CEGUERA TECHNOLOGICAL COLLEGES

COLLEGE OF CRIMINOLOGY
Iriga City

COPING STRATEGIES ON BLENDED LEARNING OF

CRIMINOLOGY STUDENTS OF CEGUERA TECHNOLOGICAL COLLEGE

Thesis

Presented to the faculty of instruction

College of Criminology

Cegeura Technological Colleges

Iriga City

In Partial Fulfillment

of the Requirement for the Degree of

Bachelor of Science in Criminology

JOHN PATRICK ALARCON

JOHN WELL ARROYO

MAYBELLE ROSELA

ERIKA ROMERO
 CEGUERA TECHNOLOGICAL COLLEGES
COLLEGE OF CRIMINOLOGY
Iriga City

Chapter 1

INSTRUCTION

This research is about coping strategies blended learning. Coping strategies are a
possible strategy to challenge oneself more and to acquire knowledge and to make the
teaching learning process effective. And to control and emotion problem and stress situation
and anxiety. Coping strategies are an effective way to help students deal with difficult
situations and reduce the fear and risk of failure inherent in self harm.
Blended learning is a mixed type of modality for example online class learning and
modular and face to face classes, radio base or TV base learning. blender blends whatever
you put into it, and the same blended learning combines many types of learning content. it is
effective so that no matter how the student can learn so that the student can learn to
provide more flexibility to customize their learning experiences.

The Commission on Higher Education, through the Office of Programs and Standard
Development, will conduct a national public orientation on CHED Memorandum Order No. 6,
series of 2022, “Sustaining Flexible Learning in Higher Education: An Addendum to CMO 4,
series of 2020” on August 08, 2022, at 1:00 PM am at Clark, Pampanga and via Zoom online
platform. Details on the venue for the face-to-face event will be announced later. Relative to
this, the Heads/Presidents/Officers-in-Charge, Deans and faculty members of higher
education, other government offices, relevant industry representatives, other stakeholders;
and CHED Regional Office (CHEDRO) Directors and/or Supervisors in charge of Flexible
Learning are invited to attend the said public orientation.

The purpose of this study is to help the mental health of students and to provide
students with different types of study methods to solve the problems that students face in
the coming difficult situations in the future so that they can do way the things they will do on
themselves and avoid excessive stress and wrong thinking on themselves. this is also the
way to develop nutrition and exercise plans to maintain your health as you handle your other
obligations. and goods self-care you manage your stress healthfully and avoid long term
problems. This is a better way to challenge ourselves and not give up on any problem that
comes our way.
 CEGUERA TECHNOLOGICAL COLLEGES
COLLEGE OF CRIMINOLOGY
Iriga City

Theoretical Framework

The influence of Lazarus and Folkman's (1984) transactional theory of stress and
coping is remarkable and remains the cornerstone of psychological stress and coping
research across multiple fields. In this chapter we review the key components of this theory,
focusing specifically on the effectiveness of the problem-focused and emotion-focused coping
taxonomy. We describe the three criteria required for the accurate classification of research
concepts: that factors should be conceptually clear, mutually exclusive, and exhaustive, and
discuss how well (or not) the problem-focused and emotion-focused coping taxonomy meets
these criteria.

We also review two alternative coping taxonomies: Edwards and Baglioni's (1993,
2000) cybernetic coping and Skinner, Edge, Altman, and Sherwood's (2003) hierarchical
classification of coping according to adaptive function. Finally, we discuss recent refinements
to the transactional theory, most notably, future-oriented coping. It is apparent that stress
and coping research has been recently rejuvenated and we eagerly anticipate further
advancements within this field.

Provides a useful framework for understanding how coping strategies can be used to
manage stress in the context of blended learning. By using a combination of problem-
focused, emotion-focused, social support, and cognitive restructuring strategies, students can
maintain good mental health and achieve academic success in a blended learning e There are
several coping strategies that can be used to manage stress in the context of blended
learning.

Problem-focused taking direct action to solve the problem that is causing stress. For
example, students may take steps to improve their internet connection or seek help from
their teachers to better understand course material.

Emotion-focused this involves managing the emotions associated with stress. Students
may engage in activities such as exercise or meditation to reduce stress levels.

Social support seeking support from friends, family, or classmates to help manage
stress. Students can form study groups or online communities to provide mutual support and
encouragement.

