The Effectiveness of the Different Coping Strategies in the

Academic Performance of Grade 11 HUMSS students at UMak in

the New Normal Education

A Qualitative Research

Ansus, Edcel Jane

Cruz, Jasmine Louise

Decrepito, Micaella Anne

Dominguez, Charmae

Esposo, Ria

Say, Zyra Janel

Ueda, Azumi

Vitug, Russel King

 The Effectiveness of the Different Coping Strategies in the Academic Performance of
Grade 11 HUMSS Students' at UMAK in the New Normal Education

CHAPTER 1

I. Introduction

Stress is a state of mental and emotional strain that affects countless people
regardless of age, gender, social status, beliefs, and profession. The feeling of physical or
emotional tension can occur anywhere. Whether at home, in the workplace, or in school,
stress has always proven to be inevitable. People experience stress on a daily basis, and
are most likely to encounter difficult situations because of it. In line with this, students are
stressed when exposed to circumstances that may negatively affect academic growth
and development. An example is the sudden change in the learning set-up. With the
global surge of COVID-19 that took place 2 years ago, schools and universities had no
choice but to implement flexible learning systems as a preventive and precautionary
measure against the virus. The immediate action was a strategy to forestall the
academic institutions from closing, while continuing to provide education for students.
Through this action, the institutions issued remote learning as an alternative to face-to-
face classes.

With the abrupt change in the education system, students' have begun to
experience a particular strain that differs from the stress brought out from face-to-face
classes. Tensity in the new normal is bound to happen one way or another, whether
through physical or online learning. Additionally, stress can be a hindrance to attaining a
satisfactory academic performance, or a predicament for students' who wish to maintain
a proper standing in school. Due to the influence of the said strain, students' have begun
to create strategies that serve to lessen or manage the stress that had affected their ability
to learn with ease. A coping strategy is an approach that students' employ to overcome
or remove stress. According to Blum and Silver in the Encyclopedia of Human Behavior,
Second Edition (2012), the technique pertains to the acceptance of a situation or one's role
in it. The process also refers to the avoidance or escape from a stressor or any associated
feelings of distress, denial, or mental and behavioral disengagement. In line with this,
students' may have constructed coping strategies in order to detach from stressful
situations that disturb academic performance.

Academic performance is the measurement of student achievement across

various academic subjects. Teachers and education officials typically measure
achievement using classroom performance, graduation rates, and results from
standardized tests (Altic, J. 2014). According to the research of Narad and Abdullah (2016),
the academic performance of students' is the center around which the whole education
system revolves. With that being said, the success and failure of any educational
institution are measured in terms of the academic performance of students. Furthermore,
parents and academies have high expectations of students'' academic success, due to
the belief that better academic results would lead to better career opportunities and future
stability.

This study is focused on investigating the effectiveness of the different coping

strategies on academic performance during the new normal education, specifically
among the Grade 11 students'’ under the Humanities and Social Sciences track (HUMSS) at
the University of Makati (UMAK). Through this study, the researchers aim to identify the
effectiveness of the different coping strategies brought out by a particular mental and
emotional strain on the academic performance of the Grade 11 students'’, that being the
tension called stress. The researchers aim to actively participate in this study, as it may be
beneficial to the academic community by providing insights on the efficacy of coping
strategies in the current educational set-up. In addition, the research may be helpful to
students'’ who have yet to discover convenient strategies in order to keep pace with other
learners.

II. Background of the Study

 The COVID-19 pandemic has changed the learning system of a number of
universities worldwide. In the Philippines, the transition to flexible learning has been
implemented, which radically changed students'’ daily functioning. This situation clearly
showed the students'’ helplessness and difficulties with coping with this new, stressful
situation, highlighted in many previous studies. A sudden and far-reaching change in daily
functioning caused anxiety, depression, and stress in this group. The University of Makati is
still facing the New Normal system. As a result, students'’ reported high levels of uncertainty
regarding their academic futures as well as significant levels of stress and difficulty coping
with COVID-19 disruptions. On the other hand, there has been an expansion phase of
limited face-to-face classes since February 2, 2022. Incumbent Secretary of Education
Leonor Magtolis Briones has approved all regional directors to begin the progressive
growth phase of face-to-face lessons for both public and private schools, after the
President's approval of the suggestion for progressive expansion of face-to-face classes.
However, as of today face-to-face classes in the University of Makati have not been
implemented.

