i

Students’ Struggles and their Coping Mechanisms

in the New Normal

A Basic Research

Presented to

The Schools Division Research Committee

Pagadian City Division

By

REY M. CALO

BEVERLY A. CALO

RUEM L. BUSTAMANTE

February 2021
 ii

Abstract

Calo, Rey M; Flores, Genex G; Bustamante, Ruem L. (2021). Students’ Struggles and
their Coping Mechanisms in the New Normal. Napolan National High School.

The unprecedented emergence of the COVID-19 Pandemic has caused the Department
of Education to shift from the traditional face-to-face learning to the new normal. Modular
distance learning is the new normal that our students are presently experiencing. In
order to fully understand the experiences of students in modular distance learning, this
study is conducted to determine the struggles they encountered in this new normal and
the coping mechanisms they employed to cope with these struggles. The participants of
this study were the 10 students of Napolan National High School in the School Year
2020-2021 who were purposively chosen by the researchers using predefined criteria.
This study used the qualitative case study research design where the participants
underwent an in-depth interview about their struggles and their coping mechanisms. The
thematic analysis was utilized in this study to determine significant themes from the
participants’ responses. The analysis of the data revealed that the struggles of the
students in the new normal can be summarized into four significant themes: household
chores, internet connection, academic overload, and learning alone. On the other hand,
students’ coping mechanisms had three major themes; managing time, taking breaks,
and seeking support. This result indicated that the new normal has presented various
struggles to the students and that they employ mechanisms to cope with these
struggles.

Keywords: students’ struggles, coping mechanisms, new normal, modular distance

learning
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Acknowledgment

First and above all, we praise God for providing us with this opportunity and

granting us the strength and courage to continue in this endeavor. This Basic Research

appears in its present form due to the guidance and support of several people. We are

especially indebted to the following.

Dr. Rainerio M. Salomes, the present Regional Supervisor in Mathematics and

our previous school principal, for the motivation, and immense knowledge he shared in

the course of writing this Basic Research.

Mrs. Beverly A. Calo, Master Teacher-1 of PCNCHS, for offering her knowledge,

encouragement and inspiration that cheered us during the making of this paper.

Dr. Lee Baraquia, Mr. Lourman B. Galiza, and Mr. Mohammad Ali E.Ramber,

members of the Action Research Committee, for their invaluable advices and insightful

comments that paved the way to the realization of this work.

Mr. Joseph O. Fulloso, EPS for Planning and Research Division, for his patience

and words of inspirations towards the completion of this work.

The Researchers
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Table of Contents
Page
Title Page --------------------------------------------------------------------------------------------------- i

Abstract ----------------------------------------------------------------------------------------------------- ii

Acknowledgement --------------------------------------------------------------------------------------- iii

Table of Contents ---------------------------------------------------------------------------------------- iv

Introduction of the Research -------------------------------------------------------------------------- 1

Literature Review ----------------------------------------------------------------------------------------- 3

Research Questions ------------------------------------------------------------------------------------- 8

Scope and Limitation ------------------------------------------------------------------------------------ 8

Research Methodology --------------------------------------------------------------------------------- 9

a. Sampling ------------------------------------------------------------------------------------- 9
b. Data Collection ---------------------------------------------------------------------------- 11

Discussion of Results and Recommendations --------------------------------------------------- 12

Dissemination and Advocacy Plans ----------------------------------------------------------------- 24

References ------------------------------------------------------------------------------------------------ 26

Financial Report ------------------------------------------------------------------------------------------ 28

Appendix A – Informed Assent for Participation in the Research ---------------------------- 29

Appendix B – Interview Guide ------------------------------------------------------------------------ 30

Appendix C – One Click Program -------------------------------------------------------------------- 31

Appendix D – Thematic Analysis of Students’ Responses ------------------------------------ 39

 1

Introduction of the Research

The emergence of the Covid-19 pandemic has brought a lot of changes in many

aspects of the people’s lives and the community as a whole. Medicine, trade, and

education are just among the few fields severely affected by the said pandemic. And its

unprecedented occurrence challenged the readiness and initiative of the government’s

system. For the field of education, a continuity plan for learning has been laid, and

actions were taken to ensure that the learners still acquire access to education despite

the present situation.

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 learning, distance learning, blended learning, and homeschooling. However,

among these modalities, only the distance learning was allowed to be implemented in

the public schools to ensure the safety of both students and teachers. With this modality,

students are at home learning at their own pace as they answer modules, attend online

classes and answer online tests and activities, or listen to radios and watch TV programs

airing educational contents. This is the set-up of the so called “new normal” in the

educational system of our country. As its name suggests, this new normal brought a lot

of new changes and a lot of new problems to the teachers, parents and students.

The latest study of Huckins (2020, in McNiff 2020) revealed that

Coronavirus pandemic had an immediate impact on the mental health of students. The

study recorded spikes in depression and anxiety at the beginning of the pandemic in early

March, just as the school pushed students to leave campus and begin remote learning. The

researcher attributed it to the decrease in activity among these students related to

lockdown orders implemented at the time.

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Saavedra (2020) commented that the pandemic the whole world is experiencing

right now is potentially one of the greatest threats in global education, a gigantic

educational crisis. He supported his claim saying that as of March 28, 2020, the COVID-

19 pandemic is causing more than 1.6 children and youth to be out of school in 161

countries. This number is close to 80% of the world’s enrolled students.

Students and teachers at all levels of education are transitioning from classroom

to computer as the number of confirmed Covid-19 cases continues to rise. Not every

subject lends itself to a smooth transition to distance learning, as students and

instructors have discovered. Distance learning has presented challenges to teachers

trying to adapt to lecturing online (O’Keefe, 2020).

The same had happened in the Philippines. The pandemic required a lot of

adjustments and transitions as students are continuing education not inside the

classrooms, but at their own homes. Various challenges also confronted the

implementation of this shift from face-to-face learning to distance learning. In fact the

opening of classes had been delayed twice to give schools ample time to prepare for this

shift. Despite the delays, many students and teachers still struggled to keep up with the

preparations needed for the distance learning.

According to Perez (2020), teachers are worried that modular distance learning

will not work to some of the students because aside from they can’t read and

comprehend on their own; their parents are also not capable of guiding them because

they too are not capable of reading with comprehension as well.

Furthermore, since the opening of classes on October 5, different suicide cases

presumably related to stress in the new normal set-up of education has been recorded.

Based on the reports about the suicide cases in Bicol, online learning-related difficulties
 3

such as phone signal challenges, internet connection problems, and cost of buying load

for data were the most feasible reasons behind the suicide (Recaña, 2020).

In Napolan National High School where this study was conducted, the

researchers observed that many students are experiencing problems in relation to the

modular distance learning. Feedbacks from parents and students received personally or

through online and SMS indicated that students are no longer prioritizing actual learning,

but simply the accomplishment of all the tasks in their Self-Learning Modules.

In view of this condition, the researchers opted to conduct this study to identify

the struggles of the students in the distance learning and determine the stress coping

mechanisms the students employed to cope with these struggles. Moreover, from the

results of this study, the researchers hoped to design an intervention that can alleviate

the students’ struggles. They aimed to implement this intervention in the third and fourth

quarters of this school year to give students more time to survive the new normal.

Literature Review

Even before the Covid-19 pandemic, students have been struggling and coping

with a lot of difficulties in many aspects of their lives. Mazo (2015) observed that

students’ struggles 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’s life. In fact, a lot of students experience struggles every day. It could be

brought about by many factors. The causes and levels of struggles vary from one person

to the other. No person is 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 conflicts.

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The common causes of students’ struggles include their academic subjects,

requirements and projects, oral and written examinations, announced or unannounced

quizzes and graded recitations, finances, issues with parents or guardians, love life, their

professors and instructors, and many more (Salvacion, 2004).

Blona (2005) also claimed that students experience stress since some are trying

to cope up with the demands of adapting to a new living environment, new peers,

academic pressure, and sexual concerns.

In the study of Kwaah and Essilfie (2017) where they studied the stress and

coping strategies of students who were taking distance education at the University of

Cape Coast, Ghana, results showed that academic workload, high frequency of

examinations, financial problems, and family problems were the major causes of stress

among the students.

Another results of a study about the causes of students’ stress revealed that

different factors cause stress among students. These factors included: relationship

factors, environmental factors, academic factors, and personal factors. With respect to

relationship factors, working with new people was the main cause of stress for students.

In the case of environmental factors, worries about the future was the main factor

causing stress among students, whereas class workload was the main element of stress

with regard to the academic factors. In the category of personal factors, financial

problems caused most stress to students (Essel & Owusu, 2017).

