Chapter I

INTRODUCTION

Background of the study

The transition from face to face to distance learning

caused great technostress (stress from using technology)

and affects the study habits of many students in terms of

adaptation to a new learning environment and the use of

technological tools and applications. Distance learning is

expected to be integral part of the education system in the

future. Studying technostress that is resulting from

distance learning during Covid-19 is now a mature field

that is being spun out to be investigated. This term has

been studied in the literature for years by many

researchers. It can be best defined as “inability to cope

with new technology”.

Technology has proved itself to streamline education

for 21st century students throughout the use of different

gadgets and mobile applications. Not surprisingly, students

exponentially use technology in their learning for its

multi-benefits especially in the University of Eastern

Philippines as the flexible learning continue. Technology

can decrease paperwork, bring transparency, and facilitate

distance learning to both learners and teachers. Therefore,

1
government incentives aimed at using technology to ensure

the continuation of the learning process during the Covid-

19 crisis.

Distance learning, e-learning, and online learning

form of education in which the main elements include

physical separation of teachers and students during

instruction and the use of various technologies to

facilitate student-teacher and student-student

communication. The advancement in Information and

Communication Technology (ICT) has allowed every human

endeavor to embrace its utilization for specific and

varied purposes especially in the distance learning.

Importantly, the education sector has benefited from the

emergence of ICT. The flexibility and ability of ICT to

cater individual needs have encouraged educators to

integrate it into instruction.

It is great to be optimistic and believe in the

continuous advancement of technology, however, it is

equally important to not lose sight of the negative sides

of technology in education, and how it can cause long-term

problems for young people because of its several potential

disadvantages, and how it can negatively affect certain

2
 aspects, and the quality of children’s life and

development.

Despite the fact there are many benefits of

technology, there has been an ongoing argument in

understanding the negative sides of technology for end-

users. Students are suffering from what is called

“technostress’’. Ahmet, et al. (2016) asserted that

technostress is a disease of adaptation caused by the

inability to cope with new computer technologies in a

healthy manner1. Lee, Chang, et al. (2014) asserted that the

compulsive use of smart devices among students aggregates

their psychological and biological stress. Psychological

technostress could result in social media overload.

The researchers described a situation where a student

belonged to both academic and social groups; trying to

process information simultaneously from both groups could

lead to cognitive overload. Physiological stress is

described as the stress accrued from having to respond to

messages through reading, typing and other forms of

physiological stress or discomfort. These two dimensions

appear to be very widespread in Nigerian universities,

1
Ahmet, N. C., Erkan. E., Yusuf, L. S. & Arif, A. (2016). Determining the
reasons of Technostress Experienced by Teachers: A Qualitative Study Turkish
Online Journal of Qualitative Inquiry (TOJQI) vol. 7, no. 2, pp. 71-96. DOI:
10.17569/tojqi.96082

3
 because virtually all lecturers create a course group where

instructional resources are shared, leading to a form of

both psychological and physiological technostress.2 Careful

review of previous work, there is a dearth of empirical

pieces of research that have dealt with the prevalence of

technostress among learners. Technostress can lead students

to a decrease in their productivity because they are not

used to using technology in their learning style and still

adjusting with the distance learning.

This paper proposes that students are facing many

problems, dealing with technology and distance learning;

therefore, the researchers intend to study the prevalence

levels of technostress among students and how it affects

their study habits. Study habits is defined as the habitual

practices uses to help them study and learn. Especially

that study habits on face-to-face class differs with the

distance learning. Good study habits can help students

achieve and/or maintain grades. Hence, the purpose of this

study is to examine whether the students of having

technostress and distance learning affects their study

habits.

2
Lee, Y. K., Chang, C. T., Lin, Y., & Cheng, Z. H. (2014). The dark side of
smartphone usage: Psychological traits, compulsive behavior and technostress.
Computers in human behavior, vol. 31, pp. 373-383.

4
 Furthermore, the researcher intended to conduct this

study to be able to gather information of the effect of

technostress and distance learning and the impact it will

give to the learners, the data to be gather by the

researchers and the result of this study will be use in the

future fields. This will give idea of how technology affect

the mental health of the students in the usage of the

technology. Specifically, this study intends and focus on

Technostress and Distance Learning, Its effect to the Study

Habits of BTLED Industrial Arts students in the University

of Eastern Philippines. Especially that the blended

learning continues in the University of Eastern Philippines

and the BTLED-IA students are exposed to the different

technologies which greatly affects their study habits and

cause stress on how they will be able to gain knowledge on

using different computer technologies, platforms and

application, manage their time and understand their lesson

on all subjects on a distance learning mode.

