Math Major Students: Their Anxieties and Coping Mechanism in

Academics Under the New Normal

 CHAPTER I

INTRODUCTION

Background of the Study

In January 2020, the outbreak of novel coronavirus infection, COVID-19, was

declared by the WHO as a global significant public health emergency. The first

confirmed death outside of Wuhan, China, occurred in the Philippines on February 20,

2020, and by March 2020, WHO declared COVID-19 as a pandemic (World Health

Organization, 2020). As nations worldwide continue to fight the COVID-19 pandemic, it

has become apparent that civilians in certain areas were subjected to repeated lockdowns

or quarantines. The coronavirus pandemic is a serious global crisis that affects both

physical and psychological wellbeing. Lockdown laws implemented to combat the

accelerated spread of COVID-19, mostly societal controls, have been identified as a risk

for developing depression and anxiety symptoms.

According to Roy (2020), the neurological and emotional effect of the COVID-19

pandemic has been apparent since its inception. People are concerned about its

appearance and distribution, which leads to elevated levels of anxiety. The COVID-19

crisis ahas affected the educational background in the Philippines. Because of the

lockdown, classes were rescheduled. Most colleges and universities were also confronted

with new immersive learning problems (Talidong & Toquero, 2020). Higher education

institutions (HEIs) are being urged to develop pandemic response strategies in order to

promote good health actions among students (Akan et al., 2010).

 The protection and physical wellbeing were the top priority when lockout

procedures were introduced. However, those familiar with the effects of phenomena such

as loneliness, depression, and unemployment on mental health, on the other hand, braced

for an additional obstacle. In that case, mental health providers must be provided with

accurate advice on how to help the population survive these periods of isolation and

inactivity with the least amount of psychological impact.

Given the importance of all the above conditions, the researcher anticipated to

evaluate Math Major students' skills, behaviors, anxiety, and personal coping strategies

during the COVID-19 pandemic in the Southern Philippines.

Theoretical Framework

To further elaborate the concept of psychological distress such as anxiety of Math

Major students, and their coping mechanisms towards academics under the New Normal,

the researchers examine some theories related to the study. The following are the theories

anchored to the study: Systems Theory, Theory of interaction and communication, and

Media Theory.

Systems theory and thinking has been serving as the underlying theoretical

foundation for distance education and many other fields. The systems approach

contributes to conceptualizing and proceduralizing distance education. Ryan (1975)

defined, “A systems approach is an operational concept, referring to a scientific,

systematic, and rational procedure for optimizing outcomes of an organization or

structure, by implementing a set of related operations to study an existing system, solve

problems, and develop new or modify existing systems”.

According to John Dewey (1938), educational experience is a “transaction that

takes place between a man and what, at the moment, forms his environment” Dewey

highlighted the significance of connection with others and with the environment.

Interaction happens when students turn passive material into knowledge that has personal

application and meaning (Dewey, 1916). Moore (1989) distinguished three types of

interaction in distant education: interaction between students and professors, interaction

among students, and interaction between students and material. Garrison's (1989) model
suggests six categories of interaction, building on Moore's (1989) three categories of

interaction. Garrison adds teacher-content, teacher-teacher, and content-content

interactions to the learner-content, learner-instructor, and learner-learner interactions.

With the advancement of technology, Hillman, Willis, and Gunawardena (1994)

introduced a fourth form of interaction, learner-interface interaction, which they defined

as the “process of using tools to achieve a task”. Sutton (2000) proposed a different type

of interaction: "vicarious interaction."

Communication is a complicated process whose definition and philosophy have

evolved through time. The transmissional view, the behavioral viewpoint, the

interactional viewpoint, and the transactional view are the four viewpoints on

communication (Littlejohn, 1989). The process of passing information from one location

to another is known as transmission (Richey et al., 2011). This viewpoint was founded on

Shannon and Weaver's (1949) mathematical communication theory model, which the

authors saw as a digital process applicable to human communication. In this model,

students will choose a message, convert it to a signal, and then send the signals across a

communication channel (Richey et al., 2011). The medium of message transmission is

the channel, which might be auditory or visual. In many ways, the behavioral approach is

quite like the transmissional approach. Communication is viewed as a stimulus-response

(S-R) scenario by behavioral orientation, with the sender eliciting a reaction in the

recipient (Heath & Bryant, 2000). Berlo (1960) developed the Sender-Message-Channel-

Receiver Model (S-M-C-R), which is like Shannon and Weaver's transmission model
(1949). In contrast to the transmission orientation, feedback is an important component of

the behavioral orientation. The receiver clarifies how the message was conceptualized in

the S-M-C-R paradigm by providing feedback. Distance education teachers cannot

directly monitor students like they would in a face-to-face learning scenario, making it

difficult for teachers to assess how successful the lesson is right away. It is critical for

teachers to collect feedback from students in order to determine if the education is clear

and successful. By providing feedback, students help teachers understand how the lesson

is created and what needs to be done to better it.

Moreover, according to Reiser (2007), media is “the physical mechanism through

which education is given to learners”. Media refers to technologies that deliver learning

experiences that often include music, static or moving pictures, real objects, or actual

physical movement (Richey et al., 2011). However, the emphasis is not on the media in

general. We should concentrate on learning through interaction with media. The study of

media theory focuses on how media might aid in learning. Visuals have been utilized

widely in distant education for training in the form of PowerPoint presentations, films,

animations, and so on. However, not all pictures are useful for learning. It is critical for

teachers to grasp the importance of images and their impact on learning. Another critical

component is the selection of proper distant education material.

