Exploring the Post-Pandemic Effects on Academic Performance

and Mental Health Among College Students

National University Lipa – Bachelor of Science in Psychology
PSYCHO2L Psychological Statistics

PSY231
Alcantara, Mikaela M. Alvaran, Arkim
Jeremy Casas, Nicole Shaine De la
Torre, Erica M.
Macatangay, Frances Anne M.

March 2024
Abstract
This study explores the impact of the post-pandemic environment by examining the complex
relationship between academic performance and the mental health of college students in Lipa, Batangas.
The research explores the maladaptive reaction to the pandemic-induced "new normal" way of life. This
study uses a quantitative research approach and 147 college students from different universities in the
Lipa, Batangas area were randomly selected for this study. With a standardized questionnaire serving as
the main instrument for gathering data, the study sheds light on the resilience demonstrated by college
students despite the difficulties presented by distance learning and increased levels of stress. Nevertheless,
the limited geographic reach and very small sample size of the study are drawbacks. Future studies should
focus on more inclusive representation and investigate long-term impacts on student well-being and
higher education. Furthermore, the study emphasizes the need to address mental health issues to build a
supportive academic environment and highlights the need for interventions to support college students in
overcoming post-pandemic challenges. Emphasizing how crucial it is to provide individualized therapies
and support systems to address the relationship between unpredictable mental health and academic
progress. To sum up, this study contributes to our understanding of the complex relationship between
academic achievement, mental health, and the post-pandemic environment among college students, laying
the basis for supportive and resilient learning environments following the COVID-19 pandemic.
Background of the Study
The coronavirus disease 2019 (COVID-19) evolved into a worldwide pandemic infecting more than
220 million individuals and claiming 4.5 million lives worldwide as of September 9, 2021. The pandemic
has brought considerable disruption to the way most people live, work, study, and access health care. These
changes and their socioeconomic consequences, along with the fear of getting infected or of having loved
ones infected have a profound impact on the mental health of the general population. Previous research
about past pandemics, such as the 2003 outbreak of Severe Acute Respiratory Syndrome (SARS), has shown
higher rates of depression, anxiety, insomnia, and post-traumatic stress in the general population, as well as
in people with pre-existing mental illness, health care workers, and survivors of severe cases of the disease.
Early implementation of testing, contact tracing, and social distancing have been recognized worldwide as
successful measures that brought the virus under control. However, despite the well-recognized efforts, the
country has recently faced a fourth wave of the viral epidemic with its peaks reaching over 2,000 newly
confirmed cases per day, far above previous outbreaks.
There are a growing number of reports about academic performance and mental health impacts of
the COVID-19 outbreak, as well as the physical health consequences of COVID-19, in many different
countries including the Philippines. In the post-pandemic, students commonly face mental health
challenges such as increased stress, anxiety, and depression. Academic effects include learning gaps,
adjustment difficulties, and disparities in educational experiences. In marked contrast to the rapidly
growing literature “during” the COVID-19 pandemic, there is a lack of published discussion on the
mental health of the general population “after” the pandemic. The present study hypothesizes that
COVID-19 has detrimental effects on mental health affecting student’s academic performance. The post-
pandemic effects on students' academic and mental health are substantial.
 Introduction

A new period of dramatic change in many aspects of human existence has been brought about by
the COVID-19 epidemic, most notably the complex relationship between mental health and academic
performance. The dynamics of variables linked to psychological well-being and educational performance
have grown more complicated and subtle as countries struggle with the extraordinary difficulties
presented by the global health crisis. The relationship between the pandemic and mental health is
especially clear since people are dealing with never-before-seen stressors like economic uncertainty,
social isolation, and fears of infection. Significant disturbances to daily routines and future uncertainties
have resulted in a variety of mental health issues, such as increased anxiety, despair, and burnout. In the
field of academia, the pandemic has sparked a paradigm change in the ways that people learn. Students
and teachers are facing a new set of issues as a result of the sudden shift to remote or hybrid learning
environments. The academic experience has transformed due to factors such as technological inequalities,
the lack of traditional classroom interactions, and the difficulty of adjusting to virtual platforms. The
outcome is a dynamic landscape where the traditional lines separating the physical and digital learning
environments are blurring, leading to a reevaluation of the conventional measures used to measure
academic success (Bozkurt & Sharma, 2020).

