MENTAL HEALTH OF GRADE 12 SENIOR HIGH SCHOOL STUDENTS

IN THE MIDST OF THE COVID-19 PANDEMIC

A QUANTITATIVE RESEARCH

PRESENTED TO THE FACULTY OF

LYCEUM NORTHWESTERN UNIVERSITY

IN PARTIAL FULFILLMENT

OF THE REQUIREMENTS FOR SENIOR HIGHSCHOOL GRADE-12

BY:

TRISTAN HOWARD BACERA

ADOLF MIGUEL BALOLONG

PAMELA GRACE CABUAY

KALVIN ISAIAH D. CALIMAG

LOOTOZ CARREON

JERILYN DECENA

MARK GILLIAN DE GUZMAN

JAMES PAOLO DE VERA

CRISTIAN JIMENEZ

BEVERLY SANTILLAN

2021
 Chapter I

INTRODUCTION

Background of the Study

The outbreak of coronavirus disease 2019 (COVID-19), which started in China

in December 2019, is a fatal calamity that has spread across the entire world at the speed

of light. Public health measures have been effectuated in almost every country to contain

the disease's transmission.

According to the United Nation’s Educational, Scientific, and Cultural Organization

(UNESCO), the pandemic has punctuated the learning of more than one billion students

in 129 countries around the world. Numerous Universities worldwide have shifted to

remote teaching via online platforms, further inducing anxiety among the students.

Studies on the effect of COVID-19 and lockdowns on college students reported

significant adverse effects on the students’ psychological well-being and high levels of

anxiety.

Mental health, although not a new concern, has become increasingly acceptable to

discuss in recent years. A growing body of research about students' mental concerns

underlines the need for educators to consider how mental health might affect students and

what courses of action are available. This is imperative given how mental illness may

hinder the student success. (Sampson & Kessler, 2008)

Mental health problems have been thoroughly studied in Western countries. Those

studies produced theories on help-seeking behavior for mental health problems that

involved both students and other young adults. Both students and non-studying peers will

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be included in this section, since they all show reluctance to seeking professional help

and are equally aged. First, the concept ‘mental health’ will be defined to demonstrate the

variety of complaints that are covered by the concept. Second, the theories on

help-seeking behavior concerning mental health problems will be described. Finally,

the most important barriers, encouraging factors and related concepts will be

depicted the conceptual framework.

Review of Related Literature

Foreign study

As a result of physical distancing measures implemented in response to

COVID-19, tertiary education institutions have shifted to an emergency online learning

format, which would be expected to further exacerbate academic stressors for students.

Based on insights from research examining the impact of academic disruptions on

students (Wickens, 2011)

It is reasonable to venture that students may experience reduced motivation

toward studies, increased pressures to learn independently, abandonment of daily

routines, and potentially higher rates of dropout as direct consequences of these

measures. Thus, by increasing academic stressors in a population with heightened

pre-existing stress levels and a potentially reduced ability to rely on typical coping

strategies – such as family who themselves may be experiencing heightened distress – the

COVID-19 pandemic has placed an unprecedented mental health bur-den on students,

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which urgently requires further examination and immediate intervention. (Cao et al.,

2020).

An increase in mental health problems: “we are dealing with people with more severe

problems” Participants reported a significant increase in the numbers of both

international and local students presenting with perceived or diagnosed mental health

problems, together with an increase in the severity of these problems, an observation also

explored by US researchers (Hunt & Eisenberg, 2010). The participants, however, also

indicated that mental health problems for international students were often exacerbated

by the stress associated with living away from home in a foreign environment. Mental

health problems were very broadly defined and included “emotional” and “stress”

problems as well as serious psychiatric conditions. Robert, Director of Health Services,

argued that a “far broader spectrum” of university students today accounted for the

“bigger variety of problems”. He also saw the present-day lives of students as “a lot more

difficult” than in previous decades, leading to distress and anxiety. (Mewett & Sawyer

2016)

