1

Notre Dame of Trece Martirez

Modular Learning Set-up: It’s Influence to Senior High School Students

A Qualitative Research
presented to the Senior High School Department
NOTRE DAME OF TRECE MARTIREZ
Trece Martires City, Cavite

In partial fulfilment of the requirements in

PRACTICAL RESEARCH 1

Albero, Joshua P.
Alumbro, Leo Franz T.
Balangue, Kristine Mae C.
Cajayon, Hermelito G.
Catolico, Angeline C.
Detablan, Joshua A.
Enot, John Gerald D.
Moraca, Dan Brylle O.
Noche, Cherish Joy A.
Varron, Hope B.
Valle, Joven C.

11-STEM C

Ms. Maricris V. De Borja

Research Adviser

June 2022
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TABLE OF CONTENTS

Title Page………………………………………………………………………………………….1

Table of Contents…………………………………………………………………………….....2-3

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Introduction…………………………………………………………………………………...…..4

Statement of the Problem………………………………………………………………………….5

Scopeand Delimitation……………………………………………………………………………6

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

Definition of Terms…...…………………………………………………………………………..7

CHAPTER II: REVIEW OF RELEVANT LITERATURE

Foreign Literature
The Challenges and Status of Modular Distance Learning……………………………….8

Depression, Anxiety, Parental Pressure and Stress…………………………………….….9

Strategies in Supporting Students Mental Health………………………………………..10

Local Literature

Students Living in the New Normal…………………………………..…………………11

Mental Health Effects on Modular Students……………………………………………..12

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Mental Health Programs……………………………………………………………...13-14
CHAPTER III: METHODOLOGY

Research
Design……………………………………………………………………………….....15

Sources of Data…………………………………………………………………………………..15

Data Gathering
Procedure………………………………………………………………………..16

REFERENCES………………………………………………………………………...……17-18
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Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Mental Health includes one’s psychological, emotional and social well-being that
affects how they think, feel and act. It also helps in determining how one handles stress, makes
choices and relates to others. This is imperative given how mental illness may hinder student
success (Sampson & Kessler, 2008). Each individual's mental well-being is essential for
successful and productive living.
According to Department of Education (DepEd), given the challenges we faced
today and the evolution of technology, education is also drastically changing (Briones, 2011). In
responding to these circumstances, educational leaders made the decision to embrace the new
normal in education. That is why; there are different studying modalities being carried out through
the Department of Education (DepEd) and the Commission on Higher Education (CHED). Those
are Online, Modular, and Blended Mode of Learning.
Modular learning is the most popular type of Distance Learning. In the Philippines,
this learning modality is currently used by all public schools because according to a survey
conducted by the Department of Education (DepEd), learning through printed and digital modules
emerged as the most preferred distance learning method of parents with children who are enrolled
this academic year (Bernardo, J). This is also in consideration of the learners in rural areas where
internet is not accessible for online learning.
Mental illness, although not a new concern, has become increasingly acceptable to
discuss in recent years. A growing body of research about Senior High School students' mental
health concerns underlines the need for educators to consider how mental health might affect
students. There are several options available for gaining access to Online Learning and Teaching.
However, most of us favored Modular Form of Learning.
Owning to various advantages it provided for learners who were suffering. The
consequences are far-reaching, and they have an impact and huge adjustment on learning this
academic year and until the following years. Learners are suffered as a result of the new structure,
commonly known as the "Modular Learning" style. The study evaluated such indicators as
satisfaction with academic performance, the severity of depressive symptoms and anxiety. The
results obtained indicate that the prevalence of depressive symptoms and anxiety among students
was significantly higher during the distance learning period compared to similar indicators
obtained during the full-time study period.
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As the modules are answered at home, where there might be a lot of stress, the
student may acquire anxiety as a result of the lack of peace in their studying environment. Students
who are distracted with responsibilities other than schoolwork, as well as students who lacks in
parental assistance and must study on their own, are particularly vulnerable (Ajmal & Ahmad,
2019). Considering of this existing condition, the researcher conducted a study on how to address
and identify the effectiveness that this brings to the current generation especially for the mental
health of Senior High School modular students. The real problem is supposed to be students should
have face to face classes, so they can disscus to the teacher directly what they are studying for.
This research will assist to enhance the educational curriculum that is currently provided to
learners. We pursue to gather facts and data that will support and reinforce our chosen issue, which
we feel should be brought to the attention of the public

