such as H1N1 influenza, Ebola, SARS, and MERS, caused negative psychological effects on students.

Furthermore, the negative psychological impacts are aggravated if the public emergencies accompany with

home confinement which is what happened across the globe, during COVID-19. As highlighted in multiple

recent correspondences, there is an urgent need to assess effects of the current pandemic on the mental health

and well-being of students.

Thus, the aim of study is to know the two variables, that is the Students mental health and his/her academic

amidst pandemic. As a result, the academic performance of Grade 12 HUMSS (Humanities, Social Science)

students in Cauayan City National High School has their mental health changed during the Covid 19

pandemic and what factors have contributed to the change in mental health on their academic performance.

Moreover, we also aimed to elicit potential approaches to mitigate degradation in mental health from the

participants.

Statement of the Problem

As the proponent stated the apprehension, bounds, discernment and goals why conduct this kind of study, the

research questions e and help in discerning and achieving the purpose and goal.

Specifically, it seeks to find the answers to the following questions:

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

a. Age

b. Gender

c. Section

2. How the mental health affected the way of life students amidst Covid 19 pandemic?

3. What are the factors that affect the mental health of student’s academic performance amidst Covid 19

pandemic?

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4. How students can cope up strategies with mental health difficulties to their academic performance despite

of virus scare?

Scope and Delimitation

To avoid misinterpretation and misunderstandings in this study, the researcher specifies the scope and

limitations. This study mainly focused on determining the Effects of mental health to academic performance

as perceived by Grade 12 HUMSS students of Cauayan City National High School-Main for School Year

2021-2022, as well as identifying the factors of mental health they made to survive in e learning . In

addition, this study considers the student’s personal information such as their gender, age and section.

However, this study has limitations. First, this study follows only quantitative data collection. Second,

as the study participants belonged to Cauayan City students, the findings are only applicable to similar

contexts. To avoid bias and obtain objective perceptions, students were chosen from four different sections

Significance of the Study

The findings of this study may provide information beneficial to the following individuals or groups of

people:

Students- this study may bring inspiration in helping their classmates with mental health problems and

letting them participate in fighting mental health problems in their academic performance to entire world is

facing. This study can be valuable to them as source of knowledge in combating mental health difficulties in

their academic performance.

Teachers- learning will not stop despite of challenge of being face in the time of pandemic. They should

assure that the mental health of their students good in condition as they gain knowledge from their home.

This study may help them deal with their students to cope up in their difficulties and may as well help to

address Grade 12 HUMSS students psychological necessities.

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Administration- The results of this study may help contribute to the administration of the school through

the office of the Guidance Counsellor. It would be a great help for the school to reach out to the informants

on their problems and soon to provide actions regarding the study. The future of the student is in their hands

as the parents trusted them to handle their children. It is up to them to bring what is best to their teachers,

workers and students to make them perform with high morale. This study may help institutions make

intervention plans to address the mental health of students and provide a mentally school year despite of

pandemic scare.

Parents- This study will help parents to better guide their children, as, like the teachers, the parents of the

informants will also deeply understand and know what their children need more of. They may guide their

children to live a mentally healthy lifestyle. This will also help to monitor the performances of the students

and help them to find possible solutions to the problems being addressed, which will improve

communication between parents and respondents.

Future Researchers- This research will be a useful reference for researchers who plan to conduct any

related studies about the research problem. This will serve as their guidance and building blocks to conduct a

more complex study.

The Society -The findings of this study will increase everyone’s consciousness in society. It is fostering and

well-functioning if society is made up of individuals who assist one another in coping with stress, promoting

and preserving mental

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CHAPTER 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter contained different literature reviews, articles, books, thesis, ideas and existing

researches that the researchers wanted to further investigate and develop. It would serve as the researchers’

guide in developing the project. The similarities of the literature and studies to the research would help the

researchers to have more precise and informative research.

Related Literatures

In December 2019, an outbreak of a novel coronavirus, known as COVID-19, occurred in China and has

spread rapidly across the globe within a few months. COVID-19 is an infectious disease caused by a new

strain of coronavirus that attacks the respiratory system (World Health Organization, 2020). As of January

2021, COVID-19 has infected 94 million people and has caused 2 million deaths in 191 countries and

territories (John Hopkins University, 2021). This pandemic has created a massive disruption of the

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educational systems, affecting over 1.5 billion students. It has forced the government to cancel national

examinations and the schools to temporarily close, cease face-to-face instruction, and strictly observe

physical distancing. These events have sparked the digital transformation of higher education and challenged

its ability to respond promptly and effectively. Schools adopted relevant technologies, prepared learning and

staff resources, set systems and infrastructure, established new teaching protocols, and adjusted their

curricula. However, the transition was smooth for some schools but rough for others, particularly those from

developing countries with limited infrastructure (Pham & Nguyen, 2020; Simbulan, 2020).

YoungMinds (2020) survey showed that there are 32% who agreed that the COVID 19 pandemic has

worsened their mental health while 51% has made their mental health a bit worse. However, 9% said that the

pandemic has not made any impact to their mental health while 7% said that their mental health became

better in pandemic. In the early stages of Covid 19 outbreak, people have experienced considerable

psychological distress in terms of depression, anxiety, stress and post traumatic with majority experiencing

mild moderate experience and minority experiencing severe experiences (Talevi, et al., 2020).

Son, et al. (2020) study in college students concluded that there is an increased stress and anxiety due to

Covid 19 outbreak and multiple factors such as fear and worrying about their own health and their loved

ones, difficulty in concentrating, sleeping difficulties, decreased social interactions due to physical isolations

and distancing, and increased concerns on academic performances resulted into an increase in levels of

anxiety, stress, and depression among students. Son, et al, suggested that interventions should be done in

order to address mental health difficulties among students academic performance. Another study supported

the increase of anxiety which resulted in to 24.9% of students experiencing anxiety because of the

pandemic. On the other hand, having a family member of a person known infected with the virus is a great

risk factor for anxiety and needs urgent social support (Cao, et al., 2020). Aside from students concerns,

from the Philippine context, older Filipinos also suffer not only from their physical perspective but also

emotionally and socially (Buentaventura & Lapid, 2020).

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Furthermore, Gao et al. (2020) revealed that social media exposure is positively become one of the

factors contributing in mental health problems and also suggested that and should be focused more on

depression and anxiety. In relation to this, World Health Organization (2020) suggested that social media

should be used to spread positivity and screen time on gadgets should be reduced and take a break from on –

screen activities. The need of social media cannot be stopped to alleviate boredom in these isolation times.

