STELLA MARIS COLLEGE

St. Poblacion 1, Oroquieta City, 7027 Misamis Occidental

Telephone Nos: (088) 521-3138/545-2907
Senior High School

The Mental Health Issues faced by Senior High School Students on the
Re-opening of Face-to-Face Classes in Stella Maris College

A Study

Presented to:

Ms. Chellerie Mae I. Pedida

Research Adviser

In Partial Fulfillment

of the Requirement for the Subject

Practical Research 2

by:

Alyza Marie T. Alcazarin

Aubrey Rose T. Baguio
Rechell Glen P. Guillena
Frances Aidean C. Lumio
Kier Adrian C. Osi
Danica Rose B. Pulgarinas
Franz Deeno C. Tan

S.Y. 2021-2022
 ACKNOWLEDGEMENT

First and foremost, praises and thanks to God, the Almighty, for His

guidance and showers of blessing throughout our research work to end into success.

And so, we would like to express our wholehearted gratitude; to our

supportive, caring, loving family. Their encouragement when times get rough is much

appreciated. To our fellow members for giving their full cooperation and giving their

thoughts in our research work and to the Senior High School Respondents, providing

their honest response and precious time in fully answering our questions and sharing

their pure opinion.

Finally, we would also like to extend our deep and sincere gratitude to

our research adviser, Ms. Chellerie Mae I. Pedida, for sharing her knowledge with us

and allowing us to do this research and providing indispensable guidance throughout

this research work.

 DEDICATION

We dedicate this work to God, our parents, the students taking online

courses, and our research adviser Ms. Chellerie Mae I. Pedida who guided us and

inspired us in this research. Without their presence and their support, this work would

not be a meaningful and successful one.

Also, to our parents, for their never-ending support in our learning process.

If not for them, we would not be able to have this experience. We would also like to

extend our gratitude to our research adviser Ms. Chellerie Mae I. Pedida for imparting

her knowledge and stretching her patience throughout this journey. If not for her

perseverance, we would not have the chance and ability to formulate a research work.

Lastly, we are grateful to God for guiding us until this day and for giving us

knowledge, wisdom, guidance, and the gift of life. Also, we are thankful that he

granted us our parents and our teacher to guide us in this venture of our life.
 OBJECTIVES

This research is to determine the mental health issues faced by senior high school

students in Stella Maris College: Specifically, this study aims to:

 Learn about the various mental health conditions that affect students at your

school and how they interact with their teachers and classmates;

 Determine the best ways to promote mental health issue solutions to prevent

both immediate and future harm; and

 Organize and spread academic and mental health information

 ABSTRACT

The mental health problems of senior high school students not only come from

adolescents themselves, but also should attract extensive attention from families,

schools and society. In order to improve the mental health of senior high school

students and ensure the effective development of follow-up mental health work, it is

necessary to understand the detection rate of mental health problems of senior high

school students, so as to master the basic situation of mental health of senior high

school students. Although many previous studies have involved the detection rate of

mental health problems of senior high school students, there is no consistent

conclusion on the detection rate of mental health problems of senior high school

students in China in recent ten years. In order to clarify the detection rates and

influencing factors of mental health problems. Anxiety and Depression are common

among High School Students due to period of various psychological and physiological

changes. Adolescents have a natural desire to explore. They are self-conscious and

concerned about being judged by other people. The pressure to be liked and get good

grades frequently leads to loss of self-esteem. Participating in school activities

requires confidence and enthusiasm. They are still fighting this battle, which can be

harmful to their health and studies if left unmanaged. The primary goal of this study is

to find out the impact of anxiety disorders on the academic performance of senior

high school Stellans. Based on the results and data gathered, students are greatly

affected by anxiety. Common effects are sweating, rapid heartbeat, and emotional

breakdowns. Anxiety interferes with their tasks and exams which causes them to have

low scores. A few students also said that they were diagnosed with anxiety disorders.
 TABLE OF CONTENTS

