grammarian-3-PSYCHOSOCIAL AND PRACTICAL EXPERIENCES OF STUDENTS

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PSYCHOSOCIAL AND PRACTICAL EXPERIENCES OF STUDENTS
TOWARDS COVID-19 PANDEMIC
ASSUMPTION COLLEGE OF DAVAO
DAVAO CITY
MARA VICTORIA MIÑOZA
PATRICIA MAE C. PEREA
May 2021
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PSYCHOSOCIAL AND PRACTICAL EXPERIENCES OF STUDENTS
TOWARDS COVID-19 PANDEMIC
________________________________________
An Undergraduate Thesis
Presented to the
Faculty of the Business Administration Program
Assumption College of Davao
Davao City
_________________________________________
In Partial Fulfillment
of the Requirements for the degree
Bachelor of Science in Business Administration
Major in Marketing Management
_________________________________________
MARA VICTORIA M. MIÑOZA
May 2021
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APPROVAL SHEET
This undergraduate thesis entitled “PSYCHOSOCIAL AND PRACTICAL

EXPERIENCES OF STUDENTS TOWARDS COVID-19 PANDEMIC” prepared
and submitted by MARA VICTORIA MIÑOZA AND PATRICIA MAE C. PEREA
in partial fulfillment of the requirements for the degree of Bachelor of Science in
Business Administration Major in Marketing Management has been examined
and it is recommended for acceptance and approval.
VIENNALYN G. VALLENTIS, MBA

Adviser
________________________________________________________________
PANEL OF EXAMINERS
APPROVED by the panel of examiners on oral examination with the grade
of _________.
JUDITH N. AMBALONG, DBA

Chairperson
GIOVANNI A. MONTEJO, PhD JOEL R. POSADAS, MBA,CCNA, LPT

Member Member
________________________________________________________________
ACCEPTED in partial fulfillment of the requirements for the degree of

Bachelor of Science in Business Administration Major in Marketing
Management.

BSBA Program Dean
May 2021 iii
ACKNOWLEDGMENT
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A significant research paper like this is never the result of a single
person's efforts. This has been made possible by the efforts of many different
people, each in their own unique way. First and foremost, the researchers wish to
express their heartfelt gratitude to those who contributed to the completion of this
study.
First, to our Heavenly Father for answering all our prayers, for giving us
His unending strength and guidance to finish the study for the great purposes.
To our research adviser, Viennalyn G. Vallentis, MBA, for the continuous
support, giving us motivation and knowledge needed to finish this business
research.
And of course, to our statistician Mr. Norie Jhon Canoy, LPT for assisting
us to interpret and analyzing the data that are being collected.
To our validators Dr. Judith N. Ambalong, Dr. Carmela Urmeneta and
Dr. Giovanni A. Montejo and members of the panelists headed by Dr. Judith N.
Ambalong, Dr. Giovanni A. Montejo and Prof. Joel Posadas, MBA, LPT
CCNA for giving a valuable comments and recommendation for the improvement
of our research study.
To all those student respondents, who gave their time and effort just to
contribute their honest responses in answering our survey questionnaires for our
data. And especially to our parents and friends for their unconditional support for
our research study. We appreciate their support both financial and emotionally.
The Researchers
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ABSTRACT
The purpose of this research is to determine what healthcare program can be
proposed based on the findings of the Psychosocial and Practical experiences of
Students towards COVID-19 Pandemic and aims to fill this gap in this area of
research by testing the Psychosocial and Practical experiences of Students when
analyzed by demographic profile. This study is a descriptive survey research
design and had 287 total of respondents from Junior High School, Senior High
School to College Department. The study also used a statistical tools such as
Mean, Frequency, & ANOVA, and it was found out that the null hypothesis was
accepted to all indicators except for the mode of learning which means it means
that it has a significant difference between online and modular. Additionally, there
is a significant difference in between the levels of the psychosocial and practical
experiences of students towards COVID-19 pandemic when analyzed by
demographic profile. Levels of psychosocial and practical experiences of
students are the health care disruptions and concerns (concerns about medical
care), and. disruption to daily activities and social interactions as one of the
lowest mean score among all indicators, needs an improvement by the help of
the proposed intervention which is, health care acquisition program.
Keyword: Psychosocial, practical experiences, Philippines

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TABLE OF CONTENTS
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TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
ABSTRACT iv
TABLE OF CONTENTS v
LIST OF TABLES vi
LIST OF FIGURES vii
DEDICATION viii
CHAPTERS
1 INTRODUCTION
Rationale 1
Research Objectives
Hypothesis 3
Review of Related Literature 4
Theoretical Framework 27
Conceptual Framework 28
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Significance of the Study 31
Definition of Terms 31
2 METHOD
Research Design 32
Research Locale 32
Population and Sample 33
Research Instrument 36
Data Collection 38
Statistical Tool 38
3 RESULT
Level of the Psychosocial and Practical
experiences of Students towards
COVID-19 Pandemic 39
Significant Difference on the Level of the
Psychosocial and Practical experiences of
Students towards COVID-19 Pandemic
when analyzed by Year Level 41
Psychosocial and Practical experiences of
Students towards COVID-19 Pandemic
when analyzed by Program/Course 42

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Psychosocial and Practical experiences
of Students towards COVID-19 Pandemic
when analyzed by Mode of Learning 44
Psychosocial and Practical experiences
when analyzed by Type of Students 45
4 DISCUSSION
Level of Psychosocial and Practical
experiences of Students towards
COVID-19 Pandemic 47
Significance difference Significance on the level
of Psychosocial and Practical experiences of
Students towards COVID-19 Pandemic when
Analyzed by Year Level 50
Analyzed by Program or Course 52

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Analyzed by Mode of Learning 53
Analyzed by Types of Students 55
Conclusion 56
Recommendation 57
REFERENCES 59
APPENDICES 72
A. Propose Intervention Scheme 73
B. Specific Items per Indicator for Table 2 92
C. Research Questionnaire 97
D. Letter to the Validators 102
E. Questionnaire Validation Sheet 106
F. Summary of Rating of Experts as to the Validity of the 110
Questionnaire
G. Letter of Request to conduct the survey 112
H. Certificate of Appearance 119

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CURRICULUM VITAE 121

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LIST OF TABLES
Table Page
1 Profile of Respondents 35
2 Level of the Psychosocial
and Practical Experiences of Students
COVID-19 Pandemic. 40
2.1 Significant Difference on the Level of the
psychosocial and Practical experiences
when analyzed by Year Level. 42
when analyzed by Program or Course 43
when analyzed by Mode of Learning 44
2.4. Significant Difference on the Level of the

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when analyzed by Types of Students 45
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LIST OF FIGURES
Figures Page
1 Conceptual Framework of the Study 30
2 Map of the Philippines pointing Davao City 34

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DEDICATION
The researchers are eternally grateful and dedicated to our most precious
high, our Almighty Father, for providing us with the chance to experience across
our journey, to inspire us, and to bring us to new knowledge. To share new
chapters and lessons learned in our lives that can be applied to future career. To
our family and friends, who never failed to shower us with unconditional love and
support, and who has given us the strength to achieve our goals. To those who
gave a helping hand unexpectedly to stretch the right way and enlighten our
minds about this research, reminding us that whatever the result, lead us
to charge to encounter in the future that we will take ahead of our road to
success and looking forward to any direction it takes.
PMC
MVM
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Chapter 1
INTRODUCTION
Rationale
Many challenges brought upon by the COVID-19 pandemic amongst the
learners like disrupted normal routines and might have increased social pressure,
stress, and anxieties amongst the learners therefore the learning systems and
methods shall be adapted and that the learning process should continue. As
reported by the ABS-CBN News dated ___________ , disclosed that
Coronavirus contaminations in the Philippines have arrived at 1,149,925 cases
as of May 17. The pandemic is unfurling at the same time with the developing
number of Filipinos experiencing psychological wellness issues. In any event 3.6
million Filipinos experience the ill effects of mental, neurological, and substance
use problems (Cuevas, 2021).
A director and representative of UNESCO Office, Jakarta, Khan (2020) he
stated that notwithstanding restored lockdowns, rising instances of nervousness,
sadness, and self-destruction, among others, simply will undoubtedly start
expanded interest for psychological wellness administrations. He also
emphasized the importance of mental health and psychosocial support especially
to the young people, their families, and communities.
The American College Health Association educates universities that
emotional well-being necessities are straightforwardly identified with proportions
of scholastic achievement. They discovered that understudies who revealed

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mental trouble additionally detailed getting lower grades on tests or significant
ventures; accepting lower grades in courses; accepting a "fragmented" or
dropping courses out and out; or encountering a huge disturbance in theory,
thesis, research or practicum work (Tull & Feldman, 2017).
During the initial phase of the lockdowns in the Philippines, majority of the
respondents spent an average of 0-9 hours on social media to derive information
and news. Those who had access and were satisfied to updated information
experienced less psychological impact and lower levels of stress, anxiety and
depression. Still, many expressed the need for additional and up-to-date
information. They were showing signs of anxiety and moderate psychological
impact which may lead to “headline stress disorder” (Dong and Zeng, 2020).
It is in this context that the researcher would like to conduct the study
pertaining to the COVID-19 psychosocial and practical experiences among
students. The researchers have had not come across a study that focused &
dealt on students’ COVID-19 psychosocial and practical experiences among
students since most only focused-on hospital patients and healthcare workers.
Thus, the aim of this study is to fill this gap in this area of research and to
determine what healthcare program can be proposed based on the findings of
the study.
Research Objective
This study aimed to determine what healthcare program can be proposed
based on the findings of the Psychosocial and Practical experiences of Students

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towards COVID-19 Pandemic. Specifically, it sought to achieve the following
objectives:
1. To determine the level of Psychosocial and Practical experiences of Students
towards COVID-19 Pandemic in terms of:
1.1 COVID-19 specific distress (emotional and physical reactions);
1.2 health care disruptions and concerns (concerns about medical care)
1.3 disruption to daily activities and social interactions;
1.4 financial hardship;
1.5 perceived benefits;
1.6 functional social support; and,
1.7 perceived stress management (ability to manage stress).
2. To determine the significant difference in the level of Psychosocial and
Practical experiences of Students towards COVID-19 Pandemic when
analyzed by their demographic profile.
3. To determine what healthcare program can be proposed based on the
findings of Psychosocial and Practical experiences of Students towards
COVID-19 Pandemic.
Hypothesis
The following hypothesis was tested at 0.05 level of significance:
1. There is no significant difference on the level of Psychosocial and Practical
experiences of Students towards COVID-19 Pandemic.

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Review of Related Literature
This chapter presents a comprehensive review of the related literature to
offer the understanding of the study of the research of Psychosocial and Practical
experiences of Students towards COVID-19 Pandemic. The variable which is
COVID-19 psychosocial and practical experience described by Penedo et al.
(2020) into the following indicators COVID-19 specific distress (emotional and
physical reactions), health care disruptions and concerns (concerns about
medical care), disruption to daily activities and social interactions, financial
hardship, perceived benefits, functional social support and perceived stress
management (ability to manage stress).
Psychosocial and Practical experiences of Students towards COVID-19

Pandemic
The psychological system includes mental processes central to a person’s
ability to make meaning of experiences and act. Emotion, memory, perception,
motivation, thinking and reasoning, language, symbolic abilities, and one’s
orientation to the future are examples of psychological processes. When these
processes are integrated, they provide the resources for managing information,
solving problems, and navigating reality. They contribute to individual differences
in motivation, persistence, independence, ingenuity, personal goals, and feelings
of self-determination (Newman & Newman, 2018). Prolonged school closures
can result in not only a loss of learning in the short term, but also a lengthy
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destruction of personal capital and social benefits for children and adolescents.
School closures have a particularly negative impact on vulnerable and
disadvantaged students who rely on schools for a variety of social services, such
as health and nutrition. However, their effect on education is likely to be
important. (D’Orville, 2020). In APA, it should be: … important (D’ Orville,
2020).
Further information gathered on an example of understudies at the hour of
the spread of the plague in China showed how nervousness levels in youthful
grown-ups are interceded by certain defensive variables, like living in
metropolitan territories, the monetary dependability of the family, and dwelling
together with guardians (Cao et al., 2020). Unexpectedly, having contaminated
family members or associates prompts a deteriorating in tension indications.
Moreover, the monetary issues and the stoppage in scholastic exercises are
connected with restless manifestations (Alvarez et al., 2020). What's more, an
online overview led on everybody in China found that understudies are bound to
encountering pressure, nervousness, and sadness than others during the
pandemic (Li et al., 2020). These outcomes recommend checking and advancing
psychological well-being of young people to diminish the contrary effect of the
isolate (CSTS, 2020; Fessell and Goleman, 2020; Li et al., 2020).
The healthcare system is being over strained with COVID-19 patients, the
mental healthcare needs of people with chronic diseases should be given special
priority at the same time (Younghun, 2018). Moreover, Liu (2018) also stated
participants in urban areas had a higher likelihood of perceived psychosocial

