GRP5 Finalresearch Toprint

LA VERDAD CHRISTIAN SCHOOL
The Impact of Online Learning on the Academic Stress of Grade 12 LVCS Students.
A Senior High School Research Project

Presented to the Faculty of
LA VERDAD CHRISTIAN SCHOOL, Inc.

Apalit, Pampanga
In Partial Fulfillment of the Requirements in

Inquiries, Investigation, and Immersion
Humanities and Social Sciences
Submitted by:
Duallo, John Albert A.
Galzote, Josh T.
Garcia, Mark Joshua M.
Nacar, Franchesca Joy D.
Pitao, Anne Mariel T.
Santos, Celine Dion A.
Submitted to:
Ms. Willen Anne C. Alba
May 2022
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ACKNOWLEDGEMENTS
First and foremost, we thank God for providing us with the intelligence, information, and
patience to carry out this study. This research would not be possible without His mercy and
assistance.
The researchers would like to express their innermost gratitude and appreciation through
the efforts and services rendered by the following people that made this work possible.
Ms. Willen Anne C. Alba, our teacher for Inquiries, Investigations, and Immersion. We
are grateful for her invaluable advice and encouragement during the development of this study.
We have your gratitude.
To our parents and friends who provide moral and emotional support as well as
encouragement while working on this study
To the respondents, despite your busy schedule, we appreciate your time.
All of your responses are really helpful, and we appreciate your participation in this study.
Lastly, to Bro. Eliseo F. Soriano, and Bro. Daniel S. Razon, thank you for giving us the
opportunity to study at this institution for free (La Verdad Christian School). We appreciate
the chance to undertake this research within the institute.
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DEDICATION
This thesis is wholeheartedly dedicated to our families, friends, and loved ones for their
unending moral, spiritual, emotional, and financial support.
To our beloved institution, La Verdad Christian College, for honing us to be excellent
and competitive students guided by biblical moral standards and principles.
And above all, we dedicate this study to our Almighty God for His guidance and for
giving us skills and strength throughout the research process. All of these, we offer to Him.
Group 5 Humanities and Social Sciences A
SY 2021-2022
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ABSTRACT
Title: The Impact of Online Learning on the Academic Stress of Grade 12
LVCS Students.
Researchers: John Albert Duallo. Josh Galzote. Mark Joshua Garcia. Franchesca
Joy Nacar. Anne Mariel Pitao. Celine Dion Santos.
Work: Research
Year: 2021-2022
Subject Teacher: Ms. Willen Anne C. Alba
Degree: Humanities and Social Sciences
Institution: La Verdad Christian School, Inc.
The researchers in Pampanga observed that academic stress is one of the main struggles in
online learning which needs to be addressed, including its effects on the mental health of a
student. There are a lot of factors that cause academic stress and for the researcher, some of
these are the unstable internet connection and the technical difficulties of gadgets. Regarding
these factors, the researcher's mental health was affected.
This study aims to assess the Impact of Online Learning on the Academic Stress under all
strands of Grade 12 LVCS Students for Academic Year 2021-2022. The researchers also aim
to determine if online learning has more or less impact on the academic stress of the students.
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The study shows that Grade 12 students usually utilize school work for more than 2 hours
beyond class hours which is the highest duration of doing school work beyond the time of
academic hours. The respondents become more stressed as they spend more time on
schoolwork. According to the Modified Stress Scale, the majority of respondents experience
moderate stress in all types of schoolwork under all circumstances. According to the TeLRA
Scale, the majority of students have a positive attitude toward online learning. Based on the
interpretation and analysis of the data acquired, Table 6 has an overall mean of 3.03, indicating
that the participants experience moderate stress, and Table 7 has an overall mean of 2.92,
indicating that they have a positive attitude towards online learning.
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TABLE OF CONTENTS
TITLE PAGE. ................................................................................................... 1
ACKNOWLEDGEMENT .................................................................................. 2
DEDICATION .................................................................................................... 3
ABSTRACT .................................................................................................... 4-5
TABLE OF CONTENTS. ................................................................................ 6-8
CHAPTER I THE PROBLEM AND ITS BACKGROUND
Introduction. ......................................................................... 9-12
Statement of the Problem. .................................................. 12-13
Scope and Delimitation. .......................................................... 13
Significance of the Study ............................................................ 14
Definition of Terms............................................................... 15-16
CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES
Theoretical Framework ..................................................... 17-20
Conceptual Framework ..................................................... 21-23
Review of Related Literature and Studies. ...........................23-30
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CHAPTER III RESEARCH METHODOLOGY
Research Design............................................................................31
Research Respondents. .................................................................32
Sampling Method. ............................................................................... 33
Research Instrument.................................................................... 34-35
Data Collection Procedure ......................................................... 35
Statistical Tools and Treatment............................................... 36-40
CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Figures and Tables. ...............................................................41-79
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CHAPTER V SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
Summary of findings....................................................... 80-81
Conclusion. ..................................................................... 81-82
Recommendation. ........................................................... 82-84
CHAPTER VI REFERENCES. .......................................................................... 85-90
APPENDIX
Appendix A Letter of Approval..................................................92
Appendix B Survey Questionnaire. .......................................... 93-95
Appendix C Curriculum Vitae. ............................................... 96-101
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CHAPTER I
PROBLEM AND ITS BACKGROUND
This chapter includes the introduction, statement of the problem, scope and
delimitation, significance of the study and definition of terms of the study.
Introduction
Due to the Coronavirus Disease 2019 (COVID-19) pandemic, the government around
the world has closed all the educational institutions to control the spread of disease, which is
creating a direct impact on students, educators and institutions (Chandra, 2020). Millions of
students were forced to finish the semester via remote learning, resulting in extraordinary
disruptions to higher education in the United States (Goldstein, 2020). Although COVID-19
poses a low risk to the health and mortality of college-aged students (Centers for Disease
Control and Prevention, 2020), the pandemic has likely resulted in stark uncertainty and
distress in this population. One particular area of concern for students in higher education is
academic stress relating to their ability to succeed in this new environment.
While enrollment in online courses has increased over the past several years, the
majority of students remain unfamiliar with remote learning. A recent report indicates that
prior to COVID-19, only 35% of United States college students had taken one or more courses
online (D’Amato, 2020). This lack of experience may be compounded by challenging home
conditions, including loss of access to academic resources (e.g., computers and internet
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connectivity) and distractions in the home learning environment. Indeed, the initial research
shows that at-home distractions (including disruptions from other family members and
additional responsibilities) are a significant challenge for college students learning from home
during COVID-19 (Son et al., 2020).
According to Toquero (2020), in the Philippines, due to the 4, 195 confirmed cases as
of April 10, 2020 based on the Department of Health (DOH, 2020) online tracker report, the
COVID-19 pandemic really causes a massive impact in higher educational institutions. The
country immediately opted for online learning. Some teachers recorded and uploaded their
lessons online for the students to access and some were even more innovative (Fox,
2007). After three days of the national memorandum for alternative delivery, the Commission
on Higher Education (CHED) suspended the online form of instruction since there was an
increase in the number of the students, including teachers who clamored against the online
mode of learning due to different factors. The truth is, numerous higher education institutions,
both private and state colleges and universities in the Philippines, are not prepared to
implement this online system.
One of the researchers in Pampanga observed that academic stress is one of the main
struggles in online learning which needs to be addressed, including its effects on the mental
health of a student. There are a lot of factors that cause academic stress and for the researcher,
some of these are the unstable internet connection and the technical difficulties of gadgets.
Regarding these factors, the researcher's mental health was affected (Pitao, 2021).
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The study will be conducted in an online setting at La Verdad Christian School (LVCS).
Thirty (30) students from three (3) different strands: HUMSS, STEM, and ABM, in Senior
High school will be the respondents of this study.
Background of the Study
Due to the multiple internal and external expectations placed on students, stress has
become a component of their academic lives. Understanding the sources of stress will aid
school psychologists and counselors in developing effective counseling modules and
intervention measures to help kids cope with stress (Reddy, Menon, & Thattil, 2018).
One of the related studies states that the students are looking for good space and time;
borrowing learning resources; seeking support from peers; approaching teachers; practicing
time management; doing learning tasks ahead of time; extending the time for learning tasks;
diverting attention; regulating the self; taking extra jobs; crying; and praying were discovered
to be among the students' coping strategies. This related study examines students' contextual
coping techniques as they attempt to succeed in remote learning in the midst of a worldwide
crisis. (Hodge-Windover, H. W. S. T., 2017). The study's major goals were to determine the
level of academic stress experienced by students and the various factors that contributed to it.
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Academic stress and its impact on mental health is a well-researched topic. Research
shows that academic stress leads to lower levels of well-being and increased likelihood of
developing anxiety or depression. Additionally, students who have academic stress tend to do
poorly in school. This shows how this stress can keep kids from doing as well as they could.
Stress is a normal part of life but there are a lot of changes. Whether it is with physical, mental,
and emotional responses. For physical, simple stress causes our body to feel headaches and
other body pains. For mental health, there are anxiety and sleep problems. For emotional
reasons, there are times that students feel down because of work overload.
Statement of the problem
The general problem of this study is to determine the impact of online learning on the
academic stress among the grade 12 students from different strands of La Verdad Christian
College.
The study will seek answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 Age
1.2 Sex
1.3 Grade & Strand
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2. What are the factors that can contribute to the stress of the students?
3. How much time do students utilize in studying beyond class hours?
4. Does online learning affect the students’ academic stress?
5. What are the coping mechanisms of the students with regards to academic stress?
Scope and Delimitation
The focus of this study is to determine the impact of online learning on the academic
stress of grade 12 students that will be answered by using a survey questionnaire.
The research instrument used in this study was an online survey questionnaire that was
only distributed once to the respondents who are well-suited in this study;
Only 162 students were chosen to be the respondents of this study. There are twenty-
eight (28) students from STEM A, (27) STEM B, (24) STEM C, (23) ABM A, (22) ABM B,
(19) HUMSS A, and (19) HUMSS B to get more accurate feedback. All of the participants are
only taken from those students who are currently enrolled at La Verdad Christian School, A.Y.
2021-2022.
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Significance of the Study
The generalization of this present study would be of great help to Grade 12 LVCS
students in knowing the impact of online learning on academic stress. In addition, it would
help students on how to cope up with regards to online academic stress. The results of this
investigation could be highly significant and beneficial to the following sectors:
Students. It is beneficial to students, particularly when they are struggling to transition to a
new learning environment. This study could aid individuals in evaluating their own academic
success.
Teacher. This research will benefit teachers to know and understand students who are
experiencing academic stress. It can also help them to guide and aid students on what they
should do when they experience this kind of stress.
Parents. This will help them in educating and guiding their children, especially when
experiencing academic stress during this online learning. This research study will serve as a
guide for parents to know and prepare for what needs to be done to help their children cope
with the stress they are experiencing in online class.
Future Researchers. This study will help the future researchers to verify their study by the
researchers existing study about online learning academic stress. The future researchers can
use this as a related literature of their research.
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Definition of Terms
Academic performance. Academic performance is the measurement of a student's
achievement across various academic subjects. Teachers and education officials typically
measure achievement using classroom performance, graduation rates and results from
standardized tests. (Ballotpedia, n.d.)
Academic Resources. Academic sources identify the qualifications and expertise of the writer.
A source written by a recognised expert in a field is more likely to be trustworthy (although
expertise should never be accepted blindly. (D.C.T.L 2019, August 21)
Academic Stress. The body's response to academic-related demands that exceed adaptive
capabilities of students. (Alsulami, 2018)
Coping Mechanism. Coping mechanisms are the strategies people often use in the face of
stress and/or trauma to help manage painful or difficult emotions. (Alsulami, 2018)
Stress Effects. Increased prevalence of psychological and physical problems like depression,
anxiety, nervousness and stress related disorders, which in turn can affect their academic
results. Anxiety as a disorder is seen in about 8% of adolescents and children worldwide.
(Thakkar, 2018)
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Learning burnout. Academic burnout can be defined as a negative emotional, physical and
mental reaction to prolonged study that results in exhaustion, frustration, lack of motivation
and reduced ability in school (H.2021)
Mental Health. It 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. (K.V. S. 2020, October 10)
Psychosocial Factor. Physical factors such as stress, hostility, depression, hopelessness, and
job control seem associated with physical health—particularly heart disease. Adverse risk
profiles in terms of psychosocial factors seem to cluster with general social disadvantage.
(Davey Smith, 2003)
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CHAPTER II
REVIEW OF THE RELATED LITERATURE AND STUDIES
This chapter includes the review of literature that is relevant to the present study. This
part of the study presents summation of reading from books, journals, published and
unpublished thesis made by researchers in connection with the problem in the study. This
reviewed literature either in whole or in part found similarities and differences with the present
literature.
Theoretical Framework
Appraisal Theory.
Richard Lazarus, a psychologist, developed a cognitive-mediational theory in 1991,
based on the appraisal theory. Even though this theory maintains that emotions are determined
by evaluations of the stimuli, it also implies that quick, unconscious appraisals act as a mediator
between the insight and the emotional reaction.
Emotions or emotional components are caused and distinguished by an appraisal of the
stimulus as mis/matching objectives and expectations, as easy/difficult to regulate, and as
created by others, oneself, or impersonal circumstances, according to the appraisal theory of
emotion.
The researchers' variables, such as stress in academic works, are linked to this appraisal
theory of emotion. When a person is dealt with a large quantity of academic work, his or her
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cognitive appraisal comes next. The person may weigh his or her academic work and the
numerous tasks that he or she must complete cause stress. As a result, physiological responses
such as increased respiration and heart rate occur.
James-Lange Theory.
Even though theorists William James and Carl Lange proposed their respective theories
on the correlation of stress and emotion in 1884 and 1885, they shared a common
understanding of the relationship: emotions do not emerge immediately after the perception of
the stressor or stressful event; they arise after the body's response to the stress.
When a person sees a barking dog, for example, his or her heart starts to accelerate, his
or her breath starts to quicken, and his or her eyes widen. According to James and Lange, a
person only feels fear or any other emotion once the person has gone through these physical
changes. This means that emotional activity is impossible to manifest unless it is attached to
the brain.
The James-Lange emotion theory is linked to the researchers' variables such as stress
in academic works. When a person is confronted with a great amount of academic work,
physiological responses such as increased respiration and decreased digestive activity may
occur. The person then understands that she or he is experiencing academic stress.
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Bruner Theory of Cognitive.
The Bruner Theory of Cognitive Development is a theory constructed by Jerome
Bruner stating that learning is an active process in which the learners have an influence on how
information is processed.
According to Bruner (1966), a theory of instruction should consider four major aspects:
1. Predisposition to learn.
2. The ways in which a body of knowledge can be structured so that it can be most
readily grasped by the learner.
3. The lesson can be presented in increasing difficulty.
4. Rewards and punishments should be selected and paced appropriately.
The theory stressed the importance of the environment as one of the personal factors
contributing to the predisposition of the learner to learn. Bruner believed that learning emerged
out of exploration. But because of the COVID-19 pandemic, students are suddenly placed in
an unusual learning environment which is the online session. Students stay at home and their
exploratory and learning process become confined and limited only. The sudden change of
environment and disruption of learning can cause stress to the students.
European Theory of Independent Study.
Moore's theory of distance education is a classification method for distance education
programs that was developed in the early 1970s. It examines two variables in educational
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programs: the amount of learner autonomy and the distance between teacher and student,
which is shaped in part by Moore's adult education and university extension experience.
Moore's theory expressed concern that the progression of distance/online education was
being hindered by lack of attention to what he referred to as 'macro factors.’ Moore stated that
there is a need to describe and define the field of online education, to discriminate between its
various components, and to identify the critical elements of the various forms of learning and
teaching.
American Theory of Independent Study.
According to Wedemeyer, a professor from the University of Wisconsin, developed the
“American Theory of Independent Study” that considered the independence of the student as
the essence of distance learning. Wedemeyer preferred the term "independent study" for distant
learning at the college or university level to represent this preference. Wedemeyer believed
that the development of the student-teacher relationship was key to the success of distance
education.
Many students cannot really adapt to distance learning because some students fail to
focus on the discussion and some do not communicate with the teachers. Therefore, they study
by themselves. This is one of the causes of academic stress that can affect the academic
performance of the student. The relationship between the student and the teacher is the key for
distance learning.
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Conceptual Framework
Figure 1. Paradigm of the study
Figure 1 depicts the study's paradigm of the study, which is made up of one key
variable: Factors in an online setting. Under this variable there are three sub-variables: school
workloads, environmental factors, and personal factors. The elements that affect students in
online learning and cause academic stress are listed under the three sub-variables.
School workloads refers to the number of tasks and requirements that a student must
accomplish or complete in a certain amount of time.
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Environmental factors refer to the surroundings of the student during the online classes
that can affect their performance.
Personal factors refer to difficulties for students to participate in school such as lack of
devices, peer pressure, internet connection, and family problems and it can cause them personal
problems and stress.
School Workloads.