Acknowledgement…...................................................................................................ii
Dedication…...............................................................................................................iii
Objectives…................................................................................................................iv
Abstract…....................................................................................................................v
Table of Contents…....................................................................................................vi
List of Tables and Figures…......................................................................................vii
1. CHAPTER I- The Problem and Its Core..........................................................viii
1.1 Background of the Study........................................................................................1
1.2 Statement of the Problem......................................................................................3
1.3 Theoretical Framework…......................................................................................4
1.4 Conceptual Framework….....................................................................................4
1.5Assumptions…........................................................................................................5
1.6 Hypotheses of the Study.........................................................................................5
1.7 Scope and Delimitation…......................................................................................5
1.8 Significance of the Study.......................................................................................6
1.9 Definition of Terms................................................................................................6
2. CHAPTER II- Review of Related Literature......................................................8
2.1 Social Perspective of Anxiety................................................................................8
2.2 Anxiety in Students................................................................................................9
2.3 Test Anxiety..........................................................................................................11
2.4 Cognitive Theory and Anxiety..............................................................................12
3. CHAPTER III- Research Methodology..............................................................13
3.1 Research Design....................................................................................................13
3.2 Research Environment….......................................................................................13
3.3 Respondents and Survey Procedure.......................................................................14
3.4 Research Instrument..............................................................................................14
3.5 Data Collection Procedure......................................................................................14
4. CHAPTER IV- Results and Discussion................................................................15
5. CHAPTER V- Summary of Findings, Conclusions, and Recommendations 20
5.1 Summary of Findings.............................................................................................20
5.2 Conclusion…..........................................................................................................22
5.3 Recommendations…..............................................................................................23
Bibliography.................................................................................................................24
Approval Sheet….........................................................................................................25
Appendices…...............................................................................................................26
 CHAPTER I
THE PROBLEM AND ITS CORE

A. BACKGROUND OF THE STUDY

According to the definition of mental health, it is "a state of wellbeing in

which each individual reaches his or her own capability, manages the typical strains

of life, produces fruitful work, and is able to contribute to her or his region (WHO,

2005, p.12). It is seen as a continuous spectrum aspect of health from a state of

optimum health to serious sickness (WHO, 2013). Any activity that promotes mental

health is considered measures are being taken to develop settings and living

conditions that promote mental wellness and allow people, families, groups or

communities to adopt and maintain healthy lifestyles fostering optimal emotional

functioning and social inclusion (O’Reilly et al., 2018).

Our emotional, psychological, and social well-being are all parts of our

mental health. It influences our thoughts, emotions, and behaviors. Additionally, it

influences how we deal with stress, interact with others, and make decisions. Every

stage of life, from childhood and adolescence to adulthood, requires attention to

mental health. Students are also affected by mental health difficulties, in addition to

adults. Although there are other personal factors that may contribute, kids gradually

develop mental problems as a result of the stress and pressure they experience in order

to complete their assignments successfully and receive good grades.

When students experiencing depression and anxiety go ignored, their mental

health quickly deteriorate, which may have an impact on how they behave in school.

Mental health problems frequently manifests as a sudden change in mood or

behavior. When students are struggling inside, they may have a tendency to stop

doing the things they used to enjoy. They lose interest in their hobbies, going out with

friends, and studying. Their personalities can suddenly change from being cheerful

and vibrant to unpleasant and lonely as a result of mental issues.

Even though anxiety helps keep a person watchful and alert, it can become a

problem when it starts to influence how someone lives his life. Multiple researches on

mental issues in adolescents have been done. These studies have repeatedly

discovered that a student's overall health, particularly in the mental area, can have a

significant impact on how well they perform in school. We shall investigate further

the existing studies. This essay investigates how various anxiety disorders affect

senior high school students' ability to learn and function. Understanding student

mental health issues and finding for solutions depend critically on doing excellent

research.

As a result, the researchers were encouraged to begin developing,

understanding, and finding significant data to solve this issue. Furthermore, this study

hopes to increase awareness of mental health issues and their overall effects among

the Stellan community.

B. STATEMENT OF THE PROBLEM

The goal of this research is to find out how anxiety problems affect people in

Stella Maris College senior high school students' academic achievement. The

information gathered could be used to find effective remedies to some mental health

issues problems and how to keep them from getting worse. This study, in particular,

seeks to respond to the following questions:

Research Questions:

 What causes mental health issues faced by students?

 What are the ways to deal with mental health issues?

 What are the major psychological problems student’s faced?

 What is the role of teachers and parents in helping students who are suffering

from mental health issues?

