EXPLORING THE ROLE OF PEER SUPPORT IN PROMOTING MENTAL HEALTH OF

FIRST-YEAR STUDENTS OF
NOTRE DAME OF MIDSAYAP COLLEGE

A Thesis to the faculty of college of Arts and Sciences

of Notre Dame of Midsayap College In Partial Fulfillment of the
Requirements In
Bachelor Of Human Services

Marly M. Malugayak
Jea D. Matimatico
Annie V. Dioleste

May 2024
 APPROVAL SHEET

IN PARCIAL FULLFIMENT of the requirements for the degree in BACHELOR OF

HUMAN SERVICES This thesis outline entitled “EXPLORING THE ROLE OF PEER

SUPPORT IN PROMOTING MENTAL HEALTH OF FIRST-YEAR STUDENTS OF

NOTRE DAME OF MIDSAYAP COLLEGE”, has been prepared and submitted by ANNIE

DIOLESTE, JEA MATIMATICO, MARLYN MALUGAYAK, who are hereby recommended

for Oral Examinations., PRINCESS NORBE, HANSEN CUETO, who are hereby recommended

for Oral Examination.

MELCHOR S. ARCENAS JR.

Subject Teacher

ACCEPTED as PARTIAL FILFILMENT of the requirements for the degree in

BACHELOR OF HUMAN SERVICES

CHINITT P. SINCO, MIB

Dean, College of Arts and Sciences

APPROVED, May 2024 by the Tribunal at the Oral Examination.

JEREMIAS E. OBINA, MSTM

Chairman

ANGELO A. FLORAGUE JR. MELCHOR S. ARCENAS JR.

Member Member
 CHAPTER I

INTRODUCTION

Background of the Study

Social support provides a means for first-year students to manage stressors related

to the difficult adjustment to university life (Glozah, 2013; Poudel et al., 2020).

Nevertheless, the varying effects of sources investigating how peer support helps first-year

students’ mental health. As they make the journey to a higher education, first-year students

frequently encounter several difficulties, such as academic expectations, social adaptations,

and emotional hardships.

In addition, Studies indicate that up to 50% of students experience anxiety,

sadness, or other mental health disorders during their first year of university, indicating that

mental health challenges are becoming more common among this population. Peer support

is a novel strategy that offers a special fusion of social support, emotional validation, and

helpful advice from peers. It has emerged as a potential means of supporting students’

mental health. Peers with comparable experiences navigated. Peer support has the potential

to improve mental health among first-year students, although its usefulness in this regard

has not received much attention in the literature.

Additionally, Smith S.J., & Jonhson, J.E. (2020) discovered that a lot of students,

particularly those in their first year of college, find the transition to be challenging and

intimidating. There is growing concern about these students’ mental health because

research indicates that they are more likely than their peers to encounter mental health

issues. The role of support in promoting first-year students’ mental health is an important

area of research because it can mitigate the negative effects of this transition and enhance

overall wellbeing. To gain a better understanding of how support can promote first-year
students’ mental health, this study will examine the most effective forms of assistance for

reducing stress, anxiety, and depression as well as the factors that influence these systems’

efficacy.

It is the duty of higher education institutions to create a safe space for their

students’ mental health and general wellbeing. With its greater academic obligations, social

pressures, and independence, moving to a university can be a big life event. Students may

experience emotions of loneliness, anxiety, or despair in a result of these changes, which

may have long-term negative effects on their mental health and academic performance.

Research indicates that family, friends, and university employees’ support can be quite

helpful in reducing the negative consequences of this change. However, more study is

required to determine the precise forms of assistance that first-year students need to

improve their mental health as well as the variables influencing. The study intends to look

into how peer support programs can improve the well-being of individuals making the

transition to college in order to better understand the role that peer support plays in

promoting the mental health of first-year students. The goal of this research is to better

understand how relationships peer and support networks can improve first-year students’

mental health outcomes while also recognizing the difficulties and adjustments they must

make during this crucial time of transition.