Conceptual Framework

Garrison, Anderson, and Archer (2000) developed the “community of inquiry”

model for online learning environments, which is based on the concept of three distinct

“presences”: cognitive, social, and teaching. While acknowledging the overlap and

relationship between the three components, Anderson, Rourke, Garrison, and Archer

(2001) recommend additional research on each. Their model encourages the design of

online and blended courses as active learning environments or communities in which

instructors and students share ideas, information, and opinions. It is worth noting that

"presence" is a social phenomenon that manifests itself through interactions between

students and instructors.

 Figure 1. Community of Inquiry (Garrison, Anderson, Garrison and Archer, 2000)

Based on the literature and online FGD with the target group of students, the

conceptual research model, and respective hypotheses have been constructed by

illustrating the relationships between and/or among the exogenous and indigenous

variables (Fig. 2). This conceptual model consists of a single exogenous variable named

“COVID-19 Pandemic” and “Flexible Learning” perception and endogenous variables

named “Academic Distress” and “Psychological Distress” with a mediating variable

called “Coping Mechanisms”. The following sub-sections hereafter describe the model

and hypotheses.

COVID-19 Pandemic Coping Mechanisms

(New Normal) of the Students

Flexible Learning Psychological Distress

Online Class Anxieties and Depression

Academic Distress
 Figure 2. Conceptual Framework of the Study

Statement of the Problem

This study aims to evaluate and determine the behaviors, perspectives, anxieties,

and coping mechanisms of BSEd Math Major students towards academics under the New

Normal in Cotabato State University.

Specifically, the study seeks to answer the following research questions:

1. What is the profile of respondents?

2. What anxieties do they experienced in their academics under the New

Normal? What are the factors contributing to these anxieties?

3. How do they cope? What are their strategies?

4. Is there a correlation between the struggles of students under the flexible

learning and their anxieties towards academics?

Hypothesis:

Ho: There is no correlation between the struggles of students under the flexible

learning and their anxieties towards academics.

Significance of the Study

The goal of the study is to analyze and determine the behaviors, anxieties, and

coping mechanisms of BSEd Math Major students towards academics under the New

Normal in Cotabato State University. Hence, this study will serve as a medium to better

understand the emotional and psychological situation of students under the flexible

learning, and the factors contributing to their depression and anxieties towards academic.

This study will help the youth as well as the elder to conceptualize the possible impacts

of having a continuous unstable mental health.

Specifically, this study will help the following sectors:

Parents. This study will help the elders to better understand the current situation and

mental instability of students undergoing flexible learning. This will enlighten them how

significant mental stability is especially in this time of pandemic. This will also help in

building better parent-child relationship by creating a common ground and understanding

between them.

Social Workers and Educators. Better understanding of mental instability among

students in relation with the New Normal will provide social workers and educators the

proper knowledge in dealing with the rising cases of anxieties, depression and suicide in

the country considering the contributors to the growing problem. In addition, this will

help them in finding a common ground and practical approaches in coping and spreading

awareness about mental health.

Local Government Unit. The government can use this to better understand the drivers

and motivators observed at the local areas that leads the youth to experience anxieties and

depression towards academic. This will help to ensure focus, attention, resources,

community partnership and collaboration within the targeted area or institution.

Information derived from the study will also help the following sectors to develop actions

and responses towards mental health awareness under the New Normal.

Academic Institution. Having a broader and well-conceptualized definition of

psychological instability will provide a better scope of discussion among the young

people in an academic institution. Helping the youth to label the process of mental health,

its positive and negative impacts, and the factors find in the environment that influence

an individual to engage to experience anxiety and depression leading to serious problems

such as suicide. Moreover, this will help to provide techniques and coping mechanisms to

students to deal with academic distress.

Future Researchers. The outcome of this study will benefit future researchers to acquire

more knowledge and insights towards psychological distress among students in relation

with the pandemic, and how socio-psychological aspects influence an individual to

experience the following mental distress.

Scope and Delimitations

The scope of the study is to identify and evaluate the behaviors, perspectives,

anxieties, and coping mechanisms of BSEd Math Major students of Cotabato State

University towards academics under the New Normal.

This study is delimited only to the official enrolled BSEd Math Major students of

Cotabato State University. The study will be conducted both online through online

surveys, and through face-to-face interviews strictly observing safety protocols. The

study focuses having around 40-60 students as respondents of the study.

Definition of Terms

COVID-19 Pandemic. Coronavirus disease (COVID-19) is an infectious disease caused

by a newly discovered coronavirus that causes global health crisis.

New Normal. A way of living adopted by the world under the Covid-19 pandemic.

Students. The respondents of the study specifically BSEd Major in Math Students of

Cotabato State University.

Psychological Distress. Term used in the study referring to mental instability.

Anxiety. One of the variables used in the study, a psychology distress experience by the

students.

Academics. A variable used in the study which refers to education.

Coping Mechanism. Strategies students often use in the face of stress and/or trauma to

help manage painful or difficult emotion.

 CHAPTER II

Review of Related Literature

This section of the study presents the review of related literature about the

behaviors, perceptions, anxieties, and both emotional and psychological distress of

students towards academics under the New Normal, as well as their coping mechanisms.