C. THEORETICAL FRAMEWORK

Behaviorism: grand theory of human development that studies observable

behavior. Describes the laws and processes by which behavior is learned. (Berger, 38)

School of psychology and theoretical viewpoint that emphasizes the study of

observable behaviors, especially as they pertain to the process of "learning." Rejected

the emphasis on “consciousness” promoted by structuralism and functionalism. Also

flatly rejected ”Freudian” notions about unconscious influences. (Hockenbury, 7-8)

Insists that only observable behavior should form the object of study, as this can be

witnessed, described, and measured in objective terms. (Collin, 340) Editor’s note -

developed by John Watson and later championed by B.F. Skinner. Also referred to as

'behavior theory. Behaviorist: a person who believes in behaviorism. (Marshall,

11/3/2011) The behavioral theory is the foundation of this work. According to this

psychological theory, mental health problems are caused by an exaggeration of

potential threats from the environment and from other people, and it also identifies

what makes people more motivated to deal with and treat them. In order to live a

healthy life, it is also crucial to promote positivity and self-esteem. Mental health

problems may make it more difficult to succeed in school. Student performance and

the formation of lasting relationships. The Behavioral Theory supports the abilities

required to reduce anxiety during learning because it is concerned with the

relationship between a person's thoughts and their emotions and behaviors.

D. CONCEPTUAL FRAMEWORK

The Independent Variable-Dependent Variable paradigm was used by the

researchers, Wherein the many types of mental disorder are viewed as distinct

because
 it will have an impact on the associated dependent variable, which is the impact of

worry in senior high school student’s academic results.

Research Paradigm

Independent Variable Dependent Variable

Mental Health Issues Re-opening of Face-to-

faced by Senior Face Classes in Stella
High School Maris College
Students

Figure 1: Research Paradigm

The research study is based on the assumptions that the respondents will give truthful

and accurate answers based on their experiences and that the researchers must be truly

devoted to discovering workable solutions to the issue. One further assumption made

by the researchers was that the students would be able to explain how mental health

issues impacts them in academics.

F. HYPOTHESES OF THE STUDY

Null Hypothesis

There is no effects of mental health issues in the re-opening of face-to-face

classes of the senior high students at Stella Maris College, Oroquieta City.
Alternative Hypothesis

There are negative effects of mental health issues in the re-opening of face-

to-face classes of the senior high students at Stella Maris College, Oroquieta City.

G. SCOPE AND DELIMITATION

The study's main focus is on how senior high school students' mental health

problems influence the return of face-to-face instruction. (11th and 12th grades).

Researchers want to discover how students' mental health affects their ability to learn

and incorporate workable answers to this issue. The study will be carried out by

gathering information and choosing students to engage in interviews from the

mentioned grade levels.

H. LIMITATIONS OF THE STUDY

Despite the fact that the research paper's objective was achieved, unavoidable

limitations were encountered. First, the researchers had a short period of time to finish

the investigation because of various schedule conflicts, as a result, the researchers

required to complete it within the allotted time while ensuring that the research will

still become reliable and effective. Second, during the survey some of the respondents

didn’t answer the survey questionnaires well which means that the result of the survey

might be not that reliable.

I. SIGNIFICANCE OF THE STUDY

Based on the information acquired in the online interview done on Stella

Maris College, Oroquieta City, Senior High School Department, the primary goal of

this study is to highlight the effects of mental health concerns on students'

performance and what causes their unease in the classroom. The information from this

study will help the senior high school administration of Stella Maris College in

Oroquieta City, along with the parents, should help and inspire the pupils to have

more self-assurance
and optimism. The results of this study will also encourage the students to take care of

their mental health and to be more forthcoming with the people they trust when they

have problems or concerns to prevent mental health problems.

J. DEFINITION OF TERMS

To make the study easier to understand, the following terms are defined

operationally and/or lexically:

Mental health - includes our emotional, psychological, and social well-being. It

affects how we think, feel, and act. It also helps determine how we handle stress,

relate to others, and make healthy choices.

Learning - the acquisition of knowledge or skills through experience, study, or by

being taught. Learning is “a process that leads to change, which occurs as a result of

experience and increases the potential for improved performance and future

learning.

Anxiety disorder- is a type of mental health condition. If you have an anxiety

disorder, you may respond to certain things and situations with fear and dread. You

may also experience physical signs of anxiety, such as a pounding heart and sweating.

It's normal to have some anxiety.

Depression- is a mood disorder that causes a persistent feeling of sadness and loss of

interest. Also called major depressive disorder or clinical depression, it affects how

you feel, think and behave and can lead to a variety of emotional and physical

problems.
Bipolar disorder- (formerly called manic-depressive illness or manic depression) is a

mental illness that causes unusual shifts in mood, energy, activity levels,

concentration, and the ability to carry out day-to-day tasks.

 CHAPTER II

REVIEW OF RELATED LITERATURE

Social Perspective

A variety of disciplines are incorporated into the dynamic field of mental

health to offer distinctive perspectives. In the widely held perspective of "psychiatry"

or the medical model, mental health/illness is seen as an intrapsychic process. The

bio- medical paradigm prevailed as the dominant perspective in the field of mental

health until very recently. Because of their own experiences, few practitioners and

mental health professionals are aware of the significance of psychosocial

rehabilitation. However, social, cultural, and economic concerns get less attention

than biological reasons and treatments.