However, one should regulate and control the use of social media for the reason that it is one of the

contributing factors of mental health problems.

Welle and Graf (2017) supported the effects of stress tolerance which resulted from college students

experience “ups and downs in life,” difficulty in sleeping and feeling symptoms of anxiety, and different

people cope up diversely making intervention processes complex. It seems that mental health difficulties can

affect one’s way of life leading to unhealthy lifestyle practices. Moreover, as physical activities are related to

mental health, increased physical activities may help children reduce stress, depression and anxiety effects

(Ahn & Fedewa, 2011). Depression can affect almost every aspect of your life including relationship, health,

career and education and may lead to very unhealthy lifestyle such as taking alcohol and taking illegal drugs

(Jo, 2018). Furthermore, the quality of life in people with poor mental health greatly affected their

experiences, having lack of control, distress and also affected their decision-making; and sensations of

loneliness, demoralization and hopelessness (Connel, et al., 2020). With these effects of mental health

difficulties, it is sensible that it can affect one’s lifestyle negatively lowering the decision-making and

controlling abilities, and sensation of pessimistic views in life.problems.

World Health Organization (2020) suggested that having contact with others can be useful to cope up

with mental health difficulties. It is sensible that everyone and not just those people with mental health

difficulties need someone to converse with. Talking to someone can greatly reduce stress and anxiety.

According to Bautista and Manuel (2020), healthy family relationship is one of the most important factors in

coping with the pandemic which can provide support to every member when you cannot approach

someoneelse. Family is the only thing a person have when he or she does not have someone to lean on.

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Strengthening family ties is very important in pandemic as you hold yourselves together in order to cope up

to the effects of pandemic in mental health.

With the ongoing coronavirus pandemic and the resulting economic recession, many are negatively

affected. Based on a KFF (Kaiser Family Foundation) Health Tracking Poll from July 2020, due to worry

and stress over the coronavirus, the mental health and well-being of adults are greatly affected. They

experience difficulty in sleeping (36%) or eating (32%), increasing alcohol consumptions or substance use

(12%), and worsening chronic conditions (12%). Young adults are also experiencing several pandemic-

related consequences that contribute to poor mental health. 56% of young adults (ages 18-24) report

symptoms of anxiety and/or depressive disorder.

Students were already at considerable risk of poor mental health prior to the pandemic. Then came the

COVID-19 pandemic, which presented them with fresh issues because schools remained closed without a

clear timeline for reopening, increasing their stress levels. While the majority of schools have moved to

online delivery of lessons and evaluation, the majority of individuals in a lower-middle-income country like

the Philippines are still unfamiliar with digital platforms. According to the National Sample Survey, just 8%

of all families with members aged five to 24 have both a computer and an internet connection, and only 24%

of all households with members aged five to 24 have both a computer and an internet connection from 2017

to 2018. (Ministry of Statistics and Programmed Implementation, 2017-2018). This gap in access can lead to

academic stress for students who are unable to participate in online classes or complete homework, causing

them to fall behind their peers in their studies. Busari (2012) discovered that poor academic mental health

leads to depression in secondary school pupils and has a negative impact on academic performance. Mental

health problems, for sure, affects not only the ability of the student to study efficiently but also the well-

being of students.

The Covid-19 pandemic has had a detrimental impact on many students’ mental health, they need to

have mental health management and coping strategies and intervention programs managing mental health of

students. Mental health coping skills are the ability to apply strategies that minimize and manage the mental

health response (Earnest & Dwyer, 2010). There are eight types of coping strategies namely planful problem
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solving, seeking social support, confrontive coping, distancing, self-control, escape-avoidance, accepting

responsibility, and positive reappraisal (Lazarus, 1988).

The related literature cited discusses the different challenges faced by students, especially during this

academic year. Along with this, it explains the common mental health problems of the students and its effect

on their academic performance and well-being. In addition, there are also mentioned of coping strategies

and intervention programs managing mental health of students ‘academic performance that will help in the

development of this study.

Related Studies

A study entitled “Relation between Student Mental Health and Academic Achievement Revisited: A

Meta Analysis” states that there was a positive relationship between mental health and academic

achievement. Also, it was revealed that there was no significant relationship within sub-group variation in

the relationship between mental health and academic achievement in terms of year of publication,

publication type, community, and sample size, but not the setting. .Mental health problems may create many

obstacles to adolescents, not just in their daily life routines, but also in their schooling academically. Mental

health risks have long term and complex interactions with academic outcomes. Mental health issues among

adolescents not only cause pain and distress, but they also influence negatively their potential for success in

school.

Mental health is not “just” the absence of mental disorder. It considered as the state of well – being in which

people can cope with the normal stresses of life. Being in transitional stage between childhood and

adulthood, adolescents have to control with varied types of stressors. The students are driven to study not

just on the reason of wanting to maintain their high grades but to avoid disappointment coming from their

parents because due to comparison and competition, parents tend to pressure them to the core and also

students fear ending up to purely nothing, they are driven to study for getting jobs rather than understanding

subjects. Hence the mental health of students is affected.

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Another study entitled “Effect of Mental Health Problems on Academic Performance among University

Students in Pakistan” states that some students in the universities are capable of dealing with the increase in

stress or difficulties and can maintain their academic performance. But certain students cannot handle the

increase in stress, which can directly affect their academic performance and run off from the educational

institution without receiving the degree. This study recognized that mental health problems negatively affect

the university students’ academic performance, which is consistent with that of Drum et al.; they found that

mental health problems influence student’s professional and personal life negatively. From the results of

gender effect on academic performance, it is evident that female students are better than their male

counterparts. At the same time male students are more prone to mental health problems than female students.

Furthermore, Macan Et al. found students’ good health results in better academic performance. Better mental

health creates self-efficiency of the students, which results in upgrading the students’ academic performance.

Time managing behaviour helps students achieve better scores; self-confidence decreases their uncertainty

regarding their roles, reduces their mental stress, and increases their level of satisfaction towards their life

and academic performances. Estimated results robustly support the hypothesis that an increase in mental

health problems decreases people’s academic performance in universities. There is a dire need for university

authorities to offer appropriate counselling services to university students.