Looking at different studies in relation in global, national, and local settings taken from

different sources such as books, websites, journals, and other research studies. Topics on

the influence, effects and insights about the topic will be discussed. 

COVID-19 Pandemic

Severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2), popularly

known as COVID-19, was first identified in late December 2019 from Wuhan, China

(Temsah et al., 2020), which spread then more than 200 countries (Shen et al., 2020). The

World Health Organization (WHO) immediately announced the situation as a global

pandemic on March 11, 2020 (Kapasia et al., 2020). As of 5 July 2020, a total number of

11,125,245 global confirmed cases with 203,836 new cases and a total of 528,204 deaths

were reported (WHO, 2020). COVID-19 has been declared a global pandemic, posing a

threat to public health, including mental health. National governments forced millions of

people, including researchers, academics, corporate personnel, and students, to remain

safe by isolating themselves or implementing a global and/or partial lockdown. (Cooper,

Mondal, & Antonopoulos, 2020).

Flexible Learning Under the New Normal

The long-term implementation of lockdown results to physical access to the

classroom to be restricted. Due to the COVID-19 outbreak, approximately 1.5 billion

school and university students have been affected by institution closures. (IAU, 2020).

The closings of educational institutes affect children and youngs primarily (Araújo, de

Lima, Cidade, Nobre, & Neto, 2020). During this unprecedented period, online classes

are expected to be in high demand as an alternative to institutional closure. Nonetheless,

as a result of an insufficient learning approach, both students and instructors face a slew

of challenges and difficulties, including psychological issues.(Alam, 2020, Bao, 2020).

The successful implementation of e-Learning systems depends on how the program is

performed by students and instructors (Thongsri, Shen, & Bao, 2019b). Even though

online learning is one of the promising alternatives to the physical classroom (Rohman,

Marji, Sugandi, & Nurhadi, 2020), students have a negative perception of it, which may

be a significant consequence that is responsible for psychological distress. The previous

study showed that students are anxious because of lack of enjoyment at classroom

(Dewaele, Magdalena, & Saito, 2019). There are various causes of e-Learning crack-up

such as course quality, the usability of content, technological ease, availability of

technical assistance, and the likelihood of interaction with peer students (Penna and Stara,
2007, Ssekakubo et al., 2011). Most of the crack-up in e-Learning are technologically

based, and software and hardware support are not available (Al-araibi, Mahrin, & Yusoff,

2019).

Notwithstanding, some developing countries do not fully endorse e-Learning

systems (Thongsri, Shen, & Bao, 2019a). The lack of readiness knowledge in the

implementation of e-Learning is another source of e-Learning crack-up. An internet-

based meta-analysis concluded that current work reassures e-Learning is better than

nothing and is (on average) close to conventional training (Cook, 2009). Also, a survey

by Cao et al. (2020), which includes 7143 participants of college students, found around

25% of students are suffering from severe anxiety due to e-Learning crack-up. Another

study (Lee, 2020) reported that approximately 83% of students experience the worst

situation, and 26% of students are unable to get access to mental health support. This

condition offers a situational demand to measure psychological distress among college

students due to the negative perception of the e-Learning system. However, there has

been no comprehensive research performed into psychological distress due to the

negative perception of e-Learning among college students during this pandemic. 

Recent literature (Jæger & Blaabæk, 2020) reveals that students have unequal

learning opportunities as result of discrimination against better family

facilities. Beaunoyer, Dupéré, and Guitton (2020) investigated digital disparities during

COVID-19 periods. While most of the educational institutes adopting their online classes

(Yen, 2020, Zhou et al., 2020), the question arises – how this approach benefits students

with lower-income families and remote areas? According to a report published by Pew

Research Center, a rising number of students are from lower-income families (Richard &

Anthony, 2019). Studies show the significant strong relationship between poverty and

psychological stress (Jiang, 2020). They mostly suffer from information technology

resources (Wong, Ho, Chen, Gu, & Zeng, 2015). Due to digital inequalities and lack of

access to modern technology, students from lower-income families have limited or no

access to online classes. At the same time, excessive internet cost is another obstacle to

access online-classes (Adam, Kaye, & Haßler, 2020). Baticulon, Alberto, Baron,

Mabulay, Rizada, Sy, and Reyes (2020) identified the obstacles to e-Learning in five

types: technological, personal, families, institutional and communities, and only 41 per

cent of students thought they could physically and mentally participate in online study.

However, the above reasons make students’ fear of academic year loss. Sintema

(2020) reported that the students in this year will probably drop in the pass percentage

due to COVID-19 lockdowns. A survey from Bangladesh, a developing country, shows

that some 17.2 million primary students and millions of students are awaiting for their

unpredictable higher education exams (Hasan, 2020). Another report illustrated student’s

fear of losing academic year in New Delhi, India (NDTV, 2020). Thus, fear of academic

year loss is the most concern which enhances student’s psychological anxiety. This study

attempts to measure the “Fear of academic year loss” as a mediating role for assessing

psychological distress among college students during covid-19 pandemic in a developing

country, Bangladesh.
Impact of the New Normal on Mental Health

Many universities and other colleges across the world have closed their campuses

and dormitories as part of the social isolation effort to help flatten the COVID-19 curve,

forcing students to leave their campus community, friends, classes, and familiar routines.

