Chapter I

THE PROBLEM AND ITS SETTING

Background of the Study

Students dealing with personal concerns and in distress typically show

some outward signs that they are struggling in some way. All of us experience

life’s “ups and down,” but ongoing and/or intensified distress may suggest a more

serious concern. There are different levels of distress and these can be

represented through a continuum. How you go about helping a student will

depend on several factors such as: their level of distress, the nature of your

relationship, the type of setting you are in, and your comfort level [ CITATION

And17 \l 1033 ].

Distress is a major public health problem which includes anxiety,

depression and somatic symptoms such as sleeping problems, fatigue and

headache. University students are consistently reported to have higher levels of

distress compared to the general population. Although university students with

distress have significantly impaired cognitive functioning, learning disabilities and

poor academic performance, the burden of this problem. To relieve students from

distress and frustrations related to studies and their lives in general, this study

recommends awareness creation, counselling to help those with mental health

issues, establishment of student drop-in centers for such services and promotion

of social and recreational activities at the college [ CITATION Mbo20 \l 1033 ].

 The researchers have not come across a study on Distresses

encountered by criminology students and its effect to their learning behavior in

Ramon Magsaysay Memorial Colleges Marbel Incorporated. It is in this context

that the researchers are interested in determining whether the Distresses of

criminology students that influence their learning behavior. Criminology students

experience distress at predictable times each semester because of academic

commitments, and financial pressures. Hence, it is important that criminology

students of Ramon Magsaysay Memorial Colleges Marbel Inc. develop effective

strategies in order to deal distress situations.

Statement of the Problem

Generally, this study aimed to assess Distresses encountered by

criminology students and its effect to their learning behavior.

Specifically, it answered the following questions:

1.What is the demographic profile of the respondents in terms of:

1.1 age;

1.2 sex; and

1.3 year level?

2.What are the Distresses encountered by criminology in terms of:

2.1 Mental distress?

2.2 Emotional distress? and

2.3 Physical distress?

3. What is the level of their learning behavior?

4. Is there significant relationship between the distresses encountered by the

criminology students and its effect to their learning behavior?

Hypothesis

There is no significant relationship between the distresses encountered by

criminology students and its effect to their learning behavior?

Theoretical framework

This study aimed to assess the college students to provide ample

resources and opportunities for learners to address distress positively. The

distress among higher education students is of global concern. Students exposed

to additional stressors which may further increase their risk for psychological

distress. The ways in which these students cope with distress has potential

consequences for their health and academic performance. An in-depth

understanding of how students experience psychological distress and coping is

necessary to enable higher education providers to adequately support these

students[ CITATION Dea14 \l 1033 ].

Conceptual Framework of the Study

This study determined the influence of the distresses encountered by the

criminology students and its effect to their learning behavior.

The conceptual framework shows the significant relationship of the

dependent and independent variable which the influence of distresses

encountered by criminology students and its effect to their learning behavior.

In this study, the distresses encountered by criminology students as

independent variable and its effect to their learning behavior which is the

dependent variable.

Independent Variable Dependent Variable

Distresses encountered by
criminology students

Independent
Mental distress
variable
Learning Behavior
 Emotional distress

 Physical distress

Figure 1. The Conceptual Framework of the Study

Scope and Delimitation

This study was to determine the distresses encountered by criminology

students and its effect to their in Ramon Magsaysay Memorial Colleges-Marbel

Inc, (RMMC–MI) This study started on October 2020 end on June 2021. This

study delimited to Criminology students who will be the respondents of the study.

Significance of the Study

The purpose of the study is to give a deeper sense of understanding

pertinent to the subject of the research.

The results of the study will be significant to the following:

School Administrators. This study will help them to know to prevent the

distresses encountered by Criminology student and its effect to their learning

behavior. Schools actively encourage staff members to engage with their

students and learn about students’ outside interests so staff can connect with

them on a more personal level. They are also the one who conduct a seminar on

the Teachers about the different stresses that they encountered in their student.

Teachers. This study will help them know to avoid the distress for their

student. It is my belief that more research is needed to establish practical

application strategies that teachers can use to effectively create a strong and

successful relationship with their students. This study also served as a guide for

the teacher to prevent in order for students to learn, practice, and maintain

expected learning behavior, educators must teach social skills within the

context of the various school settings that students encounter each day.
 Students. The study may serve as a basis for student to be aware the

distresses and its effect to their learning behavior and to give some knowledge

and idea about the prevention in that issues and to serve this guide and their

daily living. It can manage stress in many healthy ways, including pursuing a new

hobby, finding a support system, and working on time management skills. It is

very important to be aware the distresses that you’ve encountered in different

situation.

Parents. This study will help them know the purpose of distresses

encountered by criminology student so that they could apply it in their selves and

their students and parents also is required to getting involved to the student

learning. Parents are aware of, understand, and support the basic objective of

the school and believe they have an important role to play in their children’

education. Give encouragement and show appreciation of your child’s

achievements, whether great or small, as this can help boost their confidence.

Researchers. This study can help the researchers determine the impact

and effect of distresses encountered by the criminology students and its effects

to their learning behavior Through this study, the outcomes that may benefit the

researcher can give positive perception and learning significance of education. It

is important to know that a research career involves many activities besides

research. 

Future Researchers. The outcomes of the study may be utilized as

reference to continue the information towards distresses encountered by the

criminology students and its effects to their earning behavior. This will benefit
them to have a guide and source when they will become researchers. And it will

serve as guide and reference to their research.

Definition of Terms

The term used had defined from the operational point of view of the

researcher to help readers comprehend the study efficiently.

Psychological. Refers to the mental and emotional state of a person.

Distress. Refers to degree which you feel overwhelmed or unable to cope as a

result of pressure that are unmanageable.

Criminology Students. Refers to the officially enrolled in Ramon Magsaysay

Memorial Colleges Marbel- Inc, (RMMC-MI) year 2020-2021.

Mental Stress. Refers to the often accompanied by physiological responses.

Emotional Stress. Refers to Involves the experience of negative affect, such as

anxiety, in the context of a physiological stress response that includes cardio-

vascular and hormonal changes.

Physical Stress. Refers to pulling a muscle slipping, fracturing your wrist

bowling, fractures, and ligament sprains to dislocations.

Learning Behavior. Refers to the crucial link between the way in which children

and young people learn and their social knowledge and behavior.
 Chapter II

REVIEW RELATED LITERATURE AND STUDIES

This chapter discusses the related literatures which are useful and necessary as

a background of this study. This study provides significant data and additional

needed information gathered from books, journals, document from websites, It

contains different information about psychological stresses around the world.

