Sample On Depression (Research)

A Survey of Depression among Graduate Students and
Their Academic Performance
Richard I. Licayan, MA Science Education

Bukidnon State University
Malaybalay City
9000 Philippines
Abstract
The study investigated the depression level and academic performance of the graduate
students of Bukidnon State University School of Graduate Studies, school year 2009-
2010. Specifically, it sought to (1) determine the level of depression of graduate
students in terms of Age, Gender, Civil Status, and Degree Program; (2) identify the
level of academic performance of the Department of Education (DepEd) fellows in the
four MA Programs; (3) establish if there is a significant relationship between the levels
of depression and academic performance of the graduate students and (4) determine if
there is a significant difference of the level of depression among the graduate students
in four MA Programs namely Master of Arts in Science Education (MASE), Master of
Arts in Mathematics Education (MAME), Master of Arts in English Language Teaching
(MA-ELT), and Master of Arts in Educational Administration (MA-Ed.Ad.). This study
employed both quantitative and qualitative methods of research. The researcher used
the descriptive-correlational statistical analysis which will involved a survey on the
graduate students level of depression encountered in their masters degree program at
Bukidnon State University School of Graduate Studies using an instrument modified by
the researcher adopted from Zung (2001) Self-Rating Depression Scale Questionnaires
and the Graduate Students Profile Questionnaires. The respondents of this study were
55 graduate students who belong to the four MA Programs namely MASE, MAME, MA-
ELT, and MA-Ed.Ad. A purposive non-probabilistic sampling method was employed by
simply picking out the persons to which the researcher wanted to make an inference for
purposes of the study. Descriptive and inferential statistical tools were used in this
study: (1) mean and standard deviation; (2) Pearson Product-Moment Correlation; and
(3) the analysis of variance (ANOVA). With the first two tools, the data gathered was
treated using the Special Package for Social Sciences (SPSS) at 0.05 level of
significance. The last tool was used to test if there was a significant difference among
the level of depression of graduate students in four MA degree programs. Result
showed that graduate students in four MA degree programs of Bukidnon State
University School of Graduate Studies have predominantly minimal level of depression
and have a very good academic performance. This implies that graduate students are
embracing many stressors in coping with the requirements in spite of the heavy loads in
their respective degree program. Moreover, the level of depression and academic
performance of the graduate students have significant relationship. This signifies that
the academic performance of the graduate students is affected when they are
experiencing major depression. Thus, adjustment and full control of one’s self is a must
in coping with academic stress and depression. Hence, the findings that depression
have a significant relationship with academic performance shows that coping
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mechanism to different stressors is utmost important in graduate studies. There are

always pressure, stress and depression to meet, and thus require one's awareness and
preparation of one's self to various stressors.
Keywords: depression, academic performance
INTRODUCTION
Background of the Study
There have been many studies (Schafer, 1996; Fisher, 1994; Altmaier,
1983; Greenberg & Valletutti, 1980), which have reported strong
relationship between depression and graduate students. Some individuals
are more sensitive to some stressors than others; so, the person’s
characteristics and behavior patterns must be looked at to determine their
importance and their vulnerability to stress and depression. The experience
of depression in humans is universal, but there are also marked individual
differences in how depression is experienced. Depression and stress has
been known “to be the fuel the body uses to meet the challenges of our fast-
paced modern life; for others, it is the aversive by-product of such a life”
(Altmaier, 1983). Depression and stress has been associated with major life
events, daily life hassles, and changes in life. Stress is created by excessive
environmental and internal demands that need constant effort and
adjustment.
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Many graduate students undergo considerable stress and depression
due to the demands associated with change: leaving home, becoming
independent decision makers, and competing against new standards
(Altmaier, 1983). Some graduate and undergraduate students can see these
transitions as a positive experience that can be exciting, but some students
seem to be threatened by this change. Graduate school is where many
graduate students experience a time of increased demands, expectations,
stress and depression (Nelson, Dell’Oliver, Koch, & Buckler, 2001).
Depression can affect a student’s grades, health, and personal adjustment.
How students perceive the immediate environment, their personal lives, and
tasks confronting them serves to define, in a unique manner, people and
events as potentially dangerous or relatively innocuous (Roberts & White,
1989).
The transition of moving to graduate studies and leaving home can be
an added stressor for a graduate student. There are many graduate students
who deal with being homesick, whether it is mild and self-limiting or
profound grief and anxiety. There is a loss of control for students who are
attending school and have to adapt to a different climate, new language,
behavior, and social customs. The changes and transition are stressful for
students because of this new environment. Graduate students who are
passive and mildly depressed prior to leaving home have been found to be
those most likely to show raised levels of homesickness following the move
to university (Fisher, 1994).
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Academic work may reflect some of the high levels of stress and
depression that graduate students have reported. Most graduate students
experience grade pressures that cause them to have problems with stress
and depression. Too much stress and depression can interfere with a
student’s preparation, concentration, and performance. Graduate students
also have a fear of failure in their grades and academic work. To fall short of
their own or others’ expectations in school, job, athletics, or any other
activity one risks both external and internal costs: threat to academic or
career prospects, disapproval, rejection, humiliation, guilt, and a blow to the
self-esteem (Schafer, 1996). Although fear of failure can help motivate the
students to prepare and perform well. Sometimes this fear can become
extreme and create unnecessary stress and depression.
One of the main causes to academic stress is test anxiety. Most
graduate and undergraduate students seem to be emotionally vulnerable
due to examinations. Increased anxiety from tests has a debilitating effect
on their performance. When information generated by worrying about the
test reduces the capacity available for performing the task, the result is that
performance breaks down and the result becomes self-confirming (Fisher,
1994). After completing an examination, there is a period of depression
when students reflect on their performance and compare it to how their
colleagues did. Poor confidence and a perception of poor performance can be
an important reason for depression that occurs after examination and no
further changes are possible. More emphasis is needed on understanding the