Rogers and Yassin (2003, in Guevarra & Cimanes, 2017) said that it is important

for students to develop different coping strategies in order to encounter and manage

stressful conditions. If not handled well, the stressors that originated from financial
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problems, sleep deprivation, societal activities and many more can affect student’s ability

to perform.

Kumar and Bhukar (2012, in Perino et al., 2016) stated that inadequate

adaptations may lead to psychological problems that would cause abnormalities toward

one’s behavior. Although students are aware of stress and became their routines in life,

it could still affect the future of students if they are much exposed to major stress when

one did not effectively cope nor address properly the stress that would result to

pressure.

Stress is not an ordinary thing that may be set aside and ignored. Giving utmost

attention to it from the very start of the symptoms is necessary and taking proper action

is a must to avoid its worst effects (Mazo, 2015). Essel and Owusu (2017) added that

students’ struggles can, however, be managed through the introduction of a stress

management course and engaging in extracurricular activities.

All the studies mentioned above proved that students go through a lot of

struggles in their lives. Some are school-related while others are not, but all these

struggles affect their performance and how they perceived themselves. With the present

situation that the entire world is experiencing given the Covid-19 pandemic and the shift

from traditional face-to-face learning to distance education, we can safely conclude that

the students are going through struggles right now. If these struggles are not mitigated,

students may resort to negative solutions such suicide, depression, anxiety, or addiction.

Therefore, the need to acquire effective coping mechanisms is imperative.

Coping strategy or coping mechanism refers to ways to handle stressful and

troublesome circumstances. Richard Lazarus and Susan Folkman scientifically defined

coping as the sum of cognitive and behavioral effort, which are constantly changing, that
 6

aim to handle particular demands, whether internal or external, that are viewed as

demanding (Guevarra & Cimanes, 2017).

According to the Coping Theory of Lazarus and Folkman (1984), coping is the

constantly changing efforts, both cognitive and behavioral, of a person to manage

external and internal demands that are considered as taxing or exceeding the resources

of a person. It is the conscious and unconscious efforts that a person puts in a situation

to solve problems and reduce stress. The theory further posits that coping is highly

individualized and dependent on the personality patterns and perceptual experiences of

a person. Lazarus and Folkman’s model stated that successful coping mechanisms

depend on the emotional functions related to the problem. Lazarus classified these eight

emotional functions as: self control; confrontation; social support; emotional distancing;

escape and avoidance; radical acceptance; positive reappraisal; and strategic problem-

solving.

The study of Kwaah and Essilfie (2017) disclosed that students used multiple

strategies, mainly praying/meditating, self-distracting activities such as watching TV and

listening to music to cope with stress. Other important stress coping strategies were

emotional and instrumental support from family, friends and lecturers.

On the other hand, the different stress coping mechanism of Senior High School

students of Parañaque National High School in Baclaran are use of instrumental social

support, mental disengagement, use of emotional social support, planning and active

coping. Students must know themselves even more especially in dealing with the stress

they are experiencing (Guevarra & Cimanes, 2017).

In the study of Hearon (2015) where she studied the stress and coping strategies

of High School students in Accelerated Academic Curricula and its relationships

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students’ success, results showed that the students who employed time and task

management, sleep, and deterioration to cope were more likely to experience higher

academic achievement, while those who coped by seeking academic support, skipping

school, engaging in social and creative diversions, using substances, reducing effort on

schoolwork, and handling problems alone were less likely to be academically successful.

Additionally, those who used cognitive reappraisal, turning to family, and social and

athletic diversions were more likely to experience high life satisfaction, while those

relying on creative diversions, reduce effort on schoolwork, handle problems alone, and

deterioration were less likely to have high life satisfaction.

The identification of functional and dysfunctional adolescent coping strategies

may facilitate the prevention and intervention of mental health concerns in youth, as

coping contributes to the extent to which psychopathological symptoms develop from

stress. It is necessary to explore the extent to which high-achieving students employ

different types of coping strategies in response to their intense academic demands, as

research has demonstrated that students’ use of specific coping behaviors has

meaningful associations with academic and mental health outcomes (Hearon, 2015).

Considering the importance of effective coping mechanisms, Perino et al. (2016)

recommended that teachers can guide and monitor their students properly in order to

give an immediate action and help to students who are facing different kinds of stresses.

One way to help their students is by giving them motivation to face their struggles in life

optimistically. Schools can also conduct and provide school-based seminar for the

students. This seminar shall include the practices and coping mechanisms in order

students to be aware and prepared for the possible stress they are going to encounter.

This idea was backed by Guevarra and Cimanes (2017) who also recommended

that teachers play in part in helping students cope with their struggles. They further
 8

stated that the teachers may serve as the stress coping mechanism of the students. So,

they must be open for their students by giving them advice on what is right thing to do.

Schools can also help the students by creating programs and activities for the students

that will enhance their coping strategies when dealing with the stress.

Although the students in this time of the pandemic are in their homes continuing

their education, it does not mean that they are out of the teachers’ responsibility. Despite

the distance, the teachers can still extend their sympathy and concern by helping the

students effectively cope with the struggles they are experiencing as they are trying to

survive the demands of the new normal in education. Since the pandemic is still raging

havoc in the country, it is high time that a study about the struggles of the students in the

distance learning and how they are coping is conducted so that an intervention may be

crafted to alleviate these struggles.

Research Questions

This research examined the struggles encountered by the students in the new

normal set-up of education and the coping mechanisms they employed to cope with

these struggles. Specifically, it aimed to answer the following questions:

1. What are the struggles encountered by the students in the new normal set-up

of education?

2. What coping mechanisms do students employ to cope with these struggles?

3. What intervention can be designed to alleviate these struggles of the

students?

Scope and Limitation

The following scope and limitation of this study involved the following parameters

that were projected to make this study different from other studies in the field and to find
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its rightful place in the broad area of educational research, as well as its input in the

reservoir of knowledge.

This study focused only on the struggles encountered by the students in the new

normal set-up of education and the mechanisms they employed in coping with these

struggles. It was conducted at Napolan National High School, Napolan, Pagadian City

during the school year 2020-2021. The participants of this study were the 10 students of

Napolan National High School who were purposively chosen by the researchers based

on the following criteria: taking up modular distance learning, between ages 15-18,

learners with no household partners in learning. Since this study employed the case

study qualitative research design, the participants were subjected to in-depth interviews

regarding their struggles and their coping mechanisms in the new normal set-up of

education. During these interviews, the researchers used an interview guide composed

of 3 sets of questions (exploratory questions, engaging questions, and exit questions) to

get information from the participants.

In general, the conduct of this study involved the following steps: purposive

selection of the participants, asking the consent of the participants to conduct the study,

interview with the participants, and analysis of the data gathered.

Research Methodology

a. Sampling

This study employed the purposive sampling technique. A purposive sampling

technique is a type of non-probability sampling technique which uses the researcher’s

judgment in selecting the participants of the study. Alvi (2016) said that the criteria of

the elements that will be included in the study are predefined. Therefore, researchers do
 10

not include everyone who is available, but rather those available who have met the

defined criteria.

Ary et al. (2010) also commented that qualitative research are purposeful in

selecting participants and settings. They select purposive samples who they believe are

sufficient to provide maximum insight and understanding of what they are studying. They

use their experience and knowledge to select a sample of participants that they believe

can provide the relevant information about the topic or setting.

As applied in this study, the researchers used the following criteria in selecting

the research participants: taking up modular distance learning, between ages 15-18,

learners with no household partners in learning. There were 10 participants of this study

who were purposively chosen by the researchers using the above-mentioned criteria.

The researchers opted to choose those who are taking up modular distance learning

because it is the most common modality of distance learning applied in the locality.

Studying about it would be relevant, timely, and purposeful. The researchers also chose

those students who are between the ages of 15-18 because the researchers believed

that these the ages where an individual starts to be mature, learns to be responsible,

and takes a struggle more seriously. Thus, getting more insights from this group of

students is feasible. Another characteristic of the participants is that they have no

household partner in learning. This means that they don’t have a parent, guardian, or an

elder sibling who could guide them in learning at home. This group of learners is

independently working on their modules on their own and on their own volition. The

researchers decided to include these learners because having no household partner in

learning is the most common problem of students in distance learning since most of the

parents/guardians are working. The researchers believed that this group of students can
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best show the true nature of distance learning; hence, more accurate data is secured for

better intervention in the future.

b. Data Collection

Before officially gathering data for the study, the researcher first asked

permission from the office of the Schools Division Superintendent of the DepEd

Pagadian City Division to conduct the study. After obtaining the approval of the SDS, the

researcher then asked the consent of the school principal. When the permission was

given, the researchers got from the school registrar the list of students for the school

year 2020-2021 with their corresponding profile. From this list of students, the

researcher selected the possible participants of the study. The researchers then

informed the possible participants about the study, its purpose, and their role in the

conduct of the study. Informing the participants was done through various means such

as calling or texting them with their mobile phones, and contacting them through

Facebook or Messenger. Once they gave their permission to participate, the researchers

made them sign the informed assent and orient them of their rights as research

participants. When all permissions were secured, the researchers conducted the in-

depth interview which was recorded audio-visually.