Cognitive restructuring changing the way one thinks about a stressor. For example,
students can reframe a difficult assignment as a learning opportunity rather than a source of
stress environment.
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COLLEGE OF CRIMINOLOGY
Iriga City

Researcher’s Theory

According to this model, stress is a result of the transaction between an individual and

their environment. Coping strategies are the ways in which individuals attempt to manage

this stress. Lazarus and Folkman identified two main types of coping strategies: problem-

focused and emotion-focused.

Problem-focused coping strategies involve taking action to address the source of the

stress. In the context of blended learning, this might involve seeking additional resources or

assistance, developing better time management skills, or improving technology skills.

Emotion-focused coping strategies, on the other hand, focus on managing the emotional

response to stress. Examples might include relaxation techniques, seeking social support, or

engaging in activities to distract from stressors.

 CEGUERA TECHNOLOGICAL COLLEGES
COLLEGE OF CRIMINOLOGY
Iriga City

Stress Coping theory by The Health theory of

Lazarus Coping

Resilient Criminology
Students

Arroyo Jhon Well, Rosela Maybelle, Alarcon

Jhon Patrick, Romero Erika 2023

Figure 1

Theoretical Paradigm

Conceptual Framework
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COLLEGE OF CRIMINOLOGY
Iriga City

PROCESS
1. Data Gathering
2. Analysis of
Interpretation of the
Data Gathering
3. Formulation of
intervention to the
proposed

FEEDBACK

Figure 2

Conceptual Paradigm

Statement of the Problem

 CEGUERA TECHNOLOGICAL COLLEGES
COLLEGE OF CRIMINOLOGY
Iriga City

This study aims to determine the coping strategies on blended learning of Criminology

Students of Ceguera Technological Colleges.

1. What is the demographic profile of the respondents in terms of

a. Age

b. Gender

c. Birth order

2. What are the coping strategies on blended learning of Criminology Students in terms

of

a. Active Coping

b. Planning

c. Suppression

d. Restraint

e. Self-support

f. Substance used

3. What intervention can be proposed to enhance the coping mechanism of respondents?

Assumptions of the Study

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COLLEGE OF CRIMINOLOGY
Iriga City

The following assumptions were constructed.

1. That the demographic profile of the respondents varies?

2. That there are coping strategies on blended learning of criminology varies?

3. That there is intervention can be proposed?

Scope and Delimitation

This study focused on the Coping Strategies on Blended Learning of Criminology

Students of Ceguera Technological Colleges. The data will be gathered from criminology

students of Ceguera Technological Colleges under criminology students. It is delimited of the

students who are in the 3 rd year and its capable to answer the survey with a total of 137

numbers of respondents.

Significant of the Study

This research is made to determine coping strategies on blended learning of criminology

students of Ceguera Technological Colleges. This research is connected to.

a. Students

b. Instructors

c. Parents

d. Ceguera Technological Colleges

e. Guidance office

f. Researcher
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Iriga City

g. Future Researcher

Definition of terms

Coping Strategies

Coping strategies has been defined broadly as "cognitive and behavioral efforts to

manage specific external or internal demands (and conflicts between them) that are

appraised as challenging or exceeding the resources of a person” (Lazarus, 1991, as cited by

Schwarzer & Schwarzer, 1996). It is also defined as the actions usually done to survive from

any negative situations or when threatened (WHO/EHA/EHTP, 1999). Additionally, it is also

known as a dynamic process in which a person must rely more heavily on different forms of

coping at different times and under different circumstances (Lazarus, 1981; Lazarus and

Folkman, 1984, as cited by Nurmi, 2010).

In the present study, coping strategies are the ways on how the Criminology student

of CTC would handle the stress or negative events which usually happen on their lives. These

also pertain to how Criminology students adjust and cope with certain situations in school.

This includes problem focused, emotion focused and less useful coping strategy. It was

measured through the researcher made questionnaire. Below are the subscales which

composed the inventory:

Problem-focused
 CEGUERA TECHNOLOGICAL COLLEGES
COLLEGE OF CRIMINOLOGY
Iriga City

This refers to the effort of the self to take care of the problem thereby overcoming

anxiety (Cuña, 2013). People who employ problem focused strategy often find ways and

make plans to deal with the problem.

Active Coping

This refers to the pupils’ action taken to remove the stressors directly. This includes

initiating direct action and putting one’s effort to minimize or remove the stressor (Carver,

Weintraub, and Scheier, 1989).

