Research PR1
Research PR1
Isabel-Pili Campus
San Agustin, Pili, Camarines Sur
AY 2022-2023
CLASSES IN USI PILI A/Y 2022-2023. Moreover, the researchers will explore the
potential challenges that General Academic Strand students may face in traditional
difficulties with the classroom environment. And one of the biggest challenges that the
students have encountered was lack of motivation. Due to the lack of face-to-face
interaction, some students find it hard to focus during online and modular classes.
Social isolation, GAS students may feel isolated from their peers due to their
exceptional abilities, which can result in social and emotional difficulties. They may have
difficulty making friends and building meaningful relationships with their classmates,
which can affect their overall well-being and academic performance. Pandemics can be
stressful, such as the coronavirus disease Covid-19 pandemic. Fear and anxiety about a
new disease and what could happen can be overwhelming and may cause strong
emotions in adults and children. Many students have difficulty during the pandemic
because students do not easily understand the lessons especially in online classes
because not all students have internet access and others have poor internet and those
who take modules are also having difficulties learning because no one teaches them the
lesson.
This study will explore the potential challenges that GAS students may face in
discuss coping strategies that GAS students can use to manage these challenges, such
Public health actions, such as social distancing, can make people feel isolated
and lonely and can increase stress and anxiety. However, these actions are necessary
to reduce the spread of COVID-19. Coping with stress in a healthy way will make you,
The purpose of this study is to examine the issues, challenges, and coping
unique experiences and needs of GAS students in traditional classrooms, educators can
better support their learning and provide appropriate challenges to help them thrive.
Overall, this study aims to provide insights on how educators can better support GAS
students in traditional classroom settings and help them achieve their full potential. By
doing so, everyone can create more inclusive and supportive learning environments for
all students.
In-person face-to-face classes can also pose several challenges for GAS
students. One of the challenges is the lack of flexibility in the curriculum. The curriculum
is usually designed for the average student, and GAS students may not have the
opportunity to pursue their interests and passions. This can limit their learning
before. Beyond this, attention needs to be paid to the transition back to face-to-face
learning and its implications. With this context of change, the present research focuses
on identifying the students' preferred aspects of online and modular education during the
pandemic, namely learning, teaching, assessment, and interaction with peers and
needs. The learning continuity plan of the Department of Education (Deped included the
implementation of the different modalities of learning delivery. These modalities are: face
to face, distance learning, blended learning, and homeschooling. In fact, the opening of
classes had been several times to give school ample time to prepare for this shift.
Despite the delays many students and teachers still struggle to keep up with the
Even before pandemic, students have been struggling and coping with a lot of
issues and challenges in many aspects of their lives. The struggles of students are found
everywhere, that is, at home, with friends, in school, in the classroom. It is just around
the corner. It simply cannot be avoided because it is part of a student life. In fact, a lot of
free from it, regardless of how privileged, reasonable clever and intelligent he may be.
Every student will be challenged at times by frustrations, failures, losses, changes, and
guardians, love life, their professors and instructions and many more.
Coping strategy or coping mechanism refers to ways to handle stressful and
behavioural, of a person to manage external and internal demands that are considered
as taxing or exceeding the resources of a person. This study disclosed that students
watching TV and listening to music to cope with stress. Other important coping
strategies were emotional and instrumental support from family, friends and lecturers.
On the other hand, the different stress coping mechanisms of GAS students are use of
The research study successfully determines the different issues, challenges, and
INTRODUCTION
The research report seeks to know that General Academic Strand students have
exceptional intellectual, creative, and artistic abilities compared to their peers. These
students have unique learning needs, which require special attention from teachers and
to address the individual needs of GAS students. However, these classes can also pose
several issues and challenges that can affect their learning outcomes. This chapter will
discuss the issues, challenges, and coping strategies of GAS students in the in-person
face-to-face classes.