While many students are relieved to be reunited with family, others have returned to

abusive households, others to an empty fridge, and still others to no home at all. For the

rest of the year, coursework was quickly moved online. Much-anticipated end-of-year

events, such as commencement ceremonies, have been canceled. Many students have lost

on-campus or local jobs, and senior job searches have been severely hampered. While

these abrupt and unexpected changes are taking place, college students are physically

separated from their familiar on-campus support systems.

It has been established that college students are especially vulnerable to feelings

of loneliness, and have higher rates of experiencing anxiety and depression than the

general population. They are vulnerable to further deterioration of these feelings during

this period of social isolation, uncertainty, and abrupt transitions. Students who are

removed from their social support system and extracurricular activities at school may feel

less connected to their friends, organizations, and hobbies. Furthermore, they are worried

about their future, their own health, and the health of their friends and loved ones. The

situation they are in is stressful and anxiety-inducing, as there is a constant fear of the

unknown as well as a loss of control, making them especially vulnerable to developing

mental health issues.

Socio-Psychological Status Under the New Normal

The unprecedented rules had significantly altered people's lifestyles and social

relationships, presumably causing deep anxiety as well as the fear of contracting the

infection. Although the measures are taken primarily reduced the COVID-19 outbreak in

Malaysia, measures such as lockdowns, strict isolation, social distancing, emergency

remote teachings, and uncertainty and delays in the start of schools, colleges, and

universities have significant implications for students' socio-psychological well-being

and anxiety levels. Stress, according to Lazarus et al., is "a particular relationship

between the person and the environment that the person perceives to be taxing or

exceeding his or her resources and putting his or her well-being at risk." Furthermore,

these authors proposed that stress is best viewed as an interpretative paradigm between

the stressors and the individual's psychological reactions. Anxiety, as a subcategory of

psychological effects, has received less attention, despite being as common and

potentially as crippling as depression. Anxiety can be fueled by uncertainty and fears of

harming oneself or others. In the global context, anxiety is still underdiagnosed and

undertreated. Anxiety patients may experience other physiological symptoms, such as

feeling weak, fainting, pain or nausea, shivers, rapid breathing, and so on, in addition to

intense feelings of fear or panic. Anxiety reduces focus and concentration, as well as

memory and visual motor skills.

Early literature has documented the negative impact of pandemics, which is

relevant to this study. on students' psychological well-being, resulting in severe anxiety

and depression. Cao et al. investigated the psychological impact of the Pandemic
COVID-19 towards the Olympics on Chinese university students. Among the 7143

students studied, 0.9 percent had severe anxiety and 2.7 percent had moderate anxiety,

anxiety, with 21.3 percent experiencing mild anxiety. A study was conducted on 1210

students from 194 Chinese cities and discovered 53.8 percent of respondents reported

severe to moderate psychological impact, with female students being the most affected

associated with greater psychological consequences the psychological well-being of

students.

During the COVID-19 pandemic, Odriozola-González et al. investigated the

psychological well-being of Spanish university students. The study was carried out from

March 28 to April 4, 2020, a fortnight after Spain, due to the COVID-19 pandemic, was

placed under lockdown. Around 34.19 percent of respondents in the sample had moderate

to extremely severe depression symptoms, 21.34 percent had extremely severe anxiety

symptoms, and 28.14 percent had moderate to extremely severe stress symptoms. When

compared to the general population, students had a higher incidence of anxiety. Several

stressors have been identified as key factors affecting students' anxiety and psychological

well-being: a parent or associate infected with COVID-19; monetary issues and their

effects on daily life; educational disruptions, disease effects on education and potential

jobs; and sensational broadcasts and inaccurate news reports. Other sources of stress

include students' residence, family income stability, parents' psychological status,

reduced social interactions, number of newly reported cases, and affected provinces, and

the implementation of travel bans affecting daily life.

Coping Strategies and Mental Health Issues in China During COVID-19

Mental well-being is an important part of coping mechanisms during COVID-19

in China. It has been found that various age classes face various emotional problems in

dealing with the pandemic. The way the unexpected consequences of COVID-19 is dealt

with in China teaches one how to deal peacefully with pandemic scenarios. The

provincial and central authorities in China took immediate action among the general

public. This is referred to as an acute therapeutic solution, and it will assist people in

dealing with the pandemic crisis. 11th. However, there has been no study into the socio-

psychological consequences and coping mechanisms. So far, personal responses have

been positive. So far, personal responses to the Wuhan COVID-19 outbreak have been

studied in the form of group response. 7. Coping mechanisms are difficult to execute

anywhere; but, during COVID-19, the Chinese people supported and reacted positively to

pandemic preparedness steps. The truth is that if a person's mental health is supported,

coping mechanisms for battling COVID19 would be more adaptable since the COVID-19

epidemic is being viewed as a psychological crisis. Psychiatrists have played a vital part

in culture in attempts to incorporate coping mechanisms.

Coping Strategies in Chinese Educational Settings

Chinese educational institutions performed admirably in terms of managing both

domestic and international students. Coping mechanisms are dependent on students'

mental health, which has fluctuated significantly since the COVID-19 outbreak. Chinese
students and international students failed to deal with the pandemic and meet their

academic goals. Both Chinese and international students use different coping

mechanisms. Local students often returned to their hometown if public transportation was

available. On the other hand, university officials could not determine whether

international students could return to their home country; however, the students were

advised to be cautious and not to go somewhere without first contacting the responsible

teacher. As a result of this decision, students in various Chinese cities experienced mental

distress and were unable to determine what to do, as revealed on various social media

platforms. The students revealed their troubles and challenges coping cities such as

Wuhan, where the situation was tense from the end of January to the end of February.

