Bspsy3a Agustin Tuico-Finalrevision

THE ONLINE EDUCATION: STUDENTS PSYCHOLOGICAL
WELL-BEING IN NEW NORMAL
A Research Paper
Presented to the Faculty of
College of Arts and Sciences
Laguna State Polytechnic University
Santa Cruz Main Campus
Santa Cruz, Laguna
In Partial Fulfillment of
The Requirements for the Degree of
Bachelor of Science in Psychology
GLYCELLE D. AGUSTIN
MARIA LEANA VIKTORIA A. TUICO
JUNE 2021
ii
Republic of the Philippines

Province of Laguna
APPROVAL SHEET
This thesis entitled “THE ONLINE EDUCATION: STUDENTS

PSYCHOLOGICAL WELL-BEING” prepared and submitted by AGUSTIN,
GLYCELLE D. AND TUICO, MARIA LEANA VIKTORIA A. in partial fulfillment
for the degree BACHELOR OF SCIENCE IN PSYCHOLOGY is hereby
recommended for approval and acceptance.
WILFREDO G. FAUSTINO JR., RPm

Adviser
________________________________________________________________________
Approved by the Committee on Oral Examination with a grade of ______.
CELESTE C. MARQUEZ, MSP VICTOR A. ESTALILLA, MA

Member Member
MA. CEZANNE G. DIMACULANGAN RALPH RANDEL R. RIVERA, RPm

Member Member
BIANCA MARIEL P. JUACALLA

Research Coordinator
________________________________________________________________________
Accepted and approved in partial fulfillment of the requirements for the degree of
BACHELOR OF SCIENCE IN PSYCHOLOGY.
RICHARD C. AMPO, Ed.D

Dean, College of Arts and Sciences
RINA J. ARCIGAL, Ed.D. _____________________

Chairperson, Research and Development Date Signed
RESEARCH CONTRIBUTION NO.
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DEDICATION
I humbly and wholeheartedly dedicated this study, to the people who stayed and help
me through ups and downs who gave me support, motivation, and inspiration to
encourage me and made everything possible for rhis study;
Family
To my dear and hardworking parents, Mr. Victor B. Tuico and Mrs. Lea A.Tuico;
To my supportive and loving sister, Ma. Flora Andrei A. Tuico,
To my girls, Angelique O. Violanda and Sky S. Articona.
To my grandmother, Mrs. Benita B. Tuico
Friends
To my thesis partner, Glycelle Agustin
To my Tropang Potchie and SHS Friends
To Honeys, Rayna, Gelo and Zaira
To my BS Psychology 3A
Others
To my clans, Arcigal, Articona and Tuico Family
To my paramour, Leonard Danielle P.Asuncion
And most of all, to our Almighty God, who gives me strength and guidance every day.
-M.L.V.A. T
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DEDICATION
The researcher’s family Alberto Agustin, Sherly Agustin and Bella Hermina Remoblas
for giving love and support. The researcher’s group of friends for the helped and
motivation to finish this research. Our Almighty God for the strength and guidance that
he is giving continuously.
-G.D. A
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ACKNOWLEDGEMENT
The researchers would like to express their profound gratitude to the following
who have contributed so much for the successful completion of the research paper.
Hon. Mario R. Briones Ed.D, the honorable president of the Laguna State
Polytechnic University – Sta. Cruz, Main Campus for providing a good quality education
for the researchers and for all the students.
Dr. Richard C. Ampo Ed.D, the Dean of College of Arts and Sciences for his
hard works and supporting the researchers.
Mr. Wilfredo G. Faustino Jr, RPm, the researchers’ research adviser for giving
knowledge and guiding to finish this work.
Mr. Ralph Randel R. Rivera, RPm, for re-assuring and checking the technical
errors of the study and for sharing her knowledge about research studies.
Mr. Victor A. Estalilla, MA, the researchers’ statistician for support.
Prof. Celeste C. Marquez, M.S.P, the researchers’ subject specialist, for giving
ideas on constructing the research.
Prof. Ma. Cezanne G. Dimaculangan, the researcher’s English critique for
checking the accurate grammar of the research.

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The researchers’ family Agustin and Tuico family, for the support financially,
motivations and unending love that they are giving, they serve as an inspiration and
source of strength.
The researchers’ friends giving emotional and moral support and their presence
especially in times of difficulties and continuously helping by sharing their knowledge.
And most specially our Almighty God for the strength, positivity of mind and
determination that the researchers can finish this thesis even if it’s difficult and there are
some hindrance along the way .

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ABSTRACT
The online education during the term of pandemic can really affect the students
who was adapting the flexible learning in new normal and that factor can affect the
psychological well-being of the students nowadays. Psychological well-being refers to
the students’ day to day function, happiness /health, life satisfaction and accomplishment
in online education. The main goal of the study was to determine the relationship of
between online education and psychological well-being of the students in new normal.
The researchers used the cluster sampling technique to determine the participants, self-
made questionnaire with reliability and validity testing for the survey. The research
design was correlational.
Through the research process the researchers were abled to determine the levels of
the factors of online education and psychological well-being. The level of online
education of most respondents was “strong extent of manifestation” specifically the
teachers effectiveness and internet connection, whereas the learning environment was
“moderate extent of manifestation”. The level of psychological well-being of most of
the respondents in the study particularly the personal growth and positive relations with
others was “strong extent of manifestation”, compare to the environmental mastery
which was “moderate extent of manifestation”. The researchers suggested to
universities and institutions in higher education that they should promote online
mindfulness intervention or conduct webinars with the topic related to help the instructors,
students, parents and individuals to balance their psychological well-being during online
education in new normal.

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TABLE OF CONTENTS
Preliminaries Pages
TITLE………………………………………………………………………..……. i
APPROVAL SHEET ………………………………………………………...….. ii
DEDICATION………………………………………………………………….… iii
ACKNOWLEDGEMENT…………………………………………………………v
ABSTRACT………………………………………………………………………..vii
TABLE OF CONTENTS….…………………………………………………..….viii
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
Introduction…………………….………………………………………………… 1
Background of the Study…...….…………………………………………………. 2
Theoretical Framework…… ….………………………………….................…… 3
Conceptual Framework……….….………………………………………………. 5
Statement of the Problem……..….………………………………………………. 6
Research Hypothesis ….…………………………………………………...……. 6
Significance of the Study……..….…………………………….…………………. 7
Scope and Limitation……..….…………………………………………………….7
Definition of Terms……………….…………………………………………….... 8
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Literature …………………………………................……….9
Review of Related Studies ….…………………………………………………. 22

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CHAPTER 3: RESEARCH METHODOLOGY
Research Design ….……………………………………………………………………. 34
Sampling Technique ….…………………………………………………………………34
Research Instrument ..................................................………………………………...... 35
Data Collection and Analysis ......................................……………………………….... 37
CHAPTER 4: Results and Discussion
Results and Discussion ……………………….………………………………………... 39
CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings ……………………………………………………………….…. 49
Conclusion ............................................................…………………………................... 52
Recommendation ………………………………………………………………………. 53
BIBLIOGRAPHIES
APPENDICESS
CURRICULUM VITAE
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LIST OF TABLES
Tables Pages
1. Distribution of Respondents in terms of Year Level ………………………..…... 35
2. Composite Reliability Statistics ……………………………………………......…36
3. Level of Online Education
In terms of Teacher’s Effectiveness ………………………………………….….. 39
4. Level of Online Education of the respondents
In terms of Internet Connection ………………………………….…………..….. 40
5. Level of Online Education of the respondents
In terms of Learning Environment …………………………………….……….…41
6. Level of Psychological Well-being of the respondents
In terms of Environmental Mastery ……………………………………….…........42
In terms of Personal Growth …………………………………………………….. 43
In terms of Positive Relations with Others ………………………………………..44
9. Model Fit Measures …………………………………………………….……....... 46
10. Covariances…………..………...……….…………………..……………….…….47
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LIST OF FIGURES
Figures Pages
1. Conceptual Framework of the Study …………………………………….5

2. Path Diagram for Higher Order Confirmatory
Factor Analysis …………………………………………………………38
CHAPTER I
INTRODUCTION
COVID-19 is the biggest problem that the world is facing right now, numerous
people are affected in this pandemic and even the business and economy is also affected
since COVID-19 started. It was March 2020 when the Government of the Philippines
under President Rodrigo Duterte imposed an Enhanced Community Quarantine (ECQ) in
Luzon restricting the movement of the population except for necessity, work, and health
circumstances, in response to the COVID-19 pandemic in the Philippines and later on it
was implemented Nationwide. The Government also decided to close the School and
Universities to prevent the rapid transmission of the virus, that’s why they decided to
come up a temporary way to continue the School Year despite of the problem.
In New Normal, Modular Distance Learning and Online Education are the
students’ way of learning in this Academic Year. Some of the Universities are using
Modular Distance Learning but most are using Online Education right now. The COVID-
19 pandemic forced the universities around the world to shut down their campuses and
move into online platform. In Online Education there are challenges that student
experiencing like access in the internet, learning environment, and teacher’s effectiveness
the researcher also experiencing those factors due to the sudden transition from face to
face to online education that affects their daily function and psychological well-being.
According to journal the impact of COVID-19 epidemic on mental health undergraduate
students, college students’ mental health has been raising concern experiencing
psychological distress many students are suffering from stress and anxiety (Cao et al.,
2020)
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due to the transition of classes from face to face to Online Education. Students spend
their time going to school rather than staying at home that’s why this transition is
challenging for the students. In this new normal it has the potential to affect college
student’s emotional well-being that will be discussed in this research paper. The
researchers used self-made questionnaire to gather information and data to support the
study.
Background of the Study
Online learning or E learning is a term used to describe various learning
environments that are conducted and supported by the use of computers and the internet.
Since the COVID -19 pandemic has disrupted the normal lifestyle of people across the
globe, the virtual world has come to the rescue. Amongst many institutions’ schools have
also shifted their base to virtual platforms to conduct classes online. Consequently,
catering to the needs of all stages of education from pre-primary to university level,
online education has emerged as an alternative to ordinary face to face classes.
On the other hand, boredom is also caused by the increasing distance between
people, as a result of the policy of physical distancing and the prohibition to leave the
house. Anxiety then arises and gets worse because there is no interpersonal
communication (Galea, Merchant, & Lurie, 2020). Online learning that makes students
communicate through gadget intermediaries makes the interaction between one
individual and other individuals lack the meaning of non-verbal communication. The
absence of these interactions, coupled with restrictions on physical meetings, make
students bored.
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The common problems in online learning education during pandemic are visible,
that might affect the student’s productivity and studies. There’s a struggle during online
classes and those struggles can have a relation on students psychological and well- being.
The purpose of this study is to know the student’s situation, feelings, and
emotions and the well-being in terms of psychological during the online education in new
normal. If the new form of learning will help the students to educate and have a
correlation on student’s well- being. In addition, this study might help the community,
government, school and university protocols to add a strategy in the new form of distance
learning in terms of online education with attribute relationships on student’s
psychological well-being.
Theoretical Framework
Ryff Scales of Psychological Well- Being
A theory that developed by Ryff, Carol Ryff’s model of Psychological Well-being
differs from past models in one important way: well-being is multidimensional, and not
merely about happiness, or positive emotions. A good life is balanced and whole,
engaging each of the different aspects of well-being, instead of being narrowly focused.
Ryff roots this principle in Aristotle’s Nichomachean Ethics, where the goal of life isn’t
feeling good, but is instead about living virtuously.

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Carol Ryff’s categories of well-being are:
Environmental Mastery: High scores indicate that the respondent makes effective use
of opportunities and has a sense of mastery in managing environmental factors and
activities, including managing everyday affairs and creating situations to benefit personal
needs. An example statement for this criterion is "In general, I feel I am in charge of the
situation in which I live".
Personal Growth: High scores indicate that the respondent continues to develop, is
welcoming to new experiences, and recognizes improvement in behavior and self over
time. An example statement for this criterion is "I think it is important to have new
experiences that challenge how you think about yourself and the world".
Positive Relations with Others: High scores reflect the respondent's engagement in
meaningful relationships with others that include reciprocal empathy, intimacy, and
affection. An example statement for this criterion is "People would describe me as a
giving person, willing to share my time with others".
The researchers used the three factors of the scales of psychological well-being by
Ryff, in order to get the results that the researchers want. The Environmental Mastery,
Positive Relations with Others and Personal Growth is a perfect indicator for the
psychological well-being of the students during online education in new normal. The
connection of this theory on the online education is fit to measure both indicators of the
variables that the researchers want to discuss, to know and to measure according to this
study.
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The relevant of this theory in the study is the capacity of the student’s
psychological well-being in online education during new normal. It means that the
factors of psychological well-being can help to determine the relationship of online
education and psychological well-being of the students
Conceptual Framework
The framework of this study illustrates the relationship between The Online Education
in New Normal and Students Psychological Well-being.
Figure 1 Conceptual Framework of the Study

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The pattern of relationships among variables is described by the research
paradigm and it was developed to examine the relationship between online education and
student’s psychological well-being. The online education is teacher’s effectiveness,
internet connection and learning environment. The student’s psychological well-being are
environmental mastery, personal growth and positive relationship with others.
Statement of the Problem
This study aimed to determine the relationship between the Online Education in New
Normal and Students Psychological Well-being.
Specifically, this study will seek answer of the following:
1. What is the level of Online Education of the respondents in terms of?
1.1 Teachers Effectiveness
1.2 Internet Connection
1.3 Learning Environment
2. What is the level of Psychological Well-being of the respondents in terms of?
2.1 Environmental Mastery
2.2 Personal Growth
2.3 Positive Relations with others
3. Is there a significant relationship between the online education and student’s
psychological well-being?
Research Hypothesis
1. There is no significant relationship between the online education and
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Significance of the Study
This study aimed to provide information about the relationship of Online
Education in Students Psychological Well-being in New Normal. The findings are of
great benefits to the following sectors of society:
The Students
This study is beneficial to the students who are in Online Education during this
new normal.
The School Administrators
It can help the school administrators to inform the connection of online
education in students’ psychological well-being in the new normal.
The Future Researchers
This study will help the future researchers to give insights and to know the
connection of online education in students’ psychological well-being.
The Instructors
This Study will help the instructors to provide ideas and strategies for adjustment
and adaptation on online education in New Normal.
Scope and Limitation
This study was conducted and only limited to the college students who’s taking
up Online Learning Education during New Normal and its limited only to the students
from Laguna State Polytechnic University Sta. Cruz, Campus Laguna. Furthermore, the
researchers were going to use the online platform to distribute the self- made
questionnaires to the respondents using google form. In addition, this study is limited to
check the relationship of Online Education in New Normal and Students Psychological
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Well- Being. Anything not included in this study will define as research boundaries but
can be a good reference for research reliability.
Definition of Terms
The following terms will be operationally defined based on the conduct of this study:
Online Education. This refers to the platform where in students learn the lesson.
Students (First/Freshmen- Third/ Junior Students). This refers to the
respondents of this study. They are fit for this study because they are in Online Education.
Psychological Well-being. This refers to the students’ day to day function,
happiness /health, life satisfaction and accomplishment in online education.
New Normal. This refers to the way of living during COVID-19 pandemic.
Internet Connection. This refers to the way where in students can be able to
attend their Online Education.
Learning Environment. This refers to the place where students stay during
Online Education.
Teachers Effectiveness. This refers to the professors’ way of teaching and
approach to the students during Online Education.
Positive Relations with Others. Having a satisfying, trusting relationship with
others and concerned about the welfare with others.
Environmental Mastery. The feeling of being in charge or involve in one
situation and how to handle it.
Personal Growth. Insight of an individual about self in terms of growing,
expanding, experiences and development

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter consists of the review of related literature and studies in which the
researchers have gathered.
Review of Related Literature
Some students without reliable internet access and/or technology struggle to
participate in digital learning; this gap is seen across countries and between income
brackets within countries. For example, whilst 95% of students in Switzerland, Norway,
and Austria have a computer to use for their schoolwork, only 34% in Indonesia
do, according to OECD data.
As explained by Baticulon, Alberto, Baron, Mabulay, Rizada, Sy, and Reyes
(2020) identified the obstacles to e-Learning in five types: technological, personal,
families, institutional and communities, and only 41 per cent of students thought they
could physically and mentally participate in online study. However, the above reasons
make students’ fear of academic year loss.
As stated by Adam, Kaye, and Haßler (2020). Due to digital inequalities and lack
of access to modern technology, students from lower-income families have limited or no
access to online classes. At the same time, excessive internet cost is another obstacle to
access online-classes.
As mentioned by Auxier and Anderson (2020). Many students acquire
knowledge prominently; some do not. This knowledge acquiring procedure depends on