Statement of the Problem

The study will assess The Modular Learning Set-up: It's influence to Senior High
School students at Notre Dame Trece Martirez for the school year 2021-2022.
Specifically, the researchers sought answers to the following questions:

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

1.1 Age;
1.2 Gender;

2. How does Modular Learning set-up affects the mental health of the students?

3.What forms of mental health issues does students experience in Modular set- up?

4. What are the handing strategies of the Modular Learners despite the set-up difficulties?
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Scope and Delimitation

The main purpose of this study was to analyze mental health barriers and to perceive
the influence of modular learning on students mental health so that the researchers can raise an
awareness in regards with this topic.
The major participants of this research study will be randomly selected respondents
in the school year 2021-2022, including 8 Grade 11 students and 8 Grade 12 students totaling 16
respondents. The researchers focused their investigation on 16 students in grades 11 and 12 in
the second semester of Notre Dame, Trece Martirez's school year 2021-2022.

Significance of the Study

The result of the study will be beneficial to the following:

Students. Through this study, the students will be able to precisely give them opinions and
challenges on the influence of mental health in modular learning set-up and for them to be able to
get along with their problem.

Teachers. The research assists teachers in being more aware of their students and, most
importantly, what they can do in order to address the students’ problems.

Guidance Counselor. Virtual sessions with school guidance counselors can help with early
detection and referral to primary care and mental health treatments.

Future Researchers. The study will be useful for the future researchers who would like
to conduct similar studies.
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Definition of Terms

The following terms were defined in the study according to how they are used:

Modular Learning Set-Up. Individualized teaching involves allowing learners to employ

selflearning modules (SLMs) in print or digital format/electronic copy, depending on the learner's
context, as well as additional learning resources such as Learner's Materials, textbooks, activity
sheets, study guides, and other study materials. (teacherph)

Modality. The most capable autonomous learner and learners who are supervised by their parents
and guardians on a regular basis.

Module. Teaching modules are topic guides and lessons for specific subjects that are provided by
the school using the modular method.

Grade 11 & 12 Students. Refers to the learners enrolled in SHS Notre Dame, Trece Martirez and
serves as our respondents.

Mental Health. The respondents' stress levels, relationships with others, and decision-making
abilities were all measured.

Barriers. Pertains to the complications and concerns that the respondents have with the modular
setup's influence on their mental health.

DepEd. The Department of Education is the Philippine government's executive department in

charge of providing basic education access, fostering equity, and increasing quality.
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Chapter II

REVIEW OF RELEVANT LITERATURE

This chapter presents previously written material, such as research literature and
conceptual material, that seems to be relevant and significant to the research under consideration.