Moreover, GAS students can advocate for themselves. They can communicate
with their teachers and educational institutions about their needs and interests. They can
also participate in the development of their learning plans and goals, which can provide
In conclusion, GAS students face several issues and challenges in the in person
face-to-face classes. These students require special attention and support to reach their
building a support network, and advocating for themselves can help these students
person face to face instruction, compared to 18 percent who prefer a hybrid model and 9
Director of Clinical Operations" The survey findings found that there were differences in
the preferences and success rates for teens between online versus in-person learning
based on race, socioeconomics, and whether the home had one or more parents
involved.
According to Adams, a lot of social interactions are lost or reduced to shallow text
messages with distance learning He explained that teens are at risk of losing the rich
feedback and perspective they can get from others in person, and this raises the risk
strategies of GAS students in the in-person face to face classes. The goal of this study
1. Determine the specific challenges, issues, and coping strategies that GAS students
2. Determine the advantages and the disadvantages of in-person face to face classes of
3. Determine impact of challenges, issues and coping strategies of GAS students in the
This study is to determine the difficulties GAS students have in attending live
classes, particularly during the COVID-19 pandemic. The pandemic has seriously
disrupted the educational system, and by recognizing the difficulties kids are facing,
educators may create solutions and support systems that will be effective. To
comprehend the coping strategies used by GAS pupils to handle the difficulties they
encounter. Teachers can better encourage and direct pupils to help them succeed by
being aware of the coping mechanisms they use. To evaluate the performance of the
present GAS student support systems. Teachers can spot gaps in the existing support
the difficulties that students confront and their coping processes. To enhance the GAS
environment for GAS students and support their academic and personal growth by
addressing the difficulties and problems that students confront. Overall, this research
can offer insightful information that can guide practice and policy, ultimately leading to an
This study investigated the different issues, challenges and coping strategies of
GAS students in the in-person face to face classes. Specifically, it sought to answer the
following questions:
1. What are the specific challenges, issues, and coping strategies that GAS
2. What are the advantages and disadvantages of in-person face to face classes
3. What are the impact of issues, challenges and coping strategies of GAS
challenges, and coping strategies of GAS students in the in-person face to face classes
in Universidad de Sta Isabel Pili Campus. This study surveyed the limited numbers of
General Academic Strand students of Universidad de Sta Isabel Pili Campus of the
Students. This study will help GAS students to recognize the different issues that
they had to put up with during the era of pandemic and this may also help them to cope
up with the adjustments returning from distance to physical learning if they had not yet.
Teachers. This study will help teachers to give good guidance to students who
Parents. This study will help parents to determine and give the sufficient and
essential support that their child needs to fully adjust to their changing environment.
awareness and relevant information that will be derived from the study, will provide
future researchers the necessary inputs that could support their studies.
DEFINITION OF TERMS
GAS STUDENTS. These are the students who have chosen the General
comfort of their own homes. It is much more flexible than physical learning.
ISSUES AND CHALLENGES. The different burdens that students had to face
Philippines.
CHAPTER 2
literature such as unpublished materials and literature from local and foreign authors
Lazarus (2017) and his colleagues identified eight types of coping strategies
which include planful problem solving, seeking social support, confrontive coping,
reappraisal. These eight ways of coping were further categorized as active coping
strategies and passive coping strategies. Confrontive coping is taking action and
confronting the problem, seeking social support is seeking informational and emotional
support, planful problem-solving is about planning to solve the problem, and positive
reappraisal are creating a positive meaning and focus on personal growth that constitute
the active coping strategies. Meanwhile, distancing are expecting that the problem
regulate feelings and actions, accepting responsibility is also accepting one's own role in
the problem, and escape-avoidance it is trying to avoid the problem by wishful thinking
According to The Understood Team (2016) Fear of failure is one of the common
reasons for high school student's stress. Students who have experienced difficulties in
school for many years often come to high school with a history of setbacks. Past failures
can make the demands of high school feel even greater. Social pressures are also one
of the reasons. Social situations can also be a source of stress for teens. Every teenager
nowadays feels the pressure to fit in the society they belong in, to be popular and to
have a lot of friends. Uncertainty about the future is also included. During high school,
students start thinking about their future and the profession they want to pursue. While
for senior high school students, choosing a course in college is very stressful especially
to those who are still undecided and still can't discover what career they want in the
future.