It is very observable that students, especially the

BTLED IA, struggled in using different technologies like

computer, cellphones and other gadgets which is use in

distance learning on the platforms like Google classroom,

google meet, moodle, zoom and video editing apps for

editing video performances. These applications need further

5
instruction and information which requires student to be

knowledgeable enough for them to easily access and use

properly. Also, the internet connection add stress if it

becomes slow and intermittent. The difficulty in accessing

link or error files adds another stress considering the due

date given in each subject. If it happens to be challenging

for the students as the distance learning continues, it

would greatly affect the study habits of the students like

time management, studying on quite place, studying daily,

turning off devices that interfere with study such as TV

and phones, taking notes of important content, having

regular rest and breaks, listening to soft music, studying

based on own learning style, and prioritizing the difficult

content.

6
Objectives of the Study

This study aims to find the level of techno-stress and

distance learning setup, its impact to study habits of

BTLED-IA students in the University of Eastern Philippines.

Specifically, these study aims to:

1. Determine the socio-demographic profile of the

respondents in terms of:

1.1 Age

1.2 Sex

1.3 Civil status

1.4 Weekly allowance

1.5 Monthly family income

2. Identify the level of techno-stress of the

respondents.

7
 3. Find out the level of difficulties on distance learning

mode of the BTLED-IA students in the University of

Eastern Philippines.

4. Find out the level of study habits of the BTLED-IA

students in the University of Eastern Philippines.

5. Find out if there is a significant relationship between

the profile and the level of techno-stress.

6. Ascertain if there is a significant relationship between

techno-stress and study habits.

7. Determine if there is a significant relationship between

distance learning and study habits.

Significance of the Study

The result of this study will be beneficial to the

following:

Student. The findings of this study will make the

students aware of their significant role on effects of

techno-stress to their study habits in this distance

learning set up.

Teacher. The findings of the study will be beneficial

to these people where they can use to encourage the

students to know more about the techno-stress and the

effects that it can cause.

8
 Parents. The findings will be helpful to guide their

children to use the technology responsibly.

School. This will give the school a knowledge of

awareness to be able to apply for the students because of

this distance learning.

Future Researcher. This study could be one of the

references of future researcher related to techno-stress

and distance learning and its effect to the study habits of

BTLED-IA students in the University of Eastern Philippines.

College Deans. This will serve as a contributing

factor for the improvement of the blended learning, and

promote a program/ initiatives for the accessible online

platform.

City/Municipality Health Authorities. This will provide

information and ideas that will lead to having a

program/training on how to cope with the effects of

technostress and distance learning as the covid-19 crisis

continue.

9
Scope and Limitation of the Study

This will focus on the techno-stress and distance

learning with the concern of its effect to the study habits

of BTLED-IA students in the University of Eastern

Philippines. This paper is limited only in the University

of Eastern Philippines and will be conducted to the BTLED-

IA students from first year to third year. The fourth year

BTLED-IA students will not be included because they will be

having their internship program. This study and the

researcher will respect the decision of the students that

are not willing to participate and their limitations in

this study in able to avoid such a conflict between the

researcher and participants.

10
Theoretical Framework

There are number of theories that the researchers

used as a guide in the conduct of this study, which are

follows:

Transaction theory of stress describes the issue of

stress as a combination of stimulating conditions and

individuals’ responses to them (Lazarus and Folkman, 1984).

According to this theory, the emergence of technostress

seems to be a linear process, from stressors and

situational factors to strain and outcomes. Studies based

on this theory have mostly followed a reductionist approach

in which technostress creators and inhibitors are

differentiated and singled out to examine this issue (e.g.,

Ragu-Nathan et al., 2008).

11
 In this theory, it very important to identify how

technostress affect the study habits of the learners

considering the individuals conditions and environment and

how important to take steps in coping or reducing its

effect, or avoid rather. Understanding this theory will let

us understand how this technostress emerged and will help

us examine its effect and recognize the importance of every

learner to be accountable and to take responsibility in

ensuring that their studies habits will positively affect

their academic performance.

In the P-E fit theory, it highlights the extent to

which a person and the environment match (Edwards et al.,

1998). Compared with the transactional-based approach, P-E

fit theory acknowledges the complex characteristics of

technostress. It argues that stress neither arises from the

person nor the environment alone; instead, it emerges from

the interaction of both. In other words, technostress arises

when misfit between the person and the environment happens.

