Report: Chapter 5 CONCLUSION, DISCUSSION AND IMPLICATION

Chapter 5 CONCLUSION, DISCUSSION

AND IMPLICATION
by king Kong

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Report: Chapter 5 CONCLUSION, DISCUSSION AND IMPLICATION

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Report: Chapter 5 CONCLUSION, DISCUSSION AND IMPLICATION

Chapter 5 CONCLUSION, DISCUSSION

AND IMPLICATION

The past four chapters of this thesis have described online learning and
technology on the physical, mental, emotional, and social health students who
enrolled in Kidapawan Doctors College. At a fresh start in different parts of the
world, some question if online learning will continue to sustain as the collapse
continues after this recession or if the evolution will affect the global education
climate (Li, 2020). Even though people say unintended and has been educated
with inadequate resources, minimal planning and preparation to transfer
untimely and quick in-line education would produce a low experience that is
defective to continuous development. There are still some new nancial tools
that will soon arise, but considerable advantages would provide (Tao, 2020).
This chapter will begin with a discussion of the ndings, including an answer to
this study's research questions, demographics, and statistical results. It will
help future researchers as their basis to overcome potential health crises in
students.
Discussion
This section will discuss the ndings and essential relationships in response to
the research question for this study. It will begin with an introduction and
interpretation of the gender, age, and course pro le of students enrolled in
Kidapawan Doctors College. The primary analysis will discuss the statistically

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Report: Chapter 5 CONCLUSION, DISCUSSION AND IMPLICATION

signi cant ndings on the physical, mental, emotional, and social levels and
potential meanings for the results.
Participants in this study have the choice of completing surveys. What stands
out is that female (F = 33, RF = 0.77%) are somewhat more likely to participate
in online surveys than male ( M = 10, RF = 0.23%). Systematically, the
researchers have found differences in the preparation of demographic factors
of the respondents who participated in the online survey sent through
Messenger in the gender and course pro le came out as the most determining
background characteristics for participation. The participants under 20 years
old were able to take the survey (M = 19, SD = 0.3333) in a total of 22 students,
followed by the students the age 21 – 25 years old (M= 21, SD= 0).
Various studies in the literature investigate the possibility of using technology
in teaching and learning in medical elds. However, the application of
technology in medical education is a potential risk to the student's physical,
mental, emotional, and social health. On the physical level, the use of
technologies, including smartphones and computers, is one factor contributing
to overweight and obesity. This sedentary lifestyle was found statistically high
in the 43 students. Besides, sleep deprivation with excessive technology use
can increase obesity as well. It also found that technology in a child's or
adolescent's bedroom increased by 31% (Strasberg et al., 2020).
The in uence of technology on their mental health is perhaps the most critical
effect on their health. Numerous studies have found negative impacts in these
areas of health, such as integrating with other groups in doing school-related
projects or feeling short-tempered/obsessive online. The researcher's overview
of the data collected from the questionnaire indicates that most participants
have con rmed they use the devices regularly and will be favorably inclined to
use such devices in the teaching and learning process (Del and Theresa, 2020).

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Report: Chapter 5 CONCLUSION, DISCUSSION AND IMPLICATION

Several researchers have noted that overuse of technology can result in mental
overload, depression during class, and disconnecting people from nature, play,
and people.
The analysis of the emotional level responses shows signi cance to the study.
Our emotions re ect our personalities, such as the thoughts of being sad,
lonely, happy, or the feeling of anger in every little thing. The problem that
students face online. A study from UCLA warns us of too much screen time and
found that digital media decreases children's ability to read other people's
emotions. Everyday experiences are like most life skills, and we face our
burden on our screens, and much of our conversation happens behind a
curtain; this impacts our capacity to socialize in person (Morin, 2019)
successfully. We all come across people that we think are relatively simple
regarding social skills and recognizing emotions. At home, parents are on the
verge of fear since the nancial problem is the most common concern, and it is
hard for students to open up, which could lead to self–isolation, where it
isolates yourself in order not to feel a burden to anyone. Without interaction
would lead to a distraction in their academics. With discipline, maybe
socializing with friends in person rather than over social media or spending
more time speaking with a family member could be a step in the right direction.
Removing ourselves from social media, email, and newsfeeds for one day a
week could improve our social skills.
Limitations
While this study revealed several statistically signi cant ndings when
considering these results, the reader should acknowledge a few limitations. By
design, this was a descriptive study. According to the researcher's ethical
consideration, the participants in this study were only the BS Psychology, BS
Medical Laboratories Science, and BS Pharmacy programs since the students