The post-pandemic has presented educators, students, parents, governments, educational

institutions, and other stakeholders in education with some of the most complicated issues they have ever
faced. The past pandemic has presented educators, students, parents, governments, educational
institutions, and other stakeholders in education with some of the most complicated issues they have ever
faced. Online teaching and learning became the only practical solution to the issue of access to education
during this emergency period due to the closure of traditional classrooms and campuses. To enable
teaching virtually at a distance, teachers and instructors hurried to relocate all of their in-person
instruction and instructional materials to online spaces, such as learning management systems or
electronic platforms. The important differences between online education and education provided online
in emergencies or crises have been blurred as a result of this abrupt shift to online learning and instruction
(Hodges et al., 2020).

The World Health Organization (WHO) declared the Coronavirus 2019 (COVID-19) outbreak as a
global pandemic, and the Philippines is one of the 213 countries affected by the disease (Helmy et al.,
2020). To reduce the virus’s transmission, the President imposed an enhanced community quarantine in
Luzon, the country’s northern and most populous island, on March 16, 2020. This lockdown manifested as
curfews, checkpoints, travel restrictions, and suspension of business and school activities. However, as the
virus is yet to be curbed, varying quarantine restrictions are implemented across the country. In addition,
schools have shifted to online learning, despite financial and psychological concerns. A college student’s
mental status may be significantly affected by the successful fulfillment of a student’s role. A 2013 study
found that acceptable teaching methods can enhance students’ satisfaction and academic performance, both
linked to their mental health. However, online learning poses multiple challenges to these methods
(Baticulon et al., 2021). Furthermore, a 2020 study found that students’ mental status is affected by their
social support systems, which, in turn, may be jeopardized by the COVID-19 pandemic and the physical
limitations it has imposed. Support accessible to a student through social ties to other individuals, groups,
and the greater community is a form of social support; university students may draw social support from
family, friends, classmates, teachers, and a significant other (Liu et al., 2020).

To determine if there is a significant relationship between post-pandemic effects on mental health

and academic performance, the researchers conducted an online survey of random college student
participants enrolled around Lipa City, Batangas. Despite the existing studies already painting a picture of
the psychological and academic effects of COVID-19 in the Philippines, to our knowledge, there are still
no local studies contextualized to college students living in the country. Therefore, it is crucial to elicit the
reasons and risk factors to determine the potential impact that the post-pandemic may have on mental
health and academic performance. In turn, the findings would allow the creation of more context-specific
and regionalized interventions that can promote mental wellness and academic success brought by the
post-pandemic. The researchers conducted this study to raise public awareness of putative prolonged
impact of the COVID-19 pandemic through a review of current knowledge on the impact of the pandemic
on the mental health and academic performance of college students. The researchers would furthermore
discuss the maladaptive response to a “new normal” lifestyle triggered by the COVID-19 pandemic.
Addressing these challenges integrates academic support and mental health resources to foster students'
overall quality of life.

Statement of the Problem

1. What is the socio-demographic profile of the respondents in terms of:
1.1 Age
2. What are the effects of the post-pandemic on college students’ academic performance?
3. What are the effects of the post-pandemic on college students’ mental health?
4. Is there a significant relationship between the effects of the post-pandemic on the academic performance
and mental health of college students?

Hypothesis
Null Hypothesis (HO)
There is no significant relationship between the post-pandemic effects on mental health and the
academic performance of college students.
Alternative Hypothesis (H1)
There is a significant relationship between the post-pandemic effects on mental health and the
academic performance of college students.