But, studies following P-E fit theory have often examined

the fit/misfit between the person and a single aspect of the

environment (Jansen and Kristof-Brown, 2006), such as either

organizations, people, or jobs. This is inconsistent with

the fact that people are concurrently nested in multiple

dimensions of the environment (Chuang et al., 2016).

12
 In this theory, it emphasized the importance of the

fit connection of a person and a single aspect of the

environment. If a misfit connection occurs, technostress

may happen. With that, the sociodemographic of the

learners relates here now as the people, organizations, job

environment must fit them to avoid from technostress.

As a result, both these studies examining technostress

from a single dimension of P-E misfit or treating its

emergence as a linear process may generate a limited

understanding of technostress and its impact on

individuals’ job performance and psychological well-being.

Therefore, this study argues for a multidimensional P-E

misfit framework to investigate the phenomenon of

technostress in higher education. This study proposes that

the formation of technostress results from the unbalanced

interaction between the person (teacher) and multiple

dimensions of the university environment, and that

different dimensions of P-E misfits have influence on one

another.3

According to Al-Fudail and Mellar (2008) found that

students do suffer stress associated with technology use in

3
Wang X and Li B (2019) Technostress among University Teachers in Higher
Education: A Study Using Multidimensional Person-Environment Misfit Theory.
Front. Psychol. 10:1791. doi: 10.3389/fpsyg.2019.01791. Date accessed: August
30, 2022.

13
 the classroom and a lack of fit between the instructor and

environment. This phenomenon created stress and was related

to the student's ability, habits, training, and technology

use. The study model teacher-technology environment

interaction of classroom technostress facilitated faculty

administrators’ identification of environmental factors that

reduce technostress and indicated a need to examine faculty

coping strategies.4

This theory supports both the transaction theory of

stress and P-E fit theory considering the importance and use

of technology and the fit among the instructor and the

environment. Instructor play a vital role in guiding and

teaching learners to learn as well of the technology as a

new methods and material to provide innovative and quality

education and for the learners to be competitive globally.

4
Al-Fudail, M., & Mellar, H. (2008). Investigationg teacher stress when using
technology. Computers & Education, 51(3), 1103-1110. Date accessed: August 30,
2022.

14
Conceptual Framework

The study is anchored on the technostress and distance

learning and its effect on the study habits of BTLED-IA

students in the University of Eastern Philippines, this

could be attributed by the following variables:

The respondent’s demographic factors in terms of age,

sex, civil status, weekly allowance, and monthly family

income might influence the possibility to have technostress

and might also affect the study habits of the respondents.

Furthermore, the effect of technostress to the academic

productivity of the respondents, concerning with the

distance learning setup. As far as the researchers are

15
 concern, students in BTLED-IA and tertiary education setting

in this time of pandemic faces a wide range of ongoing

stressors to students relating to the use of technology and

its academic demands. This will help the researchers to

indicate if technology related stress can reduce academic

productivity, achievements, decrease of motivation and

increase the risk of dropouts in this distance learning set

up or not.

Paradigm of the Study

Independent Variables Dependent Variables

Profile of
Respondents

 Age
 Sex
 Civil Status
 Religion
 Monthly
Allowance
 Monthly family
income
Level of Study
Habits
of BTLED-IA
students
Demographic Factor

16
  Level of
Techno-stress
and
 Level of
difficulties of
Distance
Learning

Figure 1. A paradigm showing the relationship among the

variables

Hypothesis

There is no significant relationship between the

profile of the respondents and the study habits of the

17
 BTLED-IA Students with regards to the distance learning

University of Eastern Philippines.

There is no significant relationship between the

techno-stress and the study habits of BTLED-IA students

with regards of distance learning in the University of

Eastern Philippines.

Definition of Terms

To facilitate better understanding of the study, some

terms are herein defined conceptually and operationally.

Distance Learning. Conceptually, it is methods of

study where teachers and students do not meet in a

classroom but use the internet, email, mail, etc. to have

classes5. Operationally, in this study it means the

learning happens with no physical interaction between the

students.

Study Habits. Conceptually, it refers to a way of

studying of the students or a behavioral state of

5
Merriam-Webster. (n.d.). Distance-learning. In Merriam-Webster.com
dictionary. Retrieved October 1, 2022, from
https://www.merriam-webster.com/dictionary/distance20%learning. Date accessed:
September 25, 2022.