Exams, whether they are online or offline, can add to a student's academic stress
because they are the most important factor in determining whether they will pass their subjects
or not. Students may feel anxious due to the lack of time to rest brought by putting too much
work into the assigned projects. Lastly, early deadlines can harm students who are unable to
complete duties in a timely manner.
Environmental Factors.
The researchers identified the noisy setting as one of the environmental variables since
the student is unable to concentrate in class due to the noise. An unexpected power outage has
a significant impact on a student's learning because he or she cannot attend class that day,
unless he or she utilizes mobile data. Students often feel ashamed in front of their peers during
recitations, which may lead to poor performance and inability to keep up with their classes.
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Personal Factors.
Peer pressure, given that teenagers are playful they might encourage their friends to
skip classes or cheat during exams. Slow internet connection can also affect the performance
of the student in online classes. Having family problems can affect the students’ learning as it
is difficult to keep up with their studies because when they are thinking about what should be
done to solve their problems.
This framework helps the researchers to properly distinguish the factors that affect the
mental states of the students during online classes. Researchers can make use of this framework
to help the future researchers when attempting to formulate coping strategies for students.
Related Literature & Studies
Foreign related studies
Academic stress is difficulty, tension, or stress that comes as a result of the requirements
of college life. Because of the stress that comes with being exposed to new educational
concepts, adjusting to new social contexts, and taking on a higher workload, all college
students experience some academic stress. Overabundance of academic stress has been linked
to depression and physical illness (MacGeorge, Samter, & Gillihan, 2005), which can have a
poor impact on academic performance. Students can protect themselves from the negative
effects of academic stress in a variety of ways. Supportive communication was found to be
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inversely related with depression across all levels of academic stress in a study by MacGeorge,
Samter, and Gillihan (2005). This research is based on Misra and Castillo's study, Academic
Stress Among College Students: A Comparison of American and International Students,
published in 2004. According to this report, American kids have lower levels of academic
stress while International students have higher levels of perceived academic stress.
Furthermore, international and American pupils react differently to perceived pressures.
American students exhibit more behavioral responses to stress (such as sobbing), but overseas
students have more cognitive responses to stress (such as coping methods). The notion that
international students would have more perceived academic stress and show more reactivity to
these stresses than American students was disproved by these findings (DeDeyn, 2008).
Academic stress is a typical affective state among high school students that can lead to
unwelcome and undesirable short- and long-term consequences, such as a lack of school
belonging. For all institutions concerned with student well-being, understanding how academic
stress can be relieved or managed by students is critical. The goal of this study was to look into
the link between academic stress and a sense of belonging at school, as well as the role of
academic hardiness as a mediator. Four hundred and five high school students from six schools
in Tehran (Iran) were recruited in the study. Data analyses with Structural Equation Modeling
revealed that a sense of belonging to school ([beta] = -0.38, p < 0.01) and academic hardiness
([beta]= -0.40, p < 0.01) were significant predictors of academic stress. Academic hardiness
worked as a mediator between a sense of belonging to school and academic stress, according
to bootstrapping analysis. The findings reveal the mechanism by which a lack of school
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belonging might cause academic stress in high school students. Developing a culture of school
belonging, as well as teaching and encouraging academic resilience skills, should be top
priorities for all schools seeking to cut academic stress among their students (Abdollahi, 2020).
Academic stress occurs when students are stressed as a result of variables such as
scholarship requirements, family pressures, class competition, course-related stress, and
financial constraints (Misra & Castillo, 2004, p. 133). Some students may experience this as a
result of moving to other areas, learning different cultural values and languages, as well as
adjusting to academic standards (Mori, 2000; Essandoh, 1995). In addition, academic stress
includes: having a negative impact on their well-being and career decisions; acquiring sleeping
problems, psychosomatic complaints, and comorbid conditions like anxiety and depression;
worrying about the future; and failing to manage course workload (Bedewy and Gabriel, 2015;
Acharya, 2003; Iqbal et al., 2015). The perception of the academic stress scale employed in
this study was created on 100 students (men and women) in their third year of educational
psychology at Tanta University in Egypt, ranging in age from 19 to 26 years. Students'
confidence in their academic performance and ability to excel academically were measured
using this scale (Emerald Publishing Limited, 2020).
In college online classrooms, a study of the association between learning flow and
academic stress was conducted. The purpose of this study was to look into the link between
learning flow, perceived effectiveness of online learning, and learning burnout in college
online programs. A total of 149 college students took part in the study and completed the
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survey, which included questions about learning flow, burnout, and demographics. Participants
with a better learning flow experienced less learning burnout, according to the findings.
Furthermore, online learning's perceived effectiveness partially mediated the link between
cognitive learning flow and learning burnout, but not the association between defined learning
flow and learning burnout. Because learners who have a higher cognitive learning flow
consider online learning to be more successful, it is critical to figure out how to increase
cognitive learning flow in order to reduce learning burnout. The findings suggest that
universities should provide administrative support and a suitable online learning environment
for students (The Society of Digital Policy and Management, 2021).
Along these studies, the shutdown of schools, universities, and educational institutions
across Saudi Arabia, as well as the maintenance of social distance as a preventive and
precautionary measure against COVID-19, have all shifted the mode of instruction from a
traditional standard system to a virtual and online framework. Students may experience
significant stress as a result of such rapid and abrupt change in the educational system. This
content study analysis intends to discover academic pressures by examining the worries and
fears that students at King Saud University's College of Education are facing during COVID-
19. The findings suggest that uncertainty about end-of-semester tests and evaluations are the
sources of the greatest amount of stress among students (Moawad, 2020).
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National related studies
The Department of Education (DepEd) shifted to online learning to comply with
President Rodrigo Duterte's instruction that schools postpone face-to-face lessons until a
coronavirus vaccination is ready (Magsambol, 2020). Online classes in the Philippines are
courses delivered through the internet as one type of flexible learning currently in use. Due to
the pandemic, online learning is the only option to keep up with one’s studies. Either online or
modular classes are available to students. As a response to the ongoing pandemic, the DepEd
established the Basic Education – Learning Continuity Plan (BE-LCP). The goal is to provide
high-quality remote learning through the use of digital self-learning modules, radio, television,
and the internet (Enicola, 2021b).
Students experience mental challenges and academic stress as they make adjustments
to online learning, making it difficult for them to focus on their academics. Among the
emotions they experienced were anxiety, stress, burnout, loneliness, homesickness, despair,
and hopelessness (Baticulon et al., 2021). Stress occurs when a person's obligations surpass
his assets. When stress is severe and prolonged, it can affect academic performance, a student's
capacity to participate in and contribute to campus life, and the likelihood of addiction and
other potentially destructive behaviors. Stress has been defined by researchers (Vermunt &
Steensman, 2005; Topper, 2007; Malach-Pines & Keinan, 2007) as the awareness of
inconsistency between environmental burden (stressors) and a person's ability to fulfill these
demands. Stress is typically defined by researchers as an undesirable response people have to
extreme strain or another type of pressure put on them. When a person is confronted with a
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circumstance that they identify as uncontrollable, they experience stress. Students' coping
methods in relation to the demands of academic life might be influenced by stress, which is
believed to be a component of their lives. It is because academic work is always accomplished
with stressful activities (Agolla & Ongori, 2009). Students reported significant academic stress
at predictable periods during each semester as a result of studying and passing tests, competing
for class rankings, and mastering a large amount of material in a relatively short length of time
(Rawson, Bloomer, & Kendall, 1999).
Stress is a common physical and emotional reaction to any change that necessitates an
adjustment or response to perceived threats in a person's life. Stress has an impact on people's
physiological and psychological well-being, whether it is real or imagined. As a result, these
impacts can trigger a variety of stress responses, such as the fight-or-flight response (Seaward,
2018). In a research of Filipino students, stress was shown to be positively connected with their
daily routine and had a substantial impact on their mental health. Academics, workload, and
time management were ranked as the most important routines that correspond with their stress
reaction (Dy, Ferido, Espiritu-Santo, & Ria, 2015). Academic success is the result of proper
education's assessments and outcomes. It is the point at which a school, a principal, or even a
student has achieved their educational objectives. Whether it is through scales or the GWA,
the importance of learning is conveyed (Ward, Stoker, & Murray-Ward, 1996). Academic
attainment among youngsters continues to be a critical aspect in society's progress. Students
that perform well in school are better prepared to transition into adulthood and have a greater
awareness of the realities of life, culminating in what seems to be vocational success that may
contribute to one's personal and communal progress (Regier, 2011).
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Local Related Studies
According to Shaikh et al. (2004), "a student's life is subjected to different kinds of
stressors, such as the pressure of academics with an obligation of success, uncertain future and
difficulties envisaged for integration into the system." Academic stress is the result of academic
pressure that surpasses the individual's ability to adapt (Wilks, 2008).
According to Oducado and Estoque (2021) in their study, it is necessary to assess
students' experiences and academic performance in this new learning platform. The goal of
their study was to find out how stressed, satisfied, and academically performing undergraduate
nursing students were when they were learning online.
The authors’ research was considered a cross-sectional and descriptive-correlational
study. Second-year undergraduate nursing students from one nursing school in the Philippines
took part in the study. The data was obtained via a web-based survey questionnaire, and
descriptive statistics and Spearman's rho correlation were used to evaluate it.
The results of the mentioned study revealed that the undergraduate nursing students
considered having online learning during the COVID-19 outbreak to be stressful (44.4%) and
very stressful (47.2%). Furthermore, during the COVID-19 outbreak, undergraduate nursing
students reported low satisfaction (37%) and moderate satisfaction (46.3%) with online
learning. The COVID19 pandemic had an impact on undergraduate nursing students' academic
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performance, resulting in low (37%) to fair (50%) academic performance and were
considerably (43.6%) and greatly (30.6%) affected by the pandemic. Online learning stress had
a significant and inverse correlation with online learning satisfaction (p=.000) and academic
performance (p=.012).
Stress has a negative impact on the satisfaction and academic performance of
undergraduate nursing students. During the COVID-19 outbreak, this research proposes that
certain measures should be performed to reduce stress and improve online teaching–learning
processes.
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CHAPTER III
RESEARCH METHODOLOGY AND PROCEDURES
This chapter the discussion on the research methodology of the study, description of
the respondents, research design, population and sampling procedures, research instrument,
data gathering procedures, and statistical tools and treatment.
Research Design
This study applies a quantitative research design. To be more particular, a descriptive
approach was employed in association with a non-experimental design to provide more in-
depth insights on how students handle academic stress. Descriptive research design is a
scientific approach that entails collecting quantitative data and then observing and describing
it. This quantitative research is created to gather data on the subject. As a result, the approach
is critical for the proponents' understanding of how variables contribute to academic stress
among Grade 12 students in LVCS.
The specified research design will provide researchers a better understanding of the
subject and allow them to collect significant data to achieve the objectives of study. This will
also provide future scholars with knowledge and awareness.
31
Population of Samples
To narrow the respondents and further specify information and statistics, the researcher
used stratified random sampling in selecting respondents. The proponents chose respondents
who met the following criteria. The following requirements must be met: (1) the participant
must be a legitimate La Verdad Christian School student, (2) he or she must be a senior high
school student, and (3) he or she must be in the STEM, ABM, or HUMSS strand.
Table 1
Description of Grade 12 Students in Section and Sex
Grade and section Male Female Total
12 STEM A 20 28 48
12 STEM B 26 20 46
12 STEM C 24 18 42
12 ABM A 8 31 39
12 ABM B 7 31 38
12 HUMSS A 10 22 32
12 HUMSS B 12 21 33
Total 107 171 278
32
Table 1 indicates the population according to the section and sex. The participants of
the study include Grade 12 STEM (A, B, & C), Grade 12 ABM (A & B), and Grade 12 HUMSS
(A & B) of La Verdad Christian School, Academic Year 2021-2022. There are 278 learners
in the population, comprising 107 male students and 171 female students.
Table 2
Description of Sample Size per Grade 12 Strand in La Verdad Christian School
Grade and section Male Female Total
12 STEM A 12 16 28
12 STEM B 15 12 27
12 STEM C 14 10 24
12 ABM A 5 18 23
12 ABM B 4 18 22
12 HUMSS A 6 13 19
12 HUMSS B 7 12 19
Total 63 99 162
Table 2 lists some demographic information about the respondents, sorted by strands
and gender. The total number of responders is 162, all of which are Senior High students at La
Verdad Christian School who are engaged in the STEM, ABM, and HUMSS strands. The
Raosoft sample size calculator is used to calculate the number of respondents. The study's
recommended sample size is 162 respondents, based on the population size of 278. The sample
size has a 5% margin of error, a 95% level of confidence, and a 50% response distribution. The
33
number of respondents by gender and strand is calculated by multiplying the number of
participants in each strand by the total number of recommended respondents and dividing by
the total number of LVCS Senior High School students.
Research Instruments
The data for this study will be collected from Grade 12 students from LVCS. In this
study, stratified random sampling will be used as the sample method. Through this method,
the Grade 12 students, which is the subject of this study, will be divided into numerous groups
by their sections. The researchers will further separate each group by gender, after which the
participants will be selected randomly to take part of this survey.
In addition, a survey questionnaire will be used in this study to collect data and
feedback. The survey questionnaire will be conducted via Google Form, and the researcher
will send it to the participants evenly to prevent favoritism.
The researchers will utilize a modified Academic Stress Scale, a modified
questionnaire of the Test of e-Learning Related Attitudes (TeLRA) scale, and Student’s Coping
Mechanisms Scale (SCMS). The modified Academic Stress Scale consists of 32 items
illustrating the respondent's academic stress from different factors. The respondent can indicate
the level of stress by selecting No Stress (NS), Slight Stress (SS), Moderate Stress (MS), High
Stress (HS), and Extreme Stress (ES). The modified TeLRA scale requires the respondents to
rate the questions on a certain level of agreement according to their perceived agreement. It
34
contains 20 items to measure the respondents' self-perceived ideas pertaining to online
learning. The respondents can show their level of agreement by choosing Strongly Disagree,
Disagree, Agree, and Strongly Agree. SCMS is composed of 10-item questions that requires
the respondents to rate the frequency of the questions according to their coping mechanisms.
The respondents can rate by choosing Never, Rarely, Sometimes, Often, and Always.
Data Gathering Procedure
The respondents will be approached via Google Forms to complete the survey. A
survey questionnaire will be used to collect data. To increase the credibility of the study
instruments, which had been pilot tested and authorized by the teachers, the researchers will
send a link to the Google Form (through class mayors) and administer the questionnaire to the
respondents. To ensure uniformity on the study's topic, the researcher's advisor double-checked
and modified the researcher's questionnaire and other tools. In the first component of the survey
questionnaire, respondents' demographic information (age, gender, year level, and section) and
basic questions of how many hours do the respondents study beyond class hours and do the
respondents get stressed the more time spent in school works.The second component of the
survey inquired about students' attitudes about online learning. The third section of the
questionnaire focused on the students' academic stress levels. For the last part of the survey
questionnaire is the SCMS, it is about frequency of students according to their coping
mechanisms. After the respondents had finished their assessments, the papers were tested,
tallied, assessed, and analyzed. The questionnaires were completed by a total of 162 people,
35
and the results were based on all of the respondents. The data gathered from the respondents
was analyzed and interpreted by the researchers. The conclusions drawn from the acquired data
will serve as a foundation for this, as well as a point of reference for the researcher's
conclusions and recommendations.
Data Processing Procedure and Statistical Treatment
The following statistical procedures were used to interpret the data gathered from the
respondents of the study.
1. Percentage
The demographic profile variables of the respondents were analyzed using simple
percentages. Percentage is calculated by taking the frequency in the category divided by the
total number of participants and multiplying it by 100% with the following formula:
P = f/n (100)
Where:
P = Percentage
f = Frequency for each category
N = Total number of respondents
100 = constant multiplier
36
2. Weighted Mean
This statistical tool was used to compute the weight of the responses in the
questionnaire assigned by the respondents during the actual data gathering procedure. The
formula for the weighted mean is as follow:
WM = ΣFW N
Where:
WM = Weighted Mean
Σ = Summation Symbol
F = Frequency
W = Assigned Weight
N = Total number of frequencies
37
Table 3. Academic Stress Scale (ASAS)
The following are the corresponding verbal interpretation for the weighted mean:
Academic Stress Score Corresponding Remarks
1 No Stress (NS)
2 Slight Stress (SS)
3 Moderate Stress (MS)
4 High Stress (HS)
5 Extreme Stress (ES).
38
Table 4. Test of e-Learning Related Attitudes (TeLRA) Scale
TeLRA Score Corresponding Remarks
1 Strongly Disagree
2 Disagree
3 Agree
4 Strongly Agree
39
Table 5. Student’s Coping Mechanisms Scale
Student’s Coping Mechanisms Score Corresponding Remarks
0 Never
1 Rarely
2 Sometimes
3 Often
4 Always
40
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the results of the data gathering based on the research questions
and instruments, and the discussion of the data which have been analyzed, evaluated, and
interpreted in order to answer the research problem of this study. Presentation of results
includes the profile and the respondents’ answer to each of the question.
Figure 2
Sex of the Respondents
The majority of students who responded to the survey were female, with 100 or (61.7%)
of the 162 students. Male respondents made up the remaining 62 students with 38.3%.
41
Figure 3
Age of the Respondents
This graph shows that the majority of students that responded to the survey were 100
or 61.7% of the 162 students being 18 years old. The age group of 17 years old comes in second
with 29.6% or 48 of the respondents, followed by 19 years old with 13 students or 8%; 16 year-
olds with 1 respondent or 0.6%, and a 15 year-old with no response.
42
Figure 4
Hours Utilized To Do Schoolwork Beyond School Hours
This figure demonstrates that the majority of the students usually utilize school works
beyond class hours of more than 2 hours, with 50% or 81 of the 162 students. 1-2 hours comes
in second with 32.7% or 53 of the respondents, followed by 30 minutes-1 hour with 27 students
or 16.7%, and 1 student who utilizes school works 30 minutes only beyond class hours, with
0.6%, which is the lowest. Based on figure 2, the majority of the students utilize school work
for more than 2 hours beyond class hours which is the highest duration of doing school work
beyond the time of academic hours.
43
Figure 5
Get More Stressed the More Time Spent On Schoolwork
Figure 5 indicates that students become more stressed as they spend more time on
schoolwork, with 89.5 % (145) of the 162 total respondents answering "yes." However, 17
respondents (10.5 %) said "No" to being more stressed about the way they spend their time at
school work.
44
Table 6. Modified Stress Scale
Factors No Stress Slight Moderate High Stress Extreme