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fitness, showing susceptible to psychological stressors that their rural
counterparts. In the same way, it is possible that the long-term effects on mental
well-being would be especially serious in the world’s poorest and least-resourced
areas, where mental health facilities were nearly non-existent before the
pandemic (Kola, 2021). She also added that emerging studies on the mental
health effect of the covid-19 pandemic have largely reported a rise in symptoms
of mental health distress, which may be normal reaction to the unprecedented
uncertainty and difficulty faced by populations. For example, report have
documented increased prevalence of psychological distress among health care
staff, associated with stigma and fear of the disease. In China, a several
studies have published that show the psychosocial health effects of economic
hardship on children and the general population. (Li et al., 2019).
There are some aspects of the pandemic have a greater impact on the
population, such as separation from loved ones, loss of rights, confusion about
the disease's progression, and a sense of helplessness (Li and Wang, 2020; Cao
et al., 2020). These factors can have far-reaching effects (Weir, 2020), such as
an increase in suicides (Kawohl and Nordt, 2020).
The coronavirus (COVID-19) outbreak emerged in Wuhan, China in
December of 2019 and persists globally. The COVID-19 pandemic had spread to
199 nations and territories as of March 31, 2020, causing 777,798 cases and
37,272 deaths. The continuous widespread caused by the proceeded
predominance and spread of the novel coronavirus has been particularly
attempting for first-generation college students, with a modern study finding that
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the cohort was particularly helpless to encountering money related hardships,
nourishment and lodging uncertainty, mental wellbeing clutters, and impediments
to transitioning to online courses (Universities around the world cancelled their
onsite classes and shifted their pedagogical processes to online media. For
some universities, the online mode of delivery was not new, unlike others, which
were encountering such forms of teaching for the first time. The transition was
quick and not much time was available to properly consider the organization of
the new forms, noting that the quality of teaching and learning in these new
circumstances needs proper attention (Sahu, 2020) On the other hand, students
from undeveloped, remote, and rural areas had problems with poor Internet
connectivity or even a lack of electricity. They also cannot ignore poverty, with
the final result they hold a negative attitude to the online mode (Kapasa et al.,
2020)
Since shifting schooling to an online system has now become part of
everyone's life– students and parents, the methods and ways of using technology
aimed at achieving quality remote or online learning are varied and depending on
many factors related to the different parties already involved in the
implementation of this learning platform and integrating technology into
educational systems before the closure of schools as a preventive measure
against the COVID-19 pandemic. In addition, the pandemic caused many
damages not only to physical health but also mentally and to the economy of
every country. People tend to have stress on everything. Some people are
worried because they did not prepare for this crisis to come. Lederman, (2020)
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Coping strategies are essential because it helps people to reduce the
pressure that they are feeling and to cope up with the stress (Lederman, 2020).
As supported by Alghamdi et al., (2020), females have stronger self-regulation
than males in online learning contexts. Yu (2021) emphasized that males can
use more learning strategies and have better technical skills than females. The
above findings may have offset the gender preferences in online learning, which
might lead to no significant gender differences revealed in online learning
outcomes. Rationales for inconsistent findings in gender differences may not be
limited to the above. Future research could do more in-depth research into this
field. During the initial phase of the lockdowns in the Philippines, majority of the
respondents spent an average of 0-9 hours on social media to derive information
and news. Those who had access and were satisfied to updated information
experienced less psychological impact and lower levels of stress, anxiety and
depression. Still many express the need for additional and up-to-date
information. They were showing signs of anxiety and moderate psychological
impact which may lead to “headline stress disorder” (Dong and Zeng, 2020).
In the same way, the COVID-19 crisis has already shown an important
psychological influence on individuals, despite considering that research on
COVID-related effects is still in its infancy. A national study in China found that
approximately 35 percent of the population suffered severe psychological
distress and the current crisis induced many psychological disorders, i.e. anxiety
and depression (Qiu et al, 2020). Kecojevic et al., (2020) opposed that the non-
freshmen (sophomores, juniors, and seniors) were more likely to exhibit

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increased levels of anxiety compared to freshmen, and female students reported
significantly higher levels of stress than their male counterparts. The
psychological and emotional effect has also been evident since the start of the
COVID-19 pandemic.
For individuals, its occurrence and spread generate a lot of concerns that
result in higher levels of stress (Roy et al. ,2020). As a matter of fact, Talidong &
Toquero (2020) also mentioned that the COVID-19 crisis has also impacted the
context of Philippine education. Because of the lock down, classes were
postponed. Most colleges and universities have also faced virtual learning
difficulties. Studying and protecting mental health of everyone during the
pandemic crisis is one of the most critical issues facing science, politicians and
administrations in this regard (Holmes et al., 2020). However, not all changes are
bad, as COVID-19 has sparked discovery of new evaluation methods (Richards
et al., 2020) and increased availability of some educational technology items as
some businesses have voluntarily made their instruments available
(Schaffhauser, 2020).
There are some points of view from Terada (2020) which empathized that
the pandemic has shone a spotlight on inequality in America: all students have
been affected by school closures and social isolation, but particularly those living
in poverty. A mental health epidemic is emerging, leading to the harm to their
learning, as many students have lost access to programs provided by schools.
Petzold, Plag, and Stroehle (2020) spelled out as the pandemic occurs, teachers,
students and parents are having a hard time on adjusting because some people
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are not ready for this health crisis. However, the value of meeting basic needs,
taking breaks during working hours, maintaining a balanced diet and doing
physical activity was underlined in a recent study. In addition, personal routine
maintenance can help to gain feelings of safety and control. (Sun, 2016 & Bao,
2020) stated that the effectiveness of online learning depends on the designed
and prepared learning material, the lecturer’s engagement in the online
environment, and lecturer–student or student–student interactions.
Moreover, the cancellation of K-12 summative state assessments
(Gewertz, 2020), the failure of certain applicants to apply or sit for credentialing
exams (Lambert, 2020), the change of examination formats (Richards, West, &
Altavena, 2020) have meant the closing of colleges universities, and testing
centers, suspensions of college entrance exams, and universities choosing to
withdraw admission requirements from college entrance exams (Falk, 2020).
In the same way, the pandemic led to education with the notable growth of
distance learning, it will change drastically. With this sudden change, the
Educators in the classroom wonder whether the adoption of there will continue to
be post-pandemic online learning, and how such a move will affect the world's
Demand in education. Some students died by suicide because of the workloads
and requirements that they need to pass. In the addition from the study of
Basilaia & Kvavadze (2020), In digitally advanced nations online learning can be
successful, which is why in Pakistan is inefficient. In Pakistan, however, a large
amount of learning and teaching, as well as Academic institutions'
administrative tasks are conducted manually (Salam, Jianqiu, Pathan, & Lei,
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2017). But there are instances where parents and students are having a hard
time on adjusting to new normal. Child violence is a major public health problem
associated with lifelong impairments in social, behavioral, and physiological
functioning. (Cicchetti, 2016) Some parents spank their children because of
being stressed due to being unemployed.
As spelled out by UNESCO (2020), the conditions created by social
isolation and other situations, their unpreparedness to assist their children in
remote / online learning, the lack of access to the requisite technologies and the
Internet, or the inadequacy of the technical formats used for children with special
educational needs and economic difficulties are believed to have affected
personal factors, parental concerns which is one of their problem because it will
be additional expenses. Countries that have declared extremely low-level use of
classroom technology prior to current circumstances have reported such
concerns (UNESCO, 2020).
The first indicator of the research variable Psychosocial and Practical
Experiences of Students towards COVID-19 Pandemic is COVID-19 specific
distress (emotional and physical reactions). Although impacts are felt across
populations— and especially in together with the socially-disadvantaged
communities and individuals employed as essential workers — college students
were among the most strongly affected by COVID-19 because of uncertainty
regarding academic success, future careers, and social life during college,
amongst other concerns (Aristovnik et. al, 2020). University administrators could
best serve students if they better understood the impacts of COVID-19 and the
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risk factors of its psychological impacts. These impacts are of critical importance
to warrant immediate mental health interventions focused on prevention and
treatment (Stieger and Swami, 2020) Regardless of the need to critically examine
the negative impact of the pandemic on children's psychological well-being,
researchers should also concentrate on possible positive consequences resulting
from this crisis. Previous research on risk and resilience in disasters has shown
that it is possible to find optimistic adaptation trends, perceived advantages or
even post-traumatic development in adverse circumstances (Tedeschi et al.,
2018). However, the degree to which children exposed to health-related disasters
experience similar positive effects is still unclear, including, for example,
increased cooperation, social bonding, established conceptions of community or
stronger ties to their immediate family through spending more time at home.
In addition, A recent review highlights some of the documented
psychological impacts of COVID-19 on college students (Sankhi and Marasine,
2020) Many feel increased stress levels and anxiety and depressive symptoms
as a result of changed delivery and uncertainty of university education,
technological concerns of online courses, being far from home, social isolation,
decreased family income, and future employment. These impacts have been
observed in universities across the world (Aristovnik et. al, 2020).
Moreover, some point of view from (Vostanis, 2017), which stated that
Children’s mental health needs, especially in trauma have become a national
public health issue. School districts have applied for mental health grants around
the country to help children coping with traumatic stress and to educate workers
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so that they can respond to needs more effectively. School districts have applied
for mental health grants around the country to help children coping with traumatic
stress and to educate workers so that they can respond to needs more
effectively.
To decide how they respond during a crisis, children rely on their parents
or guardians. Researchers have found that when adults in their lives are present
to soothe and support them with their overwhelmed feelings, children who have
been subjected to war trauma appear to have more psychological well-being
(Diab, Peltonen, Qouta, Palosaari, & Punamäki, 2019). Therefore, educating
students about mental health is important. It is not only the responsibility of
parents but also for the educators because educators are secondary parents.
The second indicator of covid-19 psychosocial and practical experience
among college students is healthcare disruption and concerns. At the beginning
of the pandemic, (weforum.org, 2020) mentioned that many policymakers and
fitness leaders took into consideration a distinctly quick disruption of critical
fitness offerings acceptable, however it is miles not put off the shipping of vital
fitness offerings. Without on-the-spot motion to make certain their continuity, the
destiny loss of life toll from communicable and non-communicable illnesses might
be unacceptably high. World Health Organization (2020) also spelled out that the
COVID-19 pandemic has had a first-rate effect at the ability of fitness structures
to retain the shipping of critical fitness offerings. While fitness structures around
the sector are being challenged with the aid of using growing call for care of
COVID-19 patients, it is miles vital to keep preventive and healing offerings,

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specifically for the maximum susceptible populations, together with children,
older persons, human beings residing with persistent conditions, minorities and
those residing with disabilities. Countries want to obtain the choicest stability
among combating the COVID-19 pandemic and protection of critical fitness
offerings.
World Health Organization has been coordinating efforts throughout
numerous areas and departments to help united states of America
implementation of focused moves to reorganize and keep get entry to secure and
notable critical fitness offerings throughout the lifestyles course. Rehm & Kilian
(2020) highlighted that in terms of health and health-related attitudes, they
discovered that cigarette smoking was linked to isolation and depression, while
drinking was linked to loneliness. Several reports have shown that the
pandemic’s psychosocial tension is causing people to smoke and drink.
COVID-19 should be a lesson to all countries that health is not an ‘either-
or’ equation. We must better prepare for emergencies but also keep investing in
health systems that fully respond to people’s needs throughout the life. Based on
reports from key informants, countries on average experienced disruptions in
50% of a set of 25 tracer services. The most frequently disrupted areas reported
included routine immunization – outreach services (70%) and facility-based
services (61%), non-communicable diseases diagnosis and treatment (69%),
family planning and contraception (68%), treatment for mental health disorders
(61%), cancer diagnosis and treatment (55%). (Ghebreyesus, 2020).