Local Literature

Common effects of distress. These are insomnia, headaches, backaches,

constipation, diarrhea, high blood pressure, heart disease, depression and

alcohol, tobacco or drug use. He suggested doing the following: 1) After seeing

the doctor, share your treatment plan with people close to you. Talk with friends

and relatives and explain what you are going through; 2) If your doctor prescribes

medication take it exactly the way it is prescribed. Do not stop taking your

medication until you doctor tells you to stop doing so; 3) Keep all follow-up

appointments with your doctor; 4) Remember that it may take some time to start

feeling better; 5) If you experience side effects from any medication, tell your

doctor; and 6) Seek professional counseling. If your methods of coping with

stress are not contributing to your greater emotional and physical health

[ CITATION Doq07 \l 1033 ]

According to Blona (2005) claims that students experience distress since

some are trying to cope up with the demands of adapting to a new living

environment, new peers, academic pressure, and sexual concerns. Being in

college can also put financial stress on the students and their families. These

situations can leave them with trembling hands, tense muscles, migraine,

headache, and multiple other symptoms of stress. These can contribute to a host

of chronic diseases ranging from hypertension to peptic ulcers that can

predispose them to premature disability and even death. Stressors are demands

made by the internal or external environment that upset the balance of a person,

thus affecting the physical and psychological well-being of the person and thus

would require appropriate action if one is to restore that balance. At one point

stress was considered to be a transactional phenomenon dependent on the

meaning of the stimulus to the perceiver. Thus, 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.

The distress profile of students in the College of Dentistry of the University

of the Philippines, Manila. The study involved 149 dentistry student-respondents.

Academic stressors like examinations and grades, fully loaded days, difficulty in

completing clinical requirements, and fear of getting delayed topped the identified

stressors. Academic factors were stressful in the first 3 year levels. Academic

stress peaked during the sophomore year. No significant differences in rankings

were observed between genders. There was undeniable similarity in the general

stress profile of the different year levels. Common methods of coping with stress

were employed by students which include crying, praying, talking, watching

movies, and listening to music. Stress makes or breaks a person. It is like a two-
edged sword which can either motivate and stimulate a student to peak

performance or reduce the student to ineffectiveness [ CITATION Sal04 \l 1033 ].

Distress is a normal part of college life. While many students cope with the

demands of college successfully, a significant number of students have

difficulties that interfere with their performance. Studies on the incidence of

emotional distress among college students predict that at least 10% of the

student body suffer from discernible emotional problems such as depression,

acute anxiety, substance abuse, and other more serious mental health concerns.

According to our records for the past two years, 18% of students at some time in

their college career have sought counseling at the Counseling Center [ CITATION

Bad19 \l 1033 ].

Distress associated with medical education, correlated with symptoms of

depression and anxiety, has been involved in generating academic performance

problems and thus, long term consequences such as poor quality of medical

care. If anxiety and depression are proven to influence the quality of academic

achievement, their prevention could lead to better outcomes in the quality of

medical care as well. The objective of the study was to analyze whether anxiety

and depression decrease academic performance among first and second year

medical students [ CITATION Loa21 \l 1033 ]

Foreign Literature

If a student moves to on-campus housing, the rules of living in the

dormitory can initially create stress, as following the housing rules can be
drastically different than their perception of college dorm life. Students often

expect nothing more than constant party activity happening around them, only to

find that their living quarters are structured and have detailed guidelines. Finding

that their on-campus housing experience differs from their perception, on-

campus living can cause an initial shock for the student to overcome and this can

induce distress. Current first year college students are experiencing a historical

period that that was not experienced by other generations whom have attended

college, but when the expectations are not met stress can set in with the reality of

what college life actually is like [ CITATION Coc13 \l 1033 ].

Some students come to college encumbered with psychosocial baggage.

In varying degrees, they come with repressed emotions, unhealed wounds,

ambiguous understanding of intimate relationships and sex, self-doubt and even

formidable anxieties. The many physical and psychological demands of college

students can burden coping capabilities, creating an imbalance between needs

and resources, and therefore heighten vulnerabilities. Distressed students are

experiencing emotional and/or psychological problems that are interfering with

their ability to learn. Faculty and staff are likely to encounter distressed students

in the course of their work and some signs may not directly indicate

unmanageable stress. Some of the symptoms described below may fall within

the range of typical experiences for some young adults, but multiple symptoms or

patterns of behavior consistently present over time more likely indicate that a

student’s distress may require professional intervention [ CITATION Jac14 \l 1033 ]

 According to Pekrun et al. (2002), students experience a great variety of

self-referenced, task-related, and social emotions in academic settings. The

effect of academic learning and academic achievement is pivotal in every aspect

of life, starting from social relations, academic careers, and ability to allocate

recourses due to the fact that all the above-mentioned aspects depend on

individual achievement. Furthermore, the influence of emotions on students’

cognitive processes and performance has been suggested to be associated with

students’ psychological and physical health as well.

Examine the association between financial stress and academic

achievement. Financial stress can immediately develop for students upon

enrollment. Students can suddenly find themselves in an economic crisis from

adapting to living on their own. With outside stresses and social expectations,

students may feel that academic successes have less importance than perceived

financial stability among their peers [ CITATION Bri161 \l 1033 ].

As individuals go from grade school, middle school, high school and then

to college, the level of difficulty increases as well as the level of pressure to

perform well. For those with anxiety, this may cause the anxiety to increase as

well. This ripple effect is concerning because anxiety can go undetected and/or

untreated and continue to affect social, occupational, academic, or other

important areas of functioning. The excessive worry hinders the ability to do

things efficiently and in a timely manner. The time and energy that is spent

worrying would leave less time to 11 study or do homework and negatively affect

an individual in many other areas. Some longitudinal studies have demonstrated

that untreated anxiety in adolescents and young adults may lead to several

behavioral, physical, and mental [ CITATION Mah15 \l 1033 ].

It is as a result of an inability to handle or deal with a challenge or problem

encountered in the performance of a specific activity or studies. Distress result in

both emotional and physical pain. An example of emotional pain is sadness,

resorting to drugs, violence, a low concentration at studies, low participation in

social activities. Most often than not Distress are caused by external factors

[ CITATION Geo17 \l 1033 ].