(1) Stress (2) Stress (3) (4) stress (5)
1. There are so many 1 (0.6%) 14 (8.6%) 41 (25.3%) 72 (44.4%) 34 (21%)

(group) activities and
homework at the
same time.
2. Poor interest in
some subjects. 5 (3.1%) 58 (35.8%) 56 (34.6%) 24 (14.8%) 19 (11.7%)
3. Progress reports to 37 (22.8%) 54 (33.3%) 45 (27.8%) 12 (7.4%) 14 (8.6%)

parents.
4. The teacher is not

humorous towards us. 41 (25.3%) 64 (39.5%) 44 (27.2%) 8 (4.9%) 5 (3.1%)
5. Lack of
concentration during 2 (1.2%) 28 (17.3%) 55 (34%) 54 (33.3%) 23 (14.2%)
study hours.
6. Difficulty in
remembering all that 5 (3.1%) 24 (14.8%) 39 (24.1%) 49 (30.3%) 45 (27.7%)
is studied.
45
7. Worrying about
the examinations. 6 (3.7%) 23 (14.2%) 27 (16.7%) 56 (34.6%) 50 (30.8%)
8. Lack of confidence
in the class. 18 (11.1%) 37 (22.8%) 33 (20.4%) 42 (25.9%) 32 (19.8%)
9. The teachers do
not listen to our 28 (17.3%) 57 (35.2%) 47 (29%) 19 (11.7%) 11 (6.8%)
ideas.
10. Conflict with

classmates. 20 (12.3%) 53 (32.7%) 44 (27.2%) 32 (19.8%) 13 (8%)
11. Worrying about 3 (1.9%) 24 (14.8%) 42 (25.9%) 45 (27.8%) 48 (29.6%)

the results after
examinations.
12. Hesitant to ask 12 (7.4%) 48 (29.6%) 49 (30.2%) 31 (19.1%) 22 (13.6%)

the teacher for a
detailed explanation.
13. Inadequate space 17 (10.5%) 56 (34.6%) 45 (27.8%) 28 (17.3%) 16 (9.9%)

or room for studying.
14. Not knowing how 5 (3.1%) 48 (29.6%) 38 (23.5%) 42 (25.9%) 29 (17.9%)

to prepare for the
examinations.
46
15. Slow in getting 10 (6.2%) 46 (28.4%) 50 (30.9%) 40 (24.7%) 16 (9.9%)

along with the
curriculum.
16. Exam papers are 10 (6.2%) 43 (26.5%) 49 (30.2) 34 (21.0%) 26 (16.0%)

tough and not valued
well.
17. Unable to 13 (8.0%) 25 (15.4%) 39 (24.1%) 49 (30.2%) 36 (22.2%)

complete the
assignment in time.
18. Lack of 11 (6.8%) 48 (29.6%) 58 (35.8%) 28 (17.3%) 17 (10.5%)

communication
between teachers and
students.
19. Monotonous 18 (11.1%) 53 (32.7%) 59 (36.4%) 19 (11.7%) 13 (8.0%)

