Dulag National High School

Dulag,Leyte

The Stress Level of Grade-12 Humanities and Social Sciences (HUMMS) Students
during the Modular Distance Learning

In Partial Fulfilment

of the Requirements for Inquiries, Investigation, and Immersion

Researchers:

Chrizza Faye L. Mas

Edgeralyn O. Suca

Cyrille S. Samiana

Rynce Abcdef D. Rivas

Danica Steffan G. Tupaz

Catherine A. Refuido

Nieva M. Lago

June 2023
 Table of Contents

Chapter I. Introduction Page

Background of the Study…………………………………………………. 3

Statement of the Problem………………………………………………… 6

Significance of the Study…………………………………………………. 6

Scope and Delimitation…………………………………………………… 7

Definition of Terms………………………………………………………… 7

Chapter II. Review of Literature

Review of Literature………………………………………………………. 8

Conceptual Framework……………..…………………………………… 10

Chapter III. Methodology

Research Design…………………………………………………………..11

Research Sampling………………………………………………………..11

Research Instrument………………………………………………………11

Data Gathering Procedure………………………………………………..11

Statistical Tool……………………………………………………………...12

Data Analysis……………………………………………………………….12

Chapter IV. Data Presentation, Data Analysis, and Interpretation………

Chapter V. Conclusion and Recommendation……………………………..

APPENDIX

References………………………………………………………………...

2
 CHAPTER I
INTRODUCTION

This study of the research tackles about the background of the study,
statement of the problem, significance of the study and the scope and delimitation.

Background of the study

The COVID-19 pandemic has contributed to the most significant disturbance

in the educational system in history, affecting almost 1.6 billion students (Licayan et
al, 2021). The unprecedented situation demanded an immediate course of action;
that is, the shift of the learning mode to distance learning (Donnelly, Patrinos, &
Gresham, 2021).

Cortes et al (2022), to address the educational crisis due to the limitation of

face-to-face interaction for the adherence to health protocols, the Department of
Education (DepED) released DepED Order (DO) no. 12, s.2020. The department
order release promoted an alternative learning mode – distance learning (DepED,
2020).

According to Llego (2020) Modular Distance Learning involves individualized

instruction that allows learners to use self-learning modules (SLMs) in print or
electronic copy, whichever is applicable in the context of the learner. Simonson and
Berg (2016) explain that distance learning is an educational approach that promotes
the physical distancing of the teacher and students and the use of various
technologies in the teaching and learning process. In the same manner, countries
make use of the internet, mass media, and text messages to promote remote
learning during the COVID-19 pandemic (World Bank,2020).

According to Chandra (2020), the sudden shift from the physical classroom to
the virtual space [and modular distance learning] disrupts students. As mentioned by
Cortes et al (2022), Delute & Ada (2021) highlighted how the transition to distance
learning influences student learning due to unfamiliarity with the new medium of
education. Furthermore, there is still a preference for traditional face-to-face learning
because of the immediate human interaction and the principle of learning by doing

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(Delute & Ada, 2021). Lastly, Delute & Ada (2021) emphasized how resources, or
the lack thereof, can impact their whole learning experience in the distance learning
setup.

In the Philippines, an article written by Sape, Aquino, and Olivar (2020); with a
mental health pandemic, digital divide, inadequate learning resources, and personal
struggles cutting deeper into our educational system, an "academic freeze" must be
considered until and unless the curve has flattened and mass testing has been made
and proven effective (Licayan et al, 2021)

For some students, stress becomes almost a way of living. However, it is

dangerous to let stress become student’s way of living in Senior High School
because some stress levels can lead to a terrible effect that changes completely
student’s life and it may result to failure (Guevarra and Cimanes, 2017).

Meanwhile, academic stress refers to the unpleasant psychological conditions

that develop due to the educational expectations from parents, instructors,
classmates, and family members, the pressure of parents on academic performance,
and self-disappointment (Subramani & Kadhirawan, 2017). In addition, academic
stress is considered the leading source of stress experienced by students (Dixit,
2020).