 Psychological distress and psychiatric symptoms among medical

students at Edinburgh University medical school. The results of a questionnaire

survey of fifty percent of the student roll of each of the five academic years are

presented. The questionnaire used incorporates the thirty item version of the

'General Health Questionnaire' <GHQ). The results are examined to see whether

particular periods of the medical course, or elements within it, are associated with

higher rates of distress; and to look for groups who may be predisposed to the

adverse effects of stress[ CITATION Rei88 \l 1033 ].

Academic distress is a combined effect of academic-related requirements

that exceed the individual's accessible adaptive resources. Academic stress

occurs when academic related requirements surpass the resources available to a

person that he/she adapts to described academic distress as a state when the

demand for academics exceed the available internal and external resources of a

student’s cognition. He further stated that academic pressure, academic conflict

and academic anxiety are the associated factors of academic distress. Other

causes of academic distress are: bad time management Shahani, preparation for

exams, coursework or syllabus, transition during the adjustment period, high

student competition and information, overload research and study pressure

requirement to meet assessment deadlines, students admission process in

colleges and course load, problems encountered by institution's environment

[ CITATION Ade14 \l 1033 ].

It is important to bear in mind that academic distress is not a formal

psychological disorder. You can find assistance for academic distress in the

counseling centers as well as in the College's Psychological Services. Unlike

academic problems, students who experience academic distress may be able to

progress and even do well in their coursework, and often do not experience their

academic distress in relationship to specific circumstances. Rather, the distress

is more of an ongoing, pressured, uncomfortable, and anxiety inducing state.

Academic distress can also have complex roots. It may act as a contributing

factor and exacerbate pre-existing psychological conditions, such as depression

or anxiety. It may co-exist with learning (and other types of) disabilities. It can

also be a result of these kinds of conditions. Finally, academic distress can stand

alone or co-exist with academic problems. There are many excellent resources

and services geared to address academic problems. The focus of this outreach is

upon academic distress. Resources to help further your knowledge of both

academic stress, academic problems as well as academic distress, are available

for you to explore in the links above, as well as at the end of this outreach

[ CITATION Bus17 \l 1033 ].

Many researchers are proposing that issues of psychological distress are

on the rise amongst university students. This can have implications for student

success as it may form a significant barrier to retention, completion, and

achievement. The impact of managing psychological distress during the study

period extends beyond university life, with research links to outcomes like

employability and wellbeing at work, both presently and in the future for instance

suggested that mental health difficulties follow students when transitioning into

employment and subsequently lead to lifelong negative impacts. Given this, it

should perhaps be unsurprising that students see their mental health not just as

a means to success, but as a key outcome by which they measure their own

success [ CITATION Agt19 \l 1033 ].

Mental distress is an important public health problem worldwide with more

and more affecting the younger population. Although mental health problems

affect society as a whole but university students found to have high prevalence of

psychological disorders as compare to the general population. This is due to the

fact that university students have to face multiple stressors such as academic

demands, workload, and pressure to succeed, teacher and parent’s pressure,

financial burden and worry about future. These stressors can lead to develop

psychological problem in students and negatively affect their academic

performance. Most common mental health problems found in university students

are depression, anxiety and stress. All over the world studies indicated high rate
of these psychological problems in students. The university years can be a

challenging period of one’s life and the pursuance of higher education can prove

to be a stressful experience despite of its many positive rewards [ CITATION

Kum14 \l 1033 ]

College presents many opportunities that may provoke increased stress

for students, which may or may not lead to distress or impairment. Additionally,

students may have experienced past stressors or current stressors outside of

their college classroom experiences. More than half of all college students have

experienced “significant stressful or adverse life experience” (p. 74). The

repercussions of this are that distressed students may miss classes, have poor

concentration, and have difficulties with memory, motivation, and studying

Instructors and academic advisors then need to parse out the unmotivated

student from the struggling student, as such behaviors could easily be

misconstrued. Identified the following signs of distress: change in behavior (e.g.,

academic performance, social interactions, and class participation), falling asleep

in class, requesting special consideration, not completing assignments, and

frequently needing clarification from the instructor [ CITATION Sim14 \l 1033 ].

Similarly, recent studies conducted at the University of the Witwatersrand

in South Africa (hereafter referred to as Wits University) reveal that the

undergraduate population reports high levels of psychological distress (Wits First

Year Experience Survey 2012; Wits Mental Wellbeing Survey 2013 Report). The

Wits Mental Health Survey of 2013 presents 2 findings that suggest that these

high levels of psychological distress may be linked to the level (year) of study,
financial difficulties, and the student’s relationship status. Specifically, they show

that students who are in their first year of study, those who are divorced,

separated or widowed, or/and those who experience financial inadequacies are

more prone to reporting higher levels of psychological distress [ CITATION Ras14 \l

1033 ].

Students encounter stress for a variety of reasons. Academics, family

problems, social situations, work, and financial concerns are just some of the

sources of stress. While most students cope successfully with the demands of

college life, for some the pressures become overwhelming and unmanageable.

The inability to cope effectively with emotional stress poses a serious threat to a

student's overall functioning. The expression of interest and concern by a

faculty or staff member may be a critical factor in helping a struggling student

reestablish the emotional equilibrium necessary for success in a university

environment. Your willingness to respond to students in distress will

undoubtedly be influenced by your personal style and your particular beliefs

about the limits of responsibility for helping students mature, both emotionally

and intellectually. Some students may be more open to assistance than others.

In addition, factors such as class size or the nature of your relationship with the

student may also have a substantial effect on the type of interactions you have.

It's important to be realistic about what you can offer when making a decision

about how you can help a student [ CITATION Mil18 \l 1033 ].

Enabling programs help students to transition to university, but students

enrolled in enabling programs may be particularly vulnerable to experience

psychological distress. Students enrolled in enabling programs are typically

highly diverse and from multiple equity groups. For example, students are

typically from diverse socioeconomic backgrounds, may have financial

constraints, may be juggling multiple responsibilities as single parents or careers

of elderly parents, may lack family support, and may have physical health issues

and mental health difficulties[ CITATION Tay18 \l 1033 ].

Early research on the overall success of college students was merely

focused on academic abilities. It did not consider other factors such as mental

health issues that could affect the progress of a student. This is not the case of

present studies as researchers now understand that academic ability is just one

of the aspects of a successful transition into college. The result of a successful

college transition requires the student to have a solid foundation upon which they

can construct success. In view of the aforementioned ideas, the purpose of this

study was to assess the relationship of psychological distress and academic

adjustment among college students in a public university[ CITATION Gua16 \l

1033 ].

