NAME___________________________________ SECTION: __________

TITLE: Improving the cleanliness and Usability of toilets in Public schools

I- Introduction

In the educational community, there has been a longstanding and persistent

impression that online learning achievement is not of the same quality as traditional

classroom-based education. While some have pronounced this on little evidence, it is

certainly true that from the days of COVID-19 education onward, online learning

achievement has been a problem, and a great deal of research has been conducted to

discover its underlying causes. It has been suggested, among other things, that

differences in learning style and personality characteristics, the isolation felt by distance

learners and lack of self-management and independent learning skills may account for

higher attrition in online learning than that in traditional classrooms (Woodley, de Lange,

and Tanewski, 2019).

Moreover, as impacted by the COVID-19 pandemic, countries across the globe

have required schools to suspend classes to stop the spread of the virus. This posed a

significant challenge for the normal schooling of 370 million students around the world

especially in their online learning achievement. It is noteworthy that the long-term

isolation has created multiple difficulties and stress for the students that affected their

online learning achievement. COVID-19 stress seriously threatens the learning

achievement of students in learning while isolated at home. These negative emotions

such as anxiety negatively influenced the students’ online learning achievement as well

as their memory, and academic progress (Özdin, & Bayrak Özdin, 2020). In Indonesia,
some problems arise due to online learning implementation. Both students and lecturers

face those problems. For the lecturer, limited infrastructure to technical support and the

ability to use online learning tools become the main problem. The students have some

issues related to a technical problem, lack of motivation, lack of learning support in their

home environment, and lack of discipline to participate in online learning (Demuyakor,

2020). While in Malaysia, inadequate support of internet connection in their homes also

becomes a crucial problem that affects students’ online learning experience. Many

previous studies have also discussed digital inequalities showing that the rural area's

students who have poor ICT access have different educational experiences than those

in the urban area significantly (Lembani et al., 2020). All these negative experiences of

students from Indonesia and Malaysia were reported to affect their online learning

achievement in a detrimental way.

In the Philippine setting, the country is unprepared for the advent of the

implementation of emergency remote education specifically online learning. During this

crisis, the country is still struggling to offer alternative delivery education since

numerous schools in the Philippines were in a conventional classroom setting before

COVID-19. The time though is inevitable as the educational system in the country must

face its biggest challenge to date, that of groping in an emergency remote education

specifically online learning. Because of these adverse circumstances, online learning

achievement among students was apparently compromised. Much research highlights

the academic struggle of students because of this new normal system of education

(Huang et al., 2020).

 In the locality of Tagum City Division, the researcher has observed that learning

achievement of online class students in public senior high schools was found to be at a

struggling pace. These learners are said to be battling the hurdles and challenges of

online learning modality due to many reasons. These include unfavorable internet

connection, insufficient online learning materials like laptops, and the distance

constraints that hinder the achievement of authentic learning among students. In fact,

80% of the general student population seemed to have struggled in their online activities

and exams with scores and grades that are on an average of 70% to 75% based on the

records of the subject teachers on the Report of Proficiency Levels. Moreover, most of

the parents are also not well-equipped as to assisting their children in their virtual

academic journey. With all these detrimental circumstances, students tend to feel like

their learning achievement has been going down compared to the way it has been.

A few research studies have already been conducted that measured the

relationship between coping responses towards COVID-19 and learning achievement of

students (Griffith, Hurd, & Hussain, 2019), parental involvement and learning

achievement of high school students (Yulianti, Denessen, & Droop, 2018), and even

coping responses and learning achievement of students (Gustems-Carnicer, Calderón,

& Calderón-Garrido, 2019). However, no studies have been conducted that determined

the coping responses towards COVID-19 and the psychological well-being as predictors

of online learning achievement among senior high school students. Nonetheless, it is

the primary goal of this study to determine the correlations of these said variables

among senior high school students in Tagum City Division who will become the

respondents of this research endeavor.

II- Objectives of the Study

The following are the objectives of the study:

a.

b.

c.

d.

III- Research Questions

The primary goal of this study is to investigate the causes and effects of a lack of
hygienic restrooms in public schools. Specifically, it will attempt to answer the following
questions:

1. What is the level of coping responses towards COVID-19 among senior high

school students in Tagum City Division in terms of:

1.1 problem-focused coping;

1.2 emotion-focused coping; and

1.3 avoidant coping.