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In Addition, over 60% reported disruptions to mental health services for
vulnerable people, including children and adolescents (72%), older adults (70%),
and women requiring antenatal or postnatal services (61%). 67% saw disruptions
to counseling and psychotherapy; 65% to critical harm reduction services; and
45% to opioid agonist maintenance treatment for opioid dependence. More than
a third (35%) reported disruptions to emergency interventions, including those for
people experiencing prolonged seizures; severe substance use withdrawal
syndromes; and delirium, often a sign of a serious underlying medical condition.
30% reported disruptions to access for medications for mental, neurological and
substance use disorders. Around three-quarters reported at least partial
disruptions to school and workplace mental health services (78% and 75%
respectively). (WHO, 2020)
The COVID-19 pandemic has had a major impact on the capacity of
health systems to continue the delivery of essential health services. While health
systems around the world are being challenged by increasing demand for care of
COVID-19 patients, it is critical to maintain preventive and curative services,
especially for the most vulnerable populations, such as children, older persons,
people living with chronic conditions, minorities and people living with disabilities
(Mannelli, 2020). Currently, the COVID-19 crisis is forcing healthcare
professionals to make difficult decisions that might directly oppose their ethical
and moral principles. Such choices include how to apportion inadequate
resources to equally deserving patients, how to align their duty to patients with
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those to family and friends and how to provide care for all severely unwell
patients with constrained or inadequate resources.
The third indicator of covid-19 psychosocial and practical experience
among college students is disruption to daily activities and social interactions.
According to “Ministry of China” (2020), in many parts of the world, the new
virtual system has just begun. Government, and numerous courses are offered in
a well-organized manner online. These initiatives help to mitigate the worries of
many parents regarding the educational achievement of their children by
ensuring that school learning is effectively undisturbed. The ideas of Ministry of
China (2020) were accentuated by the viewpoint of Brazendale et al., (2017)
explained that when children are out of school– they tend to be less active,
longer screen time with their phones or any gadgets and irregular sleep patterns.
These adverse health effects are likely to be much worse when children are
confined to their homes without outdoor activities and interaction with the same
old friends during the outbreak. The psychological impact on children and
adolescents is perhaps a more critical but easily neglected topic.
In fact, 1 in 5 students met the diagnostic criteria for a mental health
disorder (Auerbach et al., 2017; Oswalt et al., 2020). Students are now
facing new and unprecedented challenges (e.g., significant academic change
and disruption, stay at home orders, etc.) due to the COVID-19 global pandemic
that leads to stress (Rajkumar, 2020). Besides, as COVID-19 outbreaks have
occurred internationally, widespread closures, travel bans, social distancing
protocols or any tight security have been implemented to reduce its spread. By
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April 2020, there were school closures in more than 194 countries nationwide,
affecting more than 91 percent of enrolled learners in the world (Lee, 2020;
UNESCO, n.d.). Closures of campuses, disruption of study and internship
placements, widespread shift to remote online learning, improvements in
assessment and tests (Moawad et.al 2020). Moreover, students’ deadlines are
set a year in advance at schools and universities and because of the pandemic,
students cannot seem to figure out their subjects. (Newhall, 2020). As observed
in previous research about disasters, children can be particularly vulnerable to
the COVID-19 effects, as they have more limited resources to understand and
interpret the events associated with the pandemic. To date, the effect of COVID-
19 on student education and well-being has been investigated in one reported
study (Cao et al., 2020). Around 25% of their sample registered symptoms of
stress or anxiety, which were positively associated with increased worries around
academic delays, the pandemic 's economic consequences, and the impact on
everyday life.
This rapid evolution at such a large scale has influenced the students of all
age groups (Hasan and Bao 2020). It is expected that the continued spread of
the disease, travel restrictions and the closure of educational institutions across
the country would have a significant effect on the education, social life, and
mental health of students (Odriozola-González et al. 2020). The students from
the less privileged backgrounds have experienced larger negative impacts due to
the Covid-19 outbreak (Aucejo et al. 2020). Reduction in family income, limited
access to digital resources, and the high cost of internet connectivity have
31
disrupted the academic life of the students. Moreover, 1.5 billion students across
the world are now deprived of basic education (Lee 2020) leading to a serious
psychological impact on their health. Moreover, changes in daily routine including
lack of outdoor activity, disturbed sleeping patterns, social distancing have
affected the mental well-being of the students.
The fourth indicator of covid-19 psychosocial and practical experience
among college students is financial hardships. Jiminez (2020) pointed out
numerous youthful individuals dream of attending to college to set themselves on
a way to victory — that takes on indeed more meaning for understudies who are
the primary in their family to go to college. In any case, aiming to college can put
money related push on these families which push has been exacerbated by the
coronavirus widespread (Jiminez, 2020). 81% of full-time college and college
understudies are confronting money related troubles due to the current
coronavirus widespread, with more than a quarter having inconvenience paying
bills or nourishing themselves (More than half of millennials say their savings on
hand have declined since the onset of the global pandemic, 2020). Amid extreme
financial uncertainty and rising student obligation balances, most college
students say the coronavirus emergency has changed how they feel around their
budgetary future (Dickler, 2020).
Low-income students are battling more against total education, partially
because of the deterrents they face while paying for college. In expansion, they
may have other obligations on their time, jobs or family obligations, which can
make it difficult to urge quickly through college. Although a few tip tops, affluent
32
colleges have the reserves to both give liberal budgetary help to low-income
understudies and get to a suite of assets that will aid them total college, these
schools teach a generally little cut of the low-income understudy population
overall. The widespread advertised an extraordinary case of the polarity within
the college encounter between low-income understudies and those with more
assets to drop back on as they make their way through school. Lastly, students
who are working are also being affected because some businesses are closed
and they are worried because they should pay for the school and for their daily
expenses (Calarco, 2020).
The fifth indicator of covid-19 psychosocial and practical experience
among college students is perceived benefits. Alhas (2020) explained that many
places have given stay-at-home directives for the coming days to contain the
spread of the coronavirus. That implies that many families spend more time
together than they typically do. All that cohesion can present difficulties,
especially because everyone is confined to each other and in close quarters. Yet
you should do a lot to make the most of family time together. Advent Health
(2020) also mentioned on their article that It is indeed hard to ignore the news
right now, and when coronavirus developments occur, we should all be updated.
Reliable news can help soothe a troubled mind, and it can help to alleviate their
fears by talking to children in a way they can understand. But there are moments
when the safest thing is to turn off the news.
The sixth indicator of covid-19 psychosocial and practical experience
among students is functional social support. Their ability to adjust and effectively
33
handle perceived stress in their potential healthcare position can be aided by
their ability to reduce perceived stress and mitigate negative health effects.
(Susan & Amber, 2017). Perceived stress has been linked with adverse physical
health illness, with research suggesting that high levels of perceived stress
contribute to feelings of anxiety, depression, biological and behavioral processes
that play a role in the development of several physical health problems.
Perceived benefits were related to attributes like the perceived value in buying
fair trade clothing and self-image enhancement. (Arpita Khare, 2019). Demands
or obstacles cause the brain and the rest of the body to respond with emotional
or physical tension, which is known as stress. Stressors can be interpreted in two
ways: positively or negatively. Positive stress may be caused by circumstances
that a person perceives as manageable, such as everyday challenges and
obligations at work or school. On the other hand, negative stress is more likely to
occur during life-changing occurrences like divorce, job loss, or the death of a
loved one, and having additional social support may help mitigate the effects.
There is even evidence that rising to the challenge has some health benefits
(Huizen, 2021). This is why lack of psychologically supportive atmosphere and
caregiving can lead to feelings of hopelessness and isolation in the elderly
population, particularly for those with chronic health conditions (Meng et al.,
2020).
In addition, a person's understanding of realistic social support can include
whether they believe they can get emotional support, advice, or simply company
from others to do fun things with, all of which can help them relax. It serves as a
34
reminder that even the most insignificant deeds, such as reaching out to a loved
one, can have a significant impact. (Hawkins, 2019). Several studies have shown
that in the context of the COVID19 pandemic, high social support protects
healthcare workers from posttraumatic stress disorder. (Muller & Hafstad, 2020)
High social support was associated with a lower prevalence of anxiety and
depression. Previous studies have also reported that social support can reduce
stress levels and anxiety in health‐care providers caring for COVID‐19 patients.
(Xiao et al., 2020)
During the pandemic, six studies found that healthcare staff relied on
family and friends for help. The most popular stress coping mechanism was
"family." by Louie et al. (2020) Anxiety and depressive symptoms appear as
stress reactions when experiencing a stressful event for the first time. The
presence of a person who supports them could provide emotional support, and it
is conceivable that it functions to reduce those symptoms. Currently, with the
increase in the number of cases of COVID-19 infection in China, front-line
medical staff are required to wear protective masks and protective clothing,
which may cause added stress.
Moreover, finding social contact and support was the most common way
for healthcare workers to take care of their mental health, with less participation
in or utilization of specialized mental health facilities. Using established social
support during a pandemic, on the other hand, would be difficult. Workloads,
combined with fears of infecting others and high levels of anxiety, can make it
difficult for healthcare staff to access or seek out available social help.
35
Healthcare workers' psychological responses to these situations, such as anxiety
or anger, decrease the empathy and help they receive from their social networks.
Obtaining and using such assistance could be another appropriate aim of an
initiative. (Schulte et al., 2020.)
Takeshi, Hideaki & Miya, (2021) opposed that social help was not found to
be correlated with psychological distress one week after a natural disaster, but it
was found to be substantially associated with psychological distress six weeks
later. Therefore, social support may only influence the maintenance of Post-
traumatic stress and not the early phase of exposure. In this cross‐sectional
study, the duration between responding and exposure varied. In Japan, the first
wave of COVID‐19 was in April. The second wave was relatively mild. During the
recruitment of the sample, the third wave of COVID‐19 hit, leading to an increase
in patients.
Therefore, the population included in this study was a mixture of those
who had cared for COVID‐19 patients recently and those who had cared for them
several months prior. Post-traumatic stress symptoms were not linked to social
support. The severity of Post-traumatic stress symptoms was linked to a lack of
social support. Higher levels of social support at the time of exposure, on the
other hand, were not always linked to the severity of post-traumatic stress
symptoms. They found that social support was not associated with psychological
distress a week after a natural disaster; however, social support was significantly
associated with psychological distress 6 weeks following the natural disaster.
(Cool and Bickman, 2020).

36
Day-to-day and moderate stressors, on the other hand, can be viewed
negatively if an individual feels powerless. (Townley, 2019) defined that social
support is a broad term that refers to the help that an individual receives from
social relationships with other individuals, organizations, and the larger
community. Social reinforcement has been shown to protect older adults from
death in many observational studies. (de Brito TP, Nunes & Dorona, 2017).
Junko & Takeshi (2021) highlighted that the importance of social support in
mental health cannot be overstated. It is characterized as an individual's network
of psychological and material resources when dealing with stress. Social support
may be systemic, functional, emotional, instrumental/material, or informative.
The seventh indicator of covid-19 psychosocial and practical experience
among students is perceived stress management. Stress is a normal reaction
that is hardwired in our body to help protect us with “flight or fight.” When
stressful situations occur, like the COVID-19 health emergency, a normal
response is to feel threatened by the uncertainty. We may feel a lack of control
about what will happen or what we can do to prevent further stress. This
uncertainty might also remind us of past times when we did not feel safe. If we do
not do things to help ourselves, our well-being can be negatively impacted. Well-
being is having good mental health, life satisfaction, a sense of meaning or
purpose, and the ability to manage stress. This unease can also bring back
memories of times when we did not feel comfortable. Our well-being can be
adversely affected if we do little to support ourselves. As a result, developing
successful methods to alleviate and handle stress caused by the pandemic and
37
its aftermath should be a top priority. It is also important that methods for coping
with stress do not add to the strain on healthcare systems that are already
overburdened. (Armocida, Formenti, Ussai, Palestra, & Missoni, 2020).
As they adjust to the new normal, several students discussed how they
are dealing with feelings of overwhelm and frustration. The monotonous routines
and being homebound have contributed to problems with self-regulation, keeping
up with content, and feeling distant from fellow students or others as classes
moved online, triggering anxiety for some. In addition, these widespread changes
represent considerable sources of stress in the population and will have
deleterious effects on mental and physical health going forward. As nations begin
to emerge from ‘lockdown’, the collateral damage to human health caused by
these restrictions has taken center stage, and mental health issues, particularly
stress‐related conditions, and outcomes, are prominent among them. The
imperative for strategies to assist in managing stress and minimizing concomitant
health problems has become a priority. In this commentary, we outline how
stress reappraisal interventions, which have come to the fore in recent years,
may be a potentially efficacious, cost‐effective way to manage stress during and
post‐pandemic, and minimize the health consequences. Stress reappraisal and
mindset interventions have a high potential to assist in stress management
during the COVID‐19 pandemic based on their demonstrated efficacy in the
laboratory and selected applied contexts (Keech et al., 2019).
On the other hand, he perceived benefits of taking action often affect
health-related behaviors. The meaning or effectiveness of engaging in a health-

38
promoting practice to reduce the risk of stress is referred to as perceived
benefits. If a person assumes that doing a certain action will minimize his or her
risk of developing a health condition or lessen the severity of the problem, he or
she is more likely to do so, regardless of empirical evidence about the action's
effectiveness. (LaMorte, 2019).
However, Co (2020) suggested that breaking up from watching, reading,
or listening to news stories, even those on social media, will help you relax. While
it is beneficial to be aware, hearing about the pandemic regularly can be
distressing. Consider restricting your news consumption to a few times per day
and taking a break from your phone, television, and computer screens for a
while. As a result. the prolonged stress caused by the crisis is likely to have long-
term health consequences, such as an increased risk of physical (e.g., chronic
disease risk) and mental (e.g., depression, anxiety disorders, and posttraumatic
stress disorder) issues. (Kuo et al., 2019). Given the persistence of economic
risks, such consequences are likely to last long after the pandemic has ended,
and lockdown steps have been lifted. As a result, chronic stress is an important
public health issue both before and after the current pandemic. (Garfin et al.,
2020).
High levels of perceived stress have been related to feelings of anxiety,
depression, biological and behavioral mechanisms that play a role in the
development of many physical health issues, according to studies. Person
interventions were addressed more often by the participants and were also
considered as more successful in handling stress at work than organizational