(boring or tedious)
teaching style by the
teacher.
20. Not enough 20 (12.4%) 34 (21.0%) 56 (34.6%) 40 (24.7%) 12 (7.4%)

discussion in the
class.
21. Lack of mutual 19 (11.7%) 41 (25.3%) 58 (35.8%) 30 (18.5%) 14 (8.6%)

help among
classmates.
22. Lack of fluency 25 (15.4%) 58 (35.8%) 39 (24.1%) 25 (15.4%) 15 (9.3%)

while speaking a
language other than
the mother tongue.
47
23. Difficulty in 12 (7.4%) 36 (22.2%) 36 (22.2%) 38 (23.5%) 40 (24.7%)

public speaking.
24. The teacher’s 7 (4.3%) 35 (21.6%) 52 (32.1%) 46 (28.4%) 22 (13.6%)

discussion is fast.
25. Teachers lack 24 (14.8%) 48 (29.6%) 56 (34.6%) 22 (13.6%) 12 (7.4%)

interest in students.
26. The exam 5 (3.1%) 32 (19.8%) 55 (34%) 40 (24.7%) 30 (18.5%)

syllabus is too heavy
in some subjects.
27. Feeling of 20 (12.3%) 55 (34%) 43 (26.5%) 23 (14.2%) 21 (13%)

inferiority in class.
28. Unable to discuss 24 (14.8%) 49 (30.2%) 31 (19.1%) 33 (20.4%) 25 (15.4%)

academic failures
with parents.
29. Not able to grasp 7 (4.3%) 37 (22.8%) 57 (35.2%) 38 (23.5%) 23 (14.2%)

the subject matter.
30. Incomplete and 8 (4.9%) 32 (19.8%) 58 (35.8%) 40 (24.7%) 24 (14.8%)

confusing study
material.
48
31. Difficulty in 50 out of 55 out of 37 out of 14 out of 162 6 out of

adjusting with the 162 162 (34%) 162 (22.8%) (8.6%) 162 (3.7%)
opposite gender. (30.9%)
32. Inadequate 20 (12.3%) 53 (32.7%) 48 (29.6%) 26 (16%) 15 (9.3%)

subject knowledge of
the teacher.
Table 6 shows the stress scale of grade 12 Students from different sections of La Verdad
Christian School on how much stress they experience from those particular factors.
72 out of 162 (44.4%) respondents experience High Stress when there are so many
(group) activities and homework at the same time. 41 out of 162 (25.3%) respondents
experience Moderate Stress, 34 out 162 (21%) respondents experience Extreme Stress, 14 out
of 162 (8.6%) respondents experience Slight Stress, and 1 out of 162 respondents experience
No Stress.
58 out of 162 (35.8%) respondents experience Slight Stress when they have poor
interest in some subjects. 56 out of 162 (34.6%) respondents experience Moderate Stress, 24
out of 162 (14.8%) respondents experience High Stress, 19 out of 162 (11.7%) respondents
experience Extreme Stress, and 5 out of 162 (3.1%) respondents experience No Stress.
54 out of 162 (33.3%) respondents experience Slight Stress when their progress reports
to parents. 45 out of 162 (27.8%) respondents experience Moderate stress, 37 of out 162
49
(22.8%) respondents experience No Stress, 14 out of 162 (8.6) respondents experience
Extreme Stress, and 12 out of 162 (7.4%) respondents experience High Stress.
64 out of 162 (39.5) respondents experience Slight Stress when the teacher is not
humorous toward the students. 44 out of 162 (27.2) respondents experience Moderate Stress,
41 out of 162 (25.3%) respondents experience No Stress, 8 out of 162 (4.9%) respondents
experience High Stress, and 5 out of 162 (3.1%) respondents experience Extreme Stress.
55 out of 162 (34%) respondents experience Moderate Stress when they lack
concentration during study hours. 54 out of 162 (33.3%) respondents experience High Stress,
28 out of 162 respondents (17.3%) respondents experience Slight Stress, 23 out of 162 (14.2%)
respondents experience Extreme Stress, 2 out of 162 (1.2%) respondents No Stress.
49 out of 162 (30.3%) respondents experience High Stress when they have difficulty
in remembering all that is studied. 45 out of 162 (27.7%) respondents experience Extreme
Stress, 39 out of 162 (24.1%) respondents experience Moderate Stress, 24 out of 162 (14.8%)
respondents experience Slight Stress, and 5 out of 162 (3.1%) respondents experience No
Stress.
56 out of 162 (34.6%) respondents experience High Stress when they are worrying
about the examinations. 50 out of 162 (30.8%) respondents experience Extreme Stress, 27 out
of 162 (16.7%) respondents experience Moderate Stress, 23 out of 162 (14.2%) respondents
experience Slight Stress, and 6 out of 162 (3.7%) respondents experience No Stress.
50
42 out of 162 (25.9%) respondents experience High Stress because of the lack of
confidence in class. 37 out of 162 (22.8%) respondents experience Slight Stress, 33 out of 162
(20.4%) respondents experience Moderate Stress, 32 out of 162 (19.8%) respondents
57 out of 162 (35.2%) respondents experience Slight Stress when the teachers do not
listen to their ideas. 47 out of 162 (29%) respondents experience Moderate Stress, 28 out of
162 (17.3%) respondents experience No Stress, 19 out of 162 (11.7%) respondents experience
High Stress, and 11 out of 162 (6.8%) respondents experience Extreme Stress.
53 out of 162 (32.7%) respondents experience Slight Stress when they have conflict
with classmates. 44 out of 162 (27.2%) respondents experience Moderate Stress, 32 out of 162
(19.8%) respondents experience High Stress, 20 out of 162 (12.3%) respondents experience
No Stress, and 13 out of 162 (8%) respondents experience Extreme Stress.
48 out of 162 (29.6%) respondents experience Extreme Stress when they are worrying
about the results after the examination. 45 out of 162 (27.8%) respondents experience High
Stress, 42 out of 162 (25.9%) respondents experience Moderate Stress, 24 out of 162 (14.8%)
respondents experience Slight Stress, and 3 out of 162 (1.9%) respondents experience No
Stress.
49 out of 162 (30.2%) respondents experience Moderate Stress when they are hesitant
to ask the teacher for a detailed explanation. 48 out of 162 (29.6%) respondents experience
Slight Stress, 31 out of 162 (19.1%) respondents experience High Stress, 22 out of 162 (13.6%)
51
respondents experience Extreme Stress, and 12 out 162 (7.4%) respondents experience No
Stress.
56 out of 162 (34.6%) respondents experience Slight Stress because of inadequate
space or room for studying. 45 out of 162 (27.8%) respondents experience Moderate Stress,
28 out of 162 (17.3%) respondents experience High Stress, 17 out of 162 (10.5%) respondents
experience No Stress, and 16 out of 162 (9.9%) respondents experience Extreme Stress.
48 out of 162 (29.6%) respondents experience Slight Stress when they don’t know how
to prepare for the examinations. 42 out of 162 (25.9%) respondents experience High Stress, 38
out of 162 (23.5%) respondents experience Moderate Stress, 29 out of 162 (17.9%)
respondents experience Extreme Stress, and 5 out of 162 (3.1%) respondents experience No
Stress.
50 out of 162 (30.9%) respondents experience Moderate Stress when they are slow in
getting along with the curriculum. 46 out of 162 (28.4%) respondents experience Slight Stress,
40 out 162 (24.7%) respondents experience High Stress, 16 out of 162 (9.9%) respondents
experience Extreme Stress, and 10 out 162 (6.2%) respondents experience No Stress.
49 out of 162 (30.2%) respondents experience Moderate Stress when the exam papers
are tough and not valued well. 43 out of 162 (26.5%) respondents experience Slight Stress, 34
out of 162 (21.0%) respondents experience High Stress, 26 out of 162 (16%) respondents
52
49 out of 162 (30.2%) respondents experience High Stress when they are unable to
complete the assignment in time. 39 out of 162 (24.1%) respondents experience Moderate
Stress, 36 out of 162 (22.2%) respondents experience Extreme Stress, 25 out of 162 (15.4%)
respondents, and 13 out 162 (8%) respondents experience No Stress.
58 out of 162 (35.8%) respondents experience Moderate Stress when there is a lack of
communication between teachers and students. 48 out of 162 (29.6) respondents experience
Stress.
59 out of 162 (36.4%) respondents experience Moderate Stress because of Monotonous
(boring or tedious) teaching style by the teacher. 53 out of 162 (32.7) respondents experience
respondents experience No Stress, and 13 out of 162 (8%) respondents experience Extreme
Stress.
56 out of 162 (34.6%) respondents experience Moderate Stress when there is not
enough discussion in class. 40 out of 162 (24.7%) respondents experience High Stress, 34 out
of 162 (21%) respondents experience Slight Stress, 20 out of 162 (12.4%) respondents
experience No Stress, and 12 out 162 (7.4%) respondents experience Extreme Stress.
58 out of 162 (35.8%) respondents experience Moderate Stress when there is lack of
mutual help among classmates. 41 out of 162 (25.3%) respondents experience Slight Stress,
53
30 out 162 (18.5%) respondents experience High Stress, 19 out of 162 respondents experience
No Stress, and 14 out of 162 (8.6%) respondents experience Extreme Stress.
58 out of 162 (35.8%) respondents experience Slight Stress because of lack of fluency
while speaking a language other than the mother tongue. 39 out of 162 (24.1%) respondents
experience Moderate Stress, 25 out of 162 (15.4%) respondents experience No Stress, while
the other 25 (15.4%) respondents experience High Stress, and 15 out of 162 (9.3%) respondents
experience Extreme Stress.
40 out of 162 (24.7%) respondents experience Extreme Stress when having difficulty
in public speaking. 38 out of 162 (23.5%) respondents experience High Stress, 36 out of 162
(22.2%) respondents experience Moderate Stress, while the other 36 (22.2%) respondents
experience Slight Stress, and 12 out of 162 (7.4%) respondents experience No Stress.
52 out of 162 (32.1%) respondents experience Moderate Stress when the teacher’s
discussion is fast. 46 out of 162 (28.4%) respondents experience High Stress, 35 out of 162
(21.6%) respondents experience Slight Stress, 22 out of 162 (13.6%) respondents experience
Extreme Stress, and 7 out of 162 (4.3%) respondents experience No Stress.
56 out of 162 (34.6%) respondents experience Moderate Stress when the teachers lack
interest in students. 48 out of 162 (29.6%) respondents experience Slight Stress, 24 out of 162
(14.8%) respondents experience No Stress, 22 out of 162 (13.6%) respondents experience High
Stress, and 12 out of 162 (7.4%) respondents experience Extreme Stress.
54
55 out of 162 (34%) respondents experience Moderate Stress when the exam syllabus
is too heavy in some subject. 40 out of 162 (24.7%) respondents experience High Stress, 32
out of 162 (19.8%) respondents experience Slight Stress, 30 out of 162 (18.5) respondents
55 out of 162 (34%) respondents experience Slight Stress when someone is feeling of
inferiority in class. 43 out of 162 (26.5%) respondents experience Moderate stress, 23 out of
162 (14.2%) respondents experience High Stress, 21 out of 162 (13%) respondents experience
49 out of 162 (30.2%) respondents experience Slight Stress when they are unable to
discuss academic failures with parents. 33 out of 162 (20.4%) respondents experience High
Stress, 31 out of 162 (19.1%) respondents ex perience Moderate Stress, 25 out of 162 (15.4%)
Stress.
57 out of 162 (35.2%) respondents experience Moderate Stress when they are not able
to grasp the matter. 38 out of 162 (23.5%) respondents experience High Stress, 37 out of 162
(22.8%) respondents experience Slight Stress, 23 out of 162 (14.2%) respondents experience
58 out of 162 (35.8%) respondents experience Moderate Stress when there is
incomplete and confusing study material. 40 out of 162 (24.7) respondents experience High
Stress, 32 out of 162 (19,8%) respondents experience Slight Stress, 24 out of 162 (14.8%)
55
Stress.
55 out of 162 (34%) respondents experience Slight Stress because of difficulty in
adjusting with the opposite gender. 50 out of 162 (30.9%) respondents experience No Stress,
37 out of 162 (22.8%) respondents experience Moderate Stress, 14 out of 162 (8.6%)
respondents experience High Stress, and 6 out of 162 (3.7%) respondents experience Extreme
Stress.
53 out of 162 (32.7%) respondents experience Slight Stress when the teacher has
inadequate subject knowledge. 48 out of 162 (29.6%) respondents experience Moderate Stress,
26 out of 162 (16%) respondents experience High Stress, 20 out 162 (12.3%) respondents
experience No Stress, and 15 out of 162 (9.3%) respondents experience Extreme Stress.
It is concluded that practically all Grade 12 LVCS students face academic stress.
56
Weighted mean:
MODIFIED
ACADEMIC
STRESS SCALE
Factors No Slight Moderate High Extreme Total