Conceptual Framework
In this conceptual framework, the post-pandemic landscape serves as the independent variable,
exerting its influence on two critical dimensions: academic performance and mental health. The aftermath of
the global pandemic is anticipated to shape the educational environment and psychological well-being of
individuals. The academic performance of students may be impacted by changes in learning modalities,
resource allocation, and overall academic support systems in the post-pandemic era. Simultaneously, the
mental health of individuals may be subject to fluctuations due to the lingering effects of the pandemic,
altered social dynamics, and increased stressors.
By exploring the interplay between the post-pandemic environment and these dependent variables,
this framework seeks to unravel the multifaceted connections and implications for both educational
outcomes and mental well-being.

Figure 1. Conceptual Framework

Theoretical Framework
This study is based on the Stress Theory by Selye (1930) and the Biopsychosocial Model by Engel
(1970), integrating into one to serve as the basis or framework of the researchers. Before, the Stress Theory
focused solely on the biological aspect of stress and the habitation conditions in those fields. The
Biopsychosocial Model would then emphasize the post-pandemic effects of them, for the enlightening of
taking more of the Physiological and Psychological aspects of the stressor. Taking into account the factors
of Mental health and Academic performance, how dependent and independent they are towards each other,
they both become factors that can affect one or the other's outcome. As far as integrating the Stress Theory
into psychology, with the assistance of the Biopsychosocial model, it will be able to take part in the vast
reaches of the Post-Pandemic Landscape's effects as a possible stressor towards students' academic
performance and mental health.

As the framework for this study, the Stress Theory will act as the basis of the relationship between
the stressor, the Post-Pandemic Situation, and factors that are possibly afflicted: Mental Health and
Academic Performance of students. The Stress Theory specializes in confirming the possible coexistence
between variables of stressful and eventful situations, and environments, together with their aftermaths.

Related Studies
Foreign
Even though the COVID-19 pandemic is not the first significant disruption in global history, its
scope and the regulations put in place as a result have made it exceptional (Guitton, 2020). Lockdowns and
other restrictive measures have severely hurt the economies of many nations, and people have had to adjust
to a new way of life where their main priority is to survive by avoiding the deadly virus. The unfortunate
events caused by COVID-19 have not spared the education system. Millions of students, from K–12 to
higher education, lost physical access to their classrooms, peers, and teachers as a result of the pandemic
forcing the closure of traditional brick-and-mortar schools (Bozkurt & Sharma, 2020a, b). The current
pandemic has presented educators, students, parents, governments, educational institutions, and other
stakeholders in education with some of the most complicated issues they have ever faced.

The current pandemic has presented educators, students, parents, governments, educational
institutions, and other stakeholders in education with some of the most complicated issues they have ever
faced. Online teaching and learning became the only practical solution to the issue of access to education
during this emergency period due to the closure of traditional classrooms and campuses (Hodges et al.,
2020). To enable teaching virtually at a distance, teachers and instructors hurried to relocate all of their in-
person instruction and instructional materials to online spaces, such as learning management systems or
electronic platforms. The important differences between online education and education provided online in
emergencies or crises have been blurred as a result of this abrupt shift to online learning and instruction
(Hodges et al., 2020). The phenomenon of schools and higher education institutions having to move their
instruction to online spaces is not entirely new to the education community and academia, even though the
COVID-19 global pandemic's impact on education overshadows that of earlier national or international
crises or disruptions (Johnson et al., 2020).

Traditional in-person classroom instruction is combined with online learning to create blended
learning, digital resources, and platforms for learning. People will receive instruction, resources, and
guidelines. Across the nation via radio and television, but without access to computers or the internet. In line
with this, the numerous blended learning strategies will adjust to fit the specific context of the places in
which they are implemented that the DepEd wishes to use "blended learning" to continue offering students
nationwide a top-notch education despite the obvious threat posed by COVID-19 is not only understandable
but also commendable.

