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Stress Levels: Factors, Challenges, and Coping Mechanisms in the Online

Learning Modality among AdDU SHS Learners

Research Proposal · March 2023

DOI: 10.13140/RG.2.2.11495.21922

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STRESS LEVELS: FACTORS, CHALLENGES, AND COPING MECHANISMS
IN THE ONLINE LEARNING MODALITY AMONG ADDU SHS LEARNERS

A Quantitative Research
presented to the Faculty of Ateneo de Davao University Senior High School

In partial fulfillment of the requirements in

APPLIED INQUIRIES, INVESTIGATION AND IMMERSION

Rachelle Khylle R. Albastro

David Angelo C. Albelar
Alliyah Ashley E. Cajegas
Justin T. Felicia
Kurt Leslee C. Leoncito
Cheryll Deb L. Libetario
Altea Louise G. Reyes
Mayumi C. Sitoy

Grade 12 - St. Francis Borgia

Humanities and Social Sciences

Rosemary M. Fernandez
Research Adviser

March 2023
 ATENEO de DAVAO UNIVERSITY

SENIOR HIGH SCHOOL

Central Park Blvd., Davao City, Philippines

APPROVAL SHEET

In Partial Fulfillment of the requirements for the course subject Applied Inquiries,
Investigation, and Immersion under Humanities and Social Sciences strand, this study is
entitled:

STRESS LEVELS: FACTORS, CHALLENGES, AND COPING MECHANISMS

IN THE ONLINE LEARNING MODALITY AMONG ADDU SHS LEARNERS

Has been prepared and submitted by Rachelle Khylle R. Albastro, David

Angelo C. Albelar, Alliyah Ashley E. Cajegas, Justin T. Felicia, Kurt Leslee C.
Leoncito, Cheryll Deb L. Libetario, Altea Louise G. Reyes, Mayumi C. Sitoy who
are recommended for the CULMINATING PERFORMANCE TASK.

_________________________________________
Rosemary M. Fernandez
Applied Inquiries, Investigation, and Immersion Teacher

APPROVED in partial fulfillment of the requirements for the course subject

Applied Inquiries, Investigation, and Immersion under Humanities and Social Sciences
strand by the Office of the HUMSS 12 Chairperson.

_________________________________________
Marjorie E. Belida
Chairperson – HUMSS 12

ACCEPTED in partial fulfillment of the requirements for the Inquiries,

Investigation, and Immersion.

March 27, 2023 __________________________

Date Ms. Aujefel Amor Y. Lee
Assistant Director for Academics
Senior High School Unit

ii
 3

ATENEO de DAVAO UNIVERSITY

SENIOR HIGH SCHOOL
Central Park Blvd., Davao City, Philippines

Declaration of Originality

We declare that this research is original to the best of our knowledge. We declare further
that this activity was undertaken by us.

Rachelle Khylle R. Albastro

David Angelo C. Albelar

Alliyah Ashley E. Cajegas

Justin T. Felicia

Kurt Leslee C. Leoncito

Cheryll Deb L. Libetario

Altea Louise G. Reyes

Mayumi C. Sitoy

Researchers

March 16, 2023

iii
 4

ACKNOWLEDGMENT

The researchers express their sincerest gratitude to the following individuals for

their assistance and encouragement, without which our humble endeavor would not

have demonstrated success and fulfillment, and whom God used to demonstrate His

divine order for the success of this study:

Ms. Rosemary M. Fernandez, their research adviser, who gave the researchers

her time, patience, and consideration despite her busy schedule. The researchers would

like to express their admiration to her for freely sharing her thoughts, insights,

competence, and sympathetic assistance on this study.

Mr. Josh Ethan Villanueva, one of their research validators, for his time and

effort in validating the research instrument, which considerably aided in the completion of

this research.

Senior High School Administration of Ateneo de Davao University for

granting the researchers permission to administer the online survey to its learners.

Researchers' loved ones and friends for their moral support, inspiration, and

encouragement, that immensely contribute to striving to do their best.

Heartfelt appreciation to the (325) Grade 12 Senior High School students who

took the effort to respond to their research survey in the midst of their busy academic

commitments to help them accomplish the study.

To those who were not mentioned but in some ways helped the researchers,

thank you very much.

Neverending appreciation and praise to the Lord, the source of blessings and

wisdom, for equipping them with the courage, endurance, and tenacity they needed, as

well as for His celestial guidance in completing this purpose.

Ad Majorem Dei Gloriam!

The Researchers

iv
 DEDICATION

This study is dedicated to the following:

Albastro Family

Albelar Family

Cajegas Family

Felicia Family

Leoncito Family

Libetario Family

Reyes Family

Sitoy Family

Relatives and Friends

Our Research Mentor, Ms. Rosemary Fernandez

Our Adviser, Ms. Kristine Mae Abalos

Classmates of Grade 12 - St. Francis Borgia

Humanities and Social Sciences (HUMSS) Strand of AdDU SHS

and

The Almighty Father

“Desire is the key to motivation, but it's determination and commitment to an

unrelenting pursuit of your goal - a commitment to excellence - that will enable

you to attain the success you seek.”

- Mario Andretti

v
 ABSTRACT

Stress is something that causes anxiety or depression; it comes from personal

challenges, schooling, or even at home. An adjustment in the body and mind's reaction

to something causes a change in the balance. Although senior high school students may

experience typical secondary-level stressors, views about what constitutes an academic

stressor can vary. This study is primarily concerned with the stress that senior high

school learners at Ateneo de Davao University experience, as well as the stress-related

factors, challenges, and coping mechanisms in the educational system that is being

widely accepted in the midst of a pandemic—online classes.

A quantitative-descriptive research design was used in the study with (325)

learners participating in the study. The results indicated that students' coping

mechanisms are higher than their stress levels, contributing factors, and challenges

encountered, it may be personal or academic components of the online learning

modality.

The following are the recommendations to the school administration, students,

and future researchers: (1) Understanding the Sources of Stress in Online Learning, (2)

Assessing the Curriculum Further, (3) Strong Implementation of Career-related Activities,

(4) Mental Health Interventions, (5) Minimize the Demands of Academic Deadlines, (6)

Engage in Wellness Visits, (7) Sustainable Coping Mechanisms, (8) Quality Time

Management, (9) Build a Stronger Theoretical Framework, (10) Increase the Sample

Size, (11) Widen the Scope of Respondents, (12) Use of Research Methodology, (13)

Conduct Research in Face-to-Face Context.

Keywords: Senior High School Learners, Ateneo de Davao University, Stress Levels, Factors, Challenges
Encountered, Coping Mechanisms, Online Classes

vi
 TABLE OF CONTENTS

Page
Title Page i
Approval Sheet ii
Declaration of Originality iii
Acknowledgment iv
Dedication v
Abstract vi
Table of Contents vii
List of Tables viii

Chapter
1 INTRODUCTION
Background of the Study 1
Theoretical Framework 6
Statement of the Problem 8
Significance of the Study 8
Scope and Delimitation 10
Definition of Terms 11
2 REVIEW OF RELATED LITERATURE 12
3 METHODOLOGY
Research Design 29
Research Locale 30
Unit of Analysis 30
Sampling Procedure 30
Variables and Measures 31
Research Instrument 31
Data Collection Method 32
Data Analysis 34
Ethical Considerations 38
4 DATA PRESENTATION, ANALYSIS AND
INTERPRETATION
5 SUMMARY OF FINDINGS AND RECOMMENDATIONS
Summary of Findings 50
Recommendations 52
REFERENCES 59
APPENDICES
Appendix A - Permission Letter to the Assistant Director for Academics 63
Appendix B - Cover Letter and Informed Consent 64
Appendix C - Validation Form 66
Appendix D - Survey Questionnaire 67
Appendix E - Curriculum Vitae 71

vii
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LIST OF TABLES

Page
Table 1. Age Distribution of Respondents 39
Table 2. Sex Distribution of Respondents 39
Table 3. Strand of Respondents 40
Table 4. Levels of Stress 43
Table 5. Factors of Stress 45
Table 6. Challenges Encountered 47
Table 7. Coping Mechanism 49

viii
 Chapter 1

INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes the

background of the study, the statement of the problem, the significance of the study, and

the scope and delimitation of the study.

Background of the Study

Many people are scared of the word “stress” alone; imagine how many more

people are scared if stress, pandemic, and education are all experienced in the same

scenario. In 2022, the pandemic damaged the lives of many people. Considering this,

stress is one of the most rampant problems that the majority of people face due to either

arising personal or worldwide problems. In fact, stress is one of the primary causes of

the most common mental health problems, such as anxiety disorder, depression, and

bipolar disorder worldwide, which affects not only the affected person's ability to focus

but also their social and physical abilities, according to a medically reviewed article by

Sachdev (2021). Although stress is not considered a mental health disorder, the way

people react to and perceive problems in their lives causes irregularities in mood,

actions, and social skills that harm a person's overall function. Thus, it can be said that

one of the people that are greatly affected by the severity of stress are those who are

carrying heavy responsibilities and are expected to face day-to-day challenges as part of

their everyday life—the students.

In 2019, several countries experienced pandemic outbreaks that caused an

economic recession because of the halting of businesses as well as education. That

being said, education is a vital part of each person’s life because it not only determines

the success of an individual but also helps in shaping the economic state of a country as

vii
 2

a whole. As a result, governments in most countries have set their sights on SDG 4

(Quality Education), in order to fix the problem. However, this has become unattainable

due to the increasing cases of COVID-19, which pushed the authorities to implement

modular classes, full-time online courses, and hybrid classes—a mix of modular and

online courses. These may have become the method to push through classes, but the

shift of strategic learning at this moment bears expected problems with the virus being

the top concern worldwide. Lack of resources such as gadgets, financial instability, and

unstable time management are some of the many piling up concerns that people face

that cause the severity of stress. In reality, as the issues with the epidemic and education

mount, changes in physical, behavioral, and mental health have been seen. Some

physical effects of stress in the body are acne, chronic pain, headaches, appetite

changes, and even frequent sickness (Link, 2021).

In addition, students who are stressed about doing tasks and managing

responsibilities exhibit behavioral changes such as changing sleeping patterns, recurrent

eating patterns, and shaking. This indicates that with stress being the result of the

distance learning set-up, it carries underlying effects on students’ mental, physical, and

behavioral health. This also heightens the fact that the pandemic already poses health

risks, which are exacerbated by the effects of stress in system shifts, particularly when it

comes to the stresses experienced by students in online education at the local, national,

and international levels.

Subsequently, research has proved that many learners have not been able to

learn the same way as before through online or other modes of educational learning.

Firstly, according to research from the Stanford Graduate School of Education (2021),

high school students' stress levels have significantly increased, along with their ability to

manage their learning, compared to before the pandemic. This is because the new

environment did not produce the same results as it did before. Secondly, the research
 3

conducted by Malik (2021) aimed at examining the impact of e-learning during the

COVID-19 pandemic on university students in Oman concluded that a significant number

of 96.9% of respondents have experienced stress during the online set-up, of which

82.5% have moderate stress and the remaining 14.4% have high-stress levels. Its

findings also revealed a significant negative relationship between perceived stress and

academic performance, owing to students' inability to cope with the divided

responsibilities of being at home while learning, as opposed to being in school, where

they could focus solely on taking classes. Thirdly, a similar study from AlAteeq, et al

(2020) surveyed the students of Taibah University, whereas the data showed more than

half of the respondents had a significant amount of stress, with 55% of students having

moderate stress while the other 30.2% registered high-stress levels. With this data

collected, it has been concluded that in-person classes offer a much more stress-free

environment for students and future learners. Hence, there’s a need to conduct

stress-management programs that could help mitigate stress levels.