Local Study

The COVID-19 pandemic has had significant social and psychological effects. Medical

experts, such as psychiatrists, psychologists, therapists, and counselors, have a moral

responsibility to reduce the effects of a mental health crisis. Medical experts, nurses,

educators, priests, chaplains, and social workers can also aid in the effort to break the

stigma and misconceptions about mental health. Research studies on mental health,

4
suicide prevention, and the current pandemic are needed. Indeed, we need to act

collectively to fight the impact of the COVID-19 pandemic (Corpuz, 2020)

Objective of the Study

The primary objective of this study is to know about the current situation of the

student’s mental health in the midst of this global pandemic.. This study also identifies

the disturbances to educational progress, adaptations or habitual coping strategies, and

the approaches that academic institutions have taken to reduce adverse academic and

psychological outcomes

Theoretical Framework

COVID-19 and Mental Health are the key concepts that are involved within this

study. COVID-19 refers to an illness caused by a novel coronavirus now called severe

acute respiratory syndrome coronavirus 2. Mental Health refers to the Psychological state

of well-being in which an individual realizes his or her own abilities, can cope with the

normal stresses of life, can work productively and is able to make a contribution to his or

her community. Data on COVID-19 Mental Health Implications of the grade 12 senior

high school students of Lyceum Northwestern University is the source of findings that the

researchers have explored, to know the relationship between the two. Certain theories are

used to explain facts about the research study.

There are two theories that provide the basis of this study, these are: William

Mcconnell’s Quarantine Theory of Involuntary Commitment and Suzanne Kobasa’s

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Hardiness theory. Mcconnell’s Quarantine theory of Involuntary Commitment is a

motivational theory in Public Health comprising of three assumptions, often depicted as a

method to the understanding of health, illness, and medicine in their social context.

Mcconnell considered that the fraction of mentally-ill persons presented for

treatment varies over time. Reasons for this variability include cycles in social activity

that increases the disability of potentially mentally-ill persons. Other phenomena such as

the receipt of income may not only increase the visibility of such person but also may

lead to their use of alcohol and drugs that worsen the symptoms. (Catalano & Mcconnell,

1996)

In this theory, social activity belongs to mental health. Mcconnell’s theory suggests that

social activity is important. With decreased social activity, can we expect to see mental

health implications out of a grade 12 senior high school student? The study has explored

the answers to this question, given the fact that the importance of psychological needs in

human’s life go as far as to affecting day-to-day tasks. William Mcconnell’s Quarantine

Theory on Involuntary Commitment has aided the researchers in the conceptualization of

the study’s rationale as it weighs the importance social activity in relation to

psychological health. The theory has also served as a basis for understanding and

interpreting data.

Hardiness theory is a rather compelling theory of psychology. According to the hardiness

theory, three attributes can enhance our coping. The first one is “control” that pertains to

one’s belief that one can influence the environment. In the case of COVID-19, the control

can come from taking all the precautionary measures that are under one’s control. If one

6
has lost his or her job, one needs to still maintain a sense of control and continue trying

for alternatives. Adhering to such measures will help one endure the adverse effects of

distress and have better mental health. The second attribute in hardiness is that of

“commitment”, which pertains to one’s deep involvement in whatever one does. With

COVID-19, if one is confined to the home one can get involved in creative activities such

as writing, cooking, drawing, and other activities that keep one busy. Searching for a job

if one has lost one’s job with commitment will also lower distress. Such commitment to

everyday activities will help cope with stress and achieve better mental health. The third

and final attribute of hardiness is that of “challenge”, which pertains to one’s ability to

undertake change, confront new activities, and seek avenues for growth. The COVID-19

pandemic provides ample opportunity for the challenge, which if harnessed appropriately,

can foster positive mental health. (Kanekar & Sharma, 2020)

This theory has helped the researchers in evaluating the coping mechanisms in relation to

the effects of forced social isolation amidst the COVID-19 as the theory upholds the role

of determinants of positive mental health which is important in the context of COVID-19.

Conceptual Framework

The Input-Process-Output (IPO) model is used in describing the conceptual framework of

the study. As shown in Figure 1, the Input consists of the Psychological impact to the

respondents, Student Performance via Online Setup, Academic Stressors for the

respondents, and the Coping Mechanisms of the respondents.

