1

UGRP.2021.SAMCIS.1.ACCTG.02

THE PSYCHOLOGICAL IMPACT OF COVID – 19 PANDEMIC

TO THE LEARNING HABITS OF ACCOUNTANCY STUDENTS
OF SAINT LOUIS UNIVERSITY

RAL PATRICK S. GUILLERMO, FATIMA ANNE M. ALABANZA,

CRIZET ANN V. AQUINO, ERIKA THERESE F. CABUNOC,
MA. LUISA T. FUENTECILLA, SOPHIA ISABELLE M. MOLINA, JYKA JOY G. PANEDA,
PRINCESS NICHOLE L. QUERO, JOYCE R. RUFINO, JOYCE ANN T. UGAY,
AND JOSEPHINE M. ACOP

ACCOUNTANCY RESEARCH

We envision Saint Louis University as an

excellent, missionary, and transformative
educational institution zealous in the
formation of human resources who are
imbued with the Christian spirit and who are
competent, creative, and socially involved.

SCHOOL OF ACCOUNTANCY, MANAGEMENT,

COMPUTING AND INFORMATION STUDIES
SAINT LOUIS UNIVERSITY
PHILIPPINES
2

MAY 2021
Introduction

In late December 2019, several patients were admitted to hospitals in Wuhan, Hubei Province in
China. According to the World Health Organization (2020), they were initially diagnosed to have
pneumonia but were later on identified to contract novel coronavirus disease (COVID – 19). The
transmission of the disease was unexpectedly rapid that total lockdown was set by the authorities
in Wuhan and just days after, the neighboring provinces in China implemented lockdown too to
avoid the risk of rapid transmission of the disease. Weeks after, cases of COVID – 19 were
detected in some countries namely Thailand, United States, Europe, South Korea and Iran. On
January 30, 2020 the WHO declared the novel coronavirus outbreak to be a public health
emergency of international concern as it is spreading rapidly among nations. The same date,
January 30, 2020, the first COVID – 19 case was confirmed in the Philippines. Reports from
Rappler state that last March 12, 2020, President Rodrigo Duterte imposed a thirty-day lockdown
in Metro Manila, on March 16, 2020 the entire mainland of Luzon was also under lockdown to
contain the spread of the COVID – 19. Up to this date, the entire Philippines is placed in
different levels of quarantine and are required to observe minimum health and safety protocols
such as wearing face masks, face shields and observing social distancing when at a public place.
Due to the lockdown, people were forced to stay at home thus, classes and work were suspended.
Since the end of the pandemic is yet to be seen, the education sector opted for the online-based
learning to continue the academic calendar 2019 – 2020.

Today’s generation is forced to rely on technology in order to protect themselves in the safety of
their homes from the Coronavirus Disease (COVID – 19) outbreak, while continuing to do each
and everyone’s jobs, lifestyle, and education. In a better perspective of education during the
pandemic, Onyema et. al’s study (2020) has concluded that the pandemic has adverse effects on
education, not only on the students, but also on the institution itself, including its educators, and
the students’ parents. The pandemic hinders education as in which educational activities are
continuously being badly affected because of various factors such as: lack of accessibility to
learning facilities, lack of education funding, constraints on researches, loss of learning interests,
student debts, job losses, and learning distribution. The need for technology is the only safe way
that allows students to have access to education during an outbreak, however, there are still
major barriers that impact online education. Most of these are because of the unavailability and
inaccessibility of different factors such as: electricity, technology, internet, funding, facilities,
and the lack of training. While other factors are focused on the digital divide because of poor
digital skills, and even the resistance to change of the stakeholders. 