In the Philippines, the government has implemented preventive measures and

vaccinations to mitigate the effects of the ongoing COVID-19 pandemic. Following a

sharp decline in transmission, the effects of the discontinuation of in-person activities like

classes are still widely felt. There are schools that have already been approved for

in-person classes by the Department of Education (DepEd) for basic education and the

Commission on Higher Education (CHED) for tertiary education. However, the shift and

transition from face-to-face to online classes, and vice versa, has affected students'

mental and emotional stability as well as their strategic learning and participation.

According to Acob et al. (2021), a study was done to ascertain the levels of stress,

anxiety, and depression experienced by students in the Philippines because of the

COVID-19 pandemic, which proves that the epidemic is creating unanticipated new

constraints in West Visayas State University and has significantly disrupted people's
 4

lives. This manifests that a global pandemic being a worldwide problem, drastically

affects students in the Philippines too. In assertion, a descriptive, cross-sectional study

that gathered information on how students experienced stress greater in this setting than

in traditional face-to-face classes looked at the correlations of resilience on COVID-19

perceived stress, anxiety, and dread. A total of 233 graduate students participated in the

online survey. The findings demonstrate that the pandemic is to blame for the growing

problem with mental health. Due to this, they have suggested that educational

institutions may need to promote and utilize graduate students' resilient features in the

face of pandemic and other stressful situations in order to combat negative mental states

and detrimental psychological ramifications (International Journal of Educational

Research and Innovation, 2021).

On a local scale, the implementation of online learning has been pushed through

by various schools and universities. On July 1, 2021, Fr. Joel Tabora, the University

President of Ateneo de Davao University (AdDU), wrote in his blog that online education

at AdDU is now more than just a last resort; it is a privilege we embrace in these

challenging times for academic freedom given the difficult conditions necessary to make

it not only possible but also successful (Tabora, 2021). These prerequisites cover both

developed administrative and teaching expertise as well as ready and practical

information and communications technology. This statement proves that universities,

such as AdDU, have heightened their programs in online learning. Light of the fact that

this was the answer during these trying times, students continue to bear the weight of

not being able to quickly communicate with their teachers, not having a reliable internet

connection, and not having access to resources like gadgets.

Additionally, stress is nothing new in the world, particularly in the educational

system. In fact, during in-person classes, guidance counselors and other mental health

specialists are present in the schools to assist students. In a context where there was no
 5

pandemic, a research conducted by the American Psychological Association (2012) has

proven that people who belong to the millenials and Gen Xers had an average stress

level of 5.4 on a 10-point scale, which is considered the highest level of stress compared

to the boomers, at 4.7, and matures, at 3.7. This shows that at times when COVID-19

was not present, stress is still prevalent among people, but is thoroughly and easily

mitigated by various healthcare professionals and is not severe. However, a survey they

instigated last 2020 identified that Gen-Z adults were reported to have the highest stress

level with 6.1 out of 10 compared to 5.6 for millennials (ages 24-41), 5.2 for Gen X (ages

42-55), 4.0 for boomers (56-74), and 3.3 for older adults (75+) (American Psychological

Association, 2020, para-1-5).

In addition to these, a group of researchers from Grade 12 - St. Francis Borgia

conducted a stress study in 2019 entitled: "Stressors and the Effect Stress on Grade 12

Students' Academic Performance in Ateneo de Davao Senior High School." The aim of

this study was to pinpoint the key stressors that have an effect on students who are

predisposed to social stratification in class systems, such as social equality, linguistic

barriers, and psychological stability (Gavasan, et al, 2019). The primary causes of the

problems were family dependency, physical, mental, and even behavioral effects, which

were identified through conducting a survey. Similarly, while the current study has the

same goal of identifying stress levels among AdDU SHS students, the social issue

associated with the current research is fixated on the increasing stress caused by class

shifts in the midst of a pandemic.

With these statements, it can be concluded that the current situations clearly

show that there is a disparity between what should be the ideal situation and the current

one. Hence, as presented, many students experienced stress as a result of the online

setup in relation to their academic performance. Now, there is a need to assess the level

of perceived stress that the students are experiencing; its factors, challenges
 6

encountered, and coping mechanisms applied by AdDU-SHS learners. The researchers

believe that the programs implemented around the community should be effective and

contribute to lessening the effects of stress that the SHS students are experiencing.

Theoretical Framework

The origin of stress comes from many different theoretical perspectives as it

questions how and why stress is a challenging problem for students to encounter. In this

section, the researchers will tackle the General Adaptation Syndrome (GAS), a theory by

an Hungarian-Canadian endocrinologist, Hans Selye. This explains the physiological

changes that occur when you experience stress of any kind, whether it be positive or

negative. Alarm is the first step, followed by resistance and exhaustion. If the stress that

caused your GAS is not relieved, it could affect your physical and mental health.

Moreover, this theory also helps identify how far or what levels of stress are individuals

in, what factors trigger this stress, what challenges they need to overcome, and what

coping mechanisms to execute towards combating the issue.

a. Alarm Reaction Stage - This stage is an initial shock after the onset of only a

short period of time concerning stress, or in other words an intermediate level of

stress. This, in turn, actuates the defensive measures of an individual, also

known as the “fight-or-flight” reaction (Higuera, 2018). The factors of stress

present in this stage are typically found in all kinds of environmental contributors

concerning academics, finances, personal, etc. depending on an individual’s life

situation which could activate the nervous system via the stress hormones

whether adrenaline or non-adrenaline.

b. Resistance Stage - In this stage, they will experience their body opposing the

stress for a long duration of time, also known as an elevating level of stress. The

factors remain the same in the previous stage as their origins continue to
 7

increase if personal issues are not resolved or dealt with. However, if the stress

continues to take over and the body refuses to seek help to eliminate the

stressors, the body will gradually deteriorate and remain alert, producing more

stress hormones. These physical & psychological challenges could show signs of

irritability, loss of concentration towards work, or show frustration with oneself

and others (Burgess, 2017).

a. Exhaustion Stage - At this stage, the body will eventually exhaust itself and

resistance becomes futile and irreversible as it has long-lasting effects on the

physical attributes of an individual wherein known for its deadly stage in Selye’s

theory. It is difficult for one to resolve as mostly its effects lead to permanent

damage to one’s body. Challenges that people will face in this stage show signs

of crucial scarring including the immune system (blood vessels, impairment, other

health problems), cognitive functions (attention, memory, and overall thinking) as

well as physical, emotional, and social health that are possibly long-lasting

(Oketh-Oboth, 2012).

This General Adaptation Syndrome (GAS) theory fits the study as Selye helps

correlate the physiological and psychological changes in reaction to stress, as well as its

significance in identifying the levels of stress, factors, challenges, and coping

mechanisms towards these stressors. The usage of this theory will significantly help

identify an individual’s way of combating stress while also finding practical coping

mechanisms that would fit in their life.

 8

Statement of the Problem

This study aims to help Ateneo de Davao University - Senior High School

students determine their stress levels, factors, and challenges. Especially at this time

right now, when we are in the midst of a pandemic.

Specifically, this research seeks to answer the following questions:

1. What is the level of stress among AdDU SHS Learners?

2. What are the factors to the stress among AdDU SHS Learners?

3. What challenges were encountered in dealing stress among ADDU SHS

Learners?

4. What are the coping mechanisms applied by ADDU SHS Learners in dealing

with stress?

Significance of the Study

Given that stress has become a common problem, there are three beneficiaries

that have been identified along with how the study benefits the said subjects. The

beneficiaries are as listed below:

The School Administrators. The study can help the school administrators

because the information from it can give them a picture of what the students are going

through and how they feel. This can pave the way for them to work on a course of action

that they can apply in the classrooms and on the campus that will be beneficial to the

students. This can allow them to create solutions that can cultivate a healthy and

peaceful learning environment for everyone.

The Students. The information coming from this study can help students have a

better understanding of how the different levels of stress can affect their overall health

and their academic performance. The study can also help the students identify the

different factors that affect the variation in their stress levels. Knowing this information
 9

can help them identify what activities and habits can cause more stress, which in turn

can help them formulate ideas on how they can create a resolution to combat stress, to

lessen it, and if possible, to get rid of it. Having a sufficient amount of knowledge about

this matter is the first important step in creating a solution that will actually be effective

and sustainable.

The future researchers. This study can be used by future researchers to gather

even more information about how stress is detrimental to a student’s health and

academic performance. This study can be used by future researchers to help more

students and administrators learn how they can find sustainable solutions to reduce

stress and how they can cooperate with each other in order to attain a stress-free

environment for students and administrators alike. This can be used to further

emphasize how detrimental high stress levels are to one’s overall health and academic

performance and why it should be a must for schools to generate resolutions that

combat the issue.

The study is truly beneficial as it can enlighten both students and administrators

alike about how stress affects the senior high school students of the Ateneo de Davao

University. The contents of this study can help students as it allows them to be aware of

the reality of this issue, which can cause them to develop habits that can help them from

a personal standpoint and habits that they can use to help others. This can also urge

administrators to actually take action with the goal of helping the students go through

their journey as senior high school students at Ateneo without having too heavy of a load

on their shoulders and without jeopardizing their health.

 10

Scope and Delimitation

This research focuses on the stress level of students, factors, challenges and

coping mechanisms affecting it. This will be conducted among Grade 12 SHS learners

enrolled in the Ateneo de Davao University for S.Y. 2022-2023.

The researchers would be able to identify what factors affect their stress levels

more. Studying their stress levels will allow the researchers to get an overview of how

the respondents are dealing with stress, given that one of the main focuses of the study

is to identify their coping mechanisms. The researchers have decided to conduct a

survey of at least 311 Grade 12 learners from the different strands. This number of

respondents ensures that the research covers all the different variables that set apart

students from each strand, such as those having different subjects and projects.

Moreover, it has been decided that the respondents will be answering a survey

questionnaire emphasizing the current study's ability to analyze factors, coping

mechanisms, and stress levels that will be beneficial for students. Too, this will allow the

researchers to easily compile the data and guarantee a focused response. The

researchers would like to limit this research’s respondents to only Grade 12 Senior High

School students covering all students under the academic strands: HUMSS, STEM, and

ABM.

Furthermore, a quantitative research combined with a descriptive approach will

ensure that the analysis core is focused on the experiences of students during this

pandemic in order to highlight the significant comparison between in-person and online

learning modalities. The researchers will be limiting their study based on how the

respondents may answer the given questionnaires. It will determine what common level

of stress each student has, what their common factors are, what mutual challenges they

face as students, and what corresponding coping mechanisms they use in order to

overcome stress.
 11

Definition of Terms

Students who have mental health issues may find learning more uncomfortable,

especially in our new educational environment of online learning. The research definition

are as follows:

Stress Levels - The feeling of being overwhelmed or unable to cope with mental or

emotional pressure.

Factors - Refers to both external and internal variables that may cause physical

surroundings, your work, your relationships with people, your home, and all of the daily

events, problems, barriers, and expectations.

Challenges - Refers to great mental or physical effort in order to be done successfully

and therefore tests a person's ability.

Coping Mechanisms - A strategy that people use on a regular basis in the face of

stress and/or trauma to help them cope with unpleasant or difficult emotions while

maintaining their emotional well-being.

 12

Chapter 2

REVIEW OF RELATED LITERATURE

This is the description that leads the reader to grasp and appreciate the research

questions (Creswell, 2013). It is also here that you will share relevant literature of your

study that supports research findings about stress. Previous study will aid the

researchers in conceptualizing and conducting critical assessment. The urgent issues of

stress, particularly during this pandemic, prompted researchers to perform a study of the

current status quo, taking into account the pandemic, the online learning environment,

and individual circumstances. The researchers studied related literature and studies to

learn more about the topic or problem that may apply in the area.

