1

“The Mental Health Status of Grade 11 ABM Students during the

Online Learning set up in Davao City”

SENIOR HIGH SCHOOL DEPARTMENT

LYCEUM OF THE PHILIPPINES – DAVAO
Km 11, LPU Town Center, CP Garcia Highway, Buhangin District, Davao City

In Partial Fulfillment of the Requirements for

Practical Research 1

Proponents:

Gesselle Praise Contreras

Ann Margarette Nicole L. Lajo

Alyanna Sarmiento
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TABLE OF CONTENTS

TITLE PAGE 1

TABLE OF CONTENTS 2

Chapter 1 – Introduction 3

Background of the Study 3

Purpose of the Study 4

Review of Related Literature 4

Research Questions 6

Theoretical Lens 6

Conceptual Framework 8

Definition of Terms 8

Chapter 2 – Methodology 9

Research Design 9

Research Participants 9

Data Sources 10

Data Collection 10

Data Analysis 11

Trustworthiness of the Study 11

Role of the Researcher 12

Ethical Considerations 12

References 15
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Chapter 1

Introduction

Background of the Study

Online classes can be a stressful time for many students. Many

students now suffer from different pressure and mental issues today due to
this online class being implemented amidst the Covid-19 pandemic. Mental
health has been a concern and a growing problem ever since, and it can
impact many areas of a student’s life. In pursuit of this research study,
exploring and uncovering the ABM students concerns regarding their mental
health will be identify and analyze. Schools and parents can help and create
proactive relationships with these students to assist them in their learning and
growth process.

According to the World Health Organization (2014), mental health is

defined as "a condition of well-being in which individuals fulfill their own
potential, are able to cope with typical pressures of life, are able to work
successfully and fruitfully, and are able to contribute to their communities."
The pandemic's aftermath has ushered in a new period of extreme
technological upheaval, with the global higher education system rapidly
becoming digitalized. In the aftermath of the pandemic, WHO reports that
India is the world's most depressed country. Depression affects one out of
every six children and teens aged 10 to 19. Our youth are attempting suicide
every three seconds and dying by suicide every forty seconds as we speak.
These figures alone should be enough to make you realize that mental health
among students is about to become the next epidemic (Delhi, 2021).

Additionally, mental health disorders affect 10% to 15% of Filipino

children aged 5 to 15. According to the World Health Organization (WHO),
16.8% of Filipino students aged 13 to 17 attempted suicide at least once in
the year prior to the 2015 Global School-based Student Health survey. The
transition to online classrooms puts more strain on children's mental health.
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Excessive usage of these gadgets has been linked to developmental delays

and has disrupted sleep schedules (Malolos et al., 2021).

According to certain research in 2020, the prevalence of substance

misuse, anxiety, trauma disorder, and suicide is rising among people aged 18
and up. Indeed, the pandemic had a significant influence on practically every
community sector, with education being one of the hardest hit (Alvarez, 2021).
Online or modular classes become tedious for students. Some people believe
they are not learning anything and that it is draining their energy. For
teachers, the issue is spending the entire day in front of computer monitors,
assessing students' needs or modules, and providing comments. This has
made their lives more difficult, and their time management has been
disastrous.

Purpose of the Study

This qualitative research study aims to explore the mental health

experiences and status of 6 student students in an online learning set up
coming from a private school in Davao City, Region XI through a
phenomenological descriptive research.

Review of Related Literature

This chapter presents the related literature review and studies after the
thorough and in-depth search done by the researchers. This was extracted
from previous studies, books, magazines, and articles.

Education and Mental Health Status of Students

According to Wyrwas (2018), “anxiety, depression, and eating

disorders are extremely common among students. Young people frequently
refuse to admit they have a disorder or seek help, partly due to a lack of
knowledge and partly due to fear of negative reactions from their peers.”
Furthermore, “when compared to the general population, university students
are consistently reported to have higher levels of mental distress. Despite the
fact that university students experiencing mental distress have significantly
impaired cognitive functioning, learning disabilities, and poor academic
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performance, the magnitude of this problem in Tanzania is unknown” (Mboya

et al., 2020).

A research from Marsh (2015) says that, “Child and adolescent mental
health is becoming increasingly important in schools. Students with mental
health issues have a difficult time in school if their needs are not met.
Teachers play a critical role in identifying these students.” “Increased anxiety
and absenteeism are two of the negative mental health consequences of
online learning among students. These can be attributed to increased demand
for new technological skills, increased productivity, and information overload”
(Poalses & Bezuidenhout, 2018).

Ultimately, “according to studies, many students suffer from depression

and anxiety; there is a high level of alcohol consumption among them, and a
significant number of them suffer from an eating disorder and self-harm.
Furthermore, reports indicate that depression, substance abuse, eating
disorders, and learning disabilities, among other common issues, are linked to
campus sustainability” (Nami et al., 2013).

