Republic of the Philippines

EULOGIO “AMANG” RORIGUEZ

INSTITUTE OF SCINCE AND TECHNOLOGY

College of Business and Public Administration

Nagtahan St. Sampaloc, Manila

School during the pandemic: Impact of COVID 19 on mental health of

College student

In Partial Fulfillment of the Requirements for the subject of Purposive Communication

Submitted to:

Mr. Carlito C. Biares

Presented By:

Pabon, Maera G.

HDM III-C
CHAPTER PAGE

1. The Problems and its Background

Introduction ......................................................................................................... 1

Background of the Study..................................................................................... 2

Statement of the problem.................................................................................... 3

Conceptual Framework....................................................................................... 4

Theoretical Framework....................................................................................... 5

Hypothesis............................................................................................................. 6

Significance of the Study ..................................................................................... 6

Scope and Delimitations....................................................................................... 7

Definition of Terms............................................................................................... 8

2. Review of Related Literature

Related Studies........................................................................................................ 9

References .............................................................................................................. 10
 Chapter I

Introduction

COVID 19 Pandemic has a big impact to the world, as well as the student. Coronavirus

changed everything in many aspects; it makes changes to human behavior, relations, economy,

and lifestyles. According to the WHO It was first identified in the city of Wuhan, China the

World Health Organization declared the outbreak of a public health emergency of international

concern on 30th of January 2020 and became a pandemic on 11th of March 2020. Since COVID

19 transmitted rapidly between people through direct or indirect or close contact with infected

people via mouth and nose secretions the government of the Philippines impose a restriction in

their freedom through declaration of community quarantine, lockdown, and curfew. Due to the

outbreak of COVID 19, schools across the Philippines were force to send the students home to

protect them to the virus. When the case of COVID19 has increased in the Philippines the

learning environment of student was change to distance learning which caused students to face

an unfamiliar change that has an impact to the mental health of college students. Mental health

can affect college student’s motivation, concentration and social interactions. According to the

article of Active minds that conduct a surveyed to students 20% of college students say their

mental health has been worsened and 38% of college students said having trouble focusing in

studies because work was most stressful. Furthermore, According to the article, depression and

anxiety are common mental health problems experienced by university students. Being in higher

education is associated with many stressors and transitional events, and students fall within the

age range when common mental health problems are at their developmental peak. Depression

and anxiety can impair students' academic performance and social functioning, cause significant

burden at university, and potentially affect their future career opportunities. The researcher
decided to conduct this study to identify major stressors associated with the COVID 19 pandemic

and to understand their effects on college student’s mental health.

 Background of the study

According to the data from DepEd, 4 million students were not able to enroll for the last

school year. This figure will keep growing unless there’s an upgrade in the educational system,

or the government’s action to provide funds for students’ mobile learning.

Students, educators, and parents have faced numerous obstacles as a result of the

COVID-19 pandemic. Children who are already suffering with mental health issues have been

particularly sensitive to the changes, and we are now learning about the wide-ranging effects on

kids as a result of school closures, physical distancing guidelines and isolation, and other

unanticipated life changes. Online classes in the Philippines are courses delivered over the

internet and are a popular form of flexible learning. Because of the pandemic, mobile learning is

the only option to keep up with your studies. Students can choose to take classes online or in a

modular format.
 Statement of the problem

General problem

This study aimed to identify and understand the impact of COVID 19 on mental health of college

student. To obtain all the essential knowledge, data, and information, the researcher sought to

answer the crucial questions as follow:

Specific problem

1. What is the profile of students in terms of?

1.1 Name

1.2 Gender

1.3 Age

2. What are the unfamiliar changes that impact the mental health of the students?

3. How was distance learning during COVID 19 pandemic impacted the mental health of

student? 4. Do all students experiencing mental health issues because of pandemic?

5. What coping methods/tools/techniques have you used to mitigate your elevated stress/anxiety?

6. How does the student adjust to the new learning environment?

 Conceptual framework

Independent variables Dependent variables

COVID 19 pandemic Mental health of student

Distance learning

Figure 1

The above framework was a personal concept of the researcher which indicated the

connection of mental health of student to the COVID 19 pandemic and to the new learning

environment implemented which is the distance learning or online class. As stated above COVID

19 pandemic and distance learning is the cause on why students suffer on mental health issues

that also affect the behavior of the students. Students suffer a mental health issues such as

anxiety, stress and even depression because of the pressure, problem and the student also think

that distance learning is not effective to gain knowledge. Therefore, the researcher will provide

more and clear information in this study.