Billote et al (2022), additionally, another struggle students face is the need for
teachers to connect with their students as it provides a sense of routine and purpose,
especially during this pandemic and amidst uncertainties. Sometimes, the unclear
expectations and clarification on procedures from teachers led to difficulty in their
academic performance. They are left on their own to figure out what they are
supposed to do (Casagrande et al., 2020). Remote learning also reveals a digital
divide among Filipino students (Santos, 2020). The current situation in remote
learning exacerbates the existing inequalities and may translate to barriers in online
learning. Challenges regarding this challenging situation may threaten the students’
mental health. For example, a nationwide study reported that 32% and 22% out of
3,670 Filipino students have difficulties adjusting to new learning styles and do not
have access to reliable internet (Baticulon et al., 2020).

Rotas and Cahapay (2020), students suffer from a lot of stressful events due
to the many responsibilities they have to handle every day. Looking at the larger

4
picture, learning is complicated, and students are in the middle of a social disaster.
According to a well-known psychiatrist in the Philippines, different factors aggravate
students’ mental health issues while having distance learning, Billote et al (2022).
Several studies also report that students encounter stress in virtual learning spaces
(AlAteeq et al., 2020; Baloran, 2020).

Furthermore, many reports of suicide incidents among students due to their

stress in flexible learning modalities. Moreover, this will make them vulnerable to
dropping out, future unemployment, and an increased incidence of psychiatric
disorders such as depression, anxiety, and substance use disorders (Pascoe,
Hetrick, & Parker, 2020).

The purpose of this research study is to investigate the stress level of the
Humanities and Social Sciences students in the modular distance learning during the
Covid-19 pandemic. The researchers also want to identify and address the gaps that
the previous studies had missed, and these include the list and degree of level of
stress the students had experienced.

Statement of the Problem

As this study aims to assess the academic stress levels of grade 12 HUMSS
students during the modular distance learning, this study sought to answer the
following questions:

1. What is the average stress level of Grade-12 HUMSS students during

modular distance learning, as measured on a scale of 1-5?
2. Did the Grade-12 HUMSS students determined the level of stress they
experienced during the modular distance learning?
3. Did the level of stress experienced by the Grade-12 HUMSS students affect
their learning during the modular distance learning?

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Significance of the Study

This research study will help the following entities:

Students. This helps the students to know more and to be aware of the possible
outcome of their stress. Students will be more motivated to study hard even if they
are experiencing financial instability.
Parents. The parents will be aware of the possible outcome of stress to their
children. They will be able to guide and support their children through giving an extra
time to them.
Teachers. The teacher will know the reason why some of the students do not
perform well in school and it will help them to consider students who has financial
problem.
School. The school will be aware of the possible outcomes of stress to their
students. They will be able to make decisions to prioritize students’ well-being and
adapt educational policies accordingly.

Scope and Delimitation

This research study solely focused on assessing the stress level of the Grade-
12 HUMSS students during the pandemic. This delimits other academic tracks and
stands, and the students who did not agreed to participate during the data gathering
will not be included in data tabulation and analyses.
The study was conducted at Dulag National High School and limited only to
the Senior High School students. The data gathering was done for two weeks in the
month of May 2023.

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Definition of Terms

Stress ─ is how we react when we feel under pressure or threatened. It usually

happens when we are in a situation that we don’t feel we can manage or control.

Modular Distance Learning ─ a new way of learning that uses self-learning

modules which include sections on motivation and assessment that serve as a
complete guide of both teachers’ and students’ desired competencies.

Academic Stress ─ refers to the unpleasant psychological conditions that develop

due to the educational expectations and pressure.

Students ─ a person formally engaged in learning, especially one enrolled in a

school and having as well an academic performance.

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 CHAPTER II
Review of Literature

Cortes et al (2022) stated in their study, the Covid-19 pandemic caused a

significant worldwide shift in norms and practices in different fields and industries,
including the education sector. The unprecedented situation demanded an
immediate course of action; that is, the shift of the learning mode to distance learning
(Donnelly, Patrinos, & Gresham, 2021).

