Virtual learning and increased in stress and anxiety of students

A Quantitative Research Project

In partial fulfillment of the requirements for the

Degree of Bachelor of Secondary Education

By

Rodel Agpalza

Robert Nicko Bautista

Arlouie Jane E. Beltran

Irish Mae S. Biyo

AND

Angelica E. Cudal

Date: April 2021

Dr. Felix Chavez Jr., Advisor

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 Table Contents

CHAPTER 1..............................................................................................................................................3

INTRODUCTION......................................................................................................................................3

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

Statement of the Problem....................................................................................................................5

Hypothesis.............................................................................................................................................6

Theoretical Framework........................................................................................................................6

Conceptual Framework........................................................................................................................7

Chapter 2..................................................................................................................................................9

METHOD...................................................................................................................................................9

Research design...................................................................................................................................9

Research Locale.................................................................................................................................10

Research Respondents......................................................................................................................11

Research Instrument..........................................................................................................................11

Research Procedure...........................................................................................................................13

Statistical Tools...................................................................................................................................14

Ethical Considerations.......................................................................................................................14

REFERENCES........................................................................................................................................20

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 CHAPTER 1

INTRODUCTION

 
Background of the Study

COVID-19 has rapidly and dramatically affected our lives. Unfortunately,

teenagers and young adults are among those who may be most affected. The COVID-

19 pandemic drove many schools to cancel face to face classes and now, many schools

and colleges continue to rely on virtual learning to keep students and teachers safe.

While the safety of students and teachers is of the utmost importance, online learning

can have an impact on the mental health of the students. We explain how online

learning impacts students' mental health, along with ways parents can help their teens

cope while learning in the comfort of their houses.

Online classes affect everyone from young children to young adults, teachers,

and professors. For several students, virtual classes may worsen existing mental state

disorders. For others, the impact of online learning can trigger new changes in their

psychological state and mood. With online classes, students may experience

challenges because it relates to increased screen time.

As education adapts to teaching and learning at a distance, the workload and the

learning load of adopting a new delivery mode is taking a huge charge on the lives of

those in education. This is an immense downside that is growing rapidly. While there

are some students who are thriving through online classes, the impact of the virus,

isolation, increased workloads and other associated effects are rising among many

students. The radical change in lifestyle can feed loneliness, anxiety and even lead to

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depression. Anxiety and stress can lower immunity, subjecting students to illness

(Schroeder, 2020).

Technology does not only impact academics but also the student’s health

(University of Minnesota, 2007). Screen time such as browsing online has been

associated with a more inactive lifestyle (Wang, et.al, 2012). Even though online

websites make it easier for students to access education, it potentially leads them to an

inactive lifestyle and related health issues. Spending more time on the computer

presents a major risk to student’s mental health, resulting in a trend away from active

leisure pursuits and recreational sports and leading them towards inactive entertainment

such as television, video games, and computers (University of Minnesota, 2007; Wang

et al., 2012).

Students who have better health are more likely to finish their studies, but it is

unclear whether time on the computer has a negative impact on mental health. We

know that inactive behavior is the number two risk factor for a variety of diseases and

general health. Therefore, the effect of online classes on the student’s mental health

needs to be examined. Thus, this study can help the schools by adopting the framework

to address institutional issues by incorporating coping strategies and improve teaching-

learning related outcomes in virtual learning.

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Statement of the Problem

This study will determine the relationship between virtual learning fatigues and

increased of stress and anxiety of the students. More specifically, it will answer the

following questions:

1. What are the effects of virtual learning fatigue in terms of the students:

1.1 cognitive functions

1.2 Behavioral

1.3 Academic functions

2. What is the level of stress and anxiety of students in terms of:

2.1 resistances

2.2 possible recoveries

2.3 burnout

3. Is there a significant relationship between

3.1 virtual learning and increased stress

3.2 increased stress and coping strategies

3.3 anxiety and academic performance

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 4. Does virtual learning fatigue significantly predict the reason for increased stress and

anxiety of students? Hypothesis the hypothesis below will be tested at .05 level of

significance:

Hypothesis

1. There is no significant relationship between virtual learning and increased of stress

and anxiety of students.

2. Virtual learning does not significantly predict the reason for increased stress and

anxiety of students.

Theoretical Framework

This study is anchored on learning theory (Piaget, 1972). Learning theory is

intended to clarify and assist us with seeing how individuals learn; be that as it may, the

writing is unpredictable and broad enough to fill whole segments of a library. It includes

various disciplines, including psychology, sociology, social science, neuroscience, and

education. Three of the more well-known learning speculations—behaviourism,

cognitivism, and social constructivism—will be featured to frame the establishment for

additional discussion. Notice will likewise be made of a few other learning speculations

that are applicable to online schooling.  

