Anxiety Levels of Bse Science Students in Pangasinan

ANXIETY LEVELS OF BSE SCIENCE STUDENTS IN PANGASINAN
STATE UNIVERSITY DURING THE COVID-19 PANDEMIC
Mark Joshua N. Mercado

Princess C. Lucas
Karen R. Ancheta
Patricia Abigail P. Perez
Crisbe O. Bautista
Clarence G. Molato
PANGASINAN STATE UNIVERSITY

Bayambang Campus
Bayambang, Pangasinan
September 2021
i
ANXIETY LEVELS OF BSE SCIENCE STUDENTS IN PANGASINAN
STATE UNIVERSITY DURING THE COVID-19 PANDEMIC
A Research
Presented to the Faculty of
Pangasinan State University-Bayambang Campus
In Partial Fulfillment
of the Requirements for the Course
Science 131 - Research 2
BSEd Science III-3
Mark Joshua N. Mercado

Princess C. Lucas
Karen R. Ancheta
Patricia Abigail P. Perez
Crisbe O. Bautista
Clarence G. Molato
September 2021
i
APPROVAL SHEET
In partial fulfillment of the requirements for the course Science 131- Research 2,
this research study entitled "ANXIETY LEVELS OF BSE SCIENCE STUDENTS IN
PANGASINAN STATE UNIVERSITY DURING THE COVID-19 PANDEMIC" has
been prepared and submitted by MARK JOSHUA N. MERCADO, PRINCESS C.
LUCAS, KAREN R. ANCHETA, PATRICIA ABIGAIL P. PEREZ, CRISBE O.
BAUTISTA, and CLARENCE G. MOLATO, and is hereby recommended for acceptance
and approval.
ROMA GRACE H. DIZON, MS Bio

Adviser
Approved by the Oral Examination Committee
MARJORIE P. LACAP, PhD

Chair
CHRISTIAN PAUL G. SORIANO, MA Ed RICO A. REYES, PhD

Member Member
Accepted and approved in partial fulfillment of the requirements for the course
Science 131- Research 2 under the Bachelor of Secondary Education, Major in Science.
MARJORIE P. LACAP, PhD

Chair, Science and Mathematics Department
ii
ACKNOWLEDGEMENT
The researchers wholeheartedly express their sincere admiration and gratitude to
the following who selflessly contributed their support, knowledge, and strength to make
this research possible.
To Mrs. Roma Grace H. Dizon, for partaking her precious time, expertise, and
effort in suggesting and recommending for the research study’s improvements.
To Dr. Marjorie P. Lacap, Mr. Christian Paul G. Soriano, and Dr. Rico A.
Reyes, Oral Examination Committee, for imparting us the knowledge, proposing their
comments and remarks for the refinement of the study.
To Mr. Richthofen De Jesus, Mr. Brandy Celino, and Ms. Mary Grace P.
Vargas, validators of the survey-questionnaire, for their helpful and useful critiques for
improvements and for validations.
To Mr. John B. Austin Mendoza, Mr. Joel Junio, statisticians of the study, for
helping the researchers to interpret, and compute the data gathered for the validation of the
findings.
To Mrs. Jovila Alcantara, critique reader, for her generosity on giving her
precious time, effort, comments, and suggestions for the polishing of the research paper.
To BSE Science Students, respondents of the study, for lending their time and
honesty in answering the survey-questionnaire.
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To BSE Science III-3, for the prayers and sincere support they gave to the
researchers.
To families of the researchers, for showing their sympathy and love, financial and
moral supports which gives the researchers the motivation to get through this research.
Most of all, to Heavenly Father, for giving the researchers the knowledge and
strength and for constant guidance in fulfilling this research safe.
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DEDICATION
This study is lovingly dedicated to the most important people in our lives:
Mr. and Mrs. Edwin V. Mercado, Mr. & Mrs. Alfredo Lucas, Mr. and Mrs. Victor
P. Ancheta, Mr. & Mrs. Manolito J. Perez, Mr. and Mrs. Bernie T. Bautista, and
Mr. and Mrs. Mario DC. Molato, our parents, who gave us the unending support and
motivations to finish our research study.
To our siblings, relatives, friends, mentors, and classmates, for their shared words of
advice and encouragement to make this research the best we could be.
And finally, we owe this book to our Almighty God. Thank you for giving us the
strength, the presence of mind, the wisdom and skills, and the protection before, during,
and now, as we finished this research study. All of these are dedicated to you.
The Researchers
v
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGMENT iii
DEDICATION v
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES x
ABSTRACT xi
Chapter
1 THE PROBLEM
Background of the Study 1
Statement of the Problem 5
Research Hypothesis 6
Significance of the Study 6
Scope and Delimitation of the Study 7
Definitions of Terms 7
vi
Chapter
2 REVIEW OF LITERATURE
Related Literature 10
Related Studies
Foreign Studies 15
Local Studies 20
Synthesis of the Reviewed Studies and Present Study 22
Theoretical Framework 24
Conceptual Framework 25
Research Paradigm 28
Chapter
3 METHODOLOGY
Research Design 30
Subjects and Locale of the Study 30
Data Gathering Instrument 32
Validation of the Research Instruments 32

Data Gathering Procedure 32
Statistical Treatment of Data 33
Chapter
4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Presentation and Interpretation of Data 35
vii
5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 43
Conclusions 44
Recommendations 45
BIBLIOGRAPHY 46
APPENDICES
A Letter of Permission to Conduct the Study 51
B Letter to the Validators 52
C Letter to the Respondents 53
D Survey-Questionnaire for Respondents 54
E Content Validity for Survey-Questionnaire 60
F Result of the Content Validity for the Survey-Questionnaire 61

by Sir Richtofen De Jesus
Result of the Content Validity for the Survey-Questionnaire 62
by Sir Brandy Celino
Result of the Content Validity for the Survey-Questionnaire 63
by Ma’am Mary Grace P. Vargas
G Computation for the Validation of the Survey-Questionnaire 64
H e-Brochure 65
CURRICULUM VITAE 73
viii
LIST OF TABLES
Table Title Page

1 Number of Students of Bachelor of 31
Secondary Education Major in Science
2 Descriptive Equivalent by William WK 34
Zung’s rating instrument for anxiety disorders
3.1 Profile of BSE Science Students in terms of Sex 35
3.2 Profile of BSE Science Students in terms of 36
Family Income Distribution
4 Anxiety Levels of BSE Science Students 36
during the COVID-19 Pandemic
5 Relationship between the Profile Variables 40
and the Levels of Anxiety of BSE Science
Students during the COVID-19 Pandemic
6 Top Five Responses to Lessen the Anxiety 41
during the COVID-19 Pandemic
ix
LIST OF FIGURES
Table Title Page

1 Research Paradigm of the Study 28
x
ABSTRACT
Title : ANXIETY LEVELS OF BSE SCIENCE STUDENTS IN

PANGASINAN STATE UNIVERSITY DURING THE COVID-
19 PANDEMIC
Researchers : Mark Joshua N. Mercado, Princess C. Lucas, Karen R. Ancheta,