Academic Distress Counselling is a collaborative process to help identify

areas of difficulty and develop strategies to improve academic performance.

Some of those difficulties might include balancing workload, negotiating group

work, understanding academic expectations, meeting deadlines, or successfully

completing tasks [ CITATION Gra12 \l 1033 ].

Distress of studying and challenge of admission to the college among high

school students add greatly to the usual stressors among adolescents and might
lead to a higher probability of developing psychological distress. In addition,

Transition of teens graduating from high school to college is a time of excitement

and adventure for many young people and filled with uncertainty. This particular

situation might bring up things to think about regarding general well-being and

many health concerns include negative mental and emotional symptoms

[ CITATION Dia18 \l 1033 ].

Distress is a perception of emotional or physical tension. There are

number of incidents in a person’s life that leads to negative emotions like anger,

frustration and nervousness that further develops stress in an individual. Distress

is the body’s reaction to challenge or demand. It can be positive at times;

however prolonged stress can lead to severe health conditions. Distress levels

can differ on the basis of how one reciprocates to a certain situation. Some

people just do not care and do not get anxious; they perceive stress as trivial

knock and move on in life on daily basis. Others actually worry themselves more

than required and affect their health. Distress is considered as negative,

behavioral, physiological process that takes place when the person tries to adapt

or compromise with stressors [ CITATION Ber08 \l 1033 ]

According to [ CITATION Red183 \l 1033 ] in their study concludes that stream

wise difference in distress does exist in students. It is important to deal with

distress at personal, social and institutional level. Remedies such as feedback,

yoga, life skills training, mindfulness, meditation and psychotherapy have been

found useful to deal with stress. To identify the main reason of stress is the key

to deal with it. Professionals can develop tailor made strategies to deal with
stress. The integrated well- being of the students is important not only for the

individual but for the institute as well.

Based on the literature studies, it can be concluded that students with

depression, anxiety and distress can have relationship problems, Substance

abuse, guilt, tiredness, time management problems, consecutive break up and

patch up which severely affect their academic output. The existing literature

provides evidence of wide range of studies which shows how depression, anxiety

and stress affect academic output. But there are very limited studies where

depression, anxiety and distress are clustered and a new scale is formed to

determine the undergraduate engineering student’s GPA [ CITATION RBh16 \l 1033 ].

Local Studies

According to Torres (2010) A college distress survey was administered

next, showing that financial, academic, and social stresses were the top three

stressors affecting Latino college students. Social integration and determination

surveys followed, in addition to questionnaires on family support and lastly

physical and psychological health. The connections made with other students

and faculty members showed to have the greatest affect on academic

performance. One interesting result was that college students enrolled in a two

year degree program experienced less stress and adverse health problems than

students attending a four year university. Students who studied more had higher

levels of academic self-efficacy than those who did not study as much, and those

who were married, had a significant other, or a close relationship with their family
all resulted in having more determination to succeed. Performance self-efficacy

was stronger in students who had good relationships with the faculty members of

their school and even showed higher intentions to graduate. As researchers

expected, lower levels of stress in the students was associated with better

general health. Overall, this study showed that self-efficacy is a key factor in

determining academic outcomes.

Emotional distress is common among persons experiencing chronic pain

proposes a three-stage model to account for the relationship between chronic

pain and distress. In Stage 1, the individual experiences emotional distress as a

consequence of experiencing pain when it is acute, as pain is most commonly

associated with physical harm. In Stage 2 when the pain does not remit and

becomes chronic, psychological reactions may include learned helplessness,

depression, emotional distress, anger, and somatization. While the model does

not suppose a personality type that predisposes an individual to experiencing

pain, it presumes that the nature and extent of these problems depend on the

preexisting psychological characteristics and social context of the person (Kagee,

2020).

College years bring fond memories to many, yet thinking back carefully,

we may also remember those days as having been quite stressful. Financial

worries, leaving home and being on our own for the first time, and trying to do

well academically contribute to stressful transitions to college life. UCSC students

also experience these struggles. Students are involved, to varying degrees, with

their development as independent adults. Most are in the process of developing

careers, relationships, life goals and their own individual identities. Situational

and developmental problems frequently interfere with academic performance. In

the college community, about 10 percent of the students may be distressed by

depression, acute anxiety, drug or alcohol abuse, or more serious conditions. We

have developed a campus resource list that addresses many of these

issues[ CITATION Lop18 \l 1033 ].

Foreign Studies

Distresses can cause a college student to become withdrawn from peers

but becoming distant from family and friends can be a reality with students

attempting to cope with stress while in college. Students may feel that friends

would not be supportive or understanding of the stress endured. Students may

see friends from home posting photos on social media sites that only show

positivity, when reality for stressed college students may be anything but positive.

Even though the student has moved out to attend college life at home continues

to go on, and when family members back at home are feeling the pressures of

stress, the student that is away for college often feels caught in between wanting

to help family at home but also not being able to leave school to help [ CITATION

And18 \l 1033 ].

College students dealing with distress may find that changes in attitude

and/or behavior begin to develop. Distress can bring about change in attitude for

any individual, and college students are not exempt from these changes.

Students who were polite and respectful may find that stress can lead to abrupt
and bitter thoughts and expressions. Stress can bring about a negative outlook

on life, and academics are not exempt. Coping with stress can involve both

psychological and behavioral changes, which in turn may increase risk of chronic

illness. When stress leads to a change in attitude, students may not realize how

their attitude has changed from self-examination, and those around the stressed

student may feel that the change in attitude is unexplainable and find these

students to be repulsive and withdraw from further social interaction with them.

Once social rejection begins, the change in attitude may become even more

severe due to a jaded outlook on social life and lead to further stress [ CITATION

Tay99 \l 1033 ].

While students may feel weak that their distress influences certain aspects

of their life and that all college students are equally stressed the need to cope is

still present. Coping with distress involves behavioral and cognitive efforts utilized

to maintain the internal and external determinants of distress. College students

must look for methods to assist with distress relief, and self-help methods are

often preferred. Students must seek help with distress because suppressing it

will not cause it to pass on its own. College Students may have unhealthy

behaviors for dealing with distress, but students have healthy habits that may be

adopted to overcome distress, with the goal of stress elimination as a top priority

(Folkman et al., 1986).

According to Wheeler (2007) distress is physics word which refers to the

amount of force used on an object and it relates in real life as to how certain

issues that carry force applied to human life. Examples financial difficulties,
health challenge issues, conflicts with friends, all carry force or pressure on

person's body -mind and spirit. Some of the pressure or force originate from the

environment but most often comes from within a person's head in the form of

worry, anxiousness, regret, discouragement and low confidence.

