THE EFFECTS OF COVID-19 PANDEMIC TO THE MENTAL HEALTH OF THE

SENIOR HIGH STUDENTS OF ACLC COLLEGE OF ORMOC

ENROLLED IN THE SCHOOL YEAR 2020-2021

In Partial Fulfilment of the Requirements for Practical Research 2

Presented to the Faculty of ACLC College of Ormoc

Andrea Perez

October 2020
 Acknowledgement

I, Andrea Perez express my sincere gratitude and appreciation to our Almighty and dearest

God for guiding me for the completion of this study.

Furthermore, I am glad to express my deepest gratitude to our research instructor Ms.

Marielle Dominique G. Dela Cruz, for her patience, guidance, encouragement, and useful critiques

and assessment of this research paper.

 Abstract
This study will explore the relationship of the COVID 19 Pandemic to the mental health of the

students of ACLC College of Ormoc. This study aims to find out how Covid-19 affects the life of

the students specifically. The respondents of this study are limited to senior high school students of

ACLC College of Ormoc. A sample of 50 students is taken in any gender and age have answered the

questions as part of the respondents. The research design used is qualitative design. The researcher

used social media platform to conduct survey and used the messenger app to send questionnaires to

the respondents. The sampling method used is systematic sampling method.

 Chapter 1

Introduction

Background of the Study

The COVID-19 pandemic and the resulting economic recession and educational crisis have

negatively affected many people’s mental health especially the students. The Department of

Education (DepEd) wrapped up its extended enrollment period for the school year 2020-2021, the

numbers show that more than 6 million students from last year have failed to enlist. The majority of

these unenrolled students are incapable of providing the needed digital gadgets in complying with

this school year`s curriculum.

The novel corona virus (COVID-19) outbreak, which was first detected in Wuhan, China, in

December 2019, has been evolving rapidly. On 30 January 2020, the WHO Director-general

declared that the current outbreak constituted a public health emergency of international concern,

and on 12 March 2020 the COVID-19 outbreak was declared a pandemic. The widespread outbreaks

of infectious diseases, such as COVID-19 are associated with psychological distress and symptoms

of mental illness. A study conducted in China during the initial outbreak of COVID-19 found that

53.8% of rated psychological impact of the outbreak, 16.5% reported moderate to severe depression,

28.8% reported moderate to severe anxiety and 8.1% reported moderate to severe stress level. A

review of existing literature revealed that symptoms of anxiety and depression (16 to 28%) and self-

reported stress (8%) are common psychological reactions to the COVID-19 pandemic.

Moreover, COVID-19 has negative mental and social consequences, for example, a broad body of

research links social isolation and loneliness to poor mental health; and recent data shows that

significantly higher share of people who were sheltering in place (47%) reported negative mental

health effects resulting from worry or stress related to coronavirus than among those not sheltering
in place (37%). Negative mental health effects due to social isolation may be particularly

pronounced among older adults and households with adolescents, as these groups are already at risk

for depression or suicidal ideation.

Mental health issues are the leading impediment to academic success. Mental illness can affect

students’ motivation, concentration, and social interactions—crucial factors for students to succeed

in higher education. The 2019 Annual Report of the Center for Collegiate Mental Health reported

that anxiety continues to be the most common problem (62.7% of 82,685 respondents) among

students who completed the Counseling Center Assessment of Psychological Symptoms, with

clinicians also reporting that anxiety continues to be the most common diagnosis of the students that

seek services at university counseling centers. Consistent with the national trend, Texas A&M

University has seen a rise in the number of students seeking services for anxiety disorders over the

past 8 years. In 2018, slightly over 50% of students reported anxiety as the main reason for seeking

services. Despite the increasing need for mental health care services at postsecondary institutions,

alarmingly, only a small portion of students committing suicide contact their institution counseling

centers, perhaps due to the stigma associated with mental health. Such negative stigma surrounding

mental health diagnosis and care has been found to correlate with a reduction in adherence to

treatment and even early termination of treatment.

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

It is known that the prevalence of epidemics accentuates or creates new stressors including fear and

worry for oneself or loved ones, constraints on physical movement and social activities due to

quarantine, and sudden and radical lifestyle changes. A recent review of virus outbreaks and

pandemics documented stressors such as infection fears, frustration, boredom, inadequate supplies,

inadequate information, financial loss, and stigma. Much of the current literature on psychological

impacts of COVID-19 has emerged from the earliest hot spots in China. Although several studies
have assessed mental health issues during epidemics, most have focused on health workers, patients,

children, and the general population. Nelson et al have found elevated levels of anxiety and

depressive symptoms among general population samples in North America and Europe. However,

with the exception of a few studies, notably from China, there is sparse evidence of the

psychological or mental health effects of the current pandemic on college students, who are known

to be a vulnerable population. Although the findings from these studies thus far converge on the

uptick of mental health issues among college students, the contributing factors may not necessarily

be generalizable to populations in other countries. As highlighted in multiple recent

correspondences, there is an urgent need to assess effects of the current pandemic on the mental

health and well-being of college students. Mental health and academic achievement are linked,

research shows. Chronic stress changes the chemical and physical structure of the brain, impairing

cognitive skills like attention, concentration, memory, and creativity.