Online Learning Set Up

A research from Baticulon et al., (2020), “a poor learning environment

makes it difficult for students to participate in remote learning comfortably.
This difficulty has repeatedly been revealed in student responses. Creating a
positive and conducive learning environment has long been a challenge in
distance education, particularly in the majority of poor households.” This
difficulty in remote learning was confirmed in a study conducted by
Sundarasen et al., (2020), in which university students in Malaysia expressed
stress about the overwhelming number of assignments assigned by the
teachers. Their findings also revealed that this difficulty had a significant
impact on the students' stress and anxiety levels.

Moreover, “the abrupt shift in education from traditional on-campus

learning to remote learning has placed students at a significant disadvantage.
While universities have already had great success in establishing online
learning systems for their students, it has been acknowledged that most
universities' transition to a new educational paradigm has not been properly
 6

organized” (Rotas & Cahapay, 2020). Wart et al. (2020), notes that, “students
do not enroll in online classes solely on the basis of perceived quality.
Perceptions of quality are derived from ideas about the capacity of online
learning when it is ideal—in terms of both learning achievement and
satisfaction/enjoyment, as well as perceptions about the likelihood and
experience of classes living up to expectations. Students sign up for classes
for a variety of reasons, including convenience and flexibility, as well as
personal notions of learning suitability.”

Ultimately, according to Ferlazzo (2020), “the environment at home

differs from the workspace provided to students at school. A classroom
provides a quiet academic environment in which to work, whereas a
household can be noisy, causing students to lose concentration or not work at
all.” “Although the majority of responses favored traditional learning, we can
assume that this was due to the unprecedented circumstances and a lack of
preparation among teachers and students for shifting to this mode of learning.
If the government and educational institution authorities take the proper
initiative, online education has the potential to dominate the educational field”
(Selvaraj et al., 2021).

Research Questions

This study aims to find out the senior high schools mental health status
from the online learning set up. More specifically, it will seek answers to the
following questions:

1. What are the experiences of the students in an online learning set-up?

2. What are the challenges that the students encounter in an online
class?
3. How did the students cope with the challenges in facing the online
learning set-up?

Theoretical Lens

This study is anchored on two significant theories, particularly the Field

Theory of Kurt Lewin, and Albert Bandura’s Social Learning Theory. These
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theories serve as the researcher's foundation for comprehending grade 11

students' insights, experiences, and challenges in online learning set up.

According to Lewin's Field Theory, behavior is the outcome of both the

individual and the environment. This idea influenced social psychology by
proving that our individual characteristics and the environment interact to
affect behavior (Cherry, 2020). To characterize behavior as a result of
patterns of interactions between the individual and the environment, Lewin
developed field theory. Cognitive dynamics, according to his theory, is
portrayed as a movement in phenomenological (he prefers the term
"hodological") space, a "life space" or a field that encompasses a person's
values, wants, objectives, reasons, moods, hopes, worries, and aspirations
(Duch, 2017). The major variables in Lewin's theory are threat, goal, and
barrier. A person who wants to accomplish something must overcome a
challenge. It could be a psychological or physical obstacle. Continuous
reconstruction occurs as a result of changes in the barrier in an individual's
life-space (Zav, n.d).

Second, Albert Bandura's social learning theory emphasizes the

necessity of observing, modeling, and mimicking others' behaviors, attitudes,
and emotional reactions. Environmental and cognitive factors interact to
influence human learning and behavior, according to social learning theory
(McLeod, 2016). Bandura says that observation alone may not be sufficient
enough to incur maximal learning; a person’s motivation and their mental
state significantly influence learning. Bandura agreed with the behavioral
theorists who emphasized that external reinforcement modifies learning, but
he also realized that learning is not always a function of external
reinforcement. Learning, he maintained, is also the product of intrinsic
reinforcement (Kurt, 2020).

In support with the mentioned theories, Filed Theory will help

researchers to fully understand the experiences of the participants in his/her
situation in online learning environment and predict their behavior through
their challenges, goals, and barriers. Additionally, Social learning theory will
also help the researchers in giving emphasis of the environment factor which
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is the online learning set up which has been proposed that mental illnesses
have a significant social learning aspect. While biology and heredity may
explain many mental health issues, certain symptoms appear to be linked to
what a person has learned from their environment.

Conceptual Framework

This is the study’s conceptual framework, in which it visually represent the

relationships and description of the entire research concept.