Levels of Stress

The first study, entitled "The 5 Stages of Stress", describes Richel Hill’s (2021)

theory of the five stages of stress present in an individual. She was able to describe

stress as part of life, whether it was due to factors that contained the environment, body,

or thoughts of an individual. In this literature, she described that stress was indeed

normal for everyone to experience, but the problem was the evolving change of stress

levels present in their health, which could eventually lead to exhaustion, or in other

words, burnout. She was able to unravel and conclude a theory that concluded with five

stages of stress. One of the key components that people seem to forget is the

unawareness of stress that consumes and affects everyone, where avoidance of its

symptoms is common, and the lack of observation as to how far an individual is based

on the stages of stress described by Hill (2021). She was able to collate and describe
 13

her theory of the five stages for the sake of learning and identifying what coping

mechanisms to adopt.

Stage 1: Fight or Flight. This stage has an increased heart rate wherein the

focus sharpens and the body is filled with adrenaline. As the title suggests, individuals

are prone to either fighting stress or running away from stress. This response is a

designation to aid society to be a natural reaction upon surviving threats or events that

could be useful once change and the evolution of life become an issue. In the modern

era, this stage focuses on many aspects of multiple situations that come. Examples of

these aspects include handling difficult relationships, incoming deadlines, juggling many

workstations, and other emotional features that meet demands and trigger stressors.

Stage 2: Damage Control. The researcher claims that at this stage, the body will

help content these stressors whilst dealing with the perceived stress that continues to

loom as a threat. It functions as our system tries to flood cortisol into ourselves in order

to sustain the effects of stress from the individual. At this stage, the body will naturally

make an attempt to do everything for the sake of lessening the possibility of serious

damage to the system, whether permanently or not.

Stage 3: Recovery. After experiencing the adrenaline caused by stage 1 whilst

experiencing certain triggers that triggered the stress as well as handling the cortisol

imputed in the body’s system, it is observed that in this stage, there are physical

changes that mark the body, like the feeling of exhaustion or fatigue. At this level, it is

recommended by Hill (2021) to take a step back and implement self-care to recover

one’s state of health; physically, mentally, and emotionally. However, this stage can only

remain useful when the person listens to the body’s response to exhaustion and

embraces rest to reset the body for another stressful event that may continue to rise.

Stage 4: Adaption. In this stage, the ignorance of following the 3rd stage of

recovery is present. The level continues after the 2nd stage, whereas this level
 14

represents the continuation of handling the stress on the body and adjusting to this level

in the foreseeable future. According to the researcher, this level is a negative effect of

stressors because it leads to long-term consequences such as irritability, poor sleeping

patterns, fatigue, and other factors that harm the body and mind.

Stage 5: Burnout. The last stage is the product of long-term, unresolved stress,

which is mixed with mental, emotional, and physical exhaustion from the refusal to take

recovery (stage 3). Further professional help is advised and any sort of events that

trigger the stress should be avoided. In the event of any more difficulties, that could be

heavily enforced. Due to their inability to rest, the possibility of this stage could

negatively impact the full recuperation of the body as well as further damage to the

system, such as more infliction of physical and mental health complications from the

reaction of the stressors.

The second study, the research entitled "An Analysis of Stress Levels of Female

Graduate Students in an Online Program", was conducted by the following: Arric, Young,

Harris et al. (2011). The study entails the exploration of nuisances and variables such as

ethnicity, age, marital status, and other varying topics. The study was conducted through

a quantitative lens, surveying 750 women using the Revised Social Readjustment Rating

Scale (Hobson, 1998). The purpose of the survey was to indicate whether or not specific

individual demographic variables had made a difference in the level of stress the women

were experiencing, as well as simply figure out what nuisances caused the most stress

to the students.

The data concluded that different demographic variables do play into the stress

experienced by women. The study revealed age, ethnicity, program start date, number of

courses completed, and marital status played a significant difference in the pressure felt

by the students. The survey was able to find the most common nuisances experienced

by the students as well. It was concluded that the women’s stress was most affected by
 15

the following: changing work responsibilities (n = 354); beginning/ceasing formal

education (n = 343); financial difficulties (n = 304); illness/injury to a family member (n =

253); and changing positions, transfer, or promotion at work (n = 207).

The research was able to identify the variety of issues and nuisances that

plagued the female students as well as gain an accurate measure of how much they

affected their stress levels. The research was also able to recognize that women’s stress

was rooted in family, finances, and their own personal health. Additionally, significant

differences in levels of stress experienced by female online graduate students based on

age, ethnicity, length of time to degree, and total number of courses completed were also

discovered through this research.

Thirdly, the "Perceived Stress Scale (PSS)" was designed by Cohen (2016),

wherein the PSS is the most commonly used psychological instrument for identifying the

perception of stress in an individual. It is measured through the situations a person deals

with and appraised whether circumstances in one’s life are as stressful as they have

been for them. The goal of the scale is to demonstrate the life of respondents where

unpredictability, uncontrollable, and unexpected outcomes are overloaded with the

results of their experience in life. This scale follows through at least from the education of

junior high school students that eventually generated these known stressors. The

questions are made to be simple and straight-to-the-point, whilst the responses

answered by the respondents are also simple to follow. The queries have also been

designed to be generally broad, enabling any subpopulation group to participate.

Moreover, the scale focuses on the genre of emotional questions such as emotions and

feelings from their experience on the scale from last month. The Perceived Stress

Scales are identified with these scores: 0 as never, 1 as almost never, 2 as sometimes, 3

as often, and 4 as very often. The general background of respondents may vary as

gender, age, and race may apply, depending on the information needed to ask.
 16

To sum up, "The 5 Stages of Stress" by Hill (2021) is significant to the

researchers’ study due to its theory that suggests five levels of stress experienced by an

individual, along with its reactions, symptoms, causes, and effects, and other factors

derived from these levels and expounded by the author. It plays a notable role as the

researchers’ groundwork focuses on the levels of stress experienced by students in

Ateneo de Davao University Senior High School. With these correlations, the literature

can be used as a reference as to what level the stressors they identify with in order to

ensure what coping mechanisms and other suggested skills to minimize the stress they

encounter.

The second study, entitled "An Analysis of Stress Levels of Female Graduate

Students in an Online Program" (2011), conducted by Arric, Young, Harris, and Farrow,

demonstrates the specification of individual demographic variables that collate the

difference in the stress level women experience and their understanding of the

nuisances that cause the stress. This research is particularly significant to the

researchers’ study due to its relation to identifying the stress but in a specific

demographic aimed toward specific respondents. It also applies as a factor of

significance as it tries to find the source of the stress level itself.

And lastly, the third study, titled "Perceived Stress Scale (PSS)" designed by

Sheldon Cohen in 2016, is seen as a significant factor of the research due to its ability to

measure the significant amount of time spent figuring out the scale of stressors

experienced by an Ateneo de Davao University student in senior high school. Through

the unpredictable nature of outcomes provided by the lives impacted in their lives whilst

also experiencing the educational knowledge as learners, the researchers have seen

this method as a way to help identify the measure of stress from their personalized

experiences as educators in the school. Furthermore, the use of this scale can help
 17

pinpoint the factors, challenges, and plans of action for students from the respondents’

perspective of their origins of stress.

Factors Affecting Stress

Mahmudah (2021) conducted a study entitled "The Impacts of COVID-19

Pandemic: External Shock of Disruption Education and Financial Stress Cohesion" in

which various variables concerning the rise of stress during the pandemic were

identified and studied through quantitative methods. The collection of data was done

through a Google Form with a Likert scale. The determination of the data that should be

collected is executed through the use of a random sampling method wherein

respondents consist of 250 parents whose children are currently enrolled in

kindergarten and elementary. In addition, path analysis was effectuated to record and

determine the strains of occurring factors of stress.

Financial Resilience. The researchers wanted to look into the effects of

financial resilience in home learning, parenting self-efficacy in home learning, home

learning model on education innovation, financial resilience in education innovation on

parents, and parenting self-efficacy on education innovation on parents. The study

emphasizes that the shift in the education system from traditional in-person learning to

online modalities has caused upheaval in people's lives. They have stated that, aside

from not being able to learn effectively due to the distance caused by the pandemic,

parents must also participate in the current education system because it is primarily

home-learning.

Self-Efficacy. In the absence of teachers, parents are regarded as "teachers" of

their children because they are the ones who guide them in learning strategies,

answering quizzes and tests, completing assignments and other workloads, and thus,

parenting self-efficacy. As a result, the researchers concluded that, while students are
 18

directly impacted by significant changes in the educational system, parents are also

stressed, particularly because they must adapt to changes in learning methods. Since

businesses have been closed to prevent virus transmission and an increase in

COVID-19 cases, both employees and employers are experiencing financial difficulties,

as an economic recession is unavoidable in the midst of a pandemic. Hence,

adjustments in economic behavior and economic patterns are observed in dealing with

financial stress.

Financial Instability. The researchers were able to identify that financial

instability, which causes stress, is the primary cause of struggle among students and

parents because a stable income and budget are required to continue learning in this

pandemic due to the need for more learning resources—laptops, cellphones, tablets,

and internet connection. With that, withstanding the lack of resources and continuing

studies became a major problem for students too, as learning materials are oftentimes

found online and productivity in studies is based on the internet connection with the

usage of online applications in class. To put it simply, overall, the study wanted to

convey that financial instability is a stress to students and parents as although there are

decreases in tuition fees, there is a budget that must be allocated for gadgets and

equipments that are not readily accessible by the students, that could affect the efficacy

of parents to guide their children and the efficacy of students to learn and cope in this

educational innovation.

Secondly, in the study conducted by Yang et al. (2021) entitled “College

students’ stress and health in the COVID-19 pandemic: The role of academic workload,

separation from school, and fears of contagion”, an overview of the stressors of college

students this pandemic was identified. In gathering the data, they have used a

self-reporting system through the survey method and intervals of one week to maintain

the validity of the answers. With their strategy, the researchers were able to distinguish
 19

the three critical points of stress in studying this pandemic, which are: academic

workload, separation from school, and fear of contagion.

Academic Stressor. According to their research, academic stressors can be

considered as any academic requirements or demands that cause a student to adjust

his or her actions. Responding to their academic needs, which include answering

assignments, examinations, performance competitions, and learning itself, leads to

varying intensities of stress. They have considered academic stress to be the most

common stressor for college students in this regard, as its perceived stress is a

response to the stressors for complying with academic tasks. Furthermore, they have

found that adverse effects of excessive academic stress are affecting the physical and

psychological outcomes of students, such as loss of appetite, loss of energy,

headaches, and even other gastrointestinal problems.

Separation from school. Besides, the researchers stipulated that separation

from school is a factor that affects stress too, as attachment and detachment of shifts in

systems or modes of learning affect their emotional dissonance. In fact, they have

stated that students' aptitude is oftentimes determined by their attachment to their

campus life, relationships with friends and teachers, and even relationships with

parents, which bears a drastic impact when learning at home.

Fear of Contagion. Another stress identified is the fear of contagion, which is

common to almost all people. With fear of contracting COVID-19, the psychological and

emotional well-being of students is negatively affected, which can cause disruption in

their focus on studying and learning. Because of this, the resumption of classes may

seem difficult for students, resulting in ineffective adaptability of educational shifts for

learners.
 20

Thirdly, a study conducted by Schröpfer et al. (2021) entitled “Psychological

Stress among Students in Health-Related Fields during the COVID-19 Pandemic:

Results of a Cross-Sectional Study at Selected Munich Universities” assessed the

different factors that were linked to the psychological stress experienced by a sample of

students that were studying in health-related fields at Munich universities in Germany

during the COVID-19 pandemic. The researchers gathered the data through an online

cross-sectional survey. The researchers collected data on the respondents’ physical

and mental health, as well as information about their demographics, and

academic/everyday struggles during the pandemic.

