FACTORS AFFECTING DEPRESSION IN

GRADE 11 ABM OF SENIOR HIGH

SCHOOL STUDENTS TOWARDS
TO THEIR ACADEMIC
PERFORMANCE

A Research Proposal
Presented to
Sta. Catalina National High School
Senior High School Department

In Partial Fulfillment
Of the requirements for the subject
Practical Research 2
(Quantitative Research)

By:

Lindsy Marie D. Bayawa

Princess Diane T. Tagle
Meloujean C. Paraiso
Jovanna L. Ocampo
Angelika E. Lobrio
Roselyn L. Padilla
Medel E. Rusiana
Giann R. Ybañez
Rose L. Magos
Khinjil V. Yba
Camila D. Tan

Kit I. Luyas
(Research Teacher)
February 2020

I
 ACKNOWLEDGEMENT

We would like to take the opportunity to express our greatest gratitude to all those people

who helped us made this study possible and served as our inspiration in this study.

First we would like to thank our Almighty God for guiding us, giving us strength, knowledge

good-health all throughout in making this research, for all the blessings and for giving us

protection to tackle all the obstacles that we encountered while undertaking this study.

Second, to our research adviser Mr. Kit I. Luyas for teaching and imparting his knowledge

and for the patience and guidance for us to be able to complete this study.

Third, to our classmates, friends, schoolmates who have been encouraging us and the

sources of smiles and laughter when we are facing hard times.

Lastly, to our family who have been our inspiration to complete this requirement, their

sacrifices, moral and financial support and guidance to finally graduate without them this

book would never be possible.

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TABLE OF CONTENTS

Tittle Page………………………………………………………………………………………………………i

Acknowledgement…………………………………………………………………………….………...….ii

Table of Contents…………………………………………………………………………………………...iii

CHAPTER I: THE PROBLEM AND ITS SCOPE

Research Background………………………………………………………………………......1

States Research Question……………………………………………………………………..3

Research Objective………………………………………………………………………………3

Scope and Delimitation………………………………………………………………………...4

Significance of the study…………………………………………………………………….…5

Statement of the Problem…………………………………………………………………......6

Statement of Hypothesis…………………………………………………………………….....6

CHAPTER II: REVIEW OF RELATED LITERATURE

Review of Related Literature…………………………………………………………………7

Conceptual Framework………………………………………………………………………...12

Definition of Terms……………………………………………………………………………….13

CHAPTER III: RESEARCH METHODOLOGY

Research Methodology………………………………………………………………………...14

Research Design…………………………………………………………………………………..14

Research Environment………………………………………………………………………...14

Research Respondents.......................................................................................................15
 iii

Research Instruments………………………………………………………………………….15

Research Procedure…………………………………………………………………………….15

Statistical Treatment of Data..........................................................................................16

CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Statistical Treatment of Data……………………………………………………………….17

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary……………………………………………………………………………………………23

Findings……………………………………………………………………………………………..23

Conclusion………………………………………………………………………………………….27

Recommendation………………………………………………………………………………..29

References…………………………………………………………………………………………………….30

Questionnaire………………………………………………………………………………………………..32

Curriculum Vitae…………………………………………………………………………………………...34
iv
 CHAPTER I

The Problem and Its Scope

Research Background
We all know that depression is one of the most common factor that can affect the student’s

performance not only the performance but also the way they interact to other people. People that

are experiencing depression may always feel tired, do not want to mingle to other, always want

to be alone, always thinking deep thoughts, not active and also they are not paying attention

when you are talking to them.

Depression (major depressive disorder) is a common and serious medical illness that negatively

affects how you feel, the way think and how you act. Fortunately, it is also treatable.

Depression is common emotional problems, hopelessness and helplessness are the main cause.

Depression is a prevalent problem among the students and it can affect the student’s ability to

perform activities in daily life.

The researchers believe that depress people may commit suicide because they cannot control

their emotions, sometimes there is no one wants to talk to them, maybe they have some problems

that they want to share to their parents or friends but they are not willing to listen. If this happen

the stage of being depress might be develop.