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impact of examinations on students, on identifying vulnerable individuals,
and on the appropriateness of the current examination process (Fisher,
1994).
Meanwhile, in Bukidnon State University, graduate studies have
existed for 48 years now and cater to many programs for those who want to
pursue masters and doctorate degrees. The university offers scholarship
programs for DepEd teachers who wish to finish their master’s degree.
However, availing the scholarship program is not an easy task; it requires a
lot of patience, determination, hard work and perseverance. Most of the
DepEd scholars are married and are away from their families and they find it
difficult to cope with the heavy requirements for their respective degrees. In
addition, there are financial constraints and pressures to meet the
requirements in a degree program.
Hence, the researcher felt that it was important to investigate the
depression that graduate students experience because of the amount of
stress that they encounter. Since graduate life is stressful, the researcher
believed that it was so important to look at the different factors of
depression to help the students cope more effectively.
Conceptual Framework

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This study is anchored from the central dogma that depression is a
common disorder that impacts an individual's ability to perform life
activities, including those required by the workplace (Zung, 2001). Academic
performance can be viewed as a direct parallel to workforce performance,
with students belonging to a unique set of individuals whose ability to
perform can be measured on criteria applied by an observer and by self-
report. While the prevalence of depression for this group is high and
preparation for entry into the workplace is critical for these individuals, this
relationship has not been adequately investigated (Rowland, 2001).
There are several paths in which reduced cognitive and physiological
capacity of depressed students may negatively affect academic performance.
According to Beck's (1976) cognitive theory of depression, in achievement-
oriented environments, depressed individuals are prone to react to low
grades with a sense of failure due to tendencies to display negative
perception of themselves, the world, and the future. Students, who have a
pessimistic view of themselves because of depression, are more threatened
by difficult academic tasks, thus negatively affecting their academic potential
(Barbara & Stuart, 1995). In fact, optimism and effective coping have been
associated with positive psychological adjustment to academic demands
during the first semester of graduate school (Brissette, Scheier, & Carver
2002). Using Beck's (1976) cognitive theory of depression, the following can
be inferred: depressed students might view themselves in self-defeating
ways, construe their academic experiences in negative ways, and view their

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scholastic future pessimistically. These negative biases can further impair
many aspects of information processing (Beck, 1976), rendering students
less able to accomplish academic tasks.
Many graduate students tend to view their grades as key predictive
factors when determining self-worth (Crocker, Sommers, & Luthanen, 2002).
In their self-worth contingency model, Kuiper and Olinger (1986) proposed
that negative self-evaluation is a predictor of depression. According to this
model, vulnerability for depression consists of a poorly consolidated view of
the self, with the individual relying excessively on negative attitudes to
determine self-worth. Negative events, such as impediments in performance
and failures in academic environments, might threaten self-esteem.
Students who place such contingencies of self-worth on their academic
performance may also be at risk for instability in self-esteem, perpetuating
depressive symptoms over time (Crocker, Sommers, & Luthanen, 2002).
However, research studies indicate that lower grade point averages
depended upon a student’s type of depression, according to Daniel Eisenberg
(1995), there are two core symptoms of depression- loss of interest and
depressed pleasure in activities. He said that the correlation between
depression and academic performance is mainly driven by loss of interest in
activities. He added that this factor is significant because it would mean that
an individual can be very depressed and yet very functional, depending on
which type of depression the student has. This can be true for many high

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achieving people who may feel down and hopeless but not lose interest in
activities.
Depression has been linked to a range of negative school-related
outcomes, including poor grades, a lack of persistence in the face of
academic challenges, and decreased classroom participation. These effects
may range from short-term declines in academic performance to long-term
problematic school outcomes. For example, depressive symptoms as early as
first grade predict school difficulties many years later, including increased
use of special education services, grade retention, and poor grades.
Less is known, however, about how and why depression interferes with
school adjustment. The symptoms and accompanying features of depression
themselves may have a negative impact on academic achievement and
motivation. For example, concentration difficulties, a lack of interest and
energy, and withdrawal are likely to undermine performance and
engagement at school. Depressive behaviors also may elicit negative
reactions from teachers and peers, leading to social isolation and alienation
from the school setting. In fact, teachers may feel over-whelmed by the
emotional difficulties of their students, leading to low levels of perceived
self-efficacy and less than optimal teaching performance. Finally, depression
may induce negative beliefs about one's competence and a sense of
helplessness, leading to a lack of persistence in academic tasks. Indeed,
Carol Dweck and colleagues described in 1988 a profile of "learned

9
helplessness" in achievement contexts, characterized by an avoidance of
challenge, lack of persistence in the face of failure, excessive concerns about
competence, ineffective learning strategies, maladaptive attributions about
failure, and negative emotions. Additional research is needed to determine if
in fact this profile characterizes depressed students in the school context.
Whether it is most common for academic difficulties to precede
depression or for depression to precede academic difficulties has not yet
been clearly determined. It also is possible, of course, that the presence of
significant academic difficulties in depressed students reflects a common
third influence. For example, both depression and academic impairment are
linked to behavior problems and attention deficits. In fact, research has
suggested that depression may be most strongly associated with academic
stress, failure, and school conduct problems when it co-occurs with acting-
out behavior or attention deficits.
The aforementioned concepts served as guiding principles and
concepts of the researcher in determining the level of depression and
academic performance of the graduate students at Bukidnon State
University. The researcher’s aim was to gather information to see whether
the level of depression in graduate students had a strong relationship with
their academic performance.