Patricia Abigail P. Perez, Crisbe O. Bautista, Clarence G. Molato
Course : BSE Major in Science
University : Pangasinan State University - Bayambang Campus
Year : 2021
Adviser : Roma Grace H. Dizon, MS Bio
The COVID-19 pandemic brought different psychological impacts to students, one
of which is anxiety.
This study determined the anxiety levels of BSE Science students in Pangasinan
State University-Bayambang Campus during the COVID-19 pandemic. The researchers
used descriptive method utilizing a survey-questionnaire to gather data through Google
Forms. The respondents are 384 BSE Science students enrolled during the second semester
of school year 2020-2021 in Pangasinan State University-Bayambang Campus.
The profile of the respondents in terms of sex, and family income distribution were
gathered. Frequency counts and percentage were used to analyze the data. Majority of the
respondents were females with 250 or 67.93%. In terms of family income distribution,
majority of the respondents are under the poor category with 197 or 53.33%.
xi
The anxiety levels of the respondents were gathered using a Likert-scale. The
computed overall weighted mean is 2.66 with a descriptive equivalent of “good part of the
time”. Therefore, BSE Science students are suffering from severe anxiety.
The Chi-square test and Spearman rho were used to prove that there is no significant
relationship between the profiles of the respondents to their anxiety levels during the
COVID-19 pandemic. Therefore, the profile of the respondents does not affect their anxiety
levels.
To lessen the anxiety levels of students, the researchers came up with an e-brochure
that contains strategies to cope up with anxiety during the COVID-19 pandemic.
The researchers recommend to include age and course as profile variables. It is
deemed necessary to widen the scope of the population including all courses offered in
Pangasinan State University-Bayambang Campus. It is also recommended to research on
the anxiety levels of students in relation to online learning. Lastly, a seminar workshop
about anxiety management is recommended to be conducted, once the COVID-19
pandemic ends.
xii
1
CHAPTER I
THE PROBLEM
Background of the Study
Anxiety is an emotion outstanding with the aid of using emotions of tension, uneasy
mind, and bodily adjustments resulting from anticipation of danger. It also be described as
a crucial developmental level associated with change, dispute, and perceived manipulation
of the environment (Potter and Perry, 2014). Encountering occasional tension is a regular
lifestyle, as all the people feel nervous about worrying conditions that could make them
frightened or fearful. Moderate tension may assist a man or woman to be extra observant
and centered whilst dealing with demanding situations or scary conditions. But tension as
a life-changing situation impacts even a man or woman’s mind and emotions of positive
lifestyles. For instance, a life-threatening, marital transition, or activity stressor may
increase the tension stage of an affected person and their family. Feeling nerve-racking is
not an unusual place for plenty of human beings of all ages, and a standard response to
stress. It is also normal to worry about illnesses, new social influences, or any frightening
situation, but when such an individual undergoes utmost fear and worry that does not
lessen, it may affect the activities of life, which most likely lead to an illness (Sakauye,
2008).
The Coronavirus that was first identified in Wuhan, China in December 2019 led
to a pandemic that has created a global health crisis. It has had a deep impact on the way
people perceive the world and their everyday lives (Arriaga et al., 2021). From school
closures to devastated industries and millions of jobs lost – the social and economic costs
of the pandemic are many and varied (Wellcome.org., 2021). As a result, this pandemic
2
gives rise to prolonged exposure to stress and has rendered a negative effect on many
people’s mental health. It is not only a medical phenomenon, but it also affects individuals'
psychological states, and it causes anxiety, stress, and depression. This outbreak not only
threatens the lives of people but also puts them through serious psychological suffering.
According to the website of the World Health Organization, globally, as of August
6, 2021, there have been 200,840,180 confirmed cases of COVID-19, including 4,265,903
deaths. Although impacts are felt across populations, especially in socially disadvantaged
communities and individuals employed as essential workers, college students are among
the most strongly affected by COVID-19 because of uncertainty regarding academic
success, future careers, and social life during college, amongst other concerns (Aristovnik
et al., 2020). Even before the pandemic, college students throughout the globe were
experiencing growing tiers of anxiety, depressive moods, lack of self-esteem,
psychosomatic problems, substance abuse, and suicidality (Holm-Hadulla & Koutsoukou-
Argyraki, 2015). Therefore, students may need additional resources and services to deal
with the physical and mental health repercussions of the disease (Browning et al., 2020).
A recent review highlights some of the documented psychological impacts of
COVID-19 on college students (Sankhi & Marasine, 2020). Many feel increased stress
levels and anxiety and depressive symptoms because of the changed delivery and
uncertainty of college education, technological worries about online courses, being some
distance from home, social isolation, decreased family income, and future employment.
These impacts have been observed in universities across the world (Aristovnik et al., 2020).
Similarly, despite the mental health impacts on children, adults, and health workers
or front liners, the Department of Psychiatry in Michigan Medicine claims that college
3
students suffer higher rates of anxiety, and depression, and they are usually prone and
vulnerable to feelings of loneliness compared to the general population. Abrupt transitions
and uncertainty during the period of social isolation, academic pressure such as managing
stressful tasks and assignments, and the pursuit of improving their academic performance
contribute to worsening their feelings. Separation from their extracurricular activities and
social support system at their school can cause students to feel isolated and less connected
with their friends and organizations. The unbroken spread of the COVID-19 virus, safety
measures like social distancing and isolation, delays in starting schools, and the
implementation of online classes affect the mental health of college students. The condition
they are in is stressful and anxiety-provoking, since there is constant fear as well as a lack
of control, making them more vulnerable to developing mental health issues (Department
of Psychiatry, 2021).
Moreover, according to the Kaiser Family Foundation (KFF) Organization, based
on the ongoing Household Pulse Survey, young adults have experienced several pandemic-
associated consequences, together with closures of universities and lack of income that
could contribute to terrible intellectual health. During the pandemic, a bigger than the
common proportion of younger adults (a while 18-24) document signs and symptoms of
tension and/or depressive disorder (56%). Compared to all adults, young adults are more
likely to report suicidal thoughts (26% vs. 11%). Before the pandemic, young adults were
already at high risk of poor mental health, though many did not receive treatment (KFF.org,
2021).
In the Philippines, from January 3, 2020, to August 6, 2021, there had been
1,627,816 confirmed cases of COVID-19 with 28, 427 deaths (WHO, 2021). According
4
to The College Editors’ Guild of the Philippines (CEGP), it has received reports that a 21-
year-old male student committed suicide because the pandemic drove his relatives deeper
into poverty. He couldn't come up with the money for the devices that could be required
for distance learning. CEGP stated that “another life has fallen victim to the byproduct of
the government’s misplaced priorities in its response, or lack thereof, to address the
COVID-19 outbreak and exploitative and unconstitutional training system,” “But this isn't
always the primary cause of a scholar demise through suicide" (Lalu, 2020).
In the Province of Pangasinan, COVID-19 monitoring reports that as of August 7,
2021, the total number of confirmed cases are 15,300 with 448 deaths (Province of
Pangasinan, 2021).
In instances of worry and uncertainty, while threats to one’s survival and that of
others emerge as one of the primary problems of each day life, many consider that
intellectual fitness care can wait and that efforts should focus on preserving life. However,
mental health is precisely one of the important things to survive this latest pandemic and
all that it entails in the short, medium, and long term, from the potential crisis in the
provision of health services to helping preserve and reconstruct a post-pandemic society
(Brazilian Journal of Psychiatry, 2021). University directors should satisfactorily serve
college students if they understand the effects of COVID-19 and the threat elements of its
mental effects. These impacts are of critical importance enough o warrant immediate
mental health interventions focused on prevention and treatment (Stieger et al., 2020).
Psychiatric and counseling services have historically been underutilized by college
students (Gruttadaro & Crudo, 2012). Understanding what subpopulations may suffer from
psychological impacts such as anxiety may facilitate targeted interventions and successful
5
treatment and coping strategies for individuals at greatest risk (Browning et al., 2020).
Therefore, the researchers chose this study to understand the anxiety levels of Bachelor of
Secondary Education major in Science students during the COVID-19 pandemic and to
help raise awareness of their mental health status.
State University-Bayambang Campus during the COVID-19 pandemic. Besides, there
have been studies conducted about the psychological impact of the pandemic on health
care workers and young people, adults, and few pieces of research on university students.
However, providing additional knowledge and information about the anxiety levels of BSE
Science students dealing with the pandemic is essential to the researchers.
Statement of the Problem
State University-Bayambang Campus during the COVID-19 pandemic.
It sought to answer the following specific questions:
1. What is the profile of the BSE Science students in terms of:
1.1 Sex, and
1.2 Family Income Distribution?
2. What are the levels of anxiety of the BSE Science students during the COVID-19
pandemic?
3. Is there a significant relationship between the profile of the students and their levels
of anxiety?
6
4. What are the proposed strategies to lessen the anxiety levels of BSE Science
students during the COVID-19 pandemic?
Research Hypothesis
This study tested the hypothesis at a 0.05 level of significance.
Ho: There is no significant relationship between the profile of the BSE Science students in
Pangasinan State University-Bayambang Campus and their levels of anxiety during the
COVID-19 pandemic.
Significance of the Study
This piece of work essentially benefits the following people, and agencies.
Students. Through this study, students are provided with psychological services to
lessen the mental health impact of the pandemic.
University. The result of this study serves as a basis for developing and offering
crisis-oriented psychological programs for the students.
Teachers. Through this study, teachers are given relevant data about the mental
health status of their students during the COVID-19 pandemic. They can use it to offer
additional psychological assistance in their classes.
Parents. Through this study, parents are able to know and understand the mental
health of their son or daughter and give adequate support.
Researchers. This study provides an opportunity for the researchers to contribute
to the lessening of the impact of the COVID-19 pandemic on the mental health of students.
Future Researchers. The result of this study can serve as a reference for future
researchers that will encourage them to pursue their endeavors.

7
Scope and Delimitation of the Study
This study focused on determining the psychological impact of the COVID-19
pandemic by examining the anxiety levels of the BSE Science students at Pangasinan State
University-Bayambang Campus. The study used a purposive sampling technique for it
targeted the whole population of BSE Science students at Pangasinan State University-
Bayambang Campus, who are enrolled for the second semester of school year 2020-2021.
The researchers only look into the sex, and family income distribution of the respondents
for profiling. This study will help students to overcome their anxieties during the COVID-
19 pandemic.
Definition of Terms
For a clearer understanding of the study, the following terms were conceptually and
operationally defined:
Anxiety. It is an emotion characterized by feelings of tension, worried thoughts,
and physical changes like increased blood pressure (American Psychological Association).
A feeling of worry, nervousness, or unease, typically about an uncertain outcome. In this
study, the researchers focused on the psychological impact of the COVID-19 pandemic.
Anxiety Levels. It can be influenced by personality, coping strategies, life
experiences, and gender. It is typically classified by the level of distress and impairment
experienced into four categories: mild anxiety, moderate anxiety, severe anxiety, and panic
level anxiety. In this study, it refers to the anxiety levels experienced by BSE Science
students in Pangasinan State University-Bayambang Campus during the COVID-19
pandemic.
8
BSE Science Students. Refers to students who are enrolled and focused in studying
secondary education major in science at colleges and universities. Science majors learn
core critical thinking and statistical skills. In this study, it refers to the BSE Science students
as respondents to this research, who are enrolled in Pangasinan State University-
Bayambang Campus during the Second Semester of School Year 2020-2021.
COVID-19. It is an infectious disease caused by a newly discovered coronavirus.
The COVID-19 virus spreads primarily through droplets of saliva or discharge from the
nose when an infected person coughs or sneezes (World Health Organization). In this
study, this is the disease that the researchers focused on which may affect the anxiety levels
of BSE Science students at Pangasinan State University-Bayambang Campus.
COVID-19 Pandemic. It refers to the COVID-19 disease outbreak that spreads
across countries or continents. It affects more people and takes more lives than an
epidemic. In this study, it is the situation that the BSE Science students are experiencing
during the conduct of this study.
Family income distribution. Refers to the smoothness or equality with which
income is dealt out among members of a family. In this study, it is included as the profile
variable that can affect the anxiety levels of the respondents.
Self-rating Anxiety Scale (SAS). It is a method of measuring levels of anxiety in
patients who have anxiety-related symptoms. The scale focuses on the most common
general anxiety disorders; coping with stress typically causes anxiety. In this study, it refers
to the instrument that the researchers employed to assess the respondents' anxiety levels.
9
Sex. refers to the physical differences between people who are male, female,
or intersex (Newman, 2021). In this study, it is considered as the profile variable that can
affect the anxiety levels of the respondents.