Educational institutions are required to comply with specific guidelines to continue the learning
of the students remotely. Since face-to-face classes are still not allowed most of the students,
particularly Accountancy students of Saint Louis University are enrolled through Online – Based
Learning. With the sudden shift of learning mode, it had an psychological impact on the students
and affected their learning habits to a certain degree. Extensive efforts are needed in committing
communication through online classes. Students taking face-to-face accounting courses show
higher confidence in accounting concepts than those taking online accounting courses (Connor,
2010). Certified Public Accountants (CPAs) surveyed prefer to hire candidates that earn the
necessary classes for CPA designation in a traditional classroom environment and would prefer
3

to hire candidates who earn accounting degrees in the traditional classroom (Grossman &
Johnson, 2016). Arbaugh and Rau (2007) find that graduate student learning and satisfaction
with online courses differ across the curriculum. Thus, in relation to the accounting course,
moving from the traditional delivery in the classroom to online learning will require more critical
thinking. Personal interactions between the professor and student, or among students, which lead
to personal transformation are viewed as the essential learning environment (Bunn, Fischer &
Marsh, 2014). According to Brazina & Ugras (2014) and Verhoeven & Wakeling (2011), the
general perception is online education is not as robust as the traditional face-to-face method of
instruction. Moreover, institutions are very often uncertain as to how efficient the process will
be, and whether the benefits will be greater than the cost involved.

The lockdown had serious implications on mental health, resulting in psychological problems
including frustration, stress, and depression (Chaturvedi, Singh & Vishwakarma, 2021). In the
study conducted by Aucejo, French, Araya & Zafar (2020), they found out that one quarter of the
1,500 students they surveyed increased their study time by more than 4 hours per week due to
COVID – 19, while another quarter decreased their study time by more than 5 hours per week.
First-year students and women were at particular risk of psychiatric distress (Wieczorek et al,.
2021). According to Wieczorek et al,. (2021) & Akpinar (2021), online learning seems to
significantly affect the students’ mental state despite being the solution to the learning during the
challenges of COVID – 19 pandemic. Factors such as isolation from peers and lecturers,
difficulty of using the online platforms, lack of guidance and counseling and high levels of
distractions associated with the platform are the attributes which proves the increase of the
mental health concerns among students (Akpinar, 2021). Spiceland and Hawkins (2002) proffer
that students' less favorable response in terms of their ability to learn the online course materials
and motivation to complete their assignments may be due to the difficulty in adapting to active
learning. Inadequate training and mentoring are correctable deficiencies, and to the extent that
they contributed to the lower student achievement in online classes, an appropriate response to
these instructor-related deficiencies is likely to have a significant positive impact on student
learning in online accounting classes (Schwartz, 2012).

One of the most recognized as a vulnerable population with an increasing number suffering from
higher levels of depression, anxiety, and other mental health disorders is the university students.
The radical change of the educational system due to the COVID – 19 pandemic has given more
burden on these students' mental health. The Philippine Statistics Authority (PSA) showed
increased suicide incidents for the year 2020 that has risen to 25.7% compared to previous years.
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 (Browning et al., 2021). Even before the pandemic, the number of students
experiencing depression, anxiety, suicidality, and other mental health issues has constantly been
increasing. And this evokes us to be attentive to how is the student's mental health stability and
be cautious with the psychological impact of the pandemic and how it affects their learning
motivation and educational productivity.
4

Figure 1. Conceptual Framework of the Study

Academic Pressure

Financial Problems

Anxiety
Household
Environment
Stress
Coronavirus Unstable Mental Learning
Pandemic Health Issues Habits
Depression
Limited Learning
Facilities
Suicidality
Social Isolation

Loss of Interest

1. Overview About Coronavirus

Coronavirus disease (COVID-19) is an infectious disease caused by a newly discovered

coronavirus, originated from the province of Wuhan, China in late 2019. A coronavirus is a kind
of common virus that causes an infection in your nose, sinuses, or upper throat. In early 2020,
after a December 2019 outbreak in China, the World Health Organization identified SARS-CoV-
2 as a new type of coronavirus. The outbreak quickly spread around the world. Research shows
that older people and those with underlying medical problems like cardiovascular diseases,
diabetes, chronic respiratory disease, and cancer were more likely to develop serious illnesses
from coronavirus (W.H.O, 2020). The most common symptoms of COVID – 19 are fever, dry
cough, and fatigue. Loss of taste or smell, nasal congestion, sore throat, headache, diarrhea, and
dizziness are other symptoms that a patient can go through.