Foreign Literature

1.1 The Challenges and Status of Modular Distance Learning

According to Dr. Kandarp Sejpal, International Journal for Research in Education
(2013), When analyzing the modular method of teaching, it can understand that this is more
effective, recent and more technology based teaching method in the present educational field. In
recent years, the consent of modular curriculum has been under discussion in secondary schools.
Modular approach provides more flexibility to distance teaching mode as well to learners.
Education enables individuals to think, express emotions, and feel about things in ways that
promote their success and increase not just their own personal happiness but also the happiness of
their society and community. In addition, education develops human personality, thoughts, dealing
with others and prepares people for life experiences (Al-Shuabi, 2014). Due to the COVID-19
pandemic, schools are forced to end face-to-face classes for students and teachers. This outbreak
cause the adoption of Modular Distance Learning.
As specified by Morgan State University (2018), modules are used to organize
course content according to a course-specific organizational framework. It is basically constructing
a one-way linear flow of what learners want to complete with modules. It might structure the
module by day, week, or a topic for example (which would span several days). It must have a
consistent method for students to discover and navigate the modules, regardless of how it chose to
organize them. Radio and television were employed to perform instructional activities in the early
days of remote education. The approaches have now expanded to include the internet, email,
software, videotapes, cameras, and other devices. In a traditional classroom setting, teachers and
students may choose to utilize technology, but it is voluntary.
Bruce et al. (2014), the web has the capacity to give students with interactions and
numerous learning routes. Learners can have more choice over information access, personalized
pace and timing, and more assistance with the inquiry process. The tremendous possibilities given
by excellent online design, Lebaron and Miller (2014), include access to a global range of
resources, 24/7 contact within a purposeful learning community, and covince access for reflective
conversation.
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On the other hand, the potential of digital technologies to enhance student learning
had already been well established before the outbreak. In the last few years, much enthusiasm has
surrounded the development of digital technologies along increasingly personalised, remote,
adaptive, and data-driven lines. The concept of blended learning to combine the benefits of faceto-
face and online teaching is gradually being integrated into institutions (Dziuban et al. 2018), and
digital technologies are clearly integral to the future of university education around the world
(Henderson et al. 2017). Faculty training to support this transition—as well as student engagement
and connectedness—has been identified as crucial to its success (Barr and Miller 2013). Whilst the
use of already-familiar applications, such as WhatsApp, proved useful for remote-learning during
the early pandemic (mid-March), research has highlighted the need for more effective practices for
the post-emergency stage (Wargadinata et al. 2020). However, due to the sudden emergence of
Covid-19, most faculty members faced unforeseen challenges, including lack of online-teaching
experience, lack of time for preparing distance-learning courses, and figuring out how to make use
of support from educational technology teams (Bao 2020).
Thus, students and teachers faced problems when studying and teaching at home.
Literature highlights certain deficiencies, such as the weakness of online-teaching infrastructures,
the inexperience of teachers regarding new technologies, the information gap, the complex
environment at home, and so forth (Ali 2020). Furthermore, students have a wide range of
distractions when studying at home. For example, not all are able to find suitable spaces for home
learning, or studying may be constrained by insufficient hardware and unstable networks (Zhang
et al. 2020). Some students might be at higher risk of social isolation and the development of
mental health problems during the Covid-19 crisis. This is particularly true when they live by
themselves, have less direct contact to close family members and friends, receive less social
support, and are less well-integrated into a social network of students. Female students appeared
to be at higher risk of facing negative mental health consequences (Elmer et al. 2020).

1.2 Depression, Anxiety, Parental Pressure and Stress

Based on Giannopulo, Ioanna from Psychiatric Reasearch (2021) reports that the
results from 442 last year senior high school students who completed an online survey concerning
the lockdown impact on their mental health. Overall, the rate of positive screen for depression
significantly increased also the severe depression, anxiety, and severe anxiety got increased.
Levels of depression and anxiety into account, the level of lockdown experienced distress was
predictive of depression and anxiety levels in time of home confinement, accounting the symptoms
severity scores. Although our results may be subject to sampling and recall bias, the unexpectedly
high rates of anxiety and depression warrant an urgent call to action aiming at mitigating and
managing mental health risks of senior high school students in future waves of pandemic and
according to Alazzam, Manar (2021) The targeted senior high school students in Jordan. Almost
two thirds of students reported depressive symptoms and anxiety. Father’s level of education,
mothers’ level of education, perceived difficulties in online education, gender, and age were
significant predictors of depression, while father’s level of education, difficulties in online
education, gender, and age were significant predictors of anxiety.. Among those identified as
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having depression, the study reports that female has the most depression problems than male, the
prevalence of anxiety among students was high, and the prevalence of anxiety in females is also
the most percentage than the male. While Sibnath, Deb, Strodl, Esben, and Hansen, Sun (2015)
investigates the academic stress and mental health of Indian high school students and the
associations between various psychosocial factors and academic stress. Students from grades 11
and 12 that ages sixteen and above from three government-aided and three private schools in
Kolkata India were surveyed in the study, where nearly two-thirds of the students reported stress
due to academic pressure – with no significant differences across gender, age, grade, and several
other personal factors. About two-thirds of the students reported feeling pressure from their parents
for better academic performance. The degree of parental pressure experienced differed
significantly across the educational levels of the parents, mother’s occupation, number of private
tutors, and academic performance. In particular, children of fathers possessing a lower education
level (non-graduates) were found to be more likely to perceive pressure for better academic
performance. About one-thirds of the students were symptomatic of psychiatric caseness and most
of it are also reported examination-related anxiety.
Academic stress was positively correlated with parental pressure and psychiatric
problems, while examination-related anxiety also was positively related to psychiatric problems.
Academic stress is a serious issue which affects nearly two thirds of senior high school students in
Kolkata and according to Park, Ji-hyun (2013) the Korean students are who associated with the
Gender, living with parents, economic status, school type, grade, academic record, internet
addiction, problem drinking, smoking were significantly associated with their level of stress.
Findings may be used for coping with stress among the Korean senior high school students.