Reham A Hameed Shalaby and Vincent O Agyapong ( year) they emphasized

the value of peer support programs for college students and the necessity of having trained

peers who can help their teenage peers deal with mental health issues. The study

underscores the significance of peer-led interventions in improving quality of life, reducing

depression, and enhancing overall well-being, especially among socially disadvantaged

subgroups. Similarly, Kevin Shollenberger, Micky Sharma, and Michael Gerard Mason
shed light. (year) highlighted the growing need for mental health services on college

campuses and the changing strategies that these institutions are implementing to meet this

need. However, more research is needed to determine the specific impact and best practices

of peer support programs in promoting the mental health of first-year students.

The purpose of this study is to better understand how peer support programs can

support first-year college students’ mental health and wellbeing during this crucial

transition.

STATEMENT OF THE PROBLEM

This study will sought to determine the role of peer support program on mental health

among first year students of Notre of Dame Midsayap College

Specially, it will sought to answer the following research questions:

1. What is the demographic profile of the respondents in terms of:

a) Sex; b)Age; c) Course and d) Tribe ?

2. What are the factors of peer support that contribute to the mental health of the

students?

3. Why the students dealing with mental health difficulties?

4. Is there a significant difference on the peer support program on the mental

health when grouped according to the demographic of the respondents?

Significance of the Study

 The study’s conclusion and findings may provide evidence on the role of peer

support program in promoting mental health among first-year students at Notre Dame of

Midsayap College. This research is also useful for the following:

Student. This research can help the incoming first-year students of Notre Dame of

Midsayap College gain awareness about promoting peer support.

Parent. This research can encourage parents to discuss the importance of well-being by the

means of peer support.

Teachers. The researcher can spread awareness on the administration about peer support

and can help them formulate some solutions that would resolve the problem.

Guidance Counselor. The responsible personnel for facilitating and promoting mental

health being of the student through peer support system.

Scope and Delimitation of the Study

The study will focus on exploring the role of peer Support program in promoting

mental health among first-year students at Notre Dame of Midsayap College for the second

semester of the 2023-2024 academic year.

Definition of Terms

For clarity, the following terms are operationally defined:

Peer Support: Peer support in the context of promoting mental health among

first-year students. This emphasizes the importance of mutual support and respect between

peers, which is a crucial aspect of effective peer support.

 Mutual Support: where the first-year students with shared experiences and

understanding offer support to one another.

Social Support: Social support is a broader concept that encompasses various

forms of support, including emotional, informational, and tangible support for the first-year

students.

Mental Health: Mental health is a critical aspect of overall well-being, and it is

essential to promote mental health among first-year students to ensure their successful

transition to college life.

First-Year Students: First-year students are the respondents of this study, as they

often face significant challenges in adjusting to college life.

Stress: Stress is a common experience among first-year students, and peer support

can play a crucial role in managing stress and promoting mental health.
 CHAPTER II

Review Related Literature

According to Joseph Oluwaseyi (2004), peer support occurs when people who

share similar experiences, identities, or histories provide emotional, informative, and

practical support to one another. People with lived experiences empower and support one

another by cooperating, empathizing, encouraging, and sharing information and resources.

Peer support is based on the idea that those who have faced similar challenges can offer

unique insights, comprehension, and advice to those who are going through similar

experiences. It highlights the value of confidentiality, nonjudgment, and respect for one

another in fostering a secure and encouraging environment for those in need of assistance.

Peer support is widely acknowledged as a valuable resource that can be provided in a

variety of situations, such as one-on-one conversations, groups, official programs, or

informal networks.

Importance of Mental Health

The significance of mental health lies in the fact that it includes an individual’s

emotional, psychological, and social well-being. It is a vital component of total well-being.

It has an impact on people’s thoughts, feelings, and behaviors as well as their capacity to

manage stress, interact with others, and make decisions. For people of all ages and

backgrounds, especially college students, mental health is crucial.

Academic Performance
 Academic success is greatly impacted by mental wellness. Students in college who

are in good mental health are more likely to focus, remember material, and do well

academically. On the other hand, poor mental health can impede academic performance by

impairing cognitive functioning, lowering motivation, and making it harder to focus.