Lower overall life satisfaction. The researchers found that having a low

satisfaction level with life was associated with high levels of psychological stress. The

researchers also found that the percentage of students who were not satisfied with their

life according to the survey was very alarming. In their survey only 65% of the students

stated that they were at least partially satisfied with their lives. This is way lower than

the previous years which was at 84% in 2017. This downward trend is important to take

note of because Aslan et al. was also able to discover that the level of satisfaction of

the students had a negative correlation with stress levels, and the impact of the

COVID-19 pandemic on them.

Lack of social support and interaction. The increasing trend of dissatisfaction

was seen to be influenced by the decrease of social interactions because of the social

distancing needed because of the virus. The researchers have found that the lack of

social interactions among students was a big risk factor for the increase of stress and

anxiety levels among the students. According to their data, most students stated that

they missed having contact with their fellow students. These results were seen to be in

line with the different studies conducted that proved that social isolation can indeed

cause and increase stress. Another important resource for the students was social
 21

support. This environmental resource had a significant influence on the students’

mental health. Based on the researchers’ data and analysis, high levels of stress was

significantly associated with the lack of social support when the students are feeling

uneasy.

Worsened health situation. The researchers found that the physical health

status of the students was associated with higher stress levels, and higher risks of

developing anxiety and/or depression during the pandemic. According to the

researchers, the other studies that they’ve used had data saying that the lower levels of

physical activities due to the effects brought upon by the pandemic was a huge factor for

the students to be in distress, and to develop depression and anxiety.

Accordingly, the study about "The Impacts of COVID-19 Pandemic: External

Shock of Disruption Education and Financial Stress Cohesion" is significant in the

researchers' current study because it explains a variable that affects the mode of

learning in the pandemic that causes stress to the students—financial instability.

Because the current study aims to identify the factors influencing stress and stress

levels of AdDU SHS students, this study can be used to determine whether or not the

students are able to cope with the learning system through online modalities and how

the lack of resources affected them in pursuing their studies during the pandemic. With

a scarcity of resources, underlying effects such as worry and stress are unavoidable for

students, especially since modes of learning rely heavily on the approach and use of

technology. In addition, the study about “College students’ stress and health in the

COVID-19 pandemic: The role of academic workload, separation from school, and fears

of contagion” is helpful for the current research because it can be utilized by the present

researchers as a form of basis in recognizing the stressors experienced by most of the

students. Furthermore, the research on “Psychological Stress among Students in

Health-Related Fields during the COVID-19 Pandemic: Results of a Cross-Sectional

 22

Study at Selected Munich Universities'' can be helpful to the current research as it

presents relevant data on the different factors of stress that are affecting students in this

new learning environment because of this pandemic. The researchers have identified in

their study multiple risk factors for stress and how they correlate with the current

situation that the world is facing. Students are faced with a problem as they deal with

stress because research is still being done to identify causes of stress and develop

remedies for them. Since their issues with psychological well-being will be examined,

they are related to the next discussion.

Challenges of Stress

The study conducted by Scott (2020) entitled "How to Deal with Stressors and

Challenges". This study tackles stress as the main reason students have mental health

problems. The researcher stated that students are experiencing negative emotions such

as anxiety, burnout, loneliness, and anger because of the problems with their academics

and most likely because they don’t know how to manage their time for it. As a result,

factors like depression, anxiety, burnout, exhaustion, and others may force people,

particularly students, to make poor decisions like neglecting their academics. However,

Scott (2020) mentioned in an article that the concern of many people about ‘How to deal

with stress issues?’ was a common question in this generation, especially among

students who are very sensitive when it comes to their mental health.

That is why in the article, the researcher wanted to portray that in order to

prevent the causes of stress, there are a lot of ways to cope, such as by processing your

feelings, making positive changes, and getting support when you need it. During this

process, students will learn about the actions that can be taken to avoid the causes of

stress. Moreover, according to the author, these difficulties in life offer people the best

chance for personal development. When it comes to stress, a person's behavior can
 23

change. People are in the midst of a pandemic and currently in an online learning

environment, which is why individuals prefer to stay at home and are unable to improve

their social skills since the face-to-face classes are fast approaching, which has the bad

impact of making it difficult to focus.

In addition to this, the study conducted by Pascoe et al. (2019) entitled "The

Impact of Stress on Students in Secondary School and Higher Education" discussed

how stress affects students, particularly in their academic performance. The writers

mentioned that stress encourages every individual to stay on track with their studies and

classwork and keeps us motivated. But when stress, worry, and anxiety start to

overpower us, it makes it harder to focus and get things done. Aside from this, the

writers indicate that the concerning impact of academic stress on students can result in

school dropouts due to their academic performance. Thus, stress need not always be a

negative thing. In actuality, it's beneficial and necessary, but only in balance. The authors

address how stress might influence students' performance by leading them to act in

ways that lead to stress. The writer also mentioned that it is acceptable to feel stressed

in academics. As such, the evidence shows students who are experiencing excessive

stress at school not only become less motivated to complete the task but also lower our

overall academic achievement and may increase the dropout rate for the reason that

they are not comfortable with their surroundings when they are experiencing detrimental

effects on their health, such as anxiety, substance misuse, insomnia, and depression.

Our capacity to maintain employment and our lifetime earning potential may be impacted

by how this plays out over time. Being able to identify your stress is the first step in

learning how to handle it.

However, the authors use a scenario in which the students have scholarships

and must maintain specific grades to be eligible. In that case, the student feels under

pressure to live up to those expectations. People would be cautious about their stress
 24

levels. Because that is why anxiety can strike at any time. Since stress appears to be

normal, we often disregard it and blame ourselves for feeling like there's something

wrong with us and that we should be handling it better. It is crucial to realize that we are

not alone.

In a study by Thiel (2017) entitled “Challenges of Stress Management”, a

recognized common sign of stress is the feeling of being exhausted despite having

enough sleep. This is often the case when you have been immune to sleeping late and

being exposed to chronic stress. Another common sign is having excessive fatigue after

normal exercise, this includes intense sweating and feeling of muscle weakness. In

knowing more about stress, professionals tend to give or formulate focused questions to

patients. This method is used by patients or people who do not realize that they are

stressed, questions such as “Do you have trouble sleeping?”, “How is your energy level

throughout the day?”, and “How do you feel after a meal?” are given to help assess their

stress level. In managing stress, patients should know that having a healthy lifestyle is

better than trying to survive for a moment. These things might be simple but not

everything simple is easy to do when you are stressed and in a dilemma. Here are some

things you can do to manage stress; having a good night's sleep, avoiding sweet

desserts, Eating more vegetables, Meditation, Yoga, and Deep breathing. Doing these

things may help you calm down after a stressful day or a week, it may be simple but it

can be a great help for your physical, mental and spiritual health.

By managing stress, it may be harder to accomplish if we don’t acknowledge the

thought of being stressed. Common signs of stress may include high blood pressure and

gastrointestinal complaints, which can be unnoticed compared to common symptoms

such as headaches, which makes it hard for severely stressed people to acknowledge

themselves as someone who is experiencing stress. Simple things like getting a full eight

hours of sleep, meditation, yoga, and deep breathing can help relieve stress and calm
 25

our nervous system, which can help you not only physically but also mentally and

spiritually. Furthermore, challenges of stress might make people vulnerable, but in this

case, it can also teach people valuable lessons that will strengthen everyone’s

personality. In addition, stress can also develop people’s personalities by experiencing

the difficulties, but in the long run, it is an advantage to people’s minds for the reason

that they can adapt to it. However, the experiences of people with the challenges of

stress can provide tactics to assist individuals in managing the difficulties of stress in

adversity. Moreover, people can live a more balanced and healthier life by controlling the

difficulties of stress. The researchers conducted a study on the issue of stress in order to

help the readers handle and manage themselves and to help them avoid any of its

effects. Furthermore, despite the fact that these difficulties might not have simple

solutions, you can still benefit from their lessons and be able to adapt to them. However,

it can also encourage people to be objective in their assessment of their situations, to

feel the feelings they trigger, and to look within for solutions.

Coping Mechanisms of Stress

Not everyone is affected by stress in the same way; instead, stress can lead to

illness and unpleasant interactions. Being able to handle pressure is therefore a crucial

component that affects how people search for social and therapeutic support as well as

how much they believe the advice of professionals (Passer and Smith, 2007).

It is stated by Labon (2018) that seeking assistance shows togetherness rather

than vulnerability. Additionally, keep in mind that treatment is effective. People who

receive the right care can recover from psychological instability and servitude and have

fulfilling lives. A simple conversation and understanding from the general public toward

those who have psychological well-being concerns could considerably aid in breaking

this shame, in addition to therapy, recovery, and other therapeutic treatments. However,
 26

simply encouraging awareness is insufficient. This is the time when we, more than

anyone else, must battle the living, evil forces within ourselves. The people around us

will merely serve as our emotional support system during this battle because we are the

ones who must maintain and protect our psychological security. The government should

make great efforts to support the general public in providing them with the information

and services they need to defeat dysfunctional behaviors. We have the chance to help

people with their deeply felt needs and to cheer up the public by bringing up this

sensitive subject. This clearly demonstrates how we should approach these discussions

with awareness and openness, as well as the reasons why we shouldn't interfere. It is a

significant problem that Filipinos are concerned about, and it deserves a lot of attention.

This is a struggle for everyone involved, including those who are determined to have

such illnesses and those who will help them get through them.

According to Grandea (2006), Southville International School and Colleges'

first-year recruits' stress levels and coping mechanisms were the focus of a clarifying

study strategy. There were 201 respondents who were students. High pressure was felt

by the respondents who were understudied. Academics were the most notable primary

stressors. The understudy responders used positive pressure as a stress-reduction

technique. The understudy respondents' perceived pressure and coping mechanisms

were independent of their profile.

Synthesis of the Reviewed Literature

In conclusion, stress affects a person's psychological well-being and cannot be

prevented when conditions permit. A person could benefit from being determined and

working harder. The problems that target the researcher's objective—eliminating an

individual's stressors and showing them how to cope with them, despite the various

elements and obstacles of stress a person encounters—are interconnected across the

 27

entire evaluated literature. From the Levels of Stress, it is discussed how a person acts

whenever they are under stress, through the behavior they exhibit, and how to determine

how a person's environment, body, and thoughts affect their conduct.

Second, stress-related factors were discussed. These causes are undeniably

evidence of how stress develops because they are necessary for stress to exist. It sheds

light on the current situation in which a person's provoked stress is caused by a variety

of factors, including a lack of social support and interaction, financial instability, and

many others. Headaches, a lack of energy, a decrease in appetite, and even emotional

dissonance and anxiety are some of the effects of extreme stress. This suggests that

there are noticeable consequences when students are dealing with underlying

pressures.

In relation to the second topic, the difficulties of stress acknowledge the

experiences of students in their academic performance as this is the primary cause of

their experiencing stress, mental and physical problems in an online learning

environment, which makes it challenging for students to focus. The writers also discuss

how students' behavior, brought on by stress, may affect their academic performance.

Although experiencing stress makes it harder to cope with it, the authors claim that it can

also help us grow personally.