1.3 Strategies in Supporting Students Mental Health

Based on the most recent Rothi, developing and implementing age-appropriate
curriculum to promote social-emotional development, prevent mental health problems, boost
resiliency, identify children at risk for mental illness, and provide ongoing educational support to
young people during and after recovery is an important component of a school's mental health
strategy (Rothi, 2008). However, in order for a program to be successful, a teacher must have
adequate mental health training and education.
Supporting Minds: An Educator's Guide to Promoting Students' Mental Health and
Wellbeing was published in 2013 to provide educators with the knowledge they need to support
students with mental health issues through early intervention and effective classroom strategies
(Supporting Minds, 2013). This document is merely one guide among others available to educators
to support the overall mental health and wellbeing of students. This guide does not permit educators
to make assumptions, label, or diagnosis students with mental health issues. Therefore, it provides
educators with an overview of mental health problems and information they need to recognize a
particular health problem, and their role in offering appropriate supports for their student’s mental
health and wellbeing (Supporting Minds, 2013). Within the guide it explains how essential it is to
create a positive classroom environment. Children are at school more than six hours a day and
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approximately for 190 days throughout the year. Therefore, supporting positive relationships with
supportive friends, social opportunities, involvement in meaningful activities, and the effective
management of stress and conflict promotes good mental health. “Schools can be key players in
promoting the mental health, resilience, and overall healthy development of students” (Supporting
Minds, 2013, p. 6).
From our standpoint, the ministry document is great starting points for educators to
receive information on promoting student mental health inside the school community. However, it
is more than just reading a document and understanding the guides. Teachers must incorporate
mental health teaching daily to their modular students from the beginning of the school year until
the end. It is not something you can just complete sometimes in your class or begin when you
notice a possible negative change in student behaviors. Especially in the midst of the pandemic,
For example, maintaining high academic expectations that all students will learn and achieve
success, engage all students in the academic work of the classroom-differentiated instruction,
establish behavioral expectations, addressing the importance of eliminating mental health, offer
behavior specific praise for student accomplishments. Finally, supporting parent-centered practice
for your students, this will engage parents and the community and help to maintain a positive and
healthy relationship with all caregivers (Supporting Minds, 2013)
Local Literature 2.1 Students Living in the New Normal
Anzaldo (2021), education in the new normal is a challenging task in the Philippines
in an attempt to push through education amidst the deadly pandemic caused by covid-19. The
Department of Education (DepEd) and Commission on Higher Education (CHED) adopted and
implemented the flexible model of blended learning despite many oppositions because of the risk
to open classes because of the virus. The different learning modalities are the following: Modular
(Printed), Modular (Digitized), Online, Educational TV, Radio-Based Instruction, Home
Schooling and Blended Learning. For the cities where modern living is adapted and students and
learners have the privilege of having internet connection at home, Online learning is implemented
especially for the high schools and colleges but for those living in rural areas or provinces where
internet connection is only available for only few, Modular Distance Learning is implemented.
Modular Distance Learning is the use of Modules made by teachers with different tasks and
learning activities based from the essential learning competencies.