Planning

This refers to pupils planning/thinking of possible ways to remove the stressors. This

includes coming up with strategies on how to handle a situation (Carver, Weintraub and

Scheier, 1989).

Suppression of Competing Activities

This refers to the pupils’ effort to focus on one event to be able to deal with the

stressor by letting other projects/activity aside (Carver, Weintraub, and Scheier, 1989).

Restraint Coping

This refers to the pupils’ passive behavior in dealing with the stressor by holding

oneself and waits for the appropriate opportunity (Carver, Weintraub, and Scheuer, 1989).

Use of Instrumental Social Support

This refers to the pupils’ effort on seeking social support thru advice, information, or

assistance (Carver, Weintraub and Scheier, 1989).

Emotion-focused
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COLLEGE OF CRIMINOLOGY
Iriga City

This refers to the reduction of emotional distress that accompanies the problem.

People who employ emotion focused strategy often find other people to talk with and share

their feelings with (Cuña, 2013).

Use of Emotional Social Support

This refers to the pupils’ effort on seeking emotional social support thru getting

sympathy, moral support and understanding (Carver, Weintraub, and Scheier, 1989).

Acceptance

This refers to the pupils’ recognition of one’s situation wherein there is an

engagement to attempt to deal with the stressor (Carver, Weintraub, and Scheuer, 1989).

Denial

This refers to the pupils’ rejection of one’s situation experiencing as if the stressor

does not exist (Carver, Weintraub and Scheier, 1989).

Religious Coping

This refers to the pupils' action to turn to religion when under stress (Carver,

Weintraub, and Scheuer, 1989).

Less useful

This refers to the coping strategy wherein the approach is less effective.

Focus on and Venting of Emotions

This refers to the tendency to focus on whatever distress one is experiencing and to

ventilate those feelings (Carver, Weintraub, and Scheier, 1989).

Behavioral Disengagement
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Iriga City

This refers to the reducing of one’s effort in dealing with the stressor thru giving up in

attaining a specific goal (Carver, Weintraub, and Scheuer, 1989).

Mental Disengagement

This refers to the distraction of a person from thinking about the stressor thru

daydreaming, sleep or watching television (Carver, Weintraub, and Scheier, 1989).

Substance Use

This refers to use of alcohol and drugs to overcome the feeling of distress

(UCSF,2008).

Humor

This refers to the pupils’ ability to laugh or make fun of the situation to lessen the distress
ones’ experiencing (UCSF, 2008).

Review of related literature and Studies

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Iriga City

Review of related literature foreign

A study by Ma, Chiu, and Chou (2019) investigated the coping strategies of college

students in a blended learning environment in Taiwan. The researchers found that students

who used problem-focused coping strategies, such as seeking information and taking action

to address stressors, had higher academic achievement and lower stress levels than those

who used emotion-focused coping strategies.

Lim and Pyun (2018) explored the coping strategies of Korean students in a blended

learning environment. The researchers found that students who used both problem-focused

and emotion-focused coping strategies had higher academic achievement than those who

used only one type of coping strategy.

Kim and Park (2018), Korean university students were surveyed about their coping

strategies in a blended learning environment. The researchers found that students who used

social support coping strategies, such as seeking help from peers or instructors, had higher

academic achievement and lower stress levels.

Yukselturk, Bulut, and Kilinc (2018) investigated the coping strategies of Turkish

university students in a blended learning environment. The researchers found that students

who used problem-focused coping strategies, such as seeking information or planning and

organizing their studies, had higher academic achievement and lower stress levels.

Tseng and Liang (2018) explored the coping strategies of Taiwanese university

students in a blended learning environment. The researchers found that students who used
 CEGUERA TECHNOLOGICAL COLLEGES
COLLEGE OF CRIMINOLOGY
Iriga City

problem-focused coping strategies, such as seeking help from instructors or using online

resources, had higher academic achievement and lower stress levels.

Review of related literature local

by Estroso, Jr. and Abalos (2019) in the Philippines, college students' coping

strategies in a blended learning environment were investigated. The researchers found that

students who used problem-focused coping strategies, such as seeking assistance from

instructors and using online resources, had better academic performance and lower levels of

stress.

Comoda (2021) explored the coping strategies of Filipino students in a blended

learning environment during the COVID-19 pandemic. The researchers found that students

who used problem-focused coping strategies, such as seeking help from instructors or using

online resources, had better academic achievement and lower levels of anxiety and

depression.

