1

Level of Emotional Challenges of BSTM students during

Covid-19 Pandemic in Filamer Christian University

Ronamae Acunin

Elaine Mae Arroyo

John Lester Aurelia

Angel Dumot

Chapter 1

Introduction to the Study

Chapter 1 includes: (1) Background and Theoretical

Frameworks of the Study, (2) Statement of the Problem and

Hypothesis, (3) Significance of the Study, (4) Definition of

Terms, (5) Delimitation of the Study.

Part One, Background and Theoretical Frameworks of the

Study, presents the rationale for selecting the present problem

and the study’s frame of reference that strengthens the reason

for investigation.

Part Two, Statement of the Problem, states the general and

specific objectives of the study, which are to be addressed in

the study.
 Part Three, Significance of the Study, discusses the

benefits each end-user may derive from and hoe each can profit

from the results.

Part Four, Definition of Terms, define both conceptional and

operationally terms and variables used in the study.

Part Five, Delimitation of the study, specifies the limits

as well as the boundaries of the research in terms of variables,

participants, instruments and statistical tools used in the

study.

Background and Theoretical Framework of the Study

Coronavirus disease 2019 (COVID-19) is profoundly affecting

lives around the globe and lots of challenges came in. Isolation,

contact restrictions and economic shutdown impose a complete

change to the psychosocial environment of affected countries. The

current situation affects children, adolescents and their

families in an exceptional way. Schools and Universities have

been closed, social contacts strongly limited and out-of-home

leisure time activities cancelled. Parents are asked to support

their children with home schooling, while at the same time

working from home. External support by other family members and

social support systems have fallen away. Beside worries and

anxieties related to COVID-19, the economic situation has

worsened with high and

rising levels of unemployment in all affected countries. This has

put a lot of pressure on children, students and their families

which could result in distress, mental health problems, violence

and other challenges they face. This new normal, according to

Grant Thornton, has affected and will continue to affect the 27

million learners and one million teachers and non-teaching staff

in the country.

Learning during a pandemic is a unique experience to say the

least. With some colleges holding all courses remotely and others

trying a mix of in-class discussions and online learning, every

student's experience so far has been slightly

different. Though each state's and each school's policies

vary, many college students agree that pandemic learning

comes with numerous challenges, which can be especially hard for

first-year students starting off their college experience with

COVID-19 restrictions in place. With students unable to socialize

and make connections as easily as they could prior to the

pandemic, many are experiencing increased feelings of isolation

and depression. While it's true that online courses can give

students more free time, some are using this time to focus on

things that distract them from their learning. The pandemic has

also created a need for internet access that not all students

have readily available. (Sherren, 2020) Most college students

were already used to spending hours on their

laptops for homework, but adding classes, social interaction, and

leisure to the mix can result in well over 15 hours of screen

time a day, contributing to problems like less physical activity,

headaches, eye problems due to blue light, and even

cybersickness. Cybersickness symptoms include nausea, dizziness,

headaches, and sleepiness — issues that have become more common

among students during the pandemic. (Sherren, 2020) The switch to

digital learning has also created another problem: the necessity

of having a good internet connection. Online classes have

deepened the digital divide at universities, as many students

struggle with securing reliable internet access. Because many

college campuses remain closed, some students without great

internetaccess are having trouble completing their work and

assignments.

Challenges at the family level, the pandemic has led to a

re-organization of everyday life. All family members have to cope

with the stress of quarantine and social distancing. School

shutdowns have led to home-schooling and potential postponement

of exams. Parents have experienced increased pressure to work

from home, to keep jobs and businesses running as well as to take

care of schooling children at home at the same time, while

caregiver resources including grandparents and the wider

family have been restricted.

Family connections and support may be disrupted. Fear of losing

family members who belong to a risk group can increase. In case

of death, the pandemic disrupts the normal bereavement processes

of families. Grief and mourning of lost family members,

especially in cases where contact with the infected member is

restricted or refused, could lead to adjustment problems, post-

traumatic stress disorder, depression and even suicide of both,

adults and young people.