Mental health literacy is broadly defined as knowledge of mental health

symptoms, interventions, and resources available, as well as positive attitudes and

self- efficacy toward helping others in need. Many students were aware of counselling

services and symptoms related to depression, but fewer recognized other campus

resources and type of mental health conditions. Health promotion and prevention of

mental health issues were under-recognized; students only endorsed help-seeking

actions when symptoms were severe. Additionally, students experiencing high levels

of depression and distress were less likely to recognize symptoms of mental illness

than others.

Various mental health literacy campaigns have been implemented in post-

secondary settings. Feedback collected through focus groups and surveys tended to be

positive, though response rates are often low and outcomes following exposure were
minimal. Campaigns utilizing visual promotions materials are more effective when

they are designed appealingly and with a student audience in mind. There’s also a

need for campaigns targeted at groups at higher risk of experiencing mental distress,

such as LGBTQ+ and racialized student groups.

Programs for mental health education are related to quick gains in

knowledge, attitudes, and self-efficacy. However, the evidence for changing real

behaviors is conflicting; quasi-experimental research indicated that abilities little

changed after training. The best training programs for enhancing results included

elements like experiential

learning exercises and situations designed for post-secondary settings. Low

participation and response rates, a lack of long-term follow-up assessments, and the

use of questionnaires without empirical validation are some of the limitations of

studies on training programs.

All students and faculty must have access to education programs as part of a

mental health awareness approach. The most important impacts are probably going to

come from training programs that are tailored for post-secondary settings, include

experiential exercises, and receive institutional funding and continuous support.

Mental Health in Students

 Student life can be stressful and for some students it may cause mental

distress. Besides being a major public health challenge, mental distress can influence

academic achievement. The main objectives of the current study were to examine

associations of mental distress with academic self-efficacy and study progress. A

secondary aim was to examine mental health help seeking for students with mental

distress. Data was derived from the Norwegian Students’ health and welfare survey

2014 (SHOT 2014) which is the first major survey comprising questions of both

mental health, academic self-efficacy and psychosocial factors amongst students.

Utilizing these data for a Norwegian region, we found that 749 (31%) of the 2430

Norwegian full-time students under the age of 35 responded to the survey. Symptoms

of mental distress were measured using the Hopkins Symptom Checklist (HSCL-25)

and academic self-efficacy was measured using a Norwegian version of the General

Self- Efficacy Scale (GSE) tailored to the academic setting. Demographic-, social,

lifestyle, and study-related variables were included in the analyses. Logistic

regression analyses were performed to assess the relationship between mental distress,

academic self- efficacy, and academic performance. Seventeen percent reported

severe symptoms of psychological distress which is similar to the overall prevalence

among students in Norway. Students reporting severe mental distress were four times

as likely to report low academic self-efficacy and twice as likely to report delayed

study progress compared to students reporting few or moderate symptoms of mental

distress. 27% of those reporting severe mental distress had sought professional help

whereas 31% had considered seeking help. The study showed that there was a strong

association between symptoms of mental distress, academic self-efficacy and study

progress. Prospective studies should evaluate whether improved help-seeking and

psychological treatment can promote students mental health and ultimately improve

academic self-efficacy and study progress.

Today’s younger generation represents the largest group of students in

history. The transition from adolescence into young adulthood involves major

changes in several areas – financial, housing, social, and emotional – and this

transition period can cause relational challenges that some young adults experience as

stressful. It has also been maintained that the proportion of students who experience

their student life as mentally stressful is increasing (Nedregård and Olsen, 2014). This

trend may suggest that students experience this period increasingly demanding, and

for some of them it may be a direct cause of mental illness (Nerdrum et al., 2009).

Internationally, students’ mental health is highlighted as a major public

health challenge (Stallmann, 2008; Storrie et al., 2010). A systematic review found

that half of the students who reported mental distress symptoms also had experienced

these symptoms before they began their studies, while the remaining half developed

symptoms during their studies. Other studies, from the United States, Canada, and

United Kingdom, confirm high(er) rates of mental health problems among university

students, compared to the general population in the same age group (Adalf et al.,

2001; Bewick et al., 2010; Keyes et al., 2012). Mental distress has been linked to

lower academic self-efficacy and poor study progress, yet underpinning mechanisms

are complex and not fully elucidated. A longitudinal study from the United States

found that mental health problems predicted delayed academic success (GPA), thus

suggesting a direction of influence (Eisenberg et al., 2009). Further, there may be

factors associated with both these factors operating on a number of levels, from
individual factors to interpersonal issues and institutional characteristics. Of

individual level factors, previous studies have reported that emotional problems had a

negative effect on study progress and on the dropout rate from higher education

(Robbins et al., 2004; Storrie et al., 2010).