All the interviews were conducted through video call in adherence to the safety

protocol implemented in our community. The researchers used an interview guide which

consists of three sets of questions: exploratory questions, engaging questions, and exit

questions. In some instances follow-up questions were added to clear some points and

ask for further elaboration. The interview guide was developed by the researchers and

was validated by five master teachers who were considered experts in the field. It has

five questions that aim to extract information from the participants about their struggles

and their coping mechanisms. After the interview, the analysis of data followed using the
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thematic analysis. Braun & Clarke (2006) explained that thematic analysis is a method

for identifying, analyzing, and reporting patterns or themes within data. It minimally

organizes and describes a data set in rich detail. It follows the following procedure:

familiarization with the data, coding, generating initial themes, reviewing themes,

defining and naming themes, and writing-up.

Discussion of Results and Recommendations

The analysis of the interviews deepened and enriched insights about the

struggles of the students and their coping mechanisms in this new normal set up of

education. The thematic analysis conducted yielded the following results.

Students’ Struggles in the New Normal

The new normal set up of education has confronted students with various

struggles. The following themes came out as the main struggles the students

encountered in the new normal: household chores, internet connection, academic

overload, and learning alone.

Household Chores. This struggle refers to the various works the students need to

do on a daily basis which hindered them from focusing on their modules and spending

more time on their studies. Students’ household chores include cleaning the house,

cooking, babysitting younger siblings, and washing the laundry and the dishes.

There were five out of ten participants who reported that they struggle with

managing their time because of their household chores. The following responses were

common among participants.

My life as a student this time is so hard. It is sometimes hard to

manage my time in answering the module and to do house chores.
Sometimes I don’t know what to do first, cleaning the house or
answering my modules. S2
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I have to manage my time between my modules and the modules of my

younger brothers because I get scolded when my parents find out that
my younger siblings’ modules are not finished yet. I also have to do
most of the household chores like washing our laundry and cleaning
the house. And that’s difficult. S3

I was able to experience struggles like time management and lack of

resources. I couldn’t spare my whole time thinking just about the
module because I still need to do my part of the household chores. S6

When somebody who is part of our family let me do some house

chores, I can’t concentrate. And when my parents are not in our house I
am the one who’s looking after my younger brother and sister. S8

As a student my life is stressful because of the modules and the chores

at home. I find it hard to manage my time because of that. Since I am
just at home, my parents expect me to help them especially in cooking
and taking care of my younger sister. Before when I really go to school,
I don’t do these things on school days, only on Saturdays and Sundays.
S9

The student-participants revealed that because of their household chores they

could not concentrate on answering their modules. Being assigned with household

chores could be attributed to the fact that the students are staying at home all the time

and parents expect them to help. Although students being given responsibilities at home

is common to many Filipino households, the new normal where the home serves as a

school as well has confused the students since studying and doing household chores

have become mixed-up.

This findings backed the study of Phinney and Haas (2003) as cited by Essel and

Owusu (2017) which found that having domestic responsibilities and responsibilities

related to holding a job while in school are among the sources of stress for most

students. Domestic responsibilities are the responsibilities the students have at home

such as household chores.

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This is also congruent with the results on the study of Young (2017) where he

reported that those students who worked for 6 hours per week have higher stress level

as compared to those who don’t.

Essel and Owusu (2017) also observed that responsibilities whether domestic or

related to holding a job while in school will certainly compound to a heavy academic load

which is bound to result in stress.

Internet Connection. This struggle of the students refers to their inability to

connect to the internet which is caused by having no signal in their location, no load, no

wifi connection, or no smart phones at all.

There were five out of ten participants who said that there were occasions where

they need to connect to the internet, but they were not able to do so which made them

frustrated and anxious. These are some of the common responses.

On some occasions, I struggle to buy load if the internet is down and I

need to search something about my modules. It’s so frustrating and
makes me grumpy all day. S1

I struggle to search my questions online because sometimes the

internet has a slow connection. But most of the time, it has no load. I
struggle to buy load, and we really have a slow internet because our
house is far. I really need to research so that I can understand the
difficult activities in the module especially Math. S3

I also struggle when I wanted to ask the teachers for clarifications

because I can’t contact him/her. We have no internet at home. Before
COVID, I used to go to internet shops to research, but now we are not
allowed to get inside internet shops anymore. S5

When I don’t have any idea about the lesson, I want to research it
immediately. But I can’t do it because I don’t have load, and I don’t
have money to buy load either. Sometimes it makes me feel sad. S8

The lessons are very difficult, and I want to research. But my mobile
phone is just keypad. I don’t own a smart phone. So, I can’t connect to
the internet. I just don’t answer those questions that I do not
understand. S10
 15

The participants’ responses indicated that they become bothered when they

cannot connect to the internet in times when they needed for understanding and

clarification of the modules’ content. This in turn becomes a source of their stress.

This result supports the claim of Recaña (2020) that online learning-related

difficulties such as phone signal challenges, internet connection problems, and cost of

buying load for data were the most feasible reasons behind students’ stress and

eventually their suicide in this time of the pandemic.

We are in the era of technological world, and as a result of that, most aspect of

the human life is adapting to changes to suit the environment to avoid difficulty. These

changes do not only affect humans but also institutions. The introduction of information

technology, computers and internet has done a lot of good to schools and students

especially. But on the other hand, has also created problems for certain students. Most

students lack the skills of using the computer and the ability to connect to a stable

internet for academic purpose. And unfortunately, most of the curriculum in our modern

schools makes so much use of the computer, and this creates so many challenges and

discomfort for the student which caused them to start thinking and become stressed up

eventually (Essel & Owusu, 2017).

Academic Overload. This students’ struggle refers to their difficulty in coping with

the demands of completing all their modules in one week. For the second quarter of the

school year, students are given eight modules to answer per week.

For six out ten participants, having to finish answering eight modules in a week is

very hard and stressful. The following are the responses of the participants.

Modular distance learning is hard for me because it takes me many

days to answer all the modules. Imagine I need to answer all 8 modules
in just one week. It’s too much for me. S4
 16

Actually, answering all the modules is very difficult to do. I struggle in

doing all the activities in the modules. And I have to finish the modules
in all subjects. I have 8 subjects: Filipino, English, Math, Science,
MAPEH, TLE, ESP, and ArPan. So, I need to answer 8 modules as
well. It’s so tiring honestly. S5

To be honest, I like the modules in the first quarter than the modules
now in the second quarter. Last year, I only have to answer one
thematic module per week. But now, I have to answer 3 sets of
modules with a total of 8 subjects. S6

My greatest struggle is beating the deadline for 8 modules. It’s very

difficult and confusing. I need to overtime and stay late at night just.
Because I don’t I won’t be able to submit the modules on time. S8

Honestly, I still have not returned 2 sets of modules for week 1. I

haven’t answered them yet. And now I have 8 modules for week 3.
They are still waiting for me to answer them. I wish I can only answer
modules in ArPan, my favorite subject. S9

There are too many modules for the second quarter. And I cannot
understand all of them. I think I need two weeks to answer all 8
modules if I really want to be serious about it. But because I need to
submit them after 1 week, I just leave other questions unanswered. I
hope my teacher will understand because I’m already struggling. S10

These responses of the participants disclosed that they prefer the region’s

initiative of having one thematic module per week in the first quarter as compared to

having 8 modules per week in the second quarter. Too many modules to answer is

causing the students to double their time and eventually gives them stress.

The same result was recorded in the study of Kwaah and Essilfie (2017) where

they investigated the stress and coping strategies of students who were taking distance

education at the University of Cape Coast, Ghana. The study revealed that academic

workload was one of the major causes of stress among the students.

Essel and Owusu (2017) also claimed that an increase in class workload

stresses up students in the sense that when students have to do more than they can

handle, they turn to get frustrated and are unable to focus and think straight. Too much

workload can also make student to be stressed in the sense that, when a student is
 17

undergoing so many courses in school and each of these courses are also demanding, it

make the student not have enough time to handle all these courses to his or her

perfection. And once that happened, the student turns to think so much, and as a result

will be stressed up. And this will have a great effect on the academic performance of the

student.

Learning Alone. Learning alone refers to students’ struggle which roots from

having no one to explain the content of the module or having no one to be asked for

clarification when doubts and confusions happened.