From the study entitled “Mental Health and Academic Performance of First-Year College Students “ first-

year students within this study had lower reported rates of diagnosed anxiety, depression, and self-injury

than students in other years of school. However, previous research reports first-year students are at higher

risk of suffering from mental health challenges (Brandy, et al., 2015) suggesting that first-year students

10

within this study may be experiencing these conditions but not seeking treatment/diagnosis. First-year

students did report lightly higher rates of suicide contemplation (compared to third- and fourth-year

Students) and suicide attempts (compared to fourth-year students). This result is consistent with previous

studies indicating a direct link between depression and suicide attempt (Garlow, et al., 2008; Nemeroff,

Compton, & Berger(2001). Regarding academic impact, first-year students experienced less negative impact

for anxiety and stress (compared to second, third, and fifth-year students) and less impact from depression

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compared to all years. This result suggests that first-year students may be able to overcome the negative

effects of such conditions during their first-year of college while the academic curriculum is considered less

rigorous as compared to second and subsequent years. While first-year students did not experience greater

diagnosis of and negative impact for most mental health issues, The results of this study do suggest that

one’s first-year in college is the prime time to promote awareness of mental health issues, their potential

impact on academic success in future years, and prevention strategies. When addressing the needs of first-

year college students, universities, specifically first-year experience programs, should focus on the

nonacademic as well as academic needs of college freshmen (Tinto, 1975; Pascarella & Terenzini, 2005)

According to the “Study of the Relation between Mental health and Academic Performance of Students of

the Islamic Azad University Ahvaz Branch” mentions that there significant relations were found between

educational performance and mental health and some of its components, such as depression and anxiety,

while such relation was not observed between other components (physical symptoms and disorder in social

performance). It seems that students who have a better mental health status, that is, those who obtained

lower scores in the mental health questionnaire, have a better educational performance as well. These finding

were not in agreement with findings of the study done by Asgari (2008), while they supported the findings of

the research carried out by Sha`iri (2004) and others. This non-agreement can be ascribed to the difference

among testees in terms of age, sex, living environment, social/economic conditions, etc. It seems that the

students’ educational status is influenced by other factors as well. Depression and anxiety – which are

psychological disorders – affect mental health and cause a decline in educational performance. As a result, it

is recommended that educational centers apply recreational, counseling, and sports programs in order to

enhance their students’ mental health and hence their educational performance.

11

Since December 2019, there has been an outbreak of pneumonia of an unknown etiology that was first

reported in Wuhan, Hubei Province, China (Wang et al., 2020). According to the World Health Organization

(WHO), a novel coronavirus, SARS-CoV-2, was identified as the causative virus for the pandemic in China

and other parts of the world. COVID-19 has affected more than 4.5 million people worldwide. “The study

entitled Effects of COVID-19 on College Students’ Mental Health in the United States: Interview Survey

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Study” is conducted a timely assessment of the effects of the COVID-19 pandemic on the mental health of

college students. Through the study, it is being proved in the midst of the pandemic, they found that a

majority of the participants were experiencing increased stress and anxiety due to COVID-19. Among the

effects of the pandemic identified, the most prominent was worries about one’s own health and the health of

loved ones, followed by difficulty concentrating. These findings are in line with recent studies in China that

also found concerns relating to health of oneself and of family members being highly prevalent among the

general population during the pandemic. Difficulty in concentrating, frequently expressed by their

participants, has previously been shown to adversely affect students’ confidence in themselves. which has

known correlations to increased stress and mental health.. In comparison with stress and anxiety in college

students ‘general life, it appears that countermeasures put in place against COVID-19, such as shelter-in-

place orders and social distancing practices, may have underpinned significant changes in students’ lives. For

example, a vast majority of the participants noted changes in social relationships, largely due to limited

physical interactions with their families and friends. Although a majority of participants expressed concerns

regarding academic performance, interestingly, almost half of the participants reported lower stress levels

related to academic pressure and class workload since the pandemic began. This may be due, in part, to

decisions taken by professors and the university to ease the students’ sudden transition to distance learning.

Baloran (2020) study entitled “Knowledge, Attitudes, Anxiety and Coping Strategies of students During

COVID-19 Pandemic” concluded that students have vast knowledge about the virus and anxiety symptom is

common due to thinking of their education which led to worrying.Baloran also concluded that Higher

Education Institutions should pave ways to address mental health concerns of students. The awareness and

knowledge of students about the virus is good. However, the pandemic led them to worry about their

education and thinking of their own The schools should

12

their guidance counseling services widely open as possible as students who enrolled are already

experiencing mental health concerns. Counseling services of schools can be open to provide mental health

services for other

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Conceptual Framework

The study aims to know the effects of mental health to academic performance among GRADE 12 HUMSS

STUDENTS IN CCNHS amidst covid-19 pandemic in Cauayan City National High School Amidst Covid 19

pandemic. There were four factors considered in extracting the information essential for this study. First, the

profile of students including their name, age, and section. Second, to know how mental health difficulties

affected their way of life amidst Covid 19 pandemic. Third, the factors that affect the mental health of

student’s academic performance despite the virus scare. Lastly, recommend possible coping techniques in

addressing mental health difficulties. Hence, this study will utilize Input-Process-Output model. The use of

IPO

Hence, this study will utilize Input – Process – Output model. The use of IPO model will help the

researcher: identify the profile of Grade 12 HUMSS students including their age, gender and section,

knowing how mental health problems affected the students ‘way of life ,factors that affect the mental health

of student’s academic performance amidst Covid 19 pandemic and recommend possible coping strategies to

manage mental health difficulties despite of pandemic scare by the use of descriptive research design

utilizing quantitative method where in the floating of survey will be initiated. After the Questionnaires were

floated to the respondents, the data were gathered and extracted by the researcher to see the contributing

factors to the problem to recommend coping strategies and intervention programs in managing mental health

of students ‘academic performance amidst Covid 19 pandemic.

13

Research Paradigms

Input Process Output

 Profile of the  Descriptive Method  To know the effects

students:  Simple Random of mental health to
a. Age Sampling academic
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Feedback
Figure 1.

The paradigm showed that the research to know the effects of mental health to academic performance of

students amidst Covid 19 pandemic, determined the impact of mental health problems affected the students’

way of life, gathered the factors that affect the mental health of student’s academic performance amidst

Covid 19 pandemic and determined how those factors greatly influence the academic performance of

students. The researchers gathered data with the use of questionnaire. The data gathered were analyed using

Descriptive

14

measures. This study was expected to know the

effects of mental health to academic performance of students and recommend possible coping strategies

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intervention programs managing mental health of students ‘academic performance amidst Covid 19

pandemic

Definition of Terms

Academic Performance – otherwise known as academic achievement, it is the measure or extent to which a

student which is the respondent has performed and reached the educational goal in a given academic

curriculum.