In research from Ancheta, R. & Ancheta, H. (2020), the pandemic has created a
conundrum for educational institutions, especially since the government announced and
ordered that no face-to-face classes would be held. In response to this order, the
Department of Education (DepEd) issued department orders 007, 12, 13, and 14 series of
2020, directing all basic education institutions to develop their learning continuity plans
(LCPs) and health and safety protocols in the new normal in education during the
pandemic. To ensure learning continuity in the Philippines, the Department of Education
(DepEd) has implemented distance learning modalities that include technology and
internet access. Students can continue their education from a distance using
online/offline platforms, television and radio, and printed modules. They can use these
resources in a variety of settings, including blended learning and homeschooling. Any of
these modalities can be combined in blended learning to maximize benefits and achieve
high-quality learning. Students learn with the help of a caregiver who serves as their
teacher in home schooling. However, students' have a difficult time adjusting to the online
learning environment. Not everyone is privileged enough to have a healthy environment
and some parents are unable to provide the needs of their children. May it be the needs
of financial support, emotional support and/or grant their children an adjustable
atmosphere at home.

During the new normal, students are subject to different types of stress, such as
pressure from academics with the obligation to succeed, an uncertain future and
difficulties integrating into the system. They also face social, emotional, physical and
family problems that can affect their ability to learn and their academic performance
(Rogers & Yassin, 2003). Too much stress can cause physical and mental health problems,
low student self-esteem, and can also affect students'’ academic performance (Niemi &
Vainiomaki, 1999). Despite the numerous difficulties and struggles associated with
adapting to the new mode of learning, students overcome these obstacles to continue
learning effectively. Students tend to reduce and overcome their stress by employing a
variety of coping strategies in order to avoid further physical and mental health problems.
Coping strategies the cognitive and behavioral efforts made by an individual to deal with
stressful situations (Lazarus, Folkman, 1984). Coping mechanism plays a significant part to
overcome or reduce the stress experienced by individuals. It helps the students adjust to
stressful events while helping them maintain their emotional well-being. It increases
resilience because it helps us to learn how to properly handle negative emotions, panic
attacks, and other difficult situations. When you effectively deal with a negative emotion
or situation, you also move on and let go of the negative feelings that are associated with
that experience. According to Jemma Smith (2017), the student’s common ways of coping
with stress is to practice proper exercise, adequate sleep, keep social contact with people
about personal problems, and practice proper time management. In this way, when stress,
anxiety, or depression is reduced, students' can properly handle their academic work so
that they can avoid any negative outcome of their academic results.

This study is conducted to properly determine what coping strategies are effective
and ineffective for the respondents to have a better understanding and to smartly choose
a better coping strategy. In addition, it can be useful to students' who have yet to discover
convenient strategies. Lastly, the investigations of this study may show how it affects the
respondents' academic results and it can provide an insight on the efficacy of their coping
strategies in the current educational system.

III. Statement of the Problem

This study aims to determine the effectiveness of different coping strategies
among Grade 11 Humanities and Social Sciences students at the University of Makati in
the New Normal Education. This study sought to answer the following questions:

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

a. Age
b. Gender
2. What are the different coping strategies students' use under the new normal
education?

