STUDY-FROM-HOME BURNOUT AND ACADEMIC PERFORMANCE DURING

COVID-19 PANDEMIC: A CORRELATIONAL STUDY

SHALIAH MAE A. CANTON & REGELA MAE FERNANDEZ

Department of Education, Cebu Normal University

Philippines

main.18001850@cnu.edu.ph
main.18000761@cnu.edu.ph

COVID-19 pandemic, the most recent public health crises of global concern, has affected
every country in the whole world (Tria J. Z., 2020) as it compels many institutions and
establishments to close to contain the spread of  the virus and reduce infections (UNESCO, 
2020). Schools and universities, being one of the most adversely impacted institutions evident
from the billions of students who are impacted and the number of academic institutions that are
closed, are now grappling to continue to deliver their academic services without compromising
risk. As a result, the United Nations Educational, Scientific and Cultural Organization
recommended the use of online learning programmes and open educational applications and
platforms that schools and teachers can use to reach learners remotely and limit the disruption of
education. To date, distanced, online and modular education take over the new norm of
education, answering the dilemma on safety and continuance of education and leaving the
students to study-from-home. While studying from home offers vital support for the successful
completion of students' academic endeavors, many students are experiencing the brunt of it
especially that it possesses many challenges and issues. 

Studying from home and learning online requires use of the internet and some other
important technologies to develop materials for educational purposes, instructional delivery and
management of programs (Fry, 2001). Online learning, although beneficial and may be a
convenient solution in addressing education in the midst of pandemic, however, its dependency
on technological equipment is a big challenge for institutions, faculty and learners. Students
without reliable internet access and/or technology struggle to participate in online learning; this
gap is seen across countries and between income brackets within countries (D. Yates, 2020). In
addition, online learning was confusing to adapt and is more stressful than traditional classrooms
because institutions had not been prepared through simulations or practices beforehand
(Rarkryan P. Angdhiri, 2020). As a result, this leaves many learners in a bad spot where they are
overwhelmed with pressure, unable to respond effectively as students and unable to meet
constant demands expected of them and may lead to a very different disorder-burnout (Lucas
Araiza, 2020). 

The burnout caused by studying from home is further defined as a persistent and negative
mental state that is characterized by the emotional exhaustion related to distress (Marek, 1993).
A feeling of reduced performance and ability with dysfunctional attitudes during online learning
(Schaufeli & Enzmann, 2019). According to Tsigilis, Zournatzi and Koustelios (2011) the
students who are facing the burnout problems are more likely to engage in absenteeism, less self
confidence, low satisfaction to their work and turnover intentions. The burnout has become a
critical issue for students and institutes because it directly affects the well-being of students and
reduces academic performance due to the pressure of work and the stress of technological and
educational change. 

The COVID-19 pandemic closure has affected more than 1.2 billion learners worldwide
with more  than  28 million  learners  in the  Philippines  (UNESCO, 2020). Responses  like
community  lockdown  and community  quarantine  of several countries have led students and
teachers to study and work from home which led to the delivery of online learning platforms
(Crawford et al.,  2020). However,  the implementation  of online  learning posed different  risks,
problems  and challenges  to both  the teachers  and students,  especially  in  the higher 
education institutions (Bao, 2020). Furthermore, as students participate in online learning,
challenges came along their way that led to poor academic performances. According to Rarkryan
P. Angdhiri 2020, the reasons causing students to avoid participating in online class is due to the
prolonged stress, inability to take on the necessary tasks that reduce their productivity and unable
to meet their anticipated constant academic demands (Meg Adonis, 2020). 
 
Statement of the Problem
 
This study aims to determine the correlation of study-from-home burnout to the perceived
academic performance of students on online learning. More specifically, it seeks to answer
question:
 
1. What is the level of study-from-home burn-out as perceived by Filipino College
Students?
2. What is the perceived level of academic performance of Filipino College Students who
are studying from home?
3.  Is there a correlation between study-from-home burnout and academic performance?
 
 
Statement of the Hypothesis

There is no significant relationship between Study-from-home Burnout and Academic

Performance during COVID-19 Pandemic.