 Theoretical framework

The theoretical framework introduces and describes the theory that explains why the research

problem under study exists. Therefore the theoretical framework for a study should incorporate

all of the necessary knowledge components.

School during the pandemic: Impact of COVID 19 on mental health of College student

Existing and emerging e-learning technologies are having intense, immediate and disruptive

transformation in education systems (Archer Garrison & Anderson 1999) with the rise of e

learning technologies in all sectors of education, there has been one most frequently asked; Has

e-learning technologies can effectively respond to accelerating global competition (Daniel, 2000)

increase the quality of experiences (Garrison, 2002) remove situational barriers (Bates, 2005),

and be more cost effective (Twiggs, 2003).

As e-learning has become more pervasive, however, expressions of uncertainty, concern and

skepticism have also emerged. The growing list of concerns includes commercialization of

teaching; lack of face time between students and teachers; devaluation of oral discourse.

Concerns that complex and deep learning cannot be satisfactorily achieved without real time

classroom experience.

The COVID-19 pandemic has introduced the notion of the ‘new normal’ in daily life through

profoundly influencing the way we used to live, study and work. During these unprecedented

times, the rapid transition from traditional face-to-face learning to online learning has been

viewed as a paradigm shift in higher education. Drawing impetus from the self-determination

theoretical framework, the present study aims to examine the impact of the online learning
climate on student’s engagement. It also hypothesizes the mediating role of basic psychological

needs on the nexus between online learning and students’ engagement. 

In study done by Maretha Visser, Eloise Law-Van Wyk 2021, Mental health was most predicted

by students’ hopefulness. Social, academic, spiritual and physical wellbeing and positive coping

strategies influenced both emotional difficulties and mental health. The research serves to alert

university authorities to students’ emotional wellbeing, especially of first-year students and

students with limited resources. The results could assist university psychological services to

provide appropriate support services to enhance students’ adjustment and promote their mental

health amid a public health crisis. In study done by Dong Yang (2020), the findings confirmed

that the 2019-nCoV victimization experience was a negative predictor of mental health; positive

thinking and resilience were strong mediators between 2019-nCoV victimization experience and

mental health.
 Hypothesis

There is an Unfamiliar changes that impacts the mental health of the student.

Significance of the study

This research is made to provide information and knowledge on what mental health issues does

the student experiencing during pandemic and how student manage their mental health issues.

Student: this study benefits the students by reason that this will be the bridge to have an

improvement for the activities of student by giving a consideration on the due date for that

students will have more time to prepare in behalf it will not trigger the mental health issues of

student.

CHED: this study benefits the CHED for them to have knowledge on choosing what is best for

the student’s learning environment such as face to face learning or distance learning.

Future researcher: This study will serve as guide to further develop the research with the

connections to the variables used.

 Scope and Delimitation

The study will cover the negative effects of COVID 19 on the mental health of College Students.

The primary subjects of this research will be college student in any different schools around

Metro Manila. The respondent is limited to ten (10) College student in any year level located in

Metro Manila. Only the enrolled student in academic 2021-2022 will be made respondents in the

study.

The researcher chose the College student in any school to be part of this study to provide

different opinion and information to the effect of COVID 19 on the mental health of student.

This study shall be done through online survey questionnaires.

 Definition of terms

To gain a better understanding of the study, the following terms were conceptually and

operationally defined.

Pandemic- an outbreak of a disease that occurs over a wide geographic area (such as multiple

countries or continents) and typically affects a significant proportion of the population

Mental health - Mental health includes our emotional, psychological, and social well-being. It

affects how we think, feel, and act. It also helps determine how we handle stress, relate to others,

and make choices. Mental health is important at every stage of life, from childhood and

adolescence through adulthood.

World health organization (WHO) - The World Health Organization is the international body

responsible for public health. Known as the WHO, it is part of the United Nations and was

established in 1948. It is involved in many aspects of health policy and planning.

Distance learning - a method of studying in which lectures are broadcast or classes are

conducted by correspondence or over the internet, without the student's needing to attend a

school or college. Also called distance education.

Face to face learning - The traditional classroom or face-to-face instruction is when the

instructor and the students of a nonprofit educational institution are in a place devoted to

instruction and the teaching and learning take place at the same time.
 Chapter II

Review of related literature

Effectiveness of online Learning

Educators have traditionally expressed skepticism about the prospects of reproducing outcomes

equivalent to traditional face-to-face instruction by means of online distance learning, according

to Paul Van Portfliet and Michael Anderson. In a study comparing outcomes from online and

hybrid courses, Van Portfliet and Anderson note that it is believed that academic achievement

and retention are worse for students following distance learning programs than for those being

taught in traditional classroom settings. An explanation cited for this relative lack of efficacy

traces it back to a lack of contact between students, their teacher and their peers in the online

learning environment.