Emotional Well-being

Emotional well-being depends on maintaining mental health. Due to the hard

nature of their education and their exposure to strong and emotionally charged events,

college students frequently experience significant levels of stress, anxiety, and emotional

problems. Making mental health a priority lowers the likelihood of burnout, compassion

fatigue, and emotional tiredness by assisting students in controlling and regulating their

emotions.

Resilience and Coping Skills

Emotional well-being depends on maintaining mental health. Due to the hard

nature of their education and their exposure to strong and emotionally charged events,

college students frequently experience significant levels of stress, anxiety, and emotional

problems. Making mental health a priority lowers the likelihood of burnout, compassion

fatigue, and emotional tiredness by assisting students in controlling and regulating their

emotions.

Interpersonal Relationships

Interpersonal interactions are profoundly impacted by mental health. Students in

college who are in good mental health are better able to work together, communicate

clearly, and build therapeutic relationships with other students. Good mental health
promotes empathy, compassion, and the capacity to resolve disputes and difficult situations,

which improves the standard of care given overall.

Self-Care and Professional Boundaries

Setting mental health first encourages self-care and creates appropriate limits in

the workplace. College students who recognize the value of taking care of themselves and

their own wellbeing are more likely to participate in leisure activities that encourage stress

relief, relaxation, and a healthy work-life balance. Thus, they are able to avoid burnout and

compassion fatigue and ensure that their future professions will be rewarding and

sustainable.

Significance of Peer Support for College Students’ Mental Health

Peer support initiatives have shown to be extremely advantageous for the mental

health and general wellbeing of college students. Peer support provides distinct benefits

that aid in addressing the particular difficulties experienced by college students by offering

emotional, practical, and informational support. Peer support is important for the mental

health of college students for the reasons listed below:

Emotional Support

A vital part of peer support is emotional support, which also has a big impact on

college students’ mental health. Peer support can have a variety of positive impacts on

college students’ mental health, including:

 1. Validation and Understanding: College students can find understanding and

validation from others who have gone through comparable struggles. They can relate to their

problems, feelings, and worries, making them feel heard and understood. College students’

emotional experiences are normalized, and feelings of loneliness are lessened because to this

affirmation.

2. Emotional Coping: Peer support provides a secure environment where college

students can communicate their feelings, voice their worries, and get understanding and

support. This procedure aids in reducing tension, worry, and other unpleasant feelings.

3. Active Listening: College students are actively listened to by supportive peers

who do not pass judgment or provide criticism. They give children a safe place to talk about

their emotions, concerns, and worries without passing judgment. College students can process

their feelings, get clarity, and feel less distressed because to this active listening.

4. Empathy and Compassion: When peers serve as peer support, they show

compassion and understanding for college students. They provide empathy, compassion, and

understanding, all of which can be incredibly consoling and reassuring. College students’

mental health may benefit from realizing that there are people out there who actually care

about them.

5. Encouragement and Motivation: College students receive support and

inspiration from their peers, which increases their self-esteem and confidence. They celebrate

successes, give words of encouragement, and offer assistance in trying times. College students

may be motivated to continue, overcome obstacles, and keep a positive attitude by this

support.
 6. Stress Reduction: Peer support on an emotional level helps reduce stress and

anxiety. College students are less stressed and more capable of handling the rigors of their

studies when they feel heard and supported. Reduction of stress and general well-being can be

enhanced by having a safe place to express feelings and get consolation.

7. Sense of Belonging: Peer support on an emotional level cultivates a feeling of

community and belonging. College students have the opportunity to form deep bonds with

their peers, forming a network of support where they are appreciated and accepted. Their

general mental health is improved, and they have a source of social support and well-being

thanks to this sense of belonging.

Shared Experience:

One important advantage of peer assistance for college students’ mental health is

shared experience. College students gain a variety of advantages when they interact with

others who have had comparable difficulties:

1. Understanding and Empathy: The difficulties and pressures that college

students undergo can be fully understood and empathized with by peers who have gone

through similar circumstances. Knowing that others have experienced similar things fosters a

supportive environment where students feel heard and valued.