Local

World Health Organization (2020) describes COVID-19 as an infectious disease that targets the
respiratory system and is brought on by a novel strain of the coronavirus. By January 2021, 191 countries
and territories had reported 94 million cases of COVID-19 infection, which had resulted in 2 million
fatalities (John Hopkins University, 2021). With over 1.5 billion students affected, this pandemic has
severely disrupted the educational systems. In response, the government canceled the country's exams, and
schools were forced to close for a while, stop offering in-person instruction, and strictly enforce physical
distance. These incidents have spurred higher education's digital transformation and put its capacity for
quick and efficient response in jeopardy. Schools implemented new teaching protocols, developed systems
and infrastructure, prepared staff and learning materials, adopted pertinent technologies, and modified their
curricula. However, some schools found the transition to be easy, while others found it difficult, especially
those from developing nations with inadequate infrastructure (Pham & Nguyen, 2020; Simbulan, 2020).

Unfortunately, as the world fights to stop the virus's deadly spread, schools and other learning
environments were forced to switch to fully online instruction. The term "online learning" describes an
education setting that manages academic programs and delivers instruction both synchronously and
asynchronously via the Internet and other technology tools and devices (Usher & Barak, 2020; Huang,
2019). While asynchronous online learning happens without a set schedule for various students,
synchronous online learning involves real-time interactions between the teacher and the students (Singh &
Thurman, 2019).

Some people during the current pandemic have developed COVID Stress Syndrome, which is
characterized by xenophobia (fear that people from other countries might be infected with the virus),
intrusive thoughts and nightmares related to the virus, fear of infection, and fear of touching surfaces or
objects that might be contaminated with the novel coronavirus. Introduced in this volume in the paper by
Taylor et al. (2020), the COVID Stress Scales are a collection of measures designed to better understand and
assess COVID-19-related suffering. People who develop COVID Stress Syndrome seem to have a history of
psychopathology, especially if they have high levels of health anxiety, contamination feelings, and excessive
checking. Individuals who experience COVID Stress Syndrome seem to have a history of psychopathology,
specifically a history of high levels of health anxiety, excessive checking, and symptoms of contamination.
It is unclear if the COVID Stress Syndrome is merely an adjustment disorder that will go away after the
pandemic is finished, or if some people will get a persistent case of it.

METHODOLOGY

I. Research Design
This study employs a quantitative research design to systematically investigate the effects of the
post-pandemic landscape on the academic performance and mental health of college students around Lipa,
Batangas. A quantitative approach enables the collection and analysis of numerical data, allowing for
statistical methods of the relationships between variables.

II. Respondents of the Study

The study focused on 147 college students from universities around Lipa, Batangas who served as
respondents. The selection of participants is based on a random sampling technique to ensure representation
from different universities. The inclusion criteria stipulate that participants must be currently enrolled as
full-time students and willing to participate in the study.

III. Instrumentation Used

A structured questionnaire served as the primary data collection tool. The questionnaire consisted of
validated scales and items specifically designed to measure the effects of the post-pandemic on academic
performance and mental health.

IV. DATA GATHERING PROCEDURE

A survey using structured questionnaires was conducted among the college students enrolled in
different universities around Lipa City, Batangas. The data were collected from February 17 to March 9,
2024. The inclusion criteria were as follows: (1) full-time college students enrolled around Lipa City,
Batangas only; (2) who agreed to participate in the study after being fully informed of the details of the
study. Exclusion criteria were the demographic profile including their name, year level, and program. The
researchers adopted a random sampling method and a total of 147 responses were gathered and used as
research objects. The were invited to voluntarily participate in the survey through Google Forms which is
one of the most popular electronic survey platforms. An online survey questionnaire was distributed
randomly to students via different social media platforms. Participants were asked to read the instructions
about the purpose and methods of filling out the questionnaire carefully. Participants were also informed that
the survey was anonymous. A total

of 152 questionnaires were sent out. 5 of the retrieved questionnaires were invalid and were thus excluded
from the study, and 147 were valid. The effective survey questionnaire retrieval rate was 96.71%. All
participants provided written informed consent before participating in the study without identifiable data. A
statistics software called Jamovi was used to statistically treat the data.

