This chapter will provide discussion and example about the academic adjustment

of students using different learning methods in this time of pandemic. Last year
and up to now, our country faces a big crisis cause by the Coronavirus called
COVID-19. In accordance to this, education of students is also greatly affected. As
of October 6, 2020, almost 36 million people have been infected and over one
million have died. In the Philippines, this translates into almost 325,000 infected
and 6,000 deaths (Worldometer, 2020). Among this number are over 28 million
Filipino learners across academic levels who have to stay at home and comply with
the Philippine government’s quarantine measures (UNESCO, 2020). According to
Sahu (2020) the pandemic caused about closing of school from around 150
countries all over the world. The Department of Education and other branches of
education implemented different learning methods such as modular learning and
online learning. According to Oztok et al (2013), Online learning might be in terms
of synchronous, real-time lectures and time-based outcomes assessments, or
asynchronous, delayed-time activities, like pre-recorded video lectures and time-
independent assessments while according to Hornby, as cited in Yoseph and
Mekuwanint (2015) and Malik (2012), module is a unit of work in a course of
instruction that is virtually self-contained and a method of teaching that is based on
the building up of skills and knowledge in discrete units. 

In accordance to this type of new learning methods implemented to cope up

with education amidst of pandemic, students needs to adjust academically because
they need to adapt this new system of education. Students in secondary and tertiary
education settings are known to face a varied range of ongoing normative stressors
associated with their ongoing academic demands (reference). However, in the
current scenario created by the social restrictions imposed by the pandemic, have
led to escalation to severe levels of academic stress in students. There is enough
evidence to demonstrate that severe and long-standing academic-related stress has
an adverse effect on academic performance, mental health and well-being of
children and adolescents. Academic-related stress is significantly associated with
reduced student academic motivation (Liu, 2015) and academic disengagement
(Liu & Lu, 2011). This in turn makes them vulnerable to dropping out, future
unemployment, and increased incidence of psychiatric disorders such as
depression, anxiety and substance use disorders (Pascoe et al., 2020).