Individualized teaching is provided using modular distance learning, which allows

students to employ self-learning modules (SLMs) in print or digital format/electronic copy,
depending on their needs. Other resources such as Learner's Materials, textbooks, activity sheets,
study guides, and other study materials are available to Modular Distance Learning students. The
teacher takes the responsibility of monitoring the progress of the learners. If possible, they will
conduct home visits to check on each student’s progress and performance, Malaya B. (2020).
Faceto-face learning usually where the instructor and the student meet in a set place for a set time,
for either one-on-one learning or, most commonly, in gathering class lessons comparable to what
happen in school. Face to face learning could be a truly compelling way to memorize information
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and abilities since it frequently combines distinctive ways of learning to count writing, reading,
discussion, presentations, projects, group work, film clips, demonstration and practice (Jones,
2017). Modular learning is the most up to date and the most prevalent form of distance education
nowadays. In the past decade, it has a major effect on postsecondary education and the trend is
only increasing. Modular learning is an instruction that takes put over the Internet. It is frequently
referred to as "e-learning" among other terms. However, online learning is fair one sort of "distance
learning" - the umbrella term for any learning that takes put over distance and not in a traditional
classroom (Stern, 2016).Modules permit instructors to organize content to assist control the flow
of the course. Modules are utilized to organize course content by weeks, units, or a diverse
organizational structure. Modules basically make a one-directional direct flow of what students
ought to do in a course. Each module can contain records, discussions, assignments, tests, and
other learning materials. Module things can be included in the course from existing content or
modern content shells inside the modules. Course content can be included in different modules or
iterated several times throughout a person module (Anthony, 2015).

2.2 Mental Health Effects on Modular Students

In the Philippines, the pandemic’s impact on Filipino students’ mental health in

terms of stress, depression, anxiety and impact of the event itself, based on a study by the Philippine
One Health University Network and the Southeast Asian One Health University
Network released in August 2021. A student’s mental status may be significantly affected by the
successful fulfillment of a student’s role. A 2013 study found that acceptable teaching methods
can enhance students’ satisfaction and academic performance, both linked to their mental health.
However, online learning poses multiple challenges to these methods. Furthermore, a 2020 study
found that students’ mental status is affected by their social support systems, which, in turn, may
be jeopardized by the COVID-19 pandemic and the physical limitations it has imposed. Support
accessible to a student through social ties to other individuals, groups, and the greater community
is a form of social support; university students may draw social support from family, friends,
classmates, teachers, and a significant other. Among individuals undergoing social isolation and
distancing during the COVID-19 pandemic in 2020, social support has been found to be inversely
related to depression, anxiety, irritability, sleep quality, and loneliness, with higher levels of social
support reducing the risk of depression and improving sleep quality. Lastly, it has been shown in
a 2020 study that social support builds resilience, a protective factor against depression, anxiety,
and stress. Therefore, given the protective effects of social support on psychological health, a
supportive environment should be maintained in the classroom. Online learning must be perceived
as an inclusive community and a safe space for peer-to-peer interactions. This is echoed in another
study in 2019 on depressed students who narrated their need to see themselves reflected on others
Whether or not online learning currently implemented has successfully transitioned remains to be
seen.
Developing nations, such as the Philippines, often have scarce mental health
resources (Malolos et al., 2021, World Health Organization, 2019). Due to this scarcity, self-care
activities may be the only option for some people to maintain their mental wellbeing and avoid
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poor mental health (World Health Organization, 2019). In promoting self-care, it is important to
ensure adequate attention is paid to the body, mind, family, and environment. Thus, it is important
to promote regular exercise and relaxing activities during breaks from online classes. Likewise, it
is important to remind young students to foster a good social relationship with friends and loved
ones despite the physical distance during the pandemic Doing these, may not only promote mental
health but reduce the risk factors associated with poor mental health. Thus, self-care in developing
nations may be ever more crucial. The negative mental health consequences of online learning
among students can include increased anxiety and absenteeism. These can stem from the increased
demand for new technological skills, productivity, and information overload. The COVID-19
pandemic worsened these consequences when educational institutions shifted from face-to-face
activities to mostly online learning modalities to mitigate the spread of COVID-19. While all
students may be affected, students from lower socioeconomic localities have higher mental distress
due to their limited financial capacity to obtain the necessary gadgets and internet connectivity.
Given these, a digital divide stemming from socioeconomic inequalities can result in mental health
disparities among students during the pandemic (Cleofas and Rocha, 2021). Children had a higher
risk for poor mental health compared to adults in the Philippines partly due to their shift to modular
learning modalities during the pandemic. Thus, measures cognizant of the resources of a
developing country are needed to mitigate the mental stresses from online learning including
videoconferencing.