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how they are treated by resource availability or access to learning tools. Due to social and
economic dividends, many students suffer from access to new technology resources. At
the same time, a lack of IT knowledge was identified as a significant impediment to non-
technical instructors. Moreover, the nature of e-Learning (limited time, interpretation, and
assessment methods) compared to traditional classroom methods, makes student
dissatisfied. In this technological world, around 25% of teens from lower-income families
do not have a home computer
According to Hasan and Bao, (2020). Lack of technical support from institutes
and instructors, inadequate access to technology, and overall lack of e-Learning content
development experience are seen as the major obstacles to efficient e-Learning systems.
Because of these challenges, students are mentally frustrated to complete their courses
successfully.
Based on the literatures, the researchers can say that the percentage of the students
has access on internet connection was low average. It means that the internet access
might be one of the obstacles to online learning education during pandemic.
Son et al (2020) stated that a vast majority of participants (173/195, 89%) indicated
difficulty in concentrating on academic work due to various sources of distraction. Nearly
half of them (79/173, 46%) mentioned that their home is a distractive environment and a
more suitable place to relax rather than to study. Participants mentioned that they were
more prone to be interrupted by their family members and household chores at home.
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As claimed by Son et al (2020) some participants (23/159, 14%) mentioned the
uncertainty about their grades under the online learning environment to be a major
stressor. Others (12/159, 8%) indicated their reduced motivation to learn and tendency to
procrastinate.
For online-learning environments according to D'Errico et al.
(2016) demonstrated that students' positive emotions across different online-learning
activities are higher than negative emotions, particularly during synchronous activities
with a teacher and with peers. They also found that experiencing positive emotions
during exam preparation strongly correlates with students' motivation supporting students
learning process and learning outcome.
Another important theme discussed in articles concerned with the abrupt
transition to online education deals with the need for pedagogic flexibility to ensure that
students’ wellbeing and their access to equitable and inclusive learning environments are
given prominent attention mentioned by (Al-Rabiaah et al., 2020, Craig et al., 2020,
Liguori and Winkler, 2020, Selwyn, 2020, Thompson and Copeland, 2020, Toquero,
2020). Thompson and Copeland (2020), for example, argue that an emergency course
redesign, which prioritizes students’ accessibility to the educational material at the onset
of the transition, will ensure that more disadvantaged students succeed in the online
learning environment. Equally important, however, is the fact that such redesign is likely
to help alleviate students’ anxiety caused by sudden life changes including the abrupt
shift of all courses to online. Indeed, numerous studies have emphasized the need for
educational institutions to prioritize the physical, mental and psychological wellbeing of

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their students and educators over the need to teach the curriculum according to (Bozkurt
and Sharma, 2020, Quintana and Quintana, 2020, Sahu, 2020).
In addition, some of these studies draw attention to various hurdles which could
impede an effective delivery of online education including the unpreparedness of most
institutions, staff members and students to participate in massive and emergency online
courses claimed by (Bozkurt et al., 2020, Flaxman et al., 2020b, Zhang et al., 2020);
digital, economic, social and gender disparities among participants which have a direct
impact on the availability of online teaching infrastructure and accessibility to technology
and internet facilities stated by (Adnan and Anwar, 2020, Kapasia et al., 2020, Zhang et
al., 2020); the inadequate psychological, social and academic support provided to
students (Adnan and Anwar, 2020, Bozkurt et al., 2020); and the unfavorable home
environment for many students and educators (Kapasia et al., 2020, Zhang et al., 2020).
These hurdles are expected to exasperate participants’ susceptibility to psychological
pressure and necessitate a pedagogy of care and empathy according to (Bozkurt et al.,
2020, Bozkurt and Sharma, 2020, Selwyn, 2020).
Learning Environment is one of the factors that can help the students in many
ways, either positive or negative. It has a huge percentage that the learning environment
of the students has a huge impact on the student’s motivations and cab affect the online
learning education.
As stated by (Son et al 2020) for those who were experiencing increased
workloads, nearly half (51/106, 48%) thought they needed to increase their own efforts to
catch up with online classes and class projects given the lack of in-person support from
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instructors or teaching assistants. Additionally, actions taken by professors, such as
reduced course loads, open book examinations, and other allowances on grading
requirements, could also have contributed to alleviating or reducing stress.
According to Arwen (2020), Teachers are still not accustomed to teaching by
utilizing complex online media that must be packaged effectively, easily accessed and
understood by students. While students really need a culture of learning to attend and the
habit of learning to follow learning through computers or gadgets. Thus, the teacher is
required to be able to design or design online learning that is lightweight and effective, by
utilizing appropriate online devices or media and in accordance with the material being
taught. Although online learning will provide wider opportunities to explore the material
to be taught, the teacher must be able to choose and limit the extent of the scope of the
material and what applications are suitable for the material and learning methods used.
Many teachers over-insist an application that is considered contemporary and cool, but it
is not in accordance with the initial purpose of an online learning, which is to facilitate
students to get learning or education in this covid-19 pandemic situation. Instead of
helping to alleviate psychological burdens, it actually makes students stressed,
coupled with a large number of assignments that are not measured by their teacher.
As was expected, this study established that a high proportion of the preclinical
medical students expressed concern on their medical education, particularly their
anatomy teaching. This concern is the by‐product result of the unprecedented times
brought about by Covid‐19 pandemic explained by (Franchi, 2020). The sudden changes
in both the university life and teaching creates anxiety, apart from fear of contracting the
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virus and being in isolation mentioned by(Dubey et al., 2020; Han et al., 2020; Rajkumar,
2020; Sher, 2020). Anxiety also arises from the isolation from friends and academic staff
according to (Pather et al., 2020).
In short order, face-to-face classes were halted, and emergency online learning
became the optimal, and in many cases the only, alternative available. Although this
measure has proven to be one of the most highly effective non-pharmaceutical
interventions imposed by governments in containing the spread of the disease in
accordance with (Flaxman et al., 2020a, Moosa, 2020), it has also put all those involved
in the educational process under substantial pressure. This is particularly true because
many instructors and learners who had never had adequate (if any) experience with
online learning found themselves obliged to do so with minimal support. In addition,
most higher education systems lacked the necessary equipment “to offer online learning
for all students at scale, quickly” as claimed by (World Bank, 2020. Italics in original).
Explained by (DeVaney et al., 2020, Hodges et al., 2020). In many cases, the
result of emergency online learning was a substantial compromise to the quality of the
learning experience However, given the suddenness of the matter and the difficulty and
uncertainty of the situation, it is understandable that all parties involved in the
educational process would be forgiving and accepting of a less-than-perfect performance,
especially during the first wave of the pandemic.
Numerous studies have warned against confusing well-planned online learning
which requires careful instructional design, long planning and a special teaching
infrastructure with the swift and temporary shift to online learning carried out during the
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extraordinary conditions of COVID-19 for the purpose of maintaining instruction
according to (Bozkurt et al., 2020, Fujita, 2020, Hodges et al., 2020, Selwyn, 2020).
Within this context, it has been argued that confusing quality online learning with
emergency online learning could have a long-term damaging effect on the former because
educators and students who have limited or no prior experience with online learning will
possibly presume that this mode is a poor substitute to the face-to-face mode explained
by (Bozkurt et al., 2020, Hodges et al., 2020, Lederman, 2020).
Effectiveness of the instructors or teachers nowadays plays an important role to
the quality and flexibility of online education. But in this case, it seems that the school or
university instructors and administrators didn’t plan well this school year since its
utilizing online platforms.
Mental health and academic achievement are linked, research shows. Chronic
stress changes the chemical and physical structure of the brain, impairing cognitive skills
like attention, concentration, memory, and creativity. “You see deficits in your ability to
regulate emotions in adaptive ways as a result of stress,” said Cara Wellman, a professor
of neuroscience and psychology at Indiana University in a 2014 interview. In her research,
Wellman discovered that chronic stress causes the connections between brain cells to
shrink in mice, leading to cognitive deficiencies in the prefrontal cortex.
A survey by Cao et al. (2020), which includes 7143 participants of college
students, found around 25% of students are suffering from severe anxiety due to e-
Learning crack-up. Another study by (Lee, 2020) reported that approximately 83% of
students experience the worst situation, and 26% of students are unable to get access to
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mental health support. This condition offers a situational demand to measure
psychological distress.
The psychological response to the COVID-19 pandemic and online knowledge
acquisition Affected by the use of social media, the perception of the pandemic at a
personal level appears to be driving more positive interpersonal communication. Yet, as it
pertains specifically to social media, the copious amount of information found there may
lead to information overload, which could result in mental health problems mentioned by
(Gao etal., 2020). As expressed in the “stressor-strain-outcome model,” the excessive
amount of pandemic information sent via social media exceeds the user’s ability to
process and absorb it, which will have a negative impact on the psychology and behavior
of social network users, thus affecting online knowledge acquisition mentioned by (Dhir,
Yossatorn, Kaur, & Chen, 2018; Whelan, Islam, & Brooks, 2020). Social media
frequently push pandemic information into the world, where friends in social groups
quickly and repeatedly retransmit this information, which can easily cause psychological
negative emotions; to a certain extent, this can affect the willingness and enthusiasm of
knowledge acquisition according to (Zhang, Zhao, Lu, & Yang, 2016).
Stated by (Cao et al. 2020; Huckins et al. 2020; Li et al. 2020; Wang et al. 2020),
the Covid-19 outbreak has disrupted the lives of many people across the world. The rapid
increase in cases of infection, worldwide, has created uncertainty and anxiety about what
is going to happen. It has also caused a tremendous level of stress among students.
Previous studies have suggested that public health emergencies such as the Covid-19
pandemic can have many psychological effects on college students, which can be
expressed as anxiety, fear, and worry, among others.

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According to (Dod et al. 2021) University students have been identified as a “very
high risk population” for mental health difficulties. Large studies conducted in Australian
universities have reported elevated levels of generalized psychological distress and severe
depressive symptoms when compared to population samples. Studies in the United States
and United Kingdom have reported similar findings among tertiary student.
Psychological distress negatively impacts student learning, participation, and their
experience of university life, so it is important for universities to understand the student
experience of particular stressors to better support their psychological wellbeing.
Psychological Well-being is the other factor of the study that can affect by other factors.
It seems the Psychological Well-being of the students during pandemic while on online
learning education can cause psychological distress and other underlying issues.
As stated by (Lischer et al 2020) there are several plausible explanations for why
students may feel stressed or anxious during the Covid-19 outbreak, including additional
study-related uncertainties or worries about career prospects. Nevertheless, the results of
the survey suggest that the students coped well with stresses that occurred during the
lockdown. Moreover, the majority of the students felt well supported and expressed their
appreciation of the lecturers.
Online education as synchronized and a synchronized distance learning is not new
in academia, but it has mainly been viewed as supplementary to traditional in-person
education due to concerns with students feeling disconnected with teaching materials,
fellow students, teachers, or the whole program explained by (Phirangee & Malec, 2017).
However, online education is now being considered the main way for students to
socialize, connect with their peers and teachers, and continue their learning.
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As stated by (Newman & Holzman, 2013) Learning is a process that best occurs
within a social context that involves interactions and sharing of personal experiences and
observations with other individuals in a group. Student engagement and interaction are
necessary for students to achieve higher-order thinking (i.e., critical thinking,
collaborative problem-solving, etc.), co-construct knowledge, and build a community of
learning. Engaging with others in online education can help students to develop a ‘sense
of community’ in which they develop and share their own gradual understanding of the
context leading to the co-creation of knowledge. Critical reﬂection on their own learning,
as well as those around them, can also assist students in advancing and strengthening
their meta-cognitive skills explained by(Bernstein & Isaac, 2018).
According to (Dod et al 2021) Overall, students reported that COVID-19 had a
huge impact on their studies in the last two weeks (86.8%), with this impact being mainly
negative on their overall learning experience (70.9%; ). The most common negative
study-related impacts were finding it hard to interact with other students (84.6%) and
teachers (74.6%) online, and it being more difficult to learn online than face-to-face
(74.7%). Specifically, it has been demonstrated that students have higher risks of having
feelings of loneliness and are particularly prone to anxiety and depression when
compared with the general population [1]. During this time of uncertainty and sudden
shift to online teaching mode, it is unexpected to see psychological issues emerging more
among students. The lockdown could have created feelings of loss of connections to
friends and deprivation of the extracurricular activities which the students were enjoying
while in the school environment. The uncertainties regarding their future and careers
19
could have also worsened the situation leading to development of some mental issues
amongst them.
Positive relations with others is the means the connection with each other,
nowadays this is important because. This variables has a huge positive impacts on the
students nowadays that can add positivity and motivation.
Literature highlights certain deficiencies, such as the weakness of online-teaching
infrastructures, the inexperience of teachers regarding new technologies, the information
gap, the complex environment at home, and so forth claimed by (Ali 2020). Furthermore,
students have a wide range of distractions when studying at home. For example, not all
are able to find suitable spaces for home learning, or studying may be constrained by
insufficient hardware and unstable networks explained by (Zhang et al. 2020). Findings
suggest that students, as well as the general population, may be experiencing
psychological effects from the outbreak of Covid-19, such as anxiety, fear, and worry,
among others mentioned by (Cao et al. 2020; Li et al. 2020; Wang et al. 2020).
A survey among 7143 medical college students (aged 19–25 years) reported that
24.9% experienced anxiety because of the COVID-19 outbreak (0.9% experiencing
severe anxiety, 2.7% moderate anxiety, and 21.3% mild anxiety; Cao et al. 2020). For
college and university students, postponement of events such as study exchanges and
graduation ceremonies is also a factor that contributes to poor mood states. Some students
have lost their part-time jobs because local businesses have closed (Lee 2020). The
delivery mode from face-to-face classroom teaching to online classes has become an
obstacle for some students especially for those living in remote areas that do not have
20
access to laptops and Internet facilities at home. This can cause mental stress in terms of
not being able to attend online classes stated by (Sahu 2020).
According to (LeBlanc, 2020; Moor, 2020) Nevertheless, for many institutions,
teachers (faculty, educators, curriculum developers, and facilitators) and students this
shift to virtual delivery is an unplanned, unwanted, and uneasy learning experiment as the
global academic community responds to the COVID-19 pandemic by moving to a virtual
environment, recognition of how these changes are affecting our teachers and students
physically, mentally, socially, and academically is crucial. This is not a normal time for
many students (and faculty). The existential threat of the pandemic and the imminent
threat of a global economic recession have made these days quite challenging and
difficult for many students, adding to their anxiety and depression all around the world.
(Dod et al 2021) stated that the students were invited to tell us more about any
burden that they were experiencing as a result of the pandemic. Common responses were:
hard adjusting to changed living conditions such as moving back in with parents or living
arrangements not conducive to study (e.g., share house situations, whole families
working from home); financial pressures including still paying for student
accommodation—while not living at the premises—to keep their place; mental health
deterioration including anxiety and loneliness; limited time to study due to childcare
responsibilities; feeling unmotivated by not having the social aspect of attending on
campus; uncertainty about future impacts on academic progression, grades, graduation,
and job security; and dissatisfaction with online learning .
The study shows that more than half of the students interviewed were not
satisfied with online mode of teaching compared to the traditional face-to-face approach
21
explained by Abedalla et al (2020). Revealed that students in Saudi Arabia preferred on
the-ground teaching to online education. Also, a study conducted by Baloran (2020),
among students in Philippines shows that 59.25% of the respondents disagreed with the
conduct of the Online-Blended Learning Approach. Similarly, Ja’ashan revealed. Thus,
online mode of teaching has become remarkably popular and has been found to be
convenient, less intimidating to students and flexible. Thus, online approach comes in
handy in engaging students in the era of COVID-19 pandemic in some tertiary
institutions such as Bowen University, Iwo, Nigeria. However, online mode of teaching is
not without some challenges. For instance, it is less interactive compared to the
traditional mode of teaching.
Being in charge into something means a responsibility, efforts and patients are
needed, Environmental Mastery plays an important role on the psychological well-being
of the students, it measures the mastery of the students in their works.
According to Lischer et al (2020) students handled the new situation
pragmatically. While some students tackled the work with a high degree of discipline and
explicitly emphasized the advantages of the increased personal responsibility and
independent working, (n=82), others expressed difficulties in concentrating and
maintaining the necessary motivation for distance learning (n=76).
The common challenge of online education – its potential for causing a sense of
isolation and disconnection with other classmates (also referred to as ‘losing human
touch’) – remains quite high risking some students to lose interest in engaging with their
course/program stated by (Garrison, 2016; Martin & Bolliger, 2018; Stone et al., 2017).
22
In this present scenario, the anxiety among the students is rising. Due to
coronavirus pandemic, students and faculty members are facing stress caused due to the
disturbance in their personal and work lives. To cope up in such a public health crisis and
to maintain sound mental health, both the students and the teachers are to rely on each
other. In this study, we aim to assess the anxiety, depression and stress level of Indian
students during COVID-19 outbreak and the reasons for such fear and anxiety according
to (Desai 2020).
Face-to face interactions help to create lasting bonds between the tutor and his
students as well as between students themselves. It also allows for diffusion of culture,
experiences, and knowledge among students. In terms of academic performance of
students, studies have shown a comparable effectiveness between online and the
traditional face-to-face method in all, 55.0% of the respondents in the current study had
decreased psychological wellbeing explained by Ajibola et al, 2020.
Personal Growth means being independent, it can measure the student’s personal
space and independency. During new normal it seems the personal growth can affect the
students’ psychological well-being.
Review of Related Studies
Chaney (2010) stated that the expansive nature of the Internet and the
accessibility of technology have generated a surge in the demand for web-based teaching
and learning. Distance learning is a rapidly expanding environment which allows users
the flexibility of operating outside of the constraints of time and place. Online learning
can be defined as “learning that takes place partially or entirely over the Internet”. Online
23
learning is appealing to a range of learners and is becoming more commonplace in
settings from elementary schools to high school and into post-secondary education.
According to Oswal and Meloncon (2014) in education an estimated one in ten
students has some form of disability. A study revealed that in 2007-2008, 11 percent of
undergraduates and 8 percent of graduate students reported having some form of
disability. Online learning may be the only way “that some students can independently
access courses and course-materials – something that is a powerful reminder of the need
for accessible online distance education”.
As said by Oswal and Meloncon (2014) In order to create democratic online
teaching environments, accessibility needs to be at the forefront of course creation.
Burgstahler stated, “Designed correctly, distance education online options create learning
opportunities for everyone. Designed poorly, they erect barriers to equal participation in
academics and careers”. Accessibility has a profound effect on student engagement and
academic performance, therefore greatly impacting the success of the learner.
Adam et al (2020) claimed Due to digital inequalities and lack of access to
modern technology, students from lower-income families have limited or no access to
online classes. At the same time, excessive internet cost is another obstacle to access
online-classes.
Joosten and Cusatis (2020) stated that remote learning offers students with
elasticity in where and when they learn. Students have more control in when and how
they complete course learning activities. However, the online learning necessitates
24
diverse qualities of students such as knowledge of technology use, time management and
organization, and interaction using online technologies.
As explained by Chaney (2010) The need for flexible learning environments for
potential learners who are hospitalized, have phobias linked to school environments, are
single parents, have been expelled, are dropouts seeking to gain a diploma and many
other specific cases have led to a growth in the amount of distance learning courses and
programs that are offered. Online learning has the potential to create educational
opportunities for individuals who may have faced unsurpassable barriers prior to the
expansion of online educational programs.
Thomson (2010) stated that online learning allows for students to work at a time
and a place that is compatible with their learning needs. A number of instructors and
students commented on their ability to focus more of their attention on the content of the
course and less on issues such as parking, traffic, and other problems that may arise when
attending a traditional class environment.
Thomson (2010) claimed that although some literature highlights the lack of
community as a deficit in the online learning environment, others have suggested that
student-student interaction is much less of a concern than student-instructor and student-
content interaction. In a study by Thomson, one instructor observed that many students
desire to work independently and at different paces than their peers, therefore eliminating
the need for communication among their classmates. Another instructor stated “students
are taking online courses for content not for social interaction” and then hypothesized
that “peer interaction and collaboration is valuable for younger students”.