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The Process includes the study’s research design, data-gathering tool, and data analysis

tools used for each sub-problem of the study.

The Quantitative Research Design was used for the study. The researchers

collected data from the respondents using Survey-Questionnaire as the data-gathering

tool. Data from sub-problems 1 and 2 underwent analysis using Frequency and

Percentage, while the data from sub-problem 3 underwent analysis with the ___________

The Output consists of the study’s results, conclusions, and recommendations.

Input Process Output

Figure 1: Research Paradigm

Statement of the Problem

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 This study aimed to determine the psychological well-being amongst Grade 12

Senior High School students of Lyceum Northwestern University. Specifically, the study

sought to answer these questions:

1. How has the current educational system affected student’s

psychological well-being?

2. How has the online learning format changed the performance of

students?

3. What are the academic stressors that student’s experience?

4. What coping mechanisms do students use in managing stress?

Significance of the Study

The study was conducted to determine the psychological well-being amongst

Grade 12 Senior High School students of Lyceum Northwestern University. The

following beneficiaries will be able to use this research for studies that will lead to the

progress of ideas in the field of research and as to the field of academic excellence.

TO THE STUDENTS. The information that can be obtained from this study will be

beneficial for the students through utilization of the inferences found regarding mental

health and its impact on their academic performance.

TO THE TEACHERS. The study can be of use to teachers and educators to further

understand the possible implications of COVID-19 on the academic performance of their

students and will serve as a reference on how they could handle these students more

effectively; either through student-teacher interventions, counseling, or changes in

teaching methods.

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TO THE PARENTS. The study is capable of giving the parents a well-rounded

perspective of why their children may or may not experience poor academic

performance. The information that can be obtained from this study will help them with

the formulation of possible counter-measures to support their children in regards to their

schooling and to minimize sleep deprivation in their family as a whole.

TO THE SCHOOL. The results of the study can serve as a reference for the school to

assess the positive and negative mental health implications on their students.

TO THE FUTURE RESEARCHERS. The information that can be obtained from this

study will benefit future researchers as this study can be used as a reference for

conducting similar studies related to psychological well-being amidst the COVID-19

Pandemic.

Assumption of the Study

This research study is anchored on the assumption that COVID-19 causes mental

health implications among the respondents by highly affecting their daily routines, social

connections, and overall lifestyle. The participants that are involved within this research

study have been expected to answer honestly given that confidentiality was maintained

all throughout the conduct of the study.

Scope and Delimitations of the Study

Scope. This study considers the students’ personal information, limited to the

factors contributing to the psychological status such as academic stressors, coping

mechanism, and other relevant information of Grade 12 senior high school students. The

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study’s participants include the whole grade 12 senior high school students studying in

Lyceum Northwestern University. In order to assure manageability of the collected data,

the questionnaires only included checklist questions and no open-ended responses were

included. The researchers have used the descriptive survey method, which involved the

use of questionnaires as the main tool for data gathering.

Delimitation. This study is delimited to grades 11 and under. Only grade 12

students from Lyceum Northwestern University were included in the study. The study is

also delimited to university students from schools other than Lyceum Northwestern

University, and post-graduate students.

Definition of Terms

The following terms were operationally defined in this section for easier

understanding of the study.

Seclusion is act of placing or keeping someone away from other people

Psychological Health is a condition where in a person meets his emotional,

psychological and social well-being. It affects how we think, feel and act as we cope with

life. It also helps determine how we handle stress, relate to others, and make choices.

Mental health is important at every stage of life, from childhood and adolescence through

adulthood.

Pandemic is defined as an epidemic occurring worldwide or over very wide area,

crossing international boundaries and usually affecting a large number of people

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 Lyceum Northwestern University is the school in which the respondents are

enrolled in. The research was conducted in this school.

Relationship This term refers to the way in which two or more concepts, objects,

or people are connected, or the state of being connected.

Disease is an illness or abnormal condition with specific, well-defined symptoms

that affects a living organism.