Both anxiety and depression are detrimental to academic and social

participation in everyday student life (Byrd and McKinney, 2012; Keyes et al., 2012;

Salzer, 2012).

Depressive disorders result in lowered mood, reduced cognitive function, lack of a

sense of coping and interest in others, as well as lack of energy (Mykletun et al.,

2009). In turn, depression and anxiety often affect memory and concentration, which

makes it more difficult to acquire new knowledge and cope with examination

situations. This will often reinforce perceptions of hopelessness and inadequacy, and

in many people it will sustain the feeling of anxiety and depressed mood in a vicious

circle (Rice et al., 2006; Stallmann, 2008). On the other hand, and depending on the

symptom level, some uncertainty and anxiety in the academic situation may

contribute to increased work effort and possibly improved results.

Test Mental Health

Exams and review are well recognized to cause anxiety in some students,

and this has probably always been the case. Despite the lack of a measurement

evidence suggests that the prevalence of mental health tests has remained largely

stable over time, with people reporting higher levels of stress and anxiety in response

to evaluations. This may be partially explained by a recent, favorable shift in

attitudes
toward talking about mental health (Howard, 2020). Assessment-related mental health

is known in the literature as test mental health. Since test mental health has been

defined differently over the years, (Putwain 2008) has identified two emerging

themes: that test mental health only occurs in the specific situation of performance

assessment, and that test mental health has a social dimension regarding how

performance is evaluated by others. When a person views their evaluated

performances, like school exams, as dangerous, they are experiencing mental health,

which can show up prior to, during, and after an evaluation. Chamberlain, Daly, and

Spalding (2011); Spielberger and Vagg (1995).

Mental health problems are common among students in higher education all

over the world, so identifying those who are at higher risk would allow the targeted

provision of help. Our goal was to develop an assessment tool to identify students at

risk for vulnerable mental health status.Martin and Elliot (2016) suggest that rather

than utilizing fear appeals as a motivational tool, teachers might assist students in

setting attainable but challenging "personal best objectives" for the course of the year.

Additionally, students can change their attention from studying for the test to studying

out of personal interest, which is typically connected with lower test anxiety, by

developing an inherent desire to learn

(Ryan & Deci, 2000). Furthermore, a variety of research suggests that having a strong

support system might reduce test anxiety (Howard, 2020)

Behavioral Theory and Mental Health

According to behaviorist theories, human behavior is influenced by one's life

experiences. Ivan Pavlov made a key contribution to the theory's development by

identifying the temporal association principle as connected to conditioning that results

in a variety of behaviors. A person's mind may get merged with two experiences if

they happen frequently and near together, resulting in the identical reaction for both

events. The salivation reflex was discovered by Pavlov's experiment on dogs to be

involuntary and dependent on external processes, making him the most well-known

scientist in this regard (Rehman, Mahabadi, & Rehman, 2019).

Hence, behaviorism in mental health strives to identify the behaviors that

people engage in that lead to problems before attempting to replace them using

modeling, classical conditioning, or operant conditioning. For instance, systematic

desensitization can be used in nursing practice to help patients respond calmly to

certain stimuli that used to bother them. Behaviorism can also be used to treat phobia

in patients. Patients will confront their concerns, going from the least stressful to the

most upsetting scenario.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents and explains the research design and instrument, respondents,

and data collection procedure.

A. Research Design

In this study, a mixed method design (quantitative-qualitative) was

used. Mixed Methods research combines quantitative and qualitative elements.

To answer the research questions, conduct research. Mixed methods can help

the Researchers gain a more comprehensive picture than a standalone

quantitative or qualitative study because it combines the advantages of both

methods. Mixed methods research is frequently used in the behavioral, health,

and social sciences, particularly in multidisciplinary settings and complex

situational or societal research.

B. Research Environment

The researchers conducted their study on the High School Department of

Stella Maris College, Oroquieta City.

C. Respondents and Survey Procedure

The respondents involved in this study were the students coming from Stella

Maris College, High School Department. The researchers distributed the survey

questionnaire to 30 potential students from every grade level (11 &12).