In the current time, they already created some vaccines to prevent and avoid this COVID – 19
disease but it is still limited so people need to take good care of themselves and stay vigilant
about their surroundings. Health and safety protocols are still existing and need to comply for the
sake of everyone’s wellbeing (DOT).
5

2. Academic Response of the Government and the Higher Educational Institutions

COVID – 19 has emerged into a global health emergency. Although the COVID – 19 pandemic
has several striking features, the scope and pace at which educators had to cope to school
closures and drastically change their practice is unparalleled.

As of April 22, 2021, UNESCO reported 27 countries worldwide still have closed campuses,
affecting about 175 billion students representing over 10 percent of all enrolled students. Among
this number are about 28.5 billion learners are affected in the Philippines, whereas over 3.6
billion l earners belong to the tertiary level (UNESCO, 2021). Meanwhile, 22 million Filipino
children were recorded as out-of-school due to the pandemic (Plan International, 2021).

In an interview, the country’s Department of Education Secretary Leonor Briones stated that in
the face of a catastrophe, earthquake, emergency, quarantine, or even war, education must
continue (DEPED, 2020). On the other hand, the Commission on Higher Education (CHED)
urged Higher Education Institutions (HEIs) to continue using active flexible learning methods as
well as other forms of academic delivery methods in lieu of face-to-face schooling.

Private HEIs, however, are left to make their own decisions in the absence of imposing laws and
regulations from CHED. To meet the needs of students, particularly those 3.6 million tertiary-
level students attending in nearly 2,400 HEIs across the country, many have adopted proactive
guidelines to ensure that education continues despite their closure. Modified methods of distance
learning are included in these rules with the goal of facilitating student learning experiences. It
may be in the form of a synchronous learning such as real-time discussions and time-pressured
assessments, or asynchronous such as pre-recorded video discussions, uploaded lecture modules,
and delayed-time assessments.

In Saint Louis University (SLU), the institution decided to offer Online – Based Learning (OBL)
and Correspondence – Based Learning (CBL). OBL is synonymous with the online learning
where instructors may upload reading materials, video lectures, time-pressured and delayed-time
assessments, and may meet them on a meeting during their schedules. Meanwhile, CBL is
synonymous to a modular learning where instructors send the modules on the address of the
student via mail. The student opts to read the modules and answer the activities within a given
period of time. Afterwards, the student needs to send it back to the university for checking.

3. Learning Habits

Students, especially those in the tertiary level, use different learning approaches, methods, styles
and habits. Habits are routines of mostly subconscious regular repetition behavior (Butler, Hope,
1995). Particularly during these difficult times and the continuance of online classes, students
have adapted to habits that they are comfortable with and that truly helps them to be more
productive. Knowing how to choose and execute learning habits will lead to more successful and
productive mastery of new skills, making it easier and safer for students to function and adapt to
changes.
6

Some examples of the learning habits of students are: having a scheduled study time, organizing
study materials, studying with groups or a partner, being offline or off social media, making sure
there are no distractions when studying, taking down notes, and avoiding procrastinating.

4. Challenges Faced by the Students

The coronavirus outbreak is wreaking havoc on people across the globe. Isolation,
communication limits, and economic shutdown have also had a major impact on the
psychosocial climate of the affected countries.

Students in tertiary education are known to be subjected to a variety of recurring normative

stressors as a result of their ongoing academic demands. However, in the current situation, social
constraints enforced by the pandemic have caused a spike in academic pressure among students.
According to the study made by Tee (2020), students showed more psychological effects as well
as depressive, anxiety, and stress symptoms.
Financial problems also challenge students during this time of pandemic. With the closure and
layoff of businesses, families experience tight budget that may cause disputes between parents
leading to an unconducive learning environment for the students. Limited learning facilities such
as computers, laptops, printers and internet, are results of being in a financial crisis. Parents
cannot provide the technologies needed by their children for education. As a matter of fact,
having limited accesses to these kinds of resources may decrease the academic interest of the
students.