Behaviourism centers on how individuals behave. In education, behaviourism

analyzes how students carry on while learning. Significant figures related with

behaviourism are B.F. Skinner and Edward Thorndike. Skinner is especially notable,

basically on the grounds that he acquainted what he alluded with as operant molding

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which underscored the utilization of both positive and negative support to assist people

with learning practices.

Cognitivism has been viewed as a response to the "unbending" accentuation by

behaviorists on prescient improvement and reaction (Harasim, 2012, p. 58).

Psychological scholars advanced the idea that the brain has a significant job in learning

and tried to zero in on what occurs in the middle of the event of ecological upgrade and

students' reaction.

Corresponding to behaviorism and cognitivism was crafted by few instruction

scholars, including Lev Vygotsky, John Dewey, and Jean Piaget. Their emphasis on

friendly constructionism was to portray and clarify educating and learning as perplexing

intuitive social wonders among educators and understudies. Similarly, John Dewey

considered figuring out how to be a progression of useful social encounters in which

students learn by doing, teaming up, and reflecting with others. While created in the

early piece of the twentieth century, Dewey's work is especially in proof in a decent

arrangement of present-day social constructivist instructional plan. The utilization of

intelligent practice by both student and instructor is an educational foundation for

intuitive conversations that replaces straight addressing, regardless of whether in an

eye to eye or online class (Picciano, 2017). 

Conceptual Framework

Figure 1 shows the conceptual model showing the relationships of the variables.

The independent variable is the leadership styles which are measured by three

indicators, namely: laissez-faire, transformational, and transactional leadership styles.

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On the other hand the mediating variable is the risk management practices. Moreover,

the dependent variable is the work performance which measured three dimensions,

namely: task performance, contextual performance, counter-behavior performance.

In the leadership styles, the laissez-faire is a type of leadership which leaders are

hands-off and allow group members to make the decisions. Transformational leadership

refers to a style of leadership where a leader works with subordinates to identify needed

change, creating a vision to guide the change through inspiration, and executing the

change in tandem with committed members of a group. On the other hand, is a style of

leadership in which leaders promote compliance by followers through both rewards and

punishments.  

In the work performance indicators, the task performance is defined as the

effectiveness with which job incumbents perform activities that contribute to the

organization’s technical core. Contextual performance concerns aspects of an

individual’s performance which maintains and enhances an organization’s social

network and the psychological climate that supports technical tasks. Counterproductive

work performance is an employee behavior that goes against the legitimate interests of

an organization.

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 Chapter 2

METHOD

This chapter presents the research design, research locale, respondents, research

instruments, data gathering procedure, and statistical tools.

 
Research design

This quantitative research will utilize the descriptive-correlational research

design. Quantitative research is the systematic empirical investigation of observable

phenomena via statistical, mathematical or computational techniques. The objective of

quantitative research is to develop and employ mathematical models, theories and

hypotheses pertaining to phenomena. The process of measurement is central to

quantitative research because it provides the fundamental connection between

empirical observation and mathematical expression of quantitative relationships (Lisa,

2008).

Meanwhile, the descriptive research design is aimed at finding out "what is," so

observational and survey methods are frequently used to collect descriptive data (Borg

& Gall, 1989). It is used to obtain information concerning the current status which

describes what is in the phenomena (Medel, 2013). In this study, the levels of

leadership styles, risk management strategies and work performance of the principals

will be observed.

On the other hand, the correlational design is a quantitative method of research

in which you have 2 or more quantitative variables from the same group of participants,

& you are trying to determine if there is a relationship (or covariation) between the 2

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variables (that is, a similarity in pattern of scores between the two variables, not a

difference between their means) (Creswell, 2002). In this study, the interrelationship

between leadership styles, risk management strategies and work performance

 
Research Locale

Central Mindanao Colleges is one of the pioneering institutions in Kidapawan

City which offers and caters college courses and students. Central Mindanao Colleges

have a multi fold population of College, Senior High School, Secondary, and Elementary

who enrolled for the school year 2020-2021. The school accommodates college

students from different areas in North Cotabato.

Central Mindanao Colleges also offers a variety of college courses specifically

Bachelor of Science in Elementary Education, Bachelor of Science in Secondary

Education, Bachelor of Science in Criminology, Bachelor of Science in Business

Administration and Information Technology, thus Central Mindanao Colleges is the

perfect location for the interview because the researchers will be  able to get a

plentitude of significant information, different ideas and distinct opinions from real

experiences of the college student that are needed for the study.