Mental health – defined as a person’s emotional, psychological, social and well - being (Mental Health

gov.)

United Nations Educational, Scientific and Cultural Organization (UNESCO) – It seeks to build peace

through international cooperation in Education, the Sciences and Culture.

Covid 19 – refers to Corona Virus Disease 2019 that was declared a pandemic in March 11, 2020

Stress – defined as state physical, mental, and emotional factors that results in physical or mental tension

( Shiel, Jr., 2018)

Humanities and Social Science (HUMSS) – refers to the strand that pursues collegiate courses relating to

the field of Humanities and Social Science.

H1N1 influenza - referred to as swine flu, is a highly contagious respiratory disease in pigs caused by one of

several swine influenza a viruses

Ebola - a virus that causes problems with how your blood clots.

Severe acute respiratory syndrome (SARS) - a viral a contagious and sometimes fatal respiratory illness.

SARS first appeared in China in November 2002.

Effective learning -describes methods of teaching and learning that actively involve children in their own

learning and personal development.7

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Intervention programs - a treatment method used by the mental health community, and utilized in a

number of ways to better the situation of individuals who have become dependent on various substances or

activities

Middle East respiratory syndrome (MERS) –related coronavirus, or EMC/2012, is the virus that causes

Middle East respiratory syndrome. It is a species of coronavirus which infects humans, bats, and camels.

Distance learning - a method of studying in which lectures are broadcast or classes are conducted by

correspondence or over the internet, without the student's needing to attend a school or college. Also

called distance education.

Psychological – affecting, or arising in the mind; related to the mental and emotional state of a person.

Home confinement - an alternative to being in a prison while awaiting trial or after sentencing

Grade 12 Senior High School – The population where the researchers will get the respondents.

Cauayan City National High School– The setting or scope of the study.

Research Hypothesis

A hypothesis is a prediction of the possible outcomes of a study (Fraenkel & Wallen, 2009). Hypotheses are

statements in quantitative research in which the investigator makes a prediction or a conjecture about the

outcome of a relationship among attributes or characteristics (Creswell, 2012). And with that, the Null

Hypothesis of this study is that there is coping up with mental health difficulties to students ‘academic

performance despite of virus scare in Cauayan City National High School-Main Campus.

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Synthesis

The COVID-19 pandemic greatly affected the entire world in just several months spreading not just the

disease it carries, but also spread negative psychological effects. Mental health concerns had always been

major issue globally before the COVID-19 outbreak. Student mental health in high school has been an

increasing concern. Then mental health issues reported in the literature review are depression, stress and

anxiety. However, this will not mean that other mental health concerns will not be addressed. The pandemic

has several factors contributed in the mental health of students such feel stress because of the load of

activities and performance task, sleeping difficulties, and fear on academic failure., The impact of pandemic

in mental health severely affected and changed the lifestyle of many students. Combining these impacts of

pandemic in mental health can result into unhealthy lifestyle. As a result, there is an urgent need of

intervention programs students need to manage their mental health concern which mental health needs to be

addressed along with the pandemic.

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17

CHAPTER 3

RESEARCH METHODOLOGY

This chapter presented the detailed methods, procedures or techniques that were used in answering

the research questions to provide adequate and complete information on how to conduct the collection of

data. This chapter was divided into several sections like the research design used, respondents and locale of

the study, sampling technique, data gathering instruments, data gathering procedures and statistical tools.

Research Design

The researchers used descriptive evaluative research for this study. According to Turner et al. (1989),

evaluation is a systematic process that produces a trustworthy account of what was attempted and why;

through the examination of results—the outcomes of intervention programs—it answers the questions,

"What was done?" "To whom, and how?" and "What outcomes were observed?''. This research design will

help the researchers to know the effects of mental health to academic performance of Grade 12 HUMSS

students amidst Covid 19 Pandemic.

Respondents of the Study

The respondents of the study were from the four (4) sections of Grade 12 Students of Cauayan City

National High School-Main. The respondents had similar characteristics as they are from the same grade

level and strand. In getting the sample size, the researchers used the Slovin’s formula to the student’s

population. This resulted to 132 students of Grade 12 HUMSS.

Locale of the Study

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The study was conducted at Cauayan City National High School-Main Campus. It was done all

throughout the academic year 2021-2022.

Sampling Technique

18

In conducting this study, the researchers used simple random sampling in identifying the sample from the

given population. The researchers also used Slovin’s formula in every section of the given population to get

the sample. Slovin’s formula is used to calculate an appropriate sample size from a population.

Slovin’s Formula

n=

n=

n = 129

Where:

n = sample size

N = total number of Grade 12 HUMSS students

E = margin of error

Table 1.

Sample Distribution of Respondents

Section Number of

(Grade 12 Students % Sample

HUMSS)

SY 2021- 2022

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A 50 25% 34

B 46 25% 31

C 50 25% 34

D 45 25% 30

Total N=191 100% n=132

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Computation for Sample Size each section

A. 50 / 191 X 129 = 34

B. 46 / 191 X 129 = 31

C. 50 / 191 X 129 = 34

D. 45 / 191 X 129 = 30

Data Gathering Instruments

The instrument used was a constructed questionnaire to gather the needed data for the students’

profile of the respondents. The said instrument was used to determine their name (optional), age, sex, grade,

and section. Based on the reading of the researcher, technical literature, previous studies, unpublished and

published studies related to the study, the draft questionnaires were drawn up. The criteria for designing

good data collection tools were considered in the preparation of the instrument. The instrument allowed the

researchers to obtain the students' correct answers. The close-ended options (checklist) were provided to

accommodate an accurate formulated views related to the topic or issues. The use of standardized

questionnaires is based on a variety of research assumptions.

Data Gathering Procedures

In the conduct of study, the researcher used the following procedures:

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1. The researchers will make an approval letter from the principal. Upon approval, the researchers will

now start the procedures.

2. After permission has been granted, the researchers will pick respondents that correspond to the

criteria predefined.

3. Due to the pandemic, face-to-face approach for the study cannot be performed, so as an alternative

option the researchers decided to use online survey for gathering data.

4. The researchers will be collecting data by means of survey questionnaires that composes of the

respondents’ name (optional), age, sex, grade and section. The second page/part of the research

questionnaires

20

will be divided into three (3) subparts. The first subpart is on how the mental health affected the way of life

students amidst Covid 19 pandemic. The second subpart is the factors that affect the mental health of

student’s academic performance amidst Covid 19 pandemic and the last subpart will be on how students can

cope up with mental health difficulties to their academic performance despite of virus scare.

