INTRODUCTION

A. BACKGROUND OF THE STUDY

A report from World Health Organization (WHO) reveals that in the

world, one in every four individuals will suffer from mental health

problems at some point in their lives and that 450 million people

worldwide have a mental health problem (WHO, 2011). In 2015, the

global prevalence of common mental illnesses such as depression and

anxiety disorders are estimated at 5.5% and 3.6%, respectively;

suicide accounts for 1.5% of global deaths in the same year

(WHO, 2017). WHO (2004) suggests that this widespread occurrence

of mental health problems are often untreated and can cause role

performance impairment.

Mental health disorders produce a sizeable burden to its victims.

Literature suggests that mental illness can cause days out of work,

loss of productivity, financial drain from treatment costs, family and

caregiver stress and loss of life (Bronsard et al., 2016; Centers for

Disease Control and Prevention, 2011).

According to world mental health survey results, 50% of psychiatric

disorders exists by age 14 (Sorel, 2010). Mental health problems,

being developmental in nature and aetiology, are best addressed

through prevention measures during early age. Educational

institutions, being the students’ primary environment during their

formal educational years, should establish systems, wherein actual

and potential mental health problems among the youth can be

addressed. The link between mental health of students, and academic

engagement (Reis, Hoppe, & Schröder, 2015; Roth, 2013), and school

environment (Chen, Romero, & Karver, 2016).

During their later adolescent years, high school students spend most

of their time in schools and frequently interact with peers, classmates

and teachers. Their ability to socially integrate with the entities in the

academe influences the state of their mental health. Pachucki, Ozer,

Barrat, and Cattuto (2015) suggest that the structure interaction

networks of adolescents influence the robustness of depressive

symptoms. Moreover, students who have low perceived quality of

support were more likely to experience mental health difficulties

(Hefner & Eisenberg, 2009) The extent to which students are involved

with both curricular and extra-curricular activities is also indicative of

their psychological wellbeing and distress as seen in qualitative

(Buckley & Lee, 2018) and quantitative studies (Billingsley &

Hurd, 2019; Lushington et al., 2015). Various social, developmental

and academic challenges offered by the school shape the minds of

these late adolescents as they strive towards the attainment of their

respective degrees and better life conditions during early adulthood.

There are a number of studies associating student involvement and

achievement with mental health and vice versa, and have documented

the positive effects of social and emotional learning programming on

students of diverse backgrounds. Improved social and emotional

behaviours among students can have a strong impact on success in

school and ultimately in life (Greenberg et al., 2003).

Through a longitudinal study, Fleming et al. (2005) provided strong

empirical evidence that interventions that strengthen students’ social,

emotional, and decision-making skills also positively impact their

academic achievement. Students with frequent feelings of internalized

distress such as sadness, anxiety, depression) show poor academic

functioning and those with externalized distress such as anger,

frustration, and fear exhibit school difficulties (Roeser, Eccles, &

Strobel, 1998).

Life satisfaction was found to have a bidirectional relationship with

student engagement in students (Lewis, Huebner, Malone, &

Valois, 2011). Meade and Dowswell (2016) in through their

longitudinal study suggested that health-related quality of life of

adolescents changes over time, and is influenced by peer

relationships. Friendship quality and student engagement were found

to be linked with student quality of life in a Malaysian cohort of

students (Thien & Razak, 2013).

This research determine the impact of mental illness towards the

academic performance of grade 12 humss student of ISAP-K. through

gathering data using questionnaire we will be able to determine the

impact of mental health to the academic performance of grade 12

students of ISAP-K.
B. OBJECTIVES OF THE STUDY

This research studies The impact of mental health issues on the

academic performance of the grade 12 humss students in ISAP-K.

Hence, the main objectives of this study includes the following:

1. What are the impact of mental health issues to the academic

performance of grade 12 humss student of ISAP-K?

2. What are the mental health issues mostly encounter by the

students?