This study anchored on the studies of Avi Besser, Gordon L

Flett, Virgil Zeigler-Hill (2020). This cross-sectional study

investigated the associations among adaptability to the pandemic,

personality, and levels of learning experiences (affective,

cognitive, and behavioural) among higher education students

required to adapt to an abrupt transition to synchronous online

learning due to the global COVID-19 pandemic. A sample of 1,217

college students from Israel completed an online questionnaire

after transitioning to synchronous online learning during the

COVID-19 pandemic. Comparisons of reactions to the online

condition versus more typical face-to-face learning conditions

confirmed that students had pervasive negative reactions to the

online condition that became necessary due to the pandemic.

Moreover, adaptability to the pandemic was associated broadly

with more positive reactions across multiple indicators.

Support was also found for an indirect association’s model such

that personality traits were associated with specific reactions

to online learning via their associations with adaptability.

Supplemental analyses highlighted the more positive reactions and

learning adaptability of students who reported greater feelings

of belonging and mattering. The current findings attest to the

role of adaptability and the significant challenges experienced

by college students who experienced changes in their learning and

life conditions due to the need to rapidly adjust to the changes

and uncertainty brought about by the COVID-19 pandemic.(PsycInfo

Database Record (c) 2020 APA)

Based on the theoretical framework mentioned, the conceptual

framework of this study is based on the emotional challenges of

BSTM students during Covid-19 pandemic in Filamer Christian

University are the adaptability and significant of online

learning. These challenges are emotional challenges. The

respondents are disturbed by the intensity of their own emotional

reaction in home-based learning and family related in general.

The demands made on them are emotionally stressful. So they have

to develop coping mechanism for them to function efficiently.

 The dependent variables in this study are the challenges

which is emotional. The independent variables are the

respondents’ personal characteristic during Covid-19 pandemic is

the performance which may influence the dependent variables.

Figure 1 shows the conceptual framework of the study.

Independent Variable Dependent Variable

BSTM Students
a) Sex
Emotional Challenges
b) Age
c) Place of residence

Figure 1. Level of Emotional Challenges of

BSTMStudents during Covid-19 Pandemic
 Statement of the Problem and the Hypothesis

This study aimed to determine the Level of Emotional

Challenges of BSTM students during Covid-19 pandemic in Filamer

Christian University. Specifically, the study aimed to answer the

following questions:

1. What is the profile of respondents when classified according

to sex, age and residence?

2. What is the level of emotional challenges of BSTM

students?

3. Why are the cause of emotional challenges?

Significance of the Study

This study provided new insights about the level of

emotional challenges of BSTM students during Covid-19 Pandemic in

Filamer Christian University. This study showed to be beneficial

to the students, school administrators, parents, people in the

community, and officials of the government as well.

 Students. Students will be benefied by the result of the

study considering that the findings will intensify their

awareness of the challenges facing during this time of crisis and

the coping mechanism that students engage to overcome these

challenges that they experience in home-based E- Learning

platform which may affect their personal well-being.

School Administrators. The results of this study will deepen

the awareness of the school administrators of the challenges

experienced by the students in home-based and e- learning

platform and how they can help overcome these challenges that the

students experience.

Parents. The result of this study may help parents

understand the factors that affect the students’ performance.

With this information, they may be able to help relieve the

challenges experienced by their children.

People in the Community. Findings of this study will help

people in the community understand the challenges experienced by

the students. This information may be an eye- opener for them to

be more understanding of the student’s challenges during Covid-19

pandemic.

Officials of the Government. Government officials will gain

information about the challenges students experience which

affect their over-all performance. Result will be

useful in programs to the online learning mode they make

regarding school works and other learning aspects that will help

relieve the students stress.

Definition of Terms

Some terms are conceptual and operational defined.

Challenges. Refers to an objection or query as to the truth

of something, often with an implicit demand for proof.

In this study, “Challenges” referred to the respondents’

emotional challenges during Covid-19 Pandemic in Filamer

Christian University.