18
 students.6 In this study is about the habitual actions

of the students to learn his subject matter.

Socio-demographic. Conceptually, it refers to or

involving a combination of social and demographic factors7.

In this study it about the characteristics such as age,

gender, ethnicity, education level, income, type of client,

years of experiences, location, etc.

Technology. Conceptually, it deals with the creation

and use of technical means and their interrelation with

life, society, and the environment.8 In this study it about

machinery and devices that are developed from scientific

knowledge to solve practical problems.

Techno-stress. Conceptually, it is one’s inability to

cope with technology that results in distress. 9

In this

study it is a form of stress that is associated with the

use of technology such as the gadgets, internet, and social

media. It also refers to general feelings of anxiety and

negative impact on thoughts, behaviors, attitudes and body.

6
Staff Writer. (2020). Study habits. Reference.
https://www.reference.com/world-view/definition-study-habits-4546f343e86e7e3f
. Date accessed: September 25, 2022.
7
Merriam-Webster. (n.d.). Sociodemographic. In Merriam-Webster.com
dictionary. Retrieved October 1, 2022, from
https://www.merriam-webster.com/dictionary/sociodemographic. Date accessed:
September 25, 2022.
8
Dictionary. (n.d.). Technology. In dictionary.com dictionary. Retrieved
October 1, 2022, from https://www.dictionary.com/dictionary/technology. Date
Accessed: September 23, 2022
9
Wietfield, M. (2021). What is technostress and you can manage it. Date
Accessed: December 12, 2022

19
It happens when a person is expected to deal with

technology or over attached to it.

Chapter II

REVIEW OF LITERATURE AND STUDIES

20
 This chapter is a review of the existing literature

relevant to the topic of Technostress and distance learning

effects on the study habits of students. This study will

examine how it affects the technostress and study habits to

academic process of the student.10 Technostress creators are

conceptualized as “job demands which require high physical,

social, and cognitive skills, with an associated

psychological cost” (Mahapatra & Pati, 2018). Technostress

can be seen as a relevant factor that may affect student

satisfaction and student performance. 11

Distance learners (students studying without physically

attending college or university) are on average older, and a

greater portion belongs to more ‘at risk’ groups who may be

disproportionately affected by the social distancing, health

impacts, lockdown and shielding practices being implemented

by national governments (World Health Organization (WHO),

2020). Distance learners have specific and established ways

of using learning technologies, such as mobile devices

(Cross et al., 2019), but these ways of studying may also

have been affected by the pandemic. Furthermore, distance

learning universities will not have been impervious to the

impact of physical restrictions because most still relied on

10

11
Aziz, N., Kader, M., Halim, R. (2021). The Impact of Technostress on Student
Satisfaction and Performance Expectancy. Asian Journal of University
Education (AJUE) Vol. 17, No. 4, Oct. 2021.Date accessed: August 30,2022.

21
 some activities requiring physical co-location. Although the

main learning activities of distance learning students have

not changed, we appreciate that there are slight changes to

some of their study-related activities and personal lives.

Acknowledging the potential impact of the Covid-19 pandemic

on distance learning students led us to investigate how the

disruption has affected the frequency with which they engage

in their study activities. The sudden and unexpected global

shift to online teaching caused difficulties from several

aspects: access to online systems, teacher and student

competencies and pedagogies for distance learning, and the

requirements of specific fields of study (Marinoni et al.,

2020). For example, restricted internet access has presented

major problems in low- to medium-resource countries such as

India (Dutta, 2020) whilst Toquero (2020) describes the

suspension of distance learning in the Philippines because

HEIs (Higher Education Institutions) were not prepared to

implement online learning systems. 12

The present generation students are often referred to

as ‘digital natives. They possess technological fluency that

is inherent ability to familiarize themselves with new

technology demands, with greater ease (Prensky, 2001).

12
Aristeidou, M., Cross, S. (2021). Disrupted Distance Learning: The Impact of
Covid-19 on Study Habits of Distance Learning University Students. Open
Learning: The Journal of Open, Distance and E-learning 2021, Vol. 36, No. 3,
263-282.Date accessed: August 30, 2022.