2. Validation and Normalization: Students learn through shared experiences that

others understand and share their problems and emotions. This affirmation fosters a sense of

normalcy in the face of difficulties by lowering feelings of loneliness and self-doubt.

3. Learning from Peers: College students might benefit from the experiences of

their peers through peer support. They can pick up new perspectives, information, and useful
guidance on how to handle particular circumst1ances or get past roadblocks. Gaining insight

from the experiences of others helps improve problem-solving abilities and offer helpful

advice.

4. Role Modeling and Inspiration: College students might look up to their peers

as role models if they have overcome obstacles. Students might be inspired and motivated to

persevere in their own travels by seeing the successes and tenacity of their peers. A sense of

hope and confidence in one’s capacity to overcome obstacles is fostered by positive role

models.

5. Building Camaraderie and Connection: College students develop a sense of

connection and camaraderie via shared experiences. It forges a connection based on empathy

and a shared experience of hardship, resulting in a peer support system. This sense of

community creates a space for encouragement and support amongst people and lessens

feelings of loneliness.

6. Peer Mentoring: College students develop a sense of connection and

camaraderie via shared experiences. It forges a connection based on empathy and a shared

experience of hardship, resulting in a peer support system. This sense of community creates a

space for encouragement and support amongst people and lessens feelings of loneliness.

Perspective and Problem-solving

College students get a more comprehensive understanding of problems and

possible solutions through shared experiences. By utilizing their peers’ knowledge and

perspectives, they can tackle issues from several perspectives, resulting in innovative problem-

solving techniques and improved analytical abilities.

Reduced Feelings of Isolation:

1. Peer Connection: College students who participate in peer support activities

develop a sense of belonging and community. By doing this, pupils feel less alone and may

assist one another in a nurturing setting.

2. Building Trust: Peer support networks foster trust, which enables college

students to openly discuss their issues and experiences without worrying about being judged.

This trust makes it easier to communicate honestly and openly, which improves mental health.

Increased Self-Confidence and Self-Esteem:

1. Empowerment: Peer support gives college students a forum to share their

experiences, knowledge, and abilities, which boosts their self-confidence. Participating

actively fosters a sense of personal agency and self-worth.

2. Positive Feedback: Peers can offer positive feedback, encouragement, and

recognition of accomplishments. This validation reinforces nursing students’ self-worth and

confidence in their abilities.

Improved Coping Skills:

1. Knowledge Exchange: Self-care routines, coping mechanisms, and stress

management approaches can all be shared thanks to peer support. Students in college have the

ability to acquire new abilities and implement efficient strategies to manage obstacles in both

their academic and personal lives.

 2. Social Support: Peer networks provide a platform for students to ask for help,

direction, and practical support. Students gain adaptive coping mechanisms and resilience

through collaborative problem solving.

If possible, all the RRL must be cited properly, meaning as much as possible

there are author/s that will reflected in each statement po, please lagyan yun kasi maging

reference ninyo yan siya po

Theoretical Framework

This study was driven by online learning theory by McLean and Gaul (2022)

conducted a scoping review to evaluate the effects of peer support on mental health

outcomes among young adults, including university students. This theory explains positive

impact of peer support on mental health, such as improvements in self-esteem, self-

efficacy, and coping skills, as well as reductions in depression, loneliness, and anxiety. Peer

support was found to be a promising avenue for enhancing the mental well-being of young

adults, with lower barriers to access compared to traditional mental health services.

exploring the role of peer support in promoting the mental health of first-year students at

Notre Dame of Midsayap college could draw on self-determination theory (SDT) and

research on the importance of social support for academic and mental health outcomes in

college students’ posits that socio-environmental factors, such as peer support, can

contribute to adaptive or maladaptive functioning by satisfying or thwarting three basic

psychological needs: autonomy, competence, and relatedness (Deci & Ryan, 1985; Niemiec

& Ryan, 2009). Interactions that support these needs are theorized to promote well-being,

while those that undermine needs can result in ill-being (Deci & Ryan, 2000). Longitudinal

research has demonstrated prospective associations between peer support, academic

competence, and mental health in college students (Altermatt, 2019; Gilbert et al., 2021;

Jones et al., 2018; Marley & Wilcox, 2021; Richard et al., 2022).