In a study by Calo et al (2021), they found the common struggles of learners

during the pandemic. One of the struggles mentioned is “learning alone”. They feel
like they are alone in learning something and that they need guidance from a teacher
to successfully understand the lesson and answer the activities. Also, Perez (2020)
as cited in Calo, et al. (2021) stated that teachers are worried about learners who are
enrolled in modular learning because aside from the reasons that they cannot read
and understand the lessons on their own; their parents are also not capable of
guiding them for they too do not possess the skills of reading and comprehension.

Ajmal and Ahmad (2019), the apparent difference between face-to-face and
distance learning and the accompanying environmental variables that affect distance
learners make the impact of anxiety on distance learning more likely. The distance
learners tend to fear failure, yet conversely can have high, even unrealistic
expectations of themselves. Licayan et al. (2021), student mental health in higher
education has been an increasing concern, and the COVID-19 pandemic has
brought this vulnerable population into renewed focus (Son, Hegde, Smith, Wang &
Sasangohar, 2020).

According from the finding of Initial Survey, they agreed with one of the
findings of the study by Calo, et al (2021) which stated that learners enrolled in
modular learning experience difficulties in understanding their lessons and

8
answering their activity sheets because of the absence of a person who could
explain the lesson and answer their questions and clarifications about the
discussion. The results also support the studies of Alvarez in 2021 and Bustillo &
Aguilos in 2022 which revealed issues encountered by students, and that include
limited teacher guidance and complaints about not understanding the lessons in the
modules.
Since students’ life is stressful, students need the understanding and
sympathy of their friends and family, especially when they are experiencing
significant pressure from their academic workload. Calo et al. (2021) recommended
that schools help students cope effectively with stress. It should be more open and
willing to extend social support for students in the new normal by utilizing different
social media platforms. According to the study of Calo, and Bustamante (2021), one
of the coping mechanisms of the students in their struggle in modular distance
learning was to seek support from their friends, parents, or teachers through pieces
of advice, sympathy, and encouragement which is usually emotional or academic in
nature. It was also mentioned by one respondent that it is through messenger that
he/she communicates with someone with regard to the academic struggle.

Excessive school demands, such as exams, activities, and assignments, poor

academic performance, financial challenges, academic failure, poor interpersonal
relationships with instructors and classmates, poor study habits, parental pressure,
and low self-confidence are all factors that contribute to academic stress (Calonia et
al, 2022). Mentioned by Jain and Singhai (2018), Busari (2012) found that stress was
leading to depression among secondary school students and is linked with on
academic achievement.

As a result, students were found to be struggling in answering their modules

amid the pandemic and it had a major influence on the quality of learning and the
emotional wellness of the students. In the midst of a pandemic, students are
overwhelmed with modules and extensive learning goals leading to learners ignoring
their lectures because they think they were exhausted, incorporating other strategies
would help a lot in providing students with learning opportunities.
However, implementing the flexible learning modalities is not mostly preferred
by students because of more difficult communication and less learning satisfaction
(Amir, et al., 2020). It has also caused many students to face a lot of problems and

9
challenges like self-regulation, usage of new learning technology, slow internet
connection, readiness in synchronous learning, finishing worksheets, and learning
without guidance due to the unforeseen new normal (Rasheed et al.,2020; Pastor,
2020; Apriyanti, 2020). Thus, academic stress could take its place.
CONCEPTUAL FRAMEWORK

MODULAR DISTANCE STRESSS LEVEL OF G-12

LEARNING HUMSS STUDENTS

The figure above follows the IV-DV Model in which the modular distance
learning is the independent variable and academic stress level of G-12 HUMSS
students as the dependent variable.

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 CHAPTER III
METHODOLOGY

Research design

The researchers used simple descriptive research design wherein the researchers
aimed to describe a certain phenomenon and with no experimental manipulation.
This study aims to describe the academic stress level of G-12 HUMSS students
during the modular distance learning.