10
CHAPTER II
REVIEW OF LITERATURE AND STUDIES
This portion of the study presents a set of literature and studies in psychology that
served as a guide in the conceptualization of the present study.
Related Literature
Anxiety is derived from the Latin word "angere," which means "to disturb."
(Sharma & Sharma, 2015). Anxiety has also been defined as a vague, uncomfortable
feeling exacerbated by prolonged stress and the presence of multiple stressors (Lazarus &
Folkman, 1984). Generalized anxiety is “anticipation of future threat” and is often
associated with “vigilance in preparation for future danger and cautious or avoidant
behaviors” (American Psychiatric Association, 2013). A study recently done by the
Anxiety and Depression Association of America (n.d.) revealed that seven out of ten adults
in the United States experience a moderate level of anxiety or stress daily (Beiter et al.,
2014). Normative anxiety may include being concerned about money, health, and family
problems. Still, those with an anxiety disorder are extremely worried about these or other
things, even when there is little or no reason to worry about them. They are very anxious
about getting through the day, have a negative outlook, and think things will go wrong.
(National Institute of Mental Health, 2013).
Moreover, anxiety disorders feature excessive fear or anxiety that persists beyond
developmentally appropriate lengths of time. These disorders result in clinically significant
impairment or distress in key areas of functioning (American Psychiatric Association,
2013). The different types of anxiety disorders are categorized by the objects or situations
that cause them anxiety and can have different ages of onset (American Psychiatric
11
Association, 2013). Generalized anxiety, for example, is characterized by constant and
excessive concern that interferes with daily tasks. Physical symptoms such as restlessness,
feeling on edge or quickly exhausted, difficulty focusing, muscular strain, or sleeping
issues may accompany this persistent anxiety and tension. Worries about ordinary things
like job duties, family health, or minor issues like chores, vehicle maintenance, or
appointments are expected (American Psychiatric Association, 2021).
Anxiety of College Students during Pandemic
Students' anxiety levels have been rising, and the uncertainty surrounding the
opening of campuses is causing a lot of tension (Smith, 2021). According to a study
performed by The Ohio State University's Office of the Chief Wellness Officer in August
2020, college students are reporting higher rates of anxiety. In less than a year, the survey
will be conducted for the second time, and students' mental health has drastically decreased,
according to Bernadette Melnyk, Ph.D., chief wellness officer and dean of the College of
Nursing at Ohio State, who led the study. The percentage of students who tested positive
for anxiousness increased from 39 to 43 percent (Citroner, 2021).
According to Naomi Torres-Mackie, Ph.D., a psychologist at Lenox Hill Hospital
in New York and head of research at The Mental Health Coalition, “change is difficult,
even positive change.” She told Healthline that as schools, work, and life continue to relax
restrictions, it can bring many complicated feelings, including stress, depression, and
anxiety. She pointed out this is why, this year, it’s essential for college students to take care
of their physical, emotional, and mental well-being (Citroner, 2021).
Although COVID-19 poses no physical health danger to college students, the
pandemic continues to have a significant influence on their mental health. According to a

12
poll conducted by BestColleges.com, 95% of college students have suffered poor mental
health effects due to the epidemic. Stress and anxiety levels among college students have
risen dramatically in recent national polls. On January 27, researchers reported in PLOS
ONE showed that students most at risk of mental health challenges stemming from the
pandemic include women, Asians, students under age 25, those in poor health, those who
knew somebody with COVID-19, and lower-income students (Gupta, 2021).
According to Matthew Browning, an environmental psychologist at Clemson
University in South Carolina, "many college students are coping with a new social
environment, attempting to figure out their professions, and worried about economics."
Browning and colleagues questioned more than 2,500 students from seven public colleges
throughout the United States this spring, while the epidemic was building up, to see how it
was affecting their mental health. Browning's team discovered that 85 percent of the kids
polled were experiencing high to moderate levels of discomfort, with 45 percent being
severely impacted and 40 percent being moderately affected. Low-distress people were
more likely to be white and spend two hours or more outside. Some students are at a higher
risk of feeling extremely upset due to a variety of circumstances. Compared to the moderate
and low categories, women were twice as likely as men to be in that group, while Asians
were 30% more likely. Spending eight hours or more in front of a computer, smartphone,
or television screen was also associated with an elevated risk (Gupta, 2021).
Another survey by a Boston University researcher of nearly 33,000 college students
across the country reveals that the prevalence of anxiety in young people continues to
increase, reaching its highest levels (Mcalpine, 2021). Sarah Ketchen Lipson, a mental
health researcher at Boston University, noted that students are preparing to enter a job
13
market that the pandemic has made unpredictable. Plus, their educational experiences have
been disrupted by the widespread switch to remote instruction. "This is a period of growth
in their lives for folks between the ages of 21 and 25, with new connections and new
things," Lipson told ABC News. "Everything is coming to a standstill." When there is
typically simply this fast-paced developmental phase where so much is occurring socially
and professionally, I believe it is difficult for elements of life to stay still." The survey's
findings released earlier are consistent with mental health declines witnessed in adolescents
and other young adults (Miller, 2021).
Dr. Shekhar Saxena, a mental health expert at Harvard University, said that the
pandemic's mental health impact is considerably more evident among younger individuals
owing to their stage of life. Many people's mental health problems will go away after the
coronavirus outbreak is over, but some will have long-term consequences. "There's no way
of knowing where or what tomorrow will bring," Saxena told ABC. "Younger individuals
experience this uncertainty considerably more than middle-aged or older adults, because
now is the moment for a shift in their life." According to the New York Times, this
influence is being felt among young people worldwide. Many people believe they are
paying the price for the pandemic's response. They have missed out on conventional
milestones and lost out on economic possibilities (Miller, 2021).
Since the first lockdowns were implemented last spring, mental health activists
have warned about the pandemic's impact. Last June, the Centers for Disease Control and
Prevention (CDC) conducted a series of panel surveys in response to widespread reports
that anxiety symptoms had grown significantly due to stay-at-home orders and other
pandemic restrictions (Miller, 2021).