5. After collecting the data, the researchers will collect and tally the data for the interpretation.

Statistical Tools

The researchers used the questionnaire in gathering data from the respondents. Copies of

questionnaire that were stated in English, are used to observe all the students who participated. The data

gathered were arranged using quantitative method and expressed by a 4 -point Likert Scale to the level of

agreement from each samples, which includes the following choices/level of agreement: Strongly agree,

agree, disagree and strongly disagree. As stated by Tomoko Nemoto & David Beglar (2014), Likert-scale

questionnaires are the most commonly used type of instrument for measuring affective variables such as

motivation and self-efficacy, given that they allow researchers to gather large amounts of data with relative

ease. This aims to test the correlation and significance of the relationship between student’s mental health

and their academic performance.

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The standard table for interpretation of the correlation was stated below:

Scale Linear Relationship

1 Strongly disagree

2 Disagree

3 Agree

4 Strongly agree

The equivalent of the mean scores for the Likert Scale was stated below:

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Scale Interval Linear Relationship

1 1.1-75 Strongly disagree

2 1.76-2.51 Disagree

3 2.52-3.27 Agree

4 3.28-4 Strongly Agree

Legend: 1 - 1.75 = Strongly disagree, 1.76 - 2.51 = Disagree, 2.52 - 3.27 = Agree, 3.28 – 4 = Strongly

Agree

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CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented the information collected during the stage of gathering the data and

interpretation of the answers to the statement of the problem perceived in conducting the survey

questionnaires.

I. Demographic Profile

Table 1.1

Sections of Grade 12 HUMSS Students

Section Frequency Percentage

A 30 22.7
B 34 25.8
C 36 27.3
D 32 24.2
Total 132 100

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Based on the table above, the respondents came from four (4) sections: A, B, C, and D. There were

30 (22.7%) respondents in HUMSS A, 34 (25.8%) respondents in HUMSS B, 36 (27.3%) respondents in

HUMSS C, and 32 (24.2%) respondents in HUMSS D respectively.

Table 1.2

Sex of Grade 12 HUMSS Students

Sex Frequency Percentage

Male 60 45.5
Female 72 54.6
Total 132 100

Table 1.2 showed the frequency and percentage distribution of the respondents according to their sex.

The total number of grade 12 HUMSS student’s needed sample are 129; however, only 132 students

responded at the time the study was conducted. It showed further that there were 60 (45.5%) male

respondents and 72 (54.6%) female respondents. This showed that the majority of the respondents were

female.

23

Table 1.3

Age of Grade 12 STEM Students

Age Frequency Percentage

14-16 14 10.6
17-19 118 89.4
Total 132 100
Table 1.3 showed the demographic profile of the respondents according to their age. Out of 132

respondents, 118 (89.4%) of the respondents were between 17-19 years old and 14 (10.6) of the respondents

were between 14-16 years old. This showed that majority of the respondents from the age bracket of 17-19

years old.

II. Questions about the Effects of Mental Health to Academic Performance Among Grade 12 HUMSS

STUDENTS IN amidst covid-19 pandemic

Table 2.1

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Knowing how mental health problems affected the students’ way of life amidst Covid 19 pandemic

Strongly Strongly Mean

Agree Disagree
Agree Disagree Score
1. I always browse social media
for several hours to divert my 25 72 31 4 2.89
difficulties
2. My mental health struggles led
me to have pessimistic outlook in 48 60 17 7 3.13
life in this time of pandemic
3. I always worry about the
things that can happen (like
thinking of getting the virus any 13 46 54 19 2.41
time and thinking that pandemic
will not end doing quarantine)
4. I feel like I don’t have interest
42 70 10 10 3.09
in everything that am doing.
5. I feel lonely all the time during
31 46 39 16 2.70
quarantine.
6. I am always bothered with the
43 59 28 6 3.08
news related to the pandemic
7. I am eating regularly because
of the negative impacts of the 35 52 37 8 2.86
pandemic
8. I always feel weak and
fatigued during quarantine 54 45 23 12 3.10
period.
9. My financial issues affected
22 34 57 31 2.45
my mental health status.
10. I am experiencing difficulties
in sleeping and having abnormal 23 65 29 15 2.73
in sleeping patteen
Legend: 1 - 1.75 = Strongly disagree, 1.76 - 2.51 = Disagree, 2.52 - 3.27 = Agree, 3.28 – 4 = Strongly
Agree

Findings from the Table 2.1 showed on how mental health problems affected the Grade 12 HUMSS

students’ way of life from the 4 sections; A, B, C, D.

Based to the corresponding legend, the researchers categorized each statement based on the interval of

the mean scores. Following the procedures, the statements that have the same interval score of 1.76 to 2.51 o

the statements number 3 (2.41) and 9 (2.45), which in the interval of disagree section. Meanwhile, within the

interval of 2.52 to 3.27, the following statement numbers such as 1 (2.89), 2 (3.13), 4 (3.09), 5 (2.70), 6

(3.08), 7 (2.86), 8 (3.10), and 10 (2.73), were in the category of agree section. Based on the coding, it

showed that the mental health problems affected the students’ way of life amidst pandemic stated in the table

shows that half of it are positive and the other half as negative.

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The psychological struggles brought by COVID-19 is expected to impact the daily life. Velten et. Al

(2014) stated that all lifestyle factors were associated with mental health outcomes. Meaning, all that you do

from physical aspects and decision-making is highly influenced by your mental health status. Students

agreed that they mostly stick on social media as a result of their mental struggles and to divert it. Gao et al.