10
Figure I shows the conceptual paradigm of the study. It presents the
visual representation of the relationship among variables and how they
interact with each other.
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Level of Depression
Academic Performance
(Zung, 2001) in Methods of
Research (ED 203)
 MASE (Rowland, 2001)
 MAMT/MAME  MASE
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Figure 1. The Schematic Paradigm of the Study
Statement of the Problem
The ultimate goal of this study was to investigate the level of
depression among students and to find out whether there was a relationship
to the academic performance of graduate students at Bukidnon State
University, Malaybalay City school year 2009-2010.
Specifically, this study was sought to answer the following questions:
1. What is the level of depression of the graduate students in
terms of:
1.1 Age

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1.2 Gender
1.3 Civil Status
1.4 Degree Program
2. What is the level of academic performance in Methods of Research
of:
2.1 DepEd Fellows
2.2 NonDepEd Fellows
3. Is there a significant relationship of the level of depression of the
graduate students with their academic performance in ED 203?
4. Is there a significant difference of graduate students’ level of
depression in four programs namely; MASE, MAMT/MAME, MA-ELT,
and MA-Ed.Ad?
Null Hypotheses of the Study
Ho There is no significant relationship between graduate students’ level
of depression and academic performance.
Ho There is no significant difference on the level of depression of the
graduate students in four MA Programs namely; MASE, MAMT/MAME, MA-
ELT, and MA-Ed.Ad.
Significance of the Study

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The results of this study provide relevant information concerning
graduate students level of depression and their academic performance that
have important implications and insights to the following:
The students. The self-assessment of the level of depression among
graduate students and their academic performance was the major concern of
this study. The results of this study could provide useful information in
finding out how the graduate students’ level of depression affects their
pursuit in the master’s degree program. The results should enable them to
be aware and employ self-control in dealing with their academic strife, heavy
loads of undertakings, pressures, and stress in order to get rid with
depression.
The teachers/professors. The findings of this study have created an
opportunity for the teachers/professors to find out how well the students
cope with their studies. This will give them valuable information in seeing
how the levels of depression of graduate students affect their academic
performance. In this way, the teachers/professors will now be able to better
assist the graduate students in coping with pressures, stress and depression.
The Graduate Program of Bukidnon State University. The findings of
this study provide useful information on students’ level of depression and
academic performance in the context of coping the stress and pressures of
master’s degree program. This will enable administrators of the graduate to
determine what specific assessment materials on the students’ level of

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depression might be employed for them to initiate trainings and symposia on
how students’ cope with pressure, stress, and depression.
The researchers. The findings of this study will serve as reference for
future researchers who plan to conduct further study pertaining to the
context of this research.
Delimitation of the Study
This study was conducted in Bukidnon State University, Malaybalay
City this school year 2009-2010. The subjects of the study were 55 graduate
students both DepEd fellows and NonDepEd fellows.
The researcher’s goals in conducting this study was to investigate the
level of depression and academic performance of graduate students of
Bukidnon State Univertsity Graduate Studies in four Masters degree
programs namely; Master of Arts in Science Education (MASE), Master of
Arts in English Language Teaching (ELT), Master of Arts in Mathematics
Teaching-Mathematics Education (MAMT/MAME) and Master of Arts in
Educational Administration. The level of graduate students’ depression was
measured using Zung (2001) Self-Rating Depression Scale survey
questionnaires. There were three categories in the level of depression used
by the researcher depending on the respondents’ Self-Rating Depression
Scale index (SDS) that comprised the following scales; 50 below (Normal),

15
50-69 (Minimal or Mild Depression), 70- 79 (Moderate Marked Depression),
and 80 above (Marked Major Depression).
The data gathered in both the level of depression of academic
performance in Method Research (ED 203) was analyzed by computing its
mean, standard deviation, and Pearson Product Correlation.
Definition of Terms
For better understanding of this study, the following are purposely
defined either theoretically or operationally:
Depression. Depression is a type of mental disorder that affects a
person’s mood. It can affect a person's thoughts, feelings, behavior and
overall health. Normal feelings fall along a continuum from mild to intense,
and the same is true of depression. It is normal to respond to losses in ones
life with sadness and gloom. But when these feelings block a person from
performing his/her everyday activities or are out of line with the reality of a
person’s life, they are considered symptoms of a 'depressive disorder
(Franklin, 2003). In this study, it was the measure of the level of depression
incurred among graduate students using the Self-Rating Depression Scales
namely; below 50 (Normal), 50-69 (Minimal or Mild Depression), 70-79
(Moderate Marked Depression), and 80 above (Major Marked Depression).
Academic performance. Refers to how students deal with their studies
and how they cope with or accomplish different tasks given to them by their
teachers or professors (Seligman, 2005). In this study, it was the final

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grades of graduate students in Methods of Research (ED 203). There are
four categories in the level of depression that were used depending on the
respondents’ Self-Rating Depression Scale index (SDS) which comprise the
following scales; 50 below (Normal), 50-69 (Minimal or Mild Depression),
70-79 (Moderate Marked Depression), and 80 above ( Marked Major
Depression).