25
As claimed by Oswal and Meloncon (2014) Online learning has the capacity to
break down barriers that have restricted individuals from an equitable education in the
past. In order to establish a learning environment that is conducive for all participants, the
students’ needs must be put first to establish courses that are accessible for all learners.
Farrel et al (2019) stated that the students consider the new educational
environment as an opportunity to develop new skills that may help them in their
professional careers. University students are old enough to handle online work and are
technologically savvy enough to navigate new digital tools and methods therefore, they
do not see to have technical difficulties in learning through e-courses. However, our
students note that the most important disadvantage about distance learning is the inability
to interact with fellow students and instructors, together with non-visual communication
during online courses and the lack of cooperation with their classmates. On the other
hand, they say that whether the instructor’s camera is turned on is not of great importance.
Thomson (2010) mentioned that Courses should be well organized from the very
start, providing the students with detailed instructions and expectations. Instructors
should anticipate areas of potential misunderstanding and dismiss unclear directives prior
to the start of the course. Misunderstandings can be minimized through a very detailed
syllabus, course calendar, useful links, and course information that is chunked into
digestible pieces.
According to Savenye (2010) Interaction between the learner and the content is
the most common type of interaction that occurs in online settings, through lectures and
readings. Online instructors can orchestrate the class environment to increase the
interaction between the learner and the instructor and the learner and other learners
26
through both synchronous and asynchronous interactions. There are a multitude of
options for online learning students to work collaboratively and cooperatively with other
learners and/or the instructor in live debates, reflective journal entries, peer reviews,
discussion boards, and video or audio teleconferencing.
Thomson (2010) mentioned that many instructors spoke to the benefit of the
individualized atmosphere of the online course and how to best capitalize on the one-to-
one correspondence. Differentiating instruction in a traditional classroom can be very
difficult due to the simultaneous interaction that an instructor must have with the students,
“by contrast addressing individual needs of each student is easier to do with online
students, since the nature of the system is more geared to individuals”.
As claimed by Oswal and Meloncon (2014) one study focused on instructors who
taught fully online courses, while the second study looked at instructors who taught
hybrid courses. The data highlighted a discrepancy in accessibility and students with
disabilities enrollment in the instructors’ courses. The report revealed that 54 percent of
instructors stated that their course was not accessible. Another issue that was exposed
was the common theme among instructors (20 percent) was the belief that the issue of
accommodating students with disabilities was not their responsibility. Instructors
admitted that they lacked knowledge, experience, and resources to meet the identified
needs of the students.
As mentioned by Oswal and Meloncon (2014) one instructor voiced their
concerns on the lack of resources, time, and personnel to adequately accommodate
students with identified needs by stating: It is tough enough to design an online course; to
design for accessibility adds another layer of design for which we have not been trained.
27
The challenge is access to resources to make the courses ADA compliant and time and
personnel who can help with such issues.
Online Education has an underlying variables and factors namely, internet
connection, learning environment and teacher’s effectiveness. Based on the literatures
each factors plays important role and can affect the student’s psychological well-being
during new normal. There’s always a lack in each factors that can cause the students
distress during online education in new normal. It means the students can’t be flexible at
all time.
Lee (2020) reported that approximately 83% of students experience the worst
situation, and 26% of students are unable to get access to mental health support. This
condition offers a situational demand to measure psychological distress among college
students due to the negative perception of the e-Learning system. To date, however, there
has been no comprehensive research performed into psychological distress due to the
negative perception of e-Learning among college students during this pandemic. Thus,
the main objective of this study is to assess the impact of “e-Learning crack-up”
perception on psychological distress among college students during the COVID-19
pandemic.
The situation will get worse if they are prohibited from leaving the house without
outdoor activities and lack of interaction with their peers. Bored, stressed, afraid of being
exposed to viruses, the spread of false information (hoaxes), and worsening family
financial conditions can occur. The burden of online lecture tasks is one of the
contributing factors to students' stress levels, which requires them to use online media
that they have just learned and must immediately understand. This is reinforced by
28
research that found that public health emergencies can have many psychological effects
on students, which can be expressed in the form of anxiety, fear, and anxiety stated by
(Sharp & Theiler, 2018).
Based on Mulawarman University policy on March 18, 2020, which calls for all
lecture activities to be carried out online, research is needed on the impact of online
learning and solute efforts in overcoming effects as part of research recommendations.
This research is essential because in uncertain and uncertain situations when this outbreak
will end, social psychological scientific research is needed to help find progressive steps
in providing psychological welfare for affected communities, not only positive victims of
COVID-19 but the community in general, in this study, especially students.
This pandemic carries not only the risk of death from a viral infection but also
psychological stress for people throughout the world explained by (Xiao, 2020).
Continuous dissemination, strict isolation measures, and online learning problems at all
levels of education are expected to affect mental health, including students. A study was
conducted on the psychological effects of the COVID-19 epidemic on students in China,
carried out quantitatively, with 7,143 respondents filling out a questionnaire stated by
(Cao et al., 2020).
The Ministry of Education and Culture of the Republic of Indonesia estimates that
34.5 percent of students are unable to access online education. Significant efforts are
being made by governments and educational institutions at all levels to find practical
solutions in online learning amid the COVID-19 outbreak. This action helps parents to
accompany their child's education at home and at least reduce parents' concerns about the
quality of online learning. A study shows that when students are not at school, for
29
example, holidays or study at home, they are physically less active and have a longer
time to use mobile phones, and so their use will also feel saturated, even with severe,
mild stress according to (Brazendale et al., 2017).
There is an extensive and growing literature that documents how students do
much better when they have developed a sense that they belong and they matter in
general, but especially in their places of learning explained by (Allen, Kern, Vella-
Brodrick, Hattie, &Waters, 2018) Connection to others is key when it comes to online
learning stated by (Seiver & Troja,2014). The benefits of mattering as a resource during
the pandemic have been described at length according to (Flett & Zangeneh, 2020).
Lack of proper interaction with instructors is another major concern associated
with online learning. Additionally, concerns regarding any content of the online course
are usually discussed with the relevant course instructor by e-mail, which requires
response time. Virtual classes cannot be of interest to students who are tactile learners.
Conventional classroom socialization is another major missing in online learning reported
by (Zhong, 2020).
As claimed by (Zhong, 2020). Nonetheless, it was a reminder of the lack of
resources in academic institutions and the social marginalization of students, where
insufficient access and availability of the internet and the lack of latest technology
affected organizational responsiveness and students' capacity to participate in digital
learning.
(McCarthy, 2020) stated that educational institutions are also the focal points of
social activities and interactions. If educational activities are suspended, many children
and young people will miss social interaction-based activities that are necessary for
30
growth and learning. Students should continue to learn, particularly underprivileged
children and young adults, both of whom are impacted by school’s suspension, so this is
a huge issue to be tackled. While short term closure of academic institutions as a
consequence of emergencies is not recent, the global scope and pace of present-day
educational instability are sadly unparalleled and, if sustained, may inflict psychological
distress and misery at various levels.
The interaction between students and teachers is mediated by technology, and the
design of learning environments (e.g., space where learning occurs) can have
considerable influence on learning outcomes claimed by (Bower, 2019).
According to a study, initially, individuals feel happy with a long holiday
because they can rest more and do nothing. Over time, according to Wilson, individuals
will feel bored because they cannot leave the house and do nothing. This research shows
that something that is done statically, it will cause boredom. This condition applies
during the COVID-19 outbreak stated by (Williams, Armitage, Tampe, & Dienes, 2020).
In accordance with (Bao, Sun, Meng, Shi, & Lu, 2020) psychological dynamics
shows the background of the occurrence of boredom in students, caused by various social
conditions that occur in their environment. Not only that, the increasing number of
patients and suspected cases, as well as the growing number of countries affected by the
outbreak, have raised fears of the public being infected in this outbreak, which has
increased anxiety.
As mentioned by (Hermawan & Tyas, 2018). Perception is the stage of knowing
the environment including objects, people, and symbols or signs that involve the process
of recognition. Meanwhile, it states that perception is the initial process of an individual

31
in interpreting sensory impressions in order to give meaning to their environment. This
shows that perception is a person's response to what they receive with their surroundings,
but basically this is likely to be different from reality.
(Römer, 2020) stated that Millions of students have not been able to continue
learning in schools, universities, vocational training institutions and adult learning
programmes. Many governments responded to the pressing need to provide school
children with learning possibilities via online and distance learning. Although precautions
were taken, the students ' learning process was negatively affected. Students who have
been stripped of their freedom due to COVID-19 are deeply concerned about when face
to face education will happen.
(Worldometers 2020) said that this situation can be claimed to make young people
psychologically more risky than other age groups. In other words, although variables
such as life styles, physical strength, developmental characteristics and less possibility of
being affected by the virus that caused the epidemic may provide them a protective role
against the COVID-19 epidemic, just the opposite they may also become risk factors. In
general, although virus-related deaths are not common among young people, there is a
great deal of restriction in their social life and uncertainty about when this isolation
process will end. Therefore, young people are thought to have psychological
consequences such as loneliness, depression, anger, pessimism, and hopelessness.
As stated by (Hodges et al., 2020) online learning material must be provided in
ways that enhance the learning experience. This requires a deeper understanding of the
factors that influence online learning. As mentioned before, there is extensive literature
related to online learning, but not enough about the students’ perception of emergency
32
remote teaching and learning. This is particularly important because students had to do it
and not because they decided to venture into online learning.
Thomson (2010) explained that students tend to share some commonalities such
as viewing themselves as committed and responsible for their own learning, preferring to
learn through tactile and kinesthetic senses, generally choosing to work independently
from others, and needing less structure in their learning setting. “Taken together, these
finding suggest that regular classroom instruction, which often emphasizes high-auditory
memory skills, structure, fact learning, and peer collaboration, may not be ideal for some
gifted learners who are highly tactual, conceptual, open/flexible, and independent
learners”.
According to (Heckel & Ringeisen, 2019).Another consideration is the user's
affect toward the learning experience. Affect includes the user enjoyment and satisfaction
with the prior use of an information system, the affect toward the use of technology, and
the individual's emotional state (Kemp et al., 2019). Findings suggest that there are
negative correlations between negative emotions and cognitive processes and learning
outcomes.
According to Daryanto (2014), Fadlillah (2014), Keyes (2010), Kunandar (2013)
the learning process in educational units is held in an interactive, inspirational, fun,
challenging, motivating way for students to participate actively, and provides sufficient
space for initiatives. Creativity and independence according to the talents, interests, and
physical and psychological development of students. For this reason, each education unit
carries out learning planning, implementation of the learning process and assessment of
the learning process to increase the efficiency and effectiveness of the achievement of
33
graduate competencies. In accordance with the Graduate Competency Standards and
Content Standards, the principles of learning curriculum 2013 are a) from students to be
informed towards students. find out; b) from the teacher as the only source of learning to
learning based on various learning resources; c) from a textual approach to a process as a
strengthening of the use of a scientific approach; d) from content-based learning to
competency-based learning; e) from partial learning to integrated learning; f) from
learning that emphasizes a single answer to learning with answers that are
multidimensional in truth; g) from verbalism learning to applicative skills; h)
improvement and balance between physical skills (hard skills) and mental skills (soft
skills); i) learning that prioritizes the culture and empowerment of students as lifelong
learners; j) learning that applies values by giving examples (ing ngarso sung tulodo),
building will (ing madyo mangun karso), and developing students' creativity in the
learning process (tut wuri handayani); k) learning that takes place at home, at schools,
and in the community; l) learning that applies the principle that anyone is a teacher,
anyone is a student, and anywhere is a class; m) Use of information and communication
technology to increase the efficiency and effectiveness of learning; and n) recognition of
the individual differences and cultural backgrounds of learners.
Psychological Well-being has an underlying factors namely, positive relations
with others, environmental mastery, and personal growth. It is the student’s level of
satisfaction, feelings and accomplishment. But it seems that this levels of factors during
online education in new normal doesn’t meet those satisfactions.

34
CHAPTER III
RESEARCH METHODOLOGY
This chapter includes research design, the population and sampling techniques, the
research procedure, the research instrument, and statistical treatment used.
Research Design
The researchers used the correlational method of research with a self – made
questionnaire as an instrument because they wanted to know if The Online Education in
New Normal has significant relationship on the student’s psychological well-being of
students who’s taking distance learning in terms of online education.
A correlational research design measures a relationship between two variables
without the researcher controlling either of them. It aims to find out whether there is
either: Positive correlation. Both variables change in the same direction.
Sampling Technique
The population is the College Students who are taking Online Classes. The
researchers used cluster sampling to get the sample size suited for the study. This was
used in this study to ensure a more accurate prediction might have resulted.
The Population is divided by three clusters which is the year level of the students,
namely 1st, 2nd and 3rd year college students at Laguna State Polytechnic University Sta.
Cruz Campus.
35
The method of cluster sampling or area sampling can be used in such situations.
In cluster sampling - divide the whole population into clusters according to some well-
defined rule.
Table 1. Distribution of Respondents in terms of Year Level
YEAR LEVEL (CLUSTERS) SAMPLE SIZE
First Year Students 20
Second Year Students 30
Third Year Students 150
Total 200
The sample in the study is composed of two hundred (200) students of Laguna
State Polytechnic University, Sta. Cruz Campus. Twenty (20) students from 1st year level,
Thirty (30) students from 2nd year level and One hundred fifty (150) students from third
year level.
Research Instrument
The researchers used the self-made questionnaire to measure the relationship of
online education in New Normal and Students Psychological Well-being. Utilizing the
online platform, via Google form to do the survey and distribute it to the respondents.
The respondent’s reaction on the online education in the new normal and their
state of psychological well-being. The researchers used the Coefficient Alpha to measure
36
the reliability of the self-made questionnaire and must exceed the value of alpha 0.6 to
prove that the reliability of the questionnaire is acceptable
Instrument has undergone pre testing to 15 respondents to measure its validity
and reliability, It was found that the computed Coefficient Alpha of the instrument with
measuring the variables: Online Education: Teachers Effectiveness (0.80), Internet
Connection (0.93), Learning Environment (0.80), and Psychological Well-being:
Environmental Mastery (0.69), Personal Growth (0.78), and Positive Relations with
Others (0.66) which concluded that it was reliable to use for conducting the study.
The instrument measures six latent constructs namely “Teacher’s Effectiveness”,
“Internet Connection”, “Learning Environment”, “Environmental Mastery”, “Personal
Growth”, and “Positive Relations with Others”. These refer to their reaction on the online
education in the new normal and their state of psychological well-being. Each of the first
two constructs consists of seven (7) reflective indicators and each of the 3rd to 6th
constructs consist of five (5) reflective indicators measured in a scale of 1 to 5 with 1 as
"strongly disagree" and 5 as "strongly agree".
Table 2
Composite Reliability Statistics
Latent construct Composite reliability Recommended value
Teacher’s Effectiveness 0.934 ≥0.7
Internet Connection 0.939 ≥0.7
Learning Environment 0.916 ≥0.7
Environmental Mastery 0.880 ≥0.7
Personal Growth 0.919 ≥0.7
Positive Relations with Others 0.892 ≥0.7

37
The composite reliabilities were also calculated and shown in Table 2. The
composite scores of all the factors are within the recommended value suggesting that the
items have relatively high internal consistency. It means that the instrument has a strong
validity.
Data Collection and Analysis
In order to gather the data the researchers used online platform with google form
to distribute the questionnaires and conduct the survey to collect the information needed
to answer the main problem and support the study’
The researchers used, mean, standard deviation and Structural Equation
Modeling as statistical tools, for the overall average of the students’ responses on
questions given.
Mean to get the average or central value of the level of Psychological Well-
being of the respondents in terms of the Online Education in New Normal. In this study
the mean is used to determine the average of each indicator and to formulate the overall
calculated mean.
Standard Deviation to measure the dispersion of a data set relative to its mean. In
this study used to determine how estimations for a group of observations are spread out
from the mean (average or expected value).
In this study the structural equation modeling was used to determine the
relationship of online education and psychological well-being of the students in new
normal. To determine if each variables is statistically significant into each other.