(2020) study states that social media exposure is positively become one of the factors contributing in mental

health problems. The respondents agreed that they are experiencing irregular sleeping patterns. Moreover,

Zhang et al. (2017)findings concluded that abnormal sleeping patterns may have association with untreated

mental disorders among adolescents. .To sum up, mental psychological struggles can completely affect

lifestyle. Among these are browsing social media to divert struggles, being unable to concentrate in what

they are doing, having abnormal sleeping patterns and being bothered by news related to the pandemic

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Table 2.2

Factors that affect the mental health of student’s academic performance amidst Covid 19 pandemic

Strongly Strongly Mean

Agree Disagree
Agree Disagree Score
1.I have trouble in understanding
29 79 23 1 3.03
the lesson
2. I am distracted because of the
disturbing noises in my 49 65 13 5 3.20
environment
3. I have fear on academic failure 89 26 15 2 3.53
4. I am not able to eat on time 36 61 27 8 2.95
5. I experience back aches because
58 45 26 3 3.20
of long hours of sitting
6. I have trouble in connecting to 60 53 15 4 3.28
online meetings due to slow

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connection
7. I need to do my house chore
48 73 9 2 3.27
responsibilities
8. I feel stress because of the load
43 82 7 0 3.27
of activities and performance task
9. I don’t have the proper gadget
21 24 63 24 2.32
for my online class.
10. I have problem in my financial
25 6 62 39 2.13
status
Legend: 1 - 1.75 = Strongly disagree, 1.76 - 2.51 = Disagree, 2.52 - 3.27 = Agree, 3.28 – 4 = Strongly
Agree

Findings in from Table 2.2 showed the factors that affects the mental health of Grade 12 HUMSS

students’ academic performance amidst Covid 19 pandemic from section A, B, C, and D. Based on the data

gathered, the statements were categorized based on the interval of the mean scores. The interval of disagree

section has 1.76 to 2.51 and had the statements number 9 (2.32) and 10 (2.13). Concurrently, within the

interval of 2.52 to 3.27 the following statement numbers such as 1 (3.03), 2 (2.75), 4 (2.95), 5(3.20),7 (3.27),

8 (3.27) and 10 (2.63) were in the category of agree section. Additionally, the interval of disagree section

has 3.28 – 4 and had the statement numbers such as 3 (3.53) and 6 (3.28) were in the category of strongly

agree section. On the basis of the coding, it presented that the results of the coping strategies set out in the

table indicate that half of them are effective when they come within the portion of the agreement and the

other half ineffective.

According to the table above, the researchers were able to identify which factors affects the students’

academic performance amidst Covid 19 pandemic. Out of our 132 respondents, 70% of them agreed that

these factors like feeling stress because of the load of activities and performance task, having trouble in

26

understanding the lesson, and need to do my house chore responsibilities. Also, 10% of our respondents

strongly agreed that they have fear on academic failure. Moreover, 20% disagreed that they don't have the

proper gadget for their online classes and so with the case of having financial problems.

There have been other research that have come to the same conclusion. When it came to understudy

execution this school year, there were more factors to consider. Aside from the usual suspects, such as a

student's academic history or specific learning issues, torques have been thrown into the mix as a result of

the present pandemic. Additional factors influencing understudy performance include the student's

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environment, family status, and current educational practices. Now that understudies are spending more time

at home and frequently learning remotely, the student's situation at home may be a more significant factor

than ever before (Chazen, 2020).

Table 2.3

Coping up strategies to mental health difficulties of student’s academic performance despite the virus scare

Strongly Strongly Mean

Agree Disagree
Agree Disagree Score
1. I always talk to my family or
relatives in our home and explain 26 53 40 13 2.70
what I feel.
2. I exercise to keep myself
27 62 35 8 2.82
physically and mentally health
3. I rest for a bit to relax my body 45 78 6 3 3.25
4. I treat myself sometimes to
42 63 21 6 3.07
relieve stress
5. I consult a health professional or
our school guidance scholar when I
12 55 49 16 2.48
feel something negative about my
mental health status.
6. I’m taking down notes every
12 52 58 10 2.5
online discussion
7. I eat to soothe my heavy feelings 38 59 30 5 2.98
8. I take care of my activities
43 77 11 1 3.23
before deadline.
9. I spend some of my time in
social media and chat my friends to 33 85 9 5 3.11
divert my negative feelings
10. I always do my hobbies to keep
myself away from negative 36 69 13 14 2.96
impacts of mental health issues.

27

Legend: 1 - 1.75 = Strongly disagree, 1.76 - 2.51 = Disagree, 2.52 - 3.27 = Agree, 3.28 – 4 = Strongly
Agree

Table 2.3 showed the coping up strategies to mental health difficulties of student’s academic

performance despite the virus scare from 4 sections which are the A, B, C, and D.

With the presented legend, the researchers made use of the statements that were characterized in

respect on the interval of the mean scores. Using the interval of disagree category that has 1.76 – 2.51 range,

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it had statement included in the category which is statement number 5 (2.48) and 6 (2.5) while in the interval

of 2.52 – 3.27 (agree section), it had seven statements naming statements number 1 (3.29), 2 (3.30), 5 (3.10),

6 (2.68), 7 (3.04), 8 (2.52), and 10 (3.14). Moreover, the two remaining statements were under the category

of strongly agree with the interval of 3.28 – 4, which were the statements number 1 (3.29) and 2 (3.30).

Based on the result, it was evident that students of Cauayan City National High School in the Grade 12

HUMSS strand agreed on the given kinds of coping mechanisms of students that they use effectively in

coping up in this mode of learning.

In accordance with the table 2.2, the factors that affect the mental health of student’s academic

performance amidst Covid 19 pandemic agreed the most was statement number 2 with the mean score of

3.53 (I have fear on academic failure), while the least effective coping up strategies to mental health

difficulties of student’s academic performance despite the virus scare was under the statement number 6

garnering a mean score of 2.5 (I'm taking down notes every online discussion).

Also based on the demographic profile of the respondents, both genders had similarities and

differences on their coping strategies. It showed that 97% of the respondents (both male and female), rely on

social and However, it also showed that 62 (81.1%) of the female students treat themselves to relieve stress

more often than 32 (62.75%) of the male students.

There were also studies that show similarity to in their studies and it was revealed that one of the

coping strategies used by this student is seeking family sup the findings. Using diverse coping strategies

such as seeking social support and making changes to improve the stressful situations was used by the

distant learners that is according to the study conducted by Gore et al. (2014). Another study conducted by

Wai-yee (2013), female students who used certain coping strategies were academically successful supports.

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CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presented the summary of the research, conclusions, and recommendations of the

researchers regarding the topic ventured. The researchers summarized the study in order for the readers to

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answer the problems regarding the topic of this research while recommendations are for the development of

the present status about the topic presented by the researchers.

Summary of Findings

This study was conducted to know The Effects of Mental Health to Academic Performance Among

Grade 12 HUMSS Students In CCNHS Amidst Covid-19 Pandemic. The total respondents for this study was

132 students from the 4 sections. The method used by the researchers was descriptive evaluative research.

Online survey questionnaires was used for the data gathering using 4-point Likert Scale. The inquiry of these

study was conducted during the first semester of the school year 2021-2022.