Regarding the stress coping strategy, the authors emphasized that it is common

to suffer stress and that asking for help is a sign of solidarity rather than a weakness,

according to Labon (2018). The government's response to such circumstances,

particularly stress, is strongly recommended. However, this action should be part of a

people-government partnership in which everyone works together to thwart these

behaviors. Again, this is due to the fact that those who are determined to have such

conditions must also fight those who will help them get through it.
 28

Moreover, one of the research problems’ strengths is that there is still a way for a

person to deal with stress by using various stress coping techniques to lessen the

pressure that it causes. On the other hand, this also contributes to mental health issues,

which makes it a weakness of the research problem because stress makes it difficult for

a person to understand many things. However, as we continue to look for ways to

educate others about its levels, factors, challenges, and coping mechanisms, this can

still be remedied by a careful examination of a person's conduct.

Similar to this, researchers are fully aware of the gaps in how stress continues to

endanger someone's life, even in situations where there are currently no effective

treatments. It puts pressure on ongoing studies to provide accurate information about

the issue as it actually is, how stress actually affected the students, and how they dealt

with it concurrently.

Finally, this information can be used to better study and comprehend the

relationship between the bad impacts caused by the COVID-19 pandemic and the stress

of students, which can be of significant value and importance to the current research. In

light of this, the current researchers can apply the findings to AdDU SHS students.
 29

Chapter 3

METHODOLOGY

The numerous approaches utilized to collect and analyze data pertinent to the

study will be explained in this chapter. The locale of the study, the unit of analysis, the

sampling procedure, the variables and measurements, the research instrument, the data

procedure and analysis, and the study's ethical considerations are all included in the

methodology.

Research Design

The research's design and approach would be quantitative-descriptive. The

researchers will statistically assess the responses to the online forms that are provided

to the respondents. Bhandari (2020) defines quantitative research design as the

procedure of gathering and interpreting numerical data; in a descriptive approach, it aims

to see an overall summary of the study variables. Additionally, the intended responses

are already provided in a quantitative study design, so respondents only need to select

one of the available options. Moreover, the researchers chose this type of design and

approach because it fits the aims and objectives of the study. The study examines the

levels of stress, their factors, challenges encountered, and coping mechanisms among

the learners in the online learning environment. The goal of descriptive research is to

gather data and thoroughly describe a phenomenon, environment, or population. Instead

of focusing on the "why," it particularly aids in addressing the what, when, where, and

how of the research topic (Voxco, 2021). Furthermore, the researchers will employ

quantitative approaches in which surveys will be employed to gather data because the

research spans the diverse community of Ateneo de Davao Senior High School, and

researchers can collect data using quantitative techniques from a sizable number of
 30

respondents. With this, the researchers will kindly ask a specific number of students from

each strand and year level to respond to the online survey using the stratified random

sampling technique.

Locale of the Study.

Because of the COVID-19 pandemic's effects, the study is located at each

respondent's home for their comfort and safety. To be more specific, in order to make

sure that the respondents' responses are as private and helpful as possible, the

researchers will disseminate the survey forms through AdDU Google Mail. Additionally,

the Ateneo de Davao University Senior High School strands (ABM, HUMMS, STEM -

Pre-Science, STEM - Pre-EA, STEM - Pre-CS) are included in the study's population of

participants. This locale was chosen because it is important for researchers to be able to

get near in order to discover a solution that can be put into practice and because it is

where the researchers hope to learn more about the various levels of stress among

AdDU SHS students.

Unit of Analysis

The study's participants include Grade 12 AdDU SHS students from all strands.

These respondents were chosen because they take online classes at the AdDU SHS

Bangkal Campus. These learners also participated in online learning for two years. As

students are unable to communicate in person, school activities are carried out online.

Sampling Procedure

The researchers anticipate having 311 respondents in total for this study.

According to Tools4Dev (n.d.), the majority of statisticians concur that if your population

is less than 100, you really need to poll every single member of it in order to obtain any
 31

type of relevant results. The researchers came to the conclusion that a sample size of

311 participants would be a fair place to start, with the aid of slovin’s formula. Voluntary

sampling will be the methodology used in the research. To find participants to complete

the survey, the researchers will send emails to each Grade 12 learner, class

representatives and the section beadles at AdDU SHS. To ensure the ethics of voluntary

participation, it is up to the respondents to provide an answer. Furthermore, the objective

will always remain 311 respondents, no matter how many responses the researchers

manage to collect.

Variables and Measures

Variables Measures

Socio-demographic profile

● Age Age as of Last Birthday

● Strand ABM, HUMSS, Pre-Science, Pre-EA,

Pre-CS
● Sex
Male or Female

Levels of Stress Likert Scale

1 = Rarely (1.0 - 1.75)
2 = Sometimes (1.76 - 2.50)
3 = Often (2.51 - 3.25)
4 = Always (3.26 - 4.0)
Factors of Stress Likert Scale
1 = Never (1.0 - 1.75)
2 = Rarely (1.76 - 2.50)
3 = Often (2.51 - 3.25)
4 = Always (3.26 - 4.0)
Challenges Encountered Likert Scale
1 = Strongly Disagree (1.0 - 1.75)
2 = Disagree (1.76 - 2.50)
3 = Agree (2.51 - 3.25)
4 = Strongly Agree (3.26 - 4.0)
Coping Mechanisms Likert Scale
1 = Very Unlikely (1.0 - 1.75)
2 = Unlikely (1.76 - 2.50)
3 = Likely (2.51 - 3.25)
4 = Very Likely (3.26 - 4.0)
 32

Research Instrument

A research instrument is a piece of equipment used to gather, evaluate, and

measure data on a particular subject. Research equipment includes questionnaires,

scales, and even checklists (Duquesne University, 2021). The instrument that will be

used in this research is suitable for gathering the necessary pieces of evidence. Finding

the essential information among the Grade 12 students at AdDU SHS is explored, along

with the characteristics and restrictions of the research methodology. Therefore, using

this method to build the research instrument is effective and practical.

The data for this study is gathered utilizing Google Forms. The questionnaire

consists of 55 questions, excluding the socio-demographic profile. On the first part, the

agreement of the respondent to complete the survey will be asked. The respondents

demographic will be asked on the second part. The third part of the survey consists of 30

questions that can be answered using the four-point Likert scale. The fourth part of the

survey consists of 10 questions that can be answered using the four-point frequency

Likert scale. The fifth part of the survey consists of 10 questions that can also be

answered using the four-point agreement Likert scale. Lastly, the sixth part of the survey

consists of 5 questions that can be answered using the four-point likelihood Likert scale.

As the respondents' responses are transferred from a Google sheet platform,

Microsoft Excel will be utilized for this aid in the collection of the data needed for this

study's organization, analysis, and interpretation.

Data Collection Procedure

In conducting this research, the chosen type of research was Quantitative

research design where researchers collect descriptive but numerical data from the

respondents. The researchers are planning to conduct an online survey through Google
 33

forms as the research is being conducted during online learning. In doing so, the

researchers are to do the following in order to gather data from their sample size:

The first step is by formulating survey questions based on the needed

information from the statement of the problem.

The second step in collecting data is preparing a permission letter in which the

researchers are to ask permission to conduct an online survey among the students of

Ateneo de Davao University Senior High School. In doing so, a formal email asking for

the students' kind response would be sent through their AdDU emails during weekdays

only.

The third step in collecting data is providing a Likert scale survey for students

regarding their stress levels, factors, challenges encountered and coping mechanisms,

where researchers may determine common factors of stress among students. This step

will be done as the researchers will be providing a Google form containing objective

questions for the students to ponder.

The fourth step once the researcher has reached the target number of

respondents, which is at least 311 students from AdDU SHS, the answers from the

Google forms would be converted into a Google sheet to keep track of the respondents'

answers.

Finally, the Google Sheet that holds the respondents' answers and serves as the

researcher's data will be converted into an Microsoft Excel file. After doing so,

researchers would start categorizing and organizing the respondents' answers and start

with the data analysis.

 34

Data Analysis Procedure

The research’s primary purpose is to measure the stress levels of Grade 12

learners given the online learning modality of Ateneo de Davao Senior High School.

Considering that the survey forms contain similar questions relating to levels, factors,

challenges encountered, and coping mechanisms in online classes resulting from stress,

data still varies on the response given by the respondents, which is why the Likert Scale

necessitates the method of analyzing the gathered information. This method would help

the respondents decide, as they would be able to choose the options that best represent

their perspectives and current realities, while at the same time, making it easier for the

researchers to record.

A Likert scale is a sort of psychological response in which respondents indicate

their level of agreement on a 4-point scale. This type of data analysis method can be

calculated by adding the total number of responses to each scale level (Losby &

Wetmore, 2012, p. 2). After that, add the totals and divide them by the number of

respondents. The Likert scale method is important as it provides respondents a range of

responses without being too far fetched from the main topic of the survey (Ombea, 2020,

p. 19). Hence, this is the most adaptable and appropriate way to gather information.

Moreover, with the calculation done in the responses, analysis is further

determined by the usage of descriptive statistics through the weighted mean method.

The average value of the data is determined using the weighted mean. When calculating

the weighted mean, the average value can be determined by giving different weights to

some of the individual variables (Vedantu, n.d.). This procedure of calculating the data is

significant because it assists the researchers in determining the most prominent or

common factors of stress experienced by the respondents, with the help of advanced

software applications such as Microsoft Excel and Google Sheets.

 35

Ethical Considerations

In general, ethics is a broad set of rules that govern how others should behave,

whether they are written or unwritten. Ethical values concerning a wide variety of

agreements are practiced and how they should be interpreted socially. On the other

hand, ethics relating to research governs scientific studies performed by research

institutions and how the implementation is disseminated (SkillsYouNeed, n.d.). Research

ethics is crucial to conducting investigations for research purposes for the following

reasons: promotion of research, collaborative work incorporating values of respect and

fairness, accountability of the researchers’ actions, public trust, and the support of social

and moral values (Resnick, 2015). As such, these ethical considerations will be followed

by the researchers:

Anonymity and Confidentiality. Anonymity is a practice that divulges

impersonal information about the respondents of the study, which implies unknown

details to the researchers. Moreover, confidentiality is another practice that ensures the

security of information towards the respondents as the identity is strictly private

(Evergreen State College, n.d.). These ethical practices will be executed by the

researchers for the sake of the protection of human subjects initiated while collating,

analyzing, and reporting data answered.

Principle of non-maleficence. The second principle, known as nonmaleficence,

is most commonly applied in medical-related works, and it entails causing no harm to the

human subjects of the study, whether it is a physical, emotional, social, or financial

impediment to the respondents (Gelling, 2015). The research will observe this ethical

consideration to shed good moral obligation on the researchers themselves, as the

respondents are to be treated respectfully in association with human decency of

individuals whilst also eliminating negative influence on the data collection.

 36

Moral Principle of Beneficence. Beneficence from the Belmon report states that

the principle should treat people with the utmost respect through the human subjects’

decisions as well as protect them from an injury or any type of damage. Generally, this

consideration is practiced in two ways; which is “to do no harm and maximize the

possible benefits and minimize possible harms” (Yale University, n.d.). With that said, the

researchers will observe this principle as the group has a strict obligation and duty to

promote good moral virtues for the sake of individual proficiency and responses to the

research.

Intellectual Property. This principle is an intellectual activity that transcribes

knowledge and output. More specifically, intellectual property (IP) in research can be

established to include rights of authorship and invention from the researchers’ ideas,

findings, information, and many more. Moreover, this allows inventors to be protected by

the law from other people who have the desire to commit malicious actions by taking

new reports without credit (Enago Academy, 2021). As such, this ethic will be observed

by the researchers to acknowledge ownership rights and proper credit to the works of

those who have written the necessary information in the references list, whilst also

guaranteeing the originality of data collection, literature, and the research itself.