38
Figure 2 shows the path diagram used in performing higher order confirmatory factor
analysis.
Figure 2. Path Diagram for Higher Order Confirmatory Factor Analysis

39
Chapter 4
RESULTS AND DISCUSSION
This chapter consists of the presentation, analysis and interpretation of data. The
findings were tallied, tabulated and analyzed. The following data were interpreted by
using tables and figures to give light and better understanding on the results of the study.
Table 3
Level of Online Education of the respondents in terms of Teacher’s
Effectiveness
Indicator M SD Extent of
manifestation
A1. Teachers are able to help the students to 3.99 0.84 Strong
learn with the given drills (quizzes, seat
works, assignments, etc.).
A2. Teachers provide us feedback on our 3.71 0.98 Strong

strengths and weaknesses on our
subject.
A3. Acknowledges emotion expressed by 3.67 0.94 Strong

students.
A4. Gives enough time to finish the task and 4.10 0.92 Strong
quizzes.
A5. They don’t pressure the students to be 3.96 0.99 Strong

smart and strive harder.
A6. Encourages students to explore new 4.10 0.88 Strong

concepts on the topic discussed.
A7. Helps to acknowledge the talents and 3.94 0.90 Strong

skills of the students.
Overall 3.92 0.93 Strong
Note. N=200. The mean is interpreted as follows: 4.50-5.00=Very strong, 3.50-4.49=Strong, 2.50-3.49=Moderate,
1.50-2.49=Weak, 1.00-1.49=Very weak.
40
The Level of Online Education of the respondents in terms of Teacher’s
Effectiveness is shown in Table 3. The entire mean of the indicators shows strong extent
of manifestation as well as the overall mean of 3.92 with a standard deviation of 0.93 it
means that teacher’s effectiveness has a strong effect in student’s online education during
new normal. The instructors were innovative and can adapt easily in this new form of
education in new normal. They can easily provide what the students’ needs and support.
In accordance, teachers in an online setting were motivated, innovative, and
valued online learning opportunities because they appreciated the opportunity to work
one-on-one with students and make a positive impact on their academic progress.
(Archambault et. Al, 2014).
Table 4
Level of Online Education of the respondents in terms of Internet Connection
Indicator M SD Extent of manifestation
B1. I have a stable internet connection at home / Data 3.39 0.94 Moderate
connection.
B2. I am able to access in online class on time. 3.72 0.93 Strong
B3. I can get the activities posted in google classroom through 4.02 0.88 Strong
downloading it by internet connection/ data connection.
B4. I can follow the discussion without any interruption. 3.41 0.90 Moderate
B5. I can answer the exams, quizzes and activities without any 3.35 0.97 Moderate
interruption in internet connection.
B6. I can easily access videos posted that needs to watch online. 3.57 0.93 Strong
B7. I can access the internet regularly and adequately at home. 3.57 0.95 Strong
Note. N=200. The mean is interpreted as follows: 4.50-5.00=Very strong, 3.50-4.49=Strong, 2.50-3.49=Moderate, 1.50-
2.49=Weak, 1.00-1.49=Very weak.
41
Table 4 presents the Level of Online Education of the respondents in terms of
Internet Connection. B1 ( � = 3.39, � = 0.94) , B4 � = 3.41, � = 0.90) and B5 � =
3.35, � = 0.97) show a moderate extent of manifestation, and the rest of the indicators
have strong extent of manifestation. The overall mean of 3.58 and standard deviation of
0.95 present a strong extent of manifestation on the level of online education of the
respondents in terms of internet connection. Internet connection is one of the major needs
of the students during this new normal in their online education, it states that the students
can easily access and has a strong internet connection to finish their task on time.
In contradictory, there were 66.7%ofstudents having an internet connection at
their home but with an unstable signal while 33.3% did not have internet access. Such
conditions were common in the least-developed region because of its limited
infrastructures and public facilities (Agung, 2019).
Table 5
Level of Online Education of the respondents in terms of Learning Environment
manifestation
C1. I have my own space at home for online class. 3.38 1.21 Moderate
C2. I have a peaceful learning environment at home. 3.22 1.12 Moderate
C3. The level of lighting in my study area allows me to have 3.54 0.91 Strong
visual comfort when taking online classes.
C4. The ventilation in my study area is appropriate for taking online 3.48 0.93 Moderate
class.
C5. I have my privacy in my study when taking classes online. 3.31 1.10 Moderate
Overall 3.38 1.06 Moderate
2.49=Weak, 1.00-1.49=Very weak.
42
The Level of Online Education of the respondents in terms of Learning
Environment is presented in Table 5. It has an overall mean of 3.38 and standard
deviation of 1.06 and interpreted as moderate extent of manifestation. It means that the
learning environment of the students in this new normal some of the students have a
comfortable environment in their home while some didn’t during the online classes in
New Normal.
In alignment, the researcher conducted a case study about the importance of
creating a sense of community in a student’s online learning environment. The purpose of
the study was to determine how online teachers utilized communication, technology, and
instructional strategies to create a positive rapport with their students. Findings from the
interviews showed that trust, interdependence, and feelings of connectedness played an
important role in student persistence in a student’s online learning environment. (Pope,
2013).
Table 6
Level of Psychological Well-being of the respondents in terms of Environmental Mastery
manifestation
D1. I can control the noise level in my study area (opening/closing 3.05 1.15 Moderate
doors/windows).
D2. I enjoy being in new situations that require me to change my 3.40 0.86 Moderate
old familiar ways of doing things.
D3. I have been able to build a living environment and a lifestyle 3.63 0.82 Strong
for myself that is much to my liking.
D4. I fit very well with other students around me. 3.49 0.82 Moderate
D5. I am quite good at managing the many responsibilities of my daily 3.51 0.90 Strong
life.
Overall 3.41 0.94 Moderate
2.49=Weak, 1.00-1.49=Very weak.
43
The Level of Psychological Well-being of the respondents in terms of
Environmental Mastery has an overall mean of 3.41, standard deviation of 0.94 and
interpreted as Moderate extent of manifestation. These results are shown in Table 6. This
means that environmental mastery plays a role in the psychological well-being of
students in online education during this new normal. It states that the student’s
environmental mastery in online education in new normal can’t easily adapt or making
small adaptive changes in the new environment and it can say that they’re still on
adjustment phase.
This ability to choose or create an environment that best supports one’s
psychological condition is also reflective of one’s autonomy and provides one with a
sense of control regarding the world he or she experiences. However, feeling that one’s
experiences are outside his or her control may prevent individuals from making small
adaptive changes within the environment (Wang et al., 2015).
Table 7
Level of Psychological Well-being of the respondents in terms of Personal Growth
manifestation
E1. I enjoy making plans for the future and working to 4.26 0.93 Strong
make them a reality.
E2. I always try to make big improvements or changes in 4.11 0.93 Strong
my life.
E3. I think it is important to have new experiences that 4.36 0.83 Strong
challenge how you think about yourself and the world.
E4. I have the sense that I have developed a lot as a person 4.08 0.91 Strong
over time.
E5. People would describe me as a giving person, willing to 4.04 0.88 Strong
share my time with others.
Note. N=200. The mean is interpreted as follows: 4.50-5.00=Very strong, 3.50-4.49=Strong, 2.50-
3.49=Moderate, 1.50-2.49=Weak, 1.00-1.49=Very weak.
44
The Level of Psychological Well-being of the respondents in terms of Personal
Growth is shown in Table 7. The entire mean of the indicators shows strong extent of
manifestation as well as the overall mean of 4.17 with a standard deviation of 0.90. It
means that the student’s capacity, ability and effort to finish their task and to study
comfortably even they are working alone and without peer support personally. It states
that the students can be independent even in this kind situation on their studies.
Connecting students in non-traditional learning environments presents a
challenge to the school and creates a unique opportunity for the school to consider new
types of technology as a solution like Google Classroom. While the use of technology to
connect high performing students even they are working alone (Ng and Nicholas, 2010).
Table 8.
Level of Psychological Well-being of the respondents in terms of Positive Relations with

Others
manifestation
F1. Most people see me as loving and 3.75 0.97 Strong

affectionate.
F2. Maintaining close relationships has been 3.55 0.96 Strong

easy me.
F3. I know that I can trust my friends, and they 4.41 0.90 Strong
know they can trust me.
F4. I know that I can easily get along to people 3.70 0.98 Strong
who are new to me.
F5. I always experienced many warm and trusting 3.91 0.89 Strong
relationships with others.
Note. N=200. The mean is interpreted as follows: 4.50-5.00=Very strong, 3.50-4.49=Strong, 2.50-
3.49=Moderate, 1.50-2.49=Weak, 1.00-1.49=Very weak.
45
The Level of Psychological Well-being of the respondents in terms of Positive
Relations with Others is shown in Table 8. The entire mean of the indicators shows
strong extent of manifestation as well as the overall mean of 3.91 with a standard
deviation of 0.96. It shows that the positive relations with others is important in this kind
of situation and plays a role on psychological wellbeing of the students. It means that
relations and communications is matter even virtually.
The findings of the study suggest that students perceive instructor-learner and
learner-content interaction to be more important to their learning as compared to learner-
learner interaction. In addition, teaching presence plays a more important role in student
learning followed by cognitive presence and then social presence. Again, when it comes
to the combination of the factors of interaction and presence, the factors that students
perceive to have the most influence on their learning are teaching presence and learner-
instructor interaction with the least important factor being learner-learner interaction.
Overall, the results of this empirical study have implications for online course design and
delivery to ensure student learning in online environments. ( Blanks, 2019).

46
The Structural Equation Model
Structural equation modeling was conducted to analyze the relationship between
the Online Education in New Normal and Students Psychological Well-being. The
original model shown in the conceptual framework was estimated and found to be a good
fit to the data (Figure 2). The fit measures shown in Table 9 are within the recommended
values.
Table 9
Model Fit Measures
Measure Value Recommended value
CFI 0.8860 ≥ .85
TLI 0.8760 ≥ .80
SRMR 0.0761 < 0.08
RMSEA 0.0710 < 0.08
The path covariance’s or correlation coefficients are shown in Table 19. The coefficients
involving indicator variables were no longer reported.
Table 10
Covariance’s
Path Estimate S.E. C.R. p
Environmental Teachers
<---> .022 .022 1.021 .307
Mastery Effectiveness
Personal Teachers
<---> .152 .032 4.763 <.001
Growth Effectiveness
47
To be continued…
Positive Teachers
<---> .227 .039 5.798 <.001
Relations Effectiveness
Environmental
<---> Internet Connection .181 .036 5.000 <.001
Mastery
Personal
<---> Internet Connection .297 .048 6.238 <.001
Growth
Positive
<---> Internet Connection -.260 .044 -5.193 <.001
Relations
Environmental Learning
<---> .429 .072 5.972 <.001
Mastery Environment
Personal Learning
<---> -.214 .043 -4.934 <.001
Growth Environment
Positive Learning
<---> .248 .047 5.273 <.001
Relations Environment
Note. Path coefficients involving indicator variables are not shown.
We observe from Table 10 the following.
Teacher’s effectiveness has no statistically significant relationship (β=0.022,
p=.307) with the student’s environmental mastery. It means that the two variables don’t
have any relationship into each other. While teacher’s effectiveness has a statistically
significant relationship (β=0.152, p<.001) with the student’s personal growth. And
teacher’s effectiveness has a statistically significant relationship (β=0.227, p<.001) with
the student’s positive relations with others. It means those variables can caused by
something other than chance and it is really exist.
Internet connection has a statistically significant relationship (β=0.181, p<.001)
with the student’s environmental mastery. And internet connection has a statistically
significant relationship (β=0.297, p<.001) with the student’s personal growth. It means
48
that those variables can caused by something other than chance and it is really exist.
While the internet connection has a statistically significant negative relationship (β=-.260,
p<.001) with the student’s positive relations with others. It can state that those variables
can mislead into some factors and didn’t relate into each other.
Learning environment has a statistically significant relationship (β=0.429, p<.001)
with the student’s environmental mastery. Also learning environment has a statistically
significant relationship (β=0.248, p<.001) with the student’s positive relations with others.
It can state that those variables might have a relationship into each other without
assuming and it is truly existing. While learning environment has a statistically
significant negative relationship (β=-.214, p<.001) with the student’s personal growth. It
means that it can be misleading.

49
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusion and recommendation based on
findings.
Summary
The essence of this study was to determine the relationship between the Online
Education and Psychological Well-being of the students from freshmen to junior level at
Laguna State Polytechnic University Santa Cruz Main Campus, Santa Cruz Laguna.
The correlational method of research was used in order to gather the data needed
for this study together with the sources of information for an accurate interpretation of the
findings.
To collect the essential data or information, authorization from the the perspective
persons was asked in order to carry out this study. Upon approval of the request, the
researchers gave self-made questionnaires to the freshmen up to junior students of
Laguna State Polytechnic University Santa Cruz Main Campus, Santa Cruz Laguna. The
responses from the students were recorded, computed and analyzed. The statistical
methods used to compute the data were: (1) mean, (2) standard deviation, (3) factor
analysis, (EFA/ CFA) (4) Structural Equation Modeling.

50
Findings
Based on the data gathered, different findings are hereby presented.
1.1 The Level of Online Education of the respondents in terms of Teacher’s
Effectiveness
The study found out that the level of Online Education in terms of Teachers
Effectiveness is all of the mean of the indicators shows “strong extent of manifestation”
as well as the overall mean of 3.92 with a standard deviation of 0.93.
1.2 The Level of Online Education of the respondents in terms of Internet
Connection
The study found out that the level of Online Education in terms of Internet
Connection is B1 ( � = 3.39, � = 0.94) , B4 � = 3.41, � = 0.90) and B5 � = 3.35, � =
0.97) show a “moderate extent of manifestation”, and the rest of the indicators have
“strong extent of manifestation”. The overall mean of 3.58 and standard deviation of
0.95 present a strong extent of manifestation on the level of online education of the
respondents in terms of internet connection.
1.3 The Level of Online Education of the respondents in terms of Learning
Environment
On the other hand, the level of online education in terms of learning environment
has an overall mean of 3.38 and standard deviation of 1.06 and interpreted as “moderate
extent of manifestation”.
51
2.1 The Level of Psychological Well-being of the respondents in terms of
Environmental Mastery
The study found out that the level of Psychological Well-being in terms of
Environmental Mastery has an overall mean of 3.41, standard deviation of 0.94 and
interpreted as “moderate extent of manifestation”.
2.2 The Level of Psychological Well-being of the respondents in terms of Personal
Growth
The study found out that the level of Psychological Well-being in terms of
Personal Growth is all of the mean of the indicators shows “strong extent of
manifestation” as well as the overall mean of 4.17 with a standard deviation of 0.90.
2.3 The Level of Psychological Well-being of the respondents in terms of Positive
Relations with Others
On the other hand, the level of Psychological Well-being in terms of Positive
relations with others is all of the mean of the indicators shows “strong extent of
manifestation” as well as the overall mean of 3.91 with a standard deviation of 0.96.
3. The Relationship of Online Education and Psychological Well-being of the
Students
The relationship of Online Education and Psychological well-being of the
students based on the indicators of each variables are the following: Teacher’s
effectiveness has a statistically significant relationship (β=0.260, p<.001) with the
student’s environmental mastery. Teacher’s effectiveness has a statistically significant
relationship (β=0.744, p<.001) with the student’s personal growth. Teacher’s
effectiveness has a statistically significant relationship (β=0.672, p<.001) with the

52
student’s positive relations with others. Internet connection has no statistically
significant relationship (β=-.032, p=.692) with the student’s environmental mastery.
Internet connection has no statistically significant relationship (β=-.111, p=.281) with the
student’s personal growth. Internet connection has statistically significant negative
relationship (β=-.210, p=.044) with the student’s positive relations with others. Learning
environment has a statistically significant relationship (β=0.582, p<.001) with the
student’s environmental mastery. Learning environment has a statistically significant
relationship (β=0.152, p=0.044) with the student’s personal growth. Learning
environment has a statistically significant relationship (β=0.267, p<.001) with the
student’s positive relations with others.
Conclusion
Based on the findings, the following were drawn.
1. The level of Online Education of most respondents is “strong extent of
manifestation” specifically the teacher’s effectiveness and internet connection, whereas
the learning environment is “moderate extent of manifestation”.
2. The level of Psychological Well-being of most of the respondents in the study
particularly the personal growth and positive relations with others is “strong extent of
manifestation”, compare to the environmental mastery which is “moderate extent of
manifestation”.
3. The result showed that there is a significant relationship between the online education
and psychological well-being. Thus, the null hypothesis is rejected.