The school background affects the academic performance of a child. They

also argue that the student’s success in College or University depends on

achievements of high schools. The social behavior is affected by the environment

and the institutions transform their knowledge through text, teacher student

learning process which can be reflected by the student’s academic performance

(output), and the academic achievement is a mirror or reflection of teaching

methodology and students’ learning out comes [ CITATION Por96 \l 1033 ].

Teachers vary in the extent to which they allow, or even encourage,

students to interact with one-another during academic activities. This interaction

may encompass students sharing ideas and approaches during whole-class

lessons, working together in small-group activities, or informal help-seeking and

help-giving during individual seatwork. Whatever the form, however, interaction

among students is a critical component of student-centered instructional

approaches. When students are encouraged to interact and exchange ideas with

each other during academic tasks they have opportunities to ask or answer

questions, make suggestions, give explanations, justify their reasoning, and

participate in discussions. These interactions are related to student learning and

achievement [ CITATION Coh94 \l 1033 ].

 In their study concludes that stream wise difference distress does exist in

students. It is important to deal with distress at personal, social and institutional

level. Remedies such as feedback, yoga, life skills training, mindfulness,

meditation and psychotherapy have been found useful to deal with stress. To

identify the main reason of distress is the key to deal with it. Professionals can

develop tailor made strategies to deal with distress. The integrated well being of

the students is important not only for the individual but for the institute as well

[ CITATION Red18 \l 1033 ].

Various aspects of life can affect a college students distress levels,

anything from sleeping habits to heavier work-load. The present study aimed to

examine the effects of academic and extracurricular workload, and student stress

levels on physical and mental health. Academic workload is considered one of

the main stressors for college students, as it has been shown to account for

increased stress levels in college students [ CITATION Mur05 \l 1033 ].

Attending college is the positive experience for many, yet many students

also experience college as chronically stressful due to academic requirements

i.e., tests, papers, presentations. Some factors that may contribute to this stress

include: the pressure on children to mature emotionally and psychologically at

increasing earlier ages, a decrease in the number of caring parents and

subsequent reduction in parent’s love and support [ CITATION Mur96 \l 1033 ].

The increasing awareness of the existence of stress and its adverse

effects on Nigerian citizens has aroused the interest of professional bodies and
educationists. Stress has been identified as a problem in many work places

which leads to absenteeism, low morale and poor academic performance among

students. Stress is a state of tension that occurs when there are demands and

pressures that task an individual’s ability to adjust. Although higher education is

often regarded as a period of fun and few responsibilities, the reality is that

learning in higher institutions in Nigeria can be very stressful. Among students,

stress results from the challenge of adjusting to transactions in change. For

instance, resumption and vacation from school and returning to school or staying

home after breaks may cause stress as students adapt to changes in routine.

The fact remains that tertiary education students need to adjust to the demands

of living more independent without the assistance of parents or families in

managing their time [ CITATION Hay02 \l 1033 ].

Excessive stress could lead to psychological problems such as depression

and anxiety. When stress is perceived negatively or becomes excessive,

students experience physical and psychological impairment. Stress can come in

different ways in an individual’s daily life. Stress is also viewed as the body’s

reaction, both neurologically and physiologically, to adapt to a new

condition[ CITATION Fra94 \l 1033 ].

Student life can be stressful and for some students it may cause mental

distress. Besides being a major public health challenge, mental distress can

influence academic achievement. The main objectives of the current study were

to examine associations of mental distress with academic self-efficacy and study

progress. A secondary aim was to examine mental health help seeking for
students with mental distress. Data was derived from the Norwegian Students’

health and welfare survey 2014 (SHOT 2014) which is the first major survey

comprising questions of both mental health, academic self-efficacy and

psychosocial factors amongst students [ CITATION Men19 \l 1033 ]

. The pressure felt by many to succeed academically while maintaining a

certain quality of life is another source of distress for a population with an already

continuous level of mounting pressures. The aim of the current study is to

investigate levels of job satisfaction, assess academic performance, and

evaluate distress levels in order to understand their effects on college students

and their work environments, in order to gain insight into its relation to

performance and achievement in a university setting. Information regarding

demographics and academic performance [ CITATION Do10 \l 1033 ].

Much research has shown that college students are among the

populations with the highest distress levels. Some of the stressors that students

may encounter stem from current employment situations, social relationships,

financial burdens, and most notably academic pressures. Research has indicated

that distress related to academic performance remains the most dominant in 43

college life. Regardless of economic situation or employment status, distress is

an inevitable part of the college experience. Because increased distress can lead

to the development of more severe psychological complications, it is

recommended that college students learn to cope with high stress levels [ CITATION

Der09 \l 1033 ].
 METHODOLOGY

This chapter presents the types of research that covers the description of

research design, research instrument, locale of the study, respondents of the

study, sampling used, data gathering procedure and treatment utilized in treating

data.

Research Design

The study assessed the Distresses encountered by criminology students

and its effect to their learning behavior from 2020-2021. Descriptive correlation a

statistical measure of a relationship between two or more variables gives an

indication of how one variable may predict another. The descriptive techniques

discussed above permit a statement, in the form of correlations, about that

relationship was employed in the conduct of the research with respondents

coming from the Criminology students of Ramon Magsaysay Memorial Colleges

Marbel- Inc.

Locale of the Study

This study conducted at Ramon Magsaysay Memorial Colleges Marble–

Inc. was located in Brgy.Zone II Arellano Street of Koronadal City, The Ramon

Magsaysay Memorial Colleges Marbel-Inc is populated by over 3,000+ students

including staffs, and faculty members, the school was owned by Kristoffer Franz

Mari R. Millado. The researchers choose this place because this is their school in

then to conduct research study in this school.

Research Instrument

The researchers used self-made questionnaires to be used in this study. It

is consists of questions to describe the distresses encountered by criminology

students and its effects to their learning behavior. The questionnaires validated

four (4) expert validators.

Respondents and Sampling Used

The respondents of this study were eighty-seven (87) individuals coming

from the criminology students of Ramon Magsaysay Memorial Colleges Marbel-

Inc. at Brgy. Zone II Arellano Street of Koronadal City. Systematic random

sampling was used.