D. Research Instrument

A survey and interviews were used as the research tools for gathering the

study's data. Open-ended questions, also known as question kinds that require

respondents to select from a limited number of pre-defined solutions, such as

"yes/no," were included in the survey. However, there are some questions in the

interview.

E. Data Collection Procedure

Preliminary Procedures. Prior to the process of gathering the data required

for the study, a letter asking permission to carry out the survey was given to the Basic

Education Principal.

Gathering of data. This research study made use of non-probability

sampling, specifically purposive sampling. To determine the respondents'

demographics, a customized survey questionnaire was also used. The goal of the

study was first explained to the respondents before the researchers began the survey.

The aim of the study was first presented to the respondents before the researchers

began the survey. Once the data was gathered and transcribed, it was then analyzed,

interpreted and verified. The researchers made it clear that such activity was required

by Practical Research 2. Reading the survey responses again can help researchers

better comprehend the subject after the process of gathering answers and transcribing

the interviews.
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents and discusses the results of the data gathered by the researchers.

The first question asks what experience like is there for people living with mental

health illness. Most of the respondents answered they do not have any experience

surrounding with people with mental illness. They do not know their experience

because they are not around people with mental illness and some seem very stressful.

I was once a person with mental illness not because of the pressure from the people

around me, but because of the standards I set myself into. It was hard and challenging

but once you have a grip out of it, you will eventually overcome it and learn the

lessons you had all through the process.

Participant 1

Experiencing this kind of illness is not easy. Trying to figure out how can you surpass

this kind of things and especially setting your boundaries to other because you feel

different from them.

Participant 2

They feel bad for those who are dealing with mental illness because most sufferers

exhibit strange behaviors including trembling, sobbing, sweating, and restlessness.

Some people exhibit compassion for those who struggle with mental illness. It is hard

to comfort people who have mental health illness. If there are people around me who

have mental health illness, I need to understand them.

The second question asks what “mental health” means for them. Some of the

respondents answered mental health is a big responsibility and we need to take care of

ourselves so that our life can be beautiful. Most individuals agree that mental health is

crucial since it affects our social, emotional, and psychological wellbeing. It impacts

the way we feel, think, and behave.

Mental Health for me is a big responsibility to myself. It plays such a big role in a

person's life and overall well-being because it affects or influences our thoughts,

emotions and behavior. To be able to handle and cope with stress and also make

decisions for oneself that are healthy are a responsibility that we must comply with

continuously and consistently no matter how hard or challenging at times it may be

due to some circumstances or difficulties in every aspect that we may face.

Participant 3

For my own I have encountered in this re-opening of the face-to-face are, many

people or students have suffered anxiety disorders or have encountered a family

problems or in their study problems. Many teenage years are get pregnant earlier

know, because it might to follow their parents advice.

Participant 4

Mental health includes our emotional, psychological, and social well-being. It affects

how we think, feel, and act and dealing with mental health problem is difficult that

makes it harder for us to get on with our lives.

The third question asks what are the most common mental health disorders you have

encountered in the re-opening of face-to-face classes. Majority of the respondents

answered the common mental health disorders on re-opening of face to face classes

are anxiety, depression and eating disorders.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and recommendations of

the researchers in the study “The Mental Health Issues faced by Senior High School

Students on the Re-opening of Face-to-Face Classes in Stella Maris College”

Questions YES PERCENTAGE NO PERCENTAGE MAYBE PERCE

NTAGE

Are you ready for 40 64.52% 6 9.68% 23 37.10%

the new normal
way of learning
face-to-face
classes?
Are you 27 43.55% 17 27.42% 11 17.74%
comfortable
wearing face mask
in the classroom?
Are the learning 36 58.06% 6 9.68% 21 33.87%
materials provided
were up to your
expectations?
Is the learning 46 74.20% 0 0.00% 16 25.81%
environment at
class help in better
learning?
Is it really safe to 29 46.77% 3 4.84% 30 48.39%
go back to face-
to-face classes?
Have you tried 42 67.74% 6 67.74% 12 19.36%
pressuring
yourself to do
good in your
studies?
Have you ever 10 16.13% 44 70.97% 8 12.90%
been diagnosed to
mental disorder
before?
Do you have 41 66.13% 13 20.97% 8 12.90%
emotional
breakdowns when
things don’t go
well in school?
Have you ever felt 31 50% 16 25.81% 14 22.58%
discouraged to
attend classes
because of
anxiety?
Have you 39 62.90% 14 22.58% 9 14.52%
experienced
physical
symptoms of
anxiety in school
(e.g. sweating,
rapid heartbeat)
Summary of Findings

The following are the findings of the study:

1. Students’ Profile

Among the 62 respondents, 29 were males and 33 were females. There were more

female respondents compared to male respondents. The respondents belong to

Grades 11 and 12. There were 13 students from section Faithfulness, 15 from

Gratitude, 19 from Perseverance, and 15 from Courage. The age ranges from 16-

19 years of old. 15 respondents are 16 years of age, 27 of them are 17 years old,

17 are 18 years old, and 3 are 19 years old.