With the restrictions imposed by the Inter-Agency Task Force (IATF), many have been away
from their homes. Students are also impossible to physically interact with their friends,
classmates and teachers. This social isolation results to unstable mental health issues of students
which begins from the feeling of loneliness, thus, resulting to loss of motivation and interest in
doing daily tasks and activities.

Challenges faced during the pandemic are interconnected. When students tend to internalize
these challenges, it may lead to anxiety, stress, depression, and even suicidality.

5. Difference between ‘Psychological’ and ‘Emotional’

Both terms are closely related to each other, but there is still a present distinction between them.
The term ‘psychological’ applies more to the mind, its health and its wellbeing; while the term
‘emotional’ pertains more to people’s feelings. Psychological impact would be to trigger or
increase someone's susceptibility to mental afflictions such as depression, anxiety, or phobias;
while emotional impact would be to make a person angry, afraid, or sad.

Particularly, emotional stability is the capacity to maintain one’s emotional balance under
stressful circumstances. This enables the person to develop an integrated and balanced way of
perceiving the problems of life. Emotional stability helps to develop perceptions and attitudes
that can help in understanding the current realities of life and conditions that create miserable
situations. Meanwhile, psychological stability refers to our ability to be less prone to serious
7

mental health disorders such as depression, anxieties and paranoias. Accordingly, this research
mainly focuses on the psychological impact of students.
6. Impact of Coronavirus Pandemic to the Psychological Stability of Students

Psychological impact can cause mild to prone level of various disorder especially to a younger
generation. Students are mostly experiencing this kind of challenge and it can definitely affect
not only the physical health of the person, but all aspects of his/her daily living. Thus, learning
habits of a student can be affected when facing psychological circumstances.

Due to the different problems that students faced or may face during the pandemic, the
psychological capacity of a student can be affected and can cause instability on their
psychological needs. Many people suffer and experience the most traumatic scenarios of their
life during the quarantine. Also, the outbreak of Coronavirus pandemic has a negative impact on
educational programs all over the world. Students from the different places were affected, thus,
educational sectors are forced to make a new method of learning.

7. Relationship Between Psychological Distress and Learning Habits

While online learning grows in popularity and the number of distance learning student grows due
to the pandemic, so does the emergence of psychological issues. Accordingly, the COVID – 19
pandemic can be thought of as a primitive chronic and intermittent source of stress. Students are
human factors that shape a country's future, and the presence of mental health issues among
students has a number of significant implications, including lower academic performance,
increased dropout rates, and inefficiency among students.

Changes in a student's hygienic habits, physical behavior, or dressing style cannot be noticed in

an online setting; however, shifts in a student's online behavior, performance, or substance of
class discussions can be assessed by instructors. Whether an improvement in a student's
performance is drastic, detrimental, disrespectful to peers and faculty, or resulting in failing
grades, the student may be experiencing mental health issues that affects their emotions towards
learning.

Students who are suffering psychological distress have a pessimistic perception of themselves

and their surroundings. Students therefore doubt their own capabilities in relation to their
academic and social results. According to a study, mental health issues cause students' learning
trajectories to be disrupted by intervening with their ability to participate effectively in the
learning process. Furthermore, since research suggests that close student-teacher relationships
support academic achievement, mental health issues could stifle teacher-student relationship.
This explains why students with health issues could be more likely to fail in school. (Gustafsson,
2010)

Students with psychological distress have a pessimistic perception of themselves and their

environment. Some of the effects of psychological distress are impaired concentration, cognitive
disorder, lack of energy, slacking, psychomotor retardation, failure, unmotivated, absenteeism,
impaired student-teacher bonding, and trouble with homework. These effects of psychological
distress impede the learning process of students especially those that attend online classes.
8

Students then undervalue their competence in relation to their success as an outcome of these

pessimistic attitudes. This pattern of activities may be seen in both the academic and social
realms.