3. How effective are the different coping strategies to academic performance of the
students?

4. What strategy can be proposed based on the findings?

I. Conceptual Framework
 Figure 1

Figure 1 shows the Conceptual Paradigm of the study using the Input-process-
output (IPO) model. The figure depicts the flow of the study with the identified variables. It
demonstrates the process of analyzing and gathering the data of Grade 11 students from
Humanities and Social Science at the University of Makati. The first frame presents the input
of the study, these are the problems that must be investigated during the data collection
procedure. The second frame presents the process of the study that involves data
gathering by conducting a survey questionnaire to the Grade 11 Humanities and Social
Sciences student in the University of Makati. Lastly, the third frame which presents the
output, the expected outcome of this study is to successfully determine the effectiveness
of the different coping strategies of the respondents.

II. Assumptions
On the conduct of the study, the following assumptions are to be expected:
 Grade 11 Humanities and Social Sciences students'' of University of Makati effective
coping strategies will improve their academic performance. In contrast, ineffective
coping strategies will lead them to poor academic performance.

III. Scope and Delimitations of the study

The main focus of this study is to examine the Effectiveness of Different Coping
Strategies to the Academic Performance of UMAK Grade 11 HUMSS students' during the New
Normal Education. The gathering of data is primarily aimed at all Grade 11 students'
particularly from the strand of Humanities and Social Sciences that limits from section 01
to 09 in University of Makati, School Year 2021-2022. This will represent the population of
the research.

This study will not overlay other non-related factors to the effects of coping strategies
to students' during the New Normal System. The researchers created the same questions
for the respondents to answer, therefore the outcome of the survey will be only relevant to
the respondents. The count of the respondents is limited among Grade 11 HUMSS only.
Grade 12 students' of HUMSS and other strands that aren't mentioned are not included. The
major source of data will be gathered from the questions that were prepared by the
researchers.

IV. Limitations of the study

This research study aims to investigate the coping strategies of the students in the
new normal education limited only to the experiences of Grade 11 HUMSS Students in the
University of Makati. This research will hamper two significant limitations; time constraint
and limited sources. With the new set up of education, it is hard for the researchers to
conduct research from formulating ideas and looking for respondents. As well as the
limited resources that can be acquired during the study, as only those on the internet can
be used as a reference. Therefore, it can have difficulty in formulating and concluding the
research.
 V. Significance of the Study

The goal of the study is to determine the impact of coping strategies on students''
academic performance. Furthermore, this study will be beneficial to the following:

Students - The researchers believe that students will benefit from the findings of this study.
The study provides information for awareness and better understanding of how their
coping strategies affected their academic performance. This study will contain knowledge
that will help students to think of a better and effective choice of a coping strategy. Likewise
gives them a more focused perspective on the importance of coping with stress.

Teachers - This study will provide information for teachers to gain better understanding
on the struggles and how students' cope with stress as it affects their academic
performance. Therefore, this research is expected to be a source of information for the
teachers as well as the school to provide encouragement to think of ideas that will give
proper guidance to the students.

Future Researchers - This study provides a valuable reference for the researchers to
increase their knowledge and to reflect upon coping strategies as it affects the academic
performance of students in University of Makati during the New Normal Education. This will
also serve as a guide for future researchers who seek to conduct the same experimental
study.

Parents - This study will help the parents of the respondents in improving and providing
proper guidance to their children.
VI. Definition of Terms

G11 HUMSS Students of UMAK - It is the respondents of this study; Grade 11 from the
Humanities and Social Sciences strand students of the University of Makati.

Stress - any occurrence or scenario that strains or surpasses an individual's ability to

cope is classified as stress.

Coping Strategy - According to Carr and Pudrovska (2007), Coping Strategy are
behavioral and cognitive strategies for dealing with stressful situations, conditions, and
demands.

Academic Performance - A measurement of student achievement across various

academic subjects. Teachers and education officials typically measure achievement
using classroom performance, graduation rates and results from standardized tests
(Altic, J. (2014). According to Narad and Abdullah (2016), the success or failure of every
academic institution is determined by the academic performance of its students'.