Significance of the Study

The Covid-19 pandemic has greatly affected the education system and the mental health of

the students negatively and positively. This study hopes to address the negative and positive effects

of the new normal way of obtaining education because of the Covid-19 pandemic to the students of

ACLC College of Ormoc specifically the Senior high school department. The following are the

beneficiaries of this study:

Students in ACLC- ORMOC- Their concerns and experiences whether positive or negative

will be heard and it will be beneficial for them to be relieved of their thoughts on how the Covid-19

pandemic has affected their everyday lives since the outbreak.

Parents- They will be aware of the current mental state of their children and hopefully try to

have open communication within their families since we are all locked in with them in our respective

homes.

Teachers- There will be easier and faster communication between teachers and students if

they are both aware of each other's mental status amidst the situation.

ACLC College of Ormoc- It will provide a safe and comforting environment for the school

if they are aware of what the students are going through in having to perform well in school in their

own houses.

Statement of the Problem

This paper will focus on the effects of the Covid-19 on the mental of the senior high students

of ACLC College of Ormoc that have enrolled in the school year 2020-2021.

1. How does the Corona Virus change the education system?

 2. What negative effects does the pandemic Covid-19 cause to the mental health of the students

of the school year 2020-2021?

3. What factors affect the mental health of the students at the time of the Covid-19 pandemic?

Scopes and Delimitations

The main focus of this study is the effects of the Covid-19 pandemic on the mental health of

the Senior high students in ACLC College of Ormoc enrolled in the school year 2020-2021. To

determine what changes and challenges they had to acknowledge under the new normal or new

system of education. The respondents of this study will be limited to senior high school students

enrolled in the school year 2020-2021 at ACLC College of Ormoc. A sample of 50 students will be

taken from the total number of students in all courses. Students of any gender and age will answer

questions through a virtual questionnaire sent through messenger as data gathered from the

respondents.
 CHAPTER II

REVIEW OF RELATED LITERATURE

The COVID-19 pandemic has been a disturbance in learning for every student in the world.

With the global development of the coronavirus disease (COVID-19) outbreak, the psychological

issues which accompany this pandemic have rapidly compounded its public health burden (Torales

et al., 2020). Emerging research assessing the mental health implications of COVID-19 has

identified a heightened prevalence of moderate-to-severe self-reported depressive and anxious

symptomatology among the general public (Wang et al., 2020), reflecting the widespread effects of

uncertainty and health-related fears. However, further research that investigates beyond the

population level is required to understand the individualized disruption of lives and routines as a

result of COVID-19, and its associated psychological impacts.

For college students, heightened levels of psychological distress and downstream negative

academic consequences are prevalent under normal circumstances (American College Health

Association, 2019). As a result of physical distancing measures implemented in response to COVID-

19, tertiary education institutions have shifted to an emergency online learning format, which would

be expected to further exacerbate academic stressors for students. Based on insights from research

examining the impact of academic disruptions on students (Wickens, 2011), it is reasonable to

venture that students may experience reduced motivation toward studies, increased pressures to learn

independently, abandonment of daily routines, and potentially higher rates of dropout as direct

consequences of these measures. Thus, by increasing academic stressors in a population with

heightened pre-existing stress levels and a potentially reduced ability to rely on typical coping

strategies – such as family who themselves may be experiencing heightened distress – the COVID-

19 pandemic has placed an unprecedented mental health burden on students, which urgently requires

further examination and immediate intervention.

 To date, one published study has explored the impact of COVID-19 on student education and

well-being (Cao et al., 2020). Approximately 25% of their sample reported experiencing anxiety

symptoms, which were positively correlated with increased concerns about academic delays,

economic effects of the pandemic, and impacts on daily life. Furthermore, among the many student

surveys administered worldwide, one survey by YoungMinds reported that 83% of young

respondents agreed that the pandemic worsened pre-existing mental health conditions, mainly due to

school closures, loss of routine, and restricted social connections (YoungMinds, 2020).