3. Why do the students suffer from mental health issues?

C. SIGNIFICANCE OF THE STUDY

This current study studies The impact of mental health issues on

the academic performance of the grade 12 humss students in ISAP-K.

and will give a new insight to the following:

Department of Education. This will provide them the information

about the mental health issues encountered by the students in high

school and for them to be aware that as young as the students they

still suffer from mental health issues supposedly avoided since they

are only students. optimistic understanding and yawning awareness

to the diverse causes that would affect academic performance of each

students who suffers from mental illness. This will be a big help for

their further consciousness about what they will implement in every

school.
School Administrators.The result of the study will also be helpful to

administration as it can be use in developing a framework for the

program which needs implementation involving the grade 12 students

of ISAP and realizing their essential role in supporting the academic

performance to all Senior High student for keeping aware and well-

informed about the impact of mental illness to their academic

performance.

Teachers. This will provide facts concerning the status of the

academic performance suffering from mental illnesses,

that would embolden them to help the students by giving suitable,

explicit and useful feedback regarding the result of this matter.

Netizen. This will be their guide on how to deal with the impact of

mental illness in academic performance not only in grade 12 students

but to all the youths who are involved about this thing. This will be an

instrument for awareness about what they are doing.

Future Researchers. The result of this study will serve as a basis and

as a source for supplementary information and ideas for researches to

be conducted in the future.

Researchers. The researcher, they shall be benefited as well because

they will be aware about the impact of mental illness in the

academic performance among grade 12 students.

Student. This study will help the students of ISAP about the

awareness on the significant impact of mental illness in the academic

performance among grade 12 students of ISAP. They will be informed

enough to lessen and prevent mental illness.

D. SCOPE AND DELIMITATION

This study is limited to learners of international school of Asia and the

Pacific in Tabuk city, Kalinga. More research is needed for teachers’

and administrators’ attitudes towards the impact of mental illness on

the academic performance of grade 12 humss students. More research

is recommended and required in more public universities, and schools

to measure and evaluate the impact of mental illness on the academic

performance of grade 12 students. More research using different

instruments like interviews, observations, and questionnaires which

Are necessary as this study was conducted using a survey-based

method.

E. CONCEPTUAL FRAMEWORK

The concept of this study is as follows:

 The Paradigm of the study shows the flow of this study wherein

the input contains the impact of mobile gaming to grade 12 students

of ISAP kalinga, the difference significant of non mobile player and

mobile players, and how mobile games affects the students intellectual

capacity in relation to their academic performance and social

behavior. Process wherein the study will make used of survey

questionnaire to assess the factors affecting the impact of mobile

games to grade 12 students academic performance and the output

wherein after processing everything, the beneficiaries of this study will

used this as to know the impact of mobile games to grade 12 students

to their academic performance.

F. PARADIGM OF THE STUDY

INPUT PROCESS OUTPUT

1. What are the

impact of mental
health issues to the Assessment, data
academic gathering and
performance of analysis of the The impact of
grade 12 humss respondents mental health
student of ISAP-K? response about the issues on the
2. What are the impact of mental academic
mental health illness on the performance of the
issues mostly academic grade 12 humss
encounter by the performance of student in ISAP-K
students? grade 12 students
3. Why do the of ISAP-K.
students suffer
from mental health
issues?
G. DEFINITION OF TERMS

Academic Performance - how students deal with their studies and

how they cope with or accomplish different tasks given to them
by their teachers.

Adolescence - transitional phase of growth and development between

childhood and adulthood (ages 10- 19).

Disorder - a disturbance of normal functioning of the mind or body.

Disorders may be caused by genetic factors, disease, or trauma.

Impact - mean the 'influence' of research or its 'effect on' an

individual, a community, the development of policy, or the creation of
a new product or service.

Mental illness -  refers to a wide range of mental health conditions

- disorders that affect your mood, thinking and
behavior. 

ISAP - International school of Asia and the pacific kalinga.

Senior High School - an additional two years of grade schooling in

secondary level,Grade 11 and Grade 12.

Students - a person who is studying at a university or other place of

higher education.
REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature and studies

relevant to current investigation. This

helped the researcher in conceptualizing the variables included in the

study. The review also enabled the researcher in determining the

extent at which previous researches have explored this topic. It

focuses on the impact of mental illness on the academic performance

of grade 12 Humss students in ISAP.