Voluntary Participation. The fifth principle states that all respondents

participating in data collection have the freedom to contribute, associate, and participate

without any coercion or involvement pressure by the researchers. The human subjects

have the liberty to rescind their participation in the study at any given time without the

feeling of responsibility to continue. The participants do not need to announce any

reason to retain their association with the study (Bhandari, 2021). As this ethical

consideration will be observed by the researchers, it will be driven to action that

respondents will have no negative consequences or punishments whatsoever once they

 37

withdraw from the research. It is acknowledged and followed that human subjects have

the ethical right to not be pursued further.

Informed Consent. This founding principle of research ethics is obtained and

signed by human subjects before the participant enables access to the research data

collection as well as understands the general information of the research and what

specifications they are consenting to. Informed consent has the intention that all human

subjects participate in the study voluntarily and acknowledge that the respondents know

their role and the general information of the research (University of Oxford, 2021).

Furthermore, the researchers of this study will observe this ethical consideration as the

standard practice of responsibility in understanding the significant principle in creating

consent forms in research and in assisting in the process of helping participants with the

required dissemination of the content of the study and what they will be consenting to.
 38

CHAPTER 4

DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter contains the analysis and discussion of data gathered from a survey

conducted by the researchers. In research, data presentation, analysis, and

interpretation are important as they maintain readers' interest, help them understand the

research's subject matter, and successfully communicate vast amounts of complex

information. The findings are presented in the following sections: Part I.

Socio-Demographic Profile, Part II. Levels of Stress, Part III. Factors of Stress, Part IV.

Challenges Encountered, and Part V. Coping Mechanism.

I. Socio-Demographic Profile

One's age, sex, grade level, strand, and other characteristics are referred to as

their socio-demographic profile. The figures and explanation of the sociodemographic

profile of students at Ateneo de Davao University Senior High School are presented in

this section.

Age. Table 1 presents the age of the respondents. The majority of the

respondents are 18 years old, which comprises 65.2% of the total number of

respondents. In addition, 29.5% of the respondents are 17 years old, 4.9% are 19 years

old, and 0.3% are 16 years old, which is the lowest percentage of the total number of

respondents.
 39

Table 1

Age Distribution of Respondents

Age Frequency Percent

16 1 0.3
17 96 29.5
18 212 65.2
19 16 4.9
TOTAL 325 100.0

Sex. Table 2 presents the sex of the respondents. The majority of respondents is

66.4%, or 216 out of the total number of respondents are female, while 33.5 or 109 out

of the total number of respondents are male.

Table 2

Sex Distribution of Respondents

SEX Frequency Percent

MALE 109 33.5
FEMALE 216 66.4
TOTAL 325 100.0

Strand. Table 3 presents the academic strand of the respondents. The majority

of the respondents are STEM Pre-Science students, comprising 35.7% of the total

respondents. Meanwhile, 22.1% of the respondents are Accountancy and Business

Management (ABM) students, 21.2% are STEM Pre-Engineering and Architecture

students, 16.3% are Humanities and Social Sciences (HUMSS) students, and STEM

Pre-Computer Science students comprise the least number of respondents, only

comprising 4.3%.
 40

Table 3

Strand of Respondents

STRAND Frequency Percent

Accountancy, Business, and Management (ABM) 72 22.2
Humanities and Social Sciences (HUMSS) 53 16.4
Science, Technology, and Mathematics (STEM) -
Pre-Science 116 35.8
Science, Technology, and Mathematics (STEM) -
Pre-EA 69 21.3
Science, Technology, and Mathematics (STEM) -
Pre-CS 14 4.3
TOTAL 325 100.0

II. Levels of Stress

This section discusses the findings on the levels of stress among Ateneo de

Davao University Senior High School learners.

Level of Stress. Table 4 shows the level of stress encountered by Ateneo de

Davao University Senior High School Students. Shown above, students usually undergo

stress, which pivots within teenagers, and these stresses exhibit different effects that

hinder the improvement of a person's self and attack the mental as well as physical

health of an individual.

As shown by Table 4, the highest level of stress at which Grade 12 learners of

AdDU SHS believe that they may not manage to attain their goals has a mean of 3.30

and a verbal interpretation of ALWAYS. This highest result can be attributed to Harris, et

al (2011) theory, where their study focuses on an individual’s demographic variables, like

the courses completed, and how these personal choices by individuals, like a student's

choice, make a significant difference in the pressure felt by the learners. In this way, it is

observed that the students of AdDU SHS, particularly Grade 12 students, feel as if their
 41

goals in life will not be completed due to the personal choices they made and thus feel

stressful.

The second highest level of stress, with a mean of 3.28 and an outcome of

ALWAYS, shows that an alarming amount of the respondents feel tired due to emotional

stress experienced lately. This finding can correspond with Hill’s theory (2021), where

she discusses the 5 stages of stress experienced by an individual, wherein depending

on the stage of learners' dealing with emotional stress, it could either be in the adoption

stage since it is observed that their emotional stress resulted in feeling tired, their body

has gradually succumbed to long-term consequences by dealing with stress, or they

could be undergoing the burnout stage due to their refusal to recognize the need for

recovery from stress.

Moreover, the table shows that the third highest level of stress, with the result of

the mean as 3.23 and a textual connotation of OFTEN as the outcome, shows that

Grade 12 students of AdDU SHS expressed that they are afraid of the future ahead.

Similar to the first highest stress level, this observation can be interpreted as another

relation of Harris et al (2011) study due to the significance of differential demographic

choices like strand, grades, and subjects succeeded. With this in mind, the pressure

AdDU learners feel through big decisions for their future is overwhelming and stressful to

them, considering that Grade 12 learners will be in college for their own careers soon.

The fourth highest levels of stress, with a mean of 3.15 and a verbal

interpretation of OFTEN, are when students feel mentally exhausted and have too many

decisions to make. When there are classes, it is a given that students are handling lots

of assignments and tasks because it is the main way for teachers to assess the students’

level of comprehension in a certain subject. However, with piles of tasks, students are

often left with no choice but to prioritize subjects and specific works that would fit well
 42

with their time management. This can induce them to have many decisions to make,

which in turn leads them to become mentally exhausted. Hence, this can be associated

with Cohen’s (2016) study, wherein it emphasizes how stress can be assessed through a

person’s unpredictable and uncontrollable responses when dealt with circumstances that

could overload the results of their life experiences. That being said, having too many

decisions to make is a factor that affects students’ uncontrollable response—mental

exhaustion.

The fifth highest level of stress, with a mean of 3.08 and verbal interpretation

OFTEN is when students have so many worries. Even though students are expected to

focus themselves on their studies because they are under a certain educational

curriculum, it is undeniable that being a student is not the only role they have to fulfill in

their lives. At home, they have to be a daughter or a son, and they have to be a sibling

and a friend too, which entails a lot of responsibilities. Apart from that, education is not

the only component of their lives because they still have to think about their family, life’s

sustainability, financial capacity, and many others. These factors would certainly

increase and affect the worries they have in their day-to-day lives. For this reason, it can

be interrelated with Harris’ et al. (2011) study, wherein it stated that various demographic

and life variables could have an impact on the stress experienced by people.

The sixth highest level of stress, with a mean of 3.07 and verbal interpretation

OFTEN is when students feel pressured with deadlines. This can be once again

connected with Hill’s theory as it deepens the idea that as stress develops, the first stage

of fight or flight begins too. When students are given tasks, deadlines must be met to

ensure that they are fulfilling their responsibilities and are not neglecting the time given

for their class hours. It is also one of the biggest parts of the point system—the

punctuality of task submission. However, when students are competitive and are aiming

for high grades, meeting deadlines or submitting them before deadlines is a must. This
 43

often leads to pressure as they strive to reach the expected outcomes. With that, Hill’s

theory of fight and flight aims to identify stress as a natural response of the human body

to circumstances and stimuli that can be overwhelming, such as being pressured with

deadlines.

Table 4

Levels of Stress

Statements MEAN VERBAL

DESCRIPTION
1. I feel rested 2.33 SOMETIMES
2. I feel that I am doing things I really like 2.63 SOMETIMES
3. I feel calm 2.49 RARELY
4. I am full of energy 2.46 RARELY
5. I feel tense 2.68 SOMETIMES
6. I feel safe and protected 2.75 SOMETIMES
7. I enjoy myself 2.93 SOMETIMES
8. I am lighthearted 2.76 SOMETIMES
9. I have enough time for myself 2.57 SOMETIMES
10. I feel I am doing things because I have to and not 3.09 SOMETIMES
because I want to
11. I feel that too many demands are being made on me 2.87 OFTEN
12. I am irritable or grouchy 2.58 OFTEN
13. I have too many things to do 3.06 OFTEN
14. I feel lonely or isolated 2.42 SOMETIMES
15. I find yourself in situations of conflict 2.36 SOMETIMES
16. I feel tired 3.28 ALWAYS
17. I fear I may not manage to attain my goals 3.30 ALWAYS
18. I have too many decisions to make 3.15 OFTEN
19. I feel frustrated 2.84 OFTEN
20. My problems seem to be pilling up 2.79 OFTEN
21. I feel I am in a hurry 2.96 OFTEN
22. I have many worries 3.08 OFTEN
23. I am under pressure from other people 2.76 OFTEN
24. I feel discouraged 2.50 OFTEN
25. I am afraid for the future 3.23 OFTEN
26. I have trouble relaxing 2.67 OFTEN
27. I feel loaded down with responsibility 2.92 OFTEN
28. I feel under pressure from deadlines 3.07 OFTEN
29. I feel criticized or judged 2.74 OFTEN
30. I feel mentally exhausted 3.15 OFTEN
OVERALL MEAN 2.81 OFTEN
LEGEND: 1.0 – 1.75 – RARELY; 1.76 – 2.50 – SOMETIMES; 2.51 – 3.25 – OFTEN; 3.26 – 4.0 – ALWAYS
 44

III. Factors of Stress

This section discusses the findings on the factors of stress among Ateneo de

Davao University Senior High School learners.

Factors of Stress. Table 5 shows the results of the common factors of stress at

Ateneo de Davao University Senior High School. As shown in the table above,

unconsciously worrying about their future is the biggest factor of stress for students, with

a mean of 3.41 and a verbal description of ALWAYS. Following that, with a mean of 3.27

and a verbal description of OFTEN, fear of receiving substandard scores is another

factor of stress among students. In addition, the fear or feeling of being intimidated by

oral recitations and unexpected quizzes follows as a factor or stress, as it is labeled as

an OFTEN occurring verbal description with a mean of 3.16. In accordance with the

table, overwhelming tasks and undergoing pressure are also factors of stress, with both

being labeled OFTEN in verbal descriptions, with a mean of 3.02 and a mean of 3.10 for

students feeling undergoing academic pressure. With a mean of 2.46, having trouble

sleeping is the least stressful factor, with it being labeled as SOMETIMES in the verbal

description.

According to a study by Mahmudah (2021), there are various factors that affect

stress. There is a visible relationship between the factors affecting stress in the study we

have conducted & Mahmudah. The factor of academic stressors in Mahmudah’s study

can be related to the fear of receiving substandard scores and being intimidated by oral

recitations and unexpected quizzes because students are seen to be more stressed

because of the pressure to perform well in their tests and assignments, as well as the

pressure not to make mistakes when asked to recite in the presence of other

classmates. Unconsciously worrying about their future can also be related to the factor

Mahmudah has identified, which is the lack of social support and interaction. This is
 45

because, according to Mahmudah, the lack of social support and interactions had a big

impact on the stress and anxiety levels of students. Based on their data, higher levels of

stress were greatly associated with a lack of support when students were feeling uneasy.