2.3 Mental Health Programs

The Philippine Mental Health Association (PMHA) is a “private, non-stock and

nonprofit organization” that aims to “raise awareness, provide services and conduct research” on
mental health in the Philippines. During the COVID-19 pandemic, the group has continually
offered mental health services through its project, the Philippine Mental Health Association Online
Psychosocial Support (Ensuring Wellbeing Amidst COVID-19). The project offers free online
counseling sessions to Filipino people suffering from mental health issues during the pandemic.
Also offering telemental health services, the Ateneo Bulatao Center for Psychological Services
provides psychological first aid (PFA), psychotherapy and counseling. On November 26, 2021,
the Center announced on a Facebook post that it would offer free brief counseling services for
Filipino adults ages 18 and older. During these sessions, individuals “can speak with responders
who will listen” and “provide a safe psychological space.” These sessions aim to help strengthen
coping mechanisms and instill better emotional control skills. During the same month, WHO, the
United Nations Children’s Fund (UNICEF) and the United Nations Population Fund (UNFPA)
launched Project BRAVE (Building COVID-safe Responses and Voices for Equity) in the
Philippines, “a two-year joint [program].” Project BRAVE aims “to assist vulnerable women,
children and adolescents with mental health and psychosocial services and protection from
genderbased violence during the COVID-19 pandemic.”
Another project is the development of a multi-sectoral National Suicide Prevention
Strategy, which includes psychosocial services such as the NCMH's Crisis Hotline "Kamusta Ka?
Tara Usap Tayo," launched on 2 May 2019. The hotline is available 24/7 for prompt psychological
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first aid. The UP Diliman Psychosocial Services (UPD PsychServ) has also provided free
counseling via telephone for front liners. RA 11036 or the ("Mental Health Act") mandates the
provision of comprehensive suicide prevention services encompassing crisis intervention, and are
response strategy on a nationwide scale. "I know how difficult it has been for Filipinos enduring
the setbacks brought about by theCOVID-19 pandemic and of the quarantine to prevent further
transmission of COVID-19. Many people haven't been able to work or have lost their jobs, some
may have had difficulty going back to their home provinces or are impacted by the loss of loved
ones or are separated from loved ones. This continues to be an especially stressful time. Someone
in your community, workplace, family or circle of friends, or even you may be feeling hopeless,
isolated, and feeling they have no reason to live." said WHO Representative in the Philippines, Dr
Rabindra Abeyasinghe. "We are not facing this alone. With compassion and understanding for
others, we can recognize the signs and educate ourselves how to access help. We all have a critical
role in preventing suicide by socially connecting with affected people and connecting people to
mental health services or medical care".
This chapter presents the relevant literature and studies that the researcher considered
in strengthening the importance of the present study. It also presents the synthesis of the art to fully
understand the research for better comprehension of the study. However the description of the
research process will be discussed on the next chapter
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Chapter III

METHODOLOGY

The research procedure is described in detail in this chapter. It offers details about
the methodology utilized in conducting this research as as a basis for using this strategy. Expected
in this chapter, it reveals the methods of research to be employed by the researcher in conducting
the study which includes the research design, sources of data, data gathering procedure and
interview guide with its observing protocol, in order to answer theoretically the specific posed
problem. Also, it helps to inform the reader on the mental health issues on students.