Depression is common disorder that impacts an individual's ability to perform life activities,

including those required by the workplace. Academic performance can be viewed as a direct

parallel to workforce performance, with students belonging to a unique set of individuals whose

ability to perform can be measured on criteria applied by an observer and self-report. While the
prevalence of depression for this group is high and preparation for entry into the workplace is

critical for these individuals, this relationship has not been adequately investigated.

Depression is the common cold of mental disorders — most people will be affected by

depression in their lives either directly or indirectly, through a friend or family member.

Confusion about depression is commonplace, e.g., with regard to what depression exactly is and

what makes it different from just feeling down. There is also confusion surrounding the many

types of depression that people experience — unipolar depression, biological depression, manic

depression, seasonal affective disorder, dysthymia, etc. There have been so many terms used to

describe this set of feelings we’ve all felt at one time or another in our lives, it may be difficult to

understand the difference between just being blue and having clinical depression. Depression is

characterized by a number of common symptoms. These include a persistent sad, anxious, or

“empty” mood, and feelings of hopelessness or pessimism that lasts nearly every day, for weeks

on end. A person who is depressed also often has feelings of guilt, worthlessness, and

helplessness. They no longer take interest or pleasure in hobbies and activities that were once

enjoyed; this may include things like going out with friends or even sex (John M. Grohol,

Psy.D., 2017).

Depression is a mood disorder that is most commonly associated with low mood but there is a

wide range of other symptoms (Hysenbegasi, Hass, and Rowland, 2005).

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States Research Questions

This study focuses to the factors affecting depression in Grade 11- ABM of senior high

school students towards to their academic performance. This study aims to answer the following

questions:

1. What is depression?

2. What are the effects of depression to their academic performance?

3. How to prevent depression?

4. What are the common causes of depression?

Research Objective
The following are the research objective:

1.Effects of depression towards the academic performance of the students.

2. Identify the effects of depression.

3. Effects of depression to students behavior.

3
Scope and Delimitations of the Study

The coverage of this study is for the Grade 11 ABM (Accountancy, Business and

Management) of Senior High School Students about the “ Factors Affecting Depression in Grade

11 ABM of Senior High School Students towards to their Academic Performance”

The study is limited only for 25 respondents who where reach by the questionnaires.

4
Significance of the Study

This study are beneficial to the following:

Teachers. The result of this study will served as a guide for the teachers to know

more about depression. It is also helpful to them so that they can guide their students and

help them be aware of having depression.

Principals. This study is helpful for them to properly maintain the security and

safeties of their students in the school.

Students. The result of this study will give the students knowledge and awareness

about depression.

Parents. This study is significant for all the parents for them to know what is

depression and how affects the performance of their child. Through this study, the parents

will be aware about the situation of their child.

DepEd. This will served as a guide for them to make an immediate action or

response for all that is experiencing depression and the students that are not.

Researchers. This study will help them to know more about depression, expand

their knowledge and also they can used this study as their basis on their future study and

come up with reliable conclusion.

5
Statement of the Problem

This study aims to find out the factors affecting depression in Grade 11-ABM of

Senior High School students towards to their academic performance to know how this

affects the students.

This study was intended to answer the following questions:

1. What is the students profile in terms of;

1.1 age;

1.2 gender;

2. What are the problems commonly encountered by the students inside the school?

2.1 Bullying;

3. Is there a significant relationship between depression to their Academic Performance?

3.1 Academic Performance

Statement of the Hypothesis

The work presented in this study carries with an important limitation, that a clear

identification of depression effects on Grade 11- ABM academic performance is not fully

achieved.

6
 Chapter II

Review of Related Literature

The researcher gathered this article to support their study. This research and articles that they

found will support their research. It will help everyone to have more knowledge and understand

the factors affecting depression in Grade 11-ABM of Senior High School Students towards their

academic performance.

Gender.