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Report: Chapter 5 CONCLUSION, DISCUSSION AND IMPLICATION

have the complete liberty to participate or not. The rest may have technical
problems with their devices, such as slow connection, un-updated apps, or no
data. In some ways, the demographic breakdown of participants is not
representative of the host institution's student population as a whole.
Using SPSS software, the ANOVA has its limits. It cannot be considered to
indicate cause or conclude that one trigger the other even if there is an
apparent correlation between two variables. The researcher believes that the
standard variations are identical.
Conclusion
From the discussion, the researcher conclude that the impact of online
learning and technology on students who enrolled in Kidapawan Doctors
College have signi cantly affect the students’ physical (m = 3.95, SD =
.345), mental (m = 3.56, SD = 0.669), emotional (m = 3.56, SD = 0.669) and
social (m = 3.63, SD =0 .482) from the age of 21 – 25 years old (0.49%) and 20
below (0.51%) in uence the students, from Psychology (0.35%), MLS (0.35%),
Rad Teach (0.00%) and Pharmacy (0.35%), well-being during the pandemic.
Although Pearson's Correlation has been reported among students in this
study, the nding also con rms a relationship between the four variables to the
other variables, which is statistically signi cant. These ndings with studies
that noted the effects of technology and online learning on students' mental,
emotional, and social health (Hoxha, 2020). These levels also affect the
students' academic performance enrolled in Kidapawan Doctors College, Inc.
(Halupa, 2016). T-test for the dependent variable. Concern for students' gender
(p = 0.744, 0.718,0 .170, and 0.212) con rms that whether the student is
female or male, they are both affected physically, mentally, emotionally, and
socially in the four programs. Similar to the student's age (p = 0.653, 0.858,
0.413, and 0.951), the most dif cult problem is the increased fear that students

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Report: Chapter 5 CONCLUSION, DISCUSSION AND IMPLICATION

must unexpectedly receive different treatment. Analysis of Variance (ANOVA)

Test. This study ndings con rm from the BS psychology, BS MLS, and BS
pharmacy signi cantly affected by their physical (p = 0.727), mental (p =
0.101), emotional (p = 0. 090), and social (p = 0. 653) health. These results also
con rm the previous study results suggesting that balance the use of
technology to build support and academic development (Halupa, 2016).

Recommendation
Considering the gathered data from the researcher's study and interpretations
of some of its meaning, here are a few implications for the future. This section
will identify implications for future research.
School teachers should encourage mental health and wellness as a
fundamental function in education, allowing students to improve the possibility
and options of an individual in life and succeed along their path through
education.
Guidance counselors should build adversity resistance to developmental ill-
health safety factors to spread awareness to all students who have potentially
been affected and create an annual survey to conduct the students'
performance in their academic and wellbeing.
Also, policymakers, education authorities, and government involved in school
systems, including school psychologists, can develop initiatives to help
teachers, families, and students overcome issues affecting wellbeing and the
success of learning processes during their development of remote or online
learning.
Parents, supporting the student's mental and emotional wellbeing is one of the
critical elements of safety during and after a crisis. They should learn how to

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Report: Chapter 5 CONCLUSION, DISCUSSION AND IMPLICATION

care for sons/daughters with their mental wellbeing and should be provided
with adequate resources and support.

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