Research sampling

The researcher used the stratified random sampling as the main probability sampling
method for the data gathering. The total population that the G-12 HUMMS sections
have is 360 students and the sample size the researchers determined by using
stratified random sampling are 189 respondents.

Research instrument

The researchers used the descriptive research design with the use of survey
questionnaire. The researchers get the opinion of the respondents by checking the
appropriate level of stress they experienced a specific given statement in the survey
questionnaire.

Data gathering procedure

The researchers write a letter of consent to the respective authorities before

conducting the data gathering procedure. Then the researchers asked permission
first from the teacher who were present in the classroom during the data gathering.
After that, the researchers asked permission to the Grade-12 HUMSS students to
gather information from them. Lastly, the researchers distributed the survey
questionnaires and told them to write their names (optional) as well to fill in the
corresponding data needed.

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Statistical tool

This study used the central tendency in which the researchers aim to find the mean,
median, and mode as well to determine the average that the respondents have
answered.

a. Mean

Formula for mean,

∑x
x=
n

Where x (read as x bar) is the mean of x values, ∑x is the sum of all the
x values. And n is the number of x values.

b. Likert Scale

5 Severely Stressed

4 Highly Stressed

3 Moderately Stressed

2 Slightly Stressed

1 No Stress

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

c. Point Likert Scale

Scale
Mean Verbal Interpretation
Value

4.21-5.00 5 Severely Stressed

3.41-4.20 4 Highly Stressed

2.61-3.40 3 Moderately Stressed

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1.81-2.60 2 Slightly Stressed

1.00-1.80 1 No Stress
Data analysis

The researchers used average mean to analyze the data gathered. The
researchers attempted to interpret and analyze the stress level of the Grade-12
HUMSS students during the modular distance learning.

Research Questions Statistical Tool

1. What is the average stress level of
grade 12 students during modular
distance learning, as measured on a MEAN
scale of 1-10?

2. Did the Grade-12 HUMSS students

determined the level of stress they
experienced during the modular FREQUENCY
distance learning?

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 CHAPTER IV
Results and Discussion

This chapter presents the interpretation and analysis of the data in which that
the researchers had gathered from the entire data gathering procedure. Below are
the presentation of the results and discussion of the data.

1.
Academic Stress Mean Verbal Interpretation

1. I found it difficult to answer 2.984127 Moderately Stressed

different activities because of lack
of sleep.
2. I’m not pressured whenever I 3.809524 Highly Stressed
could not understand the given
task in the modules
3. I had a hard time understanding 2.73545 Moderately Stressed
the lessons/topics without the help
of my teacher.
4. I feel overwhelmed while 3.10582 Moderately Stressed
answering the modules.
5. I feel fatigued after answering 3.08465608 Moderately Stressed
the modules.
6. I experienced difficulty in 2.582011 Slightly Stressed
sleeping whenever I have
unfinished tasks to be submitted.
7. I feel engaged and interested on 3.550265 Highly Stressed
the activities given during modular
distance learning.
8. I can’t manage my time 3.312169 Moderately Stressed
effectively in answering different
activities in the module.
9. I experienced headaches while 2.78836 Moderately Stressed
answering the modules.
10. I felt anxious while answering 3.190476 Moderately Stressed
the tasks in the module.
Average 3.114286 Moderately Stressed

What is the average stress level of Grade-12 HUMSS students during modular
distance learning, as measured on a scale of 1-5?

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Table 1.1

The above presented Table 1.1 shows the average mean of the academic
stress that the respondents answered is 3.11 with verbal interpretation of Moderately
Stressed. It shows that being engaged and interested on activities given during the
modular distance learning has the highest mean which equals to High Stressed. This
means that the respondents felt stressed in engaging and to be interested in their
modules. Moreover, the lowest mean is 2.5 and with verbal interpretation of Slightly
Stressed is that the respondents have difficulty sleeping due to unfinished activities,
it means that the respondents are okay even though they cannot finish their activities
and they only felt slightly stressed.