Emotional Challenges - Refers to the learning and

attention issues often experience feelings of failure. It can

also exacerbate academic struggles, and school/home-based climate

can also be a significant factor.

Performance – refers to the grades obtained by the

respondents.

Delimitation of the Study

This study will identify the level of emotional challenges

of BSTM student during Covid-19 pandemic in Filamer Christian

University.
 The participants of this study will be the one hundred two

(102) BSTM student in Filamer Christian University. The emotional

challenges is used as the dependent variable and the BSTM

students as the dependent variable.

This study will be using a researcher-made questionnaire and

be answered electronically via google forms to gather reliable

data. The researchers expect to finish the study in the second

semester of the 2020-2021 academic year. The researcher will

perform their study using the data collected, and at the end of

this study, the results collected will be used and analysed to

find results.

CHAPTER 2

This chapter is organized into three parts, namely; (1)

Emotional Challenges of BSTM Student, (2) COVID19 pandemic and

(3) synthesis.

The First Part, Emotional Challenges of Students, this

discussed the influence of emotional challenges including the

types of emotional challenges.

The Second Part, Covid-19 Pandemic, talks about the

emotional challenges of BSTM Students during the pandemic, how

they can develop a coping mechanism and how their emotions affect

them.

The Third Part, Synthesis, sums up the literatures reviewed

in this study.
 Emotional Challenges of Student

Emotion is one of the most important elements of human life,

which is capable of highlighting various reactions and

expressions without the need for thought and reflection.

Emotional experiences are ubiquitous in nature and important

and perhaps even critical in academic settings, as emotion

modulates virtually every aspect of cognition. Tests,

examinations, homework, and deadlines are associated with

different emotional states that encompass frustration, anxiety,

and boredom. Even subject matter influences emotions that affect

one’s ability to learn and remember. The usage of computer-based

multimedia educational technologies, such as intelligent tutoring

systems (ITSs) and massive open online courses (MOOCs), which are

gradually replacing traditional face-to-face learning

environments, is increasing. This may induce various emotional

experiences in learners (Shen et al., 2009).

(Pekrun et al.) “Emotions of Progress” as emotions that are

directly linked to either emotion during the activities or its

consequences, which consists of various situations. Their study

findings revealed that academic emotions were remarkably

associated with the students’ enthusiasm, academic achievement,

self-regulation, cognitive resources, and learning strategies, as

well as class experiences and character.

Positive emotions include pride, hope, and enjoyment, while

negative ones include anger, anxiety, hopelessness, shame, and

boredom. The public opinion considers positive emotions to have

positive consequences and negative emotions to have negative

consequences; however, each of these two categories of emotions

has its own benefits. Positive emotions broaden the circle of

human thinking; spreading

creativity, curiosity, and bonding with others; discovering

social perspectives and connections; and acquiring physical and

social skills. On the other hand, negative emotions are the

motivational sources for self-defence, spirit of cooperation

(feeling guilty), seeking justice (anger), informative aspects

(for example, sadness about deficiency), and assist in learning.

Negative feeling indicates a problem and, therefore,

motivates us to solve that problem. In another study, it was

demonstrated that positive emotions positively predicted

subsequent achievement (math test scores and end-of-the-year

grades), and that achievement positively predicted these

emotions, controlling for the students’ family socioeconomic

status, intelligence and sex; however, negative emotions

negatively predicted achievement, and achievement negatively

predicted these emotions. Also, Sakiz et al. state that the total

effect of perceived teacher affective support on behavioral

engagement was as effective as that of the students’ perceived

academic self-efficacy beliefs in science

. Given the fact that school closure may affect the students in a

variety of aspects, this study was conducted to investigate the

students’ positive and negative attitudes and emotions toward the

closure of schools due to the COVID-19

pandemic and to evaluate its correlation with related

academic factors.