According to new studies 14, coping mechanisms are often adversely correlated with

psychosocial disorders. Moreover, coping strategies are negatively associated with

psychosocial problems, as stated in recent research 14, due to the high risk of infection

and anxiety among health workers.

Related Studies

Coping Strategies of Students for Anxiety During the COVID-19 Pandemic in

China: A Cross-Sectional Study

COVID-19 has had a major impact on university students all around the world.

Fearing infection, the Chinese government and local governments quickly closed

academic institutions and attempted to devise contingency strategies to deal with business
turmoil. At the end of 2019, COVID-19 was present in China. However, researchers paid

little attention to coping strategies during the COVID-19 pandemic, and little steps were

taken to examine the coping strategies of university students, especially after their

institutions were closed. To fill this void, this thesis attempted to uncover Chinese

students' coping mechanisms during the COVID-19 pandemic in China. There are 559

answers collected to an online survey using a semi-structured questionnaire and a basic

random sampling methodology. The survey questions gathered knowledge about

students' lives during the COVID-19 epidemic, anxiety-reduction strategies, and what

students think about during the pandemic. Analysis of variation (ANOVA) protocols is

used to assess the relationships between coping mechanisms and anxiety levels. In this

research, SPSS Statistics v27 was used for statistical analysis. Due to high levels of

anxiety and psychological pressure during the COVID-19 pandemic, university students

indicated that coping mechanisms and survival tactics were needed. Most respondents

indicated that their learning institutions were forced to close as a result of COVID-19.

Psychological issues such as sleep deprivation, emotional support, behavioral support,

and social appeal were also listed. This is one of China's first research on anxiety

management mechanisms. The research shows that university students use a variety of

coping mechanisms in response to COVID-19, but it also indicates that those strategies

should be strengthened in this group. However, the analysis was restricted to a small

number of Chinese provinces, which could restrict the research's generalizability.

 Impact of “E-Learning Crack-Up” Perception on Psychological Distress Among

College Students During COVID-19 Pandemic: A Mediating Role of

“Fear Of Academic Year Loss”

While the literature reveals that e-Learning has a positive perception, during the

COVID-19 pandemic, this study investigated and assessed the impact of e-Learning

crack-up perceptions on psychological distress among college students. Stress symptoms

were assessed using the Kessler psychological distress scale (K10). This study began

with an online focus group discussion (OFGD) with the target population to develop a

scale of "e-Learning crack-up" and "fear of academic year loss." Following that, a

questionnaire was created based on the findings of the OFGD. Purposive sampling was

used to conduct an online survey among college students in Bangladesh. According to the

findings, the perception of “e-Learning crack-up” has a significant positive impact on

students' the cause of psychological distress and fear of academic year loss is a critical

factor responsible for psychological distress during COVID-19 lockdown. This study can

help us understand how “e-Learning crack-up” and “fear of academic year loss” affect

the mental health of college students. In theory, this study broadens and validates the

scope of Kessler's psychological distress scale by including new situations.

 Psychological Impact of COVID-19 and Lockdown among University Students in

Malaysia: Implications and Policy Recommendations

The COVID-19 pandemic and lockdown have engulfed the entire world. This

study investigates the impact of the crisis on the anxiety levels of university students in

Malaysia during the height of the crisis and the relevant factors influencing their anxiety.

During the COVID-19 pandemic and lockdown, an online cross-sectional survey was

conducted using Zung's self-rating anxiety questionnaire. Twenty-four percent, 6.6

percent, and 2.8 percent of the 983 respondents, respectively, reported minimal to

moderate, moderate to severe, and most extreme levels of anxiety. Female gender (OR =

21.456, 95 percent CI = 1.061, 1.998, p = 0.020), age under 18 years (OR = 4.147, 95

percent CI=1.331; 12.918, p=0.014), and age 19–25 (OR=3.398, 95%), CI = 1.431;

8.066, p = 0.006), level of education in pre-university (OR = 2.882, 95 percent CI =

1.212, 6.85. Financial constraints, remote online teaching, and future uncertainty of

academics and career are the main stressors. Financial constraints, remote online

learning, and uncertainty about academic performance and future career prospects are the

most common sources of stress for students.

Mental Health and Coping Strategies in Undergraduate Students

During COVID-19 Pandemic

In early 2020, since the World Health Organization, declared the COVID-19

pandemic, various studies have been conducted to better understand how the pandemic

may affect mental health. The focus of this study was on potential coping strategies
developed by the university population in response to social distancing. The goal of the

study was to evaluate if there was a link between undergraduates' coping strategies during

the social distancing caused by the COVID-19 pandemic and symptoms of depression,

anxiety, and stress. The sample included 503 undergraduates aged 17 to 62 (M = 23.82;

SD = 7.56) who completed an online survey that includes a sociodemographic data

questionnaire, a coping strategies scale, and the DASS-21 scale. To verify the

relationship and differences in the constructs investigated by gender, Higher Education

Institution (HEI) (private, public, and community), age groups, social distancing, and so

on, descriptive analyses (means and standard deviations) and Mann-Whitney U test and

Kruskal-Wallis test were performed. In parallel, Spearman's analysis was used to

determine the relationship between depression, anxiety, and stress symptoms, as well as

coping strategies, and a chi-square test was used to examine the relationship between

income and educational status at the time of data collection. The findings show a link

between symptoms and some coping strategies, as well as differences in symptoms and

coping strategies based on gender, work status, and religious practice.