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 2. Did the Grade-12 HUMSS students determined the level of stress they
experienced during the modular distance learning?

FREQUENCY
Severely Highly Moderately Slightly No
Statement
Stressed Stressed Stressed Stressed Stress
5 4 3 2 1

1. I found it difficult to answer 24 30 64 61 10

different activities because of
lack of sleep.
2. I’m not pressured whenever 69 55 36 18 11
I could not understand the
given task in the modules
3. I had a hard time 13 23 76 55 22
understanding the

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 lessons/topics without the help
of my teacher.
4. I feel overwhelmed while 35 45 43 37 29
answering the modules.
5. I feel fatigued after 15 54 70 32 18
answering the modules.
6. I experienced difficulty in 16 20 65 45 43
sleeping whenever I have
unfinished tasks to be
submitted.
7. I feel engaged and 34 72 55 20 8
interested on the activities
given during modular distance
learning.
8. I can’t manage my time 33 51 60 32 13
effectively in answering
different activities in the
module.
9. I experienced headaches 19 23 72 49 26
while answering the modules.
10. I felt anxious while 27 52 52 46 12
answering the tasks in the
module.
Table 2.1

Table 2.1 shows the frequency number of each stress levels at which the
Grade-12 HUMSS students experienced stress during the modular distance learning.
The researchers had gathered data from the selected 189 respondents of grade-12
HUMSS sections of Dulag NHS. From Severely Stressed, Highly Stressed,
Moderately Stressed, Slightly Stressed, and No Stressed levels showed that the
respondents had experienced stress from the given statements and the modular
distance learning made the respondents felt stress at different level.

Figure 1.1

STRESS LEVEL FREQUENCY PERCENTAGE

Severely Stressed (5) 285 15.08%
Highly Stressed (4) 425 22.49%
Moderately Stressed (3) 593 31.37%
Slightly Stressed (2) 395 20.90%
No Stressed (1) 192 10.16%
1,890 100%
Figure 1.1 shows the sum of the frequency of the stress levels answered by
the Grade-12 HUMSS students and the corresponding percentage of each stress

17
levels. Moderately Stressed has took the 31.37%, the Highly Stressed got 22.49%,
followed by Slightly Stressed of 20.90%, Severely Stressed of 15.08%, and the
lowest is the No Stressed level which has 10.16%. thus, the Grade-12 HUMMS
students did determined the level of stress they experienced during the modular
distance learning.

CHAPTER V
CONCLUSION AND RECOMMENDATION

Conclusion

The result of the study entitled “The Stress Level of Grade-12 Humanities and
Social Sciences (HUMMS) Students during the Modular Distance Learning” shows
that the average or mean of each of the stress levels varies. Moreover, based on the
result of the gathered data and the analysis, the researchers conclude that most of

18
the Grade-12 HUMMS students had experienced moderately stressed during the
modular distance learning. Therefore, the result of this study shows that the modular
distance learning during the pandemic made the Grade-12 HUMMS students
experienced various stress at different levels.

Recommendation

The researchers, in regards to the results of this study, recommend to the

concerned people, institutions, community, and stakeholders to put in action that the
following recommendations the researchers imparted:

1. The Local Government Unit of Dulag, particularly its Rural Health Unit to
conduct seminars not only at Dulag National High School but as well at
various schools about mental health awareness and ways to prevent too
much stress that could lead to depression;
2. The researchers recommend that this study be extended to the whole
Municipality of Dulag and let other schools adopt this study so that their
administration would know who are experiencing stress and the worst,
depression. In addition, the school could set up a prevention measures and
look for their students.
3. To the future researchers who would take the same topic as this study, it is
recommended to include the STEM, TVL-IA, ABM, and TVL-HE. In addition,
the future researchers should also include further knowledge and information
that are not found in this study, and should also used different research
design such as True-Experimental Design.

APPENDIX

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