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RESEARCH METHODOLOGY
This part describes the methods and procedure on how this study was
conducted. It also describes the research design, the research locale, the
selection of subject and respondents, the sampling method, the research
instruments, and the administration of the instrument, the recording of the
data and the analysis and interpretation of data.
Research Design
The correlational method of research was used in this study. It was
conducted to test if there is a relationship of graduate students’ level of
depression and their academic performance in methods of research. Analysis
of variance (ANOVA) was also employed to test if there is a significant
difference in the level of depression among the graduate students in four MA
degree programs namely; MASE, MAMT/MAME, MA-ELT, and MA-Ed.Ad.
Locale of the Study

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The study was conducted in the School of Graduate Studies of
Bukidnon State University for the school year 2009-2010. The university is
located at Fortitch Street, Malaybalay City, and province of Bukidnon.
The university acclaimed its universityhood for two years now. It’s
started to offer graduate courses in 1960, with Master of Arts in Education
under the Bukidnon Vocational Normal School. Graduate courses in
Administration and Supervision, School Health Education and Social Studies,
and Guidance counseling were added as the major graduate programs in
1971, while Master of in public Administration (MPA) was introduced in 1973.
The first Master of Arts graduate of this institution finished in 1974 with the
degree of MA in Education, major in Administration and Supervision.
The important school years to remember for the opening of the
degrees which are presently offered at BSU: SY 1978-1979 for MA in
Educational Administration, and MA in Guidance and Counseling; SY 1980-
1981 for MPA; SY 1983-1984 for MA in Mathematics Education/Teaching; SY
1987-1988 for MA in ELT; 1993-1994 for MA in Science Education; and SY
1996-1997 for a Ph. D. in Instructional Systems design.
The BSC-DepEd Scholarship Program which started in 1980
underscored BSU’s commitment to serve the teachers and administrators in
the Mindanao region. The program for the Education Administration usually
has the largest number of students; however with the opening of the non-
thesis program for the MPA in 2004 gave a shift in population in favor of the
MPA. This attraction provided avenues for BSU to establish linkages with the

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NGO’s and LGU’s of the region. The rest of the MA programs like English
Language Teaching, Mathematics Education/Teaching, Educational
Administration, Science Education and Guidance, continue to cater to
clienteles in the academe (BSU Graduate Student Hand Book, 2007).
Respondents of the Study
The respondents of this study were the DepEd fellows and NonDepEd
fellows enrolled in the four MA Programs of Bukidnon State University for the
School Year 2009-2010.
A description of the respondents in their professional profile was
gathered through survey. It was revealed that 64% of the graduate students
were married, 36% were not married, 58% were female and 42% males.
However, the graduate students’ age ranges from 20-60 years old wherein
69% of the graduates are in the age range 30-45, 16% 20-29 years old, and
15% 46-60 years old.
The graduate students were mostly DepEd scholars coming from the
different regions in Mindanao and some were nonDepEd scholars from the
province and cities in Bukidnon. Most of the DepEd scholars are married and
are away from their families and they find it difficult to cope with the heavy
requirements for their respective degrees. It was observed that graduate
students have financial constraints and pressures encountered in their
respective degree programs.

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Sampling Procedure
A purposive sampling was done to guide the researcher in obtaining
the identity and number of respondents to be considered in the survey. In
this sampling technique, the researcher simply picked out the persons whom
he thought would be representative of the population to which he wanted to
make an inference for purposes of the study. This sampling procedure is
non-probalistic in nature. There was no random selection of cases from the
population. Subjects that were needed for the study were merely chosen
from those who were available. This sampling technique is also referred to
as convenience or judgmental sampling.
Out of 130 graduate students enrolled in the four major programs of
Bukidnon State University School of Graduate Studies, 55 graduate students
were purposely chosen for the purpose of the study.
Table 1 presents the 55 respondents from the four MA programs both
DepEd and NonDedEpd fellows. It also shows the distribution and the total
number of respondents.
Table 1. Distribution of Respondents
_________________________________________________________
Program DepEd Fellows NonDepEd Fellows

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MASE 8 4
MAMT-MAME 8 -
MA-ELT 8 2
MA-Ed.Ad. 21 4
___________________________________________________
Total 45 10
The Research Instruments
There were two sets of instruments used to generate the necessary
data. One was a Zung (2001) Self-rating Depression Scale Questionnaires
and the academic performance of graduate students in methods of research
(ED 203). There are four categories in the level of depression that were used
depending on the respondents’ Self-Rating Depression Scale index (SDS)
which comprised the following scales:

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SDS index limit Level of Depression
50 below Normal
50-69 Minimal or Mild Depression
70-79 Moderate Marked Depression
80 above Major Marked Depression
The academic performance of the graduate students was based on
their grades in Methods of Research (ED 203). Their academic performances
were interpreted using the following limits based from BSU Graduate
Student Handbook 2007 Edition.
Grade % Equivalent Description
1.0 96-100 Outstanding
1.25 94-95 Excellent
1.50 91-93 Very Good
1.75 88-90 Good
2.0 86-87 Satisfactory
Below 2.0 Failed
Data Gathering Procedures
There were two steps done by the researcher in gathering the
pertinent data. First was the through survey for the quantitative data of the
graduate students’ level of depression and the graduate students profile

23
questionnaire. Second was the academic performance of the graduate
students using their grades in Methods of Research (ED 203).
The gathered data were tallied and tabulated and subjected further to
statistical analysis.
Treatment of Data
The data collected were summarized, translated, and analyzed using
the following statistical techniques:
a. Weighted Mean and Standard Deviation
These were used to describe the graduate students’ level of
depression and level of academic performance in ED 203; thus, it
answered problems one and two.
b. Pearson Product Moment Correlation
Pearson r was used to determine the magnitude of the relationship
between graduate students’ level of depression and academic
performance. The correlation probability value (p-value) was used
to establish the significance of the relationship. This statistical tool
answered problem three.
c. Analysis of Variance (ANOVA)
Analysis of variance (ANOVA) was used to determine if there is a
significant difference observed in the level of depression and
academic performance of graduate students in four programs