INPUT PROCESS

Problem: 1. Data OUTPUT

Collection
The mental health status
2. Data Analysis Results:
specifically when it
comes to students in an 3. Implications
online learning set up 4. Conclusions

Figure 1. Conceptual Framework of this Study. “The Mental Health Status of

Grade 11 ABM Students during the Online Learning set up in Davao City”

Figure 1 shows an Input-Process-Output or IPO Model. The raw data

collected from our participants is contained in the input section: this section is
the primary focus this research study. Moreover, we have the process section
which we have listed the procedures we follow and the solutions we have
come up. However, the output section will be accomplished after conducting
the study.

Definition of Terms

Mental Health – contributes to our emotional, psychological, and social well-

being; it has an impact on our thoughts, feelings, and actions. It also affects
how we deal with stress, interact with others, and make decisions. From
childhood and adolescence to adulthood, mental health is critical at all stages
of life.

Online Learning – is education delivered via the Internet. It is also known as

"elearning," among other things.
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ABM - The ABM or Accountancy and Business Management Strand is for

those who want to pursue business-related courses in college or work in
business, entrepreneurship, or other business-related fields.

Chapter 2

Methodology

This chapter presents the methods that the researcher uses, including
research design, data preparation, and data collecting technique, data
analysis and trustworthiness of the research.

Research Design

This study will be employing a qualitative research specifically a

descriptive phenomenological research design. In qualitative research, non-
numerical data is collected and analyzed to better comprehend concepts,
opinions, or experiences. It can be utilized to get in-depth understanding of a
subject or to develop fresh research ideas (Bhandari, 2020).
Phenomenological approach “aims to comprehend and characterize the
universal core of a phenomenon. It investigates lived experiences in order to
learn more about how individuals interpret them” (Dumlao, 2022).

In addition, descriptive phenomenology is a method for exploring and

describing people's lived experiences that is commonly utilized in social
science research (Christensen, et al., 2017). Descriptive phenomenological
design is fit for our study since we will explore the mental health status of the
senior high school students and create a deeper understanding with their
experiences.

Research Participants

The participants of this study will be a total of 6 senior high school ABM
students who are engaging into an online class set up. The participants will be
chosen in a private university in Davao city through a purposive sampling
technique. A purposive sample is a non-probability sample that is chosen
 10

based on the characteristics of a population and the study's goal. This sort of
sampling can be highly beneficial in cases where you need to reach a
targeted sample rapidly and proportionality isn't a major concern (Crossman,
2020).

Data Sources

The data for this study will primarily come from the responses of
participants to the questions asked to them during In-Depth Interviews (IDI)
and Focus Group Discussions (FGD). In-depth interviews (IDI) are face-to-
face, lengthy interviews done to achieve certain objectives. An in-depth
interview, also known as a one-on-one interview, is a technique for gathering
more thorough information or gaining a deeper grasp of a subject or concept
(Showkat & Parveen, 2017). While, a focus group discussion (FGD) is a type
of group interviewing in which a moderator (interviewer) leads a small group –
generally 10 to 12 persons – in a loosely structured discussion of various
topics of interest (Mishra, 2016).

Data Collection

In conducting the study, the researchers undergo a sequence of

procedures to gather the data and information needed for this research study.
For the gathering of data the procedure are as follows:

First, the researchers asked permission from the administration of LPU

Davao specifically under the senior high school department in allowing to
conduct the study through the means of Approval Letter.

Second, the researchers will gather the participants of the study in

which they will be divided into two: three participants coming from the grade
11 and another three participants from grade 12. After that, they will secure an
Informed consent from the participants prior to conducting the interviews.

Third, the researchers will then conduct the actual data collection
through online video conferences via Google Meet, Zoom Meetings, and the
likes to ensure the safety of both the researchers and participants amidst the
Covid-19 pandemic. The data gathered from the conducted interviews will be
 11

handled with strict confidentiality by the researchers, who will keep the
participants' identities anonymous.

Lastly, after the conducted IDI’s and FGD’s, the data will then be
carefully transcribed word for word and will be assessed and analyzed for the
results and discussions.

Data Analysis

In this study, the researchers will utilized thematic approach in

analyzing the collected data. Thematic analysis is a systematic approach of
breaking down and arranging rich data from qualitative research by assigning
suitable codes to individual observations and quotations to aid in the finding of
key themes (Rosala, 2019).

Trustworthiness of the Study

In conducting this research, establishing the value of truth from many

interpretations significantly promotes authenticity and trustworthiness. To
establish trustworthiness in conducting this study the following will be
ensured:

Credibility. Credibility of the study determines whether the research findings

are a correct interpretation of the participants' original opinions and are based
on plausible information derived from the participants' original data (Korstjens
& Moser, 2018). Credibility in the context of this research study will be
ensured through using strategies including prolonged engagement with the
participants and persistent observations. The interviewer will urged
participants to back up their claims with examples, and the interviewer offered
follow-up questions. And then the researchers read and reread the data on a
regular basis, analyzed it, speculated about it, and updated the concepts as
needed as well.