Kim, Cho and Chang (2015) examined gender differences in symptom profiles of MDD

in the last 12 months from the nationwide general population of Korea. In keeping with the

reports from previous studies, women were more likely to experience atypical depression with

fatigue and hypersomnia than men, whereas no gender differences were evident in disturbance of

appetite or body weight. Additionally, women with MDD displayed higher vulnerability to

apparent psychomotor retardation and suicide attempts, and less frequent reporting of decreased

libido. Overall, the present study showed gender differences in symptoms of MDD in the Korean

population were comparable to previous reports from the western society. These findings

implicate the possibility that those differences may be manifested more biologically rather than

socio-culturally, but the bio-psycho-social mechanism behind this phenomenon is not yet

established. In clinical settings, gender differences in MDD should be thoroughly considered

because they might be related with treatment response and prognosis.

7
Clinicians should be more careful to recognize atypical symptoms and higher risk of suicide

when treating female patients, because these features are difficult to be managed with

conventional pharmacological interventions. Additionally, it should be reminded that men can be

more prone to sexual dysfunction simultaneously as a depressive symptom and as a side effect of

antidepressant medication than women.

According to the (World Health Organization 2016), depression accounts for fully 10 percent of

the total non-fatal disease burden worldwide. Moreover, this burden falls disproportionately on

girls and women. According to (Ferrari et al., 2013) the global 12-month prevalence of major

depressive disorder was 5.8% in females and 3.5% in males.

According to Eagly and Wood’s social-structural theory (1999; Wood & Eagly, 2012) also

provides a framework for understanding the relationship between gender inequality and the

magnitude of psychological gender differences. According to the theory, a society’s division of

labor by gender drives all other psychological gender differences. These gender differences

result from individuals’ adaptations to the particular restrictions on or opportunities for their

gender in their society. The theory predicts that larger gender differences should be observed in

nations with more gender inequality. Evidence for this theory exists for several psychological

gender differences, including mate preferences, mathematics performance, and some aspects of

sexuality (Eagly & Wood, 1999; Else-Quest, Hyde, & Linn, 2010; Petersen & Hyde,

2010; Zentner & Mitura, 2012). However, other studies have found smaller gender differences in

nations with more gender inequality.

8
This pattern has been found for outcomes such as self-reports of personality traits and attitudes

about mathematics (Else-Quest et al., 2010; Wood & Eagly, 2012). In the current meta-analyses,

we sought to determine which of these patterns would occur (larger or smaller gender differences

in nations with more gender inequality) when the outcome was gender differences in depression.

According to Heino and Fröjd (2011), depressive disorders in the population bear a resemblance

to those in clinical samples, and that self-reported depression in adolescence, when severe or

even moderate, corresponds well with clinically diagnosable depression, there is reason to

assume that, to some extent, victimization from bullying may predispose adolescents to

depressive disorders. However, the association may also be vice versa: depression may

predispose adolescents to victimization from bullying, or adolescents with depression may

interpret nonhostile interactions as bullying. Prospective population studies with a structured

diagnosis of depression, or reliable information about psychiatric treatment contact due to

depression, could shed light on the issue.

Age. According to Kessler, Birnbaum and Shahly (2010) physical disorders increase with age

independent of depression, their lower associations with MDE in old age argue that causal

effects of physical disorders on MDE weaken in old age. This result argues against the

suggestion that the low estimated prevalence of MDE among the elderly is due to increased

confounding with physical disorders. According to (Shamsuddin et al. 2013), some studies in

particular looked at the relationship between age and depression in students. A study on

depression among Malaysian university students pointed out that the prevalence of depression

was higher in older students compared to younger students.

 9

Bullying. According to StopBullying.gov, a website managed by the U.S. Department of

Health & Human Services, nearly 50% of students in grades 4 through 12 experienced bullying

within a given month and more than 70% of students admit to having seen bullying occur in their

school. Verbal and social bullying are the two most common types, including things like name-

calling, teasing, spreading rumors, stealing belongings, sexual comments and gestures, or

physical violence. Physical bullying happens less often than social bullying and cyberbullying,

though it is becoming increasingly prevalent, is still less common. In 2010, the results of a

UCLA study were published in the Journal of Early Adolescence. This study involved 2,300

middle school students in eleven different Los Angeles public schools as well as their teachers.