It was aimed to find the appropriate answers to the following questions: 1) What is the demographic

profile of the respondents in terms of: a) gender, b) age, c) section. 2) How the mental health affected the

way of life students amidst Covid 19 pandemic? 3) What are the factors that affect the mental health of

student’s academic performance amidst Covid 19 pandemic? 4) How students can cope up strategies with

mental health difficulties to their academic performance despite of virus scare?

Findings:

i. Based on the data gathered, there are 132 respondents in section HUMSS A, B, C and D. 30 (22.7%)

from section HUMSS A, 34 (25.8) from section HUMSS B, 36 (27.3%) from HUMSS C, and 32

(24.2%) from section HUMSS D. There are 72 female respondents and 60 male respondents in the

study and the majority has an age range of 17-19 years old (89.4%) while the others ages from 14-16

years old (10.6%).

29

ii. Out of the 132 respondents, 113 respondents of them (80%) agreed that they always browse social

media for several hours to divert their mental difficulties, their mental health struggles led them to

have pessimistic outlook in life in this time of pandemic, always worry about the things that can
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happen (like thinking of getting the virus any time and thinking that pandemic will not end doing

quarantine), they feel like they don’t have interest in everything that they doing, feel lonely all the

time during quarantine, always bothered with the news related to the pandemic, eating regularly

because of the negative impacts of the pandemic and they experiencing difficulties in sleeping and

having abnormal pattern and 28 respondents of them (20%) disagreed that they always worry about

the things that can happen (like thinking of getting the virus any time and thinking that pandemic will

not end doing quarantine and financial issues not affected in their mental health status amidst Covid

19 pandemic. Furthermore, 82 (60%) agreed that they have trouble in understanding the lesson,

distracted because of the disturbing noises in their environment, experience back aches because of

long hours of sitting, they need to do their house chore responsibilities, and they feel stress because

the load of activities and performance task Moreover, 24 (20%) of the respondents strongly agreed

that they have trouble in connecting to online meetings due to slow connection and have fear on

academic failure. The remaining 26 respondents (20%) disagreed that they don't have the proper

gadget and same with the case of having trouble with their financial problems and that this didn’t

contribute to the academic stress of the students.

iii. Both genders have similarities and differences on their coping strategies. It showed that 94% of the

respondents (both male and female) rest for a bit to relax their body. However, it also showed that 68

(83.2.%) of the female students take care of their activities before deadline than 35 (67.52%) of the

male students.

iv. It was stated that rest for a bit to relax their body was the most effective coping strategies with the

mean score of 3.25. while taking down notes every online discussion was the least effective with the

mean score of 2.5. Based on the data shown on the table 2.3, the coping up strategies to mental health

difficulties of student’s academic performance despite the virus scare shows that half of the

statements are effective and the other half as ineffective.

30

Conclusion

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In conclusion, mental health problems can affect many areas of students’s lives, reducing their

quality of life, satisfaction and academic achievement. The respondents stated that they have trouble in

connecting to online meetings due to slow connection ,experienced back aches, feel stress because of the

load of activities and unable to eat in time that causes them to have trouble in understanding the lesson.

Moreover, the demographic profile of the respondents affected their coping strategies in their academic

performance, with respect to their age, sex and section. It showed that rest for a bit to relax their body are

the most effective coping strategies that contribute to their better academic performances in the new learning

system while taking notes during discussion presented the least effective.

Recommendations

The recommendations in the present study on the extent of academic performance to one’s mental

health of Grade 12 HUMSS students were drawn as follows:

1. Communities and schools should educate people about mental health and awareness such as having a

talk about coping to psychological struggles and symposiums about mental health.

2. There should be a wide mental health services accessible to everyone. Schools can extend their guidance

counselling services to help those people who cannot afford mental health services.

3. Families should develop a strong connection on every part of their family especially their children. They

are the only available person physically to provide comfort for their family members.

4. Do not be shy consulting mental health professionals in order for one to determine their mental health

difficulties and be provided with proper treatment.

5. Doing hobbies and exploring other things may help to divert self away from psychological struggles.

6. Observe physical health as it may also affect mental health by exercising at home.

7. Connect with your peers by messaging them when you feel alone.

8. Divert yourself away from pandemic -related posts and news if you don’t feel reading or hearing them.

31

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As schools open in this pandemic, the following recommendations are made based on the findings:

1. For the parents, since their children are shy to express what they feel, they should try to build

connection to their children as they are the only person available to their children to approach

physically.

2. For the students, it is normal to experience struggles in this pandemic. As classes shifted to blendeed

learning, things may get hard for them to adjust and cope up immediately to the situation, leading to

ineffective learning. Students should partake in school’s mental health assessment and seek guidance

counsellor when they cannot handle things any more if they cannot approach their parents.

3. For the teachers, as they are the primary force in enforcing education to the students, they should get

the support they needed from the school. They are having sleepless nights to create learning materials

for the students in order to have an effective school year. The school administrators should always

make sure that their teachers have regular assessment of their mental health and assure they are

healthy physically and mentally to have an effective teaching output for the students.

4. For the school administrators, they should implement a stable and easy to approach guidance

counselling services available to the students and teachers. Students and teachers should be assessed

monthly and let them voice out their struggles that might affect students’ learning and teachers’

thinking ability.

5. For the school, even though the start of pandemic greatly affected education, learning will never stop.

The school should also consider the health of everyone that makes the school from in students,

teaching force, school workers and administrators. If assessments are not possible, at least a

symposium should be done to give intervention measures in mental health struggles and give

awareness to the students and teachers.

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32

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Brandy, J. M., Penckofer, S., Solari-Twadell, P. A., & Velsor-Friedrich, B. (2015). Factors predictive of
depression

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APPENDICES

APPENDIX A

Letter to the School Principal

Cauayan City National High School

Turayong Cauayan City, Isabela

November 8,2021

Sir Primitivo Gorospe,

Principal

Cauayan City National High School

Dear Sir Primitivo Gorospe,

Greetings!

The undersigned is a graduating Grade 12 student under the Humanities and Social Science, will be
conducting our research in the Practical Research 2. The goal of our research is to know the “THE
EFFECTS OF MENTAL HEALTH TO ACADEMIC PERFORMANCE AMOONG GRADE 12
HUMSS STUDENTS IN CCNHS AMIDST COVID 19 PANDEMIC”. As well as to add up existing
knowledge and create programs that will be of benefit to the school or the community. In line with this, may
we request to conduct our research to Grade 12 HUMSS, as well as to float questionnaires to students. Any
help you will extend will be of great help on our studies. We are hoping for your positive response.