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 Figure 2. Geographic Distribution of the Participating School in Kidapawan City

Research Respondents

The researchers selected the college students of Central Mindanao Colleges to

be the respondents of the study, preferably the freshmen and second year students

taking up Bachelor of Secondary Education. The proponent had come up with 100

students as respondents randomly picked 50 representatives from the first-year level

and 50 from the second-year level. Random sampling will be used to choose the

respondents of the study.

Research Instrument

Leadership Questionnaire. The scale is a Multi-factor Leadership Questionnaire

adopted from Pahi et al. (2015). The tool is composed of three dimensions with 20 items

that measure the laissez-faire, transactional, and transformational leadership.  A 5-point

response scale from “strongly agree” to “strongly disagree” will be utilized.

Mean Interval       Descriptive Level            Descriptive Interpretation

 
4.20-5.00                 Very High                           Leadership style is
always manifested

 
3.40-4.19                 High                                    Leadership style is
oftentimes manifested
 
2.60-3.39                 Moderate                          Leadership style is
sometimes manifested
 
1.80-2.59                 Low Degree                      Leadership style is
seldom manifested

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 1.00-1.79                 Very Low Degree            Leadership style is
not manifested

Work Performance Questionnaire. This questionnaire is adopted from Koopsman

et al. (2014) which has three indicators namely: task performance, contextual

performance, and counter-productive work behavior. The tool is a 27-item construct

from 5-Always to 1- Never.

Range of Means Description                        Interpretation

4.20-5.00              Very High                             The respondent always

exhibits desirable
of work performance

3.40-4.19                 High                                    The respondent often

exhibits desirable work performance

2.60-3.39                 Moderate                    The respondent

occasionally exhibits desirable
good work performance

1.80-2.59                 Low                                     The respondent rarely

exhibits good work performance

1.00-1.79                 Very Low                           The respondent never

exhibits good of work
performance

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Risk Management Strategies Questionnaire. This questionnaire is adapted from Lai

(2014). This tool is composed of 13 items that measures the structure, governance, and

process strategies in the institution. Respondents rate statements on a scale of 1 to 5,

with 1 indicating strong disagreement and 5 indicating strong agreement.

  Respondents rate statements on a scale of 1 to 5, with 1 indicating strong

disagreement and 5 indicating strong agreement.

Mean Interval       Descriptive Level            Descriptive Interpretation

 
4.20-5.00                 Very High                           Risk management is
always practiced

 
3.40-4.19                 High                                    Risk management
is
oftentimes practiced
 
2.60-3.39                 Moderate                          Risk management is
sometimes practiced
 
1.80-2.59                 Low Degree                      Risk management is
seldom practiced

 
1.00-1.79                 Very Low Degree            Risk management is
not practiced

Research Procedure

A written permission and endorsement will be obtained from the Regional

Director of the Department of Education and the respective Division Superintendents to

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conduct the study. After the approval, a letter will be attached to the endorsements and

then submitted to the school heads of the selected schools.

  As soon as the permission will be granted from the schools, a schedule will be

made for the distribution of the survey forms. The respondents of the study will be

informed ahead of the time before the conduct of the administration of the survey to give

them flexibility at their convenient time. After retrieving all the questionnaires, the data

will be screened, encoded, tabulated, and analyzed.

 
Statistical Tools

         The following statistical tools will be used in the study:

Mean will be used to measure the levels of leadership style, risk management

strategies and work performance of Principals.

Pearson Product Moment Correlation will be utilized to determine the

relationships of leadership style, risk management strategies and work performance of

Principals.

         Mediation Analysis using Sobel Test will be used to assess the mediating effect

of risk management strategies on the relationship between leadership style and work

performance of Principals.

Ethical Considerations

In the conduct of the study, the following ethical components will be considered:

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 Social Value. The study will present valuable information that will guide mentors

of would-be leaders in educational institutions. With the findings of the study, they will

become aware of the need to conduct teaching-learning development to improve the

participation in virtual learning of the students.

Informed Consent. The researcher will ask the permission of respondents/

participants through written consent. They will be properly informed about the purpose

of the study and understand the reason for their participation so that they were able to

choose to participate or not. It will be made clear that respondents/ participants’

involvement in the study will be voluntary and when they refuse, the researcher will not

force them. Moreover, the researcher will be cautious to assure the participants’

psychological well – being.