A. Foreign Studies

Student life can be stressful and for some students it may cause

mental distress. Besides being a major public health challenge,

mental distress can influence academic achievement. The main

objectives of the current study were to examine associations of mental

distress with academic self-efficacy and study progress. A secondary

aim was to examine mental health help seeking for students with

mental distress. Data was derived from the Norwegian Students’

health and welfare survey 2014 (SHOT 2014) which is the first major

survey comprising questions of both mental health, academic self-

efficacy and psychosocial factors amongst students. Utilizing these

data for a Norwegian region, we found that 749 (31%) of the 2430

Norwegian full-time students under the age of 35 responded to the

survey. Symptoms of mental distress were measured using the

Hopkins Symptom Checklist (HSCL-25) and academic self-efficacy was

measured using a Norwegian version of the General Self-Efficacy Scale

(GSE) tailored to the academic setting. Demographic-, social, lifestyle,

and study-related variables were included in the analyses. Logistic

regression analyses were performed to assess the relationship between

mental distress, academic self-efficacy, and academic performance.

Seventeen percent reported severe symptoms of psychological distress

which is similar to the overall prevalence among students in Norway.

Students reporting severe mental distress were four times as likely to

report low academic self-efficacy and twice as likely to report delayed

study progress compared to students reporting few or moderate

symptoms of mental distress. 27% of those reporting severe mental

distress had sought professional help whereas 31% had considered

seeking help. The study showed that there was a strong association

between symptoms of mental distress, academic self-efficacy and

study progress. Prospective studies should evaluate whether improved

help-seeking and psychological treatment can promote students

mental health and ultimately improve academic self-efficacy and study

progress.

Internationally, students’ mental health is highlighted as a major

public health challenge (Stallmann, 2008; Storrie et al., 2010). A

systematic review found that half of the students who reported mental

distress symptoms also had experienced these symptoms before they

began their studies, while the remaining half developed symptoms

during their studies. Other studies, from the United States, Canada,
and United Kingdom, confirm high(er) rates of mental health problems

among university students, compared to the general population in the

same age group (Adalf et al., 2001; Bewick et al., 2010; Keyes et al.,

2012). Mental distress has been linked to lower academic self-efficacy

and poor study progress, yet underpinning mechanisms are complex

and not fully elucidated. A longitudinal study from the United States

found that mental health problems predicted delayed academic

success (GPA), thus suggesting a direction of influence (Eisenberg et

al., 2009). Further, there may be factors associated with both these

factors operating on a number of levels, from individual factors to

interpersonal issues and institutional characteristics. Of individual

level factors, previous studies have reported that emotional problems

had a negative effect on study progress and on the dropout rate from

higher education (Robbins et al., 2004; Storrie et al., 2010).

Internationally, and particularly in the United States, a significant

amount of research on the transition to higher education has been

carried out over the last 40 years. This has contributed to

development of a broader theoretical framework for understanding the

factors important for college success. There are mainly two directions

that points out this work; the sociological theories of education, such

as Astin (1993) and Tinto (1993), and social cognitive learning theory

by Bandura (1997) and Pascarella and Terenzini (2005). Astin

emphasizes the importance of students taking part in the learning

environment (Astin, 1993). Tinto further developed Astin’s theories by

emphasizing students’ own driving forces as motivation, intentions,

and adherence to education (Tinto, 1993).

Both anxiety and depression are detrimental to academic and social

participation in everyday student life (Byrd and McKinney,

2012; Keyes et al., 2012; Salzer, 2012). Depressive disorders result in

lowered mood, reduced cognitive function, lack of a sense of coping

and interest in others, as well as lack of energy (Mykletun et al.,

2009). In turn, depression and anxiety often affect memory and

concentration, which makes it more difficult to acquire new knowledge

and cope with examination situations. This will often reinforce

perceptions of hopelessness and inadequacy, and in many people it

will sustain the feeling of anxiety and depressed mood in a vicious

circle (Rice et al., 2006; Stallmann, 2008). On the other hand, and

depending on the symptom level, some uncertainty and anxiety in the

academic situation may contribute to increased work effort and

possibly improved results (Andrews and Wilding, 2004; Nedregård and

Olsen, 2014).