Peer support interventions in higher education have shown mixed results, with

peer learning and mentoring having more positive effects on anxiety and stress compared to

peer-led support groups (Pointon-Haas et al., 2023). Implementing peer support in

universities is feasible but poses challenges to scalability, such as reaching students,

intervention coherence, and student burden (Gillard et al., 2022). Peer support models from

mental health services may help address gaps in existing peer work approaches (Gillard et

al., 2022).

In summary, a theoretical framework grounded in SDT and research on the importance of

peer support for college student outcomes could guide exploration of how peer support

interventions can promote the mental health of first-year university students by satisfying

their basic psychological needs. However, careful consideration of implementation factors

is needed to ensure the effectiveness and scalability of such interventions.

Conceptual Framework

The study will use the schematic diagram as show in figure 1. The first box is

independent variable which is the profile of the respondents to measure the dependent

variable which is the factors of peer support on the mental health, mental health difficulties

and significance of peer support.

 INDEPENDENT VARIABLE DEPENDENT VARIABLE

Profile of the Respondents Factors of Peer Support on the

 Sex Mental Health
 Age 

 Course
 Tribe

Fig. 1: Conceptual Framework reflects the correlation between peer support and
mental health.

HYPOTHESIS:

Ho.1 There is significant relationship between the role of peer support in

promoting mental health of first-year college students.

Maging consistent lang tayu sa ating title ah, as much as possible sa lahat ng
content here na ginamit, dapat katulad po. okay
 CHAPTER II

METHODS
The chapter sets-down the guidelines followed by the research in meeting the

objectives of the study. It consists of the Research Design, Locale and Respondents of the

Study, Sampling Technique, Instrumentation, Validity and Reliability, Data Gathering

Procedure, and Statistical Tools and Treatment of Data.

RESEARCH DESIGN

The study will used a comparative descriptive -correlational design since it

describes the exploring the role of peer support in promoting mental health of first-year

students of Notre Dame of Midsayap College. It also endeavored to determine whether

there is significant relationship between roles of peer support to their mental health.

Sampling Technique
 Complete enumeration sampling technique was used. The first-year students in

Bachelor of Human Services who were enrolled for the second semester in the school year

2023-2024. And the students of Bachelor of Human Services will be the respondent of the

study.

Locale and Respondents Of the Study

The study will be conducted at Notre Dame of Midsayap College, the first Notre

Dame In Asia which is situated at Poblacion 5 Quezon Avenue, Midsayap, North Cotabato.

Instrumentation

This study made use of a self-constructed survey questionnaire it was comprised

of three major parts. Part I requested for the personal profile of the respondents in terms of

sex, age, course, tribe. Part II drew the information about what factors of peer support on

the mental health, mental health difficulties, and significance of peer support. The

questionnaire thus constructed consisted of the actual set of structured questions to be

answered by the respondents. The respondents can answer by using Likert scale and the

description as follows: 5 means “strongly agree” 4 means “agree” 3 means “moderately

agree” 2 means “disagree” 1 means “strongly disagree”.

Validity and Reliability of the Instrument

To ensure that the instrument would be able to measure what this study aimed to

measure, the questionnaire, was initially presented to the research adviser for critiquing of

the individual question-items and overall instrument. Moreover, for further good results, it

was presented and read by one of the thesis adviser in our school who were familiar with

utilization of Exploring the role of peer support in promoting mental health of first year
students. After the instrument has been validated by experts, the researcher will proceed

with a pilot testing phase. This testing will be conducted on non-participants to evaluate the

reliability of the instrument. If the Cronbach's alpha coefficient is 0.70 or higher, it

indicates that the instrument is reliable, and it is recommended to proceed with

administering the final instrument.