These preliminary findings highlight the multiple factors contributing to students’ distress

during this pandemic; however, there remains much to be learned about the psychological impacts

facing students and what can be done to reduce their negative effects. A timely call to action for

further research examining the impact of COVID-19 on student mental health is suggested.

Specifically, priorities should include the disturbances to educational progress, adaptations of

habitual coping strategies, and approaches academic institutions have taken to reduce adverse

academic and psychosocial outcomes. New evidence may help to inform student-centered support

programs and mitigate the long-term negative implications for student education and mental health.

As we come to terms with the persistent realities of the COVID-19 pandemic, the measures that are

taken now to support a vulnerable student population will help mitigate the overall global mental

health burden associated with this period of extraordinary disruption and uncertainty.

According to the survey of Gunther Eysenbach, Guy Fagherazzi, and John Torous, of all the

195 students, 138 (71%) indicated increased stress and anxiety due to the COVID-19 outbreak.

Multiple stressors were identified that contributed to the increased levels of stress, anxiety, and

depressive thoughts among students. These included fears and worry about their own health and of

their loved ones (177/195, 91% reported negative impacts of the pandemic), difficulty in

concentrating (173/195, 89%), disruptions to sleeping patterns (168/195, 86%), decreased social
interactions due to physical distancing (167/195, 86%), and increased concerns on academic

performance (159/195, 82%). To cope with stress and anxiety, participants have sought support from

others and helped themselves by adopting either negative or positive coping mechanisms.

The study by Aylie NS, Mekonen MA, Mekuria RM stated that the psychological

(depression, anxiety and stress) among university students related to COVID-19 were high. Being

female, staying at home, history of medical illness, poor and moderate social support were factors

that increased the risks of depression. Factors increasing the risk of anxiety were not living with their

parents, relatives got corona virus and low family income. Moreover, substance use, depression,

anxiety, and poor social support were among the factors that increase the risk of stress.

Descriptive findings indicate that students have a fundamental knowledge of COVID-19

transmission and common symptoms. Students tend to use and trust the official sources and have

changed their behaviors in accordance with public health recommendations (i.e., increased hand

washing, wearing mask). However, students reported a number of academic and everyday

difficulties and high levels of mental health distress. High levels of depression were associated with

difficulties in focusing on academic work and with employment losses, while higher levels of

anxiety were more likely to be reported by students other than freshmen and those who spend more

than one hour per day looking for information on COVID-19. Inability to focus on academic work

and an elevated concern with COVID-19 were more likely to be associated with higher levels of

somatization, while trusting news sources was associated with lower levels of somatization. Those

with higher levels of perceived stress were more likely to be females, unable to focus on academic

work, and report difficulties in obtaining medications and cleaning supplies. The COVID-19

pandemic is making a significant negative impact on mental health of college students. Proactive

efforts to support the mental health and well-being of students are needed. (ecojevic A, Basch CH,
Sullivan M, Davi NK (2020) The impact of the COVID-19 epidemic on mental health of

undergraduate students in New Jersey, cross-sectional study)

The pandemic has the potential to affect college students physically, academically, financially and

psychologically. Some colleges and universities in New Jersey have reported that a number of

students have tested positive for COVID-19. In order to prevent widespread transmission of the

COVID-19 virus among staff and the young adult population, higher-education institutions across

the country have rapidly switched from in-person to online learning. In a short period of time,

college students’ lives have dramatically changed as they have been asked to leave campus, adjust to

new living circumstances, and adapt to online learning platforms. The switch to online learning,

particularly in courses that were not originally designed for on-line delivery likely has increased

stress among students. Courses designed to include high levels of interaction and hands-on

experiences such as practicums, labs, and/or artistic performance have a clear disadvantage in

regards to the evaluation of students. Some students may have difficulties with access to computers

and the internet at home. Additional challenges include concerns about their health, health of family

members, and worry about finances, particularly among those who support themselves by working

in indusStudents’ mental health and emotional well-being has, in recent years, received more

attention in higher education settings, including those in Asia. The COVID-19 pandemic has brought

this matter to the surface and exacerbated it.

Admittedly, imposed online learning has meant that many students around the world lack the usual

social engagement with their peers. Online platform-mediated learning has ultimately affected their

ability to bond emotionally and culturally with their peers. Even though there is a dialogue

happening on the ‘screen’ between the learner and the teacher and among students, human-to-human
exchanges such as emotional expressions, cultural cues and gestures are absent. This kind of new

normal has brought a ‘digidemic’ – a digital pandemic, tries severely impacted by prolonged

closures such as retail or the service industry. As humans we evovlved to become social beings, the

underlying laws and protocols brought by the COVID 19 Pandemic had made that purpose almost

impossible to fulfill. The negative effects being isolated from the world and usual support system of

students and people in general are now causing problems in the mental health students and are most

likely dealing it on their own.