39
interventions. (Maja & Adica, 2017). Organizational strategies were described as
an efficient way of handling stress for many reasons, one of which was that they
were key interventions to alter or remove environmental stressors. (Bull, 2016).
In addition, American Psychological Association (2020) suggested on their
article entitled “Coping with COVID-19 related stress as students” are as follows:
Hone self-care Basic self-care will keep your safe framework solid and your
enthusiastic saves full. Get sufficient rest. Work out frequently and Discover
exercises that lock in diverse parts of yourself. Do something physical like
moving. Possess your intellect with puzzles. Find ways to focus Recognize that
the current circumstances are difficult for everybody. Do not judge yourself; fair
do the leading you can. Establish a schedule. Get up, go to bed, and do your
work at the same time each day. If family individuals are diverting you, employ “I
statement” to clarify the problem--“I’m stressed around my exam following
week”—and work together to create solutions. Seek out social support, to combat
confinement, come beside your dorm-mates or graduate school cohort through
innovation. Indeed, something as simple as turning on your webcam amid virtual
classes can assist you and others feel more connected. Find ways to oversee
disappointment, whether it is an internship, thesis defense or graduation
ceremony, vital occasions may not happen this year. Lament those losses, at
that point reframe how you think about these life occasions. Think approximately
how you will honor what you have accomplished. Discover better approaches to
celebrate. Consider reproducing vital occasions once it is safe. Limit your media
utilization. Too much news — particularly social media — can add to your
40
uneasiness. To dodge being overpowered, set limits on your media utilization
and smartphone utilize. Cut through deception by depending on trustworthy
sources just like the Centers for Infection Control and Avoidance and World
Wellbeing Organization. (Maio, 2018)
In the current study, the researchers investigates that the psychological
impacts of COVID-19 and associated risk factors on students across the city of
Davao affects students on some aspects– financially, emotionally, spiritually, and
physically that can lead to depression and anxiety. Therefore, this study will help
the literature to deepen its nature and formulate ideas to lessen this kind of
situations by using the intervention scheme proposed by the researchers–
healthcare program on which its focus are those indicators who have low results.
Theoretical Framework
This theory was anchored on the theory of Erik Erikson (1950) called
Psychosocial Theory in which he stated that from childhood to old age, psychosocial
theory explores shifts in self-awareness, social interactions, and one's connection to
society. People progress through the stages of development based on how they react to
social crises during their lives, according to this theory. These social crises shape how
people respond to their surroundings. It also allows us to emphasize the social nature of
human beings and the important influence that social relationships have on
development.
Moreover, this theory was also supported by the theory of Kolb (1984)
called Experiential Learning theory on which he stated on his own research, he
suggested that there is a correlation between students learning styles and their
41
chosen majors. Experiential learning can be good for helping people explore their
own strengths when learning new things. It also focuses on the idea that the best
ways to learn things is to have experiences. It also addresses how learners can
play to their own strengths as well as developing areas in which they are
weakest.
Lastly, this study was also supported by the theory of Rogers (1975) in which
he stated that protection motivation theory focuses on how people cope with and
make choices in the face of potentially negative or traumatic life events. These
choices are made as a means of defending oneself against potential threats. The
theory aims to understand and predict what drives people to change their habits.
The above theories were adopted in this study because the
researchers believed that those theories presented were useful and it gave
further understanding on the psychosocial and practical experiences faced by the
students and it helps them to identify what strategies they might be used to
prevent having specific distress.
Conceptual Framework
Figure 1 shows the study’s conceptual framework which shows the
Pandemic. The main variable is COVID-19 psychosocial and practical
experiences developed by psychosocial oncology experts Penedo et al (2020)
with the following indicators: COVID-19 specific distress (emotional and physical
reactions) refers on feel anxious about getting COVID-19 (or if positive: I am anxious
42
about becoming ill), health care disruptions and concerns (concerns about medical
care) refers to general medical care has been disrupted or delayed., disruption to
daily activities and social interactions refers to experienced disruptions in day-to-day
social interactions with family and/or friends. , financial hardship refers to financial
difficulties, perceived benefits refers to accepting the situation, functional social
support refers on having a support system during the pandemic and perceived
stress management (ability to manage stress).
The moderating variable is the student profile which is year level and
program / course, mode of learning and types of students and the proposed
program.
The intervention scheme will help the researchers and respondents to
identify and determine what healthcare program will help them to cope during the
health crisis.
43
Main Variable of the study

Intervention Scheme
Psychosocial and Practical Experiences of
Students towards Covid-19 Pandemic
COVID-19 Specific distress
(Emotional and Physical Reactions)
Health Care Disruptions and Concerns
(Concerns about Medical Care)
Disruption to daily activities and social
interactions
Healthcare Program
Financial hardship
Perceived Benefits
Functional Social Support
Perceived Stress Management (Ability
to Manage Stress)
44
Moderating Variable
Profile Respondent
year level
program / course
mode of learning
type of students
Figure 1: The Conceptual Framework of the Study
Significance of the Study
This research study may offer a beneficial source of information to the
school administrators and teachers to gain better understanding about the
psychosocial and practical experiences which are continuously being faced by
the students during this COVID-19 pandemic times & quarantining, and this study
may help them further to formulate a risk management system or self-care
management for the readiness of uncertainties events.
In addition, this study integrated positive social change by increasing
awareness of the psychosocial and practical experiences faced by the students
and it may help them to develop their well- being amidst the pandemic and better
understanding of self-care.
Finally, the study may be used as a reference, a guide and an additional
resource to future researchers and other individuals who might be are interested
45
in this area of study. It may help them in undertaking further research in the
future.
Definition of Terms
The following terms are defined to make them clear and understandable to
the readers.
Psychosocial and Practical experiences of Students, as used in the
study it refers to the Psychosocial and Practical experiences of Students towards
COVID-19 Pandemic, brought about by the COVID19 pandemic in terms of
COVID-19 specific distress, health care disruptions and concerns, disruption to
daily activities and social interactions, financial hardship, perceived benefits,
functional social support, and perceived stress management.
Chapter 2
METHOD
This chapter contains discussions on research design, research locale,
population and sample, research instruments, data gathering procedure and
statistical treatment of data.
Research Design
This study made use of quantitative non-experimental utilizing descriptive
survey research design. In this research design, the researchers will be able to
determine the level of psychosocial and practical experiences students.
According to Aquino (2010), this investigates the extent to which one or more
relationships, or some type exists. The approach required no manipulation or

46
intervention on the part of the researcher other than to administer the instruments
necessary to collect data.
Research Locale
Presented in Figure 2 is the map of the Philippines highlighting Davao
City, a province of Davao del Sur. The study was conducted on one of the
schools at Davao City. Davao City is one of the biggest and safest cities in the
world. City of Davao looks forward to accelerating further not just its economic
development but also the development of different schools in terms of providing
high quality education to all the Dabawenyo students.
In Addition, southeastern Mindanao Island, Philippines. It lies at the mouth
of the Davao River near the head of Davao Gulf. The city is the leading regional
center for southeastern Mindanao and encompasses about 50 small ports in its
commercial sphere. Pakiputan Strait, formed by offshore Samal Island, shelters
both Santa Ana, an urban port servicing small vessel, and the Deepwater port
facilities at Sasa, 5 miles (8 km) north. The ports handle interisland passenger
traffic and shipment of copra, corn (maize), and rice. As an international port,
Davao City ships large quantities of abaca, a natural fibre that is the main
product grown in the adjacent agricultural hinterland.
Population and Sample
The population selected for this study are the 287 Junior High School,
Senior High School and College students from higher institutions in Davao City
enrolled in the second semester of academic year 2020-2021. The respondents
will be chosen through convenience sampling technique. The respondents are

47
chosen because they are the ones who could provide useful information to test
the hypothesis of this research and the researcher wanted to investigate the
Pandemic.
48
Figure 2: Map of the Philippines pointing Davao City

49
Table 1
Profile of Respondents
Indicator N Percentage
YEAR LEVEL
Grade 9 9 3.10
Grade 10 22 7.70
Grade 11 18 6.30
Grade 12 17 5.90
First Year 20 7.00
Second Year 81 28.20
Third Year 120 41.80
TOTAL 287 100
PROGRAM/COURSE
BEED 10 3.50
BSBA 105 36.60
BSED 40 13.90
BSHM 25 8.70
BSIT 17 5.90
BSSW 25 8.70
SHS 35 12.20
JHS 30 10.50
TOTAL 287 100
MODE OF LEARNING
Online 97 33.80
Modular 190 66.20
TOTAL 287 100
TYPE OF STUDENTS
Working Student 128 44.60
Non-Working Student 159 55.40
TOTAL 287 100
Research Instrument
The researcher used a survey questionnaire to acquire information from
the respondents. The tool assessed the level of Psychosocial and Practical
experiences of Students towards COVID-19 Pandemic adopted from the COVID-
19 Impact HRQOL Questionnaire Final (Penedo et al,2020) with the following
indicators: COVID-19 specific distress (emotional and physical reactions), health

50
care disruptions and concerns (concerns about medical care), disruption to daily
activities and social interactions, financial hardship, perceived benefits, functional
social support and perceived stress management (ability to manage stress). The
survey questionnaire has two sections. The part I section of the questionnaire
shows the demographic profile of the respondents. The respondents will be
asked to indicate there year level, program/course, mode of learning and types of
students. The part II section shows the COVID-19 psychosocial and practical
experiences questionnaire.
The questionnaire is composed of 41 items. There were seven (7)
indicators in this study. The first indicator which is the COVID-19 specific distress
have eleven (13) questions; the second indicator which is the health care
disruptions and concerns (about medical care), have three (3) questions, the
third indicator is the disruption to daily activities and social interactions have five
(5) questions; the fourth indicator which is the financial hardship also have five
(5) questions; the fifth indicator which is the perceived benefits have six (6)
questions; the sixth indicator which is the functional social support have four (4)
questions; and the last indicator which is the perceived stress management have
five (5) questions. These survey questionnaires will be submitted to the research
adviser for comments and suggestions. Upon approval, these will be validated by
the experts before the conduct of the survey. The following rating scale were
used in the interpretation of the respondent's answer on Psychosocial and
Practical experiences of Students towards COVID-19 Pandemic.

51
Range of Means Descriptive Level Interpretation
4.20-5.00 Very High This means that Psychosocial and

Practical experiences of Students
towards COVID-19 Pandemic is
always manifested.
This means that Psychosocial and
3.40-4.19 High towards COVID-19 Pandemic is often
manifested.
This means Psychosocial and
2.60-3.39 Moderate towards COVID-19 Pandemic is
sometimes manifested.

1.80-2.59 Low towards COVID-19 Pandemic is
seldom manifested.

1.00-1.79 Very Low
towards COVID-19 Pandemic is not
manifested.
Data Collection
After the approval of the panel of experts the researchers undergo the
following steps and procedures in gathering data of the study.
The researchers identified possible respondents and asked permission to
conduct the study on Psychosocial and Practical experiences of Students
towards COVID-19 Pandemic. Upon the approval, the researchers provide
instructions and requested them to answer the questions honestly and the survey
questionnaire will be administered online via google form. Further, the
researchers retrieve the questionnaires and data were tallied using spreadsheet
52
format and was submitted to the statistician for statistical analysis to address the
research objectives. Moreover, the researchers also asked a list of students who
were enrolled during second semester with their contact information. During the
process of disseminating the questionnaire, the researchers were having a hard
time on making the students answer due to the reasons that some were working,
and the phone numbers was unattended. With the given data, conclusions will be
drawn, and recommendations were formulated. based on the findings of the
research.
Statistical Tool
The following statistical tools were employed in the analysis of data: Mean
was used to determine the level of COVID-19 psychosocial and practical
experiences among students Davao City, Frequency was used to determine the
demographic profile of the respondents, Anova was used to determine the
significant difference in level Psychosocial and Practical experiences of Students
towards COVID-19 Pandemic when analyzed by demographic profile.
Chapter 3
RESULT
This chapter presents the data gathered from the survey and its analyses
which are focusing on the Psychosocial and Practical experiences of Students

53
towards COVID-19 Pandemic. As such, the following tabular presentations are in
accordance with the objectives presented in this study.
Level of the Psychosocial and Practical experiences

of Students towards COVID-19 Pandemic.
Presented in table 2 is the Level of the Psychosocial and Practical
experiences of Students towards COVID-19 Pandemic with an overall mean of
3.94 and has a descriptive level of high. This means that Psychosocial and
Practical experiences of Students towards COVID-19 Pandemic is often
manifested. The said overall mean score was the result obtained from the mean
scores in terms of perceive benefits of µ= 4.28 with a very high descriptive level,
COVID-19 specific distress (emotional and physical reactions) have µ= 4.15 with
a high descriptive level, functional social support have µ= 4.07 with a high
descriptive level, perceived stress management (ability to manage stress) have
µ= 4.06 with a high descriptive level of, financial hardship have µ= 3.77 with a
high descriptive level, health care disruptions and concerns (concerns about
medical care) have µ= 3.70 with a high descriptive level and lastly, disruption to
daily activities and social interactions have µ= 3.57 with a high descriptive level.
The highest mean of all indicators is the perceived benefits and disruption to
daily activities and social interactions as the lowest mean score. Moreover, the
high level of interpretation of the mean scores of all indicators explains that
Pandemic have oftentimes manifested the statements in the covid-19
psychosocial and practical experiences.