This study aims to explore the psychological impacts of the COVID – 19 pandemic and assess its
influence on the learning management of Accountancy students of Saint Louis University. The
results of the study will be of great benefit to the following:
1. Students
The immediate beneficiaries of the yield of this study are the students of Saint Louis
University under the Accountancy program. The results will provide information for
improving mental health, both through psychological self-improvement and improved
mental health education.
2. Parents
Parents entrusted their children to Saint Louis University with accompanying self-assurance
that their children are well-handled and given more education despite the impediments of
the pandemic. This study benefits them in providing the degree to which their children are
struggling, particularly with respect to psychological problems.
3. Professors and the University Administrator
Data given will provide the professors and the administration of the institution on how well
they manage the learnings and the students' actions in implementing Online – Based
Learning. Similarly, the results of this study will aid in improving the implementation and
delivery of school programs in order to enable students to develop effective learning habits.
4. Curriculum Planner
The information gathered will aid the curriculum planner in initiating collaboration among
faculty and chairpersons of Saint Louis University in order to prepare and assess strategies
for improving Accountancy education in relation to the curriculum, taking into account
students' coping mechanisms during the COVID – 19 pandemic.
5. Society
This study would support society as it would produce active students despite the constraints
posed by the COVID – 19 pandemic, leading them to become functional and productive
members of society.
6. Researchers
The findings of this study would be beneficial to both current and future researchers as this
may serve as a foundation for future studies to be conducted.

The research is designed to assess the psychological impact of COVID – 19 pandemic to the
learning habits of Accountancy students of Saint Louis University. Specifically, the researchers
identified the following questions:
1. What are the different learning habits of the Accountancy students of Saint Louis
university?
2. What are the present factors that affect the motivation of the students to their learning?
3. What is the effect of the COVID – 19 pandemic to the mental health of the students?
4. What are the psychological experiences of the Accountancy students of Saint Louis
University who chose Online – Based Learning?
5. How do the Accountancy students of Saint Louis University perceive Online – Based
Learning based upon their own online learning experiences?
9

Accordingly, the study is guided by the hypothesis:

1. There is a significant difference on the psychological impact of COVID – 19 pandemic to
the learning habits of Accountancy students of Saint Louis University.

Method

This study aims to answer the main research question: Is there a relationship between the
psychological impact of the COVID – 19 pandemic and the learning habits of the Accountancy
students of Saint Louis University? To achieve this objective, the researchers will utilize a
descriptive research design to yield reliable results. A descriptive research design accurately
describes a population and a present situation. Moreover, this method is appropriate for this
study as it aims to assess the psychological impact of COVID-19 pandemic to the learning habits
of the accounting students. Additionally, the researchers will use the mixed-method approach as
it will permit the integration of qualitative and quantitative utilization of data since the
quantitative method alone cannot fully measure the psychological impacts of the pandemic on
the learning disposition of the accounting students. The qualitative approach will focus on
gathering personal insights and observations of the students which will support the quantitative
aspect of the study and to further analyze the data to be collected.

For this study, a total of 200 Accountancy students of Saint Louis University, from different year
levels, will be selected as the respondents. The researchers will use a purposive sampling method
to sort out the respondents among the whole population of the university.

The researchers will use the data taken from the conducted web-based questionnaires wherein
google forms will be generated and sent to the university emails of all the selected Accountancy
students. For the quantitative data collection, checkbox and matrix questions will be included in
the google forms. For the qualitative data collection, open ended – questions will be used. To
supplement the researcher’s understanding of the paper, published researches, research journals,
and the Internet will be used.
10

References

Akpinar, E. (2021). The Effect of Online Learning on Tertiary Level Students' Mental Health
during the Covid19 Lockdown. The European Journal of Social and Behavioural Sciences,
EJSBS Volume XXX (eISSN: 2301-2218). 10.15405/ejsbs.288

Arbaugh, J. K., & Rau, B. L. (2007). A Study of Disciplinary, Structural, and Behavioral Effects
on Course Outcomes in Online MBA Courses. Decision Sciences Journal of Innovative
Education 5(1):65 – 95. 10.1111/j.1540-4609.2007.00128.x