The students themselves were asked to rank the amount they were bullied on a four-point scale

and to make note of which students in their classes were bullied the most. The teachers were

asked to rate the level of engagement and academic performance for their students. After

collecting data over the course of three years, the results were studied and published in 2010.

According to this UCLA study, Jaana Juvonen, a professor of psychology at UCLA and lead

author of the study, bullying and low academic achievement are frequently linked. Juvonen is

quoted saying, “students who are repeatedly bullied receive poorer grades and participate less in

class discussions… students may get mislabeled as low achievers because they do not want to

speak up in class for fear of getting bullied”. Juvenon also remarked that “Once students get

labeled as ‘dumb,’ they get picked on and perform even worse”.

 10

Academic Performance.

According to Khesht-Masjedi, Shokrgozar and Pazhooman (2019) depression were found to

have an impact on academic achievement among teenagers. It decreased academic achievement.

It could also decrease motivation in ability attention, concentration and leads to academic failure.

These data have provided evidence of a relationship between anxiety, depression, and academic

achievement among high school adolescents in response; it is proposed that selective preventive

activities be introduced at high schools for students with academic problems. Mental health can

be developed in school settings with the aid of support strategies such as counseling, teach life

skill programs, and psychotherapy.

According to Caroline Summers study (2016) states that depression can be a hindrance to

every aspect of a person’s life, especially one’s academic performance. According to the Centre

for Addiction and Mental Health (2012), clinical depression is defined as a mood disorder caused

by many factors, including genetic predisposition, personality, stress, and brain chemistry. A few

common symptoms of depression are changes in appetite and weight, sleep problems, loss of

interest, withdrawal from family and friends, irritability, fatigue, trouble concentrating, and

suicidal thoughts.
 11

Conceptual Framework

This study focus on the factors affecting depression in Grade 11-ABM of Senior High School

Students towards to their academic performance. This will show some bases about dependent

and independent variable.

Independent Variable Dependent Variable

Depression
Low Academic
Spreading Rumours Performance
Family Problem

The researchers identified the following factors are independent variables, depression, Spreading

Rumours, and Family Problem. The dependent variable is the low academic performance.
 12

Definition of Terms

Depression - This is the state of being sad, lonely, helpless and hopeless.

Mingle - This is the way you interact with other people by talking and sharing.

Hopeless - This is the way of having or feeling no hope.

Helplessness - This is where you are unable to do something to make a situation and task

better or easier.

Prevalent - Something common or widespread.

Suicide – This is an act or an instance in taking one’s own life voluntarily and intentionally.

Manic Depression – This is a mental illness in which a person experiences period of strong

excitement and happiness followed by periods of sadness and depression.

Dysthymia – This is a mood disorder characterized by chronic mildly depressed or irritable

mood.

Unipolar Depression- This is a persistent or pervasive depression that does not involve a

manic episode, a hypomanic episode, or a mixed episode.

Restlessness – It is a situation where you feel nervous or bored

Chronic pain – Is defined as a pain that lasts at least 12 weeks.

 13

CHAPTER III

Research Methodology
This chapter presents the research designs, research environment, research respondents,

research instruments, research procedure, and the statistical treatment of data that the researchers

used in this study.

Research Design

This study is a quantitative research and is categorized as descriptive type, it will help the

readers understand about the factors affecting depression to Senior High School students towards

their Academic Performance. It aims to know how factors of depression affects the Academic

Performance of the selected Senior High School Students in Grade- 11ABM in Sta. Catalina

National High School.

Research Environment

The coverage of the study is intended for the Grade-11 ABM Student of Sta. Catalina

National High School (SCNHS), Sta. Catalina Negros Oriental District III. The institution was

established in the year 1994. It is located at Tambakan, Brgy. Poblacion. Sta. Catalina, Negros

Oriental which is 94 kilometers away south of capital city, Dumaguete City.

 14

Research Respondents

The researchers study focus on Grade-11 ABM (Accountancy Business & Management)

of Sta. Catalina National High School Students with 25 respondents.