2. What is the level of online learning achievement among senior high school

students in Tagum City Division in terms of:

2.1 first quarter grades in PE; and

3.2 second quarter grades in PE.

3. Do coping responses towards COVID-19 significantly predict the online

learning achievement among senior high school students in Tagum City Division.

IV- Review of Related Literature

The following readings were taken from different pieces of literature, which were

related to the study in terms of determining if the coping responses towards COVID-19
and the parental involvement significantly predict the online learning achievement

among senior high school students in Tagum City Division.

Coping Responses towards COVID-19

Coping responses refer to the thoughts and acts those individuals use to manage

stressful events to reduce the impact of stress. Generally, problem-focused (solving

the problem or taking actions to alter the situation) and emotion-focused (reducing

the emotional distress associated with the stressful situation) coping are the two main

strategies people could use to respond to the outbreak of emerging communicable

diseases. Different coping strategies could contribute to different psychological

outcomes including emotions and specific strategy could be efficient to certain

symptom. Therefore, the coping strategies toward this epidemic outbreak should be

screened and the adaptive ones should be selected to direct the clinical operation and

policy making, to adopt more cost-effective measures to protect the majority, general

population, from the adverse psychological outcomes (Sim, Chan, Chong, Chua, &

Soon, 2020).

Different coping responses during the pandemic may lead to different emotional

impact. Coping strategies are methods involving thought or actions, which individuals

adopt to manage stressors. They are categorized according to their intended

function, whether to resolve the stressful situation (problem-focused coping), reduce

stress related to the stressful event (i.e., emotion-focused coping), or to avoid or

approach the source of stress (approach versus avoidance -oriented coping).

Reviews have reported that approach-oriented and emotion-focused coping

strategies in stressful circumstances were associated with positive psychological and

physical health outcomes. On the other hand, although avoidance coping strategies

could be successful for short-term uncontrollable stressors, they have been linked to

increased distress, particularly, if the stressors were chronic and uncontrollable (Taylor

& Stanton, 2017).

Problem-focused coping. Problem-focused coping is directed at changing the

objective situation. Such actions can include problem solving, gathering information,

weighing options, choosing between options, and acting upon choice. This form of

coping is most often used when the situation is appraised as being amenable to change

and when social support is available (Holahan & Moos, 2017).

However, there has been disagreement over the best way to conceptualize and

measure problem-focused coping. One model used in research on student experiences

is that proposed by Heppner and his colleagues. They defined problem-focused coping

as the regulation of affective, behavioral, and cognitive responses. These responses

may be successful or unsuccessful, conscious, or unconscious and involve approaching

or avoiding the problem. In fact, Heppner et al. developed an inventory, the Problem-

Focused Style of Coping (PF-SOC), to assess dispositional coping styles in terms of

affective (e.g., experiencing frustration), behavioural (e.g., using available resources)

and cognitive (e.g., decision making) activities aimed at changing the cause of the

stressor. Factor analyses revealed three dispositional styles. The reactive style reflects

a tendency for emotional and cognitive responses that get in the way of (more effective)

problem-coping activities. The reflective style is an approach-oriented (i.e. moving

towards problem resolution) way of coping. It involves a ‘tendency to examine causal

relationships, plan, and be systematic in coping’. The suppressive style reflects a

tendency for denial and avoidance of problem-coping activities. Effective problem-

focused coping is demonstrated by high scores on reflective coping and low scores on

reactive and suppressive coping (Heppner and Krauskopf, 2018).

Emotion-focused coping. Emotion-focused coping is directed at lessening the

emotional distress produced by a stressor. This includes such acts as avoidance,

minimization, distancing, selective attention, positive comparisons, and extracting

positive value from negative events. This coping strategy involves changing the

subjective appraisal of a situation without changing the objective situation itself.

Emotion-focused coping is usually correlated with depression and psychological

distress (Holahan, Moos, & Schaefer, 2018).

Moreover, emotion-focused coping, seems to develop in adolescence. This type

of coping involves attempts to regulate the emotions evoked by the occurrence of a

stressful event and can be considered active or avoidant. Emotion-focused coping may

involve the use of behavioral and/or cognitive strategies such as receiving emotional

support from friends and family and positive reframing (Ryan, 2018).