Academic stress emerges out from experiencing stress due

to factors such as scholarship requirements, family- related

pressures, competition in the class and course- related stress

and financial burdens, (Misra and Castillo, 2004, p. 133)

experienced by students. Students always live under the pressure

to perform better than their peers. They are continuously

compared with siblings and other children/kids of their age by

their parents, teachers, friends, etc. This always leads to a

situation making these children confused and under constant

pressure to perform better, achieve better grades, excel well in

extracurricular activities, and take up hobby classes and what

not. Many times, it has been observed that parents put these

under pressures to satisfy their unmet needs which they were not

able to fulfil due to personal reasons. Students nowadays

experience peer pressure of involving themselves in many

activities apart from academic involvement, so that their peers

can welcome them in their groups. As students experience a high

level of stress arising from unprecedented academic pressure,

most of them report experiencing low self-esteem, a poor

concentration that has its impact on their academic

performance. The perception of academic stress is creating a very

negative impact on their well-being, their decision to choose

career options, sleeping difficulties, psychosomatic complaints,

worrying about future, comorbid conditions like anxiety and

depression, inability to manage course workload, etc. (Bedewy and

Gabriel, 2015; Acharya, 2003; Iqbal et al., 2015).

Emotional intelligence is an emerging topic for

educational, psychological and management studies. The concept is

rooted in the understanding of emotions of self, helping oneself

to direct the emotional reactions and labeling the experiences of

different emotions and helping others to understand and help

people to channelize their emotions (Bliss, 2005). It also refers

to tackling emotional upsets, adapting ways and capacity to avoid

emotional exhaustion such as stress, emotional self-control,

burnout and learning to avoid the negativity of emotions and

handling egoism (Sala, 2002; Chandra and Mathur, 2016).

Students’ emotional experiences impacted on their ability to

learn, their engagement in school, and their career choices. Yet

too often education research ignores or neutralizes emotions. To

improve students’ learning and emotional states, reduce teacher

burden, and further develop

of emotion and learning theories, research efforts should turn to

explore how students can learn regardless of their emotional

state.

Academic workload. Academic problems have been regarded as

the most common challenges and stressors for college students. In

Schafer’s investigation, students reported that the most

significant daily hassles were academics-related stressors such

as constant study, writing papers, preparing for exams, and

boring teachers. The academic pressure easily comes from taking

and preparing for exams, grade level competition, and acquiring a

large amount of knowledge in a short period of time. Perceived

stress is a response to stressors, referring to the state of

physical or psychological arousal. College students experience

adverse physical and psychological outcomes when they perceive

excessive or negative stress. Excessive stress may induce

physical impairments, including lack of energy, loss of appetite,

headaches, or gastrointestinal problems. Numerous studies have

evaluated academic stress associated with various adverse

outcomes, such as poor health, anxiety, depression, and poor

academic performance. In particular, Hystad et al. found

significant associations between academic stress and health, both

psychological and physical.

 We know that some emotions provide a barrier to students’

engagement and test performance. For example, academic anxieties,

such as mathematics anxiety, have wide-ranging effects, affecting

strategy use, test performance, and subject choice. However,

anxiety does not affect every student in the same way (Trezise &

Reeve, 2014; 2016).

In May’s book “The meaning of anxiety” (2015), anxiety is

explained as the manner in which a person reacts or response to

stress, accept and interpret. In this view, stress Burnout Fear

Worry Distress Anxiety, stress is seen as a journey to anxiety

thus anxiety is an outcome of stress and it how an individual

handles stress. A good handler of stress is likely to experience

or no form of anxiety. Whereas those without effective management

skills is prune to a high level of anxiety.

Burnout, also refer to as soulless situation is where a

person loses the eagerness and motivation in continuing to a

particular kind of studies or activity as a result of both

external and internal factors. The skills and expertise is still

active but the desire and the wellness to perform is dead in the

person as such activity or studies become huge responsibility

without any joy. Burnout destroys a person’s motivation and may

kill the initiative’s at studies or school.

Service providers like teachers, counsellors and other officers

experience these issue much and make them at times to be hostile

to the people that they dedicated to serving. It normally affects

people whose studies are interaction with people like team

leaders, managers, etc. Also, people whose studies are time band

that is adhering to strict time schedule’s also experienced

burnout. In a situation where an activity or studies required

much details and explanations burnout is likely to result in the

people who are taking such activities.'