Data Gathering Procedure

The first step the researcher submitted a letter to their thesis adviser

requesting a permission to conduct the study, after signed by their adviser. The

researchers submitted a letter of request to conduct the study to the program

head of the Criminal Justice Education. Then, researchers submitted the letter to

the to the Vice President for Academic Affairs Mr. Albert P. Balongoy Ph,D upon

the approval. Researcher conduct the study to the respondents to gather some

information. Distribution of Questionnaires upon the approval to the letter

request, the researcher gave the survey questionnaire to the respondent through

via link. The researcher collects all the questionnaire after the respondent

accomplish and the questionnaire are collected it through via internet. Tallies and

Collaboration of Data At this stage, the researchers tallied and combined the

summarized data gathered.

Statistical Treatment of Study

The researchers used the following statistical tools in the analysis and

interpretation of the data collected.

Frequency and simple percentage were used to determine the

demographic profile of the respondents.

Weighted arithmetic mean was used to determine the distresses

encountered by criminology students.

T-test was used to determine there is a significant relationship between

distresses encountered by criminology students and its effect to their learning

behavior.
 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This section presents the result of the study and is represented based on

their sequence in the research problems.

Table 1.1 Age of the Respondents

Age Frequency Percentage

18-20 43 49.43
21-23 36 41.38
24-26 8 9.20
27-29
Total 87 100

Table 1.1 shows the Age, Sex and Year level of the respondents. It

reveals that among the 87 respondents, forty-three or 49.43 percent of them

whose age range from 18-20 years old, thirty-six or 41.38 percent are in 21-23

age bracket and eight or 9.20 percent belong to the age bracket of 24-26 years

old.

Table 1.2 Sex of the Respondents

Sex Frequency Percentage

Male 60 68.97
Female 27 31.03
Total 87 100

The table 1.2 shows that there are sixty or 68.97 percent are males and

twenty-seven or 31.03 percent are females.

Table 1.3 Year Level of the Respondents

 Year Level Frequency Percentage
st
1 year 38 43.68
2nd year 26 29.89
3rd year 15 17.24
4th year 8 9.20
Total 87 100

Table 1.3 shows that among the respondents, 38 or 43.68 are 1 st year, 26

or 29.89 percent are 2 nd year, 15 or 17.24 percent are 3 rd year and 8 or 9.20

percent are 4th year.

Table 2.1 Distresses of the Students in terms of Mental Distress

Mental Distress Mean Description

1. I feel distressed during examination. 3.22 Sometimes
2. I am feeling distressed because of many 3.58 Sometimes
activities that I need to finish.
3. I am feeling distressed because of 3.64 Sometimes
combining paid work and my studies.
4. I am feeling distressed because of not 3.65 Sometimes
enough money for my school expenses.
5. I feel distressed to understand the 3. 67 Sometimes
discussion because of poor connection
6. I am feeling distressed because of 3. 45 Sometimes
unrealistic expectations to my studies
7. I have too much struggle in online class 3.58 Sometimes

8. I feel distressed because of annoying 2.74 Rarely

sounds during my class.
9. I am distressed because I don’t know 2.77 Rarely
how to use the application in online class
10. I feel distressed because I considered 2.63 Rarely
seriously hurting another person.
Weighted Mean 3.29 Sometimes

Legend:
Score Description Scale
5 Always 5.00- 6.00
4 Often 4.00- 4.99
3 Sometimes 3.00- 3.99
2 Rarely 2.00- 2.99
1 Never 1.00- 1.99
Table 2.1 present the psychological distress of the students in terms of

mental distress. It shows that among ten indicators, the highest mean is 3.67 on I

feel distressed to understand the discussion because of poor connection and

interpreted as sometimes. The lowest mean among indicators says that I feel

distressed because I considered seriously hurting another person with 2.63 and

interpreted as rarely. The psychological of the students in terms of mental

distress got a total mean of 3. 29, this implies that the psychological distress of

the students in terms of mental distress are sometimes. Mental distress is an

important public health problem worldwide with more and more affecting the

younger population. Although mental health problems affect society as a whole

but university students found to have high prevalence of psychological disorders

as compare to the general population. This is due to the fact that university

students have to face multiple stressors such as academic demands, workload,

and pressure to succeed, teacher and parent’s pressure, financial burden and

worry about future [ CITATION Kum14 \l 1033 ].

Table 2.2 Distress of the students in terms of Emotional Distress

 Emotional Distress Mean Description

1. I am distress because of having low 3.27 Sometimes

grades result.
2. I feel distress because of lack family 2.72 Rarely
support.
3. I feel distress because of new learning 3.37 Sometimes
program.
4. I am distress because of some negative 3.21 Sometimes
thought from other students about myself.
5. I feel distressed because I can’t able to 3.28 Sometimes
catch up getting behind my work.
6. I am distress because of unrealistic 3.31 Sometimes
expectations of my studies.
7. I am distress because I can’t 3.02 Sometimes
understand the lesson because the
teacher is too fast.
8. I am distress because of problems at 3.10 Sometimes
home.

9. I am distress because I can’t attend my 3. 18 Sometimes

discussion because not enough load.
10. I feel distress because I can’t provide 3.17 Sometimes
some projects in class during submission
because of lack of money.
Weighted Mean 3.16 Sometimes

Table 2.2 Distress of the students in terms of Emotional Distress.

Among the ten indicators, the highest mean is 3.37 on I feel distress because of

new learning program and interpreted as sometimes. The lowest mean is 2.72

on I feel distress because of lack family support and interpreted as rarely. The

psychological of the students in terms of emotional distress got a total mean of

3.16, this implies that the psychological distress of the students in terms of

emotional distress are sometimes. It is as a result of an inability to handle or

deal with a challenge or problem encountered in the performance of a specific

activity or studies. Distress result in both emotional and physical pain. An

example of emotional pain is sadness, resorting to drugs, violence, a low

concentration at studies, low participation in social activities. Most often than not

Distress are caused by external factors [ CITATION Geo17 \l 1033 ].

Table 2.3 Distress of the students in terms of Physical Distress

Physical Distress Mean Description

1. I feel distress because I am always 2.77 Rarely

fainting during exercise.
2. I feel distress because I can’t maintain 3.04 Sometimes
my physical health.
3. I experience trembling and shaking in the 2.72 Rarely
hands.

4. I feel distress because I always feel body 3.13 Sometimes

pain after exercise.

5. I feel headaches during activity program 3.05 Sometimes

because of lack of sleep.

6. I feel distress and purposely injured 2.55 Rarely

myself (eg. cutting, hitting, burning, and hair
pulling).