Llena and Panganiban (2020) in the Philippines, the coping strategies of university

students in a blended learning environment were investigated. The researchers found that

students who used problem-focused coping strategies, such as seeking assistance from

instructors and managing their time effectively, had higher academic achievement and lower

levels of stress and anxiety.

Mahinay and Del Rosario (2019) in the Philippines explored the coping strategies of

nursing students in a blended learning environment. The researchers found that students
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COLLEGE OF CRIMINOLOGY
Iriga City

who used problem-focused coping strategies, such as seeking assistance from instructors

and developing effective study habits, had higher academic performance and lower levels of

stress.

Marcella (2019) investigated the coping strategies of Filipino students in a blended

learning environment. The researcher found that students who used problem-focused coping

strategies, such as seeking assistance from instructors and using online resources, had

higher academic performance and lower levels of anxiety and depression.

Related Studies Foreign

Tang (2020) investigated the effectiveness of various online teaching modes. The

results revealed that students were generally dissatisfied with online learning, particularly in

terms of communication and question-and-answer modes. Despite this, the combination of

online teaching and flipped classrooms improved students' attention, academic performance,

and course evaluation. According to their findings, these two types of learning environments

were equally effective. They also discussed how to effectively implement videoconferencing-

assisted online flipped classrooms.

Suryaman (2020) investigated how people learned at home during the pandemic.

Their findings revealed that students faced numerous challenges in a home learning

environment, including a lack of technological mastery, high Internet costs, and limited

interaction/socialization between and among students. Kapasia (2020) investigated the

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Iriga City

impact of lockdown on students' learning performance. According to their findings, the

lockdown caused significant disruptions in students' learning experiences.

The online learning experience was extremely satisfying for the student learners.

According to Lederman (2020), the COVID-19 crisis forced both teachers and students to

embrace the digital academy experience of the online teaching- learning process According

to Salmon (2012) E-moderating is the key to online teaching and learning, E-moderators, for

example, should create exercises and online events that encourage critical thinking in the

discussion, such as commenting on each other's writing.

Luo and colleagues (2018) in China investigated the coping strategies of college

students in a blended learning environment. The study found that students who used

problem-focused coping strategies, such as seeking help from instructors and using online

resources, had higher academic performance and lower levels of stress and anxiety.

Al-Fraihat and Joy (2019) in the United Kingdom, the coping strategies of

undergraduate students in a blended learning environment were explored. The study found

that students who used problem-focused coping strategies, such as seeking assistance from

instructors and using online resources, had better academic performance and lower levels of

stress and anxiety.

Okwori and colleagues (2019) in Nigeria examined the coping strategies of

undergraduate students in a blended learning environment. The study found that students
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Iriga City

who used problem-focused coping strategies, such as seeking help from instructors and

using online resources, had higher academic performance and lower levels of stress.

Local Study

Online learning has proven to be difficult for students. According to a study conducted by

Barrot, Llenares, and del Rosario (2021), college students face challenges that impact their

overall learning experiences. According to De Guzman (2021) Distance Learning, Particularly

the implementation of online classes in the Philippines, is fraught with difficulties. this is true

for all parties involved, including students, teacher, school administrators, and parents.

furthermore, educators are concerned that prolonged school closures will have a negative.

Gomez and colleagues (2021), the coping strategies of senior high school students in a

blended learning environment were explored. The study found that students who used

problem-focused coping strategies, such as seeking assistance from instructors and using

online resources, had better academic performance and higher levels of self-efficacy.

Natividad and Valencia (2021) examined the coping strategies of college students in a

blended learning environment. The study found that students who used problem-focused

coping strategies, such as seeking help from instructors and using online resources, had

higher academic performance and lower levels of stress and anxiety.

Villaflor and colleagues (2021), the coping strategies of medical students in a blended

learning environment were investigated. The study found that students who used problem-

focused coping strategies, such as seeking assistance from instructors and using online
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Iriga City

resources, had better academic performance and higher levels of resilience. mpact on

students' learning ability, which will undoubtedly affect their future.

Abes and Bitara (2020) investigated the coping strategies of college students in a

blended learning environment during the COVID-19 pandemic. The study found that students

who used problem-focused coping strategies, such as seeking assistance from instructors

and using online resources, had better academic performance and lower levels of stress and

anxiety.