54
On the other hand, the level of the psychosocial and practical experiences
of students towards covid-19 pandemic with an overall SD of .43 with a
descriptive level of high. The said overall mean score was the result obtained
from the mean scores in terms of financial hardship with .75, disruption to daily
activities and social interactions with .74, health care disruptions and concerns
(concerns about medical care) obtained .65, perceived benefits have .63,
perceived stress management (ability to manage stress) gained .59, functional
social support .58 and lastly, covid-19 specific distress (emotional and physical
reactions) have .55.
Table 2
Level of the Psychosocial and Practical experiences of Students towards COVID-19 Pandemic
Indicator SD Mean Descriptive Level

COVID-19 Specific Distress
.55 4.15 High
(emotional and physical reactions)
Health Care Disruptions and

Concerns (concerns about medical .65 3.70 High
care)
Disruption to Daily Activities and

.74 3.57 High
Social Interactions
Financial Hardship .75 3.77 High
Perceived Benefits .63 4.28 Very High
Functional Social Support .58 4.07 High
Perceived Stress Management

.59 4.06 High
(ability to manage stress)
OVERALL .43 3.94 High

55
Significant Difference on the Level of the Psychosocial and Practical

experiences of Students towards COVID-19 Pandemic when
analyzed by Year Level.
As depicted in table 2.1, the Psychosocial and Practical experiences of
Students towards COVID-19 Pandemic when analyzed by year level has an
overall total of .391. It means that, the psychosocial and practical experiences of
students towards COVID-19 Pandemic when analyzed by year level has no
significant difference. The decision on null hypothesis is accepted means the null
hypothesis is accepted. It means that the year level had no impact on the
indicators, covid-19 specific destress (emotional and physical reactions), health
care disruptions and concerns, disruption to daily activities and social
interactions, perceived benefits, functional social support and perceived stress
management. However, there is a significant difference in terms of financial
hardship which means that students experienced financial difficulties, been
anxious about losing or having lost my job or my primary source of income and
not been able to purchase or obtain necessities (e.g., food, personal care
products).
Table 2.1
analyzed by Year Level.
56

analyzed by Program/Course.
As depicted in table 2.2, the Psychosocial and Practical

*P<0.0
5 experiences of Students towards COVID-19 Pandemic when
analyzed by program/course has an overall total of .494. It means
that as a whole domain there is no significant difference on the Level of the
Pandemic when analyzed by Program/Course. The null hypothesis is therefore
accepted. It further means that programs and/or courses do not affect on the
indicators, covid-19 specific destress (emotional and physical reactions), health
care disruptions and concerns, disruption to daily activities and social
interactions, perceived benefits, functional social support and perceived stress

57
management. However, analytically or per indicator, there is a significant
difference in terms of financial hardship which means that students experienced
financial difficulties, been anxious about losing or having lost my job or my
primary source of income and not been able to purchase or obtain necessities
(e.g., food, personal care products).
Table 2.2
analyzed by Program/Course

*P<0.0 experiences of Students towards COVID-19
Pandemic when
5
58
analyzed by Mode of Learning.
As depicted in table 2.3, Psychosocial and Practical experiences of
Students towards COVID-19 Pandemic when analyzed by mode of learning has
an overall total of .006. It means that as a whole domain it has a significant
difference between online and modular. Therefore, the null hypothesis is
accepted rejected. On the indicators– health care disruptions and concerns on
which students’ general medical care has been disrupted or delayed and
received adequate information on prevention, protection or care for COVID-19
from my healthcare providers, financial hardships which students experienced
financial difficulties, been anxious about losing or having lost my job or my
primary source of income and been anxious about losing or having lost my job or
my primary source of income and lastly, functional social support on which some
students received emotional support from family or friends when needed,
received tangible support (e.g., financial practical) from family or friends when
needed and been there to listen to other’s problems when needed.

59
Table 2.3
analyzed by Mode of Learning.
*P<0.05

60
Experiences of Students towards COVID-19 Pandemic when

analyzed by Type of Students.
As depicted in table 2.4, the Psychosocial and Practical experiences of
Students towards COVID-19 Pandemic when analyzed by types of students has
an overall total of .864. It means that overall there has no significant difference.
Therefore, the null hypothesis is accepted. It means further that types or
classification of students have no significant difference on the indicators, or the
types or classifications of students does not matter or all types of students
experienced the same regarding on covid-19 specific destress (emotional and
physical reactions), health care disruptions and concerns, disruption to daily
activities and social interactions, perceived benefits, functional social support
and perceived stress management. However, talking about per indicator, there is
a significant difference in terms of financial hardship which means that students
experienced financial difficulties, been anxious about losing or having lost my job
or my primary source of income and not been able to purchase or obtain
necessities (e.g., food, personal care products).
Table 2.4
Experiences of Students towards COVID-19 Pandemic when
61
analyzed by Type of Students.
Chapter 4
DISCUSSION
Presented in the chapter are the further analyses, in-depth discussions
*P<0.05
and research-based interpretations of the findings on the Psychosocial and
Practical experiences of Students towards COVID-19 Pandemic per
demographic profile that was utilized. The way how the discussion is presented is
62
in parallel with the presentation of the analysis and interpretation of the data that
is shown in Chapter 3. The conclusion and recommendations are included herein
as well.
Level of psychosocial and practical experiences

of students towards covid-19 pandemic
The first objective of this study is to determine the level of COVID-19
psychosocial and practical experiences among students of Davao City. The
overall descriptive level of the psychosocial and practical experience of students
towards COVID-19 Pandemic is high. COVID-19 Specific Distress (emotional
and physical reactions) has a descriptive level of high.
COVID-19 Specific Distress (emotional and physical reactions) has a
descriptive level of high. The psychological system includes mental processes
central to a person’s ability to make meaning of experiences and take action.
Emotion, memory, perception, motivation, thinking and reasoning, language,
symbolic abilities, and one’s orientation to the future are examples of
psychological processes. When these processes are integrated, they provide the
resources for managing information, solving problems, and navigating reality.
They contribute to individual differences in motivation, persistence,
independence, ingenuity, personal goals, and feelings of self-determination
(Newman & Newman, 2018).
Health Care Disruptions and Concerns (concerns about medical care) with
a descriptive level of high. The healthcare system is being over strained with
COVID-19 patients, the mental healthcare needs of people with chronic diseases
63
should be given special priority at the same time (Younghun, 2018). Liu (2018)
also stated participants in urban areas had a higher likelihood of perceived
psychosocial fitness, showing susceptible to psychological stressors that their
rural counterparts. In the same way, it is possible that the long-term effects on
mental well-being would be especially serious in the world’s poorest and least-
resourced areas, where mental health facilities were nearly non-existent before
the pandemic (Kola, 2021).
Disruption to Daily Activities and Social Interactions has a descriptive
level of high. Closures of campuses, disruption of study and internship
placements, widespread shift to remote online learning, improvements in
assessment and tests (Moawad et.al 2020). Moreover, students’ deadlines are
set a year in advance at schools and universities and because of the pandemic,
students cannot seem to figure out their subjects. (Newhall, 2020). This rapid
evolution at such a large scale has influenced the students of all age groups
(Hasan and Bao 2020). It is expected that the continued spread of the disease,
travel restrictions and the closure of educational institutions across the country
would have a significant effect on the education, social life, and mental health of
students (Odriozola-González et al. 2020). The students from the less privileged
backgrounds have experienced larger negative impacts due to the Covid-19
outbreak (Aucejo et al. 2020). Low-income students are battling more against
total education, partially because of the deterrents they face while paying for
college. In expansion, they may have other obligations on their time, jobs or
family obligations, which can make it difficult to urge quickly through college. The
64
widespread advertised an extraordinary case of the polarity within the college
encounter between low-income understudies and those with more assets to drop
back on as they make their way through school. Lastly, students who are working
are also being affected because some businesses are closed, and they are
worried because they should pay for the school and for their daily expenses
(Calarco, 2020).
Functional Social Support, descriptive level of high. Stressors can be
interpreted in two ways: positively or negatively. Positive stress may be caused
by circumstances that a person perceives as manageable, such as everyday
challenges and obligations at work or school. On the other hand, negative stress
is more likely to occur during life-changing occurrences like divorce, job loss, or
the death of a loved one, and having additional social support may help mitigate
the effects. There is even evidence that rising to the challenge has some health
benefits (Huizen, 2021). Lack of psychologically supportive atmosphere and
caregiving can lead to feelings of hopelessness and isolation in the elderly
population, particularly for those with chronic health conditions (Meng et al.,
2020).
Perceived Stress Management (ability to manage stress) with descriptive
level of high. As nations begin to emerge from ‘lockdown’, the collateral damage
to human health caused by these restrictions has taken center stage, and mental
health issues, particularly stress‐related conditions, and outcomes, are prominent
among them, nations begin to emerge from ‘lockdown’, the collateral damage to
human health caused by these restrictions has taken center stage, and mental
65
health issues, particularly stress‐related conditions, and outcomes, are prominent
among them. (Keech et al., 2019).
Perceived Benefits has a descriptive level of high. Alhas (2020) explained
that many places have given stay-at-home directives for the coming days to
contain the spread of the coronavirus. That implies that many families spend
more time together than they typically do. All that cohesion can present
difficulties, especially because everyone is confined to each other and in close
quarters. Yet you should do a lot to make the most of family time together.
Significance difference on the level of the psychosocial

and practical experiences of students towards COVID-19
pandemic when analyzed by year level
This is supported by Diab, Peltonen, Qouta, Palosaari, & Punamäki
(2019), when a student’s educating about mental health they can cope stress by
the help and support of their parents or guardians and educators. Demographic
profile of students and Psychosocial and Practical Experiences are related. The
proceeded predominance and spread of the novel coronavirus has been
particularly attempting for first-generation college students, with a modern study
finding that the cohort was particularly helpless to encountering money related
hardships, nourishment and lodging uncertainty, mental wellbeing clutters, and
impediments to transitioning to online courses (Universities around the world
cancelled their onsite classes and shifted their pedagogical processes to online
media. For some universities, the online mode of delivery was not new, unlike
others, which were encountering such forms of teaching for the first time (Sahu,
66
2020). In recent days, reactions to the new coronavirus-10 have resulted in
several changes in daily life. High school students are one of the demographics
that has been most affected by these changes, this year, they are confronted
with issues that have never occurred on this scale before. When schools closed
earlier this month students lost this structure and routine. Many were sent home
with packets of assignment to complete but it is up to them to decides when and
in what order they will do the assignments. At first, this greater amount of
freedom (Kreitz, 2021).
Moreover, because of COVID-19, nearly all K-12 pupils in the United
States are currently missing face-to-face instruction, many parents and educators
are concerned that once the pandemic has passed, children may return to school
with worse grades. There are also concerns that the gap between high- and low-
achieving students will become larger. Due to developmental and intellectual
demands, high school students are becoming increasingly expose to social and
psychological disorder (Soland, 2021).
Therefore, authentic assessments and timely feedback are essential
components of learning. A very crucial part of online distance learning is the
availability of helpful formative assessments and timely feedback to the online
learners. This is found to be challenging for the educators and the education
system. It is more challenging the Bhutanese context due to larger class
strength, lack of online teaching infrastructure and professional development,
and non-participative nature of the students (Doucet, 2020)

67
Significance difference on the level of the psychosocial

and practical experiences of students towards COVID-19
pandemic when analyzed by program or course.
COVID-19 is posting a significant challenge to management education
specially to international students and courses that have an experiential nature
(Brammer and Clark, 2020; Marshall and Wolanskyj, 2020). Entrepreurship
education is considered as an important way to influence the competitiveness of
any country or industry, so it provides opportunities in the COVID-19 pandemic to
progress to a more competitive educational environment (Liguori & Winkler,
2020). Also, the pandemic itself hit social work education like a tsunami and
catapulted social work education into remote working and practice learning, and
online delivery and virtual platforms., This situation eft educato5rsd being
reactive and providing educational support services to students in a short turn
around, which was often deemed less than adequate (Mclaughlin et al., 2020).
American College Health Association educates universities that emotional
well-being necessities are straightforwardly identified with proportions of
scholastic achievement. They discovered that understudies who revealed mental
trouble additionally detailed getting lower grades on tests or significant ventures;
accepting lower grades in courses; accepting a "fragmented" or dropping courses
out and out; or encountering a huge disturbance in theory, thesis, research, or
practicum work (Tull & Feldman, 2017).
On the other hand, Ministry of China (2020) mentioned that in many parts
of the world, the new virtual system has just begun. Government, and numerous
courses are offered in a well-organized manner online. These initiatives help to

68
mitigate the worries of many parents regarding the educational achievement of
their children by ensuring that school learning is effectively undisturbed.
Current data shows that blocking the COVID19 pandemic has varying
degrees of impact on the academic performance of the majority of participants
96.7%. This is consistent with previous research, which reported that COVID19
has had a profound impact on medical students, dental medicine students, and
radiology interns (15-20). Taking online courses has a negative impact on
students; The decline in student progress and success is reported to be related
to online college courses more than traditional face-to-face courses (Bettinger et
al., 2017).
Significance difference on the level of the psychosocial and

practical experiences of students towards COVID-19 pandemic
when analyzed by mode of learning.
Moreover, students from undeveloped, remote, and rural areas had
problems with poor Internet connectivity or even a lack of electricity. They also
cannot ignore poverty, with the result they hold a negative attitude to the online
mode (Kapasa et al., 2020). As spelled out by UNESCO (2020), the conditions
created by social isolation and other situations, their unpreparedness to assist
their children in remote / online learning, the lack of access to the requisite
technologies and the Internet, or the inadequacy of the technical formats used for
children with special educational needs and economic difficulties are believed to
have affected personal factors, parental concerns which is one of their problem
because it will be additional expenses.