There were six out of ten participants who expressed their struggles on learning

alone in this modular distance learning. These are the common responses of the

participants.

It is very different if we go to school and listen to the teachers on their

discussion rather than answering the modules on our own. With the
teachers I can ask questions and request for more examples for further
elaboration of the lesson. In this modular distance learning, who will I
ask? My parents don’t even understand my lessons. Yes, sometimes I
get to ask my teachers through Messenger, example, in the chat group.
But it’s not really the same as having the physical teacher. S2

I badly need somebody to explain to me what I could not understand in

the activity of the modules. I can actually pm (personal message) my
subject teachers, but I don’t do not always because I also get shy. S3

Being a student during this pandemic has never been easy because I
need to understand my modules alone, and it is very stressful to me.
Nobody explains to me about the activity in the modules. I just answer
based on my capacity and stock knowledge. S4

I struggle to understand the lesson especially Math. It’s very hard to

understand alone, doing it alone, and not having someone to explain it
to me is very hard. We actually have a Facebook page where our
teacher in Math posts explanations of the lesson, but I still find it very
hard. I already want to go to school and physically listen to her
explanation. S5
 18

I find this modular distance learning very challenging because this is

my first time to ever experience answering activities without any
explanation from my teachers. Some words are also very difficult to
understand especially the terminologies in Science. When I try to look it
up in the dictionary, I still can’t understand its meaning. I actually
realized that teachers’ discussion has no replacement. S8

My life as a student is not that easy because it is very hard to study on

your own and no one will teach you. Sometimes I try to ask my parents
about my lessons, but they cannot explain it to me because they cannot
understand English. S10

These responses of the participants showed that they experienced problems in

understanding the lessons in the module and that they need someone to explain to them

the lessons that they have difficulty understanding. It is also evident in their responses

that their difficulty to understand usually roots from their inability to comprehend the

meaning of some difficult words or terminologies.

Language is one factor that has so much influence on the life of a student.

Language is the only means to communicate freely, so if students are having issues

understanding the language been used in the academic process it becomes a big

challenge to them and they will eventually start thinking about it. Once this happens they

become frustrated and stressed up when even they have communicated and at the long

run affects their performance. A lot of students get frustrated when they don’t understand

what is being taught by the teachers in class. Some also misinterpret what the teacher

said in a different way or meaning. This frustration leads to students being stressed up

because they wonder how they will pass the course because they hardly get what the

teachers say in class (Essel & Owusu, 2017).

 19

Students’ Coping Mechanisms

The coping mechanisms of students in dealing with their struggles in the new

normal vary. But the analysis of students’ responses established the following themes:

managing time, taking breaks, and seeking support.

Managing Time. This coping mechanism employed by the students refers to the

way they schedule answering their modules and doing household chores. There were 4

out of 10 participants who said that having time management is effective in dealing with

balancing their studies and their responsibilities at home. These were their common

responses.

Because I need to help my younger siblings in their modules, I make

sure that we are done with their modules until Wednesday, so that I can
focus on my own modules from Thursday to Sunday. If I don’t have a
schedule for sure I can’t finish my own modules as well as my siblings’
modules. S3

I cope with my struggles by selecting the best time to focus on my

modules without being disturbed by my house chores. I usually use the
whole afternoon in answering my modules while the entire morning is
for cleaning the house, washing the laundry, and other chores I need to
do. S5

To help me cope with my struggles in answering my modules, my

mother taught me to have a schedule. Every day I need to finish
answering at least 2 modules, so that on Thursday I am already done
with all 8 modules. Then, Fridays are for reviewing my answers. My
cousin also suggested having a to-do list. I haven’t done that yet, but I
want to try it. S6

I used to not enjoy the weekend because I crammed in finishing up my

modules. But now I already have a priority because I have a schedule. I
try to limit my time on distractions like going on Facebook or Youtube.
Instead of spending an hour on social media, I try to just spend about
30 minutes. And then after that, I focus on my modules. S10

Based on the students’ responses, it can be inferred that managing one’s time is

effective in coping with the struggles of modular distance learning. Having time

management has given students satisfaction in finishing their modules on time.

 20

This result is in line with the results of Hearon’s (2015) study where she studied

the stress and coping strategies of High School students in Accelerated Academic

Curricula and its relationships with students’ success. She found that the students who

employed time and task management to cope with stress were more likely to experience

higher academic achievement as compared to those who don’t.

Misra & McKean (2000, in Young, 2017) recommended that students should

develop time management skills to help reduce the stress of work. When students have

perceived control of their time, they have less stress. Students can use planners,

calendars, reminders, and to-do lists to help manage their time. Students should plan

their time commitments each week and prioritize what needs to be accomplished. These

techniques and skills can help students manage their time more effectively and help

them have more control over their time.

Managing one's time ineffectively can often be a source of stress. Individuals can

be taught to look at what has to be accomplished in a day, or a week, and find efficient

ways of working so that they are not constantly backpedalling and thereby wasting time.

Establishing priorities and working to these is an effective way of managing one’s time.

Moreover, almost college students had the same pattern of encountering related

problems (Gittens, 2007, in Guevarra, 2017).

Taking Breaks. This type of coping mechanism refers to students’ way of doing

other enjoyable activities to refresh their mind and avoid boredom. These activities

include spending a short time on social media like Facebook, Twitter or Instagram,

dancing on Tiktok, resting, sleeping, having short walks, watching movies or K-Drama,

and playing.
 21

There were five out of ten participants who reported that they take breaks just to

clear their mind and release the stress they feel in answering modules almost every day.

Here are some of their common responses.

To cope with these struggles I usually divert my attention from my

modules to my favorite K-Drama. Watching K-Drama makes me giddy
and lighthearted. And I am motivated once again to do my modules.
There are also times when I just sleep away my tired mind. I just take
short naps, and then I start answering again. S1

Sometimes I dance out the stress off my mind with Tiktok. I actually
enjoy Tiktok. It allows me to be just me. And it makes me laugh most of
the time which I believe is a good thing to stay away from the negativity
of tedious modules. And if I have time, I watch movies to refresh my
mind. I also regularly go out with my friends to forget about our
problems. S4

When my brain gets foggy, I just go out and try to get a breather to
refresh my mind. I sometimes take short walks around the subdivision
or I stretch my muscles and do simple exercises. But most of the time I
just rest. Why force yourself when you are already stressed? Just take
a break. S6

My favorite diversion when I get tired with my module is my social

media accounts. I check my accounts in Facebook, Twitter, and
Instagram and ask my online friends how they’re doing with their own
modules. Then we get a little chitchat, and I’m revived. My social media
friends give me an assurance that I’m not the only one who’s struggling
with my modules. That sort of gives me peace of mind. S8

I try to reduce my stress level by playing video games and spending

time with my family. I play Mobile Legend with my phone to get off my
mind on my modules. When I lose, it makes me sad. But when I win, it
makes me motivated to answer my modules again. I know it’s weird. I
also spend time with my family to take a break. My Kuya usually invites
me to go on a street food trip at the Rotunda. That somehow helps me
refresh. S10

From the participants’ responses, it can be deduced that students have different

ways of taking short breaks. But all the breaks they take have the same purpose, to de-

stress and take their minds off the pressure of answering their modules. These breaks
 22

have positive effect on the students as they feel refreshed and revived after doing things

they enjoy.

This result corroborates Sideridis’ (2008) study as cited by Kwaah and Essilfie

(2017) that revealed five important stress coping strategies: browsing the internet,

sleeping and resting, watching TV or movies and instant messaging as frequently used

coping strategies by students.

Essel (2017) stated that the human body is in such a way that it needs some rest

and break from time to time. In a situation where students have to be in the learning and

teaching environments for long period of times, the cognitive thinking of the students is

affected. They became tired and lazy to continue the studies. These feelings, in the long

run, makes the students stressed up since the body does not have enough energy and

zeal to continue with the teaching and learning process.

Seeking Support. This coping mechanism refers to the students’ way of turning to

someone for assistance or support with the problems they are facing. There were five

out of ten students who claimed that they sought assistance or support from their

friends, parents, or teachers to cope with their struggles. These are some of their

responses.