New normal - a previously unfamiliar or atypical situation that has become standard,
usual, or expected.
 CHAPTER 2

REVIEW RELATED LITERATURE

This chapter presents the various collected literature gathered from the local and
foreign studies that seeks a better understanding and a wider perspective about the
Effectiveness of Coping Strategies among University of Makati grade 11 Humanities and
Social Sciences students under the New Normal Education.

New Normal Education

The spread of the virus has thrown the education system into a fresh and tremendous
crisis. According to UNESCO (2020a), the temporary closure of educational institutions has
impacted more than 87 percent of the world's student population—over 1.5 billion students
in 165 countries. Not since World War II have so many schools and educational institutions
around the world been placed on lockdown at the same time and for the same cause.

Extended school closures may result in not only a loss of learning in the near term but
also a long-term loss of human capital and economic possibilities for children and youth.
School closures have a disproportionately negative impact on vulnerable and poor pupils
who rely on schools for a variety of social services, including education.

In research from J. H. Kim, Y. Shim, Et. al., this is a critical challenge in the COVID-19
pandemic that the people need to adapt to the changes in the environment and lifestyle
caused by following social distancing, which have been associated with increased levels
of negative emotions such as loneliness, boredom, and frustration (Barari et al., 2020;
Brooks et al., 2020).

The pandemic ushers in a "new" normal, in which new ways of working and learning
are imposed by digitization. It pushes education to become more technologically
advanced (Pacheco, 2020). As reported by (Subedi et al., 2020), E-learning tools have
played a crucial role during this pandemic, helping schools and universities facilitate
student learning during the closure of universities and schools. While adapting to the new
changes, staff and student readiness needs to be gauged and supported accordingly.

The learners with a fixed mindset find it difficult to adapt and adjust, whereas the
learners with a growth mindset quickly adapt to a new learning environment. There is
no one-size-fits-all pedagogy for online learning. There are a variety of subjects with
varying needs. Different subjects and age groups require different approaches to
online learning (Doucet et al., 2020). In accord with (Basilaia & Kvavadze, 2020).
Online learning also allows physically challenged students with more freedom to
participate in learning in the virtual environment, requiring limited movement.

In consonance with (Petrie, 2020), as schools have been closed to cope with the global
pandemic, students, parents and educators around the globe have felt the unexpected
ripple effect of the COVID-19 pandemic. While governments, frontline workers and health
officials are doing their best slowing down the outbreak, education systems are trying to
continue imparting quality education for all during these difficult times. Many students at
home or living space have undergone psychological and emotional distress and have
been unable to engage productively. The best practices for online homeschooling are yet
to be explored.

In the Philippines, numerous creative programs have been developed. suggested by

the Philippines' various educational sectors The Department of Education stated that this
does not necessarily mean that teachers and students would attend school and learn in
traditional classrooms, and it devised a variety of strategies to make online learning a
viable option in this new learning environment (DepEd, 2020). Virtual learning would be the
new standard in higher education institutions. The Commission on Higher Education
recommended that online platforms for blended learning, such as Google Classroom,
Messenger, Zoom, Edmodo, Facebook, and YouTube, be strengthened (CHED, 2020).

LEARNING MODALITIES UNDER THE NEW NORMAL

Modular learning is a type of distant education that makes use of self-study modules.
Based on the learner's needs and other learning materials, students can use self-learning
modules (SLMs) in either print or digital format. These self-learning programs are based
on the DepEd's most effective learning competencies.

Blended learning refers to the process of teaching students using both online and in-
person learning activities. In a blended-learning course, students might attend a regular
classroom class given by a professor while also working independently on online
components of the course outside of the classroom. In this situation, in-class time might
be substituted or complemented by online learning experiences, and students would learn
about the same topics online.