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namely; MASE, MAMT/MAME, MA-ELT, and MA-Ed.Ad. This
statistical analysis answered problem four.
Descriptive and inferential statistical computations for the data
gathered through survey were done using the Statistical Package
for Social Sciences (SPSS) software set at 0.05 level of significance.
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyzes and interprets the data obtained from the
respondents. The presentation of results is organized based on the order of
the stated problems in Chapter 1: (1) graduate students’ level of
depression; (2) graduate students’ academic performance; and (3)
hypothesis testing.
A. Graduate Students’ Level of Depression
This part reveals the graduate students’ level of depression in four
programs of Bukidnon State University School of Graduate Studies. Aspects
of graduate students’ level of depression were accorded into pervasive

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affective disturbances (e.g. sadness, tearfulness), somatic or physiological
disturbances (e.g. sleep or appetite changes), psychomotor disturbances
(e.g. agitation, retardation), and psychological disturbances (e.g. confusion,
emptiness, and irritability).
The following data was gathered through survey and was treated with
descriptive statistical analysis. The interpretations for the level of graduate
students’ level of depression were based on previous literature and by factor
analytic studies of Zung (2001). Zung categorized the level of depression
according to numerous symptoms of depression.
A.1 Level of Depression of Graduate Students in terms of Age
Zonderman (2005) believed that people’s age is one of the attributing
factors of depression. He claimed that advanced age among the elderly has
been hypothesized to be a risk factor for depression. He added that
depressive symptoms were associated in bivariate analysis with increased
age, being female, lower income, physical and cognitive abilities.
Table 2 shows that the level of depression of graduate students, as per
observation depression varies accordingly with their age. Graduate students
ages 20-29, showed a wide range of variability (SD = 7.71), which means
that these graduate students have various mechanisms to cope with stress
and depression. It showed further that their level of depression indicate a
minimal or minor depression.

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The data implies that these graduate students underwent adjustment
during the transition of moving to graduate studies and leaving home which
were considered as an added stressor for a graduate student (Fisher, 1994).
Fisher (1994) added that there is a loss of control for students who are
attending school and have to adapt to a different climate, new language,
behavior and social customs. The changes and transition are stressful for
students because of this new environment.
However, results revealed further that a normal level of depression (X
= 49.89) was observed among graduate students ages 30-45. There is a
homogeneity among the graduate students’ responses on the Self-rating
Depression Scale assessments (SD = 5.91). It signifies that graduate
students at this age level have adequate coping mechanisms and are well
motivated and directed towards fulfillment of their career goals (Remonde,
2006). Hughes (2005) revealed further that people at this age range have
full control over their emotions and can adjust very well to stresses in the
environment.
Meanwhile, results also showed that a graduate student with an age
ranging from 46-60 also showed a minimal depression (X = 50.87). There is
also homogeneity of their responses in the self-rating depression scale
analysis and a very close range of variability (SD = 5.17). Their minimal
level of depression can be denoted to the notion that age certainly involves a
variety of life stressors that can lead to depression (Brown, 2006).
However, despite these problems, most older people are satisfied with their

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lives. Hence, depression is not normal, at any age according to Elsevier
(2009).
Table 2. Graduate Students Level of Depression in terms of Age
Mean (X) SD QD
Age (20-29) 52.78 7.71 Minimal Depression
Age (30-45) 49.89 5.90 Normal
Age (46-60) 50.87 5.17 Minimal Depression
A.2 Graduate Students’ Level of Depression in terms of Gender
Mayo (2008) clearly hypothesized that women are more prone to depression
than men. She added that hormones, work overload and the tendency of women
to ruminate over their problems are among the factors that may increase a
woman’s risk of depression.
Results in table 3 showed the level of depression of both males and females
of the graduate students in four programs. It can be inferred from the table
that the level of depression among males is very close to the level of

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depression among females. Both genders have a minimal level of depression.
There is a wide range of variability in the responses among females (SD =
6.35), however, male responses are more homogeneous than females (SD =
5.99).
The data implies that the differences between men and women biologically,
environmentally, and psychologically are the factors to be considered in rates of
depression on gender difference. However, Hoeksena (2000) contends that
before evaluating the different explanations for the rates of depression between
men and women, it is very important to first look at the evidence of sex
discrepancies in rates of depression between men and women, and how these
differences are manifested cross-culturally and throughout the life span. He
added that it is also necessary to consider the possibility that men and women
actually share similar rates of depression.
Table 3. Graduate Students’ Level of Depression in Terms of Gender
________________________________________________________________________
Gender Mean SD QD
Males 50.47 5.99 Minimal Depression
Females 50.31 6.35 Minimal Depression
________________________________________________________
A.3 Graduate Students’ Level of Depression in terms of Civil Status

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Cairney (2009) claimed that singles reported that they are leading full
and happy lives without a spouse. Life events were more strongly related to
depression in married than in singles.
Table 4 shows the level of depression of graduate students according
to civil status. Results revealed that the level of depression among single
graduate students is lower than the level noted in graduate students who
are married. Graduate students who are single are less prone to depression
(X=49.30) and their responses are not so varied (SD = 3.89). However,
graduate students who are married have a minimal level of depression (X =
51.00) and it was observed that there is a wide range of variability in their
responses (SD = 5.07).
This implies that graduate students who are not married have
substantial coping mechanisms to deal with stress and depression. However,
David (2008) suggested that it is important to examine multiple sources of
stress; coping mechanism and adjustment to environment to give laudable
and concrete explanations that singles have better coping mechanisms than
married individuals.
Table 4. Graduate Students’ Level of Depression in terms of Civil Status
________________________________________________________
Civil Status Mean SD QD
Single 49.30 3.89 Normal
Married 51.00 5.07 Minimal Depression