Distress is a moment of great pain sorrow, acute physical

and mental suffering; Affliction, trouble (Dictionary.com 2016).

It is as a result of an inability to handle or deal with a

challenge or problem encountered in the performance of a specific

activity or studies. Distress result in both emotional and

physical pain.

Fear “is a chain reaction in the brain the start with a

stressful stimulus and ends with the release of chemicals that

cause a racing heart, fast breathing and energise mussels, among

other things also known as the fight of light responses” (Layton

2016). It is a natural aspect of humans and in some cases it very

good because it can be a warning or a signal that cautions us to

be very careful. There is also profuse sweating. The fight of

light is a term used to express

how the body react to these symptoms and reactions thus either

fighting off the danger or running fast to get away. (Fears and

phobias 2016)

Worry is as a result of thinking about an existing problem

or yet to happen problem.it is constant thinking and meditating

of challenge or fear. Worry looks into what is likely to happen

in the future as a result of the present situation.it is a

disturbing of one composer or peace of mind, worry causes

distress to the mind and results in high blood pressure,

headache, stomach disturbances and other physical discomforts.

Covid-19 Pandemic

The COVID-19 pandemic has disrupted the lives of students

in different ways, depending not only on their level and course

of study but also on the point they have reached in their

programmes. Those coming to the end of one phase of their

education and moving on to another, such as those transitioning

from school to tertiary education, or from tertiary education to

employment, face particular challenges. They will not be able to

complete their school curriculum and assessment in the normal way

and, in many cases, they have been torn away from their social

group almost overnight.

 COVID-19 pandemic is accompanied with strictly following

isolation measures that have led learners and educators to

confine at their homes; a disturbing social life and learning at

isolation has made it stressful for students and educators. The

mere essence of group learning, group classroom activities are

being missed by both educators and students. All this has led to

an experience of stress by both students and educators. Low

physical activity and spending all time at home are creating its

negative impact, which all of us are trying to overcome using a

lot of other activities to cope with this condition.

The current lives of all students, educators and families

have observed a complete disruption due to nationwide lockdown

and social distancing as a preventive precautionary measure taken

for COVID-19. This has made everyone stay away from the place

where they used to spend a maximum of their time (viz. schools,

colleges, workplaces). Students are terribly missing their

schools, college campuses, their friends, visiting the library,

working in laboratories, working in group assignments projects,

etc. Though in earlier times, these would have sounded nothing

special, today (with the current situation) this reminds students

of their good old times. While some scholars have observed that

“students always experience academic pressure

as the biggest stress in their lives” (China Youth Social Service

Center, 2008) and most of them experience stress related to

pressure from transitional examinations, study workload (Liu and

Tein, 2005; Zhang et al., 2001; Li and Zhang, 2008; as seen in

Truc et al., 2015, para. 2, p. 3), not able to achieve better in

exams and not able to live up to parents and teachers'

expectations. And all these lead to experiencing feelings of

stress and burnout among students.

Now, the pandemic is making matters worse. In a recent

survey, over 80% of college students reported that COVID-19

has impacted their lives through increased isolation,

loneliness, stress, and sadness. Although it’s too soon to

conclusively link national youth suicide data to the pandemic,

school districts across the nation have been reporting

alarming spikes in both suicides and attempts at self-harm Becker

(2021).

College students are in the drastic changes period of

physical and mental development, and it is also the period in

which their outlook on life and world gradually takes shape.

Emotions have obvious characteristics of the transition period

and are easily excited and unstable. At this time, their

understanding of society and self-knowledge is not mature enough,

they are poor in adapting to society pressure, they are easily

influenced by the external environment and

self-contradictions, and they often cannot correctly handle the

incidents they encountered. Faced with a major event such as

COVID-19, their emotions will inevitably be affected (Zhao et al.

2020).