Moreover, both will use a variety of learning delivery methods, including face-to-face,
blended learning, distant learning, home-schooling, and other forms of delivery (CHED,
2020; DepEd, 2020). However, students with poor internet connection, no gadgets, and
those who are destitute will face significant difficulties as a result of the deployment.
According to an Akamai (2017) analysis, the Philippines has Asia's worst internet
connectivity. In addition, equity gaps, student security and safety, degraded learning
quality, and poor assessment scores would all be concerns (Winthrop, 2020).

Likewise with education extracurricular activities such as scouts, proms, sports

intramurals, tournaments, and foundation day will be decreased or eliminated. In terms of
teaching, adapting to the new instructional style requires teacher training in online
education, blended learning, and remote learning (Toquero, 2020). in consonance with
(Basilaia & Kvavadze,2020) Teachers' curriculum skills should be strengthened. Every
learning institution must examine how successful online learning is in offering quality
education and outcomes-based education to students as they move to the new normal,
from the four corners of the classroom to the limits of virtual reality.

IMPACT OF THE NEW NORMAL TO THE STUDENTS

During these school closures, all face-to-face classes were canceled, forcing many
institutions, and many countries, to shift from face-to-face in-person learning to entirely
online learning. Many teachers and students who prefer in-person instruction have found
the abrupt shift to fully online learning to be particularly stressful. Online learning is
frequently portrayed as a weaker option that provides a lower-quality education than
face-to-face instruction (Hodges et al. 2020).

(Beiter et al., 2015; Vizoso and Arias, 2016; Erschens et al., 2018; Webber et al., 2019)
stated that University students face a wide range of academic and non-academic
demands in their daily lives, all of which can have an impact on their well-being. Academic
demands include adjusting to a new environment, overworking, not having enough time
to complete academic tasks, preparing for and taking exams, and feeling under pressure
to perform. Non Academic demands include relocating; the need to form new social
relationships; conflicts with partners, family, or friends; financial concerns; and worries
about future employment (Howard et al., 2006; Galatzer-Levy et al., 2012; DeRosier et al.,
2013; Beiter et al., 2015).

According to Turner, 2015, Stress can have a negative impact on a student's academic
performance (e.g., decreased ability to pay attention or memorize, less dedication to
studying, and more absences from class) , as well as their physical and psychological
health (e.g., substance abuse, insomnia, anxiety, and physical and emotional exhaustion)
(Waqas et al., 2015; Schönfeld et al., 2016). These negative consequences have triggered
interest in identifying individual psychological resources that could act as protective
factors against the university's inherent stressors (Tavolacci et al., 2013).

COPING STRATEGY
Coping strategies refer to the specific efforts that people use to master, reduce or
minimize stressful events. Coping is multi-dimensional and involves various strategies of
which some are more functional than others (Gnilka, Chang, & Dew, 2012). Coping
strategies' situational specificity is demonstrated by their classification as reactions to a
specific issue. This has led to the development of a flexible coping approach in recent
years, based on the assumption that a single person can mix several coping techniques,
utilizing one or the other depending on the situation (Eisenbarth, 2012; Kobyliska & Kusev,
2019). In this vein, the benefits of approach coping strategies are maximized when the
individual uses problem-focused (e.g., planning and seeking instrumental support) or
emotion-centered (e.g., positive reappraisal and seeking emotional support) strategies
based on the perceived controllability of the stressor they are facing (Cheng, Siltanen et
al., 2019).

Approach (also known as active) strategies and evasive (or disengagement)

strategies are the two basic types of coping strategies (for a complete categorization, see
Zimmer-Gembeck and Skinner, 2016). Approach techniques use cognitive and behavioral
mechanisms to make an active response to the stressor, modifying the problem (primary
control) or the negative feelings connected with it (secondary control). This category
includes tactics like preparing, taking specific action, finding support (both instrumental
and emotional), reappraising the circumstance positively, or accepting the situation.
Distraction, denial, and wishful thinking are examples of evasive techniques, which
comprise cognitive and behavioral mechanisms used to avoid a difficult circumstance.
Approach techniques are associated with successful academic, physical, and
psychological adjustment, according to this classification. (Clarke, Syed and Seiffge-
Krenke, 2015; Gustems-Carnicer et al., 2019), whereas evasive methods frequently result in
students' maladaptive behavior (Tavolacci et al., 2013; Deasy et al., 2014; Skinner et al., 2016;
Tran and Lumley, 2019).