Stress Stress Stress Stress stress
1. There are so 1 14 41 72 34 162

many (group)
activities and
homework at the
same time.
2. Poor interest in 5 58 56 24 19 162

some subjects.
3. Progress 37 54 45 12 14 162
reports to parents.
4. The teacher is 41 64 44 8 5 162

not humorous
towards us.
5. Lack of 2 28 55 54 23 162
concentration
during study
hours.
6. Difficulty in 5 24 39 49 45 162
remembering all
that is studied.
7. Worrying about 6 23 27 56 50 162

the examinations.
8. Lack of 18 37 33 42 32 162
confidence in the
class.
57
9. The teachers do 28 57 47 19 11 162

not listen to our
ideas.
10. Conflict with 20 53 44 32 13 162

classmates.
11. Worrying 3 24 42 45 48 162

about the results
after
examinations.
12. Hesitant to 12 48 49 31 22 162

ask the teacher for
a detailed
explanation.
13. Inadequate 17 56 45 28 16 162

space or room for
studying.
14. Not knowing 5 48 38 42 29 162

how to prepare
for the
examinations.
15. Slow in 10 46 50 40 16 162

getting along with
the curriculum.
16. Exam papers 10 43 49 34 26 162

are tough and not
valued well.
17. Unable to 13 25 39 49 36 162

complete the
assignment in
time.
18. Lack of 11 48 58 28 17 162

communication
between teachers
and students.
58
19. Monotonous 18 53 59 19 13 162

(boring or
tedious) teaching
style by the
teacher.
20. Not enough 20 34 56 40 12 162

discussion in the
class.
21. Lack of 19 41 58 30 14 162

mutual help
among
classmates.
22. Lack of 25 58 39 25 15 162

fluency while
speaking a
language other
than the mother
tongue.
23. Difficulty in 12 36 36 38 40 162

public speaking.
24. The teacher’s 7 35 52 46 22 162

discussion is fast.
25. Teachers lack 24 48 56 22 12 162

interest in
students.
26. The exam 5 32 55 40 30 162

syllabus is too
heavy in some
subjects.
27. Feeling of 20 55 43 23 21 162

inferiority in
class.
28. Unable to 24 49 31 33 25 162

discuss academic
failures with
parents.
59
29. Not able to 7 37 57 38 23 162

grasp the subject
matter.
30. Incomplete 8 32 58 40 24 162

and confusing
study material.
31. Difficulty in 50 55 37 14 6 162

adjusting with the
opposite gender.
32. Inadequate 20 53 48 26 15 162

subject
knowledge of the
teacher.
503 1368 1486 1099 728
503 1368 1486 1099 728
1 2 3 4 5
503 2736 4458 4396 3640 15733
Resp: 162
Ques: 32
Score / 3.034915123 <<<

(Resp * moderate
Ques) =
60
1 no
2 slight
3 moderate
4 high
5 extreme
Table 6 consists of 32 items with corresponding values such as No Stress, Slight Stress,
Moderate Stress, High Stress, and Extreme Stress. The values have corresponding scoring, (0)
for no stress, (1) for Slight Stress, (2) for Moderate Stress, (4) High Stress, and (5) Extreme
Stress. The data is computed by its weighted mean. The overall mean is 3.034915123 which is
interpreted as Moderate Stress based on the score value. It was calculated by adding the
responses per specific value. After that is adding the total of all the values and dividing them
by total respondents. Lastly, multiply by the number of items. The Moderate Stress means that
in all factors, respondents experience Moderate Stress in general.
61
Table 7. Test of e-Learning Academic Attitude (TeLRA Scale)
Factors Strongly Disagree Agree Strongly

Disagree Agree
1. E-learning is very economical for educational 4 (2.5%) 26 (16%) 116 (71.6%) 16 (9.9%)
institutions to adopt.
2. I believe using e-learning will improve my 5 (3.1%) 48 (29.6%) 86 (53.1%) 23 (14.2%)

education.
3. Computers make work more interesting. 4 (2.5%) 16 (9.9%) 101 41 (25.3%)

(62.3%)
4. I prefer reading articles online. 11 (6.8%) 43 (26.5%) 94 (58%) 14 (8.6%)
5. It is easier to revise electronic academic materials 1 (0.6%) 14 (8.6%) 86 (53.1%) 61 (37.7%)

than printed one.
6. I prefer using a computer to prepare for my class. 3 (1.9%) 22 (13.6%) 99 (61.1%) 38 (23.5%)
7. I feel uncomfortable reading a textbook on a 6 (3.7%) 51 (31.5%) 63 (38.9%) 42 (25.9%)

computer screen than a physical textbook.
8. I enjoy studying using computers. 6 (3.7%) 48 (29.6%) 85 (52.5%) 23 (14.2%)
9. Participating in class discussions through electronic 5 (3.1%) 62 (38.3%) 67 (41.4%) 28 (17.3%)

technologies is very difficult.
10. E-learning requires expensive technical support. 3 (1.9%) 26 (16%) 92 (56.8%) 41 (25.3%)
11. Interacting with the computer system is often 5 (3.1%) 32 (19.8%) 89 (54.9%) 36 (22.2%)
frustrating.
12. E-learning reduces the quality of knowledge 4 (2.5%) 62 (38.3%) 77 (47.5%) 19 (11.7%)
attained.
13. A face-to-face method is more learner-centered 0 (0%) 8 (4.9%) 74 (45.7%) 80 (49.4%)

than e-learning methods.
14. I believe using e-learning will improve my 7 (4.3%) 65 (40.1%) 82 (50.6%) 8 (4.9%)
academic performance.
15. Learning through e-learning is tiresome. 2 (1.2%) 20 (12.3%) 95 (58.6%) 45 (27.8%)
16. E-learning increases my social isolation. 4 (2.5%) 28 (17.3%) 86 (53.1%) 44 (27.2%)
17. Using electronic systems requires a lot of mental 1 (0.6%) 23 (14.2%) 92 (56.8%) 46 (28.4%)
effort.
62
18. Discussions on e-learning technologies are 9 (5.6%) 92 (56.8%) 54 (33.3%) 7 (4.3%)

uninteresting.
19. Studying with computers is exciting. 8 (4.9%) 56 (34.6%) 84 (51.9%) 14 (8.6%)
20. My institution has teaching-learning resources to 0 (0%) 6 (3.7%) 102 (63%) 54 (33.3%)
carry out e-learning.
Table 7 shows the measure of attitude towards e-learning of Grade 12 Students from
different sections of La Verdad Christian School.
4 out of 162 (2.5%) respondents have Strongly Disagree that E-learning is very
economical for educational institutions to adopt, 26 out of 126 (16%) respondents Disagreed,
116 out of 162 (71.6%) respondents Agreed, and 16 out of 162 (9.9%) respondents Strongly
Agreed.
5 out of 162 (3.1%) respondents Strongly Disagreed that using of e-learning will
improve their education, 48 out 162 (26.6%) respondents Disagreed, 86 out 162 (53.1%)
respondents Agreed, and 23 out of 162 (14.2%) respondents Strongly Agreed.
4 out of 162 (2.5%) respondents have strongly Disagreed that the computer makes work
more interesting. 19 out of 16 (9.9%) respondents Disagreed, 101 out of 162 (62.3%)
respondents Agreed, and 41 out of 162 (25.3%) respondents Strongly Agreed
11 out of 162 (6.8%) respondents Strongly Disagreed that they prefer reading articles
online, 43 out 162 (826.5%) respondents Disagreed, 94 out of 162 (58%) respondents Agreed,
and 14 out of 162 (8.6%) respondents Strongly Agreed.
63
1 out of 162 (1.6%) respondents Strongly Disagreed that it is easier to revise electronic
academic materials than printed one, 14 out of 162 (8.6%) respodents Disagreed, 86 out of
162 (53.1%) respondents Agreed, and 61 out of 162 (37.7%) respondents Strongly Agreed
3 out of 162 (1.9%) respondents Strongly Disagreed that they prefer using a computer
to prepare for their class, 22 out of 162 (13.6%) respondents Disagreed, 99 out of 162 (61.1%)
respondents Agreed, And 38 out of 162 (23.5%) respondents Strongly Agreed.
6 out of 162 (3.7%) respondents Strongly Disagreed that they feel uncomfortable
reading a textbook on a computer screen than a physical textbook, 51 out 162 (31.5%)
respondents Disagreed, 63 out of 162 (38.9%) respondents Agreed, and 42 out of 162 (25.9%)
respondents Strongly Agreed.
6 out of 162 (3.7%) respondents Strongly Disagreed that they enjoy studying using
computers, 48 out of 162 (26.6%) respondents Disagreed, 85 out of 162 (52.5%) respondents
Agreed, and 23 out of 162 (14.2%) respondents Strongly Agreed.
5 out of 162 (3.1%) respondents Strongly Disagreed that Participating in class
discussions through electronic technologies is very difficult, 62 out of 162 (38.3%) respondents
Disagreed, 67 out of 162 (41.1%) respondents Agreed, and 28 out of 162 (17.3%) respondents
Strongly Agreed.
64
3 out of 162 (1.9%) respondents Strongly Disagreed that E-learning requires expensive
technical support, 26 out of 162 (16%) respondents Disagreed, 92 out of 162 (56.8%)
respondents Agreed, and 41 out of 162 (25.3%) Strongly Agreed.
5 out of 162 (3.1%) respondents Strongly Disagreed that Interacting with the computer
system is often frustrating, 32 out of 162 (19.8%) respondents Disagreed, 89 out of 162
(54.9%) respondents Agreed, and 36 out 162 (22.2%) Strongly Agreed.
4 out of 162 (2.5%) respondents Strongly Disagreed that E-learning reduces the quality
of knowledge attained, 62 out of 162 (38.3%) respondents Disagreed, 77 out of 162 (47.5%)
respondents Agreed, and 19 out of 162 (11.7%) respondents Strongly Disagreed.
0 out of 162 (0%) respondents Strongly Disagreed that a face to face method is more
learner-center than e-learning methods, 8 out of 162 (4.9%) respondents Disagree, 74 out of
162 (45.7%) respondents Agreed, and 80 out of 162 (49.4%) respondents Strongly Disagreed.
7 out of 162 (4.3%) respondents Strongly Agreed that the usage of e-learning will
improve their academic performance, 65 out of 162 (40.1%) respondents Disagreed, 82 out of
162 (50.6%) respondents Agreed, and 8 out of 162 (4.9%) respondents Strongly Agreed.
2 out of 162 (1.2%) respondents Strongly Agreed that Learning through e-learning is
tiresome, 20 out of 162 (12.3%) respondents Disagreed, 95 out of 162 respondents Agreed,
and 45 out of 162 (27.8%) respondents Strongly Agreed.
65
4 out of 162 (2.5%) respondents Strongly Disagreed that E-learning increases their
social isolation, 28 out of 162 (17.3%) respondents Disagreed, and 86 out of 162 (53.1%)
Agreed, and 44 out of 162 (27.2%) respondents Strongly Agreed.
1 out of 162 (0.6%) respondents Strongly Disagreed that the usage of electronic
systems requires a lot of mental effort, 23 out of 162 (14.2%) respondents Disagreed, 92 out
of 162 (56.8%) respondents Agreed, and 46 out of 162 (28.4%) respondents Strongly agreed.
9 out of 162 (5.6%) respondents Strongly Disagreed that Discussions on e-learning
technologies are uninteresting, 92 out of 162 (56.8%) respondents Disagreed, 58 out of 162
(33.3%) respondents Agreed, and 7 out of 162 (4.3%) respondents Strongly Agreed.
8 out of 162 (4.9%) respondents Strongly Disagreed that studying with computer is
exciting, 56 out of 162 (34.6%) respondents Disagreed, 84 out of 162 (51.9%) respondents
Agreed, and 14 out of 162 (8.6%) respondents Strongly agreed.
0 out of 162 (0%) respondents Strongly Disagreed that their institution has teaching-
learning resources to carry out e-learning, 6 out of 162 (3.7%) Respondents Disagree, 102 out
of 162 (63%) respondents Agreed, and 54 out of 162 (33.3%) Strongly Agreed.
It emphasizes that the attitude of a grade 12 LVCS student towards e-learning is highly
dependent on the given factors.
Weighted mean:
66
Test of e-
Learning
Academic
Attitude
(TeLRA Scale)
Factors Strongly Disagree Agree Strongly Mean Verbal