Conclusion

The purpose of this study was to determine the effects of anxiety

disorders on Senior High School Stellans academic performance. According to

the findings, Students frequently develop anxiety in school, which has a

significant impact on their learnings. They reported having a racing heart,

sweating, and other symptoms. Aside from the obvious things do not go well,

some of them have emotional breakdowns at school. They become tense and

nervous especially during performances and examinations which affect their

grades. If the problem of anxiety in students will be ignored, then it would

continue to disturb or interfere with their learning process. No anxiety disorder is

easy to live with, which means that any situation the students are part of can take

a turn for the worse. It is a common obstacle that teenagers face inside the

classroom. While it may seem difficult to solve, there are actually ways to deal

with it effectively. Students must be encouraged to take care of their bodies such

as exercising which can help in improving their mood. Eating healthy food will

also keep them energized to do

their tasks. Aside from that, the teachers and parents play a vital role in reducing

anxiety among the learners. They must be always be willing to listen to the

problems of the students and give advice. Sometimes they develop anxiety and

insecurities because of lack of support. There is no reason why teachers and

parents have to continue feeling unprepared when it comes to handling teenagers'

anxiety issues. Regular meetings between parents, teachers, counselors, and other

school staff are important for planning classroom strategies for students with

anxiety disorders. If everyone will work together to build a healthier and loving

environment for the students, they will become that beacon of hope which will

lead them to their dreams in the future.

Recommendations:

With all of the foregoing analysis, interpretation, and conclusions of this study, the

following are strongly recommended for possible course or action:

1. Future researchers can conduct another research as a follow-up to investigate

further the impacts of anxiety disorders on the academic performance of students.

2. Future researchers can use this study for references.

3. To deal with anxiety, students are recommended to take the time to eat well.

Be sure to get enough sleep. Keep active or exercise every day. Engage in

activities that promote relaxation and well-being like (yoga, meditation and

breathing exercises, creative or artistic exercises).

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 APPROVAL SHEET

In partial fulfillment of the requirement for the subject Practical Research 2, this

research entitled, “The Mental Health Issues faced by Senior High School Students on

the Re-opening of Face-to-Face Classes in Stella Maris College” was prepared and

submitted by Aubrey Rose Baguio, Franz Deeno Tan, Alyza Marie Alcazarin, Frances

Aidean Lumio, Kier Adrian Osi, Danica Rose Pulgarinas, Rechell Glen Guillena,, is

hereby recommended for approval.

MS CHELLERIE MAE PEDIDA

Date Adviser

Approved by the oral Examining Committee with a grade of .

MS. CHRISTLYN P. LUMANTAS

Panel Member

MS. AUBREY MAE T. BAGUIO MS. MARIAN MAE YAP

Panel Member Panel Member

Accepted and approved in partial fulfillment of the requirements for the subject

Practical Research 2.

MRS. ALMA B. MOLINA

Basic Education Principal

Date
APENDIX A: PERMISSION LETTER

November 29, 2022

Mrs. Alma B. Molina

Basic Education Principal
Stella Maris College
Oroquieta City, Misamis Occidental

Dear Madam Molina:

Pax et Bonum!

We, the group 1 B of Grade 12 Gratitude students, would humbly ask your

permission for us to conduct a survey and an interview with some of the senior high

school students which would be of great use with our Research entitled “The mental

health issues faced by senior high school students on the re-opening of face-to-face

classes in Stella Maris College”.

We hope for your favorable action on this matter.

More power and God bless!

Very truly yours,

Group 1 members:

Alyza Marie T. Alcazarin Aubrey Rose T. Baguio

Frances Aidean C. Lumio Rechell Glen P. Guillena

Kier Adrian C. Osi Danica Rose B.