22
 Studies on these digital natives have reported positive

effects of ICTs on academic performance. Qi (2019) found the

use of mobile devices had a positive impact on students’

academic performance. Morris and Morris (2010) found that

technology-driven assessment in classroom boosts the

academic performance among students. Insua et al. (2016)

argued that, students are using ICT for their personal use,

entertainment, and leisure time rather than academic use and

found that higher use of ICT leads to better academic

performance. Rabiu (2016) posited that the frequency of

mobile phone usage does not considerably influence academic

performance among undergraduate students. On the contrary, a

study conducted by Jena (2015) among Indian University

students found that, TEL results in burnout, reduced

engagement in learning, poor academic performance, and

intention to drop out.13

Opinion Research Corporation (2000) revealed that 54

percent who believe that college courses offered via the

internet are the future of higher education. The study also

found that 32 percent of respondents agreed to take the

course through the internet rather than go to a traditional

classroom. Another 53 percent of respondents said that the

13
Upadhyaya, P., Vrinda. (2020). Impact of Technostress on Academic
Productivity of University Students. Education and Information Technologies
(2021) 1650. Date accessed: September 24, 2022.

23
 biggest benefit of taking courses online was the ability to

work from home, while 19 percent cited that time saved from

not having time to commute. Due to a lot of advantage sector

the e-learning program as one off the learning methods to

enhance learners’ knowledge and skills.14

According to Cohen (1997) introducing the technology

into the classrooms has made it possible for the learners to

lean up four times more effective than the traditional

education approaches. Charp and Sylvia (2003) related that

the learning incorporates to technology-based within the

students’ learning process and the teachers’ delivery

process is more effective than traditional classroom. They

also emphasized that the technology-based education can

improve learning and teaching experiences, increase

interaction with others who are geographically remote and

also provide richer communication opportunities.15

According to stress studies, technology may lead to

stress, and stress have termed the stress-creating

influences of technologies as technostress. Studies

demonstrate that technostress occurs in various

14
Islam, A., Rahim, N., Liang, T., Momtaz, H. (2011). Effect of Demographic
factors on E-Learning Effectiveness in A Higher Learning Institution in
Malaysia. Internet Education Studies 2011, Vol. 4, NO. 1, pg. 111. Date
accessed: November 19, 2022.
15
Islam, A., Rahim, N., Liang, T., Momtaz, H. (2011). Effect of Demographic
factors on E-Learning Effectiveness in A Higher Learning Institution in
Malaysia. Internet Education Studies 2011, Vol. 4, NO. 1, pg. 114. Date
accessed: November 19, 2022.

24
 consequences, such as frustration, exhaustion, anxiety, and

stress, leading to an adverse impact on student

productivity16

According to Moore, Dickson-Deane and Galyen (2011),

distance education is a method of providing facilities or

access to learning for students who are geographically

distant from institutions of higher learning. In addition,

distance education consists of flexible delivery techniques,

such as online technologies, to cater for the differing

needs of distance learners (Dorrian and Wache, 2009).

Furthermore, according to Md Harizan, Hilmi and Atan (2017),

distance learners can benefit from distance education tools

such as online systems as they are able to access the course

sources quickly while joining the course of tertiary

education. The use of social media also has an impact on

this mode from all backgrounds. 17

Study habits refer to distance learning students’

method and approach to learning. Rugendo (2014) states that

study habits are perceived to include the action taken by

16
Essel, H., Vlachopoulos, D., Meson, A., Johnson, E., Ebeheakey, A. (2021).
Technoloy-Induced Stress, Sociodemographic Factors, and Association with
Academic Achievement and Productivity in Ghanaian Higher Education during
COVID-19 Pandemic. Information 2021, 12, 497, pg. 4. Date accessed: September
24, 2022.
17
Md Harizan, S., Tahir, M. (2018). Socio-demographic Characteristics of
Distance Learners in Malaysia Universities. ICMR 2018- International
Conference on Multidisciplinary Research, pg. 665. Date accessed: November 20,
2022.

25
 distance learning students with regard to time management,

learner to learner interaction, note taking skills and

reading skills. It is assumed that study habits are a

primary indicator of good academic performance because if

students perform well, it is assumed that they have good

study habits, and vice versa.18

According to Hills and Ballow (2000), the study habits

of students play a vital role in reflecting the standard of

education and the students’ academic performance. Crow and

Crow (2002) states that the effective study habits include

plan/place, a definite time table and taking brief of well-

organized notes.19

Although an increasing amount of research is currently

focused on the educational context, the bulk research on the

effects of technostress has been done in a business or

industrial work environment. These studies disregarded the

accelerated technological advancement that have been

consolidated in the field of education. Pallavi Upadhyaya

observed that technostress negatively affected student

academic productivity. A study also discovered that the

18
Rugendo, C. (2014). Influence of Study Habits and Demographic Variables on
Academic performance: The Case of Bachelor of Education (Arts) Students,
University of Nairobi, Kenya. Date accessed: November 20, 2022.
19
Olatunji, T. (2019). The Impact of Study Habits on Academic Performance in
Mathematics. The Case of Secondary School Students. https://www.grin.com. Date
accessed: November 20, 2022.