Disagree Agree Interpretation
Positive
1. E-learning is 4 26 116 16 2.88
very economical Attitude
for educational
institutions to
adopt.
Positive
2. I believe using 5 48 86 23 2.78
e-learning will Attitude
improve my
education.
Positive
3. Computers 4 16 101 41 3.10
make work more Attitude
interesting.
Positive
4. I prefer reading 11 43 94 14 2.69
articles online. Attitude
Positive
5. It is easier to 1 14 86 61 3.28
revise electronic Attitude
academic
materials than
printed one.
Positive
6. I prefer using a 3 22 99 38 3.06
computer to Attitude
prepare for my
class.
Positive
7. I feel 6 51 63 42 2.87
uncomfortable Attitude
reading a
textbook on a
computer screen
than a physical
textbook.
67
Positive
8. I enjoy 6 48 85 23 2.77
studying using Attitude
computers.
Positive
9. Participating in 5 62 67 28 2.73
class discussions Attitude
through
electronic
technologies is
very difficult.
Positive
10. E-learning 3 26 92 41 3.06
requires Attitude
expensive
technical support.
Positive
11. Interacting 5 32 89 36 2.96
with the Attitude
computer system
is often
frustrating.
Positive
12. E-learning 4 62 77 19 2.69
reduces the Attitude
quality of
knowledge
attained.
Positive
13. A face-to-face 0 8 74 80 3.44
method is more Attitude
learner-centered
than e-learning
methods.
Positive
14. I believe 7 65 82 8 2.56
using e-learning Attitude
will improve my
academic
performance.
Positive
15. Learning 2 20 95 45 3.13
through e- Attitude
learning is
tiresome.
68
Positive
16. E-learning 4 28 86 44 3.05
increases my Attitude
social isolation.
Positive
17. Using 1 23 92 46 3.13
electronic Attitude
systems requires
a lot of mental
effort.
Positive
18. Discussions 9 92 54 7 2.36
on e-learning Attitude
technologies are
uninteresting.
Positive
19. Studying with 8 56 84 14 2.64
computers is Attitude
exciting.
Positive
20. My institution 0 6 102 54 3.27
has teaching- Attitude
learning
resources to carry
out e-learning.
Positive
Overall Mean 2.92
Attitude
Note: (SA) Strongly Agree 4.00 - 3.00 - Positive Attitude, (A) Agree 2.99 - 2.00 - Positive
Attitude, (D) Disagree 1.99 - 1.00 - Negative Attitude , (SD) Strongly Disagree 1.00- 0.99-
Negative Attitude.
The first statement shows that the majority of the respondents with a total of 116
agreed that e-learning is very economical for educational institutions to adopt. 16 respondents
strongly agreed but 26 out of 162 respondents disagreed and 4 respondents strongly disagreed.
The first statement has a weighted mean of 2.88 showing that respondents have a positive
attitude towards e-learning.
69
The second statement shows that the majority of the respondents with a total of 86
agreed that e-learning will improve their education. 23 respondents strongly agreed but 48 out
of 162 respondents disagreed and 5 respondents strongly disagreed. The second statement has
a weighted mean of 2.78 showing that respondents have a positive attitude towards e-learning.
The third statement shows that the majority of respondents with a total of 101 agreed
that computers make them more interested. 41 respondents strongly agree but 16 out of 162
respondents disagreed and 4 respondents strongly disagreed. The third statement has a
weighted mean of 3.10 showing that respondents have a positive attitude towards e-learning.
The fourth statement shows that the majority of the respondents with a total of 94
agreed that they prefer reading articles online. 14 respondents strongly agree but 43 out of 162
respondents disagreed and 11 respondents strongly disagreed. The fourth statement has a
The fifth statement shows that the majority of the respondents with a total of 86 agreed
that it is easier to revise electronic academic materials than printed one. 61 respondents
strongly agreed but 14 out of 162 respondents disagreed and 1 respondent strongly disagreed.
The fifth statement has a weighted mean of 3.28 showing that respondents have a positive
The sixth statement shows that the majority of respondents with a total of 99 agreed
that they prefer using a computer to prepare for their class. 38 respondents strongly agreed but
22 out of 162 respondents disagreed and 3 respondents strongly disagreed. The sixth statement
70
has a weighted mean of 3.06 showing that respondents have a positive attitude towards e-
learning.
The seventh statement shows that the majority of the respondents with a total number
of 63 agreed that they feel more uncomfortable reading a textbook on a computer screen than
a physical textbook. There are 51 respondents who disagreed, 42 strongly agreed, and 6
respondents strongly disagreed. With a total of 2.87 weighted mean, the 7th statement shows
a positive attitude towards e-learning.
The eighth statement shows that the majority of the respondents with a total number
of 85 out of 162 respondents agreed that they enjoy studying using computers, there are 48
respondents who disagreed, 23 respondents who strongly agreed, and 6 respondents who
strongly disagreed. The eighth statement had a total weighted mean of 2.77 that shows a
positive attitude towards e-learning.
The ninth statement shows that the majority agree that using electronic tools to
participate in class discussions is very difficult. 67 of the 162 respondents agree that using
technological tools to participate in class discussions is very difficult. 62 out of 162 of them
disagree. 28 out of 162 people strongly agree, while 5 people strongly disagree. The weighted
mean of the ninth statement is 2.73, indicating that respondents had a positive attitude.
The tenth statement shows that the majority agree that E-learning requires expensive
technical support. 92 of the 162 respondents agree that E-learning requires expensive technical
71
support. Out of the 162 responders, 41 strongly agree. 26 out of 162 disagree, and 3 out of 162
strongly disagree. The weighted mean of the tenth statement is 3.06, indicating that
respondents had a positive attitude.
The eleventh statement shows that the majority of the respondents with a total of 89
out of 162 respondents agreed that interaction with computer systems is often frustrating. 36
out of 162 Strongly Agree, and 32 out of 162 disagreed. 5 out of 162 respondents strongly
disagreed. The weighted mean of the eleventh statement is 2.96, indicating that the respondents
had a positive attitude.
The twelfth statement shows that the majority of the respondents with a total of 77
agreed that E-learning reduces the quality of knowledge attained. 62 respondents disagreed but
19 out of 162 respondents strongly agreed and 4 respondents strongly disagreed. The twelfth
statement has a weighted mean of 2.69 showing that respondents have a positive attitude
towards e-learning.
The thirteenth statement shows that the majority of the respondents with a total of 80
strongly agreed that a face-to-face method is more learner-centered than e-learning methods.
74 respondents agreed but 8 out of 162 respondents disagreed. The thirteenth statement has a
The fourteenth statement shows that the majority of the respondents with a total of
82 agreed that they believe using e-learning will improvno. of response (corresponding score
72
of specific intensity)e their academic performance. 65 respondents disagreed but 8 out of 162
respondents strongly agreed and 7 respondents strongly disagreed. The fourteenth statement
learning.
The fifteenth statement shows that the majority of the respondents with a total of 95
agreed that learning through e-learning is tiresome. 45 respondents strongly agreed but 20 out
of 162 respondents disagreed and 2 respondents strongly disagreed. The fifteenth statement
learning.
The sixteenth statement shows that the majority of the respondents with a total of 86
agreed that e-learning increases their social isolation. 44 respondents strongly agreed but 28
out of 162 respondents disagreed and 4 respondents strongly disagreed. The sixteenth
statement has a weighted mean of 3.05 showing that respondents have a positive attitude
towards e-learning.
The seventeenth statement shows that the majority of the respondents with a total of
92 agreed that using electronic systems requires a lot of mental effort. 46 respondents strongly
agreed but 23 out of 162 respondents disagreed and 1 respondent strongly disagreed. The
seventeenth statement has a weighted mean of 3.13 showing that respondents have a positive
73
The eighteenth statement shows that the majority of respondents with a total of 92
disagreed that discussions on e-learning technologies are uninteresting. 54 respondents agreed
but 9 out of 162 respondents strongly disagreed and 7 respondents strongly agreed. The
eighteenth statement has a weighted mean of 2.36 showing that respondents have a positive
The nineteenth statement shows that the majority of the respondents with a total of
84 agreed that studying with computers is exciting. 56 respondents disagreed but 14 out of 162
respondents strongly agreed and 8 respondents strongly disagreed. The nineteenth statement
learning.
The twentieth statement shows that the majority of the respondents with a total of 102
agreed that their institution has teaching-learning resources to carry out e-learning. 54
respondents strongly agreed but 6 out of 162 respondents disagreed and 0 respondent strongly
disagreed. The twentieth statement has a weighted mean of 3.27 showing that respondents have
a positive attitude towards e-learning.
74
Table 8. Students’ Coping Mechanisms Scale
Questions Always Often Sometimes Rarely Never

(4) (3) (2) (1) (0)
1. Emotional (Stress) eating 27 40 57 21 (13%) 17 10.5%)

(16.7%) (24.7%) (35.2%)
2. Watching K-dramas, anime, 49 50 43 (26.5%) 16 (9.9%) 4 (2.5%)

movies, etc. (30.2%) (30.9%)
3. Reading e-books 17 37 50 42 16 (9.9%)

(10.5%) (22.8%) (30.9%) (25.9%)
4. Crying 26 (16%) 23 47 (29%) 50 16 (9.9%)

(14.2%) (30.9%)
5. Socializing with family 46 49 44 (27.2%) 20 3 (1.9%)

and/or friends (28.4%) (30.2%) (12.3%)
6. Making Art 9 (5.6%) 22 41 (25.3%) 66 24 (14.8%)

(13.6%) (40.7%)
7. Exercising 8 (4.9%) 27 52 (32.1%) 63 12 (7.4%)

(16.7%) (38.9%)
8. Playing Online Games 19 34 (21%) 36 (22.2%) 34 (21%) 39 (24.1%)

(11.7%)
9. Resting/Take a break 59 56 36 (22.2%) 9 (5.6) 2 (1.2%)

(36.4%) (34.6%)
10. Cleaning 47 (29%) 54 45 (27.8%) 11 (6.8%) 5 (3.1%)