Furthermore, emotion-focused coping strategies are often divided into two sub-

categories: active emotion-focused coping and avoidant-emotion focused coping. Active

emotion-focused coping such as positive reframing, is generally viewed as being an

adaptive emotion regulation strategy. On the other hand, avoidant emotion-focused

coping such as self-distraction where one tries to avoid the stressor is seen to be

maladaptive (Lazarus & Folkman, 2018).

Avoidant coping. An avoidant coping style refers to the habitual use of

strategies aimed at the regulation of negative emotions. In other words, when they are
emotionally distressed, high avoidant copers try to manage their negative affect rather

than manage the perceived causes of this affect. Hence, high avoidant copers should

be more likely than low avoidant copers to use substances in response to job

dissatisfaction because substance use may provide a means to alleviate or direct

attention away from their negative job-related emotions (Menaghan, 2018).

Moreover, avoidant coping, which is characterized by a disachievement from

problems, is associated with distress. After controlling for perceived social support,

dealing with daily hassles, and with other variables, it was found that avoidant coping

mediated the relationship between evaluative concerns perfectionism and distress.

Furthermore, they found that personal standards perfectionism was related to active

coping. One implication that can be drawn from their seminal work is that experiencing

distress appears to be contingent upon mediating variables such as avoidant coping,

not solely on perfectionistic qualities (Dunkley et al., 2020).

Furthermore, avoidant coping refers to the strategies with little or no

effectiveness. Avoidant coping includes three aspects: (a) focusing on and venting of

emotions, (b) behavioral disachievement, and (c) mental disachievement. Focusing on

and venting of emotions indicates how distress is central in emotions without adaptive

behaviors. Behavioral disachievement stops one’s struggling to deal with stress, and the

stress still remains. For instance, sleeping away stress is an avoidant coping behavior.

Mental disachievement puts stress out of sight by various activities (“out of sight, out of

mind”). Avoidant coping may also serve as an important source of information about

students’ well-being (Roth & Cohen, 2019).

Online Learning Achievement

 With the rapid growth of smartphone technology and in the advent of COVID-19

pandemic, many schools have developed an increased interest in online learning and

choose it for their continuance of education. This learning modality changed the

framework of formal education in many ways; learners are able to search and select

activities that they want to attend to, and they have flexibility of time and type of course

delivery. However, this autonomy comes with a heavy responsibility to learners.

Learners in online courses are expected to have self-regulation skill since they are

expected to engage in a learning process comparable to one in a traditional education

setting (Kaplan & Haenlein, 2019).

Given the different dynamics of learning in an online environment, many

researchers explored diverse factors which impact on learning achievement in this

specific environment and investigate the relationships between various factors.

Relationships between human-related variables and design variables; environment,

individuals, and learning outcomes; and interaction-related factors and learning

outcomes have been examined in the online learning environment. More specifically,

learners’ achievement goal orientation has been suggested as one of the important

factors that predict online learning achievement and has shown a positive relationship

with learning flow (Park & Han, 2018).

However, the increasing trend of online learning is not without its challenges. For

instance, online courses generally lead to lower completion rates. That is, compared

with traditional face-to-face courses, online courses require students to control and be

responsible for their own learning processes because these courses provide more

flexible learning environments. Not surprisingly, it was pointed out that without a good
understanding of online learning competencies, some students encounter difficulties in

preparing themselves to take online courses and are at risk in this learning environment.

Therefore, to help ensure success of students’ online learning achievement, it is

important to explore students’ online learning readiness and motivational factors so that

they remain engaged with the material (Patterson & McFadden, 2019).

V-Method

This study will employ quantitative research design utilizing descriptive and

correlational approaches. The respondents of this study will be the senior high school

students from selected public senior high schools in Tagum City Division for the school

year 2022-2023. This study will use two adapted research questionnaires and quarter

grades in PE as instruments.

VI- Significance of the Study

The following will benefit from the study:

a. Students. (Write in what way this group of individuals can benefit from the study.

Contextualize!)

b. Teachers. (Write in what way this group of individuals can benefit from the study.

Contextualize!)

c. School Administration. (Write in what way this group of individuals can benefit

from the study. Contextualize!)

VII-Expected Outcomes

The following are the expected outcomes:

a.

b.
c.

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