14
Additionally, researchers said that college students are feeling more anxious as they
sleep less and spend more time on their phones after spending four years monitoring the
behaviors of young people (Lumpkin, 2021). According to a survey overseen by the
National Association of Student Personnel Administrators of 3,500 full-time students
currently enrolled in four-year degree programs, the vast majority of college students are
experiencing significant levels of anxiety. In the survey, 25% of students described feeling
slightly anxious about Covid-19, 35% described feeling somewhat apprehensive, and 21%
described feeling very worried (Hess, 2020).
The American College Health Association gathered data for its National College
Health Assessment in Spring 2020. At the time, 49.6% of the 50 307 respondents said they
were experiencing moderate stress. Another 24.9 percent indicated they were stressed out
– and that poll only included schools that started collecting data before March 16, 2020,
when several states started closing down. Today, those numbers are much higher
(Childrenstreatmentcenter.com, 2020).
Similarly, in a nationwide survey of 502 college students enrolled in two- and four-
year institutions conducted in 2020, an overwhelming majority (85 percent) of students
said they had experienced increased stress and anxiety due to COVID-19 (Padilla, 2020).
Researchers from the University of North Carolina were also able to compare surveys from
before and during the pandemic and found that moderate to severe anxiety rose from 18.1
percent to 25.3 percent within four months. Anxiety and depression symptoms increased
due to difficulty adapting to distant learning and social isolation (Wood, 2021).
According to a survey Co-Led by the University of California, the COVID-19
pandemic appears to be driving the dramatic increase in anxiety among college students,
15
with more than a third reporting significant mental health challenges in higher education.
In the research, the number of pupils who tested positive for anxiety disorder increased by
50% over the previous year. Low-income students, students of color, LGBTQ+ students,
and those caring for loved ones all had higher rates of anxiety and despair (Lempinen,
2020).
In the upcoming academic year, college and university instructors may safely
expect a considerable rise in the number of students feeling anxiety. Students have reported
high levels of concern over the previous three semesters, fueled by the shift to new virtual
learning modalities, isolation, economic stress, and the illness or death of close ones
(Wood, 2021).
Furthermore, COVID-19 risk mitigation measures, such as continued physical
isolation, put students at greater risk of facing mental health impacts from the pandemic.
Without proper support and resources for students with mental health needs, there is a range
of potentially severe and lasting consequences, including more students dropping out of
school, higher rates of substance abuse, and lower lifetime earning potential (Padilla,
2020).
Related Studies
Foreign Studies
A study conducted by Naceanceno et al. (2021) was entitled A Comparison of
Anxiety Levels Among College Students. The purpose of this causal-comparative study was
to compare the differences in anxiety levels among college students by their classification,
gender, major, and semester hours taken. Participants were a convenience sample of 104
undergraduate and graduate college students and were from 22 universities primarily
16
located in the southeastern region of the United States. Participants picked their category,
gender, major, number of semester hours taken, race, ethnicity, and native language from
a survey. The survey also included 20 Likert-scaled questions from the Zung Self-rating
Anxiety Scale (Zung, 1971) that measured anxiety levels based on symptoms experienced
by the individual. An analysis of the results revealed no significant difference in anxiety
levels among college students of different classifications or by the number of semester
hours taken. However, the results also showed a significant difference in anxiety levels
among male and female college students and students with different majors.
Another study by Isra et al. (2021) was entitled Anxiety among the Sudanese
university students during the initial stage of the COVID-19 pandemic. The goal of this
study is to determine how anxious the students are. During the COVID-19 epidemic, an
online self-administered questionnaire was utilized to evaluate the anxiety level of a cross-
section of university students in Sudan using a proportional stratified random sample
approach to determine their anxiety level using the Beck Anxiety Inventory (BAI).
According to the findings, 75.1 percent of the 478 participants had a low degree of Anxiety,
15.5 percent had a moderate level of anxiety, and 9.4 percent had a potentially worrisome
level of anxiety. There was a link between having no symptoms in the previous 14 days
and having a low degree of . Furthermore, having a fever, sore throat, myalgia, or tiredness
was linked to mild to moderate anxiety. A low anxiety level was linked to having a cousin
or friend diagnosed or suspected of having the condition, as well as experiencing a
headache.
Furthermore, González et al. (2021) also investigated the Anxiety Levels of Nursing
Students Because of e-Learning during the COVID-19 Pandemic. During two times of the
17
COVID-19 confinement, this study looked at nursing students' state-trait anxiety levels due
to e-Learning. The researchers utilized a mixed follow-up study, which analyzes the same
cohort cross-sectionally and includes a longitudinal component. During the COVID-19
confinement's first and fourth weeks, 460 nursing students from the University of Lorca
(Murcia) and the University of Almera (Spain) answered an online anxiety level
questionnaire using the Spielberger State-Trait Anxiety Inventory (STAI). Total anxiety
levels increased in the fourth week, as compared to the first week (first week: 50.4 ± 20.8
and fourth week: 59.9 ± 10.6 (p < 0.001)). The linear regression model showed that the
significant predictors for STAI anxiety in nursing students were being in the last year of
the degree program, being female, and spending confinement in a house without a garden.
In general, most nursing students were emotionally affected by high anxiety levels of state-
trait during the COVID-19 outbreak.
According to the research entitled “Spiritual Well - Being and Mental Health
during the COVID-19 Pandemic in Italy” highlights how there is a connection between
perceived spiritual well-being and mental and psychological health. Furthermore, the
research by González Sanguino et al. (2021) has shown how spiritual well-being has been
found to be a protective factor for depression and anxiety. In addition, according to
Pirutinsky et al., who found that positive religious coping, intrinsic religiosity and trust in
God were strongly correlated with less stress and more positive impact.
Another study was conducted by Ghazawy et al. (2020) to investigate The
Psychological Impacts that affected university students in Egypt during the COVID-19
pandemic. An online survey was sent to the Egyptian university students via all means of
online communication during the first week of May 2020, using non-probability snowball
18
sampling. A survey included a short version of the Depression Anxiety Stress Scale-21
(DASS-21) and socio-demographic data. Overall, 70.5, 53.6, and 47.8% of Egyptian
students had depression, anxiety, and stress, respectively. Female gender, having a relative
or acquaintance infected with COVID-19, having a preexisting chronic disease, and a lack
of psychological support from family, community, and universities all increase the risk of
depression, anxiety, and stress among Egyptian students. Being a medical student is
associated with depression, while following news of the COVID-19 pandemic is associated
with increased pressure. Egyptian students experienced varying levels of psychological
disturbance during the COVID-19 pandemic.
The research accomplished by Cao et al. (2020), was entitled “The psychological
impact of the COVID-19 Epidemic on College Students in China”. In this study, they
sampled college students from Changzhi medical college by using cluster sampling. The
students responded to a questionnaire packet that included the 7-item Generalized Anxiety
Disorder Scale (GAD-7) and those inquiring about the participants’ basic information. The
results indicated that 0.9% of the respondents were experiencing severe anxiety, 2.7%
moderate anxiety, and 21.3% mild anxiety. Moreover, living in urban areas (OR = 0.810,
95% CI = 0.709 - 0.925), family income stability (OR = 0.726, 95% CI = 0.645 - 0.817)
and living with parents (OR = 0.752, 95% CI = 0.596 - 0.950) were protective factors
against anxiety. Moreover, having relatives or acquaintances infected with COVID-19 was
a risk factor for increasing the anxiety of college students (OR = 3.007, 95% CI = 2.377 -
3.804). Results of correlation analysis indicated that economic effects on daily life and
delays in academic activities were positively associated with anxiety symptoms (P < .001).
However, social support was negatively correlated with the level of anxiety (P < .001).
19
Similarly, Aylie et al. (2020) conducted a study entitled The Psychological Impacts
of COVID-19 Pandemic among University Students in Bench-Sheko Zone, South-west
Ethiopia. A systematic sampling technique was employed to select the study participants.
Three hundred and twenty-two university students were included with a 97.5% response
rate. There was a prevalence of depression, anxiety, and stress in 21.2%, 27.7%, and 32.5%,
respectively. Being female, staying at home, having a history of medical illness, and having
little or no social support all increased the risk of depression. Not living with their parents,
relatives who got coronavirus, and low family income were risk factors for anxiety.
Moreover, substance use, depression, anxiety, and poor social support increased the risk of
stress among university students.
A study administered by Khoshaim et al. (2020) focused on the Anxiety Level of
University Students During COVID-19 in Saudi Arabia. The study was conducted between
March and June 2020. A questionnaire was administered online, and 400 completed
questionnaires were returned. In this study, the Zung self-rating anxiety scale was used to
determine the anxiety levels among the respondents. The results indicated that about 35%
of the students experienced moderate to extreme levels of anxiety. Anxiety was highly
associated with age, sex, and education status as female students were more prone to higher
levels of stress than males. Students in their fourth year were more anxious compared to
students in their fifth year or final year.
Rakhmanov and Dane (2020) also examined the Knowledge and Anxiety Levels of
African University Students Against COVID-19 During the Pandemic Outbreak by an
Online Survey. In this study, African university students' information and anxiety levels
against COVID-19 during the epidemic outbreak were investigated. One hundred and
20
eighty-three students from Nigerian universities were enrolled. There were 69 male
participants and 114 female participants aged between 17 and 21. To get their knowledge
and fear, questions selected about prior and current epidemic research were utilized. For
Nigerian university students, the correct knowledge percentage was around 88 percent. In
women more than in males, the fear score was more better. The college of health sciences
students had higher knowledge scores than both students of the faculty of natural and
applied sciences and students of the faculty of arts and social sciences.
Local Studies
A study conducted by Tee et al. (2020) investigated the COVID-19 pandemical
effect of mental symptoms in the Philippines and the factors contributing psychological
effects in the Philippines were discovered. A total of 1879 completed online surveys were
gathered from March 28-April 12, 2020. Collected data included socio-demographics,
health status, contact history, COVID-19 knowledge and concerns, preventive measures,
information needs, the Depression, Anxiety and Stress Scales (DASS-21), and the Impact
of Events Scale-Revised (IES-R) ratings. In total, 16.3% of respondents rated the
psychological impact of the outbreak as moderate-to-severe; 16.9% reported moderate-to-
severe depressive symptoms; 28.8% had moderate-to-severe anxiety levels, and 13.4% had
moderate-to-severe stress levels. Female gender; youth age; single status; students; specific
symptoms; recently imposed quarantine; prolonged home-stay; and reports of poor health
status, unnecessary worry, concerns for family members, and discrimination were
significantly associated with more significant psychological impact of the pandemic and
higher levels of stress, anxiety, and depression (p<0.05). The result of their study showed
that during the early phase of the pandemic in the Philippines, one-fourth of respondents
21
reported moderate-to-severe anxiety, and one-sixth reported moderate-to-severe
depression and psychological impact. The factors identified can be used to devise effective
psychological support strategies.
Another research conducted by Baloran (2020) entitled Knowledge, Attitudes,
Anxiety, and Coping Strategies of Students during the COVID-19 Pandemic is a cross-
sectional study among two local private colleges in the province of Davao del Sur, Southern
Philippines, from April 25 – May 8, 2020. In response to the online survey generated via
Google Forms with an accompanying consent formula, students were selected using the
snowball approach. The interview link was provided over social media to the student
responders. The research only included pupils with internet access. The online poll was
carried out by 530 students, including university students and high schools. The result of
the study revealed that the majority of the students displayed anxiety during the entire
period of lockdown. 62.64% (332/530) were worried about food and financial resources,
and about 54% to 56% of the students avoid social contact, large meetings, and gatherings.
Labrague and Ballad (2020) conducted a study entitled Lockdown Fatigue Among
College Students During the Covid-19 Pandemic. Their study aims to examine levels of
lockdown fatigue and determine the role of coping behaviors, personal resilience,
psychological well-being, and perceived health in fatigue associated with the lockdown
measure. This study involved 243 college students in the Central Philippines during the
sixth month of the lockdown measure implemented due to the COVID-19 pandemic. Five
standardized scales were used to collect the data, with a mean score of 31.54 (out of 50).
Physical exhaustion or tiredness, headaches, and body pain, decreased motivation, and
increased worry were the most pronounced manifestations of fatigue reported.

22
Montano and Acebes (2020) also investigated that Covid stress predicts depression,
anxiety, and stress symptoms. Their study focuses on the reported distress of the
respondents who have been through a strict quarantine since March 2020 and are now
experiencing a more relaxed lockdown. It aims to assess if COVID stress anticipates typical
mental health issues such as stress, sadness, and anxiety. A survey was performed using
the COVID Stress Scales (CSS) of Taylor et al. (2020) and DASS-21 with 421 Philippine
respondents aged 15 – 65. Correlational investigation demonstrates that COVID stress is a
predictor of symptoms of sadness, anxiety, and stress. Comparative analyses were then
carried out to determine if COVID stress variations across ages, gender, work, and
exposure were determined. Students and jobless responses demonstrate that they are
susceptible to COVID stress and its consequences on mental health. In distress, males and
females did not differ much. Surprisingly, the lowest COVID and DASS values were for
COVID-positive family members. There were 40.7% of those experienced moderate to
severe stress, 60.3% had moderate to severe anxiety, and 53.1% of the respondents had
moderate to severe depression.
Synthesis of the Reviewed Studies and the Present Study
The researchers have presented foreign and local studies related to the present
study. These studies have some similarities and differences with the current undertaking.
The present study is similar to the studies of Naceanceno et al. (2021) entitled A
Comparison of Anxiety Levels Among College Students, and Khoshaim et al. (2020)
entitled Anxiety Level of University Students During COVID-19 in Saudi Arabia, because,
just like the present study they also used the Zung self-rating anxiety scale as an instrument
23
to measure anxiety levels of students, but in the present study, the Zung self-rating anxiety
scale was modified by the researchers to be more appropriate.
The analyses of Isra et al. (2021) in their study entitled Anxiety among the Sudanese
university students during the initial stage of the COVID-19 pandemic, González et al.
(2021) in their study entitled Anxiety Levels of Nursing Students Because of e-Learning
during the COVID-19 Pandemic, and Rakhmanov & Dane (2020) in their study entitled
the Knowledge and Anxiety Levels of African University Students Against COVID-19
During the Pandemic Outbreak by an Online Survey correspond to the current study since
their research also investigated the levels of anxiety of college students and one with a
specific course. But they used different instruments and methods.
The study of The Psychological Impacts of COVID-19 Pandemic Among University
Students in Bench-Sheko Zone, South-west Ethiopia conducted by Aylie et al. (2020), The
psychological impact of the COVID-19 Epidemic on College Students in China of Cao et
al. (2020), and The Psychological Impacts that affected the university students in Egypt
during the COVID-19 pandemic studied by Ghazawy et al. (2020) are related to the present
study because it examines the psychological impact of the pandemic on university students.
On the other hand, they differ in sampling methods and instruments used.
The method of research using an online survey questionnaire of the present study
is similar to the studies of Tee et al. (2020) on the pandemical effect of mental symptoms
in the Philippines, Baloran (2020) on Knowledge, Attitudes, Anxiety, and Coping Strategies
of Students during COVID-19 Pandemic, and Labrague & Ballad (2020) entitled Lockdown
Fatigue Among College Students During the Covid-19 Pandemic. Otherwise, Montano &
Acebes (2020) research entitled Covid stress predicts depression, anxiety, and stress
24
symptoms is also associated with the current study because it predicts anxiety symptoms of
Filipino respondents. The present study therefore considers the essential aspects presented
in the reviewed studies.
Theoretical Framework
This study is anchored in the different theories regarding stress or anxiety, one of
which is the “Stress and Coping Theories”, in which according to Krohne’s (2002),
Lazarus' Theory of Stress is defined as a relationship of an individual and their
environment. Lazarus claims that psychological stress is regarded as a person’s relationship
with their environment and how they assess their situation in correlation to their sense of
well-being and how it affects their ability to effectively cope with available resources to
meet the demands that the stress is putting on the individual (Krohne, 2002). The
“transaction” of the relationship between the individual and their environment is the key
factor of Lazarus’ theory on psychological stress, which relies heavily upon the cognitive
appraisal and the coping of an individual. An appraisal consists of the perceptions and
expectations that a person holds about situations that they may or may not have during
certain stressful events. All people are different in the ways that they perceive challenges,
such that the quality, intensity, and duration of the emotions one may have will
significantly depend on individual characteristics, even if the environment or event is
objectively the same for all individuals (Krohne, 2002). Appraisals are all based upon the
personal and situational factors related to the individual and the event. The way one
perceives and thinks about their stressful situation may be the cause of more or less stress
in comparison to others. Furthermore, one's appraisals of their stress put them at risk of
25
exacerbating the stressful situation by causing the stress to evolve into even more negative
outcomes (Dalman, 2021).
To achieve effective relief from stress, Lazarus states that coping, which is strongly
related to the appraisal of stress, encompasses “cognitive and behavioral efforts made to
grasp tolerate or lessen outside and inner needs and conflicts amongst them” (Krohne,
2002). Deliberately taking charge of one’s thoughts and physically taking on the tasks of
changing behaviors serve as efficient and key methods to facilitating and managing stress,
as defined by Lazarus’s Psychological Stress Theoretical Framework. The ultimate goal is
to reduce negative emotional states caused by stress by changing external factors that
contribute to the stress and then re-framing one's perceptions of the stress-inducing
problem itself (Dalman, 2021).
Another theory, as stated by Bhatt (2019) is The psychodynamic theory which
explains that anxiety is a conflict between the id and ego. Aggressive and impulsive
impulses can be perceived as unacceptable and lead to repression. These suppressed
impulses can break through repression and create automatic fear. Treatment uses
exploration, intending to understand the underlying conflict (Bhatt,2019).
In addition, cognitive theory also explains fear as the tendency to overestimate the
potential for danger. Patients with anxiety disorders tend to imagine the worst possible
scenario and avoid situations they think are dangerous, such as crowds, heights, or social
interaction (Bhatt, 2019).
Conceptual Framework
The researchers provided a memorandum to support their study.
Impact of COVID-19 on students