Questionnaire. The researchers will gather the data by administering the participants to assess their
general weighted average and mental health adapted from the Perceived Stress Scale by Sheldon Cohen.
This set of questionnaires is used to gather the data needed. The Perceived Stress Scale (PSS) is the most
widely used psychological instrument for measuring the perception of stress. It is a measure of the degree to
which situations in one's life are appraised as stressful. Items were designed to tap into how unpredictable,
uncontrollable, and overloaded respondents find their lives. The scale also includes several direct queries
about current levels of experienced stress. The PSS was designed for use in community samples with at least
a junior high school education. The items are easy to understand, and the response alternatives are simple to
grasp. Moreover, the questions are general and hence are relatively free of content specific to any
subpopulation group. The questions in the PSS ask about feelings and thoughts during the last month. In
each case, respondents are asked how often they felt a certain way.

Validation. The questionnaires used are already validated and fully adapted from the Perceived
Stress Scale by Sheldon Cohen (1988).

Administration. The researchers made a letter of request which was sent to the course professor for
approval of the data gathering. After it was signed for approval, the researchers distributed the questionnaire
to potential respondents of the study via Google Forms. Attached, is a clear instructions on how
participants should complete the questionnaire, including specific guidelines or instructions for answering
each question. The researchers assured assistance or clarification to participants if they had any questions or
encountered difficulties while completing the questionnaire.

Scoring. The PSS scale is scored using a Likert Scale of 1 to 4 with their corresponding verbal
interpretations. PSS scores are obtained by reversing responses (e.g., 1= 4, 2= 3, 3= 2, 4= 1) to the four
positively stated items (items 4,5,7,8) and then summing across all scale items.

Likert Scale
1 = Almost Never
2 = Sometimes
3 = Fairly Often
4 = Very Often

V. Statistical Treatment of Data

 To address the research questions, the following statistical tools were utilized to analyze the gathered
data. Using such data, the statistical tools used to attain the results of the study are the following:

Frequency. This is used to tabulate the data in the demographic profile responses to show the actual
distribution of respondents into age categories.

Percentage. This is used to distribute the responses. This allows the researchers to determine which
among the collected data has the highest and lowest proportions.

Correlational Matrix. This is utilized to evaluate which variables are significant to the other,
assessing the strength and direction of the linear relationships.

RESULTS

TABLE 1. Demographic Profile of Students

The profiles of the respondents in terms of age were gathered and analyzed to have an accurate
description of the participants. The following table presents the frequency distribution.

AGE Frequency Percentage

18 56 38.1 %

19 58 39.5 %

20 14 9.5 %

21 6 4.1 %

22 12 8.2 %

23 1 0.7 %
Table 1. Demographic Profile of Students

Table 1 shows the findings from our research on the effects of the post-pandemic landscape on
college student's mental health and academic performance revealing varying distributions across different
age groups. Among the participants, the largest cohorts were those aged 18 and 19, constituting
approximately 38.1% and 39.5% of the sample respectively. As age increased, the percentages decreased,
with age 20 comprising around 9.5%, age 21 at approximately 4.1%, age 22 at about 8.2%, and age 23 the
smallest at approximately 0.7%. These findings suggest a predominant presence of younger students in the
study, while older age groups were less represented. Several studies have explored the distinct experiences
of younger college students during the COVID-19 pandemic. For instance, research by Loades et al. (2020)
found that younger individuals, particularly adolescents and young adults, reported higher levels of anxiety
and depressive symptoms during the pandemic compared to older adults. This heightened vulnerability
among younger age groups could be attributed to various factors, including disruptions to social routines,
transitions to online learning, and uncertainties about the future.

Studies have highlighted the importance of developmental factors in understanding how young adults cope
with stressors like the pandemic. According to Masten et al. (2021), young adults are in a critical period of
development characterized by increased autonomy and identity exploration, which can influence their

responses to adversity. This developmental stage may make younger college students more susceptible to
the disruptions caused by the pandemic, impacting their mental health and academic performance. The
underrepresentation of older college students in the study sample suggests the need for further
investigation into their experiences during the post-pandemic era. Research by Aucejo et al. (2020)
suggests that older students, particularly those nearing graduation, may face unique challenges such as job
market uncertainties and concerns about career prospects. Understanding how these factors intersect with
the broader post-pandemic landscape is essential for developing targeted interventions and support
strategies for older college students.