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 CHAPTER II

METHODOLOGY

This part of the research gives the readers understanding about why the

researchers chose to use the methods, techniques, instruments and approach for their

research. It allows the readers to critically evaluate the overall validity and reliability of

the study.

This section contains the research design, population and locale of the study,

instrumentation and data collection, and statistical treatment of data.

Research Design

The research design used in this study is quantitative research design to gather

comprehensive knowledge with regards to the pandemic affecting the mental health of

the Lyceum Northwestern University Senior Highschool grade 12 Students from the

strand of Science, Technology, Engineering, and Mathematics. In the known fact that

securing mental health above anything else is the priority of every student being

nowadays, the researcher would like to seek further information on how to maintain good

mental health. Participants were chosen among Grade 12 Senior High Students from the 5

sections in the STEM strand. The survey will happen through an online scheme where

safety of the researchers is also prioritized. Since pandemic is still ongoing and assurance

of COVID-free people is not guaranteed, the advantage of social media and the internet

will be the main instrument to do surveys among the chosen respondents.

13
Population and locale of the study

In order to gather a total of 100 respondents, researchers will use a random

sampling. 20% of the total population per section will be drawn at random from the

different sections of Lyceum-Northwestern University's Grade 12 STEM Department. In

accordance with the safety protocols against COVID-19 implemented by the inter-agency

tasking force, the study will take place locally in the researchers' homes respectively.

Henceforth, an online survey form will be used to administer the research instrument to

the respondents.

Instrumentation and Data Collection

The Research Instrument that is used in the research study is surveyed through

questionnaires. The Respondents provided their answers by putting a check on every box

which corresponded to their judgement on how this covid-19 affects the Mental Health of

the Grade 12 Students in Lyceum Northwestern University. Survey forms will be used in

data collection. A Systematically prepared form with a set of questions designed to get

and produce responses from respondents.

To get the appropriate data needed, the researchers will have five parts of the

questionnaires. First, we will ask the profile of respondents. The tool for profile was

made by the researchers, it will determine the age, gender, civil status and track.

Part II will answer the question about whether the current educational system

affected student's psychological well-being.

14
 Part III will answer the question about how online learning formats changed the

performance of students.

Part IV will answer the question about the academic stressors that student's

experience.

Part V will answer the question about coping mechanisms students use in

managing stress.

Statistical Treatment for Data Analysis

The data collected will be treated, carefully studied, classified, systematically

analyzed, and organized to establish criteria in the instrument. The criteria are as follows:

Percentage. This method helps in the interpreting subject and sub-components having

equal sizes. The frequency count is translated to percentage to indicate the number per

hundred compared. It takes the formula:

P= n/w ×100

Where:

P= percentage

N= no. Of responses

W= total no, of responses

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 Weighted mean formula. This method helps in determining how the current

educational system affects the mental health of the system, how online learning formats

changed the performance of students, academic stressors that student's experience, and

the coping mechanisms students use in managing stress is acceptable or not. It takes the

formula:

WM = Σwx/Σw

Where:

WM = Weighted Mean

Σ= Summation

W = Weights

x= Value

Descriptive Equivalent. This method is used to interpret the calculated average

weighted mean into words, in other means descriptive equivalent is also a rating scale.

Rating scale=hr-lr/hr

where:

hr= highest range

lr= lowest range

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 1.00-1.80 1.81-2.60 2.61-3.40 3.41-4.20 4.21-5.00

Strongly Agree(A) Neutral(N) Disagree(D) Strong

agree(Sa) disagree(Sd)

CHAPTER 3

RESULTS AND DISCUSSION

This chapter presents the study's results as well as an in-depth analysis and
interpretation of the data.

Part I: Demographic Profiles of the Senior High School Grade 12 STEM Students.

Figure 1.1: Section of the Students

Figure 1.1 depicts a portion of the respondents. There are 22 respondents in

STEM 1, 20 respondents in STEM 2 and 3, 21 respondents in STEM 4, and 17
respondents in STEM 5, for a total of 100 respondents.