53
Recommendation
In light of conclusions drawn from the findings, the recommendations of the study were
as follows:
1. In the future, the demographic profile in terms of Age, Gender and Social Status need
to be surveyed. Future research would benefit from surveying those factors, because it
can give another result and interpretation or it can distinguish if that kind of demographic
profile can have relation or attributes to other factors.
2. It’s highly suggested that the students should know their limitations when it comes to
studying, neither traditionally or virtual. Because unhealthy pattern of study habits might
affect their well-being.
3. Future researchers might try to improve the instrument that used to gather the data.
Utilized the right appropriate choices of words and can add a couple of numbers as
indicators and can utilize the six scales of categories by Carol Ryff..
4. Furthermore, the researchers suggested to Universities and institutions in higher
education that they should promote online mindfulness intervention or conducting
seminars or webinars with the topic related to help the instructors, students, parents and
individuals to balance their psychological well-being during online education in new
normal.
54
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61
APPENDICCES
62
APPENDIX A
INSTRUMENTS/ DATA GATHERING TOOLS
Name (optional): ________________________________

Course: ____________________
Sex (please check the appropriate box):
MALE FEMALE
Age:
DIRECTION: This questionnaire will ask you to respond to a number of statements.
You are asked to read each statement carefully, and then think about whether the
statement applies to you or does not apply to you. Put a check on the corresponding
number that best describes how much you agree with the statement.
A rating scale will be provided to the convenience of your answers:

5- Strongly Agree
4 – Agree
3 – Neither Agree nor Disagree
2 – Disagree
1 – Strongly Disagree
TEACHERS EFFECTIVENESS
(THE INSTRUCTOR)
5 4 3 2 1
1. Teachers are able to help the students

to learn with given drills (quizzes, seat
works, assignment, etc.)
2. Teachers provide us feedback on our

strengths and weaknesses on our
subject.
3. Acknowledges emotion expressed by
students.
4. Gives enough time to finish the task
and quizzes.
5. They don’t pressure the students to be

smart and strive harder.
6. Encourages students to explore new

concepts on the topic discussed.
7. Helps to acknowledge the talents and

skills of students.
63
INTERNET CONNECTION 5 4 3 2 1
1. I have a stable internet connection at

home / Data connection.
2. I am able access in online class on
time.
3. I can get the activities posted in
google classroom through
downloading it by internet
connection/ data connection.
4. I can follow the discussion without
any interruption.
5. I can answer the exams, quizzes and
activities without any interruption in
internet connection.
6. I can easily access to videos posted
that needs to watch online.
7. I can access to internet regular and

adequate at home.
LEARNING ENVIRONMENT 5 4 3 2 1
1. I have my own space at home for

online class.
2. I have peaceful leaning environment
at home.
3. I experience some distractions in my

study area during online class.
4. The level of lightning in my study
area allows me to have visual
comfort when taking online classes.
5. The ventilation in my study area is
appropriate for taking online class
6. I have my privacy in my study when

taking classes online.
7. I can control the noise level in my
study area (opening/closing
doors/windows.
64
ENVIRONMENTAL MASTERY 5 4 3 2 1
1. I feel I am in charge of the situation
in which I live.
2. I enjoy being in new situations that
require me to change my old familiar
ways of doing things.
3. I have been able to build a living

environment and a lifestyle for
myself that is much to my liking.
4. I fit very well with the people and the

community around me.
5. I am quite good at managing the
many responsibilities of my daily
life.
6. My daily activities often seem trivial
and unimportant to me.
7. I often feel overwhelmed by my

responsibilities.
PERSONAL GROWTH 5 4 3 2 1
1. For me, life has been a
continuous process of learning,
changing, and growth.
2. I enjoy making plans for the
future and working to make
them a reality.
3. In many ways I feel
disappointed about my
achievements in life.
4. I live life one day at a time and
don’t really think about the
future.
5. I always trying to make big
improvements or changes in my
life a long time ago.”
6. I think it is important to have
new experiences that challenge
how you think about yourself
and the world.
7. I have the sense that I have
developed a lot as a person over
time.
65
POSITIVE RELATIONS WITH 5 4 3 2 1

OTHERS
1. People would describe me
as a giving person, willing
to share my time with
others.
2. Most people see me as
loving and affectionate.
3. I tend to worry about what
other people think of me.
4. Maintaining close
relationships has been easy
me.
5. I know that I can trust my
friends, and they know they
can trust me.
6. I know that I can easily get
along to people who’s new
to me.
7. I always experienced many
warm and trusting
relationships with others.
RESEARCH INSTRUMENT DATA MATRIX
TEACHER’S EFFECTIVENESS
Variable
Indicator
Name
Teachers are able to help the students to learn with the given drills
A1
(quizzes, seat works, assignments, etc.).
A2 Teachers provide us feedback on our strengths and weaknesses on

our subject.
A3 Acknowledges emotion expressed by students.
A4 Gives enough time to finish the task and quizzes.
A5
They don’t pressure the students to be smart and strive harder.
A6 Encourages students to explore new concepts on the topic
discussed.
A7 Helps to acknowledges the talents and skills of the students.
66
INTERNET CONNECTION
Variable Name Indicator
B1 I have a stable internet connection at home / Data connection.
B2 I am able to access in online class on time.
B3 I can get the activities posted in google classroom through
downloading it by internet connection/ data connection.
B4 I can follow the discussion without any interruption.
B5 I can answer the exams, quizzes and activities without any
interruption in internet connection.
B6
I can easily access videos posted that needs to be watched online.
B7 I can access the internet regularly and adequately at home.
LEARNING ENVIRONMENT
C1 I have my own space at home for online class.
C2 I have a peaceful learning environment at home.
C3 The level of lighting in my study area allows me to have visual
comfort when taking online classes.
C4 The ventilation in my study area is appropriate for taking online
class
C5 I have my privacy in my study when taking classes online.
ENVIRONMENTAL MASTERY
I can control the noise level in my study area (opening/closing
D1
doors/windows).
D2 I enjoy being in new situations that require me to change my old

familiar ways of doing things.
D3 I have been able to build a living environment and a lifestyle for
D4 I fit very well with other students around me.
D5 I am quite good at managing the many responsibilities of my daily
life.
67
PERSONAL GROWTH
E1 I can control the noise level in my study area (opening/closing

doors/windows).
E2 I enjoy being in new situations that require me to change my old
E3 I have been able to build a living environment and a lifestyle for
E4 I fit very well with other students around me.
E5 I am quite good at managing the many responsibilities of my daily
life.
POSITIVE RELATIONSHIP WITH OTHERS

I can control the noise level in my study area (opening/closing
E1
doors/windows).
E2 I enjoy being in new situations that require me to change my old

E3 I have been able to build a living environment and a lifestyle for
E4 I fit very well with other students around me.
E5 I am quite good at managing the many responsibilities of my daily
life.
Global Goodness-of-fit
It shows the measurement recommendations of global fit for models estimated based on
Kline, Byrne, Kriston, Hu, Browne and Schermelleh‐Engel. CFI (comparative-fit index)
≥0.85, TLI (Tucker-Lewis index) ≥0.80, SRMR (standardised root mean square residual)
≤0.08 and RMSEA (root mean square error of approximation) ≤0.08 suggest the
thresholds for acceptable fit. CFI (comparative-fit index) ≥0.95, TLI (Tucker-Lewis
index) ≥0.95, SRMR (standardised root mean square residual) ≤0.05 and RMSEA (root
mean square error of approximation) ≤0.05 suggest the thresholds for good fit.
68
Measures of global fit for models estimated

CFI TLI SRMR RMSEA
Thresholds for
≥0.85 ≥0.80 ≤0.08 ≤0.08
acceptable fit
Thresholds for
≥0.95 ≥0.95 ≤0.05 ≤0.05
good fit
Exploratory Factor Analysis (EFA)
During the Exploratory Factor Analysis (EFA), the number of factors extracted was ,
based on parallel analysis and factor loadings less than 0.3 were suppressed. The results
of the final stage of EFA are shown.
It shows that the indicators load on four different factors. Indicators with factor loadings
less than but very near the recommended cut-off value of 0.4 were not removed.
Indicators C1 to C5 and D1 to D5 load to only one factor. Indicators E1 to E5 and F1 to
F5 also load to only one factor.
The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy was 0.93275, above the
commonly recommended value of 0.6. Bartlett’s test of sphericity was also significant
(χ2(561) = 4799.846, p < .001). Given these overall indicators, factor analysis was
deemed to be suitable.
69
Factor Loading's
Factor
1 2 3 4 Uniqueness
A1 0.74546 0.37366
A2 0.70499 0.44184
A3 0.78189 0.38374
A4 0.75282 0.42971
A5 0.67991 0.43844
A6 0.77933 0.32098
A7 0.86859 0.27681
B1 0.73239 0.42449
B2 0.83812 0.2697
B3 0.68541 0.45172
B4 0.58353 0.39341
B5 0.65219 0.3402
B6 0.81261 0.26811
B7 0.86522 0.23233
C1 0.71730 0.43571
C2 0.81677 0.3312
C3 0.57418 0.46831
C4 0.63926 0.41863
C5 0.81485 0.38606
D1 0.83439 0.46244
D2 0.66421 0.52204
D3 0.55259 0.51462
D4 0.56672 0.51571
D5 0.57103 0.51471
E1 0.72531 0.38832
E2 0.72569 0.39472
E3 0.70914 0.46149
E4 0.76720 0.42459
E5 0.92315 0.31000
F1 0.71201 0.41733
F2 0.43917 0.64368
F3 0.70897 0.47855
F4 0.70752 0.52268
F5 0.72789 0.45018
Note. 'Maximum likelihood' extraction method was used in combination with a 'promax' rotation
70
It shows the consistency reliability statistics. The Cronbach's alpha coefficients are all
above the recommended value of 0.7 showing the instrument to reach acceptable
reliability.
Scale Reliability Statistics

Latent construct Cronbach’s Recommended
α value
Teacher’s Effectiveness 0.917 ≥0.7
Internet Connection 0.923 ≥0.7
Learning Environment 0.885 ≥0.7
Environmental Mastery 0.832 ≥0.7
Personal Growth 0.890 ≥0.7
Positive Relations with Others 0.849 ≥0.7
Confirmatory Factor Analysis (CFA)
As shown in the confirmatory factor analysis also showed an acceptable model fit. All of
the reported fit measures are within the recommended values.
Model Fit Measures
Measure Value Recommended value
CFI 0.902 ≥ 0.85
TLI 0.893 ≥ 0.80
SRMR 0.065 < 0.08
RMSEA 0.066 < 0.08

71
The composite reliabilities were also calculated and shown. The composite scores of all
the factors are within the recommended value suggesting that the items have relatively
high internal consistency.

72
APPENDIX B
LETTERS

Santa Cruz, Campus
March ___, 2021
Dear Sir/Madame,
Good Day!
We are the third-year student of Bachelor of Science in Psychology section 3A.

We sincerely ask for your assistance for validation of questionnaires in our thesis entitled
"THE ONLINE EDUCATION: STUDENTS PSYCHOLOGICAL WELL-BEING
IN NEW NORMAL".
Its purpose is to aim the student’s situations, feeling, thoughts and emotions,
During the Online Education in New Normal. And the relationship of this in the student’s
We are looking forward for your response about this matter. Thank you very
much and God bless.
Very Sincerely,
GLYCELLE D. AGUSTIN

Researchers
Noted by:
EIREEN C. AGOR, Ed.D.

Signature over Printed Name
73

Santa Cruz, Campus
March 25, 2021
Dear Sir/Madame,
Good Day!

IN NEW NORMAL".
much and God bless.
Very Sincerely,
GLYCELLE D. AGUSTIN

Researchers
Noted by:
EDEN V. ARENAS,
74

Santa Cruz, Campus
March 19, 2021
Dear Sir/Madame,
Good Day!

IN NEW NORMAL".
much and God bless.
Very Sincerely,
GLYCELLE D. AGUSTIN

Researchers
Noted by:
LYELLA MAE N. DELGADO, RPm

75
INFORM CONSENT
Dear Respondents,
We, the undersigned researchers from the Department of Psychology at Laguna State
Polytechnic University- Sta. Cruz Campus are conducting a study entitled “THE
ONLINE EDUCATION: STUDENTS PSYCHOLOGICAL WELL-BEING IN
NEW NORMAL".
The study aims to gather data that may answer the following questions: The
demographic profile of the respondents, the level of Psychological Well-being in terms of:
Environmental Mastery, Personal Growth, Positive relations with others. And the
relationship of Online Education and Psychological Well-being. The indicators of Online
Education are Internet Access, Learning Environment, and Teachers Effectiveness.
We would like to ask your innermost cooperation by honestly answering this
questionnaire. All your answers will be kept confidential as well as your identity. This
survey is solely for our practical research class.
Thank you.
GLYCELLE D. AGUSTIN
(Researchers)
76
APPENDIX C
DATA MATRIX
Reliability Test
Positive Relations with Others
RESPONDENTS 1 2 3 4 5 6 7 Total Score

1 4 3 4 3 5 4 3 26
2 3 3 4 4 5 4 4 27
3 4 4 4 5 4 5 3 29
4 4 5 3 4 4 4 4 28
5 3 2 5 2 3 2 2 19
6 4 4 5 3 4 3 4 27
7 4 4 5 4 4 4 4 29
8 4 4 5 4 5 5 5 32
9 5 4 5 4 5 4 4 31
10 3 3 5 4 3 2 4 24
11 4 5 3 4 5 4 4 29
12 3 3 3 2 4 4 3 22
13 5 5 4 5 4 4 4 31
14 5 5 1 5 5 4 5 30
15 4 4 5 3 5 4 4 29
11.84888889
0.462 0.78222 1.26222 0.69333 5.11111111
Variance 22 2 2 0.862222 0.488889 3 0.56 1
Table of variance
n 7
∑si2 5.11
st2 11.84
a 0.663147523
77
Personal Growth
Total
RESPONDENTS 1 2 3 4 5 6 7 Score
1 5 5 3 3 4 5 4 29
2 4 4 4 4 4 2 2 24
3 5 5 1 3 5 5 4 28
4 5 5 1 1 4 5 5 26
5 4 3 3 3 3 4 3 23
6 5 5 4 3 4 4 4 29
7 4 4 3 3 4 4 4 26
8 5 5 5 5 5 5 5 35
9 5 4 4 4 5 4 4 30
10 5 4 1 1 4 5 4 24
11 5 4 1 1 4 4 4 23
12 4 1 1 1 1 2 3 13
13 5 5 2 1 4 4 4 25
14 5 5 2 3 5 5 5 30
15 5 5 3 1 4 5 4 27
22.1155555
6
0.19
Variance 555 1.1288 1.71555 1.71555 0.9333 0.96 0.595556 7.24444444
Table of Variance
n 7
∑si2 7.24
st2 22.11
a 0.784637419
78
Environmental Mastery
Total
1 3 4 3 3 3 2 4 22
2 4 4 4 4 4 2 2 24
3 4 4 4 4 4 3 4 27
4 4 3 4 3 4 1 3 22
5 1 4 3 2 1 3 4 18
6 3 4 3 4 4 1 3 22
7 3 4 4 4 3 3 3 24
8 5 3 4 4 4 3 3 26
9 3 4 4 4 4 3 4 26
10 3 3 3 3 3 2 2 19
11 5 2 4 4 4 1 3 23
12 4 2 3 3 1 1 1 15
13 4 4 4 4 4 3 4 27
14 4 3 4 5 5 2 4 27
15 4 3 3 4 4 1 2 21
11.982
22222
0.5066 0.4888 1.1822 0.72888 0.8622 4.9155
Variance 0.906667 67 0.24 89 22 9 22 55556
Table of Variance
n 7
∑si2 4.91
st2 11.98
a 0.688508625
79
Learning Environment
Total
1 4 4 4 4 4 4 3 23
2 4 4 4 3 3 3 3 24
3 5 4 5 4 3 4 3 28
4 3 3 3 3 3 3 3 21
5 1 1 5 3 3 1 1 15
6 5 3 4 4 4 3 3 26
7 4 4 3 4 4 4 4 27
8 5 3 4 4 4 3 3 26
9 5 4 5 4 4 4 3 29
10 4 4 3 3 3 4 3 24
11 5 4 4 5 4 5 4 31
12 4 3 3 2 3 4 3 22
13 5 4 4 4 4 5 5 31
14 4 5 2 5 5 4 4 29
15 5 4 3 4 4 3 3 26
16.51555
556
1.0933 0.7733 0.7288 0.5955 0.37244 0.9066 0.6933 5.163560
Variance 33 33 89 56 898 67 33 091
Table of Variance
n 7
∑si2 5.16
st2 16.51
a 0.802039168
80
Internet Connection
RESPONDENTS 1 2 3 4 5 6 7 Total Score