69
Compared with teachers in face-to-face classrooms, teachers in all remote
areas reported higher student absenteeism rates and lower student homework
completion rates. These online teachers also stated that they need more support
and guidance in planning teaching than their colleagues who teach in person.
Perhaps unlike other crises, COVID19 highlights the role of technology in
education, especially online technology. Since almost all students are out of
school, more than 90% of high-income countries and 60% of upper-middle-
income countries in the world have turned to online learning to provide students
with continuity of education. Most students in upper-middle-income countries
have participated in online learning, and online learning generally benefits from
"easier access" groups: students from wealthy families and communities or urban
areas. Entities that have long integrated technology into the education system
(Singapore, Estonia, South Korea, Shanghai, New Zealand, Alberta (Canada),
affluent private schools, individual school districts in the United States) are doing
relatively well in terms of speed and fairness. Most students Online learning
extension. The lack of online access and fairness has led to the educational
renaissance of the "old" analog technology: television. (Burn, 2020).
On the other hand, the main challenges that the students have
encountered are self-studying, poor internet connection, lack of sleep and time to
answer all the modules due to the great number of activities, distractions, and
lack of focus. Pe Dangle and Sumaoan (2020).
Significance difference on the level of the psychosocial and

practical experiences of students towards COVID-19
pandemic when analyzed by types of students.
70
The widespread advertised an extraordinary case of the polarity within the
college encounter between low-income understudies and those with more assets
to drop back on as they make their way through school. Countries that have
declared extremely low-level use of classroom technology prior to current
circumstances have reported such concerns (UNESCO, 2020). Lastly, students
who are working are also being affected because some businesses are closed
and they are worried because they should pay for the school and for their daily
expenses (Calarco, 2020). Moreover, One Class found half of all
undergraduates said they need to figure out a new wat to pay for school. Of
those students finding means to pay for college, many ended up unemployed
due to pandemic. Others, like university of California, Riverside student Tristan
Wilkerson, quit her jobs as frontline workers in fear of putting their families at risk
(Ngo, 2021). 81% of full-time college and college understudies are confronting
money related troubles due to the current coronavirus widespread, with more
than a quarter having inconvenience paying bills or nourishing themselves (More
than half of millennials say their savings on hand have declined since the onset
of the global pandemic, 2020).
Low-income students are battling more against total education,
partially because of the deterrents they face while paying for college. In
expansion, they may have other obligations on their time, jobs or family
obligations, which can make it difficult to urge quickly through college. Although a
few tip tops, affluent colleges have the reserves to both give liberal budgetary
help to low-income understudies and get to a suite of assets that will aid them
71
total college, these schools teach a generally little cut of the low-income
understudy population overall. (Calarco, 2020). All students who work while
attending college, university, or graduate school are in part-time or other non-
standard employment. Therefore, for students who make a living from part-time
income, loss of employment would have a significant impact on their lives and
studies.
Conclusion
Based on the foregoing findings and analysis of the study, the following
conclusions are drawn:
There is a high level of the Psychosocial and Practical experiences of
Students towards COVID-19 Pandemic in terms of COVID-19 specific distress
(emotional and physical reactions); health care disruptions and concerns
(concerns about medical care), disruption to daily activities and social
interactions; financial hardship; perceived benefits; functional social support;
perceived stress management (ability to manage stress).
There is a significance difference in level of the Psychosocial and Practical
experiences of Students towards COVID-19 Pandemic when analyzed by mode
of learning. On the other hand, year level, program or course and types of
students has no significant difference on demographic profile.
The healthcare program can be is suggested via the proposed intervention
scheme formulated based on the findings of the Psychosocial and Practical
experiences of Students towards COVID-19 Pandemic in which as such is

72
focused on health care disruptions and concerns (concerns about medical care)
and disruption to daily activities and social interactions.
Recommendations
Based on the findings and conclusions, the succeeding recommendations
are made offered for the beneficiaries of the study:
First, for the school administration, that they may use this research to
improve and provide healthy environment that may enhance the academic
progress of the students in a holistic way.
Second, teachers they may use this study to further reinforce their
understanding about psychosocial and practical experiences being faced by the
students during COVID-19 pandemic and this may help them to formulate risk or
self-care management system(s) for the readiness of any uncertain events for
students.
Also, for the students, on which they may use and apply the healthcare
program that are mentioned in the intervention scheme. Moreover, the result of
disruptions to daily activities and social interactions indicator highly recommends
that the students may attend seminars and trainings about time management. As
an effect, they may be able to learn on how to manage their time wisely.
Lastly, for future researchers, on which they may use this research to
serve as their reference for their future studies that may formulate new ideas
and perspectives.
73
To sum up the above-mentioned recommendations, the students may
hopefully improve their mental health and well-being, control their stress, and
preserve their integrity as a youth. They may also relearn on how to recognize
habits and behaviors that may promote their personal well-being and help them
maintain good self-care over time.

74
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APPENDICES
88
APPENDIX A
Propose Intervention Scheme
89
PROPOSED INTERVENTION SCHEME
This healthcare program developed by the researchers in accordance with the 2
levels of psychosocial and practical experiences of students are the health care
disruptions and concerns (concerns about medical care), and. disruption to daily
activities and social interactions. The researchers believes that there is a need to
improve the psychosocial and practical experiences of students towards covid-19
pandemic particularly on above-mention indicators by the help of this healthcare
program. Thereby, ensuring the optimum level of psychosocial and practical
experiences for the improvement of students’ well-being.
The study basically intends to assist the students in looking at their
weaknesses in terms of psychosocial and practical experiences. The mean score of
3.94 and below are areas where there are rooms for improvement are possible through
these healthcare program. Findings of the current study showed that the level of covid-
19 psychosocial and practical experiences of students.
Following are the indicators of psychosocial and practical experiences of
students towards pandemic in terms of health care disruptions and concerns (concerns
about medical care) has 3.70 descriptive high level and disruption to daily activities and
social interactions has obtained 3.57 high descriptive level, that are basis for the
proposed training program: Since the above items might be factors that will increase the
level of covid-19 psychosocial and practical experiences of students contribute to the
development of their well-being, this becomes the basis for the proposed healthcare
program for the students.

90
This healthcare program is a scheme developed to meet the needs of the
students in terms of disruptions to psychosocial and practical experiences. It is a
series of programs to be undertaken by the Office of Student Affairs of
Assumption College of Davao in giving developmental program in order their
well-being amidst the pandemic. The program will have an ultimate intention of
improving the students’ psychosocial and practical experiences of students
contribute to the development of their well-being.
This healthcare program aims to:
1. Introduce the psychosocial and practical experiences to students for
their development.
2. Increase the level of psychosocial and practical experiences to students
in terms of:
 health care disruptions and concerns (concerns about medical care),
 disruption to daily activities and social interactions,
2. Adapt the healthcare program for students to improve its psychosocial and practical
experiences to students thereby, making them more engage with their loved ones.
I. A SEMINAR ON PROMOTING PHYSICAL AND
MENTAL HEALTH LIFESTYLE
Rationale
Based on the findings, the respondents got a mean score of 4.15 of the
psychosocial and practical experiences to a student that has a rating of
equivalent to high. The result shows that students have covid-19 psychosocial
91
and practical experiences particularly on BSBA, BSSW, BSIT, BSHM,
BSED/BEED, JHS and SHS students. Since the item might be the one that
hinders their relationship with family and friends.
SPECIFIC OBJECTIVES:
At the end of the training will be able to:
1. Acquire basic knowledge on how important physical and mental health.
2. Develop a comprehensive understanding the importance of controlling
emotions.
3. Identify the tips on how to stay fit.
PARTICIPANTS
The program will be conducted in three batches. The first batch are the
group of BSBA, BSSW, BSHM and BSIT whose respondents to this study and
another batch are BSED/BEED, JHS and SHS. This will be done in order that
students in different size of programs or year level will able to identify their
weaknesses and find solutions to improve its covid-19 psychosocial and practical
experiences.
DATE
The first batch of training will be conducted on July 19, 2021; the second
batch will be on July 24, 2021 and the last batch will be on July 27, 2021.
92
SOURCE OF FUNDS
The source of funds for this training will be taken from the program
development fund subject to usual accounting and auditing rules and regulations
and facilitated by the Office of Student Affairs. The total cost in the conduct of
this training is P 25,000.00 including the honorarium, food and venue, supplies
and materials and kits and materials.
VENUE
This training will be conducted at Assumption College of Davao Audio Visual
Room 1, Ground Floor, Queen of Apostles Building, Assumption College of Davao,
Davao City.
RESOURCE PERSONS
Resource Speakers on this program are the health coaches of schools.
They are expert since they are regularly sent to trainings both in the Philippines and
other country. These speakers are also members of different professional
organizations. Namely:
1. Ms. Maria Susan Obena– Guidance Head of Assumption College of Davao
2. Ms. Leah Mae Bayani- College Guidance of Assumption College of Davao.
3. Ms. Rosalyn Garcia- Zumba Instructor, Davao City
SPECIFIC TOPIC
A SEMINAR ON PROMOTING PHYSICAL AND MENTAL HEALTH LIFESTYLE
7:30 – 8:00 Registration of Participants Responsible Staff
Opening Program
8:00 – 8:30 - Opening Prayer Emcee
93
- Philippine National Anthem
8:30 – 9:00
Opening Remarks Representative
9:00 – 10:15 Topic No. 1

“Importance of Communicating Ms. Maria Susan
with Families” Obena
10:15 – 10:30 BREAK
10:30 – 12:00 Topic No. 2 Ms. Leah Mae Bayani

“How to stay physically and
mentally healthy.”
12:00 – 1:00 LUNCH BREAK
1:00 – 2:00 Topic No. 3

“Importance of Physical Activity Ms. Rosalyn Garcia.
and developing personal fitness
program.”
2:00-3:00 BREAK
3:00 – 3:15 Closing Ceremonies Emcee
EVALUATION
The training on promoting physical and mental health will be evaluated by the
participants through the following criteria in order to measure its success and areas that
need to be developed.
NAME & SIGNATURE: _______________________________________________ MALE FEMALE

TITLE OF ACTIVITY: ______________ Date: _May, 2021
1. Were your objectives met in joining this activity? Yes No (state your comments/suggestions
below)
2. PRESENTORS/FACILITATORS (Rating: 1-poor, 2-Needs Improvement, 3-Satisfactory, 4-Very

Satisfactory, 5-Excellent)
94
Speaker Speaker Speaker

#1 #2 #3
2.1 Manner of presentation
2.2 Mastery of the topic and ability to facilitate

discussion
3. PROGRAM AND METHODOLOGY (Pls. mark “x” the appropriate rating)
1 2 3 4 5
Poor Needs Satisfactory Very Excellent
Improvement Satisfactory
3.1 Venue and physical
arrangement
3.2 Program flow and contents
3.3 Relevance and applicability

of topics
4. COMMENTS AND SUGGESTIONS:
MONITORING
After the training, participants will be monitored after three months using the following
form:
Form ACDPM101
95