Aucejo, E. M., French, J., Araya, M. P. A., & Zafar, B. (2020). The impact of COVID-19 on
student experiences and expectations: Evidence from a survey. Journal of Public
Economics, Volume 191. Retrieved from
https://www.sciencedirect.com/science/article/abs/pii/S0047272720301353

Browning, M. HEM., Larson, L. R., Sharaievska, I., Rigolon, A., McAnirlin, O., Mullenbach, L.,
Cloutier, S., Vu, T. M., Thomsen, J., Reigner, N., Metcalf, E. C., D’Antonio, A., Helbich,
M., Bratman,G. N., & Alvarez, H. O. (2021). Psychological impacts from COVID-19
among university students: Risk factors across seven states in the United States. PLoS
ONE 16(1): e0245327. Retrieved from https://journals.plos.org/plosone/article?
id=10.1371/journal.pone.0245327

Brazina, P. R., & Ugras, J. Y. (2014). Growth and changes in online education. Pennsylvania
CPA Journal, 85(3), 34-38. Retrieved from https://login.iris.etsu.edu:3443/login?
url=http://search.proquest.com.iris.etsu.edu:2048/docview/1564109461?accountid=10771

Bunn, E., Fisher, M., & Marsh, T. (2014). Does the Classroom Delivery Method make a
Difference?. American Journal of Business Education – Second Quarter 2014 (Volume 7,
Number 2). Retrieved from https://files.eric.ed.gov/full text/EJ1053803.pdf

Chaturvedi, K., Vishwakarma, D. K., & Singh, N. (2021). COVID-19 and its impact on
education, social life and mental health of students: A survey. Children and Youth Services
Review, Volume 121, 105866. Retrieved from
https://www.sciencedirect.com/science/article/pii/S019074092032288X

Cherry, K., & Morin, A. (2020). Drive-Reduction Theory and Human Behavior. Retrieved from
https://www.verywellmind.com/drive-reduction-theory-2795381

Connor, C. (2010. Accounting education: A comparative study of perception of learning

outcomes in traditional and online delivery systems. University of the Incarnate Word,
2010.
11

Coronavirus. (2021). World Health Organization. http://who.int/health

topics/coronavirus#tab=tab_1

DEPED. (2020, March 20). Learning while staying at home: Teachers, parents support deped
distance learning platform. Retrieved April 23, 2021, from
https://www.deped.gov.ph/2020/03/21/learning-while-staying-at-home-teachers-parents-
support-deped-distance-learning-platform/

Emotional Stability. (n.d.). JAMK Blogs. https://oppimateriaalit.jamk.fi/soulbusecoach/2-six-

indicators-of-multicultural-competence/2-5-emotional-stability/ #:~:text=Emotional%2
0stability%20is%20the%20capacity,nervous%2C%20tense%2C%20or%20angry.

Exploring Your Mind. (2021). Walberg's Theory of Educational Productivity. Retrieved from
https://exploringyourmind.com/walbergs-theory-of-educational-productivity/

Grossman, A, and Johnson, L. (2016) Employer perceptions of online accounting degrees. Issues
in Accounting Education. Vol. 31(1), pp. 91-109.

Gustafsson, J. (2010, April). School, Learning and Mental Health [PDF]. Stockholm: The Royal
Swedish Academy of Scenes.