According to the study of Heather Kauffmann (2015) explored factors predictive of student

success and satisfaction with online learning. Kauffmann notes that several studies have found

that online learning programs lead to outcomes that are comparable to those of face-to-face

programs.

According to Michaek Barbour and Thomas Reeves the benefits associated with virtual

schooling are expanding educational access, providing high-quality learning opportunities,

improving student outcomes and skills, allowing for educational choice, and achieving

administrative efficiency. However, the research to support these conjectures is limited at best.

The challenges associated with virtual schooling include the conclusion that the only students

typically successful in online learning environments are those who have independent orientations

towards learning, highly motivated by intrinsic sources, and have strong time management,
literacy, and technology skills. These characteristics are typically associated with adult learners.

This stems from the fact that research into and practice of distance education has typically been

targeted to adult learners.

Mental health of students

The entrance to the university marks a period of transition for young people. Through this

transition, students face new challenges, such as making independent decisions about their lives

and studies, adjusting to the academic demands of an ill-structured learning environment, and

interacting with a diverse range of new people. In addition, many students must, often for the

first time, leave their homes and distance themselves from their support networks (Cleary et al.,

2011). These challenges can affect the mental health and well-being of higher education

students. Indeed, there is evidence that a strain on mental health is placed on students once they

start at the university, and although it decreases throughout their studies (Macaskill, 2013; Mey

and Yin, 2015), it does not return to pre-university levels (Cooke et al., 2006; Bewick et al.,

2010). Also, the probabilities of experiencing common psychological problems, such as

depression, anxiety, and stress, increase throughout adolescence and reach a peak in early

adulthood around age 25 (Kessler et al., 2007) which makes university students a particularly

vulnerable population.

The interest in mental health and well-being in university students has grown exponentially in

the last decades. This is likely due to three interrelated challenges. First, although university

students report levels of mental health similar to their non-university counterparts (Blanco et al.,

2008), recent studies suggest an increase and severity of mental problems and help-seeking

behaviors in university students around the world in the last decade (Wong et al., 2006; Hunt and
Eisenberg, 2010; Verger et al., 2010; Auerbach et al., 2018; Lipson et al., 2019). Some

researchers refer to these trends as an emerging “mental health crisis” in higher education

(Kadison and DiGeronimo, 2004; Evans et al., 2018). Second, psychological distress in early

adulthood is associated with adverse short-term outcomes, such as poor college attendance,

performance, engagement, and completion (e.g., King et al., 2006; Antaramian, 2015), and

others in the long term, such as dysfunctional relationship (Kerr and Capaldi, 2011), recurrent

mental health problems, university dropout, lower rates of employment, and reduced personal

income (Fergusson et al., 2007). Third, there is a widespread agreement that higher education

institutions offer unique opportunities to promote the mental health and well-being of young

adults as they provide a single integrated setting that encompasses academic, professional, and

social activities, along with health services and other support services (Eisenberg et al.,

2009; Hunt and Eisenberg, 2010). However, the majority of university students experiencing

mental health problems and low levels of well-being are not receiving treatment (Blanco et al.,

2008; Eisenberg et al., 2011; Lipson et al., 2019) and, while universities continue to expand,

there is a growing concern that the services available to provide support to students are not

developing at an equivalent rate (Davy et al., 2012).

 Review of Related Foreign Study

According to the study of Huckins JF, daSilva AW, Wang W, Hedlund E, Rogers C, Nepal

SK, Wu J, Obuchi M, Murphy EI, Meyer ML, Wagner DD, Holtzheimer PE, Campbell AT

Initial survey-based research on the psychological impact of the COVID-19 outbreak in China

suggested that the mental health impact was moderate to severe for the majority of respondents

in the general population, with increased anxiety, depression, and stress attributed to the outbreak

by participants [2]. In initial research investigating the impact of the COVID-19 outbreak on

college students in China, increased levels of anxiety and depression were observed as well as a

willingness to engage in social isolation [3,4]. A limitation of these studies is that they used

cross-sectional data; better understanding of the timeline of onset of anxious and depressive

symptoms is critical if we are to understand how mental health changes in response to different

stages of the pandemic (eg, initial reports, the first national infections, and shelter-in-place).