J.P. Cabaguio Avenue, Davao City
Training Area Measure Reliability Validity Usability
Promoting
physical
and
mental
health
lifestyle
Healthcare
protocols
or
practices
Staying
Connecte
d amidst
the
pandemic
***measure: short-term skills, long-term skills
Interviewed by:
___________________________
PROGRAM DEAN
Conformed by:
___________________________
Participant
96
97
II. Health Care Protocols or Practices
Rationale
The finding shows Health Care Disruptions and Concerns (Concerns
About Medical Care) with 3.70 an equivalent rate of high; This means that the
respondent’s ability to take care of their medical health care is not so much
exercise by students. There is a need to empower students in order for them to
gain knowledge about on how to prevent or protect their selves from the COVID-
19. This will be the basis for the proposed training program on empowering
students.
1. Develop a strategy on how to prevent the virus.
2. Maximizing the use of social media in a good way.
PARTICIPANTS
students in different size of programs or year level will be able to identify their
weaknesses and find solutions to improve its disruptions in day-to-day social
interactions and social interactions.
DATE
98
The first batch of training will be conducted on August 05, 2021; the
second batch will be on August 13, 2021 and the last batch will be on August 19,
2021.
SOURCE OF FUNDS
The source of funds of this training will be taken from the program
VENUE
This training will be conducted at Assumption College of Davao Audio
Visual Room 1, Ground Floor, Queen of Apostles Building, Assumption College
of Davao, Davao City.
RESOURCE PERSONS
Resource Speakers on this program are the RPSy or Registered
Psychologist of different schools. They are expert since they are regularly sent
to trainings both in the Philippines and other country. These speakers are also
members of different professional organizations. Namely:
1. Ms. Isaiah-Girard Rubio, MA, RPsy- Davao City
2. Ms. Ronadora Evardo- Deala PhD, RPsy, RPm, LPT– Davao City
99
SPECIFIC TOPIC
Health Care Protocols or Practices
Opening Program
- Philippine National
Anthem
8:30 – 9:00 Opening Remarks Representative
9:00 – 10:15 Topic No. 1 Ms. Isaiah-Girard Rubio,

“Brief Introduction about MA, RPsy
COVID-19”
10:15 – 10:30 BREAK
Topic No. 2 Ms. Isaiah-Girard Rubio,

10:30 – 12:00 “How healthcare providers MA, RPsy
work.”
12:00 – 1:00 LUNCH BREAK
1:00-3:00 Topic No. 3
“Maintaining Essential Ms. Ronadora Evardo-

Health Deala PhD, RPsy, RPm, LPT
Services and Systems”
3:00 – 3:15 BREAK

4:45 – 5:00
Closing Ceremonies Emcee
100
EVALUATION
The training Health Care Protocols or Practices will be evaluated by the
participants through the following criteria in order to measure its success and
areas that need to be developed.
NAME & SIGNATURE: _______________________________________________ MALE FEMALE

TITLE OF ACTIVITY: ______________ Date: ____________
1. Were your objectives met in joining this activity? Yes No (state your comments/suggestions
below)

Speaker Speaker
#1 #2
2.2 Mastery of the topic and ability to facilitate

discussion

1 2 3 4 5
Poor Needs Satisfactory Very Excellent
Improvement Satisfactory
3.1 Venue and physical arrangement
3.3 Relevance and applicability of topics

101
MONITORING
form:
Form ACDPM101

Promoting
physical
and
mental
health
lifestyle
Healthcare
protocols
or
practices.
Staying
Connecte
d amidst
the
pandemic
Interviewed by:
___________________________
PROGRAM DEAN
102
Conformed by:
___________________________
Participant
III. STAYING CONNECTED AMIDST THE PANDEMIC
Rationale
The finding shows daily activities and social interactions has obtained 3.57 rated
as high descriptive level; This means that the respondent’s ability to take care of family
members or friends is not so much exercise by students. There is a need to
empower students in order for them to develop their love that they have for their
loved ones. This will be the basis for the proposed training program on empowering
students.
1. Develop a deeper connection with family and friends.
2. Develop hobbies that will bond them.
3. Maximizing the use of social media in a good way.
PARTICIPANTS
students in different size of programs or year level will be able to identify their
103
weaknesses and find solutions to improve its covid-10 psychosocial and practical
experiences.
DATE
The first batch of training will be conducted on October 05, 2021; the
second batch will be on October 13, 2021 and the last batch will be on October
19, 2021.
SOURCE OF FUNDS
The source of funds of this training will be taken from the program
VENUE
This training will be conducted at Assumption College of Davao Audio
Visual Room 1, Ground Floor, Queen of Apostles Building, Assumption College
of Davao, Davao City.
RESOURCE PERSONS
Resource Speakers on this program are the RPSy or Registered
Psychologist of different schools. They are expert since they are regularly sent
to trainings both in the Philippines and other country. These speakers are also
members of different professional organizations. Namely:
1. Ms. Isaiah-Girard Rubio, MA, RPsy- Davao City

104
2. Ms. Ronadora Evardo- Deala PhD, RPsy, RPm, LPT– Davao City
SPECIFIC TOPIC
STAYING CONNECTED AMIDST THE PANDEMIC
Opening Program
- Philippine National
Anthem
8:30 – 9:00 Opening Remarks Representative
9:00 – 10:15 Topic No. 1 Ms. Isaiah-Girard

“Nurturing our relationships Rubio, MA, RPsy
during the coronavirus
pandemic.”
10:15 – 10:30 BREAK
Topic No. 2
10:30 – 12:00 “Importance of Ms. Ronadora
strengthening the Evardo- Deala PhD,
connection towards the RPsy, RPm, LPT
family and friends”
12:00 – 12:20
Closing Ceremonies Emcee
EVALUATION
The training on staying connected amidst the pandemic will be evaluated by the
105
participants through the following criteria in order to measure its success and
areas that need to be developed.
NAME & SIGNATURE: _______________________________________________ MALE

FEMALE
TITLE OF ACTIVITY: ______________ Date: ____________
1. Were your objectives met in joining this activity? Yes No (state your
comments/suggestions below)

Speaker Speaker
#1 #2
2.2 Mastery of the topic and ability to facilitate discussion

1 2 3 4 5
Poor Needs Satisfac Very Excellen
Improvement tory Satisfactory t
3.1 Venue and physical arrangement
3.3 Relevance and applicability of topics
MONITORING
form:
106
Form ACDPM101


Promoting
physical and
mental
health
lifestyle
Healthcare
protocols or
practices.
Staying
Connected
amidst the
pandemic
Interviewed by:
___________________________
PROGRAM DEAN
Conformed by:
___________________________
Participant
107
APPENDIX B
A Specific Items per Indicator for Table 2
108
Table 2 Level of the COVID-19 Psychosocial and Practical Experiences Among
Students in Davao City in terms of Health Care Disruptions and
Concerns (concerns about medical care)
Health Care Disruptions and Concerns (Concerns About

SD Mean
Medical Care):
1. My general medical care has been disrupted or
.93 3.43
delayed.
2. My healthcare providers have taken the necessary
.82 3.70
measures to address COVID-19.
3. I received adequate information on prevention,
protection or care for COVID-19 from my healthcare .84 3.97
providers.
OVERALL 0.65 3.70
Table 2.1 Level of the COVID-19 Psychosocial and Practical Experiences Among
Students in Davao City in terms of Disruption to Daily Activities and
Social Interactions
Disruptions to Daily Activities and Social Interactions:

SD Mean
I have...
4. experienced disruptions in day-to-day social
.95 3.61
interactions with family and/or friends.
5. not been able to adequately take care of family
.96 3.51
members or friends I provide for.
6. been unable to perform my typical daily routines (e.g., 1.01 3.83
109
work, physical activity, leisure activity).

7. experienced conflict with household members (e.g.,
1.17 3.13
spouse/partner, children, parents, others).
8. had difficulty or been unable to perform my work as
usual. (e.g., schoolwork) and/or balancing their needs .98 3.79
with other responsibilities.
OVERALL 0.74 3.57
Students in Davao City in terms of financial hardships
Financial Hardship:
SD Mean
I have…
9. experienced financial difficulties. .91 4.20
10. not been able to purchase or obtain necessities
1.06 3.41
(e.g., food, personal care products).
11. been anxious about losing or having lost my job
1.02 3.77
or my primary source of income.
12. not been able to adequately provide for others I
1.01 3.70
financially support.
13. feel nervous about being able to maintain
.87 3.77
adequate health care insurance or not getting it.
OVERALL 0.75 3.77
Students in Davao City in terms of perceived benefits
Perceived Benefits:
SD Mean
I have…
14. greater appreciation for my family and close
.78 4.26
friends.
15. deeper appreciation for life. .80 4.36
16. been more grateful for each day. .75 4.43

110
17. been more accepting of things I cannot change. .74 4.28

18. found new ways of concentrating with family and
.77 4.25
friends.
19. used my experience in coping to deal with
.84 4.12
COVID-19.
OVERALL 0.63 4.28
Students in Davao City in terms of functional social support
Functional Social Support:

SD Mean
I have…
20. received emotional support from family or friends
.85 4.09
when needed.
21. received tangible support (e.g., financial practical)
.84 3.95
from family or friends when needed.
22. been there to listen to other’s problems when
.72 4.34
needed.
23. helped others with financial or practical support. 77 3.90
OVERALL 0.58 4.07
Table 2.5. Level of the COVID-19 Psychosocial and Practical Experiences Among
Students in Davao City in terms of Perceived Stress Management (Ability to
manage Stress):
Perceived Stress Management (Ability to manage

Stress): SD Mean
I am able…
1. to recognize thoughts and situations that make me
.73 4.06
feel stressed or upset about COVID-19.
2. to practice relaxation (e.g., deep breathing,
.81 3.93
meditation) when feeling stress about COVID-19
3. to seek information and plan accordingly to address
.73 3.99
concerns over the COVID-19 pandemic.
4. to re-examine negative thoughts and gain a new .76 4.01
111
perspective when concerned about COVID-19.

5. to give myself the caring and tenderness I need. .76 4.31
OVERALL 0.59 4.06

112
APPENDIX C
Research Questionnaire
Research Questionnaire
Dear Respondents,
Good day!
113
We are a BSBA third year Marketing Management of Assumption College of Davao. We
are currently conducting our institutional research on “COVID-19 PSYCHOSOCIAL
AND PRACTICAL EXPERIENCES AMONG STUDENTS OF DAVAO CITY”. Please
help u generate data by answering this questionnaire. I assure you the confidentiality of
your responses.
Thank you very much!

The Researchers
Part I: Profile of the Respondent

Instruction: Please fill up the needed information below and put a on the box that
corresponds to your answer.
Name (Optional): ______________________________________
Gender: Male Female Others: ________
Year Level: _________________
Program/Course:
BSBA BEED BSED
BSHM BSIT BSSW
SHS JHS
Mode of Learning:
Online Modular
Type of Student:
Working Student Non-Working Student
114
Part II: COVID-19 PSYCHOSOCIAL AND PRACTICAL EXPERIENCES

QUESTIONNAIRE
Instruction: Please indicate the extent to which you agree or disagree with the following
statements. Please use the scale below:
Numerical Rating Interpretation
5 Strongly Agree
4 Agree
3 Neither agree or Disagree
2 Disagree
1 Strongly Disagree
COVID-19 Specific Distress (Emotional and Physical Reactions): 5 4 3 2 1

1. I feel anxious about getting COVID-19 (or if positive: I am anxious
about becoming ill).
2. I worry about possibly infecting others.
3. I am concerned about a family member or close friend getting or
dying from COVID-19.
4. I worry about the possibility of dying from COVID-19.
5. I fear how the COVID-19 pandemic will impact my learnings.
6. I am concerned that COVID-19 puts me at greater risk for being
infected or dying.
7. I feel I have no control over how COVID-19 will impact my life.
8. I have experienced feelings of sadness or depression.
9. I feel negative and/or anxious about the future.
10. I have experienced changes in my sleep.
11. I have experienced changes in my eating.
12. I have experienced difficulty concentrating.
13. I have experienced feelings of social isolation or loneliness.
Health Care Disruptions and Concerns (Concerns About Medical
Care):
14. My general medical care has been disrupted or delayed.
15. My healthcare providers have taken the necessary measures to
address COVID-19.
16. I received adequate information on prevention, protection or care
for COVID-19 from my healthcare providers.
Disruptions to Daily Activities and Social Interactions:
I have...
17. experienced disruptions in day-to-day social interactions with family
and/or friends.
18. not been able to adequately take care of family members or friends I
115
provide for.
19. been unable to perform my typical daily routines (e.g., work,
physical activity, leisure activity).
20. experienced conflict with household members (e.g., spouse/partner,
children, parents, others).
21. difficulty or been unable to perform my work as usual.
Financial Hardship:
I have…
22. experienced financial difficulties.
23. not been able to purchase or obtain basic necessities (e.g., food,
personal care products).
24. been anxious about losing or having lost my job or my primary
source of income.
25. I not been able to adequately provide for others I financially support.
26. feel nervous about being able to maintain adequate health care
insurance or not getting it.
Perceived Benefits:
I have…
27. greater appreciation for my family and close friends.
28. deeper appreciation for life.
29. been more grateful for each day.
30. been more accepting of things I cannot change.
31. found new ways of concentrating with family and friends.
32. used my experience in coping to deal with COVID-19.
Functional Social Support:
I have…
33. received emotional support from family or friends when needed.
34. received tangible support (e.g., financial practical) from family or
friends when needed.
35. been there to listen to other’s problems when needed.
36. helped others with financial or practical support.
Perceived Stress Management (Ability to manage Stress):
I am able…
37. to recognize thoughts and situations that make me feel stressed or
upset about COVID-19.
38. to practice relaxation (e.g., deep breathing, meditation) when feeling
stress about COVID-19
39. to seek information and plan accordingly to address concerns over
the COVID-19 pandemic.
40. to re-examine negative thoughts and gain a new perspective when
concerned about COVID-19.
41. to give myself the caring and tenderness I need.
Source: Penedo, F.J., Cohen, L., Bower, J. & Antoni, M.H. COVID-19: IMPACT OF
THE PANDEMIC AND HRQOL IN CANCER PATIENTS AND SURVIVORS (2020)
116
117
APPENDIX D
Letter to the Validators
January 22, 2021