Research Instruments

The researchers use survey questionnaires to answer the research questions. This

instrument we’re used to get additional data or information to support gathered data from the

questionnaires.

Research Procedure

The researchers applied the descriptive method in this study because it primarily focused

on the factors and data that the respondents will give by the responds in a specific place where

the students were conducted. The gathered data will be useful to identify the factors affecting

depression to the academic performance of the students.

 15

Statistical Treatment of Data

The researchers used frequency and percentage distribution to determine the percentage visually

for data profile of Senior High School Students (age, gender, bullying, and academic

performance) Formula:

P- Percentage

F- Frequency N- Total no. of respondents.

f
P= x 100
n
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CHAPTER IV

Presentation, Analysis, and Interpretation of Data

Statistical Treatment of Data

The Statistical tool that the researcher used are frequency and percentage.

P- Percentage

F- Frequency

N- Total no. of respondents

f
Formula: P= x 100
n

Table 1: All the task you have performed, are taking much more time.

Reponses Frequency Percentage

Always 1 4%
Often 5 20%
Sometimes 19 76%
Never 0 0%
Total 25 100%

This table shows the answer of the 25 respondents. Out of 25 respondents 1 or 4% answer

always, 5 or 20% often and 19 or 76% answer sometimes.

 17

Table 2: Facing lack of concentration

Reponses Frequency Percentage

Always 2 8%
Often 11 44%
Sometimes 12 48%
Never 0 0%
Total 25 100%

This table shows that 2 or 8% answer always, 11 or 44% often and 12 or 48% answer sometimes.

Table 3: Lose of interest in all the things that is important to you once upon a time.

Responses Frequency Percentage

Always 1 4%
Often 8 32%
Sometimes 11 44%
Never 5 20%
Total 25 100%

This table shows that 1 or 4% of the students answer always, 8 or 32% often, 11 or 44%

sometimes and 5 or 20% choose never.

Table 4: Feel that everything that you have done has been a failure.

Responses Frequency Percentage

Always 3 12%
Often 4 16%
Sometimes 15 60%
Never 3 12%
Total 25 100%

This table shows that 3 or 12% of the students answer always, 4 or 16% often, 15 or 60%

sometimes and 5 or 12% answers never.

 18

Table 5: Feel that you have no future.

Responses Frequency Percentage

Always 2 8%
Often 2 8%
Sometimes 7 28%
Never 14 56%
Total 25 100%

This table shows that 2 or 8% of the students answer always, 2 or 8% often, 7 or 28% sometimes

and 14 or 56% answer never.

Table 6: Easily get frustrated or get angry even over small matters.

Responses Frequency Percentage

Always 3 12%
Often 8 32%
Sometimes 12 48%
Never 2 8%
Total 25 100%

This table shows that 3 or 12% answer always, 8 or 32% often, 12 or 48% sometimes and 2 or

8% answer never.

Table 7: Less attention to personal hygiene or appearance.

Responses Frequency Percentage

Always 1 4%
Often 6 24%
Sometimes 14 56%
Never 4 16%
Total 25 100%

This table shows that 1 or 4% answer always, 6 or 24% often, 14 or 56% sometimes and 4 or

16% answer never.

 19

Table 8: Facing trouble in thinking, concentrating, making decisions and remembering

things.

Responses Frequency Percentage

Always 3 12%
Often 4 16%
Sometimes 17 68%
Never 1 4%
Total 25 100%

This table shows that 3 or 12% answer always, 4 or 16% often, 17 or 68% sometimes and 1 or

4% answer never.

Table 9: Feel sad for no apparent reason.

Responses Frequency Percentage

Always 4 16%
Often 6 24%
Sometimes 12 48%
Never 3 12%
Total 25 100%

This table shows that 4 or 8% answer always, 6 or 24% often, 12 or 48% sometimes and 3 or

12% answer never.

Table 10: Losing your interest or pleasure in usual activities.