Table 5

Factors of Stress

Statements MEAN VERBAL

DESCRIPTION
1. I often have a hard time finishing simple tasks. 2.57 OFTEN
2. I am often overwhelmed while doing academic tasks. 3.02 OFTEN
3. I am often intimidated by oral recitations or 3.16 OFTEN
unexpected quizzes.
4. I am often scared of receiving substandard 3.27 OFTEN
grades/scores.
5. I feel like I am undergoing academic pressure. 3.10 OFTEN
6. I am having trouble keeping personal relationships. 2.55 OFTEN
7. I am often stressed about household problems. 2.53 OFTEN
8. I unconsciously worry about my future. 3.41 ALWAYS
9. I often have trouble sleeping. 2.46 SOMETIMES
10. I am experiencing emotional stress. 2.94 OFTEN
OVERALL MEAN 2.90 OFTEN
LEGEND: 1.0 – 1.75 – NEVER; 1.76 – 2.50 – RARELY; 2.51 – 3.25 – OFTEN; 3.26 – 4.0 – ALWAYS

IV. Challenges Encountered

This section discusses the findings on the challenges encountered among

Ateneo de Davao University Senior High School learners.

Challenges Encountered. Table 6 shows that students in Ateneo de Davao

University Senior High School experienced a lack of instant communication due to

intermittent internet connectivity, with an interpretation of 3.36 mean and a verbal

description of STRONGLY AGREE under the online class modality. The second highest

number of mean is the unwanted distractions experienced by the students, which affect

their focus and performance, with a verbal description of STRONGLY AGREE.

 46

Moreover, the third highest mean is that giving feedback on work is delayed, making

them confused about their performance or progress in class, which comprises 3.06

means with a verbal description of AGREE.

However, the first challenge that students encountered was a lack of instant

communication and internet problems. According to Thiel (2017), stress focuses on how

students perform in academic tasks and other areas. As a result, students may

experience slow internet connectivity, which can lead to a lack of communication, which

can lead to stress. The second challenge encountered in our study is a variety of

unwanted distractions experienced by students, which affect their focus and

performance. According to Pascoe et al. (2019), students in secondary and higher

education settings deal with a variety of persistent stressors connected to academic

demands. Moreover, the most recent study on the effects of academic-related stress

includes consideration of the influence on students' academic performance and learning

capacity of mental health issues such as depression, anxiety, and sleep deprivation. The

third challenge that is encountered in our study is the manageable workload. According

to Scott (2020), managing the workload is an effective technique to relieve stress

because it is one of the keys to handling stress in a healthy way.

 47

Table 6

Challenges Encountered

Statements MEAN VERBAL

DESCRIPTION
1. My workload is manageable. 2.91 AGREE
2. I am able to manage my time well. 2.65 AGREE
3. My deadlines are feasible and attainable for the given 2.85 AGREE
workload.
4. I am able to easily operate as well as use the given 2.89 AGREE
e-learning platforms to its full potential.
5. I am able to fully understand and comprehend the 2.70 AGREE
lesson being taught, similar to if I am to attend
face-to-face classes.
6. It is easy for me to connect with group mates and 2.77 AGREE
classmates when doing group work.
7. The e-learning application for classes is always 2.65 AGREE
efficient and working.
8. Internet connection affects the lack of instant 3.36 STRONGLY
communication. AGREE
9. Giving feedback on work is delayed, making me 3.06 AGREE
confused about my performance or progress in class.
10. The unwanted distractions are affecting my focus and 3.29 STRONGLY
performance. AGREE
OVERALL MEAN 2.91 AGREE
LEGEND: 1.0 – 1.75 – STRONGLY DISAGREE; 1.76 – 2.50 – DISAGREE; 2.51 – 3.25 – AGREE;

3.26 – 4.0 – STRONGLY AGREE

V. Coping Mechanism

This section discusses the findings on the coping mechanisms of Ateneo de

Davao University Senior High School learners in terms of stress management.

Coping Mechanisms. Table 7 indicates the coping mechanisms carried out by

Ateneo de Davao University Senior High Students. With a mean of 3.35 and the verbal

description of VERY LIKELY, students have confessed to continuing to do their task in

the face of difficulty and failure. Following this, with a mean of 3.16 and the verbal

description of LIKELY, students say that they continue to perceive their task but take into
 48

account their personal limits. Subsequently, with a mean of 3.11 and the verbal

description of LIKELY, students share that they have begun to instinctively commit bad

habits. In addition, students who carry out tasks or activities that help destress, make up

2.98 of the mean with verbal description LIKELY. Moreover, students who seek out

guidance from others are indicated in the table with a mean of 2.60 and a verbal

description of LIKELY.

According to the study conducted by Mazo (2015) on his research paper about

the coping mechanisms of students, although the top coping strategy in his paper was

praying, facing and solving your problem came in a close second, with the males'

interpretation being always and the females' being often. This aligns with the results of

our own study, in which our top coping mechanism is task persistence. Other coping

mechanisms from our top 5 also make appearances within Mazo’s study, such as asking

advice from friends or family, with male interpretation being more frequent than female

interpretation.

Based on our analysis, students have admitted to purposefully engaging in bad

habits as a result of stress. It is beneficial to mention that, as stated by Labon (2018),

people who receive the right care can recover from psychological instability and

servitude and have fulfilling lives. A simple conversation and understanding from the

general public toward those who have psychological well-being concerns could

considerably aid in breaking this shame, in addition to therapy, recovery, and other

therapeutic treatments. We personally believe that the mental health of students should

be given more attention, especially now that we are making the transition from online to

physical classes. Students will have a harder time adjusting to the workload brought by

face-to-face classes since it's been two years since students have stepped foot in a
 49

classroom. We should be wary of how much work the students are being given and if

this has negative effects on their mental health, whether it be online or face-to-face.

Table 7
Coping Mechanism

Statements MEAN VERBAL

DESCRIPTION
1. I continue doing things in the face of difficulty and 3.35 VERY LIKELY
failure (e.g. task persistence)
2. I ask for assistance (e.g. guidance counselor, 2.60 LIKELY
friends, family)
3. I take actions that can aid in stress reduction (e.g. 2.98 LIKELY
reading, meditations, etc.)
4. I instinctively perform bad habits (e.g. stress 3.11 LIKELY
eating, overworking, etc.)
5. I continue facing the stress but act cautiously and 3.16 LIKELY
understand my limits.
OVERALL MEAN 3.04 LIKELY

LEGEND: 1.0 – 1.75 – VERY UNLIKELY; 1.76 – 2.50 – UNLIKELY; 2.51 – 3.25 – LIKELY; 3.26 – 4.0 – VERY LIKELY
 CHAPTER 5

SUMMARY OF FINDINGS, AND RECOMMENDATIONS

This chapter will present the two sections including the summary of findings and

recommendations in the research. The first section discusses the discoveries made on

each statement of the problem and provides a discussion that is anchored on the

analyzed data in the previous chapter. Furthermore, the second section discusses what

steps to take, what problems to address, and what needs to be improved by future

researchers. This will serve as a guide for future researchers and a reference for

succeeding research studies.

Summary of Findings

The summary of the major findings are as follows:

1. Levels of Stress

1.1. The majority of the respondents believe that students have negative

impressions of themselves, their future, decision-making aspects, and goals as

individuals, which affects their mental well-being and capabilities. Although there

are opposing features, there are some positive results from a considerable

amount of learners who believe they have enough confidence in themselves

towards safety, health, and personal levels as individuals.

1.2. To summarize, the findings agree that the Grade 12 learners of Ateneo de

Davao Senior High School often experience varying levels of stress (e.g. I feel

tired, I feel mentally exhausted) during the online learning modality. Each student

vii
 51

may have different perceptions of online classes based on their answers to the

different questions, but all of them have personal, communal, and economic

conflicts that affect the stresses that they experienced.

2. Factors of Stress

2.1. The results indicate that Grade 12 students at the Senior High School of the

Ateneo de Davao University share a number of common sources of stress (e.g. I

unconsciously worry about my future and I am often scared of receiving

substandard grades/scores). The dominant sources of stress for students are

frequently things related to their education, like substandard grades/scores,

worrying about their future, and unexpected quizzes.

2.2. To sum up, while students continue to worry about the pressure brought on

by the academic demands, having online classes can still be compared to the

traditional face-to-face setup, where learners still aim to succeed even in the

modality posed by the institution.

3. Challenges Encountered

3.1. The results reveal that Grade 12 students at the Senior High School of

Ateneo de Davao University face significant stressors due to the online learning

environment, where they must deal with issues including poor internet access,

peer communication, and the use of e-learning tools (e.g. Hurtado20). Although

they had online assignments and activities, students nevertheless controlled their

time and workload.

 52

4. Coping Mechanisms

4.1. The results of the study reveal the various techniques that Grade 12 Ateneo

de Davao University Senior High School learners have chosen to deal with their

academic difficulties, whether those methods are advantageous or not. In

addition, students admitted to persevering with their task despite difficulties and

failure.

4.2. Overall, learners have started to develop coping strategies that cause them

to engage in harmful behaviors as well as persevere and finish their work. Some

choose to seek assistance from people they can rely on in order to recover.

Recommendations

The following recommendations are provided based on the accomplished work

by the researchers:

1. For the School Administration

1.1. Understanding the Sources of Stress in Online Learning. The study

results show that students have a hard time participating in classes due to

technological difficulties. Not all students are capable of having efficient gadgets,

and some have internet access but have inefficient connections. With Google

Meet, Zoom, Google Document, and the like becoming the primary online

applications to go to classes and do activities, internet connectivity and access to

technological devices are the number one needs of students. Lack of access to it

could mean inefficient learning that would affect the quality of education for

students. Knowing the factors of stress in online classes better could be vital, as

it could help the school administrators effectively plan out a resolution or any
 53

adjustments necessary for learners.

1.2. Assessing the Curriculum Further. The results have shown that

respondents are burdened with piles of tasks due to the shift to online classes. A

sudden transition to face-to-face classes may help the students interact with

classmates and groupmates again. However, with online platforms deemed

required and necessary despite the transition, students could have difficulty

balancing work online, especially those who still chose online setup as their

mode of instruction. The Department of Education (DepEd) is recommended to

evaluate the curriculum in further detail to determine how online platforms can be

best utilized when face-to-face and online classes are offered simultaneously.

Hybrid platforms that combine online and in-person learning can be innovative,

but they can also be stressful since they compel students to balance their time

between in-person and online learning and decide which activities to prioritize. In

addition, the proponents believe that the school administration will be allowed to

modify the curriculum from what has been established for the entire school

system, provided DepEd develops workable strategies to decrease the impacts

of stress.

1.3 Strong Implementation of Career-related Activities. In a certain portion of

the factors of stress, a question regarding the stress of a student’s future was

labeled as "ALWAYS," where students continuously worry about their future,

including their career path. The administration is encouraged to create stress

interventions, improve their academic programs, and build more practical

symposiums or counseling programs that will be useful to both parties and

sustainable. In addition, implementation of career orientations may give students

 54

more insights and knowledge about their future careers, which may lessen their

worries. This implementation may be successful; it can help confused students

learn more about the possibilities of their career paths that are connected to their

chosen strands. Moreover, learners that feel lost on their paths may be given the

opportunity to think about how the process of changing career paths can affect

their future both in a positive and negative way.