1 4 4 4 3 3 3 4 25
2 4 4 4 3 3 3 4 25
3 5 5 4 3 4 4 4 29
4 3 3 4 3 3 3 3 22
5 2 3 4 2 1 1 1 14
6 5 5 5 4 4 5 5 33
7 3 4 3 3 3 3 3 22
8 4 4 4 5 4 4 4 29
9 4 4 5 3 4 3 4 27
10 4 5 4 3 3 4 4 27
11 5 5 5 4 4 4 5 32
12 4 4 5 3 4 5 4 29
13 4 4 4 4 3 4 4 27
14 5 5 5 5 5 5 5 35
15 4 5 5 3 4 4 4 29
24.53333333
Variance 0.67 0.46 0.36 0.64 0.78 1.02 0.92 4.84
Table of Variance
n 7
si2 4.84
st2 24.53
a 0.936472347
81
Teachers Effectiveness
Total
1 4 4 3 5 4 5 5 30
2 4 4 4 3 3 4 4 26
3 4 5 3 4 4 3 4 27
4 4 4 4 3 4 4 4 27
5 3 3 3 4 4 4 3 24
6 4 4 5 5 4 4 4 30
7 4 4 4 4 4 4 4 28
8 4 4 4 5 4 4 4 29
9 4 5 4 3 3 4 3 26
10 4 3 3 3 4 4 4 25
11 5 3 2 3 3 4 3 23
12 2 1 2 5 3 3 3 19
13 5 4 3 4 4 5 4 29
14 5 4 4 5 5 5 5 33
15 5 4 4 5 5 5 5 33
12.86
Variance 0.60 0.86 0.65 0.73 0.38 0.38 0.46 4.06
Table of Variance
n 7
∑si2 4.06
st2 12.86
a 0.798341109
82
TEACHERS EFFECTIVENESS
RESPONDENTS Q1 Q2 Q3 Q4 Q5 Q6 Q7
1 4 3 4 5 4 5 4
2 4 4 3 5 4 4 4
3 4 3 3 3 3 3 4
4 2 1 2 2 1 2 1
5 5 4 4 5 5 5 4
6 2 2 2 2 2 2 2
7 4 4 4 4 4 4 4
8 4 5 5 5 5 5 5
9 5 4 5 5 5 5 4
10 5 3 3 3 5 5 3
11 5 3 3 3 5 5 3
12 4 5 4 3 4 4 3
13 3 3 3 3 3 3 3
14 3 4 4 4 3 4 4
15 4 4 4 4 5 4 5
16 3 3 3 4 4 4 3
17 4 4 4 4 4 4 4
18 3 4 2 4 2 3 4
19 4 4 3 5 3 3 3
20 4 4 4 4 4 5 5
21 5 5 4 5 5 5 5
22 4 5 4 5 3 4 4
23 4 5 4 4 4 4 4
24 4 4 4 4 4 4 4
25 5 5 5 5 5 5 5
26 4 4 3 4 4 4 4
27 5 5 5 5 5 5 5
28 5 4 4 4 5 5 5
29 2 3 3 3 3 2 3
30 4 4 4 4 4 3 4
31 3 3 2 2 3 3 3
32 4 3 3 3 3 3 3
33 4 3 3 4 3 4 4
34 4 5 4 5 5 5 5
35 5 4 5 4 5 4 4
36 4 3 3 5 4 4 4
37 5 5 5 5 4 4 4
38 4 4 4 4 4 4 4
83
39 5 5 5 5 5 5 5
40 4 4 4 4 5 4 4
41 5 5 5 4 4 5 5
42 4 4 4 4 4 4 4
43 3 2 1 1 2 2 2
44 5 5 4 4 5 5 5
45 3 3 4 4 4 4 4
46 4 3 3 4 3 3 3
47 5 4 4 4 4 4 5
48 4 4 4 5 5 5 5
49 4 4 5 5 5 4 5
50 5 5 5 5 5 5 5
51 4 4 3 4 3 5 4
52 3 4 3 5 5 4 4
53 2 2 2 3 3 3 3
54 2 3 3 3 2 3 3
55 4 2 3 4 5 4 3
56 5 5 5 5 5 5 5
57 5 4 4 5 5 5 5
58 4 3 3 4 4 4 4
59 4 4 3 5 4 4 4
60 2 2 2 3 3 2 2
61 4 3 4 2 3 3 3
62 4 4 3 4 3 4 3
63 3 3 3 3 3 3 3
64 4 3 2 4 4 3 3
65 3 4 4 5 5 5 5
66 5 5 5 5 5 5 4
67 4 4 3 3 4 4 4
68 3 3 3 5 4 4 3
69 5 4 4 4 5 5 5
70 5 4 4 4 5 4 5
71 4 4 3 4 3 4 3
72 3 3 3 3 3 5 5
73 4 4 3 3 3 3 4
74 3 3 4 3 3 4 4
75 2 1 2 1 1 1 1
76 4 3 4 3 4 3 3
77 4 4 3 5 5 5 5
78 4 4 3 5 4 5 5
84
79 3 1 2 4 5 2 3
80 3 4 4 3 4 4 2
81 5 4 4 4 4 4 5
82 3 2 3 4 4 4 3
83 5 5 3 3 2 4 4
84 4 4 3 5 5 4 4
85 4 4 3 3 4 4 3
86 5 5 4 5 5 5 5
87 5 4 4 5 5 4 4
88 2 2 1 3 3 4 2
89 4 3 5 5 5 4 5
90 4 3 4 5 4 4 3
91 5 5 5 5 5 5 5
92 3 5 3 5 5 3 3
93 3 3 2 4 4 3 3
94 4 3 3 4 3 4 3
95 5 4 4 4 5 5 5
96 4 4 4 4 3 3 3
97 4 2 3 4 3 4 4
98 4 4 4 3 4 4 3
99 4 3 4 4 5 5 4
100 3 4 3 5 4 4 4
101 5 5 5 5 5 5 5
102 4 3 4 5 5 5 4
103 4 5 4 4 5 4 4
104 5 4 4 5 4 5 4
105 5 3 4 4 4 4 4
106 4 4 3 4 5 3 5
107 4 4 4 5 5 5 4
108 5 5 5 5 5 5 5
109 3 3 3 3 3 4 3
110 5 4 3 4 4 4 3
111 2 3 3 3 3 2 3
112 4 4 4 4 4 4 4
113 4 3 4 4 4 3 3
114 4 4 3 4 3 3 4
115 4 4 4 4 5 4 3
116 4 4 4 4 4 4 4
117 4 4 4 3 3 4 3
118 3 3 3 3 3 3 3
85
119 3 1 3 3 3 4 3
120 3 3 3 5 1 5 5
121 3 2 3 3 3 2 2
122 5 2 4 4 3 3 4
123 5 5 5 4 4 4 4
124 4 4 4 4 4 4 4
125 5 5 5 5 5 5 5
126 5 4 4 5 5 5 5
127 5 5 4 5 5 5 4
128 4 4 4 5 5 4 4
129 3 4 4 5 5 5 5
130 3 3 1 3 3 4 3
131 4 4 4 5 4 4 4
132 4 3 3 4 3 4 3
133 5 5 5 5 5 5 5
134 5 5 5 5 5 5 5
135 3 3 3 2 3 2 3
136 3 4 3 3 2 4 3
137 4 3 3 4 3 4 4
138 4 3 4 5 5 5 4
139 5 5 5 5 5 5 5
140 5 3 3 2 3 4 5
141 2 1 1 1 1 2 2
142 4 3 2 3 3 3 3
143 3 3 3 5 5 4 3
144 4 4 5 4 5 4 4
145 5 5 4 5 3 5 5
146 4 5 4 4 5 5 4
147 4 4 4 4 4 5 5
148 5 5 5 5 5 5 5
149 5 5 5 5 5 5 5
150 5 4 5 5 5 5 5
151 3 4 2 4 3 5 4
152 4 3 3 4 4 4 3
153 4 5 4 4 4 5 4
154 4 4 4 5 3 3 4
155 4 3 3 4 4 4 4
156 4 3 4 3 3 3 3
157 4 4 3 5 5 4 4
158 4 4 3 5 4 5 4
86
159 4 4 4 3 3 5 5
160 4 3 4 4 3 4 4
161 3 5 3 4 3 5 4
162 4 1 3 5 5 5 5
163 5 4 5 5 5 5 5
164 4 3 3 5 3 4 4
165 4 4 4 4 4 4 4
166 3 3 4 4 4 4 4
167 5 4 5 5 5 5 5
168 4 4 4 5 5 5 4
169 4 4 4 4 4 4 4
170 5 5 5 5 5 5 5
171 5 5 5 5 5 5 5
172 5 5 5 5 5 5 5
173 4 3 4 5 4 4 5
174 3 4 4 5 5 4 3
175 3 2 4 4 3 4 4
176 4 5 3 5 4 5 4
177 3 2 3 5 3 5 3
178 2 2 3 2 2 2 2
179 5 5 5 5 5 5 5
180 4 3 5 4 3 4 4
181 5 4 4 5 3 5 4
182 5 4 5 5 4 5 5
183 5 5 5 5 5 5 5
184 4 4 3 3 3 4 4
185 5 4 4 5 5 5 5
186 4 4 4 4 3 4 4
187 5 5 5 5 5 5 5
188 3 2 4 5 3 4 4
189 4 3 3 4 4 3 4
190 4 4 4 4 4 5 5
191 4 4 4 4 4 4 4
192 5 4 4 5 5 4 4
193 4 3 1 3 4 3 2
194 5 5 5 4 5 5 5
195 4 4 5 4 4 4 4
196 4 4 4 5 3 4 4
197 5 4 5 5 5 5 5
198 4 4 3 3 3 4 4
199 3 3 3 3 3 4 4
200 3 3 3 3 3 3 3
87
OVERALL
MEAN 3.92
SD 0.93
INTERNET CONNECTION
1 3 4 4 4 4 4 4
2 5 4 5 3 4 4 4
3 3 3 3 3 3 2 5
4 3 2 1 2 2 3 2
5 4 5 5 4 4 4 5
6 3 3 4 3 4 5 3
7 3 3 5 5 3 4 3
8 4 5 5 4 4 5 5
9 3 4 4 3 3 3 3
10 2 2 2 2 3 2 3
11 2 4 4 5 5 4 4
12 4 5 5 4 4 5 5
13 2 3 2 2 2 3 3
14 4 5 5 3 3 4 4
15 4 5 4 3 3 3 4
16 2 2 4 3 3 2 2
17 3 3 3 3 3 3 3
18 1 2 3 2 1 1 2
88
19 1 2 2 2 2 2 1
20 3 4 4 4 4 4 4
21 3 4 5 4 4 3 3
22 4 3 4 3 4 3 3
23 5 4 4 4 4 4 4
24 3 3 3 3 3 3 3
25 5 5 5 5 5 5 5
26 3 4 4 4 3 3 4
27 5 5 5 5 5 5 5
28 2 4 4 3 4 3 3
29 4 3 3 3 3 4 4
30 2 3 4 3 3 4 4
31 3 3 1 3 3 2 2
32 3 3 3 3 3 3 3
33 3 4 3 3 3 3 3
34 4 4 4 4 4 4 4
35 4 5 4 5 4 5 5
36 3 4 5 4 3 2 4
37 4 4 4 4 4 4 4
38 5 5 5 4 4 5 5
39 3 4 4 4 4 4 4
40 3 4 4 3 3 3 3
41 4 4 5 4 5 4 5
42 4 3 4 4 4 3 3
43 2 3 3 2 1 2 2
44 4 5 5 5 5 4 4
45 2 2 2 3 2 2 2
89
46 3 4 4 3 4 3 4
47 5 5 5 5 5 5 5
48 3 4 4 4 3 3 3
49 5 5 5 4 5 5 5
50 4 5 5 5 5 5 5
51 1 2 3 3 2 3 3
52 3 3 3 3 3 3 3
53 3 3 3 3 3 3 3
54 4 4 4 2 2 4 4
55 2 3 5 3 3 4 4
56 5 5 5 5 5 5 5
57 4 3 3 4 3 4 4
58 4 4 4 3 3 3 3
59 4 3 4 3 1 4 4
60 1 2 3 2 2 2 2
61 4 4 4 4 4 4 4
62 4 3 4 3 4 4 4
63 3 3 3 3 3 3 3
64 3 3 4 3 2 4 3
65 4 4 4 3 3 4 3
66 3 3 3 4 3 3 3
67 2 3 4 3 3 2 2
68 2 2 5 2 2 2 3
69 4 5 5 5 5 5 5
70 4 4 4 5 4 4 4
71 4 4 5 4 4 5 4
72 2 3 3 3 3 3 3
90
73 3 4 4 2 2 3 3
74 5 5 4 4 4 3 5
75 1 3 5 1 1 1 1
76 3 3 4 3 3 4 3
77 4 5 5 3 5 5 5
78 3 3 5 2 3 3 2
79 5 5 5 5 5 5 5
80 4 3 4 3 3 4 4
81 4 5 5 5 4 4 4
82 2 3 3 3 2 2 2
83 3 3 3 1 1 3 3
84 3 5 4 5 4 4 3
85 4 5 4 4 4 5 4
86 4 5 4 3 3 4 4
87 4 5 4 4 4 4 4
88 3 4 3 2 2 3 4
89 4 4 3 3 3 4 4
90 4 5 5 4 5 5 5
91 3 3 4 3 2 3 2
92 3 4 4 3 4 3 3
93 4 2 3 3 4 3 4
94 4 4 4 3 3 3 4
95 3 4 5 4 3 4 4
96 3 4 5 4 3 4 4
97 5 5 5 3 2 4 4
98 3 3 4 3 3 3 3
99 3 3 4 1 3 2 2
91
100 3 4 3 2 3 3 3
101 3 4 4 4 3 3 3
102 4 4 5 3 4 5 4
103 3 4 5 4 4 5 4
104 3 3 4 3 3 3 4
105 3 3 4 4 3 4 4
106 3 3 4 2 2 3 2
107 4 4 4 4 4 4 4
108 5 5 5 5 5 5 5
109 5 5 5 4 4 4 5
110 3 3 3 3 4 3 2
111 2 2 2 3 3 3 3
112 4 4 4 4 4 4 4
113 2 3 4 2 2 3 3
114 4 4 3 4 4 4 4
115 3 4 4 3 3 3 4
116 3 4 4 3 3 3 3
117 4 4 4 3 3 3 4
118 2 3 4 3 2 3 3
119 3 4 3 3 4 3 4
120 5 5 5 4 4 4 5
121 4 4 4 4 2 3 5
122 4 3 4 3 3 3 4
123 3 3 3 3 3 3 3
124 2 2 3 3 2 2 2
125 5 5 5 5 5 5 5
126 3 4 5 4 4 4 4
92
127 3 4 4 3 3 3 3
128 3 4 4 3 3 4 3
129 4 4 5 4 3 4 4
130 4 4 4 4 4 4 4
131 4 4 4 3 3 4 4
132 3 4 4 3 4 3 3
133 5 5 5 4 4 5 4
134 3 4 4 4 4 4 4
135 3 3 2 4 3 3 3
136 3 3 5 3 2 3 5
137 4 4 4 4 4 4 4
138 5 5 5 4 5 5 5
139 5 5 5 5 5 5 5
140 4 4 4 3 4 4 4
141 2 2 1 2 2 2 2
142 3 3 3 2 2 2 1
143 3 5 4 4 4 4 4
144 4 4 4 4 3 4 4
145 4 4 4 4 4 4 4
146 4 4 5 3 4 4 5
147 5 5 5 4 4 5 5
148 3 4 4 4 3 4 4
149 4 5 5 4 4 4 4
150 4 4 5 3 4 3 4
151 2 2 3 1 1 1 1
152 3 5 4 5 5 4 5
153 2 3 4 3 3 3 3
93
154 3 3 4 4 3 4 4
155 3 3 3 3 2 3 3
156 3 3 3 3 3 3 3
157 3 3 4 3 4 4 3
158 3 4 4 3 3 4 4
159 5 5 5 5 4 5 5
160 4 4 5 3 3 3 3
161 1 2 3 3 2 3 3
162 3 4 5 3 3 3 4
163 4 5 5 5 5 5 5
164 3 4 5 4 5 5 5
165 4 4 4 4 3 4 4
166 3 3 3 3 4 4 3
167 4 4 4 4 4 4 4
168 3 3 4 4 3 3 3
169 3 3 4 3 4 4 4
170 4 4 4 4 4 4 5
171 2 3 5 3 4 4 4
172 4 4 5 4 4 5 4
173 4 5 5 3 3 5 4
174 4 4 5 4 4 4 4
175 3 3 4 2 2 3 3
176 5 5 5 5 4 4 5
177 4 4 5 3 4 3 4
178 2 2 2 3 2 2 2
179 3 4 5 4 4 4 4
180 3 2 4 3 2 2 3
94
181 5 3 4 4 4 3 3
182 3 4 4 4 3 3 3
183 3 2 5 2 2 4 3
184 4 4 4 4 4 4 4
185 2 4 4 4 4 4 3
186 4 3 3 2 2 2 3
187 4 4 4 4 3 3 3
188 3 5 5 4 4 5 4
189 3 3 4 4 3 4 4
190 4 5 4 3 4 4 4
191 4 4 4 3 4 3 3
192 4 4 4 4 4 3 3
193 3 1 4 1 1 2 1
194 4 5 5 4 4 5 4
195 3 3 5 3 3 3 3
196 2 4 4 3 3 4 4
197 5 5 5 4 5 5 4
198 3 3 4 4 3 3 3
199 3 3 3 2 3 3 3
200 3 3 3 3 3 3 3
OVERALL
MEAN 3.58
SD 0.95
95
LEARNING ENVIRONMENT
1 3 3 3 3 3 3 3
2 5 4 4 4 4 5 5
3 3 2 4 3 3 1 1
4 3 3 3 2 2 2 3
5 5 3 3 4 4 5 3
6 3 1 5 3 3 3 1
7 3 4 2 3 3 3 3
8 5 5 4 5 5 5 4
9 2 2 4 3 3 2 2
10 2 2 4 4 3 2 1
11 3 3 5 4 5 4 5
12 4 4 2 4 4 4 3
13 3 3 5 3 3 2 1
14 1 1 5 4 4 2 1
15 4 3 4 4 4 3 3
16 2 3 4 3 3 2 2
17 3 3 3 3 3 3 3
18 1 1 2 1 1 1 2
19 1 2 3 3 3 2 2
20 3 3 4 4 4 4 4
21 4 4 4 4 3 4 3
22 3 4 5 4 4 3 4
23 4 3 4 4 4 4 4
24 2 2 2 2 2 2 2
25 5 5 5 5 5 5 5
26 5 3 5 4 4 4 3
27 5 5 5 5 5 5 5
28 3 3 3 3 4 3 3
29 1 2 3 3 1 1 3
30 2 1 5 2 3 2 1
31 3 1 5 4 4 3 5
32 3 3 3 3 3 3 3
33 3 3 4 4 3 3 3
34 3 3 4 4 5 4 3
35 4 4 5 5 3 4 4
96
36 2 3 4 3 3 4 1
37 3 3 3 3 3 3 3
38 4 3 3 4 4 4 4
39 3 3 3 3 3 3 3
40 4 4 3 4 4 3 4
41 5 4 5 4 5 5 5
42 3 3 4 4 4 4 3
43 2 2 1 2 2 2 2
44 4 4 4 4 4 4 4
45 4 4 4 4 4 5 4
46 4 3 4 4 3 4 4
47 4 4 5 4 5 3 5
48 2 4 4 4 4 4 1
49 5 4 4 4 4 4 3
50 2 2 2 5 2 1 2
51 1 5 5 4 3 2 2
52 4 4 3 4 4 4 3
53 3 3 3 3 3 3 3
54 5 1 5 2 4 5 2
55 5 5 1 4 3 4 3
56 5 5 5 5 4 4 4
57 3 3 3 4 4 4 4
58 4 2 4 3 2 2 2
59 5 5 2 3 4 4 4
60 1 1 2 2 1 1 2
61 5 5 3 3 4 4 5
62 4 3 4 3 3 4 4
63 3 3 3 3 3 3 3
64 3 1 2 3 2 1 1
65 4 4 4 4 3 4 5
66 3 3 4 3 3 4 3
67 3 2 4 3 3 3 2
68 3 3 4 3 4 3 3
69 4 4 4 4 4 4 4
70 4 5 5 5 4 4 4
71 4 3 4 4 3 3 2
72 3 5 5 5 4 3 3
73 1 2 2 3 2 2 2
74 5 3 3 4 3 4 4
75 1 1 5 1 1 1 1
97
76 3 3 3 4 3 3 4
77 5 5 3 4 4 4 4
78 5 3 5 2 2 5 2
79 5 5 3 5 5 5 3
80 1 1 5 3 3 3 3
81 5 4 4 4 4 3 3
82 1 1 5 1 2 1 1
83 1 3 4 4 3 4 4
84 4 3 4 5 4 3 3
85 5 5 3 4 4 5 4
86 5 4 5 5 5 4 3
87 5 4 4 4 4 5 5
88 5 4 3 5 4 5 3
89 5 3 3 4 4 3 5
90 5 4 4 5 5 4 4
91 4 2 5 2 5 3 2
92 5 5 4 4 4 4 4
93 5 5 3 3 4 5 5
94 1 1 4 3 3 1 1
95 3 3 3 4 4 4 3
96 4 3 3 3 3 3 1
97 3 4 5 4 4 5 4
98 3 3 4 3 3 3 3
99 3 4 4 4 4 4 3
100 5 4 4 4 4 3 4
101 3 3 5 3 3 3 1
102 5 4 5 4 4 4 2
103 3 4 4 4 4 3 3
104 3 3 4 4 3 4 4
105 5 3 4 2 3 4 2
106 4 3 4 3 3 2 2
107 4 4 3 4 4 5 3
108 5 5 2 3 4 5 5
109 5 4 3 5 5 5 3
110 3 2 4 3 2 2 3
111 3 3 3 3 3 3 3
112 4 4 4 4 4 4 4
113 3 2 5 4 3 2 1
114 4 3 4 5 4 3 4
115 4 4 2 5 4 3 2
98
116 3 3 4 4 4 4 3
117 1 3 4 3 4 1 3
118 1 1 5 1 1 1 1
119 3 1 5 2 3 3 2
120 4 3 5 5 4 4 5
121 5 4 4 3 3 3 2
122 4 4 4 4 4 4 4
123 4 4 4 3 4 3 3
124 1 1 5 2 1 1 1
125 4 5 5 4 4 4 4
126 4 4 4 4 4 4 5
127 4 3 5 3 3 3 3
128 3 3 4 4 3 3 1
129 5 4 5 4 1 4 1
130 4 4 5 2 4 4 1
131 3 3 4 4 4 3 3
132 2 3 4 3 3 3 3
133 3 3 4 4 5 4 3
134 4 4 4 4 4 4 4
135 4 4 2 3 3 4 4
136 5 3 5 4 4 3 3
137 2 3 3 3 3 3 3
138 3 3 5 2 2 2 1
139 4 5 5 5 5 5 5
140 1 1 3 3 1 1 1
141 3 3 1 4 3 3 4
142 2 1 5 2 3 2 2
143 4 4 4 4 4 4 4
144 3 3 3 3 3 2 3
145 5 4 4 4 4 4 4
146 3 4 4 3 5 3 4
147 5 5 1 4 4 5 3
148 4 5 5 4 4 4 4
149 3 3 5 4 4 3 3
150 3 4 4 4 4 4 2
151 1 1 5 1 1 1 1
152 5 3 3 5 5 5 4
153 3 3 3 3 3 3 2
154 4 4 3 3 4 4 3
155 2 2 5 3 3 2 2
99
156 3 3 3 3 3 3 3
157 3 3 3 3 3 2 2
158 3 4 4 4 4 3 4
159 3 4 2 5 5 3 3
160 3 3 3 4 4 3 3
161 4 3 3 3 4 4 5
162 2 2 5 2 3 2 3
163 5 5 5 5 5 4 5
164 3 3 5 4 4 4 4
165 4 4 3 2 3 4 3
166 2 2 4 3 2 3 2
167 5 5 5 5 5 5 5
168 3 3 4 4 3 3 2
169 4 4 3 3 3 4 3
170 3 4 4 5 4 4 4
171 1 2 3 3 3 4 3
172 4 3 5 4 4 2 2
173 3 3 4 4 4 3 3
174 5 5 1 4 4 5 5
175 1 1 5 4 2 1 1
176 4 5 5 4 5 3 4
177 4 4 4 3 4 4 3
178 2 2 1 2 2 2 4
179 2 2 5 4 4 4 5
180 4 3 5 3 3 4 2
181 2 2 3 2 3 3 2
182 3 3 4 4 4 4 3
183 2 3 5 5 5 4 2
184 4 4 4 4 4 4 4
185 4 4 4 4 4 4 4
186 2 2 3 3 3 2 2
187 4 5 5 4 4 4 4
188 2 3 4 4 4 1 4
189 3 3 4 4 3 4 3
190 4 3 4 3 4 3 3
191 4 3 4 3 3 4 3
192 2 3 3 3 3 3 3
193 3 1 2 3 3 3 3
194 4 4 3 4 4 4 3
195 5 4 5 4 3 5 4
100
196 3 3 3 4 3 2 2
197 5 4 4 4 4 4 4
198 2 3 4 3 4 3 3
199 3 4 4 3 3 3 4
200 3 3 3 3 3 3 3
OVERALL
MEAN 3.38
SD 1.06
ENVIRONMENTAL MASTERY
1 4 3 5 4 3 2 4
2 5 3 3 3 2 2 3
3 3 3 4 3 3 2 3
4 2 2 2 2 2 4 4
5 4 3 4 4 4 1 5
6 2 3 2 2 2 4 3
7 1 1 5 3 4 3 5
8 5 4 4 4 5 2 2
9 3 3 3 5 4 3 2
10 2 3 3 3 3 3 3
11 5 4 4 4 4 4 4
12 4 3 4 5 5 1 2
13 3 2 2 2 2 2 5
14 1 3 3 4 3 4 5
15 4 3 4 3 2 3 3
16 3 3 3 4 4 4 4
17 3 3 3 3 3 3 3
18 3 2 2 2 1 2 2
19 3 3 3 4 4 4 4
20 4 3 3 3 4 3 4
21 4 4 4 3 3 3 4
22 3 3 4 4 4 4 4
23 4 4 4 4 4 4 4
24 3 3 3 3 2 3 3
25 5 5 5 5 5 5 5
26 5 3 4 3 4 2 4
101
27 5 5 5 5 5 5 5
28 4 4 4 4 3 2 4
29 3 4 4 4 3 3 4
30 4 3 3 2 3 1 3
31 3 3 3 3 3 3 3
32 3 3 3 3 3 3 3
33 3 3 3 3 3 3 4
34 3 3 3 4 3 4 3
35 4 5 4 5 4 4 4
36 3 3 3 3 3 2 3
37 3 3 3 3 3 3 3
38 4 3 4 4 4 3 3
39 3 3 3 3 3 3 3
40 4 3 4 3 4 3 4
41 5 4 5 4 5 4 4
42 4 3 4 4 4 3 4
43 4 3 5 1 4 2 2
44 4 4 4 4 4 4 4
45 5 5 4 4 5 4 5
46 4 4 4 4 3 4 3
47 5 3 5 4 5 3 4
48 3 4 4 4 3 4 4
49 3 3 4 5 5 1 4
50 3 3 3 3 4 1 5
51 5 5 5 5 5 1 3
52 5 3 4 4 2 2 3
53 3 3 3 3 3 3 3
54 3 1 2 3 2 2 2
55 4 3 4 4 4 1 4
56 4 3 4 3 4 1 3
57 4 4 4 4 3 4 4
58 4 3 4 3 4 4 4
59 4 4 4 3 4 3 2
60 3 1 1 1 2 5 5
61 4 3 3 3 4 3 3
62 4 3 4 3 4 4 5
63 3 3 3 3 3 3 3
64 3 3 3 4 3 3 4
65 4 4 5 4 5 2 4
66 4 3 3 4 4 4 3
102
67 3 4 3 3 3 3 4
68 3 2 3 4 3 3 4
69 4 4 4 4 4 4 4
70 4 4 4 4 4 5 5
71 3 2 4 5 2 2 3
72 4 4 4 3 4 3 4
73 3 4 3 3 3 3 3
74 4 3 4 4 3 4 4
75 2 2 1 1 1 4 4
76 3 3 3 4 3 3 4
77 4 3 4 4 4 3 3
78 2 4 4 4 5 2 4
79 3 4 4 4 4 2 4
80 4 3 3 4 3 3 3
81 4 4 4 4 4 4 4
82 1 2 3 2 3 1 3
83 4 4 4 3 4 4 3
84 4 3 4 4 4 2 4
85 4 4 4 5 4 5 3
86 4 4 4 4 4 4 4
87 4 4 4 4 4 2 4
88 3 4 4 3 4 3 5
89 5 5 4 3 3 4 4
90 4 3 4 3 4 1 3
91 5 3 4 3 3 2 3
92 4 4 5 4 4 3 4
93 4 4 4 4 5 2 3
94 3 3 3 3 3 4 4
95 5 4 4 4 5 5 4
96 3 3 3 3 3 3 3
97 4 2 3 2 3 1 4
98 3 3 3 3 4 1 3
99 3 3 4 3 4 2 4
100 4 4 3 4 3 3 3
101 4 4 4 4 3 2 3
102 4 4 4 4 3 4 4
103 3 4 3 3 3 3 3
104 3 3 3 4 4 3 4
105 3 3 4 3 2 3 4
106 4 3 4 2 2 3 2
103
107 3 4 4 4 4 4 4
108 3 4 3 3 3 3 3
109 4 4 5 5 4 2 3
110 3 3 3 4 4 5 4
111 3 3 3 3 3 3 3
112 4 3 4 3 4 4 4
113 2 2 3 3 2 1 3
114 4 4 4 5 4 3 4
115 4 3 4 4 4 2 4
116 4 4 4 4 4 4 4
117 3 3 3 4 3 3 3
118 1 2 3 2 2 1 4
119 2 4 4 3 4 5 3
120 1 2 4 3 5 1 5
121 2 2 3 3 3 2 4
122 4 4 4 4 4 4 4
123 4 4 4 4 3 3 4
124 3 2 4 2 5 1 3
125 4 5 4 4 5 5 4
126 4 4 4 3 3 3 3
127 4 3 3 3 4 4 3
128 4 4 3 3 4 4 4
129 4 4 4 4 4 4 4
130 2 4 4 4 3 5 5
131 4 4 4 4 4 4 4
132 3 2 2 3 3 2 2
133 4 5 4 4 4 3 4
134 4 4 4 4 4 4 4
135 3 4 4 4 4 3 3
136 4 2 2 3 3 2 3
137 3 3 3 3 3 4 4
138 2 3 4 2 2 4 4
139 4 4 4 4 5 4 4
140 3 1 2 3 2 3 2
141 3 3 2 2 3 2 2
142 2 2 3 3 3 3 3
143 4 4 4 4 4 3 4
144 4 3 4 4 4 4 4
145 5 5 5 4 4 3 4
146 1 3 3 4 3 2 4
104
147 1 5 4 5 5 1 3
148 4 4 5 4 4 4 4
149 4 4 5 4 4 4 4
150 4 4 5 4 3 2 3
151 3 1 1 1 1 2 4
152 4 5 4 5 5 3 3
153 4 4 4 3 5 3 3
154 4 3 5 4 3 4 4
155 3 3 3 3 3 3 3
156 4 4 3 3 2 2 3
157 3 4 4 3 3 4 3
158 4 5 4 3 4 3 4
159 3 5 4 4 4 2 4
160 3 3 4 4 3 3 3
161 3 3 4 3 5 4 3
162 3 3 3 3 3 2 3
163 5 5 5 5 5 5 5
164 5 3 4 4 3 3 5
165 2 2 3 3 4 3 4
166 4 4 3 3 4 3 4
167 5 5 5 5 5 5 5
168 3 3 4 3 3 3 4
169 4 4 4 4 4 4 4
170 4 4 4 4 5 5 4
171 3 3 3 3 3 3 3
172 3 4 3 4 3 3 4
173 4 3 3 3 3 4 4
174 4 4 4 4 3 2 2
175 4 2 3 2 2 2 2
176 4 4 4 4 4 3 5
177 3 3 3 2 3 2 4
178 2 3 3 3 3 4 3
179 4 4 4 4 4 4 4
180 5 3 4 3 2 3 4
181 2 3 2 2 4 1 4
182 4 4 4 4 4 4 4
183 3 3 3 3 4 1 3
184 3 4 4 4 3 2 3
185 3 4 5 4 4 3 5
186 3 3 3 3 3 3 3
105
187 3 4 4 4 4 4 4
188 3 4 5 3 4 4 3
189 3 4 4 4 3 2 2
190 4 4 4 4 3 3 3
191 3 4 4 4 3 3 3
192 3 3 4 3 4 2 3
193 5 3 1 4 1 2 5
194 5 5 5 4 4 1 3
195 4 4 4 4 4 4 4
196 3 4 4 4 4 4 5
197 4 4 4 4 4 3 4
198 4 4 4 3 4 3 4
199 3 3 3 3 3 1 3
200 3 3 3 3 3 3 3
OVERALL
MEAN 3.41
SD 0.94
106
PERSONAL GROWTH
1 5 5 2 2 4 5 4
2 5 2 4 5 2 3 3
3 5 5 4 4 3 4 3
4 2 2 4 4 2 2 2
5 4 4 4 1 4 4 4
6 4 3 5 2 3 5 3
7 5 5 3 5 5 4 4
8 5 5 1 1 5 5 5
9 4 4 1 4 5 5 5
10 5 5 1 3 4 4 4
11 5 5 5 4 4 4 4
12 5 4 1 4 4 5 5
13 5 3 5 2 4 4 4
14 5 4 5 1 4 5 5
15 5 4 3 3 4 4 3
16 5 3 2 4 3 5 2
17 4 4 4 4 4 4 4
18 4 2 5 4 5 3 3
19 5 5 3 2 5 5 5
20 5 5 3 2 5 4 4
21 5 5 3 2 5 5 5
22 4 5 5 4 5 5 4
23 5 4 4 4 4 4 4
24 4 4 2 3 4 4 4
25 5 5 5 5 5 5 5
107
26 5 5 4 3 5 5 5
27 5 5 5 5 5 5 5
28 5 5 4 3 5 4 4
29 3 1 3 5 1 1 1
30 3 4 4 4 4 4 4
31 1 1 1 3 1 1 2
32 3 3 3 3 3 3 3
33 5 4 2 2 5 5 4
34 5 5 4 1 4 5 5
35 5 5 5 4 4 4 4
36 5 4 3 3 4 5 3
37 5 5 2 2 4 4 5
38 5 4 2 1 4 4 4
39 4 4 4 4 4 4 4
40 4 5 4 3 4 4 4
41 5 5 5 1 5 5 5
42 5 4 3 3 4 4 4
43 5 5 5 2 4 5 5
44 5 5 5 5 5 5 5
45 5 4 4 4 5 4 4
46 5 4 5 4 4 4 3
47 5 5 1 3 5 5 4
48 5 5 3 4 5 4 4
49 5 5 3 4 5 5 5
50 5 5 1 1 5 5 5
51 5 5 2 1 5 5 5
52 4 3 5 3 1 5 3
108
53 3 3 3 3 2 2 2
54 5 5 4 1 4 5 4
55 5 5 1 4 5 4 5
56 4 5 3 3 5 5 4
57 5 5 5 4 5 5 5
58 5 5 3 2 4 4 4
59 5 5 5 5 5 4 5
60 3 5 3 1 5 5 5
61 4 5 3 3 4 4 4
62 4 3 3 4 4 3 4
63 3 3 3 3 3 3 3
64 5 4 1 1 4 5 4
65 5 5 3 3 4 5 4
66 5 5 1 1 5 5 5
67 4 4 4 3 4 4 4
68 4 5 4 3 4 4 3
69 5 5 5 5 5 5 5
70 5 5 5 5 4 4 4
71 5 5 3 3 4 5 3
72 4 5 4 4 3 4 3
73 5 4 3 3 4 4 4
74 4 3 4 1 5 5 5
75 5 1 1 2 2 4 2
76 3 3 3 3 3 4 3
77 5 5 3 3 5 5 4
78 5 4 5 2 4 5 5
79 5 4 3 4 3 4 5
109
80 5 4 5 3 4 4 4
81 5 5 1 1 5 5 4
82 5 4 5 2 4 5 2
83 4 4 4 4 5 4 4
84 5 5 2 2 5 5 5
85 4 4 3 3 4 3 4
86 4 5 4 3 5 5 5
87 5 5 1 1 5 5 5
88 5 5 2 3 5 5 5
89 4 4 5 4 3 4 4
90 5 4 3 3 3 4 3
91 5 5 4 3 5 5 5
92 5 5 3 2 5 5 5
93 5 5 3 3 5 5 5
94 5 5 3 3 3 3 4
95 5 5 4 5 4 5 5
96 4 4 4 4 4 4 4
97 4 4 2 2 4 4 4
98 5 5 2 2 4 5 4
99 5 5 3 1 5 5 5
100 5 4 2 3 4 4 4
101 5 5 3 2 5 5 5
102 5 5 2 2 4 4 4
103 4 3 5 5 5 5 5
104 4 5 4 2 5 4 4
105 5 3 3 4 3 5 3
106 4 4 3 1 5 4 4
110
107 4 4 4 4 4 4 4
108 5 5 2 1 5 5 5
109 5 5 2 3 5 5 5
110 3 4 5 4 4 4 4
111 1 3 4 3 3 2 3
112 5 5 3 3 5 5 5
113 5 4 4 2 3 5 3
114 4 4 3 3 3 3 4
115 5 4 2 1 4 5 3
116 4 4 3 3 4 4 4
117 5 4 3 3 3 3 4
118 3 4 4 3 3 4 5
119 5 2 3 4 3 5 5
120 5 5 2 1 4 5 5
121 4 4 3 2 3 3 3
122 4 4 4 4 4 4 4
123 5 5 4 3 5 5 5
124 5 5 1 1 3 5 5
125 5 5 4 3 5 5 5
126 5 5 4 4 4 5 4
127 5 4 5 3 4 5 3
128 4 4 3 1 4 5 3
129 5 5 4 2 5 5 5
130 5 5 5 3 3 4 5
131 4 4 3 2 4 5 4
132 5 4 2 2 4 5 4
133 5 5 5 5 5 5 4
111
134 5 5 5 5 5 5 5
135 2 2 3 2 2 2 2
136 4 5 5 3 5 5 2
137 4 4 3 3 3 4 4
138 5 4 5 4 4 5 4
139 5 5 4 3 4 5 5
140 3 5 3 1 5 5 5
141 2 2 2 2 2 2 2
142 5 4 3 2 3 4 4
143 4 4 3 4 4 4 4
144 5 5 5 5 5 5 5
145 5 5 4 4 5 5 4
146 5 5 5 2 3 5 4
147 5 5 1 1 5 5 5
148 5 5 3 2 5 5 5
149 5 5 4 2 5 5 4
150 5 5 3 3 4 4 4
151 5 3 5 2 3 3 1
152 5 5 3 4 5 5 4
153 5 5 3 3 4 4 4
154 3 4 4 4 4 4 4
155 4 4 3 3 5 4 4
156 3 3 3 3 3 3 3
157 5 5 4 4 5 5 5
158 5 5 3 4 5 5 5
159 5 5 2 4 5 5 5
160 5 5 4 4 5 5 5
112
161 4 5 3 4 3 4 4
162 5 5 4 2 4 5 3
163 5 5 4 2 4 5 5
164 5 5 2 3 5 5 5
165 4 3 3 1 5 4 2
166 4 3 4 3 4 4 4
167 5 5 5 5 5 5 5
168 5 5 3 3 5 5 5
169 4 4 3 3 4 4 4
170 4 4 4 4 4 5 5
171 4 4 4 4 4 4 4
172 5 5 3 3 4 4 3
173 5 3 3 2 5 5 5
174 3 3 4 2 3 5 5
175 4 4 4 3 4 4 4
176 5 4 5 4 4 4 5
177 4 2 4 5 2 3 3
178 1 2 5 2 2 2 2
179 4 4 4 4 4 4 4
180 5 4 2 2 4 4 4
181 3 4 3 3 3 3 4
182 5 5 5 5 5 5 5
183 5 5 3 3 5 5 5
184 4 4 3 2 4 4 4
185 5 4 3 3 5 5 4
186 5 5 1 1 5 5 5
187 5 5 3 5 5 5 4
113
188 5 5 2 1 5 4 4
189 4 3 4 2 4 4 3
190 4 3 3 4 3 5 4
191 4 3 4 3 4 4 3
192 5 5 4 3 5 5 5
193 5 3 5 5 2 5 5
194 5 4 3 3 4 5 4
195 5 5 3 4 5 5 5
196 4 4 4 2 3 3 3
197 4 5 3 3 5 5 5
198 4 4 3 3 5 5 4
199 5 5 2 3 4 5 4
200 3 3 3 3 3 3 3
OVERALL
MEAN 4.17
SD 0.90
114
POSITIVE RELATIONS WITH OTHERS