Data Gathering Procedure

This study will be made possible through the approval sheet of the letter, that

submitted to the dean of college of art and sciences, which they sought permission to

conduct the study. The researcher explains to the respondents, the importance of their

response to the study. after researcher clarifies some terms to the respondents so that the

respondents can answer the questionnaire, with full knowledge of their responsibility as the

subject of the study. The researcher requested the respondents to answer with all honesty.

On the first week of the month, we created a research tittle, introduction, questionnaire, and

research related literature. After securing the approval sheet, the researcher conducts the

research, at Notre Dame of Midsayap College through the survey questionnaire, then

survey will be taken from Bachelor of Human Services first students, during their class

schedule The first batch will be taken at 8:30-10:00 and the second batch will be 1:00-

2:30. After the respondents answered the question, the score of the respondents will be

computed using tally.

Statistical Tools and Treatment of Data

The responses are gathered data from this study will be treated with following
statistical formula:
Moreover, the data set for problem number two were transformed into meaningful
output by using the following description and interpretation:
 Scale Range Description Interpretation
1 1.00 to <1.80 Strongly Disagree Very Low
2 1.80 to <2.60 Disagree Low
3 2.60 to <3.40 Moderate Moderate
4 3.40 to <4.20 Agree High
5 4.20 to 5.00 Strongly Agree Very High

References:

Bangcola, A. (2023). Ways of Coping and Mental Health among Nursing Students
Transitioning from Online Learning to In-Person Classes in a University Setting.
The Malaysian Journal of Nursing (MJN), 15(1), 70-78.

Frank, E., & Luz, A. (2024). Exploring the Role of Mindfulness and Stress Reduction
Techniques in Coping with the Transition from Online Learning to In-Person
Classes among Nursing Students.

Frank, E., & Luz, A. (2024). Impact of the transition on mental health.

Bangcola, A. A. (2021). The development of Spiritual Nursing Care Theory using

deductive axiomatic approach. Belitung Nursing Journal, 7(3), 163.

Frank, E., & Luz, A. (2024). Long-term effects and implications.

Bangcola, A. A. (2016). Learning styles as predictor of academic performance in the

Nursing Department of an Asian University and colleges. International Journal of
Learning, Teaching and Educational Research, 15(4).
Frank, E., & Olaoye, G. (2024). Support systems and interventions for nursing students.

Frank, E., & Luz, A. (2024). Recommendations for universities and nursing programs.

Oluwaseyi J. (2004). Peer support and its role in promoting mental health among nursing
students.
https://www.researchgate.net/publication/379048242_peer_support_and_its_role_i
n_promoting_mental_health_among_nursing_students

file:///C:/Windows/system32/config/systemprofile/Downloads/
supportanditsroleinpromotingmentalhealthamongnursingstudents%20(1).pdf

References: Mental Health Foundation. (n.d.). Peer support. Retrieved from

https://www.mentalhealth.org.uk/a-z-topics/peer-support

Sane. (2023, October 20). Peer support. Retrieved from https://www.sane.org/information-

and-resources/facts-and-guides/peer-support

LinkedIn. (2023, November 2). How can peer support systems help reduce stress in high-
stress professions? Retrieved from https://www.linkedin.com/advice/0/how-can-
peer-support-systems-help-reduce-stress-uvb5e

Mental Health America. (2023, April 18). Peer support in college mental health initiatives:
Learning from the movement. Retrieved from https://mhanational.org/research-
reports/peer-support-college-mental-health-initiatives-learning-peer-support-
movement

National Center for Biotechnology Information. (2023, December 15). A systematic review
of peer support interventions for student mental health and well-being in higher
education. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10755562/

International Journal of Mental Health Systems. (2021, May 31). Program evaluation of a
student-led peer support service at a Canadian university. Retrieved from
https://ijmhs.biomedcentral.com/articles/10.1186/s13033-021-00479-7