Knowledge, Attitudes, Anxiety, and Coping Strategies of Students

During COVID-19 Pandemic

COVID-19 is a worldwide issue that affects Higher Education Institutions (HEIs).

This pandemic elicited a strong reaction from anxious students. The aim of this cross-

sectional study was to look at students' knowledge, attitudes, anxiety, and coping
strategies during the COVID-19 pandemic. The findings revealed that students possessed

adequate knowledge as well as high-risk perceptions. Non-medical preventive measures

were rated as extremely effective. Students were pleased with the government's efforts to

alleviate problems. However, there was a reluctance to use the online-blended learning

approach. There are a variety of coping strategies that students used to deal with mental

health issues. It is essential to address students’ mental health during this COVID-19

pandemic among HEIs.

 CHAPTER III

METHODOLOGY

This chapter discusses the method that the researchers will used in the study. It

also includes the research design, classification of research respondents, source

information, data gathering, role of the researchers, trustworthiness of the study, ethical

considerations, and analysis and data treatment.

Research Design

This study will use a correlational research design. Correlational research is a

nonexperimental study in which the researcher analyzes two variables and examines their

statistical connection (i.e., the correlation) with little or no attempt to control extraneous

variables. Correlational research is a type of descriptive research (as opposed to

experimental research) McCombes (2019). The researcher will assess the validity of a

quick extraversion test by presenting it to a large sample of participants alongside a more

extended extraversion test that has previously been proved to be valid. There are many

different methods you can use in correlational research. To test your hypothesis, you will

statistically analyze quantitative data. Correlations can be strong or weak. With this, the

researcher utilized this research design as to explore and understand how academics
correlates to psychological distress of BSEd Math Major under the New Normal as well

as their coping mechanisms towards to it.

Research Participants

The participants in the study are bonafide BSEd Math Major students of Cotabato

State University. The respondents will range from first year to fourth year students. There

will be atleast 15 students per year level who will answer the questionnaire that will be

given by the researcher through online. Out of the 15 students, there will 5 who will be

interview for the set of open-ended questions.

Sampling Technique

There will be a total of 60 respondents having 15 students per year level. The

study will used cluster sampling to recruit subjects from the population of BSEd Math

Major students currently enrolled in Cotabato State University.

Research Instrument

The data that will be gathered in the study is obtained from online surveys and

depth interviews with the research participants. There will be two sets of questionnaires,

one is the Likert scale and the other is the set of open-ended questions which will be

asked to the participants that will serves as a guide throughout the interview.
Sociodemographic data questionnaire: specifically developed for the present study with

questions concerning the participants’ characterization, such as gender, age, education

level, socioeconomic, labor, and educational situation, and information about social

distancing degree. Data that will be collected will be confidential and approved for

formal entity.

Data Gathering

In the study, the researchers will provide survey questionnaires online through

google form. The link to the google form will be sent through gmail and group chats of

specific year level. Interviews will also be conducted as a process of data gathering.

Research questionnaires that will be used were validated and approved by the research

coordinator. Profiling of the interviewees and consent will be done before the proper

interview. During the interview, a brief description and introduction about the study will

be given by the researchers to the following participants to be able to pursue in-depth to

depth discussion towards the topic. Furthermore, the researchers will pursue for casual

approach so that the interviewees will be open enough to share their experiences on the

topic.
Ethical Consideration

The researchers believe the confidentiality of the participants should not be

subjected to harm in any ways. Data privacy and intellectual property will surely be taken

seriously. Respect for the dignity of research participants should be prioritized. Full

consent should be obtained from the participants prior to the study. Rights and respect to

the participants shall be assured as to their role in the study. A friendly-approach

considering cultural sensitivity and responsibility will be taken to minimize the risks done

during the conduct of the interview and practice of the study. Additionally, cross-

checking of the findings by the advisers and panelist will be done to strengthen the study.

Statistical Treatment of Data

Since the study adopts a both qualitative and quantitative type of research, the

data gathered will be analyze and interpreted using content and coding, and statistical

tool. For the qualitive data, researchers will divide the data analysis into five categories:

Content Analysis, wherein the behavioral and verbal data will be classified, summarized,

and tabulated; Narrative Analysis or the reformulation of the responses and insights

provided by the participants; Discourse Analysis; and Framework Analysis in which

familiarization, identifying a thematic framework, coding, charting, mapping, and data

interpretation will be done. Moreover, evaluation used by the researchers on the

methodology will be applied in the literature to make research themes and concepts.
 On the other hand, for the quantitative one, the associations between coping

strategies used and levels of anxiety will be tested using Likert Scale, and gathered data

will be subjected to Chi-Square Test of Independence and Pearson Correlation Test.

Beforehand, the researchers will present the findings and interpretation of the study for

confirmation of the participants and enable them seeing if the statements made by the

participants are well transcribed. Furthermore, the transcription was sent to the data

analyst who has been referred by research panelist. During the analysis, researchers will

present the core ideas in line with the research question and deliberately make the theme.
 REFERENCES

Aktekin, M.; Karaman, T.; Senol, Y.Y.; Erdem, S.; Erengin, H.; Akaydin, M. (2001).