26
The social distancing measures taken by the authorities in response to COVID-19
have had major economic and psychological consequences for the population. In particular,
the students' work is significantly impaired.
(1) Social science research has shown that students constitute a fragile social
category, more prone to anxiety than the rest of the population and thus particularly
exposed during major upheavals such as the Covid 19 epidemic. (2) Several studies carried
out or in progress highlight the impact of measures against Covid 19, in particular
containment, on the mental health of students. (3) More research should now be conducted
on the medium and long-term consequences for students, particularly the effects of
educational changes at universities and the economic and social consequences of the
current crisis.
Students: a social category particularly prone to mental health problems and
external stressors.
The mental health of students has been the subject of considerable research. As this
study in the World Pandemic Research Network database shows, students are more prone
to mental health problems than the general population. 1 in 4 students have symptoms of
depression and 1 in 10 have suicidal thoughts. Several stress factors have been put forward
to explain this phenomenon: academic competition with their peers, they need to adjust to
new geographical and social environments, uncertainty about the future, or financial
insecurity for some of them. In addition to these elements, research has shown the impact
that external events can have on mental health. The SARS epidemic in 2003, for example,
is estimated to have had a very negative impact on the mental health of the population in
Hong Kong. Thus, the coronavirus epidemic and the measures taken by the authorities to
27
respond to it may constitute an additional stressor on a population already more prone to
anxiety than average and require special attention.
Study showing the impact of Covid 19 on the mental health of students.
Elmer, Timon research study entitled “Students under lockdown: Assessing change
in students’ social networks and mental health during the COVID-19 crisis.” This study of
Swiss students conducted during the first weeks of confinement in April showed that
students experienced increased stress, anxiety, loneliness, and depressive symptoms. The
study emphasizes that more support should have been given to the students so that they
would not be left to deal with the loneliness. It also stresses the need to anticipate the public
health consequences of social distancing measures.
In this time of uncertainty and anxiety, mental health services are needed more than
ever for students, when the traditional support of familiar, structured educational
environments is no longer available. The Designed Mental Health Agencies (DAs) are
continuing to provide essential health services, including through Success Beyond Six
school mental health service, during the COVID-19 emergency period.

28
Research Paradigm
Input Process Output
• Profile of BSE
Science
Students in
• Preparation and
terms of:
Validation of
1.1 Sex, and Survey-
Questionnaire
1.2 Family Income
Distribution • Stress
Management
• Administration Interventions
and Retrieval of for College
• Anxiety Levels Survey- Students
of BSE Science Questionnaires through e-
Students in brochure.
Pangasinan
State • Analysis and
University- Interpretation of
Bayambang Data
Campus during
the COVID-19
Pandemic.
Figure 1. Research Paradigm of the Study.
The input box contains the statements used in gathering data from the respondents.
They were assessed in terms of their sex, family income distribution, and levels of anxiety
during the COVID-19 pandemic.
The process box presents the process involved in this study. The process requires
the preparation and validation of a survey-questionnaire, administration, and retrieval of
survey-questionnaires as well as the analysis and interpretation of data and the
representation of how the answers are generated.
Lastly, the output box shows the result, the intended outcome of this research is to
educate students on how to cope with their anxieties as well as to help them manage their
emotions in various aspects of their lives in these times of crisis. The research also intends
29
to propose a stress-coping mechanism that can help students to lessen their stress through
e-brochure.
30
CHAPTER III
METHODOLOGY
This chapter describes the research methodology that was used in the study. These
include a discussion regarding the research design, subjects and locale of the study, data-
gathering instrument, validation of the research instrument, data-gathering procedure, and
statistical tools that were used to analyze the data. The researchers gathered the responses
of the respondents’ utmost confidentiality in response to the mandate of the Data Privacy
Act.
Research Design
The researchers used a descriptive method of research which uses survey-
questionnaires to gather data. The goal of descriptive research is to describe a phenomenon
and its characteristics. This research is more concerned with ‘what’ rather than ‘how’ or
‘why’ something has happened (Gall et al., 2007). Therefore, the researchers believe that
this research design is more apt because it further depicts the goal of the researchers, which
is to describe the anxiety levels of the BSE Science students.
Subjects and Locale of the Study
The study was conducted at Pangasinan State University-Bayambang Campus,
where the researchers are students in the stated university. The chosen respondents were
the whole population of Bachelor of Secondary Education major in Science from first year
to third year who were enrolled during the second semester, school year 2020-2021.
31
The total population of this study is 384 BSE Science students from first year to
third year who are enrolled at Pangasinan State University-Bayambang Campus during the
second semester in the school year 2020-2021.
The research study utilized purposive sampling. It is a form of non-probability
sampling in which researchers rely on their judgment when choosing members of the
population to participate in their surveys. The researchers chose the entire population of
BSE Science students for this study because they believe that BSE Science students are
exposed to different stressors since they must continue their studies through online learning
despite the pandemic. The stress or anxiety they are experiencing is what the present study
wanted to address.
Table 1. Number of Students of Bachelor of Secondary Education Major in Science.
Year and Section Number of Students
BSE Science I-1 54

BSE Science I-2 53
BSE Science I-3 50
BSE Science II-1 45
BSE Science II-2 42
BSE Science II-3 40

BSE Science III-1 31

TOTAL 384
32
Data Gathering Instrument
The main instrument used in this study is a survey-questionnaire. The survey-
questionnaire was divided into three (3) parts; socio-demographic profile of the BSE
Science students that include sex, and family income distribution; Self-Rating Anxiety
Scale (SAS) which was modified from Zung’s Self-rating Anxiety Scale; and an essay part.
The survey-questionnaire will be found in Appendix D.
The survey-questionnaire was validated by the experts, research panels, and
research adviser. Their comments and suggestions were incorporated into the final draft of
the survey-questionnaire in Google forms which was the main online platform used in
conducting the survey-questionnaire.
Validation of the Research Instrument
To test the English grammar of the instrument, the researchers consulted a critique
reader to check grammatical errors, and spellings of the survey-questionnaire.
To test the validity of the instrument, content validity was used. The instrument was
shown to three (3) experts for them to go over the items to check appropriateness and to
make accommodations to improve the research instrument. Each expert was requested to
analyze and rate the questionnaire based on the criteria. The letter of permission to validate
the questionnaire will be found in Appendix B. The validators rated the survey-
questionnaire as 3.44, which is highly valid. The computation for the validation of the
survey-questionnaire will be found in Appendix I.
Data Gathering Procedure
The researchers first requested permission to conduct the study found in Appendix
A. After obtaining the approval, the researchers then administered the instrument. A survey
33
invitation through Google Forms was sent to respondents via messenger. The participants
were assured regarding the confidentiality of their responses. The self-administered test
has 20 questions. Each question is scored on a scale of 1-4.
After acquiring the data on their responses, the results were collected, tabulated,
and analyzed by the researchers. The conclusions were formed, and recommendations were
made based on the findings.
Statistical Treatment of Data
Appropriate statistical tools were utilized in the analysis of the data gathered to
ensure valid results. To answer sub-problem number 1, the frequency counts and
percentages were used to determine the profile of the respondents. The frequency and
percentage distribution of the profile of the students in terms of sex, and family income
distribution was prepared. The percentage was calculated by taking the frequency in the
category divided by the total number of participants and multiplying by 100%. The formula
is shown below.
%=f/N x 100
Where: % - percentage
f - frequency
N - total number of respondents
In determining the anxiety levels of the BSE Science students for sub-problem
number 2, the weighted mean was used. The formula for weighted mean is shown below.
Where: WM - weighted mean

f - frequency
N - total number of populations
34
The scale, descriptive equivalent, and interpretation were adopted from William
WK Zung’s rating instrument for anxiety disorders issued by Psychosomatics 1971.
Table 2. Descriptive Equivalent by William WK Zung’s rating instrument for anxiety

disorder.
Descriptive
Scale Scale Limits Interpretation
Equivalent
4 3.50-4.00 Most or all of the time Extreme Anxiety Levels
Marked to Severe Anxiety

3 2.50-3.49 A good part of the time
Levels
Mild to Moderate Anxiety

2 1.50-2.49 Some of the time
Levels
None or a little of the

1 1.00-1.49 Normal Range
time
To answer sub-problem number 3, which is to determine if there is a significant
relationship between the profile of the students and their levels of anxiety, a correlational
analysis that shows the relationship between the two variables was utilized. Chi-square
Test of Independence that checks whether two variables are likely to be related or not and
Spearman rho that measures the strength of association between two variables were utilized
to determine if there is a significant correlation between nominal types of data.