Section Frequency Percentage Rank

(f) (%)

STEM 1 22 22 1

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 STEM 2 20 20 3.5

STEM 3 20 20 3.5

STEM 4 21 21 2

STEM 5 17 17 5

total: 100 100

Figure 1.2: Gender of the Respondents

The gender of respondents is depicted in Figure 1.2. There are 55 % who are
female, 42 % who are male, and 3 % who choose not to say.

Gender Frequency Percentage Rank

(f) (%)

Male 42 42 2

Female 55 55 1

Prefer not to say 3 3 3

Total: 100 100

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Figure 1.3: Civil Status of the Respondents

Figure 1.3 depicts the respondents' civil status, with a total of 100% single.

Part II: How Has the Current Educational System Affected Student's Psychological
Well-Being.

Figure 2.1: Does Online Learning System Affect Your Mental Health.

Figure 2.1 present if the online learning system affects your mental health. There
are 48%, which is the majority, strongly agree that online learning systems affect their
mental health, 31% who agree, 20% who said neutral, and 1% of them strongly disagree.

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Figure 2.2: Does the Modular Learning System Affect Your Mental Health.

Figure 2.2 depicts if the modular learning system affects their mental health.
There is a total of 31% of the respondents who strongly agree, 27% of the respondents
who agree, 31% says it is neutral, 7% disagrees, and the remaining 4% strongly disagreed

Figure 2.3: Does the Blended Learning System Affect Your Mental Health.

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 Figure 2.3 illustrates if the blended learning system affects their mental health.
There are 33% of the respondents who strongly agree, 35% of the respondents, which is
the majority, agreed that the blended learning system affects their mental health, 21% for
neutral, 10% disagreed, and the remaining 1% of the respondents strongly disagreed

Figure 2.4: Does this New Learning Systems Helpful to You.

Figure 2.4 presents if the new learning systems are helpful to them. There are 8%
of the respondents who strongly agreed, 23% who agreed, 46% of the respondents, the
majority, said it is neutral to them, 17% who disagreed, and 6% who strongly disagreed.

1 2 3 4 5 WM DE
(Strongly (Agree) (Neutral (Disagre (Strongly
agree) ) e) agree)

Does Online 48 31 20 1 0 1.74 Sa

Learning System
Affect Your
Mental Health.

Does the 31 27 31 7 4 2.26 A

Modular
Learning System
Affect Your
Mental Health.

21
Does the Blended 33 35 21 10 1 2.11 A
Learning System
Affect Your
Mental Health.

Does this New 8 23 46 17 6 2.90 N

Learning System
Help You.

Average 2.25 A
Weighted Mean:

Figure 2.5: Kinds of Mental Disorder they are Suffering Due to the Current Educational
System.

According to Figure 2.5, respondents are suffering from mental illnesses as a

result of the existing educational system. The first disorder that they are dealing with is
anxiety, which has 58 % of the respondents, followed by depression, which has 38 %of
the respondents, stress, which has 91 % of the respondents, an eating disorder, which has
41 % of the respondents, and paranoia, which has 14 % of the respondents, the condition
that has gained 11% of the respondents is dissociation, followed by bipolar, which has 15
% of the respondents suffering from it, and the other disorder they are experiencing is
insomnia, which has 2 % overthinking and over thoughts, which has the same amount,
which is 1%.

22
Part III: How the Online Learning Format Changed the Performance of Students.

Figure 3.1: Does Online Learning increase their Academic Performance.

Figure 3.1 illustrates if online learning increased their performance. There isa
total of 11% who strongly agree, 36% who agreed, another 36% said it is neutral, and the
remaining 13% are the respondents who disagreed.

Figure 3.2: Does it Make them Productive When it Comes to Online Learning.

23
 Figure 3.2 illustrates if the online learning makes them productive or not. There is
a total of 48%, which is the majority, said it is neutral, 21% who agree, 20% of the
respondents disagreed, 6% strongly disagreed, and the remaining 5% are the respondents
who strongly agree.

Figure 3.3: Do they Play Online Games or Surfing the Internet While Having an Online
Class.