Furthermore, According to Pergamon 2021, As the COVID-19 pandemic spread through the

United States in March of 2020, many universities evacuated their campuses to mitigate viral

transmission (Sahu, 2020). College students were asked to leave campus with mere days of

notice, generating uncertainty among students who were simultaneously rushing to pack,

planning transportation, and worrying about academic deadlines (Hartocollis, 2020). Of the

colleges and universities tracked by US News and World Reports, 96% reported that they either

cancelled in-person classes or shifted to online-only instruction during the spring of 2020

(Marsicano, 2020). Approximately 26 million U.S. college students were impacted by

institutional changes implemented in response to the pandemic (Entagled Solutions, 2020).

Robust literature documents the stress of relocation (Heller, 1982; Kasl, 1972; Niebanck,

1966; Weaver et al., 2020). College students cite relocation as a stressful life event, and

relocation has been associated with depressive symptoms (Reyes-Rodríguez et al., 2013).

Populations mandated to relocate following a disaster have increased rates of depression and

anxiety as sudden relocation can threaten identity, sense of control, social support, and

relationships (Acierno et al., 2006; Carr and Lewin, 1997; Dirkzwager et al., 2006; Najarian et

al., 2001; Uscher-Pines, 2009; Yzermans et al., 2005). Sudden relocation following a potentially

traumatic experience can create psychological stress and limit access to resources needed for

effective coping and recovery (Uscher-Pines, 2009). Young adults who have recently relocated

may experience disruption in routine, spend less time on leisure activities, and feel less

enjoyment from socializing than those who have not relocated (Hendriks et al., 2016). One study

of physical activity and stressful life events among U.S. college students which began prior to

the pandemic found that 40% of college students were forced to relocate during the pandemic,

with campus closure a significant stressful life event for these students (Maher et al., 2020).

According to the JMIR Publications Inc., Toronto, Canada, Mental health issues are the leading

impediment to academic success. Mental illness can affect students’ motivation, concentration,

and social interactions—crucial factors for students to succeed in higher education.

The COVID-19 pandemic has brought into focus the mental health of various affected

populations. It is known that the prevalence of epidemics accentuates or creates new stressors

including fear and worry for oneself or loved ones, constraints on physical movement and social

activities due to quarantine, and sudden and radical lifestyle changes. A recent review of virus

outbreaks and pandemics documented stressors such as infection fears, frustration, boredom,

inadequate supplies, inadequate information, financial loss, and stigma. Much of the current
literature on psychological impacts of COVID-19 has emerged from the earliest hot spots in

China. Although several studies have assessed mental health issues during epidemics, most have

focused on health workers, patients, children, and the general population. For example, a recent

poll by The Kaiser Family Foundation showed that 47% of those sheltering in place reported

negative mental health effects resulting from worry or stress related to COVID-19. Nelson et al

have found elevated levels of anxiety and depressive symptoms among general population

samples in North America and Europe. However, with the exception of a few studies, notably

from China, there is sparse evidence of the psychological or mental health effects of the current

pandemic on college students, who are known to be a vulnerable population. Although the

findings from these studies thus far converge on the uptick of mental health issues among college

students, the contributing factors may not necessarily be generalizable to populations in other

countries. As highlighted in multiple recent correspondences, there is an urgent need to assess

effects of the current pandemic on the mental health and well-being of college students 
 Review of related local study

According to the study of Taylor and Francis, since the start of the COVID-19 pandemic, the

psychological and emotional impact is also evident. Its emergence and spread create a lot of

concern for people leading to increased levels of anxiety (Roy et al., 2020). COVID-19 crisis has

also made an impact on the context of Philippine Education. Classes were postponed due to

lockdown. The majority of colleges and universities also faced current challenges with virtual

learning (Talidong & Toquero, 2020). In particular, Higher Education Institutions (HEIs) are

prompted to establish management approaches regarding pandemics to encourage positive health

behavior among students (Akan et al., 2010). Considering the relevance of all the above

conditions, this study aimed to assess knowledge, attitudes, anxiety, and personal coping

strategies of college students during the COVID-19 pandemic in Southern Philippines.

The COVID-19 pandemic posed significant concerns among students, especially among

communities in the Southern Philippines. Based on the findings of this study, the students were

aware of the COVID-19 pandemic and possessed sufficient knowledge about this global concern

even though there were still gaps in various points. Students understood how the virus is spread,

its symptoms, and the precautionary measures needed to be done by both individuals and the

general community. They also professed the need to conduct mass testing and maintain enhanced

community quarantine in every local community. Considering WHO’s recommendation,

students abide by the idea toward the COVID-19 vaccine, although a considerable percentage of

some students showed distrust. In the context of education, students were reluctant toward the

implementation of online-blended learning approach due to technological and financial

constraints. During this COVID-19 pandemic, students were responsive and satisfied with the

government's initiatives to limit the spread of infection.