Responses Frequency Percentage

Always 1 4%
Often 7 28%
Sometimes 14 56%
Never 3 12%
25 100%

This table shows that 1 or 4% answer always, 7 or 28% often, 14 or 56% sometimes and 3 or

12% answer never.

 20

Table 11: Self – harm for example, cutting, burning or excessive piercing or tattooing.

Responses Frequency Percentage

Always 2 8%
Often 2 8%
Sometimes 6 24%
Never 15 60%
Total 25 100%

This table shows that 2 or 8% answer always, 2 or 8% often, 6 or 24% sometimes and 15 or 60%

answer never.

Table 12: Have been more easily tearful, or crying than usual.

Responses Frequency Percentage

Always 1 4%
Often 2 8%
Sometimes 16 64%
Never 6 24%
Total 25 100%

This table shows that 1 or 4% answer always, 2 or 8% often, 16 or 64% sometimes and 6 or 24%

answer never.

Table13: Have been less interested in talking to people or mixing people than usual.

Responses Frequency Percentage

Always 1 4%
Often 2 8%
Sometimes 19 76%
Never 3 12%
Total 25 100%

This table shows that 1 or 4% answer always, 2 or 8% often, 19 or 76% sometimes and 3 or 12%

answer never.
 21

Table 14: Have been more anxious, nervous or worried than usual.

Responses Frequency Percentage

Always 3 12%
Often 4 16%
Sometimes 15 60%
Never 3 12%
Total 25 100%

This table shows that 3 or 12% answer always, 4 or 16% often, 15 or 60% sometimes and 3 or

12% answer never.

Table 15: Less self- confidence than usual.

Responses Frequency Percentage

Always 1 4%
Often 6 24%
Sometimes 15 60%
Never 3 12%
Total 25 100%

This table shows that 1 or 4% answer always, 6 or 24% often, 15 or 60% sometimes and 3 or

12% answer never.

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Chapter V

Summary, Findings, Conclusions and Recommendations

This chapter presents the summary of the problems of the research study, the findings of the

survey that the researchers conducted and the recommended solutions for the problems.

Summary

This research has been conducted to determine the “Factors Affecting Depression in Grade

11 ABM Senior High Students Towards their Academic Performance”. It aims to discover if

depression can really affects the Academic Performance of the students. And to know how this

factors of depression affects the academic performance and to identify the effects of depression

to the student.

This study used Quantitative Approach specifically Random Selection. During the data gathering

procedures questionnaires are distributed to the respondents during the survey, stating the

purpose for the research and that the data gathering will be used only on this study.

Findings

This part of the research presents the summary of the finding for the survey conducted about

the factors affecting depression in Grade -11 ABM Senior High students towards to their

academic performance.

23
This shows the response of the students in terms of their Age and Gender.

1. The profile of the respondents. Out of 25 respondents in terms of their Age 1 or 4% belonged

to the age of 18 years old, 19 or 76% belonged to the age of 17 years old, and 5 or 20 of them are

belonged to the age bracket of 16 years old overall total of 100%. In terms of gender out of 25

respondents 1or 4% belonged to female age 18 years old, 16 or 64% belonged to female age 17

years old, 5 or 20% belonged to female age 16 years old and 3 or 12% belonged to male age 17

years old. Overall total of girl respondents are 22 or 88% are female and 3 or 12% are male.

 In the findings base on the survey questionnaires that the researcher conducted. In table 1.

Most of the respondents chose to answer 19(76%) sometimes, 5(20%) often and the

lowest is 1(4%) answer always in all the tasked that they have performed are taking much

more time than usual. Overall 100% total responds from the respondents.

 Out of 25 respondents in table 2. 2(8%) of them chose always, 11(44%) often and the

highest is 12(48%) of them chose sometimes in facing lack of concentration. Overall total

100% responds.

 In table 3. more students admitted that they lost interest in all the things that is important

to them once upon a time is 11(44%) answers sometimes, 8(32%) often, 5(20%) never

and the lowest answer is always which 1(4%). Overall total of 100% responses.