Figure 3.3 presents if the students are playing games or surfing the internet while
having an online class. There are 32% of the respondents, the majority, who agreed that
they are playing or surfing the internet while having an online class, 26% of the
respondents disagreed, 19% said it is neutral, 12% who strongly agreed, and lastly 11%
of them strongly disagreed.

Figure 3.4: Does the Household Chores affect their Online Class.

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 Figure 3.4 presents if the household chores affect their focus on their online class.
There is a total of 29% of respondents who find it as a distraction, 39% who agreed, 24%
of the respondents said it is neutral, and 8% of them disagree.

Figure 3.5: Do they Choose to leave in Online Class because of boredom.

Figure 3.5 illustrates if the respondents choose to leave their online class due to
boredom. There are 14% of respondents who strongly agreed, 12% who agreed, 23% who
said it is neutral, 32%, which is the majority, who disagreed, and the remaining 19% are
the respondents who strongly agreed.

Figure 3.6: Do They Pass their Activities on Time.

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 Figure 3.6 illustrates if the respondents pass their activities on time or not. There
are a total of 40% respondents who strongly agree that they pass their activities on time,
41% of respondents agreed, 15% said it's neutral, and the remaining 4% disagreed.

1 2 3 4 5 WM DE

Does Online Learning increase their 11 36 36 13 4 2.63 N

Academic Performance.

Does it Make them Productive When it 5 21 48 20 6 3.01 N

Comes to Online Learning.

Do they Play Online Games or Surf the 12 32 19 26 11 2.92 N

Internet While Having an Online Class.

Does the Household Chores affect their 29 39 24 8 0 2.11 A

Online Class.

Do they Choose to leave in Online Class 14 12 23 32 19 3.30 N

because of boredom.

Do They Pass their Activities on Time. 40 41 15 4 0 1.83 A

Average Weighted Mean: 2.63 N

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Part IV: Academic Stressors that Student’s Experience.

Figure 4.1: Poor Time Management

In figure 4.1 shows the graph of the respondents having poor time management.
29% of the respondents are having poor time management, 17% of them are having a
slight time management, 32% of the respondents either have a good time management or
not, and the rest probably don’t have a problem in their time management.

Figure 4.2: Not Having Enough Sleep

In figure 4.2 shows that 40% of the students are not having enough sleep, 25% also lack
sleep, 13% having a fair sleep, and 22% either having enough sleep or rarely.

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Figure 4.3: Deadlines

In figure 4.3, 37% of the students are having a very hard time meeting their deadlines,
24% are also having a hard time, 24% of the students can somehow make it in time, and
23% are either having a very slight problem meeting the deadline or having no problem
at all.

Figure 4.4: Pressure of Combining Household Chores and Study

Figure 4.4, shows the combined household chores and school works are very hard,
although 18% of the respondents are either not having a problem or can handle it

28
properly, what did a person other respondent are having a very hard time balancing it,
22% are also having a hard time, and 17% can somehow handle it.

Figure 4.5: Financial Stress

In figure 4.5, shows that 21% of the respondents are feeling stressed about their finances,
17% of them feel less stressed about their finances, 30% of the respondents are either
financial well-being or not ,and the rest don't have a problem in their finances at all.

Figure 4.6: Family Stress

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In figure 4.6, 28% of the respondents are very stressed with their families, 22% are also
stressed, 27% also have family problems and 23% can handle the stress or have no
problem at all.

1 2 3 4 5 WM DE

Poor Time Management 29 17 32 12 10 2.57 A

Not Having Enough Sleep 40 25 13 10 12 2.29 A

Deadlines 37 24 19 8 12 2.34 A

Pressure of Combining Household Chores and 43 22 17 7 11 2.21 A

Study

Financial Stress 21 17 33 13 15 2.81 N

Family Stress 28 22 27 14 9 2.54 A

Average Weighted Mean: 2.46 A

30
Part V: Coping Mechanisms do Students use in Managing Stress.

Figure 5.1: Sleeping/taking a nap.