35
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter is primarily concerned with the presentation, analysis, and
interpretation of data gathered. The results are organized according to the sub-problems
presented in the statement of the problem, Chapter I. The presentation is made in tabular
and textual forms and logically arranged based on the statement of the problems.
This study was conducted to determine the anxiety levels of BSE Science students
using a survey-questionnaire that was administered using Google Forms with a total
population of 384 BSE Science students from first year to third year at Pangasinan State
University, who are enrolled during the second semester of the School Year 2020-2021.
Presentation and Interpretation of Data
Table 3.1. Profile of BSE Science Students in terms of Sex.
Sex Frequency (f) Percentage (%)
Female 250 67.93
Male 118 32.07
TOTAL 368 100
Table 3.1 shows that there are 67.93% or 250 female respondents, and 32.07% or
118 male respondents. This implies that there are more females than males among the BSE
Science students in Pangasinan State University-Bayambang Campus.
Originally there are 384 target respondents, but some students have problems with
internet connection and personal issues, some students also drop out and transferred to
other schools.
36
Table 3.2. Profile of BSE Science Students in terms of Family Income Distribution.
Family Income Distribution Frequency (f) Percentage (%)
Poor 197 53.33
Low income but not poor 119 32.34
Lower middle income 39 10.6
Middle middle class 10 2.72
Upper middle income 3 0.81
TOTAL 368 100
Table 3.2 shows that majority of the respondents have a poor status (197 or 53.33%)
and followed by the upper middle income (3 or 0.81%). While upper income but not rich
and rich got zero percent, implying that there are no BSE Science majors that fall under
these categories.
Table 4. Anxiety Levels of BSE Science Students during the COVID-19 Pandemic.
Weighted
Indicators Interpretation
Mean
1. I feel more nervous and anxious
than usual every time there is a Marked to Severe Anxiety
3.11
new case of COVID-19 in our Levels
barangay.
2. I feel afraid every time I get sick Marked to Severe Anxiety

as I thought I already acquired the 2.89
Levels
COVID-19 virus.
3. I get upset easily or feel panicky

every time I see people in public Marked to Severe Anxiety
3.00
who are not following the Levels
COVID-19 protocols.
4. I feel like I am falling apart and

going to pieces knowing that Marked to Severe Anxiety
2.92
COVID-19 cases are continuously Levels
increasing.
37
5. I feel that everything will be

okay despite the slow rollout of the Marked to Severe Anxiety
3.22
COVID-19 vaccine in our Levels
community.
6. My arms and legs shake and
tremble every time I am with lots
of people in public such as malls, Mild to Moderate Anxiety
2.12
parks, buses, and churches since Levels
the threat of COVID-19 is
everywhere.
7. I get a good night's rest despite
the effects of COVID-19 3
Levels
pandemic.
8. I feel weak and get tired easily
with just minor colds as it reminds Mild to Moderate Anxiety
2.34
me of mild symptoms of COVID- Levels
19.
9. I try to remain calm in my

actions even if I have knowledge Marked to Severe Anxiety
3.23
of the rising cases of COVID-19 in Levels
our barangay.
10. I can feel my heart beating fast

every time I hear news about new Marked to Severe Anxiety
2.51
cases of COVID-19 in our Levels
barangay.
11. I am bothered by dizzy spells

whenever I get stressed with the Marked to Severe Anxiety
2.51
unfavorable effects of COVID-19 Levels
on my family.
12. I have fainting spells every

time I hear news about COVID-19 2.40
Levels
in our barangay.
13. I can breathe in and out easily
even when there are other variants 2.70
Levels
of COVID-19 arising.
14. My body feels numb whenever

I read distressing news about the 2.32
Levels
COVID-19 patients’ death.
38
15. I feel uneasy whenever I see

people who do not properly wear 2.99
Levels
their masks and face shields.
16. I get anxious every time I hear

someone coughs or sneezes as it is 2.76
Levels
an initial symptom of COVID-19.
17. My hands get dry and warm

whenever I am dealing with Marked to Severe Anxiety
2.69
uncertainties regarding the Levels
COVID-19 pandemic.
18. My face gets flushed whenever

I hear that one of my classmates Marked to Severe Anxiety
2.67
and neighborhood were placed on Levels
quarantine.
19. I am bothered by headaches,

neck, and back pains because of Mild to Moderate Anxiety
1.79
COVID-19 effects on our daily Levels
life.
20. I have nightmares as I

overthink that the COVID-19 2.20
Levels
pandemic will continue for years.
As shown in table 4, it could be noted that indicator number nine got the highest
weighted mean of 3.23 followed by indicator number five with a weighted mean of 3.22
and indicator number one with a weighted mean of 3.11. These three indicators are
interpreted as "severe anxiety levels" as they highlight how the students feel about the
circumstances towards their barangay and community during the COVID-19 pandemic.
The overall computed weighted mean is 2.66. It means that majority of the BSE
Science students in Pangasinan State University-Bayambang Campus were experiencing
severe anxiety levels during the COVID-19 pandemic.

39
These findings are similar to the study of Cao et al. (2020) entitled the
psychological impact of the COVID-19 Epidemic on College Students in China, which
revealed that 0.9% of the respondents were also experiencing severe anxiety. Dr. Shekhar
Saxena, a mental health expert at Harvard University, said that the pandemic's mental
health impact is considerably more evident among younger individuals owing to their stage
of life. As stated by Smith (2021), students' anxiety levels have been rising, and the
uncertainty surrounding the opening of campuses is causing a lot of tension.
These findings differ from the study of Isra et al. (2021) entitled Anxiety among the
Sudanese university students during the initial stage of the COVID-19 pandemic, which
revealed that the majority of the participants had a low degree of anxiety during COVID-
19 epidemic. The goal of their study is to determine how anxious the students are. They
found out that there was a link between having no symptoms in the previous 14 days and
having a low degree of anxiety.
The above table result is supported by a study performed by The Ohio State
University's Office of the Chief Wellness Officer in August 2020, where college students
are reported with higher rates of anxiety. Another is a survey overseen by the National
Association of Student Personnel Administrators where it shows that the vast majority of
college students are experiencing significant levels of anxiety. As cited by Lumpkin
(2021), researchers said that college students are feeling more anxious as they sleep less
and spend more time on their phones.
Moreover, this result is also associated with Lazarus' Theory of Stress where
Lazarus claims that psychological stress is regarded as a person’s relationship with their
environment and how they assess their situation in correlation to their sense of well-being
40
and Appraisals are all based upon the personal and situational factors related to the
individual and the event. The severe anxiety levels suffered by the respondents of the study
are due to how they perceive their situations during the COVID-19 pandemic.
Table 5. Relationship between the Profile Variables and the Levels of Anxiety of
BSE Science Students during the COVID-19 Pandemic.
p-value and significance
Profile Variables Decision
level
Sex and Anxiety levels 0.213 > 0.05 Accept the null hypothesis
Family Income
Distribution and Anxiety 0.638 > 0.05 Accept the null hypothesis
levels
As indicated in the table 5, for the profile variable sex, the computed Chi-square p-
value which is 0.213 is higher than the level of significance. For the profile family income
distribution, the computed Spearman rho p-value which is 0.638 is also greater than the
level of significance. Therefore, the null hypothesis which is there is no significant
relationship between the profile variables (sex, and family income distribution) and the
levels of anxiety of BSE Science students during the COVID-19 pandemic is accepted.
These findings are in contradiction to a survey done by the University of California,
Berkeley, Center for the Study of Higher Education (CSHE) and also the contributing
analysis of Khosaim et al. (2020) who conducted a study focusing on anxiety levels of
University Students during COVID-19 in Saudi Arabia, it was found out that families
having low family income are vulnerable to anxiety and depression. Also, compared to
males, female students show more pronounced evidence having higher level of anxiety.
41
Table 6. Top Five Responses to Lessen the Anxiety during the COVID-19 Pandemic.
Responses Frequency (f) Percentage (%)
Praying 111 30.16
Healthy Lifestyle such as

exercising, eating healthy foods,
52 40.13
meditation, and having enough
sleep
Watching Movies or Videos 45 12.23
Following Safety Protocols 44 11.96
Playing Mobile Games 28 7.61
It can be seen from the table that majority of the BSE Science students answered
praying with 111 or 30.16%, watching movies or videos with 45 or 12.23%, and by having
healthy lifestyle with 52 or 14.13% to lessen their anxiety during the COVID-19 pandemic.
It implies that the BSE Science students do not just rely on their physical stress to overcome
their anxiety but also seeks spiritual help.
In recent study of Naomi Torres-Mackie, a psychologist at Lenox Hill Hospital in
New York and head of research at The Mental Health Coalition, “change is difficult, even
positive change.” She told Healthline that as schools, work, and life continue to relax
restrictions, can bring many complicated feelings, including stress, depression, and
anxiety. She pointed out this is why, this year, it’s essential for college students to take care
of their physical, emotional, and mental well-being (Citroner, 2021).
According to the Research entitled Spiritual Well - Being and Mental Health during
the COVID-19 pandemic in Italy, highlighted how there is a connection between perceived
spiritual well-being and mental and psychological health. Furthermore, the research by
42
González Sanguino et al. has shown how spiritual well-being has been found to be a
protective factor for depression and anxiety.
In addition, according to Pirutinsky et al., who found that positive religious coping,
intrinsic religiosity and trust in God were strongly correlated with less stress and more
positive impact.
43
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter provides a summary of this research studies as well as the conclusion
from the gathered results. It also includes recommendation for further studies.
SUMMARY
This study sought to determine the anxiety levels of BSE Science students in
Pangasinan State University-Bayambang Campus. Specifically, this study sought to
answer the following questions: 1. What is the profile of the BSE Science students in
terms of sex, and family income distribution? 2. What are the levels of anxiety of the
BSE Science students during the COVID-19 pandemic? 3. Is there a significant
relationship between the profile of the students and their levels of anxiety? 4. What are
the proposed strategies to lessen the anxiety levels of BSE Science students during the
COVID-19 pandemic?
FINDINGS
The significant findings of the study are the following:
1. For the profile variable sex, there were 67.93% or 250 female respondents, and
32.07% or 118 male respondents. For the profile variable family income
distribution, there were 197 or 53.33% respondents under poor status, 119 or
32.34% respondents under low income but not poor, 39 or 10.60% respondents
under lower middle income, 10 or 2.72% respondents under middle middle class,
and 3 or 0.81% respondents under upper middle income.
2. Based on the findings the overall weighted mean is 2.66 that is marked as severe
anxiety levels.
44
3. Based on a chi-square test and spearman rho results, there is no significant
relationship between the profiles of the respondents which are sex, and family
income distribution to their levels of anxiety during the COVID-19 pandemic.
4. The researchers came up with an e-brochure that contains strategies to lessen the
anxiety due to COVID-19 pandemic. Majority of the respondents answered
praying, having healthy lifestyle such as exercising, eating healthy foods,
meditation and having enough sleep, watching movies or videos, following safety
protocols, and playing mobile games to cope up with their anxiety.
CONCLUSIONS
Based on the indicated findings, the following conclusions were drawn:
1. The majority of the BSE Science students of Pangasinan State University who are
enrolled during the second semester of school year 2020-2021 are females, and
most of their family income distribution falls under the category of poor.
2. The BSE Science students are experiencing severe anxiety levels during the
COVID-19 pandemic.
3. The profile variables sex and family income distribution does not affect the anxiety
levels of BSE Science students during the COVID-19 pandemic.
4. The e-brochure will be helpful to students who are dealing with anxiety during the
COVID-19 pandemic as it contains strategies and tips to lessen their anxiety. The
e-brochure will be posted on online platform like facebook to be easily accessed by
students since majority of them have facebook account.