I cope with my struggles with the help of my friends. Since my friends

also have the same experience, I think talking to them helps me de-
stress. We share the same sentiments about modular distance
learning, so we are able to have a healthy discussion on how to attack
our problems. S1

I talked to my cell leader in my church about my problems in school. I

know she can’t help me with my modules, but she can give me
encouraging words to help me ease my feelings of hopelessness. I like
to talk to her about my problems because she listens without scolding
me. S3

Sometimes I confide to my parents. Just last week I told them that I

might get low grades because the modules are very difficult. Luckily,
they understand me. S7
 23

Whenever I don’t understand the content of my module, I contact my

adviser through Messenger. I ask her some questions, and I sometimes
ask favor like extending the deadline of submission. I find my adviser
this time as very understanding. She does not give me a hard time. She
allows me to answer my modules on my own pace. S9

I try to cope with my struggles by asking help from my friends. I know I

can’t really survive this modular distance learning on my own. So, I ask
my friends for help but I don’t just copy answers from them. I try to let
them explain to me what they understood. Especially in Math, I ask
them how they come up with their answers. S10.

The responses of the participants showed that they cope with their struggling by

seeking support from others. This support is usually emotional or academic in nature.

Students get emotional support from the advices, sympathy, and encouraging words that

they get from their friends, parents, or teachers.

This result is congruent with the results of the study of Guevarra and Cimanes

(2017) where students’ major coping strategy is social support. Social support refers to

getting advice from others, talking to someone with similar experience, discussing

feelings, getting sympathy, or talking someone how you feel. Students feel that their

feelings towards the uncomfortable situation or the problem are valid when they feel that

they are heard.

Kwaah and Essilfie (2017) also claimed that getting emotional support from

friends and family is an effective way of coping with students’ stress. Since students’ life

is stressful in its nature, students need the understanding and sympathy of their friends

and family especially when they are experiencing great pressure from their academic

workload.

Based on the results of the study, the researchers recommend that the school

should help their students to cope effectively when dealing with the stress. The school

should create programs and activities for the students that will enhance their coping
 24

mechanisms and allow them to explore various ways and avenues to alleviate their

struggles and problems. Teachers may also serve as effective coping mechanisms of

the students. Since students look up to their teachers as epitome of composure and

control, teachers may positively influence the students to do the same in facing their

struggles. They should be open to their students by giving them advice on the right

things to do when confronted by stress. Parents also play a very vital role in helping the

students. They should guide their children on how to cope with stress. They also need to

show their support to their children both mentally and emotionally. Most importantly,

students must know themselves even more in dealing with stress. Since there is no one

strategy that fits to all struggles and to all individuals, students should learn to attune

their coping mechanism to the stress they are experiencing and the kind of personality

they possess.

Dissemination and Advocacy Plans

This study aimed to produce an intervention that can help struggling students to

cope with the demands of distance learning in the new normal. Since this study

established that students encountered various problems in their learning, the

researchers will launch the One Click Program as an intervention to these existing

problems. The researchers will first seek the permission of the school principal to

disseminate the results of the study and craft an intervention to assist struggling

students. After securing the principal’s approval, the researchers will then convene all

the teachers online to share to them the implications of the study. During this

convergence which will happen during the School Learning Action Cell (SLAC), the

researchers will orient the teachers of the designed intervention in helping the struggling

students. Teachers will then be grouped according to their subject areas and will be

assigned with already identified students to be assisted. Before the actual application of
 25

the intervention to the students, the researchers will first conduct a series of

orientations/webinars to teachers to ensure that they are well-equipped with the

knowledge and skills of helping the students.

Since parents also play a vital role in the mental and emotional stability of

students especially in these trying times of the pandemic, the researchers will also

include them in the quest of helping the students. Though parents may not be of great

help to the students in the academic aspect, but the support they could show to the

students is essential in keeping the students in track. Therefore, the researchers will

make the parents a great source of inspiration and support by equipping them with the

appropriate techniques of giving advice and counseling. This will be done through an

online orientation of parents about the ways of assisting their students emotionally and

mentally.

On the other hand, the students who are the main target of help of this study will

also undergo various orientations and follow-up sessions. The researchers will schedule

a series of online orientations to students about the effective stress coping mechanisms

that will help them overcome the struggles they are experiencing in the new normal set-

up of education. The teachers assigned by the researchers will conduct the follow-up

sessions which will be an avenue for students to seek assistance to the teachers about

their academic struggles.

The proposal for One Click Program is attached in Appendix C for further

perusal.
 26

References

Alvi, M. (2016). A manual for selecting sampling techniques in research. Retrieved from
https://www.researchgate.net/publication/303941309_A_Manual_for_Selecting_
Sampling_Techniques_in_Research

Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education
(8th ed.). Retrieved from https://www.modares.ac.ir/uploads/Agr.Oth.Lib.12.pdf

Blona, R. (2005). Coping with stress in a changing world. The McGraw Hills Companies.
Inc.

Essel, G. & Owusu, P. (2017). Causes of students’ stress, its effects on their academic
success, and stress management by students (Master’s thesis, Seinäjoki
University of Applied Sciences, Finland). Retrieved from
https://www.theseus.fi/bitstream/handle/10024/124792/Thesis%20Document.pdf;
jsessionid=96BAAB84DE65115D5178AE56097852AC?sequence=1
Guevarra, R. & Cimanes, R. (2017). Stress coping mechanism and its impact to their
age among Senior High School students at Parañaque National High School-
Baclaran. International Journal for Innovative Research in Multidisciplinary Field,
3(7). Retrieved from https://www.ijirmf.com/wp-
content/uploads/2017/08/201707011.pdf

Hearon, B. (2015). Stress and coping in High School students in accelerated academic
curricula: Developmental trends and relationships with student success (Master’s
thesis, University of South Florida, U.S.A).Retrieved from
https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=6693&context=etd

Kwaah, C.Y. & Essilfie, G. (2017). Stress and coping strategies among Distance
Education students at the University of Cape Coast, Ghana. Turkish Online
Journal of Distance Education, 18(3). Retrieved from
https://files.eric.ed.gov/fulltext/EJ1147588.pdf

Mazo, G. (2015). Causes, effects of stress, and the coping mechanism of the Bachelor
of Science in Information Technology Students in a Philippine university. Journal
of Education and Learning, 9(1), 71-78. Retrieved from
https://media.neliti.com/media/publications/71952-EN-causes-effects-of-stress-
and-the-coping.pdf
McNiff, S. (2020, August 11). Students struggle with mental health in pandemic. Health
Day News. Retrieved from https://www.webmd.com/lung/news/20200811/mental-
health-woes-spiraled-among-college-students-early-in-pandemic

O’Keefe, J. (2020, April 28). Distance learning poses challenges for students, teachers.
Business Mirror. Retrieved from
https://businessmirror.com.ph/2020/04/18/distance-learning-poses-challenges-
for-students-teachers/

Perez, A. J. (2020, July 20). Weighing modular learning. SunStar Davao. Retrieved from
https://www.sunstar.com.ph/article/1864236/Davao/Local-News/Weighing-
modular-learning
 27

Perino, G. A., Gomez, Q. M., Abecia, M. F., Moneva, J. (2016). Coping strategies of
Senior High School graduating students with academic tasks. International
Journal of Science and Research, 7(12). Retrieved from
https://pdfs.semanticscholar.org/01c6/82a68afc2db3ff2994536770a26985224e23
.pdf

Recaña, P. (2020, September 19). Three students die from suicide due to education-
related problems. Heraldo Filipino. Retrieved from
HTTP://HERALDOFILIPINO.COM/THREE-STUDENTS-DIE-FROM-SUICIDE-
DUE-TO-EDUCATION-RELATED-PROBLEMS/NEWS

Saavedra, J. (2020, March 30). Educational challenges and opportunities of the

Coronavirus (COVID-19) pandemic [Blog post]. Retrieved from
https://blogs.worldbank.org/education/educational-challenges-and-opportunities-
covid-19-pandemic

Salvacion, S. (2004). Stress profile of students of the University of the Philippines

College of Dentistry. Unpublished Thesis. University of the Philippines, Manila.
 28

Financial Report

The researchers reported the following expenses for the entire conduct of the

study with the corresponding costs.