(33.3%)
Out of one hundred sixty-two respondents, the highest of 57 respondents or 35.2%
responded that emotional (stress) eating is sometimes their coping mechanism of
stress. Following that, 40 of 162 respondents, or 24.7%, claimed that they often engage in
emotional (stress) eating. 16.7% of respondents, or 27 students, stated they always stress eat.
While just 13% of students (21 respondents) rarely use stress eating as a coping method.
75
Finally, the lowest are 17 students or 10.5% out of 162 said they never use stress eating as a
coping method when they are stressed.
In terms of watching k-dramas, anime, and movies, the highest of 50 out of 162
respondents or 30.9% say that it is often their coping mechanism of stress. Followed by 49
respondents or 30.2% stated that they always watch k-drama, anime and movies as their
coping mechanism. While 43 out of 162 respondents or 26.5% claimed that sometimes it is
their coping mechanism. 16 respondents or 9.9% said that they rarely watch. Lastly, 4
respondents out of 162 or 2.5% as the lowest answered that they never watch k-drama,
anime, and movies as their coping mechanism.
The highest of 50 out of 162 respondents or 30.9% claimed that reading e-book is
sometimes their coping mechanism of stress. Followed by 42 respondents or 25.9% who stated
that reading e-book is rarely their coping mechanism of stress. While 37 respondents or 22.8%
answered that reading e-book is often their coping mechanism of stress. 17 out of 162 or 10.5%
said that it is always their coping mechanism of stress. Lastly, 16 out of 162 respondents or
9.9% as the lowest responded that reading e-book is never been their coping mechanism of
stress.
Out of 162 respondents, 50 of the respondents or the 30.9% is the highest stated that
they rarely cry as a coping mechanism of stress. Followed by 47 respondents or 29% answered
that sometimes crying is their coping mechanism. While 26 of the respondents or 16% claimed
that they cry always as their coping mechanism of stress. 23 respondents or 14.2% said that
76
crying is often their coping mechanism. Lastly, the lowest responses 16 of the respondents or
9.9% responded that they never cry as a coping method of stress.
Forty-nine out of 162 respondents or 30.2% as the highest answer said that they often socialize
with their family and friends as their coping mechanism of stress. Followed by 46 respondents
or 28.4% that claimed they always cope with their stress in a way of socialization with family
and/or friends. While 44 respondents or 27.2% said that they sometimes socialize to cope with
their stress. 20 of the respondents or 12.3% stated that they rarely do socializing to cope with
stress. Lastly, the lowest response 3 of the respondents or 1.9% responded that they never
socialize with their family or friends to cope with their stress.
In terms of making an art as a coping mechanism of stress, 66 or 40.7% out of 162
respondents as the highest answered that making an art is rarely their coping mechanism.
Followed by 41 respondents or 25.3% stated that making an art is sometimes their coping
mechanism of stress. While 24 out of 162 respondents or 14.8% claimed that they never make
an art as their coping mechanism. 22 respondents or 13.6% said that they sometimes make an
art as they cope with stress. Lastly, the lowest response of 9 students or 5.6% responded that
they always make an art as a coping mechanism of their stress.
Out of 162 respondents, 63 or 38.9% highest percentage claimed that exercising is
rarely their coping mechanism for stress. Followed by 52 respondents or 32.1% answered that
exercising is sometimes their coping mechanism for stress. While 27 or 16.7% said that
exercising is often how they cope with stress. 12 or 7.4% out of 162 respondents stated that
77
exercising has never helped them cope with stress. Lastly, the lowest of 8 respondents or 4.9%
responded that they always do exercise to cope up with their stress.
In terms of playing online games, 39 or 24.1% out of 162 respondents as the highest,
claimed that they never play online games as their coping mechanism. Followed by 36
respondents or 22.2% answered that sometimes it is their coping mechanism. While 34 or 21%
out of 162 respondents answered they often play online games to cope up with stress. Another
34 or 21% of respondents said that they rarely use online games for coping up with stress.
Lastly, the lowest percentage of 11.7% or the 19 responded that they always play online games
as a coping mechanism for stress.
Out of 162 respondents, 59 or 36.4% as the highest percentage of the respondents stated
that resting/taking a break is their always coping mechanism for stress. Followed by 56 or
34.6% respondents claimed that they often rest or take a break to cope up with stress. While
36 or 22.2% respondents out of 162 answered that sometimes taking a rest or a break is their
way to cope with stress. 9 of the respondents or 5.6% of them responded that they rarely take
a break as a coping method for stress. Lastly, 2 out of 162 respondents said that they never take
a break or rest to cope up with their stress.
For the last factor, in terms of cleaning, 54 or 33.3% of the respondents as the highest
percentage stated that it is often their coping mechanism for stress. 47 or 29% of the
respondents answered that cleaning is always their way of coping with stress. Followed by 45
or 27.8% respondents who said that cleaning is sometimes their coping mechanism. 11 or 6.8%
out of 162 respondents claimed that cleaning is rarely their coping style. Lastly, the lowest
78
percentage of 3.1% (5 respondents) responded that they never do cleaning to cope with their
stress.
The data analysis shows that almost all students give assignments a top priority. It is shown
by reserving or allotting hours of work into their schedule. However, some students were spending
less time than usual. It will be either the ones who make assignments carelessly or do not prioritize
study that much. The data gathered also proved that the longer time a student spends on
schoolwork, the greater the intensity of stress. It could be why some students do their schoolwork
in less than 2 hours.
The Modified Stress Academic Scale justifies that, in general, the students feel moderate
stress in all types of schoolwork in all instances in the current school year. It also means that they
can handle it, and there is still room for inner peace.
According to the Test of e-Learning Academic Attitude (TeLRA Scale), the participants
generally have a positive attitude towards the factors of e-learning academic attitude.
The students’ Coping Mechanisms Scale shows that the usual things that the students do
to cope with such stress are watching K-dramas or animes and simply taking a rest.
79
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
Summary
The purpose of this study was to investigate the influence of online learning on the
academic stress of Grade 12 Students from various strands of La Verdad Christian College.
According to the Statement of the Problem, the researchers' acquired data indicated that students
experience moderate stress in all sorts of schoolwork in all circumstances throughout the current
school year. This also implies that they are capable of dealing with it and that there is still capacity
for inner calm. Based on the Test of e-Learning Academic Attitude (TeLRA Scale), this school
year's participants exhibit a significant disdain of online learning. It might be related to variables
such as familiarity with technology, learning interests, and a poor internet connection. According
to the Students' Coping Mechanisms Scale, the most common ways for students to cope with such
stress are to watch K-dramas, animes, or simply take a break.
The researchers conducted quantitative research to determine the effect of online
learning on Grade 12 students' academic stress. They used quantitative approaches to observe
and identify the impact of online learning on academic stress among La Verdad Christian
School Grade 12 students from various strands.
The study's respondents are Grade 12 students from La Verdad Christian School from
different strands in the Academic Year 2021-2022. The method they utilized was stratified
random sampling. The Grade 12 students who are the focus of this study were separated into
80
multiple groups by their sections using this method. The participants were chosen at random
to take part in this survey after the researchers have separated each group by gender.
The top 2 of the respondents are between the ages of 18 and 17, followed by the ages
of 19 and 16. There are 162 respondents from La Verdad Christian School Grade 12 students
from various strands for the Academic Year 2021-2022.
Based on the interpretation and analysis of the data acquired, Table 6 has an overall
mean of 3.03, indicating that the participants experience moderate stress, and Table 7 has an
overall mean of 2.92, demonstrating that respondents had a generally positive attitude
regarding the e-learning factors test.
Conclusion
Based on the indicated findings, the following conclusion were drawn:
1. The majority of students that responded to the survey were 18 years old.
2. Grade 12 students usually utilize school work for more than 2 hours beyond class hours
which is the highest duration of doing school work beyond the time of academic hours.
3. The respondents become more stressed as they spend more time on schoolwork.
4. According to the Modified Stress Scale, the majority of respondents experience
moderate stress in all types of schoolwork under all circumstances.
5. Most of the students are still capable of dealing with stress and that there is still capacity
for inner peace.
81
6. According to the TeLRA Scale, the majority of students have a positive attitude toward
online learning.
7. The usual things that the students do to cope with such stress are watching K-dramas
or anime, eating, and simply taking a rest.
8. Based on the interpretation and analysis of the data acquired, Table 6 has an overall
mean of 3.03, indicating that the participants experience moderate stress, and Table 7
has an overall mean of 2.92, indicating that they have a positive attitude towards online
learning.
9. According to the title of the study, researchers concluded that the impact of online
learning on academic stress is moderate stress, yet the researchers maintain a positive
attitude toward the moderate stress.
Recommendations:
Given the findings and conclusions, the researchers recommend the following:
1. The researchers advise the teachers to assign tasks or activities at least one or two
weeks before the deadline. That way, the students will have an adequate time to prepare for
their activities. By giving them more time, the students do not have to spend more hours
beyond class hours to do their school works. By doing so, the amount of stress that they are
experiencing will lessen.
82
2. It is suggested that students should learn how to manage their time and avoid
procrastinating. By doing this, they do not have to do all of their activities at the same time and
be stressed for not meeting the deadline.
3. It is recommended that teachers should provide study materials and pointers to
review before an exam, so the students will not be stressed by not knowing how to prepare for
the examination.
4. After an examination, it is advisable for the teachers to show the results as soon as
possible, so the students do not have to worry about the results which may cause extreme stress.
5. The researchers recommend the teachers to make their discussions more entertaining
and more understandable. Also, it is advisable for them to become more approachable and
communicate with their students better.
6. According to the researchers' second scale, some students are not interacting with
their family and friends when stressed. Researchers urge students who are stressed to try to
socialize with their family and/or friends. By socializing, they can open up to their loved ones
to lessen stress and form bonds with them.
7. The researchers advise parents to monitor their children's online activities and, if
they are having any technical issues, just try to assist them to reduce their stress.
83
8. When stressed, taking a rest, watching K-drama and anime, and crying are all
advisable to the students to cope with stress.
9. Majority of the students are afraid to discuss academic failures to their parents
causing them slight stress, so the researchers advise the parents to be more considerate of their
children especially since they are in a new learning environment which is the online class.
10. The researchers recommend the students to try to have a comfortable study space
to avoid distractions.
11. The researchers recommend guidance counseling for students who are facing
academic stress. Counselor comfort and guidance may assist the student in reducing or
coping with his or her stress.
12. The researchers also recommend future researchers to use this existing research as
a guide when conducting their own research. This could aid in the validation of their
research. If the setup is still an online class, this topic can still be used.
84
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Reddy K. J, Menon K. R, Thattil A. Academic Stress and its Sources Among University
Students. Biomed Pharmacol J 2018;11(1).
Deb, D., Sibnath, S., Strodl, S., Esben, E., Sun, S., & Hansen, H. (2015). Academic stress,
parental pressure, anxiety and mental health among Indian high school students. Academic
Stress, Parental Pressure, Anxiety and Mental Health among Indian High School Students.
Published.
Hodge-Windover, H. W. S. T. (2017). The Relationship between Stress, Coping Style, and
Academic Satisfaction: A Quantitative Study. The Relationship between Stress, Coping Style,
and Academic Satisfaction: A Quantitative Study. Published.
https://eprints.qut.edu.au/86092/30/Academic%2Bstress%2Bof%2Bschool%2Bstudents%2B
2015.pdf
85
Definition Terms:
K.V.S. (2020, October 10). How Does Academic Stress Affect Mental Health in the Age of
Digital Learning. Kansas.Kvc.Org/. Retrieved October 31, 2021, from
https://kansas.kvc.org/2020/11/10/how-does-academic-stress-affect-mental-health-in-the-
age-of-digital-learning/
D.C.T.L. (2019, August 21). Identifying academic sources. Owll.Massey. Retrieved October
31, 2021, from https://owll.massey.ac.nz/academic-writing/identifying-academic-sources.php
Davey Smith, G. (2003, July 25). Psychosocial factors and public health: a suitable case for
treatment? Bmj Journals. Retrieved October 31, 2021, from
https://jech.bmj.com/content/57/8/565
Alsulami, S. (2018, March 12). Perception of academic stress among Health Science
Preparatory Program students in two Saudi universities. PubMed Central (PMC). Retrieved
October 31, 2021, from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5856041/#:%7E:text=Academic%20stress%
20is%20defined%20as,exceed%20adaptive%20capabilities%20of%20students.&text=Most
%20commonly%20reported%20stressors%20in,meet%20commitments%20and%20taking%
20examinations.
86
Alsulami, S. (2018, March 12). Perception of academic stress among Health Science
Preparatory Program students in two Saudi universities. PubMed Central (PMC). Retrieved
October 31, 2021, from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5856041/#:%7E:text=Academic%20stress%
20is%20defined%20as,exceed%20adaptive%20capabilities%20of%20students.&text=Most
%20commonly%20reported%20stressors%20in,meet%20commitments%20and%20taking%
20examinations.
Ballotpedia. (n.d.). Academic performance. Retrieved October 31, 2021, from
https://ballotpedia.org/Academic_performance
Thakkar, A. (2018, June 7). Academic Stress in Students - One Future Collective. Medium.
Retrieved October 31, 2021, from https://medium.com/one-future/academic-stress-in-
students-498c34f064d7
H. (2021, May 28). What Is Academic Burnout? University of the People. Retrieved December
12, 2021, from https://www.uopeople.edu/blog/what-is-academic-
burnout/#:%7E:text=Academic%20burnout%20can%20be%20defined,and%20reduced%20a
bility%20in%20school.&text=It%20is%20rather%20more%20of,term%20study%20or%20s
chool%20work.
https://explorable.com/psychological-theories-of-stress
https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-28099-8_493-1
87
http://www.c3l.uni-oldenburg.de/cde/found/simons99.htm
https://www.open.edu/openlearncreate/mod/page/view.php?id=147079
https://distance-educator.com/introduction-to-distance-education-theorists-and-theories-
borje-holmberg/
Foreign Related Studies:
DeDeyn, R. (2008). A Comparison of Academic Stress Among Australian and International
Students (1st ed., Vol. 1). uwlax.edu. https://www.uwlax.edu/globalassets/offices-
services/urc/jur-online/pdf/2008/dedeyn.pdf
Abdollahi, A. (2020, April 30). ERIC - EJ1249212 - Academic Hardiness as a Mediator for
the Relationship between School Belonging and Academic Stress, Psychology in the Schools,
2020-May. Eric. Retrieved November 26, 2021, from
https://eric.ed.gov/?q=academic+stress&id=EJ1249212
Emerald Publishing Limited. (2020, October 6). Online education during COVID-19:
perception of academic stress and emotional intelligence coping strategies among college
students | Emerald Insight. Emerald.Com. Retrieved November 28, 2021, from
https://www.emerald.com/insight/content/doi/10.1108/AEDS-05-2020-0097/full/html
88
The Society of Digital Policy and Management. (2021). A study of the relationship between
learning flow and learning burnout in college online classes. The Society of Digital Policy and
Management, 19(6), 39–46. https://doi.org/10.14400/JDC.2021.19.6.039
Moawad, R. A. (2020). Online Learning during the COVID- 19 Pandemic and Academic Stress
in University Students. Revista Românească Pentru Educaţie Multidimensională, 1(1 Sup2),
7. https://www.ceeol.com/search/article-detail?id=859384
National related studies reference:
Baticulon, R. E., Sy, J. J., Alberto, N. R., Baron, M. B., Mabulay, R. E., Rizada, L. G., Tiu, C.
J., Clarion, C., & Reyes, J. C. (2021, February 24). Barriers to Online Learning in the Time of
COVID-19: A National Survey of Medical Students in the Philippines. Medical Science
Educator. Retrieved November 25, 2021, from
https://link.springer.com/article/10.1007/s40670-021-01231-
z?error=cookies_not_supported&code=7bcc1d8c-1579-43b5-a0ea-83e2d608f7ce
Magsambol, B. (2020, October 22). Students’ mental health issues during distance learning
due to “interplay of factors” – expert. Rappler. Retrieved November 26, 2021, from
https://www.rappler.com/nation/students-mental-health-concerns-distance-learning-due-
interplay-factors
89
Khan, M. J., Altaf, S., & Kausar, H. (2013). Effect of Perceived Academic Stress on
Students' Performance. FWU Journal of Social Sciences, 7(2).
Tus, J. (2021). Amidst Covid-19 Pandemic: Depression, Anxiety, Stress, and Academic
Performance of the Students in the New Normal of Education in the Philippines. International
Engineering Journal for Research & Development, 6(ICMRD21), 13-13.
Enicola, P. (2021b, September 1). Online Classes in The Philippines: Redefining Pedagogy.
ChildHope Philippines. Retrieved November 27, 2021, from https://childhope.org.ph/online-
classes-in-the-philippines/
90
APPENDICES
91
Appendix A
(Letter of Approval)
March 17, 2022
LUZVIMINDA E. CRUZ, Ph. D.
Principal
LA VERDAD CHRISTIAN SCHOOL, INC.