TABLE 2. General Weighted Average of College Students

The General Weighted Average (GWA) was gathered to analyze the academic performance of the
respondents. The table below presents the frequency distribution.

GWA Frequency Percentage

1.00 – 1.50 24 16.33 %
1.75 – 2.25 50 34.01 %
2.50 – 3.00 69 46.94 %
4.00 – 5.00 4 2.72 %
Table 2. General Weighted Average of College Students

After analyzing the data, it was found that among students, their 1st semester GWA (General
Weighted Average) revealed a striking pattern. With a small populace among the respondents, 16.33% of
them, achieved the highest grades (1.00-1.50), and 34.01% fell the second highest academic remark (1.75-
2.25), it is evident that despite multiple stressors and struggles in adapting to the post-pandemic landscape,
the student still demonstrated a commendable academic performance. The study of Son et al. (2021),
examined the academic performance of students during the COVID-19 pandemic. They found that despite
the disruptions caused by the pandemic, many students were able to maintain or even improve their
academic performance through adaptive strategies such as increased self-regulation and effective
utilization of online learning resources. This suggests that students are capable of overcoming challenges
and maintaining academic standards even in adverse circumstances

Furthermore, there showed a majority, which comprised 46.94% of students, having achieved
grades ranging from 2.50-3.00, which indicates a trend towards satisfactory or average academic outcomes.
research by Hwang et al. (2020) explored the impact of stress on academic performance among college
students. They found that while stress levels may fluctuate in response to external factors, such as the
transition to online learning or uncertainties caused by the pandemic, students who employ effective
coping mechanisms are more likely to sustain their academic performance. This highlights the importance
of resilience and coping strategies in mitigating the negative effects of stress on academic outcomes.

It is, however, noteworthy that there is a minimal proportion of students, merely 2.72%, receiving
grades that fall into the lower range of 4.00-5.00. The distribution underscores a resilient academic
landscape amidst the changing environment, which suggests students' adeptness in navigating through
challenges and maintaining commendable academic results and standards.

TABLE 3. Post-Pandemic Effects on Mental Health

Questionnaire Content Almost Sometimes Fairly Very Often

Never (1) (2) Often (3) (4)

In the past 6 months, how often have you felt upset because of 5 (3.30%) 40 64 (43.54%) 38
something that happened unexpectedly? (27.21%) (25.85%)

In the past 6 months, how often have you felt that you were unable 7 (4.76%) 52 62 (42.18%) 26
to control the important things in your life? (33.37%) (17.69%)

In the 6 past months, how often have you felt nervous and 6 (4%) 26 56 (38.10%) 59
“stressed”? (17.69%) (40.14%)

In the past 6 months, how often have you dealt successfully with 5 (3.40%) 45 67 30
irritating life hassles? (30.61%) (45.58%) (20.41%)

In the past 6 months, how often have you felt that you were 4 (2.72%) 53 67 (45.58%) 23
effectively coping with important changes that were occurring in (36.05%) (15.65%)
your life?

In the past 6 months, how often have you felt confident about your 8 (5.44%) 67 55 (37.41%) 17
ability to handle your personal problems? (45.58%) (11.56%)

In the past 6 months, how often have you felt that things were 18 (12.24%) 60 45 (30.61%) 24
going your way? (40.82%) (16.33%)

In the past 6 months, how often have you found that you could not 12 (8.16%) 61 57 (38.78%) 17
cope with all the things that you needed to do? (41.50%) (11.56%)

In the past 6 months, how often have you been able to control 19 (12.93%) 73 48 (32.65%) 10 (6.80%)
irritations in your life? (49.66%)

In the past 6 months, how often have you felt that you were on top 6 (4.08%) 63 52 (35.37%) 25
of things? (42.86%) (17.01%)
Table 3. Post-pandemic Effects on Mental Health