NAMI California. (n.d.). Retrieved from https://namica.org/blog/impact-on-the-mental-health-of-

students-during-covid-19/

Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed,
A. O. (2020). Impact of Coronavirus Pandemic on Education. Journal of Education and
Practice, Volume 11, No. 13. 10.7176/JEP/11-13-12

Pathak, MD, N. (2021, April 19). Coronavirus and COVID-19: What You Should Know. Web
MD. https://www.webmd.com/lung/coronavirus
Plan International. (2021). COVID-19 response in the Philippines. Retrieved April 23, 2021,
from https://plan-international.org/philippines/covid-19-response-philippines

Rivas, R. (2021). Suicide cases rise in PH as pandemic drags on. Retrieved from
https://www.rappler.com/nation/suicide-rises-philippines-pandemic-drags-on-2021

Rothan, H. A., & Byrareddy, S. N. (2020). The epidemiology and pathogenesis of coronavirus
disease (COVID-19) outbreak. National Center for Biotechnology Information J
AutoImmun, 109:102433. 10.1016/j.jaut.2020.102433

Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact
on Education and Mental Health of Students and Academic Staff. National Center for
Biotechnology Information Cureus, 12(4): e7541. 10.7759/cureus.7541
12

Schwartz, D. A. (2012). Effectiveness of Learning in Online Versus On-Campus Accounting

Classes: A Comparative Analysis. Journal of Research in Innovating Teaching, Volume 5,
Issue 1. Retrieved from https://www.myecoach.com/online/resour ces/274/journal-
ofresearch-in-innovativeteaching-volume5.pdf?fbclid=IwAR2CgNudo
VvCQUFHJaohYqnsY6NO5K q1UIqdDVku13F2ggbluJunY UVAgaY#page=72

Spiceland, J. D., & Hawkins, C. P. (2002). The Impact on Learning of An Asynchronous Active
Learning Course Format. Journal of Asynchronous Learning Networks (JALN), 6(1).
Retrieved from https://pdfs.semanticschol ar.org/6a07/fe68668a08c3
2e5eceacd3fefe21b78e9b4 8.pdf?fbclid=IwAR06z6jhW 7N5lBmc496oqhdD2exG3U
s2WR5xL1dtfWR_pFSTlAso6dbBLo

St. Amour, M. (2020, August 17). Pandemic Increasing Suicidal Ideation. Inside Higher Ed.
https://www.insidehighered.com/news/2020/08/17/suicidal-ideation-rise-college-aged-
adults-due-covid-19-pandemic

Talabong, R. (2020). Metro Manila to be placed on lockdown due to coronavirus outbreak.

Retrieved from https://www.rappler.com/nation/metro-manila-placed-on-lockdown-
coronavirus-outbreak

Tee, M., Tee, C., Anlacan, J., Aligam, K., Reyes, P., Kuruchittham, V., & Ho, R. (2020,
December 1). Psychological impact of COVID-19 pandemic in the Philippines. Retrieved
April 23, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7444468/

Tomacruz, S. (2020). Duterte places Luzon on lockdown to battle coronavirus. Retrieved from
https://www.rappler.com/nation/luzon-total-lockdown-battle-coronavirus-outbreak

UNESCO. (2021, April 07). Education: From disruption to recovery. Retrieved April 23, 2021,
from https://en.unesco.org/covid19/educationresponse

Verhoeven, P., & Wakeling, V. (2011). Student performance in a quantitative methods course
under online and face-to-face delivery. American Journal of Business Education, 4(11), 61-
66. Retrieved from https://login.iris.etsu.edu:3443/login?
url=http://search.proquest.com.iris.etsu.edu:2048/docview/1697501263?accountid=10771

Wieczorek, T., Kołodziejczyk, A., Ciułkowicz, M., Maciaszek, J., Misiak, B., Rymaszewska, J.,
& Szcześniak, D. (2021). Class of 2020 in Poland: Students’ Mental Health during the
COVID-19 Outbreak in an Academic Setting. International Journal of Environmental
Research and Public Health, Volume 18 Issue 6. 10.3390/ijerph18062884 

World Health Organization. (2020). Archived: WHO Timeline - COVID-19. Retrieved from
https://www.who.int/news/item/27-04-2020-who-timeline---covid-19

World Health Organization. (2020). DOH and WHO promote holistic mental health wellness in
light of World Suicide Prevention Day. Retrieved from
13

https://www.who.int/philippines/news/detail/10-09-2020-doh-and-who-promote-holistic-
mental-health-wellness-in-light-of-world-suicide-prevention-day