Synthesis of the state of the art

Coping strategies are essential for students to manage the challenges and stressors
associated with blended learning. The studies reviewed suggest that problem-focused coping
strategies, such as seeking assistance from instructors and using online resources, are
beneficial for students in a blended learning environment in both foreign and local contexts.

Students who use problem-focused coping strategies tend to have better academic
performance, higher levels of self-efficacy, and lower levels of stress, anxiety, and
depression. The studies highlight the importance of providing students with adequate
support and resources to enhance their coping strategies in a blended learning environment.
Educational institutions must offer students access to technology and online resources, as
well as provide support services like counseling and mentorship programs.

Future research should explore the role of coping strategies in blended learning from a
broader perspective, considering individual differences, cultural and social contexts, and the
specific challenges posed by blended learning. Additionally, longitudinal studies are needed
to examine the long-term effects of coping strategies on student outcomes, such as
academic performance, retention, and graduation rates. Ultimately, improving students'
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Iriga City

coping strategies is crucial to maximizing the benefits of blended learning while minimizing
its potential negative impacts.

Research Gap

Limited research on the effectiveness of coping strategies in blended learning

environments for students from different cultural backgrounds. Most studies conducted so far

have focused on Western countries, and there is a need for research that examines how

coping strategies work in different cultural contexts.

Limited research on the effectiveness of coping strategies for students with

disabilities or special needs in blended learning environments. It is essential to understand

how students with disabilities or special needs can cope with the challenges of blended

learning and what strategies can be effective for them.

Limited research on the long-term effects of coping strategies in blended learning

environments. Most studies have focused on short-term outcomes, such as academic

performance and stress levels. It is necessary to understand how coping strategies can affect

students' long-term outcomes, such as retention and graduation rates.

Limited research on the role of teachers in supporting students' coping strategies in blended

learning environments. There is a need for research that examines how teachers can provide

effective support and resources to help students cope with the challenges of blended

learning.
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Limited research on the effectiveness of coping strategies for students in different

levels of education. Most studies have focused on college-level students, and there is a need

for research that examines how coping strategies work in primary and secondary education

levels.
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Iriga City

CHAPTER II

Research Methodology

This chapter describes how the study was conducted and the methods used to collect

the necessary data for the study completion, which includes the research design, sampling

procedure, research instrument, data gathering tools, statistical tools.

Research Method

Quantitative-descriptive methods were used in the research study. The said methods

were used to determine the Coping Strategies on Blended Learning of Criminology Students.

Respondents

This study employed purposive sampling methods in the selection of the respondents.

Respondents are selected from the two sections of 3 rd year Criminology Students who were

taking their studies during the height of the pandemic; thus, the researcher chose them as

they sample size of the respondents valid and reliable, it was calculated using the Solving

formula indicated below.

n=N / (I +Ne2)

Where:

n = sample size

N = total population of respondents

e = margin of error set at 0.05 confidence level

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Data Gathering Tools

The data gathering tools that we used to gather the Criminology Students in Ceguera

Technological College. The researcher used a questionnaire that was drawn out from

previous studies and research for if is proven to be much more effective on the type of

research that we are having. The researcher also used this method of data gathering for it is

known to have less bias and the least expensive way of collecting data. And it also promotes

open-mind options that were provided to accommodate open minded options related to our

study to also avoid any kind of bias in the method of collecting this data. It also encourages

the respondents to be more cooperative since it is much more comfortable to respond and

much open to options but still related and specific to our type of research that the researcher

is conducting.

Statistical Tools

The tools will be used by the researcher to analyze the data. The data gathered

from the questionnaire result will be arrange and analyzed in accordance with the study

objectives.
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The percentage formula -

F
P= X 100
N

Where:

P=Percentage

F= Frequency

N= Total Number of Respondents

100= Constant Number

FW
WM=∑¿
N

The formula for Mean = (sum of all values) / (number of values)

In other words, to find the mean, you add up all the values of coping strategies and
divide the sum by the number of coping strategies. This gives you the average coping
strategy score.

Where:

WM= Weighted Mean

N= no. of respondents

∑FW=The weighted sum of total products and the weighted frequency

The Purpose sampling formula

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Solvin’s formula - use to calculate the sample size (n) given the populations size
(N) and margin of error (e)

N
n=
1+ ( Ne ) 2

Where:

n=number of Respondents

e= Error of Margins