BSBA Program Dean
Dear Ma’am Ambalong:

118
Greetings!
The undersigned are third year BSBA student in Bachelor of Science in Business
Administration in Marketing Management. As part of the requirements of the subject
Business Research, they are now conducting a study entitled “COVID-19
Psychosocial and Practical Experiences Among Students of Davao City”.
With this, the researchers are glad to consider you to be one of the expert validators
of their questionnaire for the said study. They will appreciate very much if you share
your expertise in this field by rating the content of the questionnaire, Moreover, your
comments and suggestions will be a great help in the validity of their research
instrument.
Thank you very much.
Respectfully yours,

Researchers
Noted By:
Viennalyn G. Vallentis, MBA

Research Adviser
January 22, 2021
CARMELA URMENETA, EdD

119
BEED/BSED Program Dean

Dear Ma’am Urmeneta:
Greetings!
Psychosocial and Practical Experiences Among Students in Davao City”.
instrument.
Respectfully yours,
MARA
VICTORIA
MIÑOZA

Researchers
Noted by:

Research Adviser
January 22, 2021
120
GIOVANNI A. MONTEJO, PhD

Director for Academic Affairs
Dear Sir Montejo:
Greetings!
Psychosocial and Practical Experiences Among Students in Davao City”.
instrument.
Respectfully yours,
MARA
VICTORIA
MIÑOZA

Researchers
Noted by:

Research Adviser
121
APPENDIX E
Questionnaire Validation Sheet
Name of Validator: Giovanni A. Montejo

122
Degree: PhD in Educational Management

No. of years in Teaching: 23
To the evaluator: Please check the appropriate box for ratings.

Scale: 5- excellent 4- very good 3- good 2- fair 1- poor
5 4 3 2 1
1. Clarity of Directions and items /
The test directions and the items are written in a clear and
understandable manner.
2. Presentation and Organization of items /
The items are written and organized in a logical manner.
3. Suitability of items /
The questions are related and suited to the study. The
items appropriately presented the substance of the research.
4. Adequateness of the Purpose /
The number of questions is a representative enough to all
the questions needed for research.
5. Attainment of the Purpose /
The instrument as a whole fulfils the objectives needed for
the research.
6. Objectives /
Each of the item questions requires only one specific
answer or measures only one behavior and no aspect of the
questionnaire suggest on the part of the researcher.
7. Scale and Evaluation /
The scale adapted is appropriate for the items.
Remarks: Okay for Administration.

Note: Pls check reliability of the downloaded questionnaire
(SGD) GIOVANNI A. MONTEJO, PhD
(Signature over printed name)
Name of Validator: DR. JUDITHN. AMBALONG

123
Degree: DOCTOR IN BUSINESS ADMINISTRATION

No. of years in Teaching: 15 YEARS

5 4 3 2 1
1. Clarity of Directions and items
2. Presentation and Organization of items
3. Suitability of items
The questions are related and suited to the study. The items
appropriately presented the substance of the research.
4. Adequateness of the Purpose
The number of questions is a representative enough to all
the questions needed for research.
5. Attainment of the Purpose
The instrument as a whole fulfils the objectives needed for
the research.
6. Objectives
Each of the item questions requires only one specific
answer or measures only one behavior and no aspect of the
questionnaire suggest on the part of the researcher.
7. Scale and Evaluation
Remarks: Please do not omit items in your modified questionnaire based

on your original downloaded survey instrument. PLEASE FOLLOW THE
COMMENTS AND SUGGESTIONS then proceed to administration.
JUDITH N. AMBALONG,
DBA
Validation Sheet
124
Name of Validator: CARMELA G. URMENETA, EdD

Degree: DOCTOR OF EDUCATION – EDUCATIONAL MANAGEMENT
No. of years in Teaching: 16

5 4 3 2 1
1. Clarity of Directions and items /

2. Presentation and Organization of items /
3. Suitability of items /
The questions are related and suited to the study. The items
appropriately presented the substance of the research.
4. Adequateness of the Purpose /
The number of questions is a representative enough to all the
questions needed for research.
5. Attainment of the Purpose /
The instrument as a whole fulfils the objectives needed for the
research.
6. Objectives /
Each of the item questions requires only one specific answer or
measures only one behavior and no aspect of the questionnaire
suggest on the part of the researcher.
7. Scale and Evaluation /
Remarks: Please follow the indicated comments then you may proceed to
administration.
CARMELA G. URMENETA, EdD

125
APPENDIX F
Summary of Rating of Experts as to the

Validity of the Questionnaire
SUMMARY OF THE VALIDATION

126
NAME OF VALIDATORS MEAN DESCRIPTION
4.28 Very Good

Dr. Giovanni A. Montejo
3.87 Very Good

Dr. Judith N. Ambalong
4.00 Very good

Ms. Carmela G. Urmeneta
4.05 Very Good

OVERALL TOTAL
Legend:
4:50 and above Excellent
3.50 – 4.49 Very Good
2.50 – 3.49 Good
1.50 – 2.49 Fair
1.49 and below Poor

127
APPENDIX G
Letter of Request to Conduct the Survey
February 12, 2021

BSBA Program Dean
128
Dear Dr. Ambalong:
Greetings!
We are Bachelor of Science in Business Administration Major in Marketing

Management students of Assumption College of Davao are conducting a study on
“COVID-19 Psychosocial and Practical Experiences Among Students of Davao
City” as requirement for the Business Research subject.
In line with this, we would like to seek your approval to conduct a data collection to
BSBA students.
Rest assured that any information given shall be treated with outmost confidentiality.
We are looking forward to your positive response.
Respectfully yours,
Researchers
Noted By:

Research Adviser
February 10, 2021
CARMELA C. URMENETA, EdD

129
BEED/BSED Program Dean

Dear Dr. Urmeneta:
Greetings!

BEED/BSED students.
Respectfully yours,
Researchers
Noted By:

Research Adviser
February 10, 2021
ELSA VILLANUEVA, MAHum

130
BED Principal
Dear Ma’am Villanueva:
Greetings!

Senior and Junior high students.
Respectfully yours,
Researchers
Noted By:

Research Adviser
February 10, 2021

131
MYLEN C. CANO, MBA-HRM

HRM Program Dean
Dear Ma’am Cano:
Greetings!

In line with this, we would like to seek your approval to conduct a data collection to HM
students.
Respectfully yours,
Researchers
Noted By:

Research Adviser
February 10, 2021

132
REY GONZALES MIT, MIM

IT Program Dean
Dear Sir Gonzales:
Greetings!

In line with this, we would like to seek your approval to conduct a data collection to IT
students.
Respectfully yours,
Researchers
Noted By:

Research Adviser
February 10, 2021

133
MERIAM D. ESTRADA, RSW, MSW

Social Work Program Dean
Dear Ma’am Estrada:
Greetings!

In line with this, we would like to seek your approval to conduct a survey questionnaire
to Social Work students.
Respectfully yours,
Researchers
Noted By:

Research Adviser
134
APPENDICES H
Certificate of Appearance
135
136
CERTIFICATE OF APPERANCE
This is to certify that the following students of Assumption College of Davao have
conducted an online research survey as part of their research paper entitled
“Psychosocial and Practical of Students Towards COVID-19 Pandemic”
The following students are:
1. Mara Victoria Miñoza
2. Patricia Mae C. Perea
The certification is issued upon the request of the above mentioned on whatever
legal purpose it may serve.
Dr. Judith N. Ambalong, DBA

_________________________________
Signature over printed name
BSBA Program Dean

________________________________
Designation

_________________________________
School
March 01, 2021

_________________________________
137
CURRICULUM VITAE
138
Educational Background:
Bachelor of Business Administration

J.P Cabaguio Avenue, Davao City
June 2018- (Present)
Senior High School

Makilala Institute of Science and
Technology
PATRICIA MAE
April 2018
CAMBRONERO
Junior High School
Makilala
PERE National High School
PEREA
March 2016
Primary
Dela Asuncion Elementary School
March 2012
FILIPINO
born on 5th of June in the year 2000. Seminar and Trainings:
 Seminar on “Personality
CONTACT DETAILS:
Development Boot Camp”
09381539489
 Training on “Leadership amidst
Patricia@localmapsguru.com Pandemic”
Block 9, Lot 5, Buhangin, Spring  Webinar on Adapting Research
Valley in Time of Pandemic: Challenges
Davao City, 8000 and opportunities.
 7th Leaders’ Summit
139
Educational Background:
Tertiary
June 2018- (Present)
Bachelor of Science in Business
Administration
J.P Cabaguio Avenue, Davao City
Secondary
2008 - 2012 / Sta. Ana National High School
Primary
2002 - 2008 / Sta. Ana Elementary School
Mara Victoria Seminars attended:
 Progressive approach to integrating

Mandabon community life and mission from social
exposures and awareness.
Miñoza  Advanced first aid basic life support
training
FILIPINO
born on 23rd of March in the year  Basic Fire Safety Awareness training
1996.
CONTACT DETAILS:
09079715989
virtuallymara@gmail.com
R.G. A Village Ponciano, Cabaguio
street Davao City.
140

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1

PSYCHOSOCIAL AND PRACTICAL EXPERIENCES OF STUDENTS

TOWARDS COVID-19 PANDEMIC

ASSUMPTION COLLEGE OF DAVAO

MARA VICTORIA MIÑOZA

PATRICIA MAE C. PEREA

PSYCHOSOCIAL AND PRACTICAL EXPERIENCES OF STUDENTS

TOWARDS COVID-19 PANDEMIC

Faculty of the Business Administration Program

Assumption College of Davao

of the Requirements for the degree

Bachelor of Science in Business Administration

Major in Marketing Management

MARA VICTORIA M. MIÑOZA

PATRICIA MAE C. PEREA

This undergraduate thesis entitled “PSYCHOSOCIAL AND PRACTICAL

VIENNALYN G. VALLENTIS, MBA

APPROVED by the panel of examiners on oral examination with the grade

JUDITH N. AMBALONG, DBA

GIOVANNI A. MONTEJO, PhD JOEL R. POSADAS, MBA,CCNA, LPT

ACCEPTED in partial fulfillment of the requirements for the degree of

JUDITH N. AMBALONG, DBA

May 2021 iii

A significant research paper like this is never the result of a single

To our research adviser, Viennalyn G. Vallentis, MBA, for the continuous

support, giving us motivation and knowledge needed to finish this business

us to interpret and analyzing the data that are being collected.

To our validators Dr. Judith N. Ambalong, Dr. Carmela Urmeneta and

of our research study.

proposed based on the findings of the Psychosocial and Practical experiences of

research by testing the Psychosocial and Practical experiences of Students when

analyzed by demographic profile. This study is a descriptive survey research

is a significant difference in between the levels of the psychosocial and practical

experiences of students towards COVID-19 pandemic when analyzed by

demographic profile. Levels of psychosocial and practical experiences of

the proposed intervention which is, health care acquisition program.

Keyword: Psychosocial, practical experiences, Philippines

LIST OF FIGURES vii

Review of Related Literature 4

Significance of the Study 31

Population and Sample 33

Level of the Psychosocial and Practical

experiences of Students towards

Significant Difference on the Level of the

Psychosocial and Practical experiences of

Students towards COVID-19 Pandemic

when analyzed by Year Level 41

Significant Difference on the Level of the

Psychosocial and Practical experiences of

Students towards COVID-19 Pandemic

when analyzed by Program/Course 42

Significant Difference on the Level of the

Psychosocial and Practical experiences

of Students towards COVID-19 Pandemic

when analyzed by Mode of Learning 44

Significant Difference on the Level of the

Psychosocial and Practical experiences

of Students towards COVID-19 Pandemic

when analyzed by Type of Students 45