According to an article published in Child Trend, discussed

that some children may internalize the uncertainty they are

feeling during this time, which may result in anxiety, acting

out, withdrawing/isolating behaviors, or depression. Allowing

children to discuss their feelings, share their thoughts, and

participate in how their “new normal” routines are planned may

help ease some of their worry during this ambiguous time. School

and district staff can assist students and school community

members who may be facing increased mental health challenges in

response to COVID- Schools provide services beyond general

academic instruction, and in emergency situations school and

district staff are often sought for reassurance.

An article by stress scientist and Vice Chair of Adult

Psychology Elissa Epel, PhD, outlines the psychology behind the

COVID-19 panic response and how we can try to make the best of

this situation. According to her, “Our anxiety is helping us

cope, bond together from a physical distance, and slow the spread

of the virus. So our anxiety - while uncomfortable - is a good

thing right now, especially if we

manage it well. At the same time, we must effortfully prevent

panic contagion and create periods when we can be screen-free and

calm, engaging our attention in normal daily activities. Seize

opportunities to share lightness and humor. Laughter right now is

a relief for all of us.”

To cope with COVID-19 pandemic prevention and control, the

Ministry of Education of China issued instructions for

implementing, “School is out, but class is on” (i.e., “Stop

classes but don’t stop learning”) during the 2020 spring

semester. Schools at every level actively and swiftly launched

large-scale online teaching to ensure that students would “study

at home effectively”. Students were forced to stay at home and

faced new study pressures, such as changes in environment and

teaching styles, as well as a lack of guidance on learning

strategies and interpersonal relationships. The situation

potentially led middle school students to be more prone to

intense emotional fluctuations and to experience increased family

interpersonal relationship pain. As a consequence, middle school

students may differentiate once normal school life resumes, with

some becoming better and achieving strong self-regulation and

healthy growth, while others experience more negative emotions

and encounter difficulty learning.

Indeed, the emotional stress linked to the current scenario may

potentially aggravate previous psychiatric conditions or may

precipitate its symptomatology (Yao et al., 2020). A critical

aspect of this context is that, due to physical distancing, many

elective appointments have been canceled and mental health

support systems have been suspended, even though remote

assistance is rapidly increasing (Holmes et al., 2020).

Emotional experiences involve a wide range of physiological,

functional, and social/affective aspects (Paoloni, 2014) to

respond to the demands of different contexts. Life events that

affect everyday experiences have a strong emotional impact

(Sandín and Chorot, 2003); they may be considered positive or

negative, depending on the person's evaluation of lived

experience (Bisquerra, 2011). However, in situations seen as

highly threatening due to their uncertain or uncontrollable

nature, people tend to present a combination of several emotional

reactions (Lazarus and Folkman, 1984).

Regarding academic life, during the COVID-19 pandemic young

people have experienced uncertainty, stress, and concern for

their studies since they had to carry them online, which has

affected their emotional well-being (Orellana and Orellana,

2020) and academic performance (Lozano-Díaz et al., 2020). Cao et

al. (2020) conducted research with 7,143 Chinese university

students and concluded that 21.3% showed mild symptoms of

anxiety. Moreover, living with parents in urban zones and having

economic stability contributed to mitigating anxiety in young

people, while the delay in academic activities contributed to an

increase in anxiety during the lockdown.

Coping strategies have to be considered within a specific

context, depending on the situation to which the person is

exposed (Lazarus, 2006). In light of this complicated situation,

it is relevant to analyze university students' coping strategies

for their emotional stability and academic performance.

Synthesis

The COVID-19 pandemic has a big impact on students' lives.

Becker (2021), claims that it has an emotional impact on their

lives. Loneliness, stress, sadness, and other distressing

emotions are escalating the situation. In terms of academic life,

during the COVID-19 pandemic, young people experienced

uncertainty, stress, and concern about their studies because

they had to carry them online, negatively impacting their

emotional well-being and academic performance. (Orellana

2020).
 The current lives of all students, educators, and families

have been completely disrupted as a result of the country wide

lockdown and social distancing implemented as a preventive

precautionary measure for COVID-19 that resulted to the unstable

emotions of student when coping up in an online learning.