Mac Arthur
Highway,Sampaloc
Apalit,Pampanga
Dear Ms. Cruz:
In partial fulfillment of our requirements for Inquiries, Investigation, and Immersion, we,
the researchers from 12-HUMSS A, would like to seek your permission to conduct a
research study entitled “The Impact of Online Learning on the Academic Stress of Grade
12 LVCS students”
In line with this, we would like your good office to allow us to conduct our survey on
Grade 12 students this academic year. Rest assured that the data gathered will be treated
with the utmost confidentiality.
Your approval of this will be highly appreciated. Thank you!

Respectfully yours,
Anne Mariel T. Pitao

Group Representative
Noted by:
Ms. WILLEN ANNE C. ALBA GILBERT E. FRUEL, RL

Subject Teacher/Research Adviser Data Privacy Officer
Recommending Approval: Approved by:
ALBERT D. SORIANO, MEM LUZVIMINDA E. CRUZ, Ph.D.
Research Coordinator/SHS Focal Person Principal
92
Appendix B
(Survey Questionnaire)
The Impact of Online Learning on the Academic Stress of Grade 12 LVCS Students
PRIVACY NOTICE:
In pursuant with the Data Privacy Act of 2012 (RA 10173), LA VERDAD CHRISTIAN
SCHOOL/COLLEGE Apalit, and Caloocan branches adhere with its principles in processing
and securing your information and as a data subject you have the right to be informed, to
rectify, to object, to delete and to data portability.
Rest assured that the data or information you share with us are safe and will be treated with
the utmost confidentiality.
By ticking the box below signifies your agreement to the processing and disclosure of
personal data, you agree to the collection, use, disclosure and processing of your personal
data for legitimate purposes and in accordance with our mandate.
( ) I Agree
Part 1:
DEMOGRAPHIC PROFILE OF RESPONDENTS
Name (Optional): _____
Age: 15/16/17/18/19
Sex: M/F
Grade & Section: 12 STEM-A/12 STEM-B/ 12 STEM-C
12 ABM-A/12 ABM-B
12 HUMSS-A/12 HUMSS-B
1. How many hours do you utilize to do schoolwork(s) beyond school hours?

Less than 30 mins/30 mins-1 hr/1-hrs-2hrs/More than 2hrs
2. Do you get more stressed the more time you spend on school works?
Yes/No
Part 2:
MODIFIED ACADEMIC STRESS SCALE
The modified Academic Stress Scale consists of 32 items illustrating the respondent's academic
stress from different factors. The respondent can indicate the level of stress by selecting No
Stress (NS), Slight Stress (SS), Moderate Stress (MS), High Stress (HS), and Extreme Stress
(ES).
93
No. Statement NS SS MS HS ES
1. There are so many (group) activities and homework at the same time . ( ) ( ) ( ) ( ) ( )
2. Poor interest in some subjects. ( ) ( ) ( ) ( ) ( )
3. Progress reports to parents. ( ) ( ) ( ) ( ) ( )
4. The teacher is not humorous towards us. ( ) ( ) ( ) ( ) ( )
5. Lack of concentration during study hours. ( ) ( ) ( ) ( ) ( )
6. Difficulty in remembering all that is studied. ( ) ( ) ( ) ( ) ( )
7. Worrying about the examinations. ( ) ( ) ( ) ( ) ( )
8. Lack of confidence in the class. ( ) ( ) ( ) ( ) ( )
9. The teachers do not listen to our ideas. ( ) ( ) ( ) ( ) ( )
10. Conflict with classmates. ( ) ( ) ( ) ( ) ( )
11. Worrying about the results after examinations. ( ) ( ) ( ) ( ) ( )
12. Hesitant to ask the teacher for a detailed explanation. ( ) ( ) ( ) ( ) ( )
13. Inadequate space or room for studying. ( ) ( ) ( ) ( ) ( )
14. Not knowing how to prepare for the examinations. ( ) ( ) ( ) ( ) ( )
15. Slow in getting along with the curriculum. ( ) ( ) ( ) ( ) ( )
16. Exam papers are tough and not valued well. ( ) ( ) ( ) ( ) ( )
17. Unable to complete the assignment in time. ( ) ( ) ( ) ( ) ( )
18. Lack of communication between teachers and students. ( ) ( ) ( ) ( ) ( )
19. Monotonous (boring or tedious) teaching style by the teacher. ( ) ( ) ( ) ( ) ( )
20. Not enough discussion in the class. ( ) ( ) ( ) ( ) ( )
21. Lack of mutual help among classmates. ( ) ( ) ( ) ( ) ( )
22. Lack of fluency while speaking a language other than the mother tongue. ( ) ( ) ( ) ( ) ( )
23. Difficulty in public speaking. ( ) ( ) ( ) ( ) ( )
24. The teacher’s discussion is fast. ( ) ( ) ( ) ( ) ( )
25. Teachers lack interest in students. ( ) ( ) ( ) ( ) ( )
26. The exam syllabus is too heavy in some subjects. ( ) ( ) ( ) ( ) ( )
27. Feeling of inferiority in class. ( ) ( ) ( ) ( ) ( )
28. Unable to discuss academic failures with parents. ( ) ( ) ( ) ( ) ( )
29. Not able to grasp the subject matter. ( ) ( ) ( ) ( ) ( )
30. Incomplete and confusing study material. ( ) ( ) ( ) ( ) ( )
31. Difficulty in adjusting with the opposite gender. ( ) ( ) ( ) ( ) ( )
32. Inadequate subject knowledge of the teacher. ( ) ( ) ( ) ( ) ( )
Part 3:
MODIFIED TEST OF E-LEARNING ATTITUDES (TELRA) SCALE
The modified TeLRA scale requires the respondents to rate the questions on a certain level of
agreement according to their perceived agreement. It contains 20 items to measure the
respondents' self-perceived ideas pertaining to online learning. The respondents can show their
level of agreement by choosing Strongly Disagree, Disagree, Agree, and Strongly Agree.
No. Statement SD D A SA
1. E-learning is very economical for educational institutions to adopt. ( ) ( ) ( ) ( )
2. I believe using e-learning will improve my education. ( ) ( ) ( ) ( )
94
3. Computers make work more interesting. ( ) ( ) ( ) ( )

4. I prefer reading articles online. ( ) ( ) ( ) ( )
5. It is easier to revise electronic academic materials than printed one. ( ) ( ) ( ) ( )
6. I prefer using a computer to prepare for my class. ( ) ( ) ( ) ( )
7. I feel uncomfortable reading a textbook on a computer screen than a physical textbook. ( ) (
)()()
8. I enjoy studying using computers. ( ) ( ) ( ) ( )
9. Participating in class discussions through electronic technologies is very difficult. ( ) ( ) ( )
()
10. E-learning requires expensive technical support. ( ) ( ) ( ) ( )
11. Interacting with the computer system is often frustrating. ( ) ( ) ( ) ( )
12. E-learning reduces the quality of knowledge attained. ( ) ( ) ( ) ( )
13. A face-to-face method is more learner-centered than e-learning methods. ( ) ( ) ( ) ( )
14. I believe using e-learning will improve my academic performance. ( ) ( ) ( ) ( )
15. Learning through e-learning is tiresome. ( ) ( ) ( ) ( )
16. E-learning increases my social isolation. ( ) ( ) ( ) ( )
17. Using electronic systems requires a lot of mental effort. ( ) ( ) ( ) ( )
18. Discussions on e-learning technologies are uninteresting. ( ) ( ) ( ) ( )
19. Studying with computers is exciting. ( ) ( ) ( ) ( )
20. My institution has teaching-learning resources to carry out e-learning. ( ) ( ) ( ) ( )
Part 4:
STUDENT’S COPING MECHANISMS SCALE (SCMS)
SCMS is composed of 10-item questions that requires the respondents to rate the frequency of
the questions according to their coping mechanisms. The respondents can rate by choosing
Never, Rarely, Sometimes, Often, and Always.
No. Statement Never Rarely Sometimes Often Always

1. Emotional (Stress) eating ( ) ( ) ( ) ( ) ( )
2. Watching K-dramas, anime, movies, etc. ( ) ( ) ( ) ( ) ( )
3. Reading (e) books ( ) ( ) ( ) ( ) ( )
4. Crying ( ) ( ) ( ) ( ) ( )
5. Socializing with family and/or friends ( ) ( ) ( ) ( ) ( )
6. Making art ( ) ( ) ( ) ( ) ( )
7. Exercising ( ) ( ) ( ) ( ) ( )
8. Playing (online) games ( ) ( ) ( ) ( ) ( )
9. Resting/Taking a break ( ) ( ) ( ) ( ) ( )
10. Cleaning ( ) ( ) ( ) ( ) ( )
95
Appendix C
(Curriculum Vitae)
96
97
98
99
100
101

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LA VERDAD CHRISTIAN SCHOOL

A Senior High School Research Project

LA VERDAD CHRISTIAN SCHOOL, Inc.

In Partial Fulfillment of the Requirements in

Duallo, John Albert A.

Garcia, Mark Joshua M.

Nacar, Franchesca Joy D.

Pitao, Anne Mariel T.

Santos, Celine Dion A.

Ms. Willen Anne C. Alba

We have your gratitude.

encouragement while working on this study

To the respondents, despite your busy schedule, we appreciate your time.

the chance to undertake this research within the institute.

unending moral, spiritual, emotional, and financial support.

To our beloved institution, La Verdad Christian College, for honing us to be excellent

and competitive students guided by biblical moral standards and principles.

Group 5 Humanities and Social Sciences A

Title: The Impact of Online Learning on the Academic Stress of Grade 12

Joy Nacar. Anne Mariel Pitao. Celine Dion Santos.

Subject Teacher: Ms. Willen Anne C. Alba

Degree: Humanities and Social Sciences

Institution: La Verdad Christian School, Inc.

these factors, the researcher's mental health was affected.

indicating that they have a positive attitude towards online learning.

TITLE PAGE. ................................................................................................... 1

ABSTRACT .................................................................................................... 4-5

TABLE OF CONTENTS. ................................................................................ 6-8

CHAPTER I THE PROBLEM AND ITS BACKGROUND

Introduction. ......................................................................... 9-12

Statement of the Problem. .................................................. 12-13

Scope and Delimitation. .......................................................... 13

Significance of the Study ............................................................ 14

Definition of Terms............................................................... 15-16

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

Theoretical Framework ..................................................... 17-20

Conceptual Framework ..................................................... 21-23

Review of Related Literature and Studies. ...........................23-30

CHAPTER III RESEARCH METHODOLOGY

Research Respondents. .................................................................32

Sampling Method. ............................................................................... 33

Research Instrument.................................................................... 34-35

Data Collection Procedure ......................................................... 35

Statistical Tools and Treatment............................................... 36-40

CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Figures and Tables. ...............................................................41-79

CHAPTER V SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of findings....................................................... 80-81

Conclusion. ..................................................................... 81-82

Recommendation. ........................................................... 82-84

CHAPTER VI REFERENCES. .......................................................................... 85-90

Appendix A Letter of Approval..................................................92

Appendix B Survey Questionnaire. .......................................... 93-95

Appendix C Curriculum Vitae. ............................................... 96-101

delimitation, significance of the study and definition of terms of the study.

academic stress relating to their ability to succeed in this new environment.

during COVID-19 (Son et al., 2020).

implement this online system.

High school will be the respondents of this study.

Background of the Study

school psychologists and counselors in developing effective counseling modules and

Statement of the problem