in order to retain them at the university. This study focuses in this article on the two
controversial issue, the numerous distinctive adapting behaviours have been considered
n3 p411-425 Dec 2021) The transition to college and its associated social challenges
could trigger social anxiety and depression among young college students. There is a
paucity of literature relating coping self-efficacy, coping strategies, social anxiety and
depression. The current study aims to fill this gap by finding the contributions of gender,
coping self-efficacy (SE), and coping strategies onto the levels of social anxiety and
psychology subject pool at a northeastern university. The Liebowitz Social Anxiety Scale,
Diagnostic Inventory for Depression, Coping Self-Efficacy Scale, and Brief COPE were
used to measure the study variables. A one-way ANOVA and simultaneous multiple
linear regression analyses were conducted to examine data. There were no significant
impairment, and quality of life. However, gender and self-blame significantly predicted
CSE were significantly associated with social anxiety and depression among college
students. The results have important implications for treatment intervention and outreach
Instruction, Apr 2022) The COVID-19 pandemic has transformed the teaching and
learning process from offline to online and it has challenged all stakeholders, teachers,
students, and parents. One of the key variables that work in dealing with the challenge of
online teaching and learning is known as the academic coping strategies (ACS). Some
studies have confirmed that academic coping strategies positively contribute to students'
learning outcomes and students' ability to deal with their academic pressure. Besides,
other factors that influence the students' academic coping skills are the students'
self-regulation and students' psychological capital. Therefore, the main aim of this
research is to examine the correlation between (1) self-regulation and the academic
coping strategies; (2) the self-regulation and psychological capital; (3) the psychological
capital and the academic coping strategies; and (4) the self-regulation and the academic
coping skills through the psychological capital. This research applied the correlational
multifactor which took samples from 518 high school and vocational school students.
The instruments employed in this research were a personal data information form,
self-regulation scale, psychological capital scale for academic purposes, and academic
coping strategies scale. The data were analyze by using the path analysis in AMOS 23.
This research revealed that self-regulation directly affects the students* academic coping
strategies and psychological capital during online learning in a COVID-19 pandemic. The
pedagogical finding of this study can improve the quality of learning during the
COVID-19 pandemics which is expected to be applicable not only in Indonesia but also
during the COVID-19 pandemic and the coping strategies they used in returning to
in-person face-to-face classes. The study found that students experienced anxiety,
stress, and difficulty adjusting to the new learning environment. Coping strategies used
by students included seeking social support, practicing self-care, and utilizing school
resources.
challenges and coping strategies of university students during the COVID-19 pandemic.
Results showed that students experienced academic and emotional challenges and
used various coping strategies such as mindfulness, seeking social support, and time
strategies of primary and secondary school students during the COVID-19 pandemic.
Findings revealed that students experienced challenges such as social isolation and lack
of motivation, and used coping strategies such as social support, self-care, and goal
and coping strategies of university students during the transition from online to in-person
anxiety, stress, and difficulty adjusting to the new learning environment. Coping
strategies used by students included seeking social support, time management, and
mindfulness practices.
strategies of high school students during the COVID-19 pandemic. Results showed that
students experienced academic, social, and emotional challenges, and used coping
strategies such as social support, time management, and self-care practices to manage
these challenges.
strategies of the GAS students in the context of the COVID-19 pandemic. The study
found that GAS students faced challenges such as disruptions to their daily routine, lack
of motivation, and anxiety about the future. Coping strategies identified in this study
positive mindset.