The concept of self-efficacy refers to individuals’ own beliefs about

capabilities to organize and execute the courses of action required to

produce given attainments (Bandura, 1997). In educational

psychology research self-efficacy has been shown to predict Student’s

academic performance and progress across academic areas and levels

(Pajares and Schunk, 2006; Vuong et al., 2010). Academic self-efficacy

has been proven to be a powerful predictor when the critical

performance is as global as the self-efficacy level measured (Choi,

2005; Zajacova et al., 2005). In studies of academic performance and

persistence, social cognitive theory has proved to serve as a well-

suited model (Brown et al., 2008).

Bandura’s social cognitive learning theory emphasizes the inherent

ability to develop control over thoughts, feelings, and actions. This

approach focuses on cognitive processes in individual adaptation and

interaction with the social environment, suggesting that poor social

mastering reduces the capacity to build supportive social

relationships (Bandura, 1997). A central concept is self-efficacy

describing the individual’s belief in their own coping in different

situations. Low self-efficacy affects both achievements, ambitions, and

motivation (Bandura, 1986; Dinther et al., 2011). Further, Bandura

(1997) also linked experiences of persistent overthinking and negative

self-esteem to the development of symptoms of anxiety and

depression.

Also, students’ ability to handle emotional stress during their studies

was found to be an important factor in preventing academic delay and

dropout (Storrie et al., 2010). In a review article based on studies

among students in Australia, the authors reported that loneliness,

also commonly linked to depression, was an independent risk factor

for low study progress (Heinrich and Gullone, 2006). Other studies

have reported that students have a number of concerns with their

studies, with expectations about performing, and also report financial

insecurities (Stewart-Brown et al., 2000; Stallmann, 2008).

The previous Students’ Health and Welfare Survey in 2010 (SHoT

2010) showed that 25% of students in Norway reported moderate or

severe symptoms of mental health problems and 13% reported severe

symptoms relating to mental health problems (Nedregård and Olsen,

2010). This is considerably higher than the rest of the population,

where 12% in the same age group reported moderate or severe

symptoms (Amdam and Vrålstad, 2012).

Compared to the general population and workforce, available

knowledge about students’ mental health is scarce. There is also

insufficient knowledge about how mental health influences, or is

influenced by academic progress. In addition, although Norwegian

population based studies (Tyssen et al., 2004) and international

student surveys (Zivin et al., 2009; Verouden et al., 2010; Eisenberg

et al., 2012) report low mental health help seeking, we know little

about the extent to which Norwegian students seek and receive

appropriate mental health care.

B. Foreign Literature

Substantial empirical evidence suggests that children’s ability to

regulate emotional, behavioral and attention impulses paves the way

for success in school. Specifically, inhibition of negative behaviors or

thoughts as well as the activation of positive behaviors and strategies

is critical to academic learning skills, staying in school, and

graduating from high school (Duckworth & Carlson, 2013; Lleras,

2008). Interconnected to this, the development of students’ mental

health and wellbeing has progressively become considered critical to

effective education (Elias, 1997; World Health Organization, 2005).

While mental health has traditionally been identified by the absence of

disorder or negative outcomes, there are indications that lack of

pathology in youth does not equate to optimal mental health. Rather,

mental wellness can be conceptualized as both requiring the absence

of psychopathology as well as the presence of positive indicators of

mental health (e.g., subjective well-being). Studies with children and

adolescents support the superior physical, social, and academic

functioning of youth with both higher perceptions of well-being and

lower levels of psychopathology (Greenspoon & Saklofske, 2001; Suldo

& Shaffer, 2008). To this, increasing evidence 3 also suggests that

successful schools integrate promotion of youth’s social and emotional

learning along with academics in their educational mission

(Farrington et al., 2012; Zins, Bloodworth, Weissberg, & Walberg,

2004). The relationship between the social, emotional and academic

domains is particularly salient given the findings that serious problem

behaviors arise from a complex interaction of risk and protective

factors across domains, and that these cluster differently depending

on the type of behavior (Stoddard et al., 2013; Stoddard, Zimmerman,

& Bauermeister, 2012; van der Laan, Veenstra, Bogaerts, Verhulst, &
Ormel, 2010). Therefore, it is clear that when schools neglect the

social and emotional needs of their students, students are placed at

an increased risk of academic failure.