1 4 4 4 3 4 4 4
2 4 4 3 3 4 4 3
3 4 4 4 4 4 4 4
4 2 3 1 3 2 3 2
5 4 4 4 4 4 4 4
6 2 2 5 2 3 6 2
7 4 3 4 3 4 4 5
8 5 5 2 3 4 4 4
9 5 5 3 4 5 4 3
10 3 3 3 3 4 4 4
11 4 4 4 5 4 4 4
12 5 5 2 5 5 5 5
13 4 4 4 3 4 3 4
14 5 5 5 1 5 3 4
15 4 3 5 4 5 4 4
16 3 3 4 4 5 3 5
17 3 3 3 3 3 3 3
18 3 3 4 4 4 3 3
19 5 3 4 4 5 4 5
20 5 4 4 4 3 3 4
21 5 5 5 5 5 5 5
22 5 5 5 1 5 5 5
23 4 4 4 4 4 4 4
24 4 4 3 3 3 3 3
25 5 5 5 5 5 5 5
26 5 4 5 3 5 3 4
27 5 5 5 5 5 5 5
28 3 2 5 3 5 3 3
29 1 1 4 1 1 1 1
30 4 4 4 4 4 4 4
31 1 1 1 4 2 2 3
32 3 3 3 3 3 3 3
33 4 4 2 3 4 3 4
34 5 4 4 4 5 4 4
35 4 5 4 5 4 5 4
36 3 3 5 5 4 3 5
115
37 5 5 4 4 4 4 4
38 4 4 5 3 4 4 4
39 4 4 4 4 4 4 4
40 4 4 4 4 5 3 4
41 4 4 1 4 5 4 4
42 4 4 4 4 4 4 4
43 4 2 1 3 3 3 3
44 5 5 5 5 5 5 5
45 5 5 4 4 5 5 4
46 4 4 4 3 4 3 4
47 3 3 4 3 3 3 3
48 4 4 4 4 5 4 4
49 3 4 4 4 4 4 5
50 5 5 3 3 5 5 5
51 5 5 5 4 3 5 4
52 1 1 3 1 3 2 3
53 3 2 2 2 2 2 2
54 4 3 3 1 3 5 4
55 5 5 2 4 4 4 4
56 5 5 5 5 5 5 5
57 4 4 4 4 5 5 5
58 4 5 3 4 4 4 4
59 4 3 4 4 5 4 4
60 5 2 3 2 5 3 3
61 4 4 4 5 4 5 5
62 4 3 4 4 4 3 4
63 3 3 3 3 3 3 3
64 3 3 2 3 3 3 3
65 5 5 4 3 3 4 5
66 5 4 1 4 4 4 5
67 4 4 5 3 3 3 3
68 3 3 4 3 4 3 3
69 5 4 4 5 5 5 5
70 4 4 5 5 5 4 4
71 4 5 5 3 5 4 5
72 4 4 4 4 4 4 4
73 4 3 4 5 5 4 4
74 4 3 3 4 3 5 3
75 1 1 1 1 1 1 1
76 4 4 3 4 3 4 3
116
77 4 5 3 5 5 3 3
78 5 5 4 4 5 5 5
79 4 2 5 5 5 4 5
80 5 4 5 3 4 3 4
81 5 4 4 4 4 5 5
82 4 1 3 1 3 1 2
83 4 4 4 1 4 4 5
84 5 5 2 3 5 5 5
85 4 3 4 4 4 3 4
86 5 5 5 5 5 5 5
87 5 5 4 4 5 5 5
88 4 4 4 3 5 4 5
89 4 4 5 4 4 4 5
90 4 3 4 3 4 3 3
91 5 5 5 3 5 5 5
92 5 4 5 4 5 5 5
93 5 5 5 4 5 5 5
94 5 4 4 4 4 3 4
95 5 4 4 4 4 4 5
96 4 4 5 3 3 3 3
97 3 2 4 2 4 2 3
98 5 5 5 5 5 5 5
99 4 4 5 4 5 2 5
100 5 5 5 3 5 4 4
101 5 4 4 5 5 5 5
102 4 4 1 3 3 3 4
103 5 5 5 3 5 4 2
104 4 4 4 4 3 4 4
105 4 4 4 2 4 2 4
106 4 4 5 3 5 2 3
107 4 4 4 4 4 4 4
108 5 4 2 4 5 4 3
109 4 4 1 3 3 2 3
110 4 3 4 4 4 4 4
111 3 3 2 3 2 3 3
112 5 5 1 4 4 4 4
113 3 3 5 3 4 3 3
114 4 3 3 3 4 3 3
115 4 4 5 4 4 3 5
116 4 4 3 4 4 4 4
117
117 4 3 3 4 4 4 4
118 4 3 5 3 5 4 5
119 4 4 1 3 4 5 3
120 3 2 5 3 3 3 2
121 4 3 4 2 3 3 3
122 4 4 4 4 4 4 4
123 5 5 3 3 4 5 5
124 5 4 5 3 5 3 3
125 4 5 4 4 4 4 4
126 3 3 5 4 4 3 4
127 5 4 5 3 4 3 3
128 4 5 4 4 4 3 4
129 4 3 5 4 5 3 5
130 4 4 5 5 5 4 4
131 4 3 4 3 4 4 4
132 3 3 2 3 4 3 3
133 4 4 4 4 5 5 4
134 4 4 4 4 4 4 4
135 2 2 2 3 3 3 3
136 5 4 3 3 5 5 5
137 2 2 5 2 4 2 2
138 4 4 5 3 5 2 4
139 4 4 4 4 4 4 4
140 5 4 4 5 5 5 5
141 2 3 1 2 1 2 3
142 3 3 4 4 5 4 3
143 4 4 4 4 4 4 4
144 4 4 4 4 5 5 4
145 3 4 5 5 5 5 5
146 4 3 5 3 5 3 4
147 5 5 3 4 4 5 5
148 4 4 4 5 4 4 4
149 4 4 5 4 5 3 3
150 4 4 4 3 5 4 5
151 3 1 2 2 5 2 3
152 5 5 5 3 5 4 5
153 4 4 4 5 5 5 4
154 4 5 4 3 4 3 4
155 5 4 4 5 5 4 5
156 3 2 3 2 3 3 2
118
157 4 3 3 3 5 3 4
158 4 4 5 4 5 5 5
159 5 4 3 4 5 4 3
160 4 4 4 4 5 4 3
161 4 4 5 4 5 4 4
162 3 3 3 2 3 4 5
163 5 5 5 4 5 4 5
164 4 3 5 3 3 2 4
165 3 4 5 4 5 4 4
166 3 3 4 3 3 3 3
167 5 5 5 5 5 5 5
168 5 4 3 3 4 4 4
169 4 3 2 3 4 4 4
170 5 4 4 5 5 4 4
171 3 3 3 3 3 3 3
172 3 3 2 3 4 3 4
173 4 3 5 3 3 2 3
174 4 3 5 3 4 3 3
175 3 3 4 3 5 3 3
176 4 4 5 4 5 5 4
177 3 3 4 2 4 1 3
178 3 3 2 3 2 2 2
179 4 4 4 4 4 4 4
180 3 2 3 3 4 3 4
181 3 4 3 3 3 4 3
182 5 5 5 5 5 5 4
183 5 4 5 4 5 4 5
184 4 4 5 4 4 4 3
185 4 4 5 3 4 4 4
186 5 5 5 5 5 5 5
187 4 4 5 4 5 3 4
188 4 4 3 4 4 5 5
189 4 4 3 3 4 3 3
190 4 3 4 3 4 3 4
191 4 3 4 3 3 3 4
192 5 5 5 5 5 5 5
193 5 5 1 5 5 2 4
194 5 4 2 4 5 4 4
195 5 5 5 4 3 3 4
196 4 3 4 3 3 3 3
119
197 5 5 3 5 5 5 5
198 5 3 3 3 5 4 5
199 5 4 4 3 4 3 4
200 3 3 3 3 3 3 3
OVERALL
MEAN 3.81
SD 0.96
120
Glycelle D. Agustin
018, Brgy. Calumpang, Liliw, Laguna
09657030817
glyagustinn@gmail.com
I. PERSONAL INFORMATION
Age: 21 years old