7. Loss of appetite because of excessive 2.83 Rarely

physical activities.

8. I experienced breathing difficulty (eg. 2.67 Rarely

Excessively rapid breathing).

9. I lose weight due to the distress I am 2.78 Rarely

facing
 10. I feel discomfort when making certain 2.88 Rarely
exercises.

Weighted Mean 2.84 Rarely

Table 2.3 Distresses of the students in terms of physical distress. It

evident that the total mean is 2.84 and implies that physical distress is rarely.

The highest mean among ten indicators is 3.13 on I feel distress because I

always feel body pain after exercise and interpreted as sometimes. The lowest

mean is 2.55 on I feel distress and purposely injured myself (e.g. cutting, hitting,

burning, and hair pulling) and interpreted as rarely. The many physical and

psychological demands of college students can burden coping capabilities,

creating an imbalance between needs and resources, and therefore heighten

vulnerabilities. Distressed students are experiencing emotional and/or

psychological problems that are interfering with their ability to learn. Some of the

symptoms described below may fall within the range of typical experiences for

some young adults, but multiple symptoms or patterns of behavior consistently

present over time more likely indicate that a student’s distress may require

professional intervention[ CITATION Jac14 \l 1033 ]

Table 3 Learning Behavior of the Respondents

Learning Behavior Mean Description

1. I always attend in my teacher discussion. 4.14 Often
2. I finish my module on time. 3.85 Sometimes
3. I listen carefully during discussion. 4 Often
4. I always review to help me understand 3.79 Sometimes
the discussions.
5. I have a stable connection to answer my 3.21 Sometimes
module.
6. I always make sure that I have my time 2.71 Rarely
and schedule for doing my task and
activities.
7. I understand the discussion during class 3.49 Sometimes
hours.
8. I work hard to do my online task. 3.85 Sometimes
9. I make an effort to keep concentrating 3.94 Sometimes
during class.
10. I contributed constructively during class 3.50 Sometimes
activities.
11. I interact with my teacher to make me 3.54 Sometimes
understand the topic better.
12. I always ask questions during class 3.37 Sometimes
discussions.
13. I learn more when I study with a group. 3. 50 Sometimes
14. I always follow the class instructions of 4.35 Often
my teacher.
15. I always learn best when I work with 3.60 Sometimes
others
16. I spend much time to my online 3.27 Sometimes
activities.
17. I set goals to help me manage my 3.86 Sometimes
studying time for this online course.
18. I summarizing the topic at the end of the 3.70 Sometimes
class is useful.
19. I always study before the examination. 3.78 Sometimes
20. I always avoid cheating during 2.39 Rarely
examinations.
21. I always maintain my good grades. 3.87 Sometimes
22. I prefer to working on a project with 3.54 Sometimes
classmates.
23. I’ve been shared my problems in school 1.80 Never
to my friends.
 24. I spend a lot of time making my report 3.59 Sometimes
presentation that would be represent to the
class.
25. I am studying my online module to 3.68 Sometimes
understand what’s the topic is all about.
Weighted Mean 3. 53 Sometimes

Table 3 represents the learning behavior b of the students. Among the

twenty-five indicators, the highest mean is 4. 35 on I always follow the class

instructions of my teacher and interpreted as often. The lowest mean is 1.80 on

I’ve been shared my problems in school to my friends and interpreted as never. It

is evident that the total mean is 3.53 and it implies that all respondents are

sometimes on learning behavior. When students are encouraged to interact and

exchange ideas with each other during academic tasks they have opportunities

to ask or answer questions, make suggestions, give explanations, justify their

reasoning, and participate in discussions. These interactions are related to

student learning and achievement [ CITATION Coh94 \l 1033 ].

Table 4. The Relationship Between Distresses Encountered by

Criminology Students (x) and its effect to their Learning Behavior (y)

Variables Computed Level of Tabulated Decision Remarks

t Significance p- Value
Value
Distress -4.29057 0.05 0.000038 Reject Significant
Encountered by Ho
Criminology
Students (x)
And its effect to
their Learning
Behavior (y)

The researchers applied the T-test to estimate and test the significance

between the Distresses encountered by criminology students and its effect their

learning behavior. The students have a -4.29057 the computed t-value. The level

of significance is 0.05, was used to determine the tabulated p-value of 0.000038.

There is significant relationship between of the variables. Given that the

tabulated p value is higher than the computed value that implies there is

significant relationship between. The Distresses encountered by the criminology

students and its effect to their learning behavior. Therefore, the null hypothesis is

rejected.

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

 This last chapter discussed briefly the objectives of the study, research

problem and hypothesis; presents summarized design and finding, draws

conclusion based on the findings and results and proposes some

recommendations.

Summary

This study evaluated the distresses encountered by the criminology

students and its effect to their learning behavior. Specifically, this study aimed to

answer the following questions: What is the demographic profile of the

respondents in terms of: age, sex, and year level? What are the distresses

encountered by criminology students in terms of: Mental distress, Emotional

distress and Physical distress? What is the level of their learning behavior? Is

there significant relationship between the distresses encountered by the

criminology students and its effect to their learning behavior.

The respondents of the study were the criminology students, thirty-eight

(38) first year students, twenty-six (26), second year students, fifteen (15) third

year students, and eight (8) fourth year students, a total of eighty-seven (87)

criminology students. The study utilized the descriptive-correlational design.

Two sets of questionnaires were prepared it was distributed through group

chats by sending via link. The first part was the Challenges of Online Learning

and the second part of the questionnaire was the Students’ Learning Interest.

Findings
Base on the result of the study, the following were drawn.

1. The demographic profile of the respondent in terms of age, the highest

percentage was 49.43% are belong to 18-20 years old. In the other hand,

in sex, males got the highest percentage of 68.97%. However, in year

level 1st year students got the highest percentage of 43.68

2. The psychological distress encountered by the criminology students in

terms of Mental distress has a total mean of 3.29 or interpreted as

sometimes, Emotional distress has a total mean of 3.16 or interpreted as

sometimes, Physical distress has a total mean of 2.84 or interpreted as

rarely.

3. The learning behavior of the students has a total mean of 3.53 or

interpreted as sometimes.

4. The relationship between the Psychological Distress Encountered by the

Criminology Students and its effect to their learning behavior p- value

(0.000038) which indicates that the indicators where less than the level of

significance of 0.05 and therefore the null hypothesis is rejected.