26
 first-year undergraduate psychology students faced computer

anxiety, technostress, and test anxiety during their first

online assessment.20

As the challenges of open and distance learning grow in

various institutions around the world, the academic

experience changes for an increasing number of instructors

and students. In an education context, there is usually no

specific agreement as one is expected to be constantly

updated since deadlines, e-mails, etc. can appear outside of

study hours. Students may simply accept the constant

connection and not realize that this is something that

causes them stress.21

Different studies suggest that there are differences in

the amount of perceived technostress depending on gender,

age and digital literacy. Some studies indicate that

technostress is experienced less in women compared to men,

older people to younger, and in people with higher literacy

compared to people who struggle more with technology

20
Essel, H., Vlachopoulos, D., Meson, A., Johnson, E., Ebeheakey, A. (2021).
Technology-Induced Stress, Sociodemographic Factors, and Association with
Academic Achievement and Productivity in Ghanaian Higher Education during
COVID-19 Pandemic. Information 2021, 12, 497, pg.2. Date accessed: September
24, 2022.
21
Fitzgerald, N. (2021). The Influence of Technostress on Perceived Academic
Performance. A Study on University in Sweden, pg.12. Date accessed: November
20, 2022.

27
 (Tarafdar et.al, 2007: Ragu-Nathan et.al, 2008: Tafdar

et.al, 2011: Maier,2014).22

A recent longitudinal study by Hauk et al. (2019)

propose that age is positively associated with the level of

technostress using cognitive theories on aging, where an

individual experience deterioration of his/her motor skill

over the age (Reuter et al., 2012). A meta-analysis by Hauk

et al. (2018) posited that older adults find higher

difficulties in using technology compared to younger adults.

However, Ragu-Nathan et al. (2008) found that the

technostress decreases as age increases.23

A study done by Upadhyaya, P., Vrinda. (2020) shows that

technostress levels were compared between the different

demographic profile of students. A comparison of

technostress among male and female students revealed that

female students experienced higher technostress than male

students.24

In a related study, Agbu and Olubiyi, (2011) assessed

the influence of e-learning environment on the manifestation

22
Fitzgerald, N. (2021). The Influence of Technostress on Perceived Academic
Performance. A Study on University in Sweden, pg.8. Date accessed: November
20, 2022.
23
Upadhyaya, P., Vrinda. (2020). Impact of Technostress on Academic
Productivity of University Students. Education and Information Technologies
(2021) pg.1651. Date accessed: September 24, 2022.
24
Upadhyaya, P., Vrinda. (2020). Impact of Technostress on Academic
Productivity of University Students. Education and Information Technologies
(2021) 1655. Date accessed: September 24, 2022.

28
 of technology stress among academic and non-academic staff

of an Open and Distance Learning. A research model was

created to examine how the three dimensions of technostress

were related to one another and how they predicted students’

burnout, persistence in TEL, and perceived performance.

Moreover, P-O misfit of technostress demonstrated the most

salient effect on students’ burnout. Additionally, group

comparisons based on gender and grade levels indicate that

females and lower-grade students were more susceptible to

burnout associated with P-P misfit of technostress than

others. And female students’ performance tended to be more

negatively affected by burnout than males. 25

Several studies (Broos, 2005; Qi, 2019), has noted male

students have a lower level of technostress as compared to

females and they are involved with innovation performance

using technology (Chandra et al., 2019). For female

adolescents’ frequency of internet and technology use is

both psychologically and socially a complex affaire (Broos &

25
Al-Fudail, M., & Mellar, H. (2008). Investigating teacher stress when using
technology. Computers & Education, 51(3), 1103-1110. Jena, R. (2015).
Technostress in ICT enabled collaborative learning environment: An empirical
study among Indian academician. Computers in Human Behavior, 51, 1116-1123.
Joo, Y. J., Lim, K. Y., & Kim, N. H. (2016). The effects of secondary
teachers’ technostress on the intention to use technology in South Korea.
Computers & Education, 95, 114-122. Date accessed: August 30, 2022.