30
________________________________________________________
A.4 Graduate Students’ Level of Depression in Terms of Program
Schafer (1996) believed that graduate students experience grade
pressures that cause them to have problems with stress and depression. Too
much stress and depression can interfere with a student’s preparation,
concentration and performance. Graduate students also have a fear of
failure in their grades and in academic work.
Table 5 presents the level of depression among graduate students in
the four MA programs in Bukidnon State University School of Graduate
Studies. Results showed that graduate students in MASE-Program has a
normal level of depression (X = 48.67) and there is a homogeneity of their
responses (SD = 3.28). Graduate students in MAMT/MAME program obtained
a minimal level of depression (X = 5.50) and there is wide range of
variability of their responses. This indicates that graduate students in
MAMT/MAME are embracing many stressors in coping with the requirements
and the heavy loads in their degree program.
On the other hand, the SDS index of graduate students in MA-ELT also
showed a minimal depression (X = 50.56) with a wide range of variability of
their responses (SD = 6.84). This denotes that graduate students in the MA-
ELT program have varying ways of coping with a stressful environment.
Likewise, graduate students in MA-Ed-Ad showed a minimal depression

31
(X=50.56) with an extensive range of variability in their responses (SD =
5.88). This signifies that graduate students in these programs showed a
wide range of ways in dealing with academic stressors, and other school
related problems.
Table 5 Graduate Students’ Level of Depression in terms of Program.
________________________________________________________
MA Program Mean SD QD
_______________________________________________________
MASE 48.67 3.28 Normal
MAMT/MAME 51.50 9.39 Minimal Depression
MA-ELT 51.10 6.84 Minimal Depression
MA-Ed.Ad. 50.56 5.88 Minimal Depression
_______________________________________________________
B. Academic Performance of Graduate Students
Hass (2009) contends that academic performance can be viewed as a
direct parallel to workforce performance, with students belonging to a
unique set of individuals whose ability to perform can be measured on
criteria applied by an observer and by self-report.

32
Table 6 shows the academic performance of DepEd fellows and
NonDepEd fellows of the graduate studies of Bukidnon State University in
four major MA Programs. Results revealed that DepEd fellows have very
good academic performance in Methods of Research (X = 1.54) with a
wide range of variability (SD = 5.75). While NonDepEd fellows have good
academic performance in Methods of Research (X = 1.63) with a
uniformity on their grades (SD = 0.18).
Results indicate further that DepEd fellows obtained a very good
academic performance for they are all scholars and have enough time to
cope up with the academic requirements and anxiety over tests. Green
(2002) clearly stated that students who have enough time and dedication
with their studies performed effectively towards academic success. He
added that students who developed positive values towards studies were
likely to obtain higher results in the academic skills.
Table 6. Graduate Students’ Level of Academic Performance both DepEd
Fellows and NonDepEd Fellows
________________________________________________________
Mean SD QD
DepEd Fellows 1.54 0.17 Very Good
NonDepEd Fellows 1.63 0.18 Good
________________________________________________________

33
C. Test of Relationship of the Graduate Students’ Level of

Depression and Academic Performance
To conform with Schafer (1996); Fisher (1994), Atlmaier (1983) and
Greenberg & Valletutti (1980) on the significant to and fro relationship of
depression and academic performance, this part covers the analysis of
correlation between variables. This is to test the null hypothesis set in
Chapter 1.
Table 7 presents pertinent data with regards to the test of relationship
and the corresponding decision to the null hypothesis posed in this study.
The Pearson product-moment correlation was used to determine the
magnitude of relationship between these variables; while, its p-value was
based to establish if such a relationship is significant or not.

34
Table 7. Significance of Relationship of the Level of Depression and
Academic Performance of Graduate Students.
________________________________________________________
Variables r p-value Decision Interpretation
________________________________________________________
Level of Depression
and 0.336 0.00* Reject H0 Highly
Academic Performance Significant
________________________________________________________
* significant at .05 level
As shown in the table, the correlation coefficient, r obtained was
0.336. Based on Daleon’s (1989) interpretation, this is considered as
positive low correlation. It denotes that there is a very slight relationship
between the variables.
Further analysis yielded a p-value of 0.00 which is highly significant at
0.05 alpha level. The null hypothesis which states that there is no significant
relationship between graduate students’ level of depression and their
academic performance is rejected. Hence, the alternative hypothesis which
states that a significant relationship existed between graduate students’
level of depression and their academic performance is not rejected. This also
conforms to the results of the research studies of Deroma & Patrick (2009).

35
The significant correlation is also in line with the findings of Lorenz
(2007) and Rowland (2009) who conducted a parallel to this study.
Moreover, it was likewise stressed by Chan, and Zadeh (1997), Jahng and
Maggie Mack (2000), and Leach & Leverett (2005) that there is significant
relationship between depression and academic performance.
D. Test of Significant Difference of the Depression Level of

Graduate Students in the Four MA Programs
In light of theory and research linking stress and depression with
school-related impairment, there has been a call for a new generation of
school-based prevention and intervention programs that address the joint
issues of academic difficulties and depression related problems. Such
programs may range from student-level approaches implemented within the
school setting to school-wide or district-wide approaches directed at
systems-level changes (Dearden and Clark, 2005).
In cognizance of the above mentioned information, the data gathered
was subjected to Analysis of Variance to determine significant difference on
the level of depression among graduate students in four MA programs. The
results of Analysis of Variance answered problem four mentioned earlier.
Table 8 shows the summary table of the analysis of variance (ANOVA).
Results revealed that the computed F-value was lower than the critical value
at 0.05 level of significance. This indicates that there is no significant
difference on the level of depression observed among the graduate students
in four MA programs. Hence, the null hypothesis which states that there is