Anxiety, Depression, And Stressful Life Events Among Medical Students: A Prospective

Study in Antalya, Turkey. Med. Educ. 35, 12–17. [Crossref] [Pubmed]

Auerbach, R.P.; Alonso, J.; Axinn, W.G.; Cuijpers, P.; Ebert, D.D.; Green, J.G.; Nock,

M.K. (2016). Mental Disorders Among College Students in The World Health

Organization World Mental Health Surveys. Psychol. Med. 46, 2955–2970. [Crossref]

[Pubmed]

Ayittey, F.K.; Ayittey, M.K.; Chiwero, N.B.; Kamasah, J.S.; Dzuvor, C. (2020).

Economic Impacts of Wuhan 2019-Ncov in China and The World. J. Med. Virol. 92,

473–475. [Crossref] [Pubmed]

Baloran, E. (2020) Knowledge, Attitudes, Anxiety, And Coping Strategies of Students

During COVID-19 Pandemic, Journal of Loss and Trauma, 25:8, 635-642, DOI: 

10.1080/15325024. 2020.1769300

Bao, Y.; Sun, Y.; Meng, S.; Shi, J.; Lu, L. (2020). 2019-Ncov Epidemic: Address Mental

Health Care to Empower Society. Lancet, 395, E37–E38. [Crossref]

Bayram, N.; Bilgel, N. (2008). The Prevalence and Socio-Demographic Correlations of

Depression, Anxiety, And Stress Among a Group of University Students. Soc. Psychiatry

Psychiatr. Epidemiol. 43, 667–672. [Crossref]

Bruffaerts, R.; Mortier, P.; Kiekens, G.; Auerbach, R.P.; Cuijpers, P.; Demyttenaere, K.;

Kessler, R.C. (2018). Mental Health Problems in College Freshmen: Prevalence and

Academic Functioning. J. Affect. Disord. 225, 97–103. [Crossref]

Casagrande, M.; Favieri, F.; Tambelli, R.; Forte, G. (2020). The Enemy Who Sealed the

World: Effects of Quarantine Due to the COVID-19 On Sleep Quality, Anxiety, And

Psychological Distress in The Italian Population. Sleep Med. [Crossref]

Cornine, A. (2020). Reducing Nursing Student Anxiety in The Clinical Setting: An

Integrative Review. Nurs. Educ. Perspect.41, 229–234. [Crossref]

Dewey, J. (1916). Democracy And Education. New York – Macmillan

Dewey, J. (1938). Experience And Education. New York – Collier Macmillan

Gao, J.; Zheng, P.; Jia, Y.; Chen, H.; Mao, Y.; Chen, S.; Dai, J. (2020). Mental Health

Problems and Social Media Exposure During COVID-19 Outbreak. Plos ONE, 215,

E0231924. [Crossref]

Gardner, P.J.; Moallef, P. (2015). Psychological Impact on SARS Survivors: Critical

Review of The English Language Literature. Can. Psychol. 56, 123. [Crossref]

Gentili, D.; Bardin, A.; Ros, E.; Piovesan, C.; Ramigni, M.; Dalmanzio, M.; Dettori, M.;

Filia, A.; Cinquetti, S. (2020). Impact Of Communication Measures Implemented During

a School Tuberculosis Outbreak on Risk Perception Among Parents and School Staff,

Italy, 2019. Int. J. Environ. Res. Public Health, 17, 911. [Crossref] [Pubmed]
Hasan, N., & Bao, Y. (2020). Impact Of "E-Learning Crack-Up" Perception on

Psychological Distress Among College Students During COVID-19 Pandemic: A

Mediating Role Of "Fear of Academic Year Loss". Children And Youth Services

Review, 118, 105355. Https://Doi.Org/10.1016/J.Childyouth.2020.105355

Lazarus, R.S.; Folkman, S. (1984). Stress, Appraisal, And Coping; Springer Publishing

Company: New York, NY, USA.

Mariani R, Renzi A, Di_Trani M, Trabucchi G, Danskin K and Tambelli R. (2020) The

Impact of Coping Strategies and Perceived Family Support on Depressive and Anxious

Symptomatology During the Coronavirus Pandemic (COVID-19) Lockdown. Front.

Psychiatry 11:1195. Doi:10.3389/Fpsyt.2020.587724

Moore, M. G. & Anderson, W. G. (2003). Handbook Of Distance Education. Mahwah,

N.J – L. Erlbaum Associates.

Moore, M. G. (1989). Three Types of Interaction. The American Journal of Distance

Education, 3(2), 1-6.

Moore, M. G. (2007). The Theory of Transactional Distance. In M. G. Moore

(Ed), Handbook of Distance Education (Pp. 89-105). Mahwah, NJ – Lawrence Erlbaum

Associates.

Moore, M. G., & Kearsley, G. (2012). Distance Education – A Systems View of Online

Learning (3rd Ed.). Belmont, CA – Wadsworth Cengage Learning.

Nurunnabi, M., Hossain, S., Chinna, K., Sundarasen, S., Khoshaim, H. B., Kamaludin,

K., Baloch, G. M., Sukayt, A., & Shan, X. (2020). Coping Strategies of Students for

Anxiety During the COVID-19 Pandemic in China: A Cross-Sectional

Study. F1000Research, 9, 1115. Https://Doi.Org/10.12688/F1000research.25557.1

Odriozola-González, P.; Planchuelo-Gómez, Á.; Irurtia, M.J.; De Luis-García, R. (2020).