Painted Brain. (2023, July 22). What are the benefits of peer support in mental health?
Retrieved from
https://paintedbrain.org/painted-brain-media/blog/mental-health/what-are-the-
benefits-of-peer-support-in-mental-health

National Center for Biotechnology Information. (2022, February 18). An Update of Peer
Support/Peer Provided Services Underlying Behavioral Health. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8855026/
 Smith, S. J., & Johnson, J. E. (2020). Mental health in higher education: A review of the
literature. Journal of Higher Education, 91(3), 531-554. Higher Education Funding
Council for England. (2017). Mental health and wellbeing in higher education.
Retrieved from https://www.hefce.ac.uk/pubs/rereports/Year/2017/mhwe/ Tinto,
V. (1975). Dropout from higher education: A theoretical synthesis of research
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Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to
them, and why they matter. Association of American Colleges and Universities.

Johnson, J. E., & Smith, S. J. (2019). The role of peer support in promoting mental health
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first-year students. Journal of Family Issues, 41(10), 2531-2554.

Appendices

A. Questionnaire

Dear Respondent:
I am currently a study entitled "Factors Affecting First-Year Student's Choices for
Higher Academic Program. I am seeking your outmost cooperation and support by
accomplishing all the items in this questionnaire. Please honestly answer the questionnaire.
All the information you will provide will be treated with outmost confidentiality and kept.

Thank you.

Hans Cristian Leones

Edit this part base on your title and detail po ah

I. Personal Profile

Direction: Please supply the needed data by putting a check (/) mark, or by writing the information
that correspond to your personal circumstances in the space provided.

Name: __________________________ (Optional)

Age: _________________ Sex: _______________

Course: ____________ Year level: ____________

II. Survey Questionnaire

Instruction: read carefully the statements. Rate your argument on each statements. Rate
your level of argument on each statement using the five-point rating scale from 5-Strongly Agree as
the highest to 1-Strongly Disagree as the lowest. Please SELECT your response according to your
level of agreement in the statements. PLEASE ANSWER THE QUESTIONNAIRE
TRUTHFULLY.

Kindly use the following Scale:

1 means “Strongly Disagree” (SD)

2 means “Disagree” (D)
3 means “Moderately Agree” (MA)
4 means “Agree” (A)5 means ““Strongly Agree” (SA)

A. Peer support related factor 5 4 3 2 1

(SA) (A) (MA) (D) (SD)
1. Peer Support has provided me with a sense of belonging
and social connection.
2. Interacting with peers who have similar experiences has
helped me feel understood and supported.

3. I feel comfortable discussing my mental health concerns

with my peers in supportive environment.
4. Peer Support has positively influenced my mental well-
being.
5. Peer support has increased my confidence in managing
my mental health challenges.
Mental Health Difficulties
1. I feel a sense of purpose and meaning in my life.
2. I prioritize self-care and make time for activities that
 promote my well-being.
3. I feel optimistic about the future and my ability to
overcome obstacle
4. I have a strong support system that I can rely on during
difficult times.
5. I feel supported by friends and family in managing my
mental health.
Significant of Peer Support
1. Peer support encourage my participation in class
activities.
2. Peer support helps me to develop my interpersonal skill.

3. I believe that peer support contributes to a positive

learning environment.
4. I feel more motivated to study when I have peer support.

5. I feel peer support is important in my academic success.

Please try reassess your categories po, make it specific and better to align everything from
your definition of terms, title, RRL, Statement of the problem, conceptual framework etc,
those terms you use po ha.

B. Letters and Communications

May 2024

Good Day!

We are students from the Notre Dame of Midsayap College is conducting our research entitled
“Exploring the role of Peer Support In Promoting The Mental Health of First year students od Notre
Dame of Midsayap College”. In line with this you are one of our chosen respondents to answer the
questionnaire given. We assure that the researchers will preserve your confidentiality and all
information will only be used in this study.

Thank you and more.

Sincerely yours,

Annie V. Dioleste Jea D. Matimatico

Researcher Researcher
Marlyn M. Malugayak
Researcher

Noted by:

MELCHOR S. ARCENAS