45
RECOMMENDATIONS
With the help of the recommendations from statisticians, research adviser, and panel
members, the researchers, in lieu of this study, recommend the following:
1. Course can be included as profile variables of students since in this study the profile
variables used has no significant relationship with the anxiety levels of the BSE
Science students.
2. It is recommended to widen the scope of the population including all other courses
offered in Pangasinan State University-Bayambang Campus in order to get more
random responses.
3. One of the effects of the COVID-19 pandemic is the shifting of education to online
learning, thus the researchers recommend to research on the anxiety levels of
students in relation to online learning.
4. The researchers also recommend to conduct a seminar workshop about anxiety
management to students, once the COVID-19 pandemic ends.

46
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51
APPENDIX A
Letter of Permission to Conduct the Study

Bayambang Campus
August 24, 2021
DR. LIZA L. QUIMSON

Campus Executive Director
Pangasinan State University – Bayambang Campus
MADAM:
We have the honor to request permission to conduct the try-out and validation to propose our
concern about the anxiety felt by the students of Pangasinan State University, Bayambang Campus.
This is in connection with our research topic entitled “Anxiety Levels of BSE Science Students in
Pangasinan State University During the COVID-19 Pandemic”.
We will highly appreciate your favorable consideration and approval of the said request.
Very truly yours,
MARK JOSHUA N. MERCADO PRINCESS C. LUCAS
KAREN R. ANCHETA PATRICIA ABIGAIL P, PEREZ
CRISBE O. BAUTISTA CLARENCE G. MOLATO

Researchers
Noted:

Research Adviser
Approved:
LIZA L. QUIMSON, EdD

Campus Executive Director
52
APPENDIX B
Letter to the Validators
August 25, 2021
SIR/ MADAM:
The undersigned, students of Pangasinan State University-Bayambang Campus taking up

Bachelor of Secondary Education Major in Science, are conducting a study entitled
“ANXIETY LEVELS OF BSE SCIENCE STUDENTS IN PANGASINAN STATE
UNIVERSITY DURING THE COVID-19 PANDEMIC” in partial fulfillment of the
requirements for the course Science 131-Research 2.
Recognizing your expertise and competence, may the researchers have the honor to request
for your precious time to be one of the validators of the instrument.
Hoping and praying that this endeavor will merit your most generous assistance. Rest
assured that your answers will be held confidential.
Thank you very much.
Very truly yours,
MARK JOSHUA N. MERCADO
PRINCESS C. LUCAS
KAREN R. ANCHETA
PATRICIA ABIGAIL P. PEREZ
CRISBE O. BAUTISTA
CLARENCE G. MOLATO
The Researchers, BSE Science III-3
Noted:

Research Adviser
53
APPENDIX C
Letter to the Respondents

Bayambang Campus
August 27, 2021
Dear Respondent,
We, the researchers are presently working on a research study entitled “Anxiety Levels of BSE
Science Students at Panasinan State University During the COVID-19 Pandemic”. This is in
connection with our partial fulfillment of the requirements in our course Research II in Pangasinan
State University, Bayambang Campus, Bayambang Pangasinan.
In accordance with R.A. 10173 (Data Privacy Act), rest assured that all information that we gather
will be treated with the utmost confidentiality and it will be used for academic purposes only.
We believe that you are with us in our enthusiasm to finish this requirement in developing our
research study. We hope for your positive response on this humble matter.
Thank you very much and God bless.
Respectfully yours,
MARK JOSHUA N. MERCADO
PRINCESS C. LUCAS
KAREN R. ANCHETA
PATRICIA ABIGAIL P. PEREZ
CRISBE O. BAUTISTA
CLARENCE G. MOLATO
Researchers
Noted:

Research I Adviser
54
APPENDIX D
Survey-Questionnaire for Respondents
This survey will help our group to know the anxiety levels of BSE Science students
in Pangasinan State University during COVID-19 pandemic. Rest assured that your
responses will be treated confidentially and be used for research purposes only.
Part 1: Socio – Demographic Profile
Directions: Please answer the items in the questionnaire by ticking the appropriate circle
or by filling in the blanks.
Name (for tracking and research purposes): _________________________
Sex:
o Female
o Male
Family Income Distribution (Albert et al., 2018):

o Poor (below P10,957 monthly income)
o Low income but not poor (P10,957 - P21,914 monthly income)
o Lower middle income (P21,914 - P43,828 monthly income)
o Middle middle class (P43,828 - P76,699 monthly income)
o Upper middle income (P76,699 – P131,484 monthly income)
o Upper income but not rich (P131,484 – P219,140 monthly income)
o Rich (P219,140 and above)

55
Part 2: Self-Rating Anxiety Scale (SAS)
Scale Descriptive Equivalent

4 Most or all of the time
3 A good part of the time
2 Some of the time
None or a little of the
1
time
Direction: Listed below are 20 statements that pertain to anxiety levels of college students
during COVID-19 pandemic. Please read each one statement carefully and decide how
much it describes how you have been feeling during COVID-19 pandemic by ticking the
appropriate circle.
1. I feel more nervous and anxious than usual every time there is a new case of COVID-19
in our barangay.
o 4
o 3
o 2
o 1
2. I feel afraid every time I get sick as I thought I already acquired the COVID-19 virus.
o 4
o 3
o 2
o 1
3. I get upset easily or feel panicky every time I see people in public who are not following
the COVID-19 protocols.
o 4
o 3
o 2
o 1
4. I feel like I am falling apart and going to pieces knowing that COVID-19 cases are
continuously increasing.
56
o 4
o 3
o 2
o 1
5. I feel that everything will be okay despite the slow rollout of the COVID-19 vaccine in
our community.
o 4
o 3
o 2
o 1
6. My arms and legs shake and tremble every time I am with lots of people in public such
as malls, parks, buses, and churches since the threat of COVID-19 is everywhere.
o 4
o 3
o 2
o 1
7. I get a good night's rest despite the effects of COVID-19 pandemic.
o 4
o 3
o 2
o 1
8. I feel weak and get tired easily with just minor colds as it reminds me of mild symptoms
of COVID-19.
o 4
o 3
o 2
o 1
9. I try to remain calm in my actions even if I have knowledge of the rising cases of
COVID-19 in our barangay.
o 4
57
o 3
o 2
o 1
10. I can feel my heart beating fast every time I hear news about new cases of COVID-19
in our barangay.
o 4
o 3
o 2
o 1
11. I am bothered by dizzy spells whenever I get stressed with the unfavorable effects of
COVID-19 on my family.
o 4
o 3
o 2
o 1
12. I have fainting spells every time I hear news about COVID-19 in our barangay.
o 4
o 3
o 2
o 1
13. I can breathe in and out easily even when there are other variants of COVID-19 arising.
o 4
o 3
o 2
o 1
14. My body feels numb whenever I read distressing news about the COVID-19 patients’
death.
o 4
58
o 3
o 2
o 1
15. I feel uneasy whenever I see people who do not properly wear their masks and face
shields.
o 4
o 3
o 2
o 1
16. I get anxious every time I hear someone coughs or sneezes as it is an initial symptom
of COVID-19.
o 4
o 3
o 2
o 1
17. My hands get dry and warm whenever I am dealing with uncertainties regarding the
COVID-19 pandemic.
o 4
o 3
o 2
o 1
18. My face gets flushed whenever I hear that one of my classmates and neighborhood
were placed on quarantine.
o 4
o 3
o 2
o 1
19. I am bothered by headaches, neck and back pains because of COVID-19 effects on our
daily life.
o 4
59
o 3
o 2
o 1
20. I have nightmares as I overthink that the COVID-19 pandemic will continue for years.
o 4
o 3
o 2
o 1
Part 3 Essay
Direction: Please answer the question briefly and honestly.
What are the things you do to lessen your anxiety during this COVID-19 pandemic?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.
60
APPENDIX E
Content Validity for Survey-Questionnaire
Content Validity Instrument
Directions: Please read the direction and items in the questionnaire carefully. Then read each
statement in the evaluation sheet and rate each item using the scale below by putting check mark
on the appropriate column that corresponds to your answer.
5 – Highly Valid. No flaws observed, nothing more to be described to make it better.
4 – Valid. Little flaws are observed, minor rewording of few items needed.
3 – Moderately Valid. Some flaws are observed, the overall usefulness is diminished
slightly only.
2 – Fairly Valid. Several flaws are observed, overall usefulness is greatly diminished.
1 – Not Valid. Major revision is needed to make it useful.
Statements about the instrument 5 4 3 2 1
1) The directions given are clear in all subsection of the

instrument.
2) Each of the item is clear.
3) Each of the item is readable; i.e., the items are easily read.
4) Each of the item is attractive to read, enough space is
provided to avoid crowd in the items.
5) The instrument is comprehensive; i.e., covered all the
areas that are important to the study.
6) Each item focuses on one particular thought or idea.
7) The items are objective; i.e., the responses to be elicited
are not reactive.
8) The items are formulated in accordance to the
explicit/implied objective.
9) The items are systematically arranged according to a
desirable sequence.
10) The items do not overlap with each other, no duplication
is observed.
Comments and Suggestions:
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
Validated by:
61
APPENDIX F
Result of the Content Validity for the Survey-Questionnaire
slightly only.
11) The directions given are clear in all subsection of the __ 4 __ __ __

instrument.
12) Each of the item is clear. __ __ __ 2 __
13) Each of the item is readable; i.e., the items are easily read. __ 4 __ __ __
14) Each of the item is attractive to read, enough space is __ __ 3 __ __
15) The instrument is comprehensive; i.e., covered all the __ __ 3 __ __
16) Each item focuses on one particular thought or idea. __ __ 3 __ __
17) The items are objective; i.e., the responses to be elicited __ __ __ 2 __
are not reactive.
18) The items are formulated in accordance to the __ __ __ 2 __
19) The items are systematically arranged according to a __ __ __ 2 __
desirable sequence.
20) The items do not overlap with each other, no duplication __ __ 3 __ __
is observed.
Comments:
• On your final form, please do not indicate the rating scales for the overall scores. They
should not be seen by your participants
• Please have some consistency on whether the context would be on the barangay level or
the municipal level. Anxiety might be more elicited if the situation has a closer proximity
to the person
VALIDATED:
RICHTHOFEN C. DE JESUS, MA, RPSY, RPM, CDR