Psychological Effects of the COVID-19 Outbreak and Lockdown Among Students and

Workers of a Spanish University. J. Psychiatry Res. 290, 113108. [Crossref]

Patias, N.D., Von Hohendorff, J., Cozzer, A.J. Et Al. (2021). Mental Health and Coping

Strategies in Undergraduate Students During COVID-19 Pandemic. Trends In

Psychol. Https://Doi.Org/10.1007/ S43076-021-00069-Z

Patias, N.D., Von Hohendorff, J., Cozzer, A.J. Et Al. (2021). Mental Health and Coping

Strategies in Undergraduate Students During COVID-19 Pandemic. Trends In Psychol.

Https://Doi.Org/10.1007/S43076-021-00069-Z

Peng, L.; Zhang, J.; Li, M.; Li, P.; Zhang, Y.; Zuo, X.; Miao, Y.; Xu, Y. (2012). Negative

Life Events and Mental Health of Chinese Medical Students: The Effect of Resilience,

Personality and Social Support. J. Psychiatr. Res., 196, 138–141. [Crossref] [Pubmed]

Reger, M.A.; Stanley, I.H.; Joiner, T.E. (2020). Suicide Mortality and Coronavirus

Disease 2019—A Perfect Storm? JAMA Psychiatry. [Crossref]

Roy, D.; Tripathy, S.; Kar, S.K.; Sharma, N.; Verma, S.K.; Kaushal, V. (2020). Study Of

Knowledge, Attitude, Anxiety & Perceived Mental Healthcare Need in Indian Population

During COVID-19 Pandemic. Asian J. Psychiatry, 102083. [Crossref]

Ryan, T. A. (1975). Analysis Of the Systems Approach. In S. D. Zalatimo & P.J.

Sleeman (Eds.), A Systems Approach to Learning Environments (Pp. 118-129).

Pleasantville, NY – Docent Corporation.

Sundarasen, S., Chinna, K., Et.Al (2020). Psychological Impact Of COVID-19 And

Lockdown Among University Students in Malaysia: Implications and Policy. College Of

Business Administration, International University of Business Agriculture and

Technology (IUBAT), Embankment Drive Road, Sector-10, Uttara Model Town, Dhaka

1230, Bangladesh

Sutton, L. (2000). Vicarious Interaction in A Course Enhanced Through the Use of

Computer- Mediated Communication. Unpublished Doctoral Dissertation, Arizona State

University, Tempe.

Swan, K., Shen, J., & Hiltz, S. R. (2006). Assessment And Collaboration in Online

Learning. Journal Of Asynchronous Learning Networks, 10(1), 45-62.

Tang, B.; Wang, X.; Li, Q.; Bragazzi, N.L.; Tang, S.; Xiao, Y.; Wu, J. (2020). Estimation

of the Transmission Risk of the 2019-Nov and Its Implication for Public Health

Interventions. J. Clin. Med., 9, 462. [Crossref]

Thunström, L.; Newbold, S.C.; Finnoff, D.; Ashworth, M.; Shogren, J.F. (2020). The

Benefits and Costs of Using Social Distancing to Flatten the Curve For COVID-19. J.

Benefit Cost Anal. 1–27. [Crossref]

Watkins, R., & Schlosser, C. (2000). Capabilities-Based Educational Equivalency Units

– Beginning A Professional Dialogue. American Journal of Distance Education, 14(3),

34-47.

Watson, J. B. (1913). Psychology As the Behaviorist Views It. Psychological Review,

20(2), 158.

Wedemeyer, C. (1981). Learning At the Back Door – Reflections on Non-Traditional

Learning in The Lifespan. Madison, WI – University of Wisconsin.

Wedemeyer, C. A. (1977). Independent Study. In A. S. Knowles (Ed.), The International

Encyclopedia of Higher Education Boston – Northeastern University.

Weiller, E.; Bisserbe, J.C.; Maier, W.; Lecrubier, Y. (1998). Prevalence And Recognition

of Anxiety Syndromes in Five European Primary Care Settings: A Report from The

WHO Study on Psychological Problems in General Health Care. Br. J. Psychiatry Suppl.

173, 18–23. [Crossref]

Winn, W., & Snyder, D. (1996). Cognitive Perspectives in Psychology. Handbook Of

Research for Educational Communications and Technology – A Project of The

Association for Educational Communications and Technology, 79-112.

Xiao, H.; Zhang, Y.; Kong, D.; Li, S.; Yang, N. (2020). The Effects of Social Support on

Sleep Quality of Medical Staff Treating Patients with Coronavirus Disease 2019

(COVID-19) In January and February 2020 in China. Med. Sci. Monit. Int. Med. J. Exp.

Clin. Res. 26, E923549. [Crossref]

Yang, Y.; Li, W.; Zhang, Q.; Zhang, L.; Cheung, T.; Xiang, Y.T. (2020). Mental Health

Services for Older Adults in China During the COVID-19 Outbreak. Lancet Psychiatry.

7, E19. [Crossref]

Zandifar, A.; Badrfam, R. (2020). Iranian Mental Health During the COVID-19

Epidemic. Asian J. Psychiatry, 51. [Crossref]

Zhang, J.; Wu, W.; Zhao, X.; Zhang, W. (2020). Recommended Psychological Crisis

Intervention Response to the 2019 Novel Coronavirus Pneumonia Outbreak in China: A

Model of West China Hospital. Precis. Clin. Med., 3, 3–8. [Crossref]