A study by Lao and his colleagues (2015) focused on the challenges and coping
strategies of the GAS students in a senior high school in the Philippines. The study
found out that GAS students faced challenges such as heavy workload, time
management issues, and peer pressure. Coping strategies identified in this study
included seeking support from teachers and classmates, setting realistic goals, and
comprehensive Literature review. (Stephens, Hamedani, & Destin, 2014) This literature
first-generation college students. The review highlights the importance of social and
academic support for the success of the students in college. One of the main challenges
faced by first generation college students is a lack of social and cultural capital. These
students may not have the same level of support and resources as students from
families with college-educated parents. As a result, they may struggle with academic and
A study by Cao et al. (2021) investigates the impact of the COVID-19 pandemic
on the mental health of college students. The author conducted a comprehensive review
investigated the psychological impact of the pandemic on college students. The author
found that the COVID-19 pandemic has had a significant negative impact on the mental
stress among college students. The authors note that several factors may contribute to
this impact, including social isolation, financial insecurity, and uncertainty about the
future. Overall, the article provides important insight into the impact of the COVID-19
pandemic on the mental health of the college students. The findings of this review
highlight the need for continued attention and support for the mental health of college
Coping theory
GAS students may use various coping strategies in face-to-face classes to manage the
challenges and issues they face, such as seeking social support from peers and
strategies.
According to Lazarus and Folkman, People experience stress when they believe
that a situation's demands are greater than their capacity to handle them. According to
the paradigm, coping entails a cognitive evaluation process in which people assess their
Self-efficacy Theory
According to Albert Bandura, This theory explains how people's beliefs about
their capacity to carry out particular tasks or realize particular objectives can affect their
motivation and behavior. This theory holds that people's self-efficacy beliefs are a major
reaching goals. Low self-efficacy beliefs, on the other hand, might result in a lack of
drive, perseverance, and effort as well as poorer performance. Self-efficacy theory has
Sociocultural theory
This theory, developed by Vygotsky, emphasizes the role of social and cultural
factors in shaping human cognition and development. In the context to face to face
classes, students' cultural background, social identities, and interactions with their peers
and instructors can impact their learning experiences and coping strategies. A study
could investigate how sociocultural factors influence students’ learning and coping in
face to face classes and identify strategies to promote inclusive and equitable classroom
environments.
Conceptual Framework
This figure below is the framework of the study. It shows how the study will be
done, and how the issues, challenges and coping strategy of GAS students in the face to
issues, challenges and coping strategy of GAS students. The process shows the making
of a questionnaire and conducting a survey to the selected GAS students of the USI-PILI
Campus and after collecting it for analysis, interpretation of data and conclusion. The
output shows the importance of the awareness of the GAS students. The respondents of
this study are the selected GAS students of the USI-PILI Campus. First, the researchers
made a questionnaire in order to critique the issues, challenges and coping strategy of
GAS students the researchers used Coping theory, Self-Efficacy theory, and
Also, after making the questionnaire the researchers conduct an interview to the
respondents via voluntary sampling and the respondents' answers are collected for
interpretation of the data gathered. And lastly, after interpreting the data that is gathered
the researchers conclude that the answer depends on the basic knowledge of the social,
RESEARCH METHODOLOGY
This chapter aims to provide the things and methods that are used in this
research. One of these is the research design, local respondents, research procedure,
instrument used.
Research Design
This study is about different issues, challenges, and coping strategies of the
GAS students in the in-person face-to-face classes at Universidad de Sta Isabel Pili
Campus. The study is Furthermore, the study will utilize open-ended essay questions for
the data gathering that will be useful for the study mentioned. The descriptive design
was also used in identifying the GAS students, determining the issues, and challenges
and identifying what coping strategy they used to cope with the issues and challenges in
the campus. And also the Coping theory and Self-Efficacy theory was also used to
Research Locale
The selected respondents for this study are the GAS students of Universidad de
Sta. Isabel Pili Campus. The study will also use volunteer sampling because the study
solely focuses on GAS students. The researchers will select Grade 11 students, except
and coping strategies of the GAS students of the USI Pili Campus. The researchers
made online questionnaires through Google Forms and identified the GAS students
using voluntary sampling. To conduct the survey, the researchers distributed Google
Forms online and a printed copy of the questionnaire. The researchers then collect the
responses. The collected data is then analyzed and interpreted by the researchers.
Research Instrument
through google forms and a printed copy of the questionnaires. The researchers then
This chapter represents an analysis and interpretation of the data obtained in the
study. Its findings were based on the data gathered by the researchers through the
Figure 3.1
First Research SOP Question: What are the specific challenges, issues, and
coping strategies that GAS students face in returning to in-person face to face
classes?