Annex A
Plan for Dissemination

Project Title: The Psychological Impact of Covid – 19 Pandemic to the Learning Habits of
Accountancy Students of Saint Louis University
Research Promoter: Josephine M. Acop
UGRP No.: UGRP.2021.SAMCIS.1.ACCTG.02

This dissemination plan intends to provide awareness and educate people about the
psychological impact of the COVID-19 pandemic on the learning habits of accountancy students
of Saint Louis University. Different learning habits of the students, factors that affect the
students’ motivation in learning, the effect of the COVID-19 pandemic on the students’ mental
health, and the students’ psychological experiences and insights from online-based learning are
the information that people can get from this research which can give them an idea and help
them cope up with their struggles.

The key audience for this dissemination project will be the accountancy students, business-
related course students, or students whose learning is affected due to the COVID-19 pandemic.
Furthermore, parents, professors, and the general public are also deemed part of the audience.

The research results will be published in December 2021 and made available at the school library
of Saint Louis University. The research findings will also be issued as journal articles on various
academic research websites to achieve its purpose of informing or educating a vast audience.
14

Annex B
Activity Plan and Schedule of Outputs

Project Title: The Psychological Impact of Covid – 19 Pandemic to the Learning Habits of
Accountancy Students of Saint Louis University
Research Promoter: Josephine M. Acop
UGRP No.: UGRP.2021.SAMCIS.1.ACCTG.02

A. ACTIVITY PLAN (GANTT CHART)

Month
Activity
1 2 3 4 5 6 7 8 9 10
A. Proposal preparation
1 Project brainstorming x
2 Review of literature x
3 Identifying research problem and objectives x
4 Writing Introduction x x
5 Research design and methodology x
6 Tool finalization (questionnaire, etc.) x
7 Validation and pre-test x
8 Finalizing research proposal x
B. Data gathering
1 Serving survey questionnaires xxx
2 Conducting interviews xxx
3 Tabulating data x
C. Processing of data
1 Descriptive analysis of profile x
2 Testing of statistical model x
3 Data validation x
D. Final report/output preparation
1 Writing x
2 Editing x
E. Paper presentation/Publication x
15

B. SCHEDULE OF OUTPUTS
Activity Timeline Expected output Deadline

A. Proposal preparation
1. Project brainstorming Feb, 1st week Project title February 8
2. Review of literature Feb, 2nd – 3rd Literature review February 20
week
3. Identifying research Feb, 4th week – Problem and Objectives March 6
problem and objectives March 1st week
4. Writing Introduction March 2nd – 3rd Introduction/Background of March 20
week the topic
5. Research design and April 1st week- Research framework, April 24
methodology 3rd week Significance, Design and
Methods
6. Tool finalization
(questionnaire, etc.)
7. Validation and pre-test
8. Finalizing research
proposal
B. Data gathering
1. Serving survey
questionnaires
2. Conducting interviews
3. Tabulating data
C. Processing of data
1. Descriptive analysis of
profile
2. Testing of statistical
model
3. Data validation
D. Final output preparation
1. Writing
2. Editing
E. Sending manuscript for Acknowledgment receipt
presentation/publication from conference
organizer/Journal Editor
16

Annex C
Line Item Budget

Project Title: The Psychological Impact of Covid – 19 Pandemic to the Learning Habits of
Accountancy Students of Saint Louis University
Research Promoter: Josephine M. Acop
UGRP No.: UGRP.2021.SAMCIS.1.ACCTG.02

ESTIMATED
BUDGET ITEM PARTICULARS
COST
I. Materials/Supplies
1.1 Compact Disc (CD) 1.1.1 (₱10.00/pc x 2pcs.) ₱20.00

II. Travel/
Transportation
2.1 N/A ₱0.00

III. Others
3.1 Internet Fee 3.1.1 (₱100.00/member x 10 members) ₱1,000.00
3.2 Printing Fee 3.2.1 (₱1.00/page x 25 pages) ₱25.00

PROPOSED BUDGET ₱1,045.00