 CHAPTER III

METHODODLOGY

This chapter will provide an outline of the research methodology that was is used to answer the

research questions. The research has a description of the primary data collection process of

interviews or data gathering and secondary data collection of the research data analysis.

Research Design

The research design used in this study is qualitative research. The researchers had data gathering

then a data analysis to have a solution or answer to the research questions.

Instruments

In this study the research instrument used for the data gathering are questionnaire through

messenger. A questionnaire is used for the surveys with basic open-ended questions and close-ended

questions. The systematic method is the sampling method of this study.

Respondents

The target population of this study is the senior high school students of the ACLC College Ormoc.

The participants only need to be an official enrollee for the school year 2020-2021 in the senior high

school department. There is no specific classifications of gender and age, regardless of strand and

section as long as the student is an enrolled senior high in the school. The research study will gather

data using stratified sampling which will have 50 respondents.

Locale /Environment

This research will be conducted strictly through online platform specifically the messenger app.
Data Gathering Procedure

All the data gathered was all through by online survey questionnaire. The initial step was making the

research questions that are related to the study. Next, is gather the data to have the answers of the

questions from the respondents. Lastly, is to make conclusions or analysis to the data we gathered.

 Step 1. Virtual questionnaire will be used as the main instrument of the study.

 Step 2. The questionnaire will be prepared by the researcher after doing a research and

intensive reading throughout the ACLC student’s social media accounts.

 Step 3. The researcher will construct a letter for the administration officer of ACLC College

of Ormoc for formality and for the school to be properly informed o the content of the

questionnaire that will be given to the respondents.

 Step 4. The questionnaire will be sent out through the messenger app on the weekends.

 Step 5. The data will be collected that same day to be analyze and interpreted.

Data Analysis

In analyzing the data for this study, a series of steps are used to have good outcomes or result.

The following is the systematic approach that was followed in analyzing the data that was

gathered.

EXPLORATORY DATA ANALYSIS (EDA). It is one of the types of analysis in research

which is used to analyze data and establish relationships which were previously unknown. They

are specifically used to discover and for new connections and for defining future studies or

answering the questions pertaining to future studies. The answers provided by exploratory

analysis are not definitive in nature but they provide little insight into what is coming.
 COVID 19 LOCKDOWNS
PANDEMI DISCONNECTION
C FROM FRIENDS

Mental
Health
ONLINES FAMILY PRESSURE
CLASSES FINANCIAL STABILITY

Conceptual Framework
 CHAPTER IV

Results and Discussion

In the survey conducted, 50 senior high school students were selected to answer the

questionnaires they are all enrolled in ACLC College of Ormoc school year 2020-2021. The

respondents are from the different strands of the school twenty (20) from the HUMSS strand,

fifteen (15) from the ABM strand, fifteen (15) TVL strand, with none specific gender and age,

which is equivalent to fifty (50) respondents.

Analysis of data in the first item of the questionnaire

yes no Total

A. Are you having trouble learning or understanding lessons? 47 3 50

B. Does online classes give you satisfaction in learning? 15 35 50

C. Throughout the pandemic did your family had financial crisis? 40 10 50

D. Does learning at home convenient for you? 19 31 50

E. Have you ever had a mental breakdown or panic attack 37 13 50

throughout this pandemic?

F. Does Covid-19 give you fear about your future? 50 50

G. Have you ever felt lonely in the time of the pandemic? 39 11 50

H. Does having to do school works alone makes you anxious? 41 9 50

The top agreed effect of the Covid-19 Pandemic to the students is having fear for their future (F).

Next is, having trouble learning or understanding lessons (A), and having financial crisis

throughout the pandemic (C). Also. The least agreed question shows that satisfaction in learning

through online is not present (B). The Covid-19 Pandemic has definitely made an impact to the
students. Based on the survey 100% of the respondents agreed that Covid-19 gives them fear or

anxiety about their future. Next, 94% of the respondents also agreed that they experienced

having trouble in learning or understanding the lessons. Then, 80% of the respondents is having

the financial crisis due to this pandemic. Lastly, 30% of the respondents did not agree that online

learning gives them satisfaction.

 Chapter V

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

It is known that the prevalence of epidemics accentuates or creates new stressors including fear and

worry for oneself or loved ones, constraints on physical movement and social activities due to

quarantine, and sudden and radical lifestyle changes. A recent review of virus outbreaks and

pandemics documented stressors such as infection fears, frustration, boredom, inadequate supplies,

inadequate information, financial loss, and stigma