Based on findings, 3 out of 30 (36%) responded that they find social interaction
as difficult. Social interaction can be challenging for some individuals when going back to
in-person face to face classes, especially after a prolonged period of remote learning or
challenging as it often requires individuals to change their habits, root times and
comprehension refers to a student's ability to understand and absorb the information and
concepts taught in a lesson. The waiting up early with 10 out of 30, (10%) respondents.
The adjustment from a relaxed routine to a structured schedule can be difficult, and the
physical act of waking up early can be particularly challenging for some individuals. The
aspect of going back to face to face classes, particularly for students who do not have
10 out of 30 students have said that they engage in academic clubs and co-curricular
activities. These co-curricular activities include the Council for student affairs. It is
presumed that the reason that numerous students have answered academic clubs and
co-curricular because these clubs and co-curricular activities are their choices, so
activities in a certain area demonstrates that you have enthusiasm if not passion for the
particular subject. This is something that universities and employers really like to see,
relates to a job you might be doing. Co-curricular activities are important because when
you join a club, you make a network of friends and potential helpers that otherwise you
wouldn’t have known. You’ll have fun experiences with people who have similar interests
as you.
The recitations followed up, with 9 out of 30 respondents. Recitations are either the
student or teacher’s choice on who answers a particular question. Recitations are often
used by teachers to test the memory of a student. Moreover, students’ public speaking
skills will be further enhanced. The element “groupworks” also has 9 out of 30
aforementioned figure, the element “quizzes and exams” have 3 out of 30 respondents.
Likewise with the recitation, quizzes and exams are also used by almost all schools and
institutions to test a student’s wisdom and memory regarding a certain subject area. The
student teach about a certain topic. It is the speaking skills of the student, as well as
his/her comprehension in the lesson. Lastly, school work accounts for 3 out of 30
respondents.
In the seven questions, VS subject accounts for the most challenging work, with 5
said that research is the most challenging part of school. Likewise, 4 out of 30 students
(13%) said that unknown words are a burden to their learning. And also, 4 students out
of 30 (13% have said that a teacher being late or absent is challenging in their learning.
Moreover, another 4 out of 30 (12%) are having a tough time comprehending the
lessons. The delayed lessons are strenuous, according to 3 out of 30 (9%) respondents.
The most usual reason as to why lessons get delayed is loud and boisterous
classmates. Recitation accounts for 2 out of 30 (6%) students saying that recitation is
hard, likewise with quizzes and exams. Finally, social interaction and adjusting account
of in-person face to face classes to the GAS students at Universidad de Sta. Isabel
Pili Campus?
(41%) percent became achievers and got higher grades, and 8 out of 30 (23%) gained
and improved self-confidence this school year. And 6 out of 30 (18%), have gained new
friends in this school year, while 4 out of 30 students (12%) have no improvements this
school year, and 1(3% ) student said he woke up earlier, and finally the remaining one
have said they found research the most stressful. over 6 out of 30 (21%) said total
Mini-tasks and performance tasks were stressful. Also, 7 out of 30 students (24%) said
that school work is the most stressful. Furthermore, 4 out of 30 (14%) of the students
stated that exams give them the most stress. Lastly, only one (3%) said VS is stressful
According to the respondents, about 50% of the students had experienced
anxiety, while the 23%, experienced being stress out. 7% experienced getting pressured
especially in school activities. Whereas the 10% of the students experienced mental
performance during in person classes. Learning in person helps the student to learn
effectively and efficiently. Students said that they will be able to concentrate on learning,
because there'll be less distraction than if they were at home. There are 7 out of 30
students who have experienced bad performance during in person classes, the findings
showed that students main challenges with attending limited face to face classes were a
lack of instructional time and collaboration, difficulty of understanding the lessons and
said that they encountered a lot of issues in school. Many of these students are having
troubles in their academics. They often cram, get mentally drained and get pressured.
However, out of 30 (35%) of the respondents said they are not as troubled and
distressed as the others, but they still have problems. Finally, out of 30 (17% of the
and coping strategies of GAS students in the in-person face to face classes?