Research Design
The goal of this research is to evaluate mental health issues and examine the impact
of Grades 11 and 12 on one's mental health. Mental health is the focus of the researchers in order
to educate people upon and assist overall awareness about this condition. Also, the researcher
aimed to find solutions to the aforementioned dilemma as well as justify and meet the study's
objectives. Hence, this study was made by the means of qualitative research design of researcher.
Qualitative research design was used in this study.
On the other hand, the general research design that were used is narrative analysis
method. Narrative research can uncover behaviors, feelings and motivations that aren’t expressed
explicitly. The researchers write their findings, then review and analyze them.

Sources of Data
This study aims on how the shift of modular set-up affected students mental
wellbeing. The source that were used are both Primary and Secondary source of data. Primary data
refers to the first hand data gathered by the researcher himself. Whereas, it includes the data
gathered that were interviewed through messenger mobile application from the respondents (
Grade 11 and 12 SHS of Notre Dame) who will give their thoughts and opinions about the effect
of mental health in each chosen modality. Then, Secondary data includes related studies and
literature gathered from journal or other research articles, with the information comes also from
other websites such as ejournals.ph and google scholar.
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Data Gathering Procedure

The researcher constructed an interview questions validated by the teacher of the
subject then it is distributed via messenger mobile application app, with chosen 16 limited
respondents. Those respondents were chosen in order to help them to have a sense of knowledge
in dealing with mental health.
The study conducted in Notre Dame Trece Martirez through interview, that
composed of three parts. The first part is about someone’s demographic profile or personal
information. The second part includes question about mental health that is answera ble by yes or
no. Additionally, the last part consists of an open-ended question The researcher explains to the
respondents the importance of their response to the study. Also, the researcher requested the
respondents to answer with all honesty.
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REFERENCES

Anzaldo (2021) Modular Distance Learning in the New Normal Education Amidst Covid-19
https://www.researchgate.net/publication/351547626_Modular_Distance_Learning_in_the_New
_Normal_Education_Amidst_Covid-19

Alazzam M. (2021, January). Adding stress to the stressed: Senior high school students' mental
health amidst the COVID-19 nationwide lockdown in Greece
https://pubmed.ncbi.nlm.nih.gov/33187723/

Bernardo, J. (2020, July 30). Modular Learning most preferred parents: DepEd. ABS-CBN News
https://news.abs-cbn.com/news/07/30/20/modular-learning-most-preferred-by-parentsdeped

Cleofas V. & Rocha N. (2021, April 4). Demographic, gadget and internet profiles as determinants
of disease and consequence related COVID-19 anxiety among Filipino college students
https://scholar.google.com/scholar_lookup?journal=Educ.+Inf.+Technol.&title=Demographic,+g
adget+and+internet+profiles+as+determinants+of+disease+and+consequence+related+COVID1
9+anxiety+among+Filipino+college+students&author=J.V.+Cleofas&author=I.C.N.+Rocha&p
ublication_year=2021&pages=1-16&doi=10.1007/s10639-021-10529-9

Formplus. (2022). Unstructured Interviews: Definition + [Question Examples]

https://www.formpl.us/blog/unstructured-interview

International Journal for Research in Education. (2013, February). Modular Method of Teaching
https://raijmronlineresearch.files.wordpress.com/2017/07/29_169-171-dr-kandarp-sejpal.pdf

Lebaron & Miller. (2014). Student Interaction Experiences in Distance Learning Courses A
Phenomenological Study
https://www.researchgate.net/publication/268262684_Student_Interaction_Experiences_in_Dista
nce_Learning_Courses_A_Phenomenological_Study
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Malaya B. (2021, August 27). Modular Distance Learning: Here's what you need to know
https://www.whatalife.ph/modular-distance-learning-heres-what-you-need-to-know/

Morgan State University. (2018). Organizing Module Content: Canvas Faculty Information Hub
https://morganstate.instructure.com/courses/6137/pages/organizing-module-content

Muhammad Ajmal & Saghir Ahmad. (2019, August). Exploration of Anxiety Factors among
Students of Distance Learning: A Case Study of Allama Iqbal Open University
https://files.eric.ed.gov/fulltext/EJ1229454.pdf

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