1.4. Mental Health Interventions. This study also focuses on the mental health

and well-being of the students in the online learning environment. The conduct of

mental health programs that may help the students’ peace of mind may be

effective in maintaining a healthy and peaceful environment. Ongoing programs

such as mental health week, career weeks, and fun fiestas for students should be

strengthened in the long run to actively participate in; they may be a good

alternative to diverting the students' focus from academics to their individual

hobbies, interests, or activities they like doing. Such proposed activities may be

continually implemented by the Wellness and Testing Center (WTC) of the Senior

High School Unit to ensure that they serve their purpose in maintaining the

wellness and healthy being of students' mental health. Further, the Office of

Learner Activities (OLA) and Pulsong Atenista Student Government (PASG) may

also play a big role in the implementation of these programs as they present

them to the whole student body, which includes presentations of worthwhile

programs and activities that may benefit the students as this may serve as an

additional service for them while they are in their respective positions.
 55

1.5. Minimize the Demands of Academic Deadlines. Limiting the demands of

deadlines can reduce the pressure students are under, for the certain reason that

even slow internet connectivity causes delays to the task that is given to them.

Without deadlines, this would not be a problem because it would be lessened.

Students would not feel overloaded because the deadlines would be lessened

and not all students have strong internet connectivity. In this way, the stress the

students are experiencing, particularly with the submission of academic tasks,

would be minimized, and they may feel relieved because the workload deadlines

that they have had reduced and they are given ample time to furnish the quality

of the learners’ output.

2. For the Students

2.1. Engage in Wellness Visits. By participating in wellness consultations

provided by the institution's Wellness and Testing Center, students can have

discussions about reducing stress. Such conversations are helpful for students'

psychological recovery and replenishment because they give them the chance to

openly release and express their emotions in the presence of someone who is

listening to them with the intention of supporting them through their home

environment and academic difficulties.

2.2. Sustainable Coping Mechanisms. A significant number of learners

purposely practice bad habits in order to cope with stress, having a description of

"likely." Doing so can lead to detrimental effects on one’s holistic health, further

affecting academic performance. Practicing sound and sustainable coping

mechanisms not only negates the possibility of incurring said detrimental effects
 56

on one’s mental, physical, and spiritual health, but it also allows for better habits

to be practiced, which can help students improve their overall well-being and

hopefully their academic performance and social battery.

2.3. Quality Time Management. Students that practice strong time management

may handle their workload effectively and efficiently, which will benefit their

schedules given that they are under a lot of stress due to their heavy workloads.

For a reason that it enables people to complete work on time and allows them to

schedule enough time for rest, good time management is thought to be an

effective strategy to reduce stress, particularly for Grade 12 SHS learners.

3. For the Future Researchers

3.1. Build a Stronger Theoretical Framework. The proponents recommend

building a stronger theoretical framework than the chosen theories by connecting

the existing knowledge contributed by the research relating to all types of stress:

levels, factors, coping mechanisms, and challenges within a chosen scope of

respondents. The theories chosen must focus not only on one factor but rather

on what the study is aiming to find. The theories should heavily support the

choice of research methods, as this could further assist researchers in providing

a compelling foundation for answering the "why" and "how" of the study. In

careful consideration of finding a theoretical framework for the research, theories

that conceptualize the blueprint will help support the study and provide the

structural integrity of the type of approach the study will be focused on.
 57

3.2. Increase the Sample Size. Having enough respondents will not only ensure

more accurate and reliable results but also make way for more options and

answers when it comes to testing. This will enable a deeper understanding and

provide a new set of information as to how individuals, such as students, are

affected by stress and how it affects their daily lives. With a deeper impression of

stress, this will help discover new data on how students are reacting to and being

impacted by stress in different mannerisms in the new setting. Furthermore, new

research questions can be added if our scope is to be widened.

3.3. Widen the Scope of Respondents. By widening the scope of your

respondents, you can clearly define the population you are interested in studying.

This will aid future researchers in focusing their research efforts on the specific

group that they wish to study. For example, through the use of a variety of

sampling techniques (e.g., random sampling, stratified sampling, or snowball

sampling). In this way, you can increase the diversity of your sample. Consider

online survey methods, as this approach can help reach a larger audience and

can be more cost-effective than traditional survey methods. Furthermore,

because of the relatively low number of target respondents, we strongly

recommend that, in the near future, researchers consider including Grade 11

students at Ateneo de Davao Senior High School since they too have

experienced the outcomes of online learning environments and how it affects

their physical and mental well-being, which led to stress. Thus, the expanding

scope of research fills gaps in the existing literature on a particular topic. This can

involve looking at different populations, contexts, or variables that have not been
 58

explored before or using new methods to investigate existing research questions

with students.

3.4 Use of Research Methodology. The proponents have divulged the

quantitative data regarding stress levels, factors, challenges, and coping

mechanisms to Senior High School learners, particularly from Grade 12, but it

can be extended to a deeper analysis in qualitative research due to the personal

relation of its causes impacted by students and to pinpoint the cause of these

stressors. This approach will help broaden the understanding of the experiences

of individuals and how the future can aid in lessening heavy stress.

3.5. Conduct Research in Face-to-Face Context. The proponents had

conducted the research under the online learning modality, including the data

gathering processes. Future researchers are encouraged to conduct this

research in the context of a face-to-face setting, whether the traditional

face-to-face setup still brought stress to the students or the other way around.

With the shift to a new normal, conducting this research would be much easier to

assess and would invite more students to participate in the research activity, as

conducting face-to-face research context enables researchers to establish

connections with respondents that can enhance good understanding and

communication. Importantly, more precise and detailed data can be gathered this

way than could be done remotely. So, even while face-to-face research can be

time- and resource-consuming, it can give researchers access to a variety of data

that might be missed by online approaches.

 59

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 63

APPENDIX A

PERMISSION LETTER TO THE ASSISTANT DIRECTOR OF ACADEMICS

 64

APPENDIX B.
COVER LETTER AND INFORMED CONSENT
65
 66

APPENDIX C.
VALIDATION SHEET FOR RESEARCH QUESTIONNAIRE
 67

APPENDIX D.
SURVEY QUESTIONNAIRE (RESEARCH INSTRUMENT)
68
69
70
 71

E. CURRICULUM VITAE

RACHELLE KHYLLE ROJAS ALBASTRO

Address: Landmark 3, Crystal Meadows, Aquamarine St. Blk. 5, Lot 24, #176, Sasa,
Davao City, Davao del Sur, 8000

Age: 18 years old

Gender: Nonbinary

Civil Status: Single

Birthday: May 18, 2004

Birthplace: Davao City

Mother’s Name: Richel Rojas Albastro

Father’s Name: Meil Golle Albastro

E-mail Address: rkralbastro@addu.edu.ph

EDUCATIONAL ATTAINMENT

School Level School Year

Ateneo de Davao Senior High 2021 - Present

University

Colegio de San Junior High 2017-2020

Ignacio

Colegio de San Elementary 2011-2017

Ignacio
 72

CURRICULUM VITAE

DAVID ANGELO CACHERO ALBELAR

Address: Phase 3, Block 11, Lots 25-27, Farnsworth St., Palmdale Village, Governor’s
Hills Subdivision, Biclatan, General Trias City, Cavite

Age: 18 years old

Gender: Male

Civil Status: Single

Birthday: January 16, 2005

Birthplace: Iloilo City

Mother’s Name: Ma. Analie C. Albelar

Father’s Name: Ares Arvini S. Albelar

E-mail Address: dacalbelar@addu.edu.ph

EDUCATIONAL ATTAINMENT

School Level School Year

Ateneo de Davao Senior High 2021 - Present

University

Ateneo de Davao Junior High 2017 - 2020

University

Ateneo de Davao Elementary 2011 - 2017

University
 73

CURRICULUM VITAE

ALLIYAH ASHLEY ESPULGAR CAJEGAS

Address: Blk 11 Lot 7, Camella Cerritos, Sto. Nino, Davao City, Davao del Sur, 8000

Age: 17 years old

Gender: Female

Civil Status: Single

Birthday: April 29, 2005

Birthplace: Municipality of Midsayap, Cotabato City

Mother’s Name: Rose Espulgar Cajegas

Father’s Name: Jose Stewart Paloso Cajegas

E-mail Address: aaecajegas@addu.edu.ph

EDUCATIONAL ATTAINMENT

School Level School Year

Ateneo de Davao Senior High 2021 - Present

University

Holy Cross of Mintal, Inc. Elementary - Junior High 2014-2020

International Christian Elementary 2011-2014

School of Davao
 74

CURRICULUM VITAE

JUSTIN TOMALE FELICIA

Address: #166, Mamsa St., Jerome, Brgy. Lapu-Lapu, R. Castillo, Agdao, Davao City,
Davao del Sur, 8000

Age: 17 years old

Gender: Male

Civil Status: Single

Birthday: April 02, 2005

Birthplace: Sta. Cruz, Davao del Sur

Mother’s Name: Erlinda Tomale Felicia

Father’s Name: Alejandro Planas Felicia

E-mail Address: jtfelicia@addu.edu.ph

EDUCATIONAL ATTAINMENT

School Level School Year

Ateneo de Davao Senior High 2021 - Present

University

Sta. Ana National Junior High 2017-2020

High School

Lapu Lapu Elementary 2011-2017

Elementary School
 75

CURRICULUM VITAE

KURT LESLEE CASTILLO LEONCITO

Address: Purok 2, Poblacion, Carmen, North Cotabato

Age: 18 years old

Gender: Male

Civil Status: Single

Birthday: October 28, 2004

Birthplace: Amas, Kidapawan City

Mother’s Name: Mary Joy C. Leoncito

Father’s Name: Leo L. Leoncito Jr.

E-mail Address: klcleoncito@addu.edu.ph

EDUCATIONAL ATTAINMENT

School Level School Year

Ateneo de Davao Senior High 2021 - Present

University

The Notre Dame of Junior High 2017-2020

Kabacan, Inc

Carmen Central Elementary 2011-2017

Elementary School
 76

CURRICULUM VITAE

CHERYLL DEB LACIERDA LIBETARIO

Address: Nuro Upi, Maguindanao

Age: 19 years old

Gender: Female

Civil Status: Single

Birthday: January 20, 2004

Birthplace: Cotabato City

Mother’s Name: Cherrylyn Libetario

Father’s Name: Vidabe Libetario

E-mail Address: cdllibetario@addu.edu.ph

EDUCATIONAL ATTAINMENT

School Level School Year

Ateneo de Davao Senior High 2021 - Present

University

Notre Dame of Upi, Inc. Junior High 2017-2020

Upi Montessori Elementary 2011-2017

Educational Centre
 77

CURRICULUM VITAE

ALTEA LOUISE GUEVARRA REYES

Address: #169, Pardo de Tavera Oriental St., Davao City, Davao del Sur, 8000

Age: 18 years old

Gender: Female

Civil Status: Single

Birthday: November 25, 2004

Birthplace: Davao City

Mother’s Name: Consuelo G. Reyes

Father’s Name: Arnold P. Reyes

E-mail Address: algreyes@addu.edu.ph

EDUCATIONAL ATTAINMENT

School Level School Year

Ateneo de Davao Senior High 2021 - Present

University

Ateneo de Davao Junior High 2017-2020

University

Ateneo de Davao Elementary 2011-2017

University
View publication stats

78

CURRICULUM VITAE

MAYUMI CUTAMORA SITOY

Address: Phase 2, Blk. 2, Lot 15, Ruby Street, Doña Rosa Subdivision Toril, Davao City,
Davao del Sur, 8000

Age: 19 years old

Gender: Female

Civil Status: Single

Birthday: March 07, 2004

Birthplace: Davao City, Philippines

Mother’s Name: Irma C. Sitoy

Father’s Name: Romeo I. Sitoy

E-mail Address: mayumisitoy07@gmail.com

EDUCATIONAL ATTAINMENT

School Level School Year

Ateneo de Davao Senior High 2021 - Present

University

Ateneo de Davao Junior High 2017-2020

University

Saint Peter’s College Elementary 2011-2017

of Toril