In figure 5.1, 47 % of the respondents strongly agree that taking a nap helps them to
reduce stress, 14% agrees, 31% are neutral and 22% either disagree or strongly disagree.

Figure 5.2: Eating

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In figure 5.2, shows that respondents stress eats where people use food to help them deal
with stressful situations. 33% do stress eat, 26% of the respondents somehow agree, 22%
are neutral and the rest disagree.

Figure 5.3: Watching Movies/Animes/Series.

Almost half of the respondents strongly agree that watching, animes, and series can
reduce stress, 18% agree, 11% neutral, and 24% either disagree or strongly disagree.

Figure 5.4: Reading

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 In figure 5.4 presents if the respondents deal with stress with reading. 23% of the
respondents always read to lessen their stress, 20% of the respondents read, 34% slightly
read also to lessen their stress while the others do find reading as a stress reliever.

Figure 5.5: Talking with your Friends

In figure 5.5, It illustrates that talking to your friends relieves stress. 32% of the
respondents say that talking with friends relieves stress splendidly, 20% of the
respondents say it is good to talk to them, 23% have a slight doubt in talking to theirs as a
stress reliever, and the rest don't talk to their friends to lessen their stress.

Figure 5.6: Having a Diary.

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Figure 5.6 illustrates that having a diary lessens their stress. 15% of the respondents said
that having a diary is helpful when suffering stress, while the majority of the respondents
do not find having a diary as a stress reliever.
Figure 5.7: Exercise

In figure 5.7, it presents whether exercising is a good stress reliever or not. There are
24% of the respondents that exercising is helpful when dealing stress, 13% agree, 33%
somehow agree, and 27% somehow disagree or strongly disagree.

Figure 5.8: Listening to Music.

In figure 5.8, it illustrates that listening to music reduces stress. Half of the respondents
strongly agree that listening to music is a great stress reliever, 17% agree, and the rest
somehow disagree or agree that listening to music isn’t a good stress reliever.
34
 1 2 3 4 5 WM DE

Sleeping/taking a Nap 47 17 14 8 14 2.25 A

Eating 33 26 22 7 12 2.39 A

Watching Movies/Animes/Series. 47 18 11 10 14 2.26 A

Reading 23 20 34 12 11 2.68 N

Talking with your Friends 32 20 23 9 16 2.57 A

Having a Diary. 15 5 25 27 28 3.48 D

Exercise 24 13 33 13 17 2.86 N

Listening to Music. 50 17 9 11 13 2.20 A

Average Weighted Mean: 2.59 A

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 CHAPTER 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes the findings of the study. It also drafts conclusions and

recommendations.

Summary

The study entitled “Mental Health of Grade 12 Senior High School Students in

the midst of COVID-19 Pandemic” used a Quantitative Research Design as it aimed to

gather comprehensive knowledge with regards to the pandemic affecting mental health

and academic performance of Lyceum-Northwestern University Grade 12 Senior High

School students. The study followed a Random Sampling method. The respondents of the

study consist of 100 Grade 12 Senior High School students studying at

Lyceum-Northwestern University Senior High School. The researchers collected data

from the respondents using Survey-Questionnaire as the data-gathering tool. Data

collection was done through the use of Google Forms as the researchers were unable to

personally distribute the questionnaires due to the COVID-19 pandemic. The gathered

data were tallied and findings were analyzed by the researchers.

Regarding mental health, most of the respondents were strongly affected by the

online learning setup garnering 48% of the total population. The rest of the respondents

were either reasonably affected (31% of the population) or Neutral (20% of the

population. For the modular learning system, most of the respondents were neutral or

36
strongly affected garnering 31% of the total population. The rest of the respondents were

either reasonably affected (27% of the population) or Not Affected (7% of the

population) For the blended learning system, most of the respondents were considerably

affected garnering 35% of the total population. The rest of the respondents were either

strongly affected (33% of the population) Neutral (7% of the population) or Not Affected

(10% of the population.) Still, this indicates that 48% of the students from the online

learning setup, 31% from the modular learning setup, and 33& from the blended learning

setup were strongly affected. The average weighted mean computed was 2.25.