The researcher will inform the participants that the study aim is to determine the

link of academic optimism and innovative learning behaviors on virtual learning of the

students. They will be made to understand that they are the most qualified and credible

informants for the study. They will also be properly oriented about the methods used in

which they participated such as survey, in-depth interview and focus group discussion.

Lastly, they will be assured that their identity is confidential and will not be revealed in

the presentation and analysis of the findings.

Vulnerability of Research Participants. The participants in this study will not be

considered vulnerable for they are capable of deciding for themselves whether to be

involved or not. Furthermore, the researcher will ensure that the participants’ identities

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will be confidential and guaranteed that they are protected from the possibility of being

identified.

Risks, Benefits, and Safety. For the security of the participants and their

psychological and social well – being, the researcher will explain the significance of the

study. It is considered that the results of the study will have a positive impression on the

participants. Time is also crucial in the study because it required the participants to

apportion time from their personal and professional obligations. Consequently, the

researcher will make it sure that in conducting the survey, IDI and FGD will be set at the

participants’ convenience. Another risk this study will have is the disclosure of

experiences which may be considered unpleasant or undesirable, and for others

disappointing or demoralizing. In such situations, the researcher will be considerate and

sincere in addressing their emotional state and act accordingly.

Furthermore, the results, discussions, and findings from this study may also spark

evidence-based information, which can be used by policy makers, school

administrators, and teachers. School administrators as well may find this study as a

reference material in making productivity improvement of the school. Likewise, scholars

and future researchers can benefit from this research as a way of providing them ideas

for their future research endeavors.

Privacy and Confidentiality. With regards to the participants’ right to privacy, the

researcher will be expected to secure all records and not be allowed to release any

information that could expose the specific identity to the participants. In presenting the

results, the researcher will refrain from revealing the names of the participants. In cases

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where participants opt to withdraw their statements or their participation from the study,

the researcher will readily allow the request. The researcher will be conscientious in

asking questions and using language that will be fair and free of bias. The researcher

will be also compelled to orient his research assistants, documenters, transcribers on

the terms and conditions of privacy and confidentiality observed in this study. In

conformance to the Data Privacy Act of 2012, the participants will be assured that the

data cannot be traced back to them who are the real sources of information, to protect

their identities.

Justice. The researcher will be impartial in choosing the participants of the study.

Nobody will be disregarded and anybody who fits the qualifications of enrolled college

students of Central Mindanao were made participants in the study. All participants will

be treated equally regardless if they participated in the survey, IDI or FGD. To

compensate for the time spent during data gathering, the researcher will give tokens of

appreciation to all participants.

Meanwhile, the results, discussions, and findings from this study can be used by

policy makers, school administrators, and teachers. School administrators as well may

find this study as a reference material in making productivity improvement of the school.

Likewise, scholars and future researchers can benefit from this research as a way of

providing them ideas for their future research endeavors.

Transparency. The researcher will safeguard the proper implementation of the

methods used in the study. The researcher will include all the necessary documents

that support data analysis and will give the readers access to read through these in

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order to gain a better understanding of the results and findings of the study. Further, the

findings will be discussed comprehensively especially information that had an effect in

the presentation of the results that gave importance to transparency. Lastly, the

researcher will describe the extent of his involvement and how he will maintain

objectivity in analyzing data and presenting the results of the study.

Qualification of the Researcher. The researcher recognized his limited  

exposure to the mixed methods approach. Consequently, he will seek direction and

advice from his adviser, mentor and panelists, as well as peers who are proficient in this

method. Further, he will be guided by these experts in implementing the method

properly to gather the needed data for the intended purpose. He will also have moral

courage, societal understanding, culture, sensitivity, professionalism and integrity in all

stages of the study.

Adequacy of Facilities. The researcher will ensure the availability and

accessibility of needed facilities in this study. Library and internet resources will be

available for readings and references to deepen and strengthen analysis and

interpretation of data gathered. Audio recorders, camera, and other materials needed

will be made available. Finally, the group of experts who will provide valuable feedback

and suggestions will be identified who will help the researcher in conducting the study

and communicating results.

Community Involvement. The researcher will be committed to respect the

community, especially the college students of tertiary education. All activities that will be

done will be subjected to the permission of School Administrators, Departments Heads

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and the faculty members as well. Through this study, the involvement of these

stakeholders generated information that will be beneficial to their current practices in

preparing the next generation leaders in their schools and develop a better appreciation

of the roles and responsibilities of leaders who will become influential and promote

common good within and beyond their context. Furthermore, the findings will be

disseminated to all school stakeholders for the purpose of information and awareness,

which can be used for school improvement plans or formulation of enhancement

programs.

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