36
no significant difference on the level of depression among the graduate
students in the four MA programs is not rejected.
The data also signifies that the recurring patterns of depression are
common to all graduate students regardless of their degree programs. This
observation is confirmed further to the idea of Hysenbegasi (1990), Hass
(1993), and Rowland (2001) that depression is common to all walks of life
that impacts an individual’s ability to perform life activities, including those
required by the workplace. Charlie (2009) also asserted that when
depression gets a grip in one’s life, for whatever reason, it quickly takes hold
in the form of a series of mutually reinforcing habits forming the depression
habit spiral. He added that a manageable life can be attained by learning
how to change some of those habits for the better.
Table 8. Analysis of Variance of the Level of Depression among Graduate

Students in MASE, MAMT/MAME, MA-ELT, and MA-Ed.Ad. Bukidnon State
University School of Graduate Studies, School Year 2009-2010.
________________________________________________________
Sources of Variation SS df MS F-ratio
________________________________________________________
Between 50.18 3 16.73 0.3568ns

37
Within 2391.57 51 46.89
Total 2,441.76
________________________________________________________
ns
not significant at 0.05 level ( 0.05, 3, 51)= 2.79
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This part presents the summary and findings, discusses relevant
conclusions, and cites recommendations for the realization of the objectives
of this research study.
Summary

38
This study investigated the level of depression and academic
performance of the graduate students in the four MA Programs in Bukidnon
State University School of Graduate Studies, school year 2009-2010.
Specifically it sought to (1) determine the level of depression of
graduate students in terms of Age, Gender, Civil Status, and Degree
Program; (2) identify the level of academic performance of the DepEd
fellows and NonDepEd fellows in the four MA Programs; (3) establish if there
is a significant relationship between the levels of depression and academic
performance of the graduate students and (4) determine if there is a
significant difference of the level of depression among the graduate students
in four MA Programs namely MASE, MAMT/MAME, MA-ELT, and MA-Ed.Ad.
This study employed both quantitative and qualitative methods of
research. The researcher used the descriptive-correlational statistical
analysis which involved a survey on the graduate students’ level of
depression encountered in their master’s degree program at Bukidnon State
University School of Graduate Studies using an instrument modified by the
researcher adopted from Zung (2001) Self-rating Depression Scale
Questionnaires and the Graduate Students Profile Questionnaires.
The respondents of this study were 55 graduate students who
belonged to the four MA Programs namely MASE, MAMT/MAME, MA-ELT, and
MA-Ed.Ad. A purposive nonprobalistic sampling method was employed by

39
simply picking out the persons whom would be representative of the
population to which the researcher wanted to make an inference for
purposes of the study.
Descriptive and inferential statical tools were used in this study: (1)
mean and standard deviation; (2) Pearson Product-Moment Correlation; and
(3) the Analysis of Variance (ANOVA). With the first two tools, the data
gathered was treated using the Special Package for Social Sciences (SPSS)
at 0.05 level of significance. The last tool was used to test if there was a
significant difference among the level of depression of graduate students in
four MA degree programs.
Findings
Based from the gathered and treated data, the following were the
major findings of the study:
1. On the Graduate Students’ Level of Depression in terms of Age, Gender,
Civil Status, and Degree Program.
1.1 Graduate Students age ranging from 20-29 and 46-60 have
predominantly minimal level of depression.
1.2 Both males and females graduate students have minimal
depression.

40
1.3 Graduate students who are singles have normal level of
depression than those who are married.
1.4 Graduate students four MA programs in general encountered
a minimal level of depression.
2. On the Graduate Students’ Academic Performance
2.1 DepEd Fellows have a very good academic performance in
Methods of Research while NonDepEd fellows have a good
academic performance.
3. There is a significant relationship between the level of depression
and the academic performance of the graduate students.
4. There is no significant difference of the levels of depression among the

graduate students in four MA degree programs.

41
Conclusions
In the light of the findings of this study as answers to the stated
problems, the following conclusions were drawn:
The graduate students in four MA degree programs of Bukidnon State
University School of Graduate Studies have predominantly minimal level of
depression and have a very good academic performance. This implies that
graduate students are embracing many stressors in coping with the
requirements in spite of the heavy loads in their respective degree program.
Moreover, the level of depression and academic performance of the
graduate students have significant relationship. This signifies that the

42
academic performances of the graduate students are affected when they are
experiencing major depression. Thus, adjustment and full control of one self
is a must in coping with academic stress and depression.
Finally, the revelation that depression have a significant relationship
with academic performance shows that coping mechanism to different
stressors is utmost important in graduates studies. There are always
pressure, stress and depression to meet, and thus require one’s awareness
and preparation of one’s self to various stressors
RECOMMENDATIONS
With regards to the findings and conclusions, the following
recommendations are being made.
1. It is important for students to realize that a mild depression seems
to be part of schooling. Unless it seriously interferes with studies and with
relationships, there is no cause for concern. Graduate students should
develop the ability to nurture themselves. This includes making time for
things to enjoy, asking help from others, setting limits on what they are
capable of doing, depending on their abilities. Adopting healthy habits, time
management on studies and scheduling time for fun and relaxation for this
will assist in minimizing depression.