Sincerely yours,

ABU, REYVIE BERNADEZ, JOHN JOHN

DELA CRUZ, JOANA MARIE BORDALLO, MARK

DELA CRUZ ,CLOREY DELA CRUZ,ROBIN

DELA CRUZ, ZYRA JAMER FERNANDEZ, JIEGO

ELEGADO, DOROTHY GUILLARAN, GABRIEL

GALUT, MARISSA IGANACIO, NOEL

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Researcher

Noted by: Approved by:

Mrs. RACHELLE DUCSA-LODEVICO Sir Primitivo Gorospe

Practical Research 2 Teacher School Principal

3,6

APPENDIX B

Letter to Float Survey Questionnaires

Cauayan City National High School

Turayong Cauayan City, Isabela

November 8,2021

Mrs. Zarraine Maccaling

Subject Teacher

Cauayan City National High School

Dear Ma’am:

Greetings!

The undersigned is a Grade 12 student of Cauayan City National High School, under the strand
Hummanities and Social Science currently conducting a research entitled: “THE EFFECTS PF MENTAL
HEALTH TO ACADEMIC PERFORMANCE AMONG GRADE 12 HUMSS STUDENTS IN CCNHS
AMIDST COVID 19 PANDEMIC”. This study seeks to know the effects of mental health to academic
performance among Grade 12 HUMSS students in Cauayan City National High School. In line with this,
may we ask to float survey questionnaires on your students about the said undertaking? Please be assured
that all gathered information will be treated with outmost confidentiality. This endeavor will be of great help
on our school and o be used in the survey questionnaire. Thank you very much and we are hoping for your
favorable response.

Sincerely yours,

ABU, REYVIE BERNADEZ, JOHN JOHN

DELA CRUZ, JOANA MARIE BORDALLO, MARK

DELA CRUZ ,CLOREY DELA CRUZ,ROBIN

DELA CRUZ, ZYRA JAMER FERNANDEZ, JIEGO

ELEGADO, DOROTHY GUILLARAN, GABRIEL

GALUT, MARISSA IGANACIO, NOEL

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Researcher

Noted by:. Approved by:

Mrs. RACHELLE DUCSA-LODEVICO Mrs. Alice D. Ravelo

Practical Research 2 Teacher Grade 12 Coordinator

37

APPENDIX C

Survey Questionnaire

SURVEY FORM

Dear Respondent:

We are currently conducting a study entitled “THE EFFECTS PF MENTAL HEALTH TO ACADEMIC
PERFORMANCE AMONG GRADE 12 HUMSS STUDENTS IN CCNHS AMIDST COVID 19
PANDEMIC”. We seeking your outmost cooperation and support by accomplishing all the items in this
questionnaire. By providing your e-mail in this consent, you are agreeing to give your response in this study.
Please honestly answer the questionnaire. All the information you will provide will be treated with outmost
confidentiality and kept.

Thank you.

ABU, REYVIE BERNADEZ, JOHN JOHN

DELA CRUZ, JOANA MARIE BORDALLO, MARK

DELA CRUZ ,CLOREY DELA CRUZ,ROBIN

DELA CRUZ, ZYRA JAMER FERNANDEZ, JIEGO

ELEGADO, DOROTHY GUILLARAN, GABRIEL

GALUT, MARISSA IGANACIO, NOEL

Researcher

---------------------------------------------------------------------------------------------------------------------

I. Respondent Profile

Name (Optional): __________________________________________________

E-mail Address : __________________________________________________ (Required)

Age: 14( ) 15 ( ) 16( ) 17( ) 18( ) 19( ) (Required)

Section: HUMSS A ( ) HUMSS B ( ) HUMSS C ( ) HUMSS D ( ) (Required)

Sex : Male ( ) Female ( ) (Required)

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II. Survey Questionnaire

Instruction: Carefully read and analyze the statements. Rate your level of agreement on each statement using
the four-point rating scales from 4-Strongly Agree as the highest to 1- Strongly Disagree as the lowest.
Please SELECT Your response according to your level of agreement in the statements.PLEASEANSWER
THE QUESTIONNAIRE TRUTHFULLY AND LEGIBLY.

The rating is shown as follows: : 1 - 1.75 = Strongly disagree, 1.76 - 2.51 = Disagree, 2.52 - 3.27 = Agree,

3.28 – 4 = Strongly Agree

38

A. Knowing how mental health problems affected the students’ way of life amidst Covid 19 pandemic

Strongly Strongly
Agree Disagree
Agree Disagree
1. I always browse social media for
several hours to divert my
difficulties
2. My mental health struggles led
me to have pessimistic outlook in
life in this time of pandemic
3. I always worry about the things
that can happen (like thinking of
getting the virus any time and
thinking that pandemic will not end
doing quarantine)
4. I feel like I don’t have interest in
everything that am doing.
5. I feel lonely all the time during
quarantine.
6. I am always bothered with the
news related to the pandemic
7. I am eating regularly because of
the negative impacts of the
pandemic
8. I always feel weak and fatigued
during quarantine period.
9. My financial issues affected my
mental health status.
10. I am experiencing difficulties
in sleeping and having abnormal in
sleeping patteen

B. Factors that affect the mental health of student’s academic performance amidst Covid 19 pandemic

Strongly Strongly
Agree Disagree
Agree Disagree
1.I have trouble in understanding
the lesson
2. I am distracted because of the

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disturbing noises in my
environment
3. I have fear on academic failure
4. I am not able to eat on time
5. I experience back aches because
of long hours of sitting
6. I have trouble in connecting to
online meetings due to slow
connection
7. I need to do my house chore
responsibilities
8. I feel stress because of the load
of activities and performance task
9. I don’t have the proper gadget
for my online class.
10. I have problem in my financial
status
39

C. Coping up strategies to mental health difficulties of student’s academic performance despite the

virus scare

Strongly Strongly
Agree Disagree
Agree Disagree
1. I always talk to my family or
relatives in our home and explain
what I feel.
2. I exercise to keep myself
physically and mentally health
3. I rest for a bit to relax my body
4. I treat myself sometimes to
relieve stress
5. I consult a health professional or
our school guidance scholar when I
feel something negative about my
mental health status.
6. I’m taking down notes every
online discussion
7. I eat to soothe my heavy feelings
8. I take care of my activities
before deadline.
9. I spend some of my time in
social media and chat my friends to
divert my negative feelings
10. I always do my hobbies to keep
myself away from negative
impacts of mental health issues.

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END OF THE SURVEY

Thank you and God bless!

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