Supplies and Materials

Bond Paper (2 reams) ---------------------------------------------------------- P500

Ballpens (1 box) ------------------------------------------------------------------ P50

Reproduction and Printing

Ink Cartridges (4 colors) ------------------------------------------------------- P1, 500

Photocopying --------------------------------------------------------------------- P500

Communication Expenses

Internet Fee ----------------------------------------------------------------------- P10, 000

Domestic Travel Expenses

Fare --------------------------------------------------------------------------------- P1, 000

TOTAL --------------------------------------------------------------------------------------- P13, 550

 29

Appendix A – Informed Assent for Participation in the Research

Students’ Struggles and Coping Mechanisms in the New Normal

Dear Participant,

Mr. Rey M. Calo, Mr. Genex M. Flores, and Mr. Ruem L. Bustamante are
conducting a research on students’ struggles and coping mechanisms in the new normal
and you are being asked to participate in it. The purpose of your participation in this
research is to help the researcher understand what students go through in the distance
learning. You were selected as a possible participant in the study because the
researcher believes that your experiences can help him shed light on this subject.
If you agree to participate in this research study, you will be asked to fill out a
form about your personal background and answer interview questions about your
struggles in distance learning and how you cope with them. The interview will be
recorded through an audio-visual device, and all these will take approximately 1 hour of
your time.
The researchers anticipate that you will find the personal background form and
the interview questions to be relatively benign and comfortable to answer. The records
from this study will be kept as confidential as possible, and all the information you
provide will be anonymous. Only a code number, and not your name, will be attached to
your form and interview file. While this consent form will have your name on it, it will not
be attached to your personal background form and will be stored in a separate location.
And after the study is completed in February 2021, all the forms will be shredded and
interview files will be destroyed.
There are no foreseeable risks to participating in this research. While there are
also no obvious or direct benefits to you, your time and effort will contribute to the
greater good by increasing our understanding of the key aspects distance learning. The
researcher will be present to answer any questions you might have while you take part in
the study.
Your participation in this study is voluntary. Should you agree to participate in this
study, you are free to withdraw at any time, even after you have already begun. There is
no penalty of any kind for withdrawing from this study. While we hope you will answer all
the questions in the interview and the personal background form, you are free to skip
questions you do not wish to answer.
If you have any questions about the study, please contact Mr. Rey M. Calo by
calling 09482399837. If you agree to participate, please sign in the space below. Thank
you very much for your time and effort.

THE RESEARCHERS
______________________________________________________________________

I have read the above information about this study and I understand what it
involves. I allow my child to participate, and I understand that he/she is doing so
voluntarily and that he/she has the right to withdraw at any time.

_____________________________ __________________________________
Signature of Parent/Guardian Over Printed Name Signature of Research Participant Over Printed Name

__________________________________
Date
 30

Appendix B – Interview Guide

Interview Guide

Exploratory Question:

1. How is your life as a student right now?

Engaging Questions:

1. How do you find modular distance learning?

2. What struggles are you experiencing in modular distance learning?

3. How do you cope with these struggles?

Exit Question:

1. What advice can you give to your fellow students who are also struggling with

their studies right now?

 31

Appendix C – One Click Program Proposal

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
Division of Pagadian City
NAPOLAN NATIONAL HIGH SCHOOL
Napolan, Pagadian City
---------------------------------------------------------------------------------------------------------------------

PROGRAM PROPOSAL
(School-Based)
TITLE OF
THE One Click Program
PROGRAM
PROPOSED March 5, 2021 FUNDING MOOE/ VENUE Google Meet
DATE to SOURCE Personal
May 24, 2021
TARGET PARTICIPANTS NUMBER OF
PARTICIPANTS
Teachers 20
Parents 40
Students 40
Total 100
PROPONENTS Rey M. Calo TOTAL
Genex G. Flores NO. OF 100
Ruem L. Bustamante PAX

RATIONALE The sudden shift from the traditional face-to-face learning to the
modular distance learning has brought drastic adjustments to the
students. Although DepEd did its best to cater to the needs of the
students and continue to deliver quality education to them, students
still encounter various problems and struggles. These problems and
struggles contribute to students’ stress which caused them to be
ineffective in their studies. Considering this fact, the researchers
deemed it imperative that students are taught of effective
mechanisms to help them cope with stress. Since various studies
also established the significance of teachers and parents in
assisting the students to easily adjust to new situations, the
researchers included them in the conduct of this intervention
program. One Click Program is the researchers’ attempt to help
students to survive the demands of the new normal set up of
education.
OBJECTIVES The main objective of One Click Program is to help students cope
with their struggles in modular distance learning. Specifically, this
program aims to:

• Strengthen student and teachers’ connection/relationship;

 32

• Teach students effective stress coping mechanisms;

• Help students improve their academic performance; and
• Monitor students’ academic, emotional, and mental status.
EXPECTED The major output that this program seeks to produce in the course
OUTPUTS of this program is the improved academic performance and sound
emotional and mental well-being of the students.

LIST OF ACTIVITIES
Activity Objectives Date Persons Expected
Involved Outcome
Sharing of the To inform the teachers March 5, Teachers Teachers
Study’s Results of the study’s results 2021 and understood
and Implications and implications Researchers the results
and
implications of
the study
Teachers’ To orient teachers on Teachers are
Orientation on the activities of One March 5, Teachers oriented on
one Click Click Program 2021 and the activities
Program Researchers of the
To equip teachers with program and
the knowledge on how are equipped
to assist struggling with
students appropriate
knowledge on
how to assist
struggling
students.
Parents’ Training To train parents on the Parents, Parents
on Giving Advice appropriate ways of March Researchers, learned
and Counseling giving advice and 12, 2021 and various ways
counseling to their Guidance giving advice
children Counselor and
counseling.
Parents’ Training To educate parents on Parents, Parents
on Emotional the importance of March Researchers, learned
and Mental emotional and mental 19, 2021 and different ways
Support support to students Resource of showing
during the pandemic Speaker emotional and
mental
support to
their children.
Students’ To provide students Students, Students
Training on with effective ways of March Researchers, acquired
Effective Stress coping with stress 26, 2021 and different
Coping Resource effective
Mechanisms Speaker stress coping
mechanisms.
Weekly To provide an avenue Every Students
 33

Academic for students to consult Thursday Teachers improved their

Consultation of their academic of April and Students performance
Teachers and problems and May on specific
Students 2021 learning
To improve students’ areas.
performance on
specific learning areas
Weekly To strengthen Every Students, Students and
Kumustahay with teachers’ connection Friday of Researchers, teachers’
Students with the students April and and connection is
May Guidance strengthened.
To know students’ 2021 Counselor
current status in their
educational journey

LIST OF TRAINERS (for trainings only)

Name of Relevant Topic Assigned Session Mode
Trainers/Resour Qualifications/Positio (Lecture/Workshop)
ce Speakers n
REY M. CALO SST-III (Researcher) Orientation on One Virtual Lecture
Click Program
ANNELYN B. Guidance Counselor-III Techniques of Virtual Lecture
ABENES Giving Advice and
Counseling
ANGEL MAE M. Registered Emotional and Virtual Lecture
BUHISAN Psychometrician Mental Support
MARY JANE J. Registered Guidance Effective Stress Virtual Lecture
OMANDAM Counselor Coping
Mechanisms

TRAINING CONTENT and METHODOLOGIES (Matrix-Flow of Activities)

Day 1 – March 5, 2021 (Friday)
Time Duration Activity Person-In-Charge
Morning
8:00-8:30 30 mins. Registration Genex M. Flores

8:30-9:00 30 mins. Program Proper

National Anthem Audio Visual
Opening prayer Audio Visual
Statement of Genex M. Flores
Purpose
Roll Call of Ruem L.
Participants and Bustamante
House Rules

9:00-11:30 2 hrs. & 30 mins. Sharing of the Rey M. Calo

Study’s Results
and Implications
 34

Teachers’ Rey M. Calo

Orientation on One
Click Program
Lunch

End of the Day

Day 2 – March 12, 2021 (Friday)
Morning
8:00-8:30 30 mins. Registration Ruem L.
Bustamante

8:30-9:00 30 mins. Program Proper

National Anthem Audio Visual
Opening prayer Audio Visual
Statement of Rey M. Calo
Purpose
Roll Call of Genex M. Flores
Participants and
House Rules

9:00-11:30 2 hrs. & 30 mins. Lecture on Annelyn B. Abenes

Techniques of
Giving Advice and
Counseling
Lunch

End of the Day

Day 3 – March 19, 2021 (Friday)
Morning
8:00-8:30 30 mins. Registration Rey M. Calo

8:30-9:00 30 mins. Program Proper

National Anthem Audio Visual
Opening prayer Audio Visual
Statement of Ruem L.
Purpose Bustamante
Roll Call of Genex M. Flores
Participants and
House Rules

9:00-11:30 2 hrs. & 30 mins. Lecture on Angel Mae M.

Emotional and Buhisan
Mental Support
Lunch

End of the Day

 35

Day 4 – March 26, 2021 (Friday)

Morning
8:00-8:30 30 mins. Registration Ruem L.
Bustamante

8:30-9:00 30 mins. Program Proper

National Anthem Audio Visual
Opening prayer Audio Visual
Statement of Rey M. Calo
Purpose
Roll Call of Genex M. Flores
Participants and
House Rules

9:00-11:30 2 hrs. & 30 mins. Lecture on Mary Jane J.