Gender: Female
Height: 5’5
Weight: 48 kls.
Birthday: September, 22, 1999
Birth Place: Sta. Cruz, Laguna
Religion: Roman Catholic
Father’s Name: Alberto G. Agustin
Occupation: Truck Driver
Mother’s Name: Sherly D. Agustin
Occupation: N/A
II. EDUCATIONAL BACKGROUND
Tertiary Laguna State Polytechnic University

Sta. Cruz, Main Campus
2018- To present
Secondary Calumpang National High School (Junior High School)
Calumpang Nagcarlan, Laguna
2016
121
Nagcarlan Senior High School (Senior High School)

Silangan, Kabubuhayan, Nagcarlan, Laguna
2018
Primary Kabubuhayan Elementary School
2012
III. SEMINARS/ WEBINARS ATTENDED

“Inclusive Psychology: Valuing Diversity and Accommodation among Filipinos”
MOA- SMX Convention Center and National University, Manila
January 24-25, 2020
“Gender- Based Violence: The LGBTQ Experience”
Via Zoom Meeting
March 19, 2021
“AKO NAMAN MUNA; A Journey of Finding Love within Ourselves”
Via Zoom Meeting
March 19, 2021
“Taking Risks and Failing: You Win or You Learn”
Via Zoom Meeting
March 27, 2021
“Transitioning to the New Normal through Psychological Healing and Recovery”
Virtual Gathering
May 07, 2021
122
IV. REFERENCES
Mr. Ralph Randel R.Rivera, RPm.
Psychology Instructor
Laguna State Polytechnic University- Sta. Cruz, Campus
0966-418-2786
Mr. Wilfredo G. Faustino Jr., RPm.
0936-861-1957
I hereby certified that the above mentioned statement is true and correct to the best of
my knowledge and belief.
GLYCELLE D. AGUSTIN
123
Maria Leana Viktoria A. Tuico

Purok 1, Brgy. Calumpang, Nagcarlan, Laguna
09555364106/ 09094328589
tuicoleana@gmail.com
I. PERSONAL INFORMATION
Age: 21 years old

Gender: Female
Height: 4’10
Weight: 53 kls.
Birthday: September, 18, 1999
Birth Place: San Pablo, Laguna
Religion: Roman Catholic
Father’s Name: Victor B. Tuico
Occupation: Vendor
Mother’s Name: Lea A. Tuico
Occupation: N/A
II. EDUCATIONAL BACKGROUND
Tertiary Laguna State Polytechnic University

Sta. Cruz, Main Campus
2018- to present
124
Secondary Calumpang National High School (Junior High School)

2016
Nagcarlan Senior High School (Senior High School)
Silangan, Kabubuhayan, Nagcarlan, Laguna
2018
Primary School of Saint John Bosco
Calumpang Liliw, Laguna
2012
III. SEMINARS/ WEBINARS ATTENDED
“Inclusive Psychology: Valuing Diversity and Accommodation among Filipinos”

MOA- SMX Convention Center and National University, Manila
January 24-25, 2020
“Millennial Leadership: Youth Influence to Success”
Via Facebook Live
July 17, 2020
“Gender- Based Violence: The LGBTQ Experience”
Via Zoom Meeting
March 19, 2021
“AKO NAMAN MUNA; A Journey of Finding Love within Ourselves”
Via Zoom Meeting
March 19, 2021
125
“Taking Risks and Failing: You Win or You Learn”

Via Zoom Meeting
March 27, 2021
“Transitioning to the New Normal through Psychological Healing and Recovery”
Virtual Gathering
May 07, 2021
“One Life Simmer 2021: A Mental Health Awareness Talk with the topic “ Kaya Mo
Yan! Overcoming Toxic Positivity & Embracing Health Positivity
Via Google Meeting
May 08, 2021
IV. REFERENCES
Mr. Ralph Randel R.Rivera, RPm.
0966-418-2786
Mr. Wilfredo G. Faustino Jr., RPm.
0936-861-1957
I hereby certified that the above mentioned statement is true and correct to the best
of my knowledge and belief.

Bspsy3a Agustin Tuico-Finalrevision

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THE ONLINE EDUCATION: STUDENTS PSYCHOLOGICAL

WELL-BEING IN NEW NORMAL

Republic of the Philippines

This thesis entitled “THE ONLINE EDUCATION: STUDENTS

WILFREDO G. FAUSTINO JR., RPm

Approved by the Committee on Oral Examination with a grade of ______.

CELESTE C. MARQUEZ, MSP VICTOR A. ESTALILLA, MA

MA. CEZANNE G. DIMACULANGAN RALPH RANDEL R. RIVERA, RPm

BIANCA MARIEL P. JUACALLA

RICHARD C. AMPO, Ed.D

RINA J. ARCIGAL, Ed.D. _____________________

encourage me and made everything possible for rhis study;

To my supportive and loving sister, Ma. Flora Andrei A. Tuico,

To my girls, Angelique O. Violanda and Sky S. Articona.

To my grandmother, Mrs. Benita B. Tuico

To my thesis partner, Glycelle Agustin

To my Tropang Potchie and SHS Friends

To Honeys, Rayna, Gelo and Zaira

To my clans, Arcigal, Articona and Tuico Family

To my paramour, Leonard Danielle P.Asuncion

for the researchers and for all the students.

hard works and supporting the researchers.

knowledge and guiding to finish this work.

Mr. Victor A. Estalilla, MA, the researchers’ statistician for support.

ideas on constructing the research.

Prof. Ma. Cezanne G. Dimaculangan, the researcher’s English critique for

checking the accurate grammar of the research.

especially in times of difficulties and continuously helping by sharing their knowledge.

some hindrance along the way .

psychological well-being of the students nowadays. Psychological well-being refers to

design was correlational.

education of most respondents was “strong extent of manifestation” specifically the

“moderate extent of manifestation”. The level of psychological well-being of most of

others was “strong extent of manifestation”, compare to the environmental mastery

which was “moderate extent of manifestation”. The researchers suggested to

education in new normal.

APPROVAL SHEET ………………………………………………………...….. ii

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Background of the Study…...….…………………………………………………. 2

Theoretical Framework…… ….………………………………….................…… 3

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

Research Hypothesis ….…………………………………………………...……. 6

Significance of the Study……..….…………………………….…………………. 7

Scope and Limitation……..….…………………………………………………….7

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature …………………………………................……….9

Review of Related Studies ….…………………………………………………. 22

CHAPTER 3: RESEARCH METHODOLOGY

Research Design ….……………………………………………………………………. 34

Sampling Technique ….…………………………………………………………………34

Research Instrument ..................................................………………………………...... 35

Data Collection and Analysis ......................................……………………………….... 37

CHAPTER 4: Results and Discussion

Results and Discussion ……………………….………………………………………... 39

CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings ……………………………………………………………….…. 49

1. Conceptual Framework of the Study …………………………………….5

under President Rodrigo Duterte imposed an Enhanced Community Quarantine (ECQ) in

circumstances, in response to the COVID-19 pandemic in the Philippines and later on it

According to journal the impact of COVID-19 epidemic on mental health undergraduate

Background of the Study

Online learning or E learning is a term used to describe various learning