 The rates of table no.4 shows that 15(60%) of the respondents feels that everything that

they have done has been a failure sometimes, 4(16%) of them says often, 3(12%) of them

says always and lastly 3(12%) answer that they never feel that everything that they have

done has been a failure. Overall total of 100% responds.

 24

 In table 5.most of the respondents 14(56%) never believes that they have no future,

7(28%) answer sometimes, 2(8%) of them chose often and 2(8%) or the same response to

often answer always. Overall total of 100%.

 The respondents response in table no.6 in easily get frustrated or get angry even small

matters 12(48%) of them answer sometimes, 8(32%) often, 3(12%) of them says always

and the lowest is 2(8%) of them says never as their response. Overall total of 100%.

 In table no.7 14(56%) of the respondents believes that they less attention to personal

hygiene or appearance sometimes, 6(24%) often, 4(16%) never and 1(4%) is the lowest

answer in always. Overall total of 100% response to the respondents.

 In facing trouble in thinking, concentrating, making decisions and remembering things

17(68%) of them says sometimes, 4(16%) often, 3(12%) always and the lowest is 1(4%)

never.

 The respondents response in table no.9 in feel sad or no apparent reason, most of them

answer sometimes which is 12(48%), 6(24%) often, 4(16%) and 3(12%) answer never.

Overall total of 100% response rate of the respondents.

 In table no.10. In losing interest or pleasure in usual activities the highest response

answer is sometimes, which is 14(56%), 7(28%) often, 3(12%) never, and the lowest

response 1(4%) which is always.

 In table no.11 the highest response is 15(60%) never, 6(24%) sometimes, 2(8%) often,

and 2(8%) always in answering self-harm. Overall total of 100%.

25
 In table no.12 most of the respondents believes that they have been easily tearful, or

crying than usual chose sometimes 16(64%), 6(24%) never, 2(8%) often and 1(4%)

always. Overall total of 100%.

 In table no.13 they got the highest ratings which is 19(76%) sometimes, followed by

3(12%) never, 2(8%) often and the lowest is 1(4%) always in having less interest in

taking people or mixing people than usual. In overall total of 100%.

 In table no.14 15(60%) is the highest respond which is sometimes, 4(16%) often and

6(24%) answer never and always in having more anxious, nervous or worried than usual.

In overall total of 100%.

 Table no.15 15(60%) is the highest respond which is sometimes, 6(24%) often, 3(12%)

never and the lowest is 1(4%) always. Overall total of 100% in having less self-

confidence than usual.

26
Conclusion

Based on the findings, the following conclusions are given and concluded.

1. Majority of the respondents are 16-17 years old.

2. Most of the respondents are female.

3. Most of the respondents chose to answer sometimes in all the tasked that they have performed

are taking much more time than usual.

4. Most of the respondents chose to answer sometimes in facing lack of concentration.

5. Most of the respondents chose to answer sometimes that they lost interest in all the things that

is important to you once upon a time.

6. Most of the respondents chose to answer sometimes in everything that they have done has

been a failure.

7. Most of the respondents chose to answer never that they have no future.

8. Most of the respondents chose to answer sometimes that they get easily frustrated or get angry

even small matters.

9. Most of the respondents chose to answer sometimes that they have less attention to personal

hygiene or appearance.

10. Most of the respondents chose to answer sometimes in facing trouble in thinking,

concentrating, making decisions and remembering things.

 27

11. Most of the respondents answer sometimes that they feel sad for no apparent reason.

12. Most of the respondents answer sometimes that they lost their interest or pleasure in usual;

activities.

13. Most of the respondents answer never in doing self-harm.

14. Most of the respondents answer sometimes that they have been tearful, or crying than usual.

15. Most of the respondents answer sometimes that they are less interested in talking to people

than usual.

16. Most of the respondents answers sometimes that they are more anxious, nervous, worried

that usual.