In this question "Do you find it hard in person face to face after 2 years of module
and online classes?" 21 out of 30 students all find face to face classes tough. Although
the students already participated in face to face classes even before the pandemic, they
still find it hard to adjust from distance learning to face to face as they "got used to it".
Nevertheless, 9 out of 30 students, however, don't find face to face classes tough
because "they already participated before" and "It's needed because it's normal"
In accordance with the conclusion of the results, 23 out of 30 students have
affirmed that face to face classes are a big adjustment to them as they were used to
distance learning. Some reasons as to why include being used to the distance learning
being normaliz, lack of interaction among classmates, and struggling for learning.
According to the aforementioned figure, 23 out of 30 students have said that they
don't want to go back to distance learning. The reasons are; poor internet, everything
should be normal, boring, the student doesn't actually learn the topics.
According to the above figure, 10 out of 30 students have said that they talk
about their problems. Talking to someone is a good option as it helps relieve worry and
makes the person feel less burdened. 7 out of 30 students said that they do not make
themselves stressed too much about the problem. Worrying too much and overthinking
is bad for the health. Worrying too much causes headaches, loss of appetite, insomnia,
difficulty concentrating, and muscle tension. Another way that 6 out of 30 students do
when they worry about their academics is doing what they are fond of. Some examples
of these hobbies are: watching movies and playing games. Sleeping accounts for 3 out
of 30 respondents. Sleep is known to freshen someone’s mind and body to be ready for
another day. Sleep also helps boost memory and focus which is crucially helpful for
students to remember and focus. An average teenager should sleep 8-10 hours a day.
2 out of 30 respondents said that they only ignore the problem. Only 1 respondent said
that he prays to God and talks to him whenever he is stressed and goes to God and puts
SUMMARY
The research report focuses on the learning needs of General Academic Strand
(GAS) students. The report highlights the unique challenges and issues faced by these
students in the in-person face-to-face classes and suggests coping strategies to help
them succeed academically and socially. The report also emphasized the importance of
GAS students advocating for themselves and participating in the development of their
learning plans and goals. Additionally, the report cites survey findings that indicate a
preferences.
Coping strategies to manage stress and anxiety include active coping strategies
such as planful problem-solving, seeking social support, confrontive coping, and positive
experience stress due to fear of failure, social pressures, and uncertainty about the
future.
The study answers the 3 SOPs, that is (1) What are the specific challenges,
issues, and coping strategies that GAS students face in returning to in-person face to
face classes?
,(2) What are the advantages and disadvantages of in-person face-to-face classes to the
GAS students at Universidad de Sta Isabel Pili Campus?,and (3) What are the impact of
issues, challenges and coping strategies of GAS students in the in-person face to face
classes?
The study investigates the issues, challenges, and coping strategies of Grade 11
and 12 General Academic Strand (GAS) students at the Universidad de Sta. Isabel Pili
Campus. The researchers used volunteer sampling distributed online through Google
Forms and printed copy questionnaires to collect data from the selected respondents.
CONCLUSION
The most common challenge that a student faces in the face to face classes is
being terrible at socializing and lack of confidence. The researchers therefore conclude
that being stuck at home from 2020 to 2022 with only family around made the students
timid upon returning to physical classrooms, but gradually the confidence is growing over
time.
The most likely stress that a student is suffering is anxiety. Thus the
researchers conclude that the students are suffering from anxiety. Vast number of
students said that they talk and open up their problems. The researchers therefore
conclude that senior high school students are very cordial, but were only disrupted by
the pandemic. The two most common triumphs of the students are; being a class
concluded that Universidad de Sta. Isabel Pili Campus are known to be capable and
talented individuals. Most of the students do not want to return to distance learning.
Hence, the researchers deduce that distance learning restricts students' cordial relations
RECOMMENDATION
● Parents should support their children and be not harsh to their children.
● Students should allow themselves time to take a healthy break for a while and
● Students should support one another academically and psychologically and help
● Parents and teachers should talk to their children and help them if they are
having trouble.
pressuring them.
● Teachers and the whole administrator staff should know how to address