According to Pekrun, that their findings revealed that academic

emotions were significantly related to students' enthusiasm,

academic achievement, self-regulation, cognitive resources, and

learning strategies, as well as classroom experiences. It is also

stated that emotional challenges during covid19 of some students

who found the campus homelike struggled with loneliness and

isolation due to the disconnections from friends and partners.

Zhai and Du (2020).

 Chapter 3

Introduction

Chapter three is consist of three parts: (1) Purpose of the

Study and research design, (2) Method, and (3) Statistical Data

The First Part, Purpose of the Study and Research Design,

restates the main problem and discusses the research design.

The Second Part, Method, describes the participants, the

data-gathering instrument, and the data- gathering procedure

used.

The Third Part, Data Analysis Procedure, enumerates the

statistical tools used in the analysis of data.

Purpose of the study and Research Design

This study aimed to determine the Level of Emotional

Challenges of BSTM Students during Covid-19 pandemic in Filamer

Christian University.

Survey-correlational will be used as the research design of

the study. Correlational research represents a general approach

to research that focuses on assessing the covariation among

naturally occurring variables. The goal of correlational research

is to identify predictive relationships by using correlations or

more sophisticated statistical techniques. The results of

correlational research also have implications for decision

making, as reflected in the appropriate use of actuarial

prediction. The greatest limitation of correlational research is

the problem of interpreting causal relationships.

The dependent variable of this study is the emotional

challenges while the independent variable were the BSTM Students

of Filamer Christian University.

Method

Participants

The participants of this study will be the one hundred (100)

BSTM Students of Filamer Christian University for the school year

2020-2021. Simple random sampling and systematic sampling will

utilized to determine the sample size of the study. Using the

simple random sampling the researcher identified the total number

of respondents from the total population. On the other hand,

systematic sampling was applied to identify the respondents in

their respective sections in the population involve. The sample

size of the student is shown in Table 1.

Table 1

Distribution of Student by Section

Bachelor of Science in

Tourism Management N N

Students
BSTM

1st Year
A & B 67 33
BSTM

2nd Year
 A & B 84 42
BSTM

3rd Year
A & B 55 27

Total 206 102

Data Gathering Instrument

In this study, the data will be gathered using the

researcher-made questionnaire. To these instruments, the

student’s personal profile will be attached to gather data on

sex, age, year level and place of residence.

To gather data on the study of Level of Emotional Challenges

of BSTM Students during Covid-19, a 20-items Level of Emotional

Challenges questionnaire will be constructed. Each of the items

in the questionnaire

Data Gathering Procedure

The data will be gathered during the period of July 1-20,

2021. After determining the participants, permission to conduct

the study will be secured by the adviser of the researcher in the

study and the school principal.

The teachers were given an explanation of the nature,

purpose and objectives of the study. They will fully assured that

any information that they provide would be kept confidential and

would be used only for the purpose of this study and would not be

used for any other purposes without their consent. Moreover, the

respondents will be informed that their participation in the

study is voluntary and that they have freedom to refuse if they

do not want to participate. Upon understanding and acceptance of

all the terms of this research by the respondents, data gathering

will be conducted.

Data will be collected through the use of the researcher

formulated questionnaires via survey in Google form in a given

date of the study. The completed instruments will be reviewed

carefully to ensure the validity of the data collected. After

which, the data will be encoded into the computer for processing

and analysis.

Data Analysis

The following were the appropriate statistical tools that

was used in this study:

Frequency count and Percentage. Frequency count and

Percentage was used to find out the number of respondents that

belongs to a particular category.

Mean. Mean is the average you're used to, where you add up

all the numbers and then divide by the number of numbers.

Standard Deviation. Standard Deviation was utilized to

determine the homogeneity and heterogeneity of the responses.

Pearson’s R. The Pearson product-moment correlation coefficient

is a measure of the strength of the linear relationship between

two variables. It is referred to as Pearson's correlation or

simply as the correlation coefficient. If the relationship

between the variables is not linear, then the correlation

coefficient does not adequately represent the strength of the

relationship between the variables.