29
 Roe, 2006) and experience more computer anxiety than male

adolescents (Tekinarslan, 2008).26

Helali et al, (2022) conclude that it is important to

note that family financial level doesn’t have a big impact

on student performance. On another hand, enforcing students

to study and encourage him by family could affect his/her

performance well if it used in the right way.27

Owan and Asuquo concluded that socio-demographic

characteristics do not affect overall students’ satisfaction

with the study of ICT in secondary schools.

Singh et al. (2020) findings indicated that students

appreciated the use of online learning during pandemic.

However, half of them believed that the traditional

classroom setting was more effective than the online

learning platform.

A study done by Barrot et al., overall findings

indicate that the extent of challenges and strategies varied

from one student to another. Hence, they should be viewed as

consequence of interaction several many factors. Students’

responses suggest that their online learning challenges and

26
Upadhyaya, P., Vrinda. (2020). Impact of Technostress on Academic
Productivity of University Students. Education and Information Technologies
(2021) 1651. Date accessed: September 24, 2022.
27
Helali, R., Abdelrahman, N., Zaroug, R. (2022). Measuring The Impact of
Study Habits on Students Academic Performance in KSA. Journal of Positive
School Psychology 2022, Vol.6, No.4, pg.329. Date accessed: November 20, 2022.

30
 strategies were mediated by the resources available to them,

their interaction with their teacher and peers, and the

school’s existing policies and guidelines for online

learning.28

A study done by Upadhyaya, P., Vrinda. (2020) Overall

technostress level was found to be a moderate level of

technostress among students. Students had a positive

perception of the role of technology in improving academic

productivity.29

Study made by Essel, H. et al. (2021) adds to the

existing knowledge of technostress by expanding study on

this subject to the undergraduate students’ technology-

enhanced learning in higher education during the COVID-19

pandemic in Ghana. The study found that the technostress

prevalence among university students was moderate,

particularly with female students.30

According to the study done by Jafari, H. et, al, 2019,

the academic performance and study habits of most students

28
Barrot, J., Llenares, I., Del Rosario, L. (2021). Students’ Online Learning
Challenges During the Pandemic and How They Cope with Them: The Case of The
Philippines. Education and Information Technologies (2021) pg.7334. Date
accessed: November 20, 2022.
29
Upadhyaya, P., Vrinda. (2020). Impact of Technostress on Academic
Productivity of University Students. Education and Information Technologies
(2021) 1655. Date accessed: September 24, 2022.
30
Essel, H., Vlachopoulos, D., Meson, A., Johnson, E., Ebeheakey, A. (2021).
Technology-Induced Stress, Sociodemographic Factors, and Association with
Academic Achievement and Productivity in Ghanaian Higher Education during
COVID-19 Pandemic. Information 2021, 12, 497, pg.14. Date accessed: September
24, 2022.

31
 were at moderate level, which is not satisfactory

considering the nature and importance of medical sciences.

Considering the important role of study habits in academic

achievement and future careers of students, and since the

majority of the study habits can be taught and corrected, it

is recommended that students’ study habits should be

measured at the time of their entry to university, and

during studies, so they can receive training in order to

learn or modify study habits.31

A study done by Laguador, J., (2013), states that

Engineering students have high level of study habits at home

and very high at school. Factors affecting the study habits

of engineering students at home and in school are moderately

serious. The course has significant difference in the

problems encountered by engineering students in school.

Students must always be encouraged by their teachers and

parents to make their college days productive through

studying the lessons regularly and lessen the unnecessary

activities.32

31
Lawrence, A. (2014). Relationship Between Study Habits and Academic
Achievement of Higher Secondary School Students. Education Vol.4, 2014. Date
accessed: November 20, 2022.
32
Laguador, J.,(2013). Engineering Students’ Level of Study Habits and Factors
Affecting Them. International Journal in IT and Engineering.
http://www.ijmr.net. Vol. 01. Pg. 12. Date accessed: October 02, 2022.

32
 Chapter III

METHODOLOGY

Locale of the Study

The study will be conducted at the University of

Eastern Philippines, University town, Catarman, Northern

Samar. This place is selected for knowing the Technostress

and Distance learning: its effect on the study habits of

BTLED-IA- students in University of Eastern Philippines.

This study will be implemented on the BTLED-IA students

33
from 1st year to 3rd year to test the effect of

Technostress and Distance learning. The research study will

be implemented inside the premises of University of Eastern

Philippines, the rooms is clean, well ventilated, and had

enough chairs for every student who participated with the

activity.