Though there was increased anxiety felt by students regarding getting the COVID-19 infection,

there is still enough evidence that students among two local colleges in Southern Philippines

practice measures to deal with anxiety during this threat of global health security. In the future,

HEIs should strengthen its plans on management strategies concerning outbreaks and pandemics,

which may affect local communities. HEIs should also develop an innovative and helpful

approach to promote and address the mental health issues of students during a pandemic. More

importantly, though the Philippines is still at the stage of embracing the paradigm shift in

pedagogical delivery, schools should start training students and teachers on the application of

online-blended learning approach and improve Information and Communication Technology

(ICT) resources and capacities of both teachers and students. The government subsidy and

educational support in the future should include capacitating Filipino learners in using online

tools considering health challenges like this or other community emergencies during any future.

December 2019 will be remembered by all as international news introduced the Covid-19 Virus

affecting not just China but was spreading all throughout the world (Ndhlovu, 2020). Succeeding

studies gave so much details needed for different governments to assume control of the “normal”

daily lives of every person regardless of age and gender, ethnicity or cultural background, third-

world citizen or residents of highly industrialized countries. The decision was for a major

international shutdown of social and economic activities to control potential victims and actual

carriers from freely moving about, further aggravating such volatile situation (Fong et al, 2020;

Viner et al, 2020). This preprint research paper has not been peer reviewed. Electronic copy

available at: https://ssrn.com/abstract=3786765 Preprint not peer reviewed By about April of

2020, effectively there were already 186 countries affected by the pandemic virus and had

instituted school closures (Li & Lailani, 2020; Chang et al, 2020) in all levels of their own
educational systems and for some countries to control international students’ movements

(Bairagi 2020) again in the hope safeguarding them all from this malady. According to UNESCO

in one of their reports, there were about 1.2 billion learners worldwide and about 28 million in

the Philippines alone instructed to go home and around the month of March 2020 as there were a

steady rise in the total number of cases, especially those that included death statistics (DOH,

2020). The multidimensional implications of the pandemic were not just but especially involving

educational, social, and economic aspect of every person either positive or negative to the

dreaded virus (Radwan & Radwan, 2020; Usak et al, 2020). Higher education took a different

thrust in the hope of continuing on academic development of the future (undergraduate and post

graduate level student) effectively discontinuing the more traditional face-to-face teaching-

learning approach and shifted to online educational system alternatives (Setiawan 2020;

Blankenberger & Williams, 2020). Naciri et al (2020) study mentioned of the mobile learning

alternative emphasized to be an unavoidable alternative that allowed learning anytime, anyplace

and anywhere. Curriculum must be changed. Strategies must be changes as well. Higher

Education Academy (2018) in their presented study towards this specific flexible learning

approach, virtual learning and online class activities will require the necessary digital literacies

and that ability to work independently and autonomously as while complying with the different

academic requirements demandable from them. As there were so many changes that occurred in

just a short span of time, certain issues were also identified to becoming sort of apprehensions

like a possible deterioration of education quality in general as presented by one specific study by

Usak et al (2020). There were also questions about the teacher’s competencies and readiness to

teach and manage online-driven curriculum and classroom management according to Tuquero

(2020). He also mentioned the necessity and the necessary changes in the teaching “tools” to
abide by this new approach of teaching-learning system thrust to them (both teachers and

students including the school administrators) without much question on readiness much so of

appropriate and relevant trainings. Dalky & Gharaibeh (2018) had also that point that because

mental health and wellbeing are directly connected to academic success, it could also be an issue

that needed to be answered as regards their current condition as the onslaught of the pandemic

continues.
 References

Amir, L. R. (2020, October 29). Student perspective of classroom and distance learning during
COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia - BMC
Medical Education. BioMed Central.

COVID-19 and teacher education: a literature review of online teaching and learning practices.
(n.d.). Taylor & Francis.

Distance learning during the COVID-19 pandemic: students’ communication and

collaboration and the role of social media. (2021). Taylor & Francis.

Effects of COVID-19 on College Students’ Mental Health in the United States: Interview
Survey Study. (2020, September 3). Journal of Medical Internet Research.

Hernández-Torrano, D. (2020). Mental Health and Well-Being of University Students: A

Bibliometric Mapping of the Literature. Frontiers.

. (2020, October 7). Online Distance Learning: A Literature Review. CIRL.

Pelikan, E. R. (2021, October 6). Distance learning in higher education during COVID-19: The
role of basic psychological needs and intrinsic motivation for persistence and procrastination–a
multi-country study. Elisabeth R. Pelikan.

The rise of online learning during the COVID-19 pandemic. (2022, January 27). World
Economic Forum.