Table 3 shows the results from the questionnaire provide insights into respondents' emotional
experiences and coping mechanisms over the past 6 months. Notably, a substantial proportion reported
occasionally feeling upset due to unexpected events (3.30% Almost Never, 27.21% Sometimes, 43.54%
Fairly Often, and 25.85% Very Often). Similarly, respondents faced challenges in controlling important
aspects of their lives, with varying frequencies (4.76%, 35.37%, 42.18%, 17.69%) Levels of nervousness
and stress varied as well, with notable percentages across different response categories (4.08%, 17.69%,
38.10%, 40.14%. Research by Lazarus and Folkman (2018) on stress and coping mechanisms highlights the
importance of individuals' appraisal of stressors and their ability to employ adaptive coping strategies. The
diverse responses observed in Table 3 suggest that respondents are employing a range of coping
mechanisms to manage stressors, echoing Lazarus and Folkman's findings.
 On a positive note, a considerable number successfully dealt with life hassles ( 3.40%, 30.61%,
45.58% 20.41%) and felt confident in handling personal problems (2.72%, 36.05%, 45.58%, 15.65%).
Respondents
reported mixed feelings regarding the perception of things going their way (5.44%, 45.58%, 37.41%,
11.56%), and they encountered challenges in coping with all necessary tasks (2.72%, 36.05%, 45.58%,
15.65%).

Additionally, controlling irritations in life and feeling on top of things showed diverse responses
(12.245%, 40.82%, 30.61%, 16.33% )and (12.24%, 40.82, 30.61%, 16.33%) respectively. The significant
proportion of respondents successfully dealing with life hassles and feeling confident in handling personal
problems speaks to their resilience and adaptive coping skills. Studies by Bonanno (2004) on resilience
emphasize the importance of individuals' ability to bounce back from adversity and maintain psychological
well-being in the face of challenges. The mixed feelings reported regarding the perception of things going
their way and challenges in coping with necessary tasks further highlight the nuanced nature of
psychological adaptation and coping processes.

The findings from Table 3 provide valuable insights into the nuanced emotional experiences and
coping strategies employed by respondents during the specified period. Supported by theories and research
on stress, coping, and resilience, these findings underscore the importance of recognizing individual
differences in psychological adaptation and promoting adaptive coping skills to enhance well-being in the
face of challenges.

TABLE 4. Post-Pandemic Effects on Academic Performance and Mental Health

Correlation Matrix
Correlation Matrix
GWA Post-Pandemic Effects on Mental Health

GWA Pearson's r —
df —
p-value —

Post-Pandemic Effects on Mental Health Pearson's r -0.047 —

df 144 —
p-value 0. 361 —

Table 4. Post-Pandemic Effects on Academic Performance and Mental Health

Table 4 shows that the obtained p-value of 0.361 is greater than the pre-determined value of 0.05,
therefore we accept the null hypothesis and reject the alternative hypothesis. With this interpretation, the
data indicates that there is no significant relationship between the post-pandemic effects on mental health
and the academic performance of college students.

DISCUSSION
Summary of Findings
The investigation delved into the ramifications of the post-pandemic landscape on college student's
mental well-being and academic prowess within the confines of Lipa, Batangas. Notably, despite initial
observations suggesting a correlation, further statistical analysis revealed a p-value of 0.361, indicating
acceptance of the null hypothesis. This finding underscores that there is no significant relationship between
the post-pandemic landscape and the mental health and academic performance of college students in Lipa,

Batangas. Despite disruptions brought about by remote learning and heightened stress levels, the study
suggests that the post-pandemic environment did not substantially impact these variables. Additionally, the
prevalence of younger students in the study sample highlights the demographic landscape under
investigation.

Furthermore, the analysis unveiled percentages illustrating the impact on mental well-being. For
example, approximately 43.54% of respondents reported feeling upset fairly often due to unexpected
events, while 25.85% reported feeling very often. Similarly, 45.58% of respondents reported sometimes
feeling unable to control important aspects of their lives, suggesting a considerable impact on mental
health. According to Soon et al. (2022), Some students may have developed effective coping mechanisms
and resilience skills during the pandemic, allowing them to maintain their academic performance despite
mental health challenges. With the shift to online learning during the pandemic, students may have adapted
to new learning environments, which could have mitigated the impact of their mental health on academic
performance.