DIFFERENT TYPES OF COPING STRATEGY

In research from Stallman et al. (2021), coping strategies are actions taken by people
to deal with stress, problems, or unpleasant emotions. Understanding the distinction
between healthy and unhealthy coping strategies is essential for those who use coping
strategies to alleviate stress. For instance, they can determine which coping strategies
aren't working for them and what can be replaced.

More than 400 coping strategies are being adapted by students nowadays to help
them self-manage the stress they are dealing with. These strategies are mainly classified
into three types. The first one is the problem-focused that Dr. S. McLeod (2015) defined as
a strategy that addresses the stressors in practical ways, solving the issues or stressful
environment that is creating stress and, as a result, reducing stress instantly. Most
psychologists say that this is the best of the three as it deals with the root of the problem
and provides a long-term solution. Some coping includes problem solving, time
management and asking for support. Though problem-focused is regarded as the best of
all, it is also not recommended at all times especially when it is out of our control. The
second one is the appraisal-focused strategy, which, according to Lumen Learning (2016),
is a sort of stress-related thought process change method. If there is no obvious solution
to our situation, we employ this. This could either distance you from it or challenge the root
of the problem. People that use this change the way individuals think about a situation by
changing their goals and ideals or treating it differently. Denial or avoidance of the stressor
are examples. Lastly, emotion-focused, defined by E. Saigal (2018) as a strategy directed
towards reducing or preventing your emotional reaction, Individuals use this to manage
their feelings by seeking ways of release or distraction. Many professionals find this to be
the riskier type compared to the other two as it can lead to stress-related illnesses like
depression and anxiety, but on the contrary, it is also known as the most realistic of all
when the source of the stress is beyond our control. Coping strategies in this are
meditation, using drugs, drinking alcohol, and suppressing.

HEALTHY AND UNHEALTHY COPING STRATEGIES

To illustrate, healthy coping strategies do not often feel good at the time, but they lead to
long-term favorable outcomes. Self-soothing, relaxing or distracting hobbies, social support,
and professional support are different types of healthy coping strategies to manage stress. In
contrast, negative self-talk and harmful activities (e.g., disordered eating, aggressiveness,
drinking, drugs, self-harm, social disengagement, and suicidality) are some of the unhealthy
coping strategies that can damage a person emotionally and physically. Furthermore, people
only employ unhealthy coping strategies to feel better when healthy coping strategies fail to
lessen the stress they are experiencing because people turn to these unhealthy coping
strategies because they produce an immediate effect and reduce stress in the short term.

The academic life under the new normal, students cope in ways that undoubtedly
affect their mental health. Various types of coping strategies may promote positive
psychological results. Although on the other hand, it results in a negative psychological
state. Effective and suitable coping skills can help to reduce the effects of new stressful
situations on mental and physical health. As a result, children will benefit from employing
coping methods to reduce stress (Subhashini, 2016). In everyday survival, an extensive
variety of tasks, whether academic or non-academic, are what university students have
to face leading to possible disturbance on their welfare. Academic tasks may include the
adjustment to new factors, lack of time to do workloads, overwork, preparing for and taking
exams, and pressure (Bressington et al., 2020).

If these stressors are managed effectively through coping strategies, we can improve
students' physical and mental health, create ideal conditions for their academic success,
and reduce the prevalence of psychosomatic disorders among male and female students
(Esmaeilimotlagh et al., 2018). These strategies include seeking support, planning, taking
actions, reappraisal of circumstances positively, acceptance, distraction, or self-
deception. In this case, it is widely agreed that these strategies are connected to physical,
psychological, and satisfied academic adjustment (Syed and Seiffge-Krenke, 2015;
Gustems-Carnicer et al., 2019). Students employing their own flexibility of coping, dealing
with constant hurdles developed self-discipline, time-management skills, well-built
contingency plans (Singh, 2022). The use of positive reappraisal, asking for support, and
planning are highly useful in academic contexts.