C. Local Studies

Mental health problems can affect a student's energy level,

concentration, dependability, mental ability, and optimism, hindering

performance. Research suggests that depression is associated with

lower grade point averages, and that co-occurring depression and

anxiety can increase this association. Depression has also been linked

to dropping out of school. Many highs school students report that

mental health difficulties interfere with their studies, mental illness

written bellow are the most encounter mental illness between

students:

 Stress

 Anxiety

 Sleep difficulties

 Depression

STRESS

For the longest time, people assumed that the student population was

the least affected by any sort of stress or problems. Stress is now

understood as a lifestyle crisis(Masih & Gulrez, 2006) affecting any

individual regardless of their developmental stage(Banerjee &

Chatterjee, 2016). The only task students were expected to undertake

was to study and studying was never perceived as stressful. What

 proved to be stressful was the expectations parents had for their

children, which in turn grew into larger burdens that these children

could not carry anymore. According to the statistics published by

National Crime Records Bureau, there is one student every hour that

commits suicide(Saha,2017). The bureau registered 1.8% students

who committed suicide due to failing in examinations and an 80% rise

in suicide rates during a one-year time frame. A 2012 Lancet report

also quoted that the 15-29 age group bracket in India has the highest

rate of suicide in the world (as cited in “India has the Highest Suicide

Rate”, n.d.)  and these numbers show no sign of dropping.

Academic stress has been identified as the primary cause of these

alarming figures.Lee & Larson (2000) explain this stress as an

interaction between environmental stressors, student’s appraisal and

reactions for the same. It has now become a grave reality that is

termed as a “career stopper” (Kadapatti & Vijayalaxmi, 2012). It

therefore,becomes a significant cause of concern as it is symptomatic

of rising mental health concerns in India (Nadamuri & Ch,2011).

Signs and symptoms of being stress

If you are stressed, you might feel:

 Irritable, angry, impatient or wound up

 Over-burdened or overwhelmed

 Anxious, nervous or afraid

 Like your thoughts are racing and you can't switch off
 Unable to enjoy yourself

 Depressed

 Uninterested in life

 Like you've lost your sense of humour

 A sense of dread

 Worried or tense

 Neglected or lonely

 Existing mental health problems getting worse

ANXIETY

Anxiety is a natural biological response to fear or uncertain situations.

It involves feeling worried or fearful and often triggers the avoidance of

a particular situation. Sometimes anxiety can become generalized,

with people experiencing anxiety in many situations, not just

uncertain or dangerous ones. In such circumstances, anxiety can

become detrimental to well being as it may lead to people avoiding all

kinds of situations or social engagements perceived to be too stressful.

If anxiety begins to interfere with daily functioning it may be classified

as an anxiety disorder. Often anxiety disorders will develop during

adolescence and can co-occur with depression, with students

presenting signs of anxiety and depression at school.

SIGN AND SYMPTOMS OF ANXIETY

Generalized Anxiety Disorder

 Generalized anxiety disorder (GAD) usually involves a persistent
feeling of anxiety or dread, which can interfere with daily life. It is not
the same as occasionally worrying about things or experiencing
anxiety due to stressful life events. People living with GAD experience
frequent anxiety for months, if not years.