17. Most of the respondents answers sometimes that they having a less confidence than usual.
 28

Recommendation

Based on the findings and conclusion the following recommendation are offered:

1. Share your problems to your family so that they can give advice and guide in a good way.

2. Develop a home-school communication system to share information.

3. Join activities in school and community to lessen your burdens.

4. Give the student opportunities to engage in social interactions.

5. Help boost self-confidence of the students.

6. As for the teachers you should monitor your students.

7. Parents should observe, have communication and proper guidance to their child.

8. Hear out every problems of your child.

9. Friends should encourage your friend to be strong in every situations that he/she might be

encountered.

10. Always encourage your children to have faith in God and always think positive.
 29

References

 Eagly A. H. & Wood W. (2012). The Origins of sex difference in human behaviour:

Evolved dispositions versus social roles. American Psychologist.

 Else-Quest N.M. & Grabe S. The Political is personal: Measurement & application of

nation level indicators of gender equity in psychological research. Psychological of

Women Quarterly

 Ferrari A.J. et al. (2013) Global Variation in prevalence & incidence of major depressive

disorder. Psychological Medicine.

 Grohol, J.M. (2017). Introduction to Depression. Psych Central Retrievedon. (https://

psychentral .com/ depression/ introduction –to- depression.

 Heino, Riitakertty K. & Frojd, Sari Correlation between bullying and clinical depression

in adolescents patients. (Tampere, Finland: University of Tampere Medical School.

Dove Press 2011).

 Ji- Hyun Kim, Maeng Je Cho, and Sung Man Chang, 2015. Journal of Korean Medical

Science. Copyright. The Korean Academy of Medical Sciences.

 Kate Barrington (2018) Results of UCLA study. New York: Journal of Early Adolescence.

 Kim, Cho & Chang (2015) examined gender differences in Symptom profiles of MMD in

the last 12 months from the nationwide general population of Korea.

 Mahnaz F. Khesht-Masjedi, Jomayeh Jhokrgozar, & Sabra Pazhooman. Journal at

Family Medicine & Primary Care. Madknow Publications. 2019, Rashy Iran.
 30

 Ronald C. Kessler, Phd, Howard Birnbaum. Phd, & Victoria Shahly, Phd. (2010) Age

Differences in Major Depression. Longwood Ave., Boston: Harvard Medical School.

Psycho Med.

 Shamsuddin, K. et al. (2013). Correlates of depression, anxiety and stress among

Malaysian university students. Asian journal of psychiatry.

 Summer, Caroline. Depression & Academic Performance. (2012) Depression.

 WHO (2016) Out of the Shadows: Making method health a global development priority.

(http://www.int/mental_health/advocacy/wb_background_paper.pdf/ua=1)
 31

Factors Affecting Depression in

Grade 11 ABM of Senior High
School Students Towards
To Their Academic
Performance
Dear Respondents,

We the researchers, Grade 12 Caregiving Students conducting research entitled “Factors

affecting depression in Grade 11 ABM Senior High School Students towards to their

Academic Performance”. Your response will help us to complete our research. We will ensure

confidentiality about the information gathered.

Name (optional): Gender:

Age:

Instructions: Please read and understand the question carefully. Put () check inside the box of

your answer

Table 1.
Effects of depression towards the academic Always Often Sometimes Never
performance of the students

1. All the task you have performed, are

taking much more time than usual.
2. Facing lack of concentration.

3. Lost interest in all the things that is

important to you once upon a time.

32
 4. Feel that everything that you have done
has been a failure.
5. Feel that you have no future.

Table 2.

Effects of depression to the student’s Always Often Sometimes Never

behavior.

1. Easily get frustrated or get angry even

over small matters.
2. Less attention to personal hygiene or
appearance.
3. Facing trouble in thinking, concentrating,
making decisions and remembering things.
4. Feel sad for no apparent reason.

5. Losing your interest or pleasure in usual

activities.

Table 3.

Identify the effects of depression to the Always Often Sometimes Never

students.

1. Self- harm for example, cutting, burning,

or excessive piercing, or tattooing.
2. Have been more easily tearful, or crying
than usual.
3. Have been less interested in talking to
people or mixing with people than usual.
4. Have been more anxious, nervous or
worried than usual.
5. Less self-confidence than usual.

THANK YOU SO MUCH

33