SYNTHESIS

The investigations in this study illuminates the important information concerning the
effectiveness of the different coping strategies in the academic performance of the students
in the new normal education. The overall literature review highlighted the significance of
coping strategies in life, specifically the students. Coping strategies have a significant role in
helping students overcome and reduce academic stress. The reviewed literature also
addresses the difficulties that students face as a result of the new normal education. The
sudden transition from face-to-face classes to online learning, with the implementation of
flexible learning by DepED as well as CHED, students all throughout the Philippines have begun
to experience a certain academic stress that differs from the stress brought out from face-
to-face classes.

Online learning increases the levels of tension and anxiety, as well as difficulty
concentrating, implying that the struggles of online learning include not just technological but
also learning issues. The concern about learning online was the extra stress and workload. In
addition to that, social and emotional issues brought by isolation and social distancing to
lessen the spread of the virus. Nevertheless, the reviewed work of Dr. S Mcleod recognized that
there are three types of coping strategies; problem-focused, emotional-focused, and
appraisal-focused. These three types of coping strategies emphasize the difference between
healthy and unhealthy coping strategies which will be an insight in determining which coping
strategies are effective and ineffective for the students. This reviewed literature would be useful
in conducting the survey questionnaire required for the investigation in determining the
effectiveness of the different coping strategies in the academic performance in the new
normal education within the Grade 11 Humanities and Social Sciences students in the University
of Makati.

CHAPTER 3

METHODOLOGY
This chapter will outline the research methodologies and processes that will be utilized
to determine the effectiveness of the different coping strategies in the new normal
education, specifically, the Grade 11 Humanities and Social Sciences students in the
University of Makati. This section of the study will involve the research design, population
and sampling technique, research locale, data gathering procedure, research instrument
and techniques, and data analysis.

RESEARCH DESIGN
The design that will be used in this study is qualitative, specifically the case study. It
will seek to gain a thorough understanding of the respondents' perspective toward the
coping strategies that they use. The purpose of this study is to determine how effective
various coping strategies are for Grade 11 HUMSS students at the University of Makati and
to propose the most efficient coping mechanism for the respondents. This research will
use Google forms to administer an online survey questionnaire to selected Grade 11 HUMSS
students at the university. It will include their personal information such as their age, sex,
and name, which will not be disclosed by the researchers.

POPULATION & SAMPLING TECHNIQUES

This study aims to investigate the effectiveness of different coping strategies of the
students. To participate in our study, we will distribute an online survey to the respondents.
The participants of this study will be from the Higher School of UMAK Grade 11 students from
the strand of Humanities and Social Sciences. However, the total of the respondents will be
focusing only on 45 students in this case.

The researchers will use a method under the non-probability, particularly the
purposive sampling technique in this study because getting all of the respondents to take
the questionnaire in one room is impossible due to their different class schedules, and the
study's difficulties forced the researchers to use a purposive sampling technique, with only
45 out of 300+ Grade 11 HUMSS students chosen as respondents. This is for the researchers'
convenience and to manage and adjust for the research's time duration.

RESEARCH LOCALE

The research will be carried out at the University of Makati, which can be found at Dr.
Jose P. Rizal Extension, Barangay West Rembo, Makati City, 1215. It was one of the first in the
Philippines to pioneer the Department of Education's Senior High School Modeling Program,
and it is one of Makati's domestically sponsored city-flagship colleges. This location was
specifically chosen to examine the effectiveness of different coping strategies on the
academic performance of UMAK Grade 11 HUMSS students. The respondents were surveyed
online because of the pandemic, in order to prioritize the health requirements that had
been imposed. We simply asked the respondents to fill out a survey so that we could
gather information for our particular research.