Signature over Printed Name
Validator
62
slightly only.
1) The directions given are clear in all subsection of the __ / __ __ __

instrument.
2) Each of the item is clear. __ __ / __ __
3) Each of the item is readable; i.e., the items are easily read. __ / __ __ __
4) Each of the item is attractive to read, enough space is __ / __ __ __
5) The instrument is comprehensive; i.e., covered all the __ __ / __ __
6) Each item focuses on one particular thought or idea. __ __ / __ __
7) The items are objective; i.e., the responses to be elicited __ __ / __ __
are not reactive.
8) The items are formulated in accordance to the __ / __ __ __
9) The items are systematically arranged according to a __ / __ __ __
desirable sequence.
10) The items do not overlap with each other, no duplication __ __ / __ __
is observed.
Comments/Suggestions:
None.
VALIDATED:
BRANDY N. CELINO
Validator
63
slightly only.
1) The directions given are clear in all subsection of the __ / __ __ __

instrument.
2) Each of the item is clear. / __ __ __ __
3) Each of the item is readable; i.e., the items are easily read. / __ __ __ __
4) Each of the item is attractive to read, enough space is __ / __ __ __
5) The instrument is comprehensive; i.e., covered all the __ / __ __ __
6) Each item focuses on one particular thought or idea. / __ __ __ __
7) The items are objective; i.e., the responses to be elicited __ __ / __ __
are not reactive.
8) The items are formulated in accordance to the __ / __ __ __
9) The items are systematically arranged according to a __ / __ __ __
desirable sequence.
10) The items do not overlap with each other, no duplication __ / __ __ __
is observed.
Questionnaire is more clearer and understandable. Questions needed is indicate and reliable during
this time of pandemic.
VALIDATED:
MARY GRACE P. VARGAS

Validator
64
APPENDIX G
Computation for the Validation of the Survey-Questionnaire
Scale Descriptive Equivalent Interpretation
4.20-5.00 Very Highly Valid No significant flaws observed;
(VHV) corrections are very minimal.
3.40-4.19 Highly Valid Very little flaws are observed; minor
(HV) corrections noted.
2.60-3.39 Valid Little flaws are observed; recording of
(V) some items is needed.
1.80-2.59 Fairly Valid Flaws are observed but the overall
(FV) usefulness is diminished slightly.
1.00-1.79 Not Valid Several flaws are observed, and overall
(NV) usefulness is greatly diminished.
Criteria Validators Total Weighted Descriptive

Mean Equivalent
1 2 3
1 4 4 4 12 4 Highly Valid
2 2 3 5 10 3.3 Valid
3 4 4 5 13 4.3 Very Highly

Valid
4 3 4 4 11 3.7 Highly Valid
5 3 3 4 10 3.3 Valid
6 3 3 5 11 3.7 Highly Valid
7 2 3 3 8 2.7 Valid
8 2 4 4 10 3.3 Valid
9 2 4 4 10 3.3 Valid
10 3 3 4 10 3.3 Valid
Average 2.8 3.5 4.2 105 3.49 Highly Valid

Weighted
Mean
65
APPENDIX H
e-Brochure
66
67
68
69
70
71
72
73
CURRICULUM VITAE
PERSONAL DATA
NAME : MARK JOSHUA N. MERCADO
ADDRESS : Kisikis, Alcala, Pangasinan
E-MAIL ADDRESS : [email protected]
BIRTHDAY : January 29, 2000
BIRTHPLACE : Benguet, Baguio City
AGE : 21
SEX : Male
CIVIL STATUS : Single
EDUCATIONAL ATTAINMENT
COLLEGE LEVEL : Bachelor of Secondary Education
Major in Science
Pangasinan State University - Bayambang Campus
2018 - Present
SECONDARY LEVEL: Arboleda National High School
San Pedro Ili, Alcala, Pangasinan
Computer System Servicing NC II Passer
2012-2018
ELEMENTARY LEVEL: Pindangan Elementary School
Pindangan West, Alcala, Pangasinan
2006 – 2012
74
PERSONAL DATA
NAME : PRINCESS C. LUCAS
ADDRESS : Macayo, Alcala, Pangasinan
BIRTHDAY : April 2, 1999
BIRTHPLACE : Alcala, Pangasinan
AGE : 22
SEX : Female
Major in Science
2018 - Present
SECONDARY LEVEL: Amamperez Agro-Industrial High School
Villasis, Pangasinan
Computer System Servicing NC II Passer
With High Honors
2012-2018
ELEMENTARY LEVEL: Macayo Integrated School
Alcala, Pangasinan
2006 – 2012
75
PERSONAL DATA
NAME : KAREN R. ANCHETA
ADDRESS : Bued, Alaminos City, Pangasinan
BIRTHDAY : December 29, 1999
BIRTHPLACE : San Quintin, Pangasinan
AGE : 21
SEX : Female
Major in Science
2018 - Present
SECONDARY LEVEL: Alaminos City National High School
Alaminos City, Pangasinan
With Honors
2012-2018
ELEMENTARY LEVEL: Alaminos Central School
Alaminos City, Pangasinan
2006 – 2012
76
PERSONAL DATA
NAME : PATRICIA ABIGAIL P. PEREZ
ADDRESS : Primicias, Bautista, Pangasinan
BIRTHDAY : November 9, 1999
BIRTHPLACE : San Carlos, Pangasinan
AGE : 21
SEX : Female
Major in Science
2018 - Present
SECONDARY LEVEL: Pangasinan State University Integrated School
Best in Artistic Intelligence
Best in Intrapersonal Intelligence
7th Honorable Mention
2012-2018
ELEMENTARY LEVEL: Villanueva Elementary School
Bautista, Pangasinan
2006 – 2012
77
PERSONAL DATA
NAME : CLARENCE G. MOLATO
ADDRESS : Pamaranum, Malasiqui, Pangasinan
BIRTHDAY : June 21, 2000
BIRTHPLACE : San Carlos, Pangasinan
AGE : 21
SEX : Female
Major in Science
2018 - Present
SECONDARY LEVEL: Canan National High School
Malasiqui, Pangasinan
2012-2018
ELEMENTARY LEVEL: Pamaranum Elementary School
Malasiqui, Pangasinan
2006 – 2012
78
PERSONAL DATA
NAME : CRISBE O. BAUTISTA
ADDRESS : Malimpec, Bayambang, Pangasinan
BIRTHDAY : May 20, 2000
BIRTHPLACE : Bayambang, Pangasinan
AGE : 21
SEX : Female
Major in Science
2018 - Present
SECONDARY LEVEL: Basista National High School
Basista, Pangasinan
2012-2018
ELEMENTARY LEVEL: Malimpec Elementary School
2006 – 2012

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STATE UNIVERSITY DURING THE COVID-19 PANDEMIC

Mark Joshua N. Mercado

PANGASINAN STATE UNIVERSITY

Mark Joshua N. Mercado

this research study entitled "ANXIETY LEVELS OF BSE SCIENCE STUDENTS IN

PANGASINAN STATE UNIVERSITY DURING THE COVID-19 PANDEMIC" has

been prepared and submitted by MARK JOSHUA N. MERCADO, PRINCESS C.

LUCAS, KAREN R. ANCHETA, PATRICIA ABIGAIL P. PEREZ, CRISBE O.

BAUTISTA, and CLARENCE G. MOLATO, and is hereby recommended for acceptance

ROMA GRACE H. DIZON, MS Bio

Approved by the Oral Examination Committee

MARJORIE P. LACAP, PhD

CHRISTIAN PAUL G. SORIANO, MA Ed RICO A. REYES, PhD

MARJORIE P. LACAP, PhD

The researchers wholeheartedly express their sincere admiration and gratitude to

this research possible.

effort in suggesting and recommending for the research study’s improvements.

comments and remarks for the refinement of the study.

improvements and for validations.

honesty in answering the survey-questionnaire.

strength and for constant guidance in fulfilling this research safe.

motivations to finish our research study.

Background of the Study 1

Statement of the Problem 5

Significance of the Study 6

Scope and Delimitation of the Study 7

Synthesis of the Reviewed Studies and Present Study 22

Subjects and Locale of the Study 30

Data Gathering Instrument 32

Validation of the Research Instruments 32

A Letter of Permission to Conduct the Study 51

B Letter to the Validators 52

C Letter to the Respondents 53

D Survey-Questionnaire for Respondents 54

E Content Validity for Survey-Questionnaire 60

F Result of the Content Validity for the Survey-Questionnaire 61

Result of the Content Validity for the Survey-Questionnaire 63

by Ma’am Mary Grace P. Vargas

G Computation for the Validation of the Survey-Questionnaire 64

Table Title Page

Table Title Page

Title : ANXIETY LEVELS OF BSE SCIENCE STUDENTS IN

Researchers : Mark Joshua N. Mercado, Princess C. Lucas, Karen R. Ancheta,

Course : BSE Major in Science

University : Pangasinan State University - Bayambang Campus

Adviser : Roma Grace H. Dizon, MS Bio

The COVID-19 pandemic brought different psychological impacts to students, one

State University-Bayambang Campus during the COVID-19 pandemic. The researchers

used descriptive method utilizing a survey-questionnaire to gather data through Google

of school year 2020-2021 in Pangasinan State University-Bayambang Campus.

The researchers recommend to include age and course as profile variables. It is

Pangasinan State University-Bayambang Campus. It is also recommended to research on

about anxiety management is recommended to be conducted, once the COVID-19

Background of the Study

lifestyles. For instance, a life-threatening, marital transition, or activity stressor may

According to the website of the World Health Organization, globally, as of August

the most strongly affected by COVID-19 because of uncertainty regarding academic

experiencing growing tiers of anxiety, depressive moods, lack of self-esteem,