Conclusions

Based on finding of the study, the following conclusions have been made:
The demographic profile of the respondents in terms of Age has the highest

percentage in 18-20 years old, in Sex, Male got the highest percentage and Year

level 1st year students got the highest percentage.

1.The distresses encountered by the criminology students in terms of Mental

distress, Emotional distress was described as sometimes, and Physical distress

was described as rarely.

2. The Learning Behavior of the students was described as sometimes.

3. There is a significant relationship between Psychological Distress Encountered

by the Criminology Students and its effect to their Learning Behavior.

Recommendations

In the midst of the foregoing findings and conclusion, the researcher

strongly proposes the following recommendations:

1. The instructors/ instructress are encouraged to be more observant in the

student’s learning behavior, so that they can give guidance to avoid mis

perhaps.

2. The parents are encouraged to be more active in dwelling with their off

springs, so that they can see if their child is facing problems.

3. The students are encouraged to be strong minded in facing such

hindrances in their lives, they should be more sociable, to avoid distress

4. The students are encouraged to give time in their physical wellness for

physical interactions can lessen the probability of experiencing physical

distress.

5. The students are encouraged to give time in their sleeping habits to

prevent having health problems.

6. The students are encouraged to have time management, in order for them

to finish their modules and activities in the given allotted time.

7. The parents are encouraged to be more observable to their children as

they take their online classes, so that possible signs of emotional distress

can be prevented in its earlier stage.

8. The parents are encouraged to give support and understanding towards

their children as they take the online class, for support and understanding

will be valuable in the part of the students given to them.

9. The parents are encouraged to be observant on how their children take

financial problems for it may cause emotional distress.

10. The parents are encouraged to be observant as financial constrains are

causing the students’ emotional distress, that may later on affect their

learning behavior.

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https://files.eric.ed.gov/fulltext/EJ1299489.pdf

Wheeler. (2007). Causes of Students’ Stress, its Effects on their Academic

Success, and Stress Management by Students: Case Study at Seinäjoki
University of Applied Sciences, Finland. Retrieved from
https://www.theseus.fi/bitstream/handle/10024/124792/Thesis
%20Document.pdf?sequence=1&isAllowed=y
Appendix B
Letter to Validators
Appendix C.
Summary of Rating for Expert Validators
 Appendix D

Validation Rating Sheet

 NAME OF EXPERT VALIDATORS AVE- Rating Description

AIZA P. SUMALAPAO, RCrim, MSCJ 4.57 Very High

FERNANDO P. LAGRADILLA, MIM 4 High

CONSES DIANNE P. FAJARTIN 4 High

Average Weighted Mean 4.19 High

Legend:

Score Description Scale

5 Very high 4.50- 5.00

4 High 3.50- 4-49

3 Moderate 2.50- 3-49

2 Low 1.50- 2-49

1 Very Low 1.00- 1-49

Appendix E

Letter of Permission to Conduct Study

CURRICULUM VITAE

PRIMA LYN C. LOABLE

BARANGAY CONCEPCION,
KORONADAL CITY, SOUTH COTABATO
09631017633

PERSONAL

Nickname : Prim

Age : 22

Birthday : March 13, 1999

Sex : Female

Civil Status : Single

Height : 5’4

Weight : 45

Citizenship : Filipino

Father : Arthur P. Loable

Mother : Ma. Theresa C. Loable

EDUCATION:

Tertiary: Ramon Magsaysay Memorial Colleges Marbel- Inc.

Prk. Waling- waling, Arellano street, Brgy. Zone II Koronadal City

Bachelor of Science in Criminology

Secondary: Concepcion National High School

Prk. Aguinaldo, Brgy. Concepcion, Koronadal City

S.Y. 2017-2018
Elementary: Marbel 6 Elementary School

Prk. Aguinaldo, Brgy. Concepcion

S.Y. 2011-2012

SEMINAR, TRAININGS

2018 National Service Training Program- Army Reserve Officers

Training Course (NSTP- RPTC)

City hall Of Koronadal City

Defense Tactics 1- Fundamental of Martial Arts (DEFTAC 1)

Ramon Magsaysay Memorial Colleges Marbel- Inc.

Koronadal City

Defense Tactics 2- Disarming Techniques (DEFTAC 2)

Ramon Magsaysay Memorial Colleges Marbel- Inc.

Koronadal City

2019 Defense Tactics 3- First Aid and Water Survival (DEFTAC 3)

Woodland Resort

Koronadal City

Defense Tactics 4- Marksmanship and Combat Shooting

(DEFTAC 4)

Ramon Magsaysay Memorial Colleges Marbel- Inc.

Koronadal City

Mental Health Awareness Seminar

Ramon Magsaysay Memorial Colleges Marbel- Inc.

Koronadal City
CURRICULUM VITAE

RAFAEL L. PATRICIO
BARANGAY ZONE III
KORONADAL CITY, SOUTH COTABATO
09631017633
 PERSONAL

Nickname : Rap2x

Age : 21

Birthday : July 19, 1999

Sex : Male

Civil Status : Single

Height : 5’5

Weight : 75

Citizenship : Filipino

Father : Yolanda L. Patricio

Mother : Romeo S. Patricio

EDUCATION:

Tertiary: Ramon Magsaysay Memorial Colleges Marbel- Inc.

Prk. Waling- waling, Arellano street, Brgy. Zone II Koronadal City

Bachelor of Science in Criminology

Secondary: Concepcion National High School

Prk. Aguinaldo, Brgy. Concepcion, Koronadal City

S.Y. 2017-2018

Elementary: Crossing Diaz Elementary School

 Prk. Diaz, Brgy. San Isidro, Koronadal City

S.Y. 2011-2012

SEMINAR, TRAININGS

2018 National Service Training Program- Army Reserve Officers

Training Course (NSTP- RPTC)

City hall Of Koronadal City

Defense Tactics 1- Fundamental of Martial Arts (DEFTAC 1)

Ramon Magsaysay Memorial Colleges Marbel- Inc.

Koronadal City

Defense Tactics 2- Disarming Techniques (DEFTAC 2)

Ramon Magsaysay Memorial Colleges Marbel- Inc.

Koronadal City

2019 Defense Tactics 3- First Aid and Water Survival (DEFTAC 3)

Woodland Resort

Koronadal City

Defense Tactics 4- Marksmanship and Combat Shooting

(DEFTAC 4)

Ramon Magsaysay Memorial Colleges Marbel- Inc.

Koronadal City

Mental Health Awareness Seminar

Ramon Magsaysay Memorial Colleges Marbel- Inc.

Koronadal City