The respondents were also asked regarding how the online learning format

changed the academic performance of students. Based on the data gathered (36%) of the

respondents considered their academic performance to be Moderately Increased by the

online learning setup, (36%) Neutral, (13%) Unaffected, (11%) strongly increased. The

average weighted mean computed was 2.63.

The respondents were also asked regarding the academic stressors that student’s

experience. Based on the data gathered, the respondents considered time management

(29% poorly, 17% mediocre, 32% good, and the rest with no problem.) Not having

enough sleep (40% strongly affected, 25% affected, 13% neutral, 22% adequate sleep),

deadlines (37% strongly affected, 24% neutral, 23% unaffected), the pressure of

combining household chores and study (43% strongly affected, 22% affected, 18%

neutral, 17% unaffected ), financial stress (21% strongly affected, 17% affected 30%

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neutral with the rest unaffected), family stress (28% strongly affected, 22% affected,

27% also stressed, 23% unaffected) as the primary stressors they experience amidst the

current educational setup. . The average weighted mean computed was 2.46.

The respondents were also asked regarding the coping mechanisms students use

in managing stress. Based on the data gathered, Sleeping/ taking a nap (47% strongly

agree

(17% agrees, 14% neutral, 14% strongly disagree, 8% disagree), eating (33% Strongly

agree, 26% agree, 22% neutral, 7% disagree, 12% strongly disagree), Watching movies/

anime/ series (47% strongly agree, 18% agree, 11% neutral, 10% disagree, 14% strongly

disagree), reading (23% strongly agree, 20% agree, 34% neutral, 12% disagree, 11%

strongly disagree), talking with friends (32% Strongly agree, 20% agree, 23% neutral, 9%

disagree, 16% strongly disagree), etc... as their primary coping mechanisms. The average

weighted mean computed was 2.59.

Conclusions

Based on the indicated findings presented, the following conclusions were drawn by the

researchers:

1. Most of the respondents are females, and all of the respondents’ civil status is single.

STEM 1 earned the highest count of respondents which is 22, following STEM 4 with 21

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respondents, STEM 2 and STEM 3 having the same equal respondents at 20 and earning

the lowest is STEM 5 at 17 respondents.

2. In Part II of our questionnaire: How Has the Current Educational System Affected

Student's Psychological Well-Being, based on the responses of the respondents, students

consider the online learning system to affect their mental health. It has gained an average

weighted mean of 2.25 with the descriptive rating of Agree. It implies that the online

learning system does affect them. According to the respondents as well, the kind of

mental disorder they are suffering the most with due to the current educational system is

stress at 91%.

3. On the Part III of our questionnaire: How does the Online Learning Format Changed

the Performance of Students, based on the responses of the respondents, it is indicated

that household chores affect their online class the most. It has gained an weighted mean

of 2.11 with the descriptive rating of agree. It implies that balancing chores and doing

online learning or online class is quite difficult for them. The provided factors, which are

included in part 3 of the questionnaires, received an average weighted mean of 2.63 and a

neutral descriptive ranking.

4. The findings revealed that the respondents have chosen the pressure of combining

household chores and study as one of the academic stressors that they struggle with the

most. It has earned the highest percentage of 43% following not having enough sleep at

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40%. The provided academic stressors have received an average weighted mean of 2.46

with a descriptive rating of agree.

5. In part 5 of our survey, the students' coping strategies for dealing with stress received

an average weighted mean of 2.59 and a descriptive rating of agree. The findings

revealed that coping mechanics students use in managing stress is listening to music

which earned the highest percentage of 50% following watching movies/anime/series and

sleeping/taking a nap at 47%. This implies that listening to music is the most preferred

coping mechanism among students.

Recommendations

The researchers recommend that the result of the study can improve the mental

health of students. The researchers would also like to suggest improving the quantity of

students having stress-reliever activities during this time of pandemic. In addition, the

researchers also recommend that the students coping in online, modular and blended will

illustrate an improved output of respondents dealing well in education during this new

mode of learning.The researchers recommend that the results can be inconclusive and

further research is needed.

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