RESEARCH INSTRUMENT
The researchers will provide a survey questionnaire. Specifically, questions will be
given using the Google form. This is the chosen instrument as it is faster and efficient in
obtaining and providing data than any other method, and also for the respondents to be
more able to quickly understand and conveniently answer questions conducted.

In preparation of the questionnaire, the questionnaire draft developed by the

researchers was constructed from readings out of studies and reviews found on research
and articles related to the study focusing more on the three coping strategies stated. It is
split into three parts containing each coping strategy with ten questions each, enough to
gather and evaluate students’ answers.

For the validation of the instrument, the researchers will seek help and assistance from
their research supervisor in the University of Makati in validating the draft of the
questionnaire. Before the final copy is settled, the validator will give recommendations as
to whether the questionnaire accomodates the appropriateness and consistency of the
questions in order to help with the revision.
 The provided link of the questionnaire will be administered among the students.
Distributed by the researchers to the chosen Grade 11 Humanities and Social Sciences
respondents.

DATA GATHERING PROCEDURE

The researchers' survey questionnaire will be used to create online surveys. The
questionnaire was designed in such a way that the study's objectives could be met.
Furthermore, the researchers emailed an invitation letter and permission to five (5)
students to each of the corresponding sections, namely from section 01 to 09 from the
Grade 11 Humanities and Social Sciences strand, to participate in this study. The email
provides the subject of the research study, survey rules, and consent to gather and utilize
their responses for this research study. The participants' personal information was
managed with the utmost care and respect, in compliance with the Philippine Data Privacy
Act.

The researchers will schedule an appointment to determine the availability of the

subject/s for the study. They will seek formal authorization and assistance from the
respective school authorities in order to conduct a survey. After receiving consent, the
researchers described the goal of the study to the chosen responders, and then ensured
that each participant met their predefined criteria. The data was gathered by the
researchers via a survey form that included their age, gender, year level, and student
status. Purposive sampling will be used by the researcher to select a group of student-
respondents for the study. As part of the study instrument's application, the researchers
would virtually handle the distribution of online surveys. After gathering survey replies with
the help of research assistants, the score will be obtained to form the data for testing the
hypothesis. After the respondents completed the tests, the papers were examined, totaled,
interpreted, and analyzed.

DATA ANALYSIS

The following statistical formulas/techniques were performed to analyze the data

collected by the researcher:

Frequency and Percentage Distribution :

In this study, this treatment was used to characterize the demographic profiles of the
Grade 11 HUMSS respondents in terms of gender, track, strand, and age.
Whereas:
= fN= 100
• P = percentage
• f = number of respondents answers
• N = Total number of Grade 11 HUMSS respondents

Weighted Mean :
It is used to determine the indicators of Grade 11 HUMSS Senior High School students'
stress coping mechanisms.

Wherein:
=N
• ∑X = sum of the quantitative variables
• N = total sample size

Likert Scale :
Each statement in the questionnaire was rated by respondents. Their responses were
given a value, as follows:

1 Very Effective

2 Effective

3Moderately Effective

4 Slightly Effective

5 Not Effective

The researchers used a Likert Scale to specify the level of agreement of respondents' to
a specific question or statement. A Likert Scale is made up of four or more Likert-type
items that represent similar questions and are combined to form a single composite
score/variable.

Point Likert Scale :

Mean Scale Value

Verbal Interpretation

4.21 - 5.00 5 Very Effective

3.41 - 4.20 4 Effective

2.61 - 3.40 3 Moderately Effective

 1.81 - 2.60 2 Slightly Effective

1.00 - 1.80 1 Not Effective

The responses coming from the Grade 11 HUMSS respondents were tabulated and the
mean score of each item was computed using descriptive statistics. After the
computation of mean score in each item, researchers come up to the final 5 point scale