Effective Stress Omandam
Coping
Mechanisms
Lunch

End of the Day

LIST OF IDENTIFIED PARTICIPANTS

Name Position Remarks
Mary Susan Sabate MT-II English Teacher
Analisa Torres SST-III English Teacher
Madel Quilla SST-I English Teacher
Jocelyn Martel MT-I Filipino Teacher
Judelyn Tiza SST-III Filipino Teacher
Ronely Baguia SST-I Filipino Teacher
Arlyn Baludo MT-I Math Teacher
Mario Canedo SST-III Math Teacher
Norvic Herebise SST-III Math Teacher
Lorelie Estacio MT-I Science Teacher
Prezilda Buhanghang SST-III Science Teacher
Kevin Jhon Argones SST-III Science Teacher
Julious Lerias SST-III ArPan Teacher
Mary Ann Villarubia SST-III ArPan Teacher
Roland Dacalos SST-III ESP Teacher
Victor June Velasco SST-I ESP Teacher
Dember Mor Taug SST-III MAPEH Teacher
Helen Santos SST-I MAPEH Teacher
Rosalia Tulio MT-I TLE Teacher
Terrence Jaravilla SST-III TLE Teacher
Lorejon Borda Student Grade 7
Elgen Barinas Student Grade 7
Tito Bugas Student Grade 7
 36

Jasmin Bautista Student Grade 7

Noel Caballero Student Grade 7
Reazyl Dionson Student Grade 7
Glenn Mark Student Grade 7
Irish Estorba Student Grade 7
Jesryl Cellacay Student Grade 7
Cyndel Guangco Student Grade 7
Paul Edrian Albellar Student Grade 8
Kim Hyrame Alcano Student Grade 8
Raymond Jay Arceno Student Grade 8
Nino Jhon Ayala Student Grade 8
Clint Jasper Boltiador Student Grade 8
Michael Balongcas Student Grade 8
Regiemar Cabanilla Student Grade 8
Jaymark Cabardo Student Grade 8
James Cadag Student Grade 8
Mark Andrew Canete Student Grade 8
Al Rene Jay R. Afable Student Grade 9
John Lhoyd Alforque Student Grade 9
Darwin Mansaya Student Grade 9
Marky Saranillo Student Grade 9
James Secusana Student Grade 9
Milkie Mae Agabon Student Grade 9
Varlyn Alcasid Student Grade 9
Jasmin Ayco Student Grade 9
Melrose Alicante Student Grade 9
Von Cyrene Bagasbas Student Grade 9
Louincy Abo Abo Student Grade 10
Allan Leigh Arrieta Student Grade 10
Ian Dave Betran Student Grade 10
Ian Jay Languido Student Grade 10
Marvin Pepito Student Grade 10
R-Jay Sabado Student Grade 10
Cristel Jade Ansag Student Grade 10
Princess Romelyn Baracol Student Grade 10
Irene Grace Batoy Student Grade 10
Pearl Zenia Caparoso Student Grade 10
Rose Barinas Parent Grade 7
Anabel Bugas Parent Grade 7
Alma Cabllero Parent Grade 7
Marina Castillo Parent Grade 7
Kris Estorba Parent Grade 7
Romeo Cellacay Parent Grade 7
Andy Guangco Parent Grade 7
Lito Cuba Parent Grade 7
Arthur Dela Pena Parent Grade 7
Ernie Jammang Parent Grade 7
Mertudes Albellar Parent Grade 8
Merlyn Tabuniag Parent Grade 8
 37

Carlita Arceno Parent Grade 8

Noli Ayala Parent Grade 8
Mercy Boltiador Parent Grade 8
Nancy Balongcas Parent Grade 8
Rolito Cabanilla Parent Grade 8
Ailyn Cabardo Parent Grade 8
Liza Cadag Parent Grade 8
Romel Canete Parent Grade 8
Christine Afable Parent Grade 9
Merna Alforque Parent Grade 9
Lina Mansaya Parent Grade 9
Liza Saranillo Parent Grade 9
Bernadeth Secusana Parent Grade 9
Lilia Agabon Parent Grade 9
Vanilyn Alcasid Parent Grade 9
Sonia Ayco Parent Grade 9
Merry Alicante Parent Grade 9
Lino Baagasbas Parent Grade 9
Reynaldo Abo Abo Parent Grade 10
Allan Arrieta Parent Grade 10
Dave Beltran Parent Grade 10
Rosa Languido Parent Grade 10
Glorina Pepito Parent Grade 10
Susan Sabado Parent Grade 10
Lorena Ansag Parent Grade 10
Alma Baracol Parent Grade 10
Rey Batoy Parent Grade 10
Manuel Caparoso Parent Grade 10

MANAGEMENT STRUCTURES
Committees Focal Person
Program Manager REY M. CALO
Training Manager GENEX M. FLORES
Welfare Officer RUEM L. BUSTAMANTE
Logistics Officer VICTOR JUNE E. VELASCO
• DRRM Venue In-charge ADRIANNE JAN T. LAYUGUE
• Nurse(s) On-Duty MERILYN G. HIJASTRO
Finance Officer MARY JEAN M. MUERONG
QATAME Associate/s JASMIN D. VALDERRAMA
Documenter(s)/Process Observer(s) MADEL A. QUILLA
REY M. CALO
Trainers/Learning Facilitators ANNELYN B. ABENES
ANGEL MAE M. BUHISAN
MARY JANE J. OMANDAM
Secretariat MARY SUSAN N. SABATE
A. Session Guides
RESOURCE PACKAGE/S B. Presentation Materials (Slide
decks, videos)
C. Readings for
 38

Participants/References/Manual
D. Other support materials:

BUDGETARY REQUIREMENTS
Unit Item Description Quantity Unit Cost Total Cost
Set HDMI (10 meters) 1 Php 800.00 Php 800.00
Piece Noise Cancelling headset 5 Php 700.00 Php 3,500.00
Ream Long bondpaper 5 Php 250.00 Php 1,500.00
Set Epson Ink, 664(magenta, 1 Php 300.00 Php 1,300.00
black, cyan, yellow)
Total Training Materials Php 7,100.00
*Meals( 4 Fridays) 100 Php 30.00 Php 12,000.00
*Snacks (morning & afternoon) (4 Fridays) 100 Php 10.00 Php 8,000.00
Total Meals and Snacks Php 20,000.00
GRAND TOTAL Php 27,100.00

Prepared by:

REY M. CALO GENEX G. FLORES RUEM L. BUSTAMANTE

Program Proponent Program Proponent Program Proponent

Noted by:

VALERIANO M. BARTE, EdD

Principal II

Reviewed by:

ERMAH SHEILA L. ROBLE LOCKE D. JUSAY

Senior Education Program Specialist-HRD Senior Education Program Specialist-SMME

Recommending Approval:

MA. DIOSA Z. PERALTA

CID Chief

APPROVED:

MA. COLLEEN L. EMORICHA, EdD, CESE

OIC – Assistant Schools Division Superintendent
 39

Appendix D – Thematic Analysis of Students’ Responses

Table 1. Thematic Analysis on Students’ Struggles in the New Normal

Participants Verbatim Response Common Pattern Theme
I find it challenging but it's not too No common NA
hard. The challenging part is about pattern
misspelled words in modules, links
that are not working, and problems
at home.
S1 On some occasions, I struggle to Slow/No internet Internet
buy load if the internet is down and I connection Connection
need to search something about my
modules. It’s so frustrating and
makes me grumpy all day.
My life as a student this time is so Distraction from Household
hard. It is sometimes hard to household chores Chores
manage my time in answering the
module and to do house chores.
Sometimes I don’t know what to do
first, cleaning the house or
answering my modules.
It is very different if we go to school No learning buddy Learning
S2 and listen to the teachers on their Alone
discussion rather than answering the
modules on our own. With the
teachers I can ask questions and
request for more examples for
further elaboration of the lesson. In
this modular distance learning, who
will I ask? My parents don’t even
understand my lessons. Yes,
sometimes I get to ask my teachers
through Messenger, example, in the
chat group. But it’s not really the
same as having the physical
teacher.
I have to manage my time between Distraction from Household
my modules and the modules of my household chores Chores
younger brothers because I get
scolded when my parents find out
that my younger siblings’ modules
S3 are not finished yet. I also have to do
most of the household chores like
washing our laundry and cleaning
the house. And that’s difficult.
I struggle to search my questions Slow/No internet Internet
online because sometimes the connection Connection
internet has a slow connection. But
most of the time, it has no load. I
 40