Symptoms of GAD include:

 Feeling restless, wound-up, or on-edge

 Being easily fatigued
 Having difficulty concentrating
 Being irritable
 Having headaches, muscle aches, stomachaches, or unexplained
pains
 Difficulty controlling feelings of worry
 Having sleep problems, such as difficulty falling or staying asleep

Panic Disorder

People with panic disorder have frequent and unexpected panic

attacks. Panic attacks are sudden periods of intense fear, discomfort,
or sense of losing control even when there is no clear danger or
trigger. Not everyone who experiences a panic attack will develop
panic disorder.

During a panic attack, a person may experience:

 Pounding or racing heart

 Sweating
 Trembling or tingling
 Chest pain
 Feelings of impending doom
 Feelings of being out of control

People with panic disorder often worry about when the next attack will
happen and actively try to prevent future attacks by avoiding places,
situations, or behaviors they associate with panic attacks. Panic
attacks can occur as frequently as several times a day or as rarely as
a few times a year.

Social Anxiety Disorder

Social anxiety disorder is an intense, persistent fear of being watched

and judged by others. For people with social anxiety disorder, the fear
of social situations may feel so intense that it seems beyond their
control. For some people, this fear may get in the way of going to
work, attending school, or doing everyday things.

People with social anxiety disorder may experience:

 Blushing, sweating, or trembling

 Pounding or racing heart
 Stomachaches
 Rigid body posture or speaking with an overly soft voice
 Difficulty making eye contact or being around people they don’t know
 Feelings of self-consciousness or fear that people will judge them
negatively

DEPRESSION

Over the years, extensive research has been conducted to study the

causes of depression. Although it is not uncommon to hear that

depression is a consequence of “chemical imbalances”, scientific

research has shown there are several factors that can trigger the

disorder. “Faulty mood regulation, genetic vulnerability, stressful life

events as well as medical problems” can be among the many possible

causes. Biochemical and genetic factors make some people more

vulnerable to depression than others. Personality traits like

susceptibility to stress and low self-esteem as well as environmental

factors like “continuous exposure to neglect, violent behavior” among

other tumultuous surroundings, can make an individual prone to

depression.

Depression is not a simple feeling of sadness, which diminishes after a

few days. Rather, it is a disease that disables more people in Africa

than HIV/AIDS, cancer or heart disease. It can endure for weeks,

months or years. Symptoms include extreme fatigue, inability to

concentrate or make decisions, feelings of guilt or anxiety, and a

general loss of interest in life.

Symptoms include:

 Depressed mood most of the day, nearly every day

 Markedly diminished interest or pleasure in activities most of

the day, nearly every day

 Changes in appetite that result in weight losses or gains

unrelated to dieting

 Changes in sleeping patterns

 Loss of energy or increased fatigue

 Restlessness or irritability

 Feelings of anxiety

 Feelings of worthlessness, helplessness, or hopelessness

 Inappropriate guilt

 Difficulty thinking, concentrating, or making decisions

 Thoughts of death or attempts at suicide

 METHOD AND PROCEDURE

This chapter presents the methodology of this research such as the

research design, respondents of the study; research instrument, data

analysis and statistical tool are also included in this chapter.

Research design

The researchers used the descriptive type of research study.

Descriptive research is a research designed in which events is

recorded, described, interpreted, analyzed, and compared. Its objective

is to describe systematically a situation, condition or area of interest

factually and accurately. Descriptive designs include observation,

surveys, and interviews, standardized test and cases studies (Castillo,

2002).

respondents of the study

The respondent of the study would be the grade 12 humss students of

ISAP-K for the school year 2022-2023.

Research instrument
 The researchers used the survey-questionnaire to gather

information. The questionnaire composed of one part, which contains

only the respondents profile, gender and grade first is the

respondent’s profile specifically, gender and bellow contains the

question related to the research.

Data analysis

After gathering all the data needed, we carefully tallied and arrange

the data. In this researcher that fathered data, the researchers applied

some methods that are inevitable to make the research successful

Statistical tools

Researcher organized and tabulated before the researcher validated

the data gathered though the use of survey questionnaire. For this

study, the researcher used the descriptive statistical tool in order to

statistically analyze and critically understand the meaningful

interpretation of the gathered data.In analyzing the data gathered, the

researchers used a simple percentage and frequency method.