The study employed a quantitative research design and utilized random sampling to systematically
investigate the effects of the post-pandemic landscape on the academic performance and mental health of
college students in Lipa, Batangas. A structured questionnaire served as the primary data collection tool,
consisting of validated scales and items specifically designed to measure the effects of the post-pandemic
on academic performance and mental health. The sample comprised 147 college students from universities
around Lipa, Batangas, ensuring representation from different institutions within the specified geographical
area.

However, it is essential to acknowledge the limitations of the study. The geographical scope was
confined to Lipa, Batangas, limiting the generalizability of the findings to a broader context. Additionally,
the relatively small sample size of 147 respondents may not fully capture the diversity of experiences
among college students across the Philippines.

Moving forward, future research endeavors should strive to expand upon the findings by utilizing
larger and more diverse samples, while also exploring the long-term effects of the pandemic on higher
education and student well-being. By doing so, more comprehensive strategies can be developed to support
college students in navigating the challenges of the post-pandemic landscape and promoting their mental
health and academic success. The study underscores the necessity for targeted interventions and support
mechanisms tailored to the unique challenges faced by college students in the post-pandemic era.
Addressing students' mental health needs through accessible resources and proactive measures can
contribute to fostering a supportive academic environment conducive to learning and overall well-being.
 In conclusion, the research provides valuable insights into the intricate interplay between the post-
pandemic landscape, mental health, and academic performance among college students in Lipa, Batangas.
By recognizing these interconnected variables and addressing the challenges they present, strides can be
made toward creating a more resilient and supportive educational environment for students in the aftermath
of the COVID-19 pandemic.

CONCLUSION
 The research provides valuable insights into the complex interplay between the post-pandemic
landscape, mental health, and academic performance of 147 college students in Lipa, Batangas. By
recognizing these interconnected variables and addressing the challenges they present, efforts can
be made to create a more resilient and supportive educational environment for students in the
aftermath of the COVID-19 pandemic.
 The investigation delved into understanding the ramifications of the post-pandemic landscape on
college students' mental well-being and academic prowess. Despite initial observations suggesting a
potential correlation, further statistical analysis revealed a p-value of 0.361, indicating acceptance
of the null hypothesis. This finding suggests that there is no significant relationship between the
post-pandemic landscape and the mental health and academic performance of college students in
the specified area.
 The study highlighted percentages illustrating the impact on mental well-being, with a notable
portion of respondents reporting feelings of upset and lack of control over important aspects of their
lives. However, the prevalence of effective coping mechanisms and resilience skills among some
students may have mitigated the impact of these challenges on academic performance, particularly
with the shift to online learning during the pandemic.
 The study's geographical scope was confined to Lipa, Batangas, potentially limiting the
generalizability of the findings. Additionally, the relatively small sample size may not fully capture
the diversity of experiences among college students across the Philippines.

RECOMMENDATION

 The researchers recommend carrying out a longitudinal study to monitor the long-term impacts of
the pandemic on college student’s mental health and academic performance.

 This study could consider assessing the different support initiatives, like mentorship programs,
counseling services, and mental health awareness campaigns to lessen the negative impact that the
 pandemic has on college student's academic performance and overall well-being.

 Educate students about mental health issues and help-seeking behaviors. Develop and evaluate
mental health literacy treatments that will help students seek appropriate care when required by
enhancing their knowledge, attitudes, and help-seeking behaviors.

 Future research could also consider examining the contextual and individual factors that support
resilience when dealing with mental health issues.

 Future research endeavors should aim to expand upon these findings by incorporating larger and
more diverse samples. The long-term effects of the pandemic on higher education and student well-
being should also be explored to develop more comprehensive strategies to support college students
in navigating post-pandemic challenges.
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