Pulgarinas Franz Deeno C. Tan

APPENDIX B: SURVEY QUESTIONNAIRE

A. Demographics
Choose the bullet that corresponds your answer:
Grade Level
o Grade 11

o Grade
12 Section

Gender
o Female

o Male
Age
o 15

o 16

o 17

o 18

o 19

Survey Questions

1. Are you ready for the new normal way of learning in face-to-face classes?

A. Yes B. No C. Maybe

2. Are you comfortable wearing face mask in the classroom?

A. Yes B. No C. Maybe

3. Is the learning materials provided were up to your expectations?

A. Yes B. No C. Maybe

4. Is the learning environment at class help in better learning?

A. Yes B. No C. Maybe
 5. Is it really safe to go back to face-to-face classes?

A. Yes B. No C. Maybe

6. Have you tried pressuring yourself to do good in your studies?

A. Yes B. No C. Maybe

7. Have you ever been diagnosed to mental disorder before?

A. Yes B. No C. Maybe

8. Do you have emotional breakdowns when things don’t go well in school?

A. Yes B. No C. Maybe

9. Have you ever felt discouraged to attend classes because of anxiety?

A. Yes B. No C. Maybe

10. Have you experienced physical symptoms of anxiety in school (e.g.

sweating, rapid heartbeat)?

A. Yes B. No C. Maybe

INTERVIEW QUESTIONS

(Students from the senior high school department of Stella Maris College will be
handpicked by the researchers to answer elaborately the following questions)

1. What is your experience like for people living with mental illness?

2. What does “Mental Health” mean for you?

 3. What are the most common mental health disorders you have encountered
in the re-opening of the face-to-face classes?

Thank you for answering this survey honestly. Please remember the importance
of taking rest and taking deep breaths. You are ready doing good now. Keep it
up!
Name: Franz Deeno C. Tan

Grade and Section: Grade 12 Gratitude

Age: 18

Birthdate: November 24, 2004

Birthplace: Oroquieta City, Misamis Occidental

Home Address: Canubay Oroquieta City, Misamis Occidental

Civil Status: Single

Roman Catholic: Roman Catholic

Nationality: Filipino

Father’s Name: Robert A. Tan

Mother’s Name: Arseflor C. Tan

Contact Number: 09106720387

Name: Aubrey Rose T. Baguio

Grade and Section: Grade 12 Gratitude

Age: 17

Birthdate: October 22, 2005

Birthplace: Oroquieta City, Misamis Occidental

Home Address: P5 Talairon Oroquieta City

Civil Status: Single

Religion: Roman Catholic

Nationality: Filipino

Father’s Name: Abednigo J Baguio Jr.

Mother’s Name: Felomina T. Baguio

Contact Number: 09464656212

Name: Frances Aidean C.Lumio

Grade and Section: Grade 12 Gratitude

Age: 18

Birthdate: June 23,2004

Birthplace: Oroquieta City, Misamis Occidental

Home Address: P-7 Rizal St. Canubay, Oroquieta City

Civil Status: Single

Religion: Roman Catholic

Nationality: Filipino

Father’s Name: Warlito B.Lumio

Mother’s Name: Delans C.Lumio

Contact Number: 09076341635

Name: Danica Rose B. Pulgarinas

Grade and Section: Grade 12 Gratitude

Age: 17

Birthdate: June 6, 2005

Birthplace: Katipunan, Plaridel Misamis Occidental

Home Address: Purok 6 Lower Lamac Oroquieta City

Civil Status: Single

Religion: IFI

Nationality: Filipino

Father’s Name

Mother’s Name: Santosa B. Pulgarinas

Contact Number: 09109004853

Name: Rechell Glen P. Guillena

Grade and Section: Grade 12-Graritude

Age: 18

Birthdate: February 11, 2004

Birthplace: Oroquieta City, Misamis Occidental

Home Address: Eastern Looc Plaridel Misamis Occidental

Civil Status: Single

Religion: UCCP

Nationality: Filipino

Father’s Name: Rey T. Guillena

Mother’s Name: Glen P. Guillena

Contact Number: 09078740634

Name: Alyza Marie T. Alcazarin

Grade and Section: Grade 12 Gratitude

Age: 17

Birthdate: March 15 2005

Birthplace: Puerto Princesa,

Palawan Home Address: Pines

Oroquieta city Civil Status: Single

Religion: Roman Catholic

Nationality: Filipino

Father’s Name: Al Neri Alcazarin

Mother’s Name: Anna Marie T. Alcazarin

Contact Number: 09454656608

Name: Kier Adrian C. Osi

Grade and Section: Grade 12-Gratitude

Age: 18

Birthdate: August 12 2004

Birthplace: Quezon City, Metro Manila, Philippines

Home Address: Purok 4, Western Poblacion, Lopez Jaena, Misamis Occidental

Civil Status: Single

Religion: Roman Catholic

Nationality: Filipino

Father’s Name: George O. Osi

Mother’s Name: Analyn C.Osi

Contact Number: 09639248510