43
2. Graduate Students must learn and practice coping skills to get
themselves through immediate conflicts or problems. Coping strategies must
emphasize self-responsibility in finding positive, non-destructive ways to
relieve stress.
3. Graduate students should value the importance of communication.
This involves being able to talk and selecting a good listener. It is important
to express feelings, vent emotions, and talk about the problems and issues.
4. Graduate students should develop problem solving skills. Sorting
out the issues, setting goals and making plans to move forward are skills
that can be taught and practiced.
5. Teachers need to be aware that some of their students could be
suffering from depression, especially if they note a marked change in
personality or grades. If such a change is noted, it would be well for the
teacher to talk to the student personally, and recommend a counselor.
Teachers need to be aware that every other teacher also feels that what
they are teaching is of prime importance, and is likely adding so much
homework that it is impossible foremost students to do it all.
6. Words of encouragement and a statement at the beginning of the
course saying that the teacher will do anything in her/his power to help the

44
student pass, will be make a difference.
Possibly knowledge that the accomplishment of day-to-day assignments
counts for the majority of the grade will take the fear of final exams out of
the equation, and thus help the student avoid the pitfalls of depression.
Above all, the student is of far more importance than any grade.
7. The university should be aware that depressions do occur and make
sure that there are trained counselors available and that all students are
aware of this. The university must provide time for students to get together
and just have fun.
8. A forum, at least in graduate studies level must be taken among the
university administrator, program directors, guidance counselors, professors,
and students in planning actions to determine what specific assessment
materials on the students’ level of depression might be employed in order to
help students’ cope up with pressure, stress and depression effectively.
9. Researchers should conduct related studies on graduate students’
level of depression with more variables of investigation by using battery of
tests on the level of depression. These studies would help provide a clear
and coherent description of graduate students’ existing extent of coping
mechanisms to school related stressors.

45
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Brissette, F.G., Scheier,W.I. & Carver, L.K. (2002). The ecology of stress.
New York: Hemisphere Publishing Corporation.
Brown, R.H. (2006). Three treatments for reducing the worry and
emotionality components of test anxiety with undergraduate and graduate
college students: cognitive-behavioral hypnosis, relaxation therapy, and
supportive counseling. Journal of College Student Development, 37, 79-87.
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BSU Graduate Student Hand Book, 2007. Bukidnon State University School
of Graduate Studies. Malaybalay City.
Cairney, M.J.(2009). Stress management for wellness (3rd ed.). New York:
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Carol Dweck, et al. (1988). Cognitive complexity of expectations and

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Effects on health habits, health status and self-esteem. College Student
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David, H.U.(2008). Assessing the cognitive stress of graduate students

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school: making the grade. Journal of College Student Psychotherapy, 14,
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Nelson, N. G., Dell’Oliver, C., Koch, C., & Buckler, R. (2001). Stress, coping,
and success among graduate students in clinical psychology.
Hysenbegasi,A.D. (1990)Helping students adapt to graduate school: making

the grade. Journal of College Student Psychotherapy, 14, pp. 5-96.
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A Survey of Depression among Graduate Students and

Their Academic Performance

Richard I. Licayan, MA Science Education

mechanism to different stressors is utmost important in graduate studies. There are

Keywords: depression, academic performance

Background of the Study

1983; Greenberg & Valletutti, 1980), which have reported strong

relationship between depression and graduate students. Some individuals

characteristics and behavior patterns must be looked at to determine their

importance and their vulnerability to stress and depression. The experience

of depression in humans is universal, but there are also marked individual

differences in how depression is experienced. Depression and stress has

environmental and internal demands that need constant effort and

Many graduate students undergo considerable stress and depression

due to the demands associated with change: leaving home, becoming

independent decision makers, and competing against new standards

transitions as a positive experience that can be exciting, but some students

seem to be threatened by this change. Graduate school is where many

graduate students experience a time of increased demands, expectations,

stress and depression (Nelson, Dell’Oliver, Koch, & Buckler, 2001).

Depression can affect a student’s grades, health, and personal adjustment.

tasks confronting them serves to define, in a unique manner, people and

events as potentially dangerous or relatively innocuous (Roberts & White,

The transition of moving to graduate studies and leaving home can be

who deal with being homesick, whether it is mild and self-limiting or

attending school and have to adapt to a different climate, new language,

students because of this new environment. Graduate students who are

to university (Fisher, 1994).

Electronic copy available at: https://ssrn.com/abstract=1915051

depression that graduate students have reported. Most graduate students

student’s preparation, concentration, and performance. Graduate students

their own or others’ expectations in school, job, athletics, or any other

career prospects, disapproval, rejection, humiliation, guilt, and a blow to the

extreme and create unnecessary stress and depression.

One of the main causes to academic stress is test anxiety. Most

graduate and undergraduate students seem to be emotionally vulnerable

due to examinations. Increased anxiety from tests has a debilitating effect

on their performance. When information generated by worrying about the

performance breaks down and the result becomes self-confirming (Fisher,

1994). After completing an examination, there is a period of depression

when students reflect on their performance and compare it to how their

colleagues did. Poor confidence and a perception of poor performance can be

an important reason for depression that occurs after examination and no

further changes are possible. More emphasis is needed on understanding the

Electronic copy available at: https://ssrn.com/abstract=1915051

impact of examinations on students, on identifying vulnerable individuals,

and on the appropriateness of the current examination process (Fisher,

Meanwhile, in Bukidnon State University, graduate studies have

pursue masters and doctorate degrees. The university offers scholarship

However, availing the scholarship program is not an easy task; it requires a

lot of patience, determination, hard work and perseverance. Most of the

addition, there are financial constraints and pressures to meet the

requirements in a degree program.

Hence, the researcher felt that it was important to investigate the

depression that graduate students experience because of the amount of

believed that it was so important to look at the different factors of

depression to help the students cope more effectively.