Transferability. Transferability of the study refers to the extent to which the

findings of qualitative research can be expanded or transferred to other
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contexts or environments (Consultores. 2020). The researchers can improve

transferability in this study by carefully describing the context of the research
problem and the assumptions that underpin the research.

Dependability. Dependability refers to the degree which research techniques

are documented, allowing someone outside the research to observe, audit,
and evaluate the research process (Moon, et al., 2016). Dependability in the
context of this research will be ensured by the researcher in conducting
repeated observations of informants and re-questioning about crucial issues
and the data gathering process will be continued throughout the study's
analytical phase as well.

Confirmability. Confirmability refers to the researcher's objectivity in

interpreting findings, as well as findings free from bias, such as social-
desirability bias, which can be present because researchers create and
implement tools (Nyirenda, 2020). Confirmability in the context of this
research will be ensured by the researchers by maintaining a self-critical
attitude and consider how his or her assumptions influence the research.

Role of the Researcher

Prior to the interview, the researchers were responsible for

communicating and discussing the significance of the study with the
participants. They were also in charge of conducting interviews and focus
group discussions with grade 11 ABM students who are currently participating
in the actual online classroom. The researcher will conduct observations of
study participants and record student insights and conversations. In a simple
terms, they facilitated the entire data collection process. Furthermore,
researchers were in charge of the generation and interpretation of data
gathered from participants. To ensure that the data produced meaningful
information, the researchers examined and validated its accuracy.

Ethical Considerations

In a qualitative study, ethical considerations have a special resonance

because of the in-depth nature of the study process (Arifin, 2018). Thus, this
study is guided by the following ethics: informed consent, vulnerability, risk,
 13

benefits, and safety, privacy and confidentiality of the information,

transparency, and qualification of the researchers.

Informed Consent. The participants in this study will be ABM senior high
school students in grade 11; thus, they will be informed verbally about the
background, purpose, benefits, hazards, and research protocol in a language
that is appropriate for their level of understanding. The researcher will then
provide a document with the same information and secure signatories from
the participants to confirm that they voluntarily agreed to participate in the
study, which all information discussed will be kept confidential, and that they
have been properly informed and oriented about the information that they
must acknowledge.

Vulnerability. This research will focus on grade 11 ABM senior high school
students who are of legal age and are enrolled in an online program at a
university in Davao City. The information gathered will be kept confidential
throughout the data collection procedure. They will be asked to participate in
In-depth Interviews (IDI) and Focus Group Discussions (FGD) as study
participants, and they have the option to decline or accept. Furthermore, if a
participant has any trouble filling out the consent form, understanding the
question, or explaining whether there is/are any discrepancies in the
procedure, the researcher will assist them.

Risk, Benefits, and Safety. The researcher will conduct interviews with all
participants using various communication channels and will employ
pseudonyms to conceal their identities. There will be some disturbance and
inconvenience, especially in data collection as per the internet connectivity; as
moderator, the researcher will ensure that all questions are asked in a humble
and straightforward manner. It will be a mechanism to ensure that the
participants have grasped the questions and can respond quickly. The
participants will be able to withdraw whenever they are uncomfortable, and
the researcher will inform them that they can only disclose the insights that
are not uncomfortable.

The participants in this study will benefit from the study's anticipated results,
and they will be told about the study's outcome immediately. In addition, even
 14

though the entire procedure will be done online, safety protocols will be
implemented to assure the participants' safety against COVID19.

Privacy and Confidentiality of the Information. In accordance with the Data

Privacy Act of 2012, which addresses the principles of transparency,
legitimate purpose, and proportionality in the collection, retention, and
processing of personal information, the researcher will do everything possible
to ensure that the data and personal data obtained from research participants
are kept private. The research participants' privacy and confidentiality will be
respected, and no personal information about them will be exposed.
Moreover, in terms of privacy, participants will be allowed to refrain from
responding specific questions that may have a significant impact on their well
and ensures safety from excessive invasion, distress, indignity, physical
discomfort, psychological embarrassment, or other risk.

Transparency. The researcher will ensure transparency in this study,

particularly in research protocols, as well as all research findings to the
study's stakeholders and prospective audiences. Even so, privacy and
confidentiality will be maintained only after the findings have been validated
and revealed. Furthermore, the researcher has the right to reveal the study
results, which include general data obtained from the participants. As a result,
the findings of this study will be made available and accessible to the study's
stakeholders because they may have a significant impact on them.

Qualification of the Researchers. With their determination to learn more

about the chosen topic, the researchers are qualified to do their best.
Maintaining appropriate ethics while conducting the study, as well as
displaying good manners when socializing with the chosen participants the
researchers will be open to making improvements throughout the research
process and will highly respect and accept the panel's suggestions and
comments on the study.
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