struggle to buy load, and we really

have a slow internet because our
house is far. I really need to
research so that I can understand
the difficult activities in the module
especially Math. S3
I badly need somebody to explain to No learning buddy Learning
me what I could not understand in Alone
the activity of the modules. I can
actually pm (personal message) my
subject teachers, but I don’t do that
always because I also get shy.
Modular distance learning is hard for Too many modules Academic
me because it takes me many days to answer Overload
to answer all the modules. Imagine I
need to answer all 8 modules in just
one week. It’s too much for me.
Being a student during this No learning buddy Learning
S4 pandemic has never been easy Alone
because I need to understand my
modules alone, and it is very
stressful to me. Nobody explains to
me about the activity in the modules.
I just answer based on my capacity
and stock knowledge.
I also struggle when I wanted to ask Slow/No internet Internet
the teachers for clarifications connection Connection
because I can’t contact him/her. We
have no internet at home. Before
COVID, I used to go to internet
shops to research, but now we are
not allowed to get inside internet
shops anymore. S5
Actually, answering all the modules Too many modules Academic
S5 is very difficult to do. I struggle in to answer Overload
doing all the activities in the
modules. And I have to finish the
modules in all subjects. I have 8
subjects: Filipino, English, Math,
Science, MAPEH, TLE, ESP, and
ArPan. So, I need to answer 8
modules as well. It’s so tiring
honestly. S5
I struggle to understand the lesson
especially Math. It’s very hard to
understand alone, doing it alone,
and not having someone to explain it
to me is very hard. We actually have
a Facebook page where our teacher
in Math posts explanations of the
 41

lesson, but I still find it very hard. I

already want to go to school and
physically listen to her explanation.
I was able to experience struggles Distraction from Household
like time management and lack of household chores Chores
resources. I couldn’t spare my whole
time thinking just about the module
because I still need to do my part of
the household chores.
S6 To be honest, I like the modules in Too many modules Academic
the first quarter than the modules to answer Overload
now in the second quarter. Last
year, I only have to answer one
thematic module per week. But now,
I have to answer 3 sets of modules
with a total of 8 subjects.
S7 This modular distance learning is a No common NA
little bit difficult because it’s new to pattern
me. I am not used to reading all the
time. I want my teachers to discuss.
My struggle this time is about the No common NA
getting of the modules every week pattern
because my parents have work and
they have no time to spare on going
to school to get my modules every
week.
When somebody who is part of our Distraction from Household
family let me do some house chores, household chores Chores
I can’t concentrate. And when my
parents are not in our house I am the
one who’s looking after my younger
brother and sister.
When I don’t have any idea about Slow/No internet Internet
S8 the lesson, I want to research it connection Connection
immediately. But I can’t do it
because I don’t have load, and I
don’t have money to buy load either.
Sometimes it makes me feel sad.
My greatest struggle is beating the Too many modules Academic
deadline for 8 modules. It’s very to answer Overload
difficult and confusing. I need to
overtime and stay late at night just.
Because I don’t I won’t be able to
submit the modules on time.
As a student my life is stressful Distraction from Household
because of the modules and the household chores Chores
chores at home. I find it hard to
manage my time because of that.
Since I am just at home, my parents
expect me to help them especially in
 42

cooking and taking care of my

younger sister. Before when I really
go to school, I don’t do these things
on school days, only on Saturdays
S9 and Sundays.
Honestly, I still have not returned 2 Too many modules Academic
sets of modules for week 1. I haven’t to answer Overload
answered them yet. And now I have
8 modules for week 3. They are still
waiting for me to answer them. I
wish I can only answer modules in
ArPan, my favorite subject.
The lessons are very difficult, and I Slow/No internet Internet
want to research. But my mobile connection Connection
phone is just keypad. I don’t own a
smart phone. So, I can’t connect to
the internet. I just don’t answer those
questions that I do not understand.
S10
S10 There are too many modules for the Too many modules Academic
second quarter. And I cannot to answer Overload
understand all of them. I think I need
two weeks to answer all 8 modules if
I really want to be serious about it.
But because I need to submit them
after 1 week, I just leave other
questions unanswered. I hope my
teacher will understand because I’m
already struggling. S10

Table 2. Thematic Analysis on Students’ Coping Mechanisms

Participants Verbatim Response Common Pattern Theme
To cope with these struggles, I Doing enjoyable Taking
usually divert my attention from my activities to refresh breaks
modules to my favorite K-Drama.
Watching K-Drama makes me giddy
and lighthearted. And I am motivated
once again to do my modules. There
are also times when I just sleep
away my tired mind. I just take short
S1 naps, and then I start answering
again.
I cope with my struggles with the Talking to friends, Seeking
help of my friends. Since my friends family members support
also have the same experience, I and other people
think talking to them helps me de- for help
stress. We share the same
sentiments about modular distance
learning, so we are able to have a
 43

healthy discussion on how to attack

our problems.
To cope with my struggles, I just No common NA
S2 ignore them. Sometimes I submit pattern
modules with no answers. I just hope
my teachers understand me. I just
don’t want to be stressed.
Because I need to help my younger Having schedule to Managing
siblings in their modules, I make avoid conflict time
sure that we are done with their between answering
modules until Wednesday, so that I module and doing
can focus on my own modules from household chores
Thursday to Sunday. If I don’t have a
schedule for sure I can’t finish my
S3 own modules as well as my siblings’
modules.
I talked to my cell leader in my Talking to friends, Seeking
church about my problems in school. family members support
I know she can’t help me with my and other people
modules, but she can give me for help
encouraging words to help me ease
my feelings of hopelessness. I like to
talk to her about my problems
because she listens without scolding
me.
Sometimes I dance out the stress off Doing enjoyable Taking
my mind with Tiktok. I actually enjoy activities to refresh breaks
Tiktok. It allows me to be just me.
S4 And it makes me laugh most of the
time which I believe is a good thing
to stay away from the negativity of
tedious modules. And if I have time, I
watch movies to refresh my mind. I
also regularly go out with my friends
to forget about our problems.
I cope with my struggles by selecting Having schedule to Managing
the best time to focus on my avoid conflict time
modules without being disturbed by between answering
S5 my house chores. I usually use the module and doing
whole afternoon in answering my household chores
modules while the entire morning is
for cleaning the house, washing the
laundry, and other chores I need to
do.
To help me cope with my struggles Having schedule to Managing
in answering my modules, my avoid conflict time
mother taught me to have a between answering
schedule. Every day I need to finish module and doing
answering at least 2 modules, so household chores
that on Thursday I am already done
 44

with all 8 modules. Then, Fridays are

for reviewing my answers. My cousin
also suggested having a to-do list. I
haven’t done that yet, but I want to
S6 try it.
When my brain gets foggy, I just go Doing enjoyable Taking
out and try to get a breather to activities to refresh breaks
refresh my mind. I sometimes take
short walks around the subdivision
or I stretch my muscles and do
simple exercises. But most of the
time I just rest. Why force yourself
when you are already stressed? Just
take a break.
S7 Sometimes I confide to my parents. Talking to friends, Seeking
Just last week I told them that I family members support
might get low grades because the and other people
modules are very difficult. Luckily, for help
they understand me.
S8 My favorite diversion when I get tired Doing enjoyable Taking
with my module is my social media activities to refresh breaks
accounts. I check my accounts in
Facebook, Twitter, and Instagram
and ask my online friends how
they’re doing with their own
modules. Then we get a little
chitchat, and I’m revived. My social
media friends give me an assurance
that I’m not the only one who’s
struggling with my modules. That
sort of gives me peace of mind.
S9 Whenever I don’t understand the Talking to friends, Seeking
content of my module, I contact my family members support
adviser through Messenger. I ask and other people
her some questions, and I for help
sometimes ask favor like extending
the deadline of submission. I find my
adviser this time as very
understanding. She does not give
me a hard time. She allows me to
answer my modules on my own
pace.
I used to not enjoy the weekend Having schedule to Managing
because I crammed in finishing up avoid conflict time
my modules. But now I already have between answering
a priority because I have a schedule. module and doing
I try to limit my time on distractions household chores
like going on Facebook or Youtube.
Instead of spending an hour on
social media, I try to just spend
 45

about 30 minutes. And then after

that, I focus on my modules.
I try to reduce my stress level by Doing enjoyable Taking
S10 playing video games and spending activities to refresh breaks
time with my family. I play Mobile
Legend with my phone to get off my
mind on my modules. When I lose, it
makes me sad. But when I win, it
makes me motivated to answer my
modules again. I know it’s weird. I
also spend time with my family to
take a break. My Kuya usually
invites me to go on a street food trip
at the Rotunda. That somehow helps
me refresh.
I try to cope with my struggles by Talking to friends, Seeking
asking help from my friends. I know I family members support
can’t really survive this modular and other people
distance learning on my own. So, I for help
ask my friends for help but I don’t
just copy answers from them. I try to
let them explain to me what they
understood. Especially in Math, I ask
them how they come up with their
answers.