The Respondents

The respondents of the study will be the first year,

second year, and third year BTLED-IA students of the

University of Eastern Philippines.

All year level is experiencing the distance learning

and blended learning mode of education due to the current

pandemic. The respondents were selected through simple

random sampling for easy way of gathering the data.

The Variables

The variables of this study are the independent and

dependent variables. The independent variables are

technostress and distance learning. Technostress is a form

of occupational stress that is associated with information

and communication technologies such as the internet, mobile

devices, and social media while distance learning is any

34
learning that happens without the students being physically

present in the lesson. There is no physical interaction

between the students.

On the other hand, the dependent variable is the study

habits of BTLED-IA students in UEP, which refers to a way of

studying of the students or a behavioral state of students.

Research Design

The design of this study is descriptive correlational

designs. Descriptive correlation design use to describe the

relationships among variables. The data is analyzed through

the relationship of the dependent variables and independent

variable.

Research Instruments

The instrument to be used is a researcher made

questionnaire checklist to gather the needed data. In the

preparation of the instrument, the requirements in the

designing of good data collection instrument will be

considered. The research questionnaire was divided into

four-parts. The first part of the instrument consists of the

items which gathered the student’s socio demographic profile

including name, age, sex, civil status, weekly allowance and

35
monthly family income. The second part covered the level of

level of technostress. The third and last part covered the

distance learning and study habits, respectively. Each part

starting from the level of technostress consist of ten (10)

items. The Open-ended options are provided to accommodate to

free formatted views related to the topics. In this way, the

instrument is authorized to obtain valid responses of the

students. It encouraged open responses to sensitive issues

at hand. The instrument was validated by few consultants and

former professors before it laid on to the study.

Validation of instrument

The questionnaire that the researcher prepared was

presented to the research adviser, experts, peers and

revised based on their comments and suggestions before the

distribution to the respondents, in order test the validity

and reliability of the questionnaire. The researcher will

administer the questionnaires to BTLED-IA from 1st year to

3rd year students in the University of Eastern Philippines.

Afterwards, the researcher will compare the first and second

36
 administration of the questionnaire and apply the arithmetic

means to know the questionnaire reliability. In addition, it

must be consulted to a person who is more knowledgeable in

conducting a research study.

Scoring and interpretation

The data were scored and interpreted as follows:

Technostress of the BTLED-IA students. In order to

determine the level of technostress, the following will be

use:

Range Interpretation

4.20 - 5.00 - Very Highly Stressful

3.40 - 4.19 - Highly Stressful

2.00 - 3.39 - Moderately Stressful

1.80 - 2.59 - Slightly Stressful

1.00 - 1.79 - Not Stressful

Distance Learning of BTLED-IA students. In order to

determine the level of difficulties with student’s distance

learning modality, the following will be use:

37
 Range Interpretation

4.20 - 5.00 - Very Highly Difficult

3.40 - 4.19 - Highly Difficult

2.00 - 3.39 - Moderately Difficult

1.80 - 2.59 - Slightly Difficult

1.00 - 1.79 - Not Difficult

Study Habits of BTLED-IA students. In order to

determine the study habits whether it is positive or

negative, the following will be used:

Range Interpretation

4.20 - 5.00 - Very Highly Practiced

3.40 - 4.19 - Highly Practiced

2.00 - 3.39 - Moderately Practiced

1.80 - 2.59 - Slightly Practiced

1.00 - 1.79 - Not/Never Practiced

Population and Sampling

The populations of this study are the BTLED-IA students

from first year to third year. Researchers will use the

formula for the sample size and arrive at overall samples

38
and differs according to their gender that makes it

proportional. This study uses simple random sampling that

may help for easy way in gathering the data.

Data Gathering Procedure

In gathering the data, the researcher will ask

permission to the students and their adviser before

conducting the study. This study will allow the respondents

to have rights or to have a whole confidentiality as being

part of this study; this is the way that the researchers

show their respect to the respondents. After the

distribution and collection of the questionnaire, the

researchers will now analyze, classify, organize, present

and interpret the data gathered using a suitable statistical

tool.

Statistical Treatment

This study will be using multiple regression analysis.

This multiple regression analysis will be use in prediction.

It is a statistical technique that will be helpful to

analyze the relationship between the dependent variable and

independent variables. This may have a great help for

statistical treatment of data in a proper and efficient way.

39