Professional Documents
Culture Documents
Chapter 2 - Mental Toughness
Chapter 2 - Mental Toughness
Conceptual Literature
Foreign
digital learning allows for students to follow the learning content prescribed by
learning. These types of distance learning have become the optimal solution for
reducing the effect of the COVID-19 pandemic on student learning and also
However, the use of such teaching methods may give rise to various
procrastination (Xiang et al., 2020). Researchers have also warned that the
pandemic would exacerbate mental stress that could lead their mental
Local
in terms of the storage capacity of their available gadgets (“Not enough space in
phone memory due to applications like Zoom, Moodle, Google Meet, and Adobe
Reader -Student 07). These difficulties affect the majority of class that are far
away from their school to those who have financial problems experiencing
school’s online learning environment and that results to disrupt their focus
and could cause them stress and anxiety towards their mental fortitude.
replaced again. On the other hand, it is renewed each day, as discussed and
great factor to one’s life. If it’s managed well, it yields well, if not, excellent
performance (Candelario, 2005). For any students who are in the face of
Nicomedes) As we manage our time with our studies during the pandemic, we
have responsibilities inside our homes that are interrupting our time plan in
terms of facing emergencies that are necessary to do inside our home. Since
students are mostly doing online classes at home, students voiced difficulty
with balancing and home responsibilities and remote learning. It keeps their
time divided (“I also have all the responsibilities here at home. It does not mean
that we are at home we have all the time” -Student 02). Home responsibilities
affect their focus (“We cannot entirely have our full focus studying since we still
Online Learning
communication technologies (ICTs). Thus, the social distance which is the most
important part during the pandemic can be maintained without hesitating the
learning progress. The pieces of equipment and facility needed to conduct the
learning process include laptops and devices of both teacher and student,
and the teachers whereas they follow an organized way of doing classes as
Asynchronous and Synchronous classes which has become effective so far. But
since, students were not able to adapt this situation with a cause of lack in
resources. This research also wants to imply that there is always a way to
These will keep the students to be attach with their schoolwork’s whether there
Research Literature
Local
exposed students to increased risk for mental health problems that can impact
suggested that in many parts of the world, higher than normal prevalence of
(Baloran, 2020; Cleofas & Rocha, 2021). These mental health issues brought
fortitude can decrease stress (Moore & Wilhelm, 2019), diminish substance-
abuse-related problems (Colomer-Pérez et al., 2019), enhance sleep (Di
Benedetto et al., 2020) and improve over-all quality of life (Ayala et al., 2018)
fortitude and decreased psychological distress among students has also been
Mental Fortitude practices can also improve educational outcomes and over-all
enhanced learning experiences and professional skills (Gockel & Deng, 2016),
and social skills of students during practice (van Vliet et al., 2018).
performance and build social inclusion, especially for those with health needs.
The importance of providing students with capacities to care for their own
physical and mental wellbeing has been more emphasized during the Covid-19
pandemic to ensure that they are engaged in and learning from their online
classes while being in the midst of a public health emergency (Chiu, 2021).
However, due to the drastic societal changes brought about the COVID-
19 pandemic, the usual life patterns of students have been disrupted. Aside
from their classes that moved from classroom to home setting, the physical,
social and recreational aspects of their lives had been limited by quarantine as
well (Power et al., 2020). Students have been observed to be more sedentary
during this period (Stockwell et al., 2021). These can decrease students’ ability
to practice mental fortitude and gain its health and educational benefits (Chiu,
Since March 2020, the Philippines has retained its quarantine protocols
handling the pandemic (Hapal, 2021). In line with this, the Commission on
2021). Thus, examining how students manage their own well-being through
mental fortitude and how it influences their educational outcomes during the
METHODOLOGY
compare and correlate the variables of online learning environment and the
describe the degree of online learning environment and the extent of student's
Respondents. The respondents of this study will involve 100 out of 503 college
of education students of STI West Negros University for the school year 2021-
determined using stratified random sampling. After securing the list of college
of education students enrolled for the academic year 2020-2021, the sample
size was computed using the Raosoft calculator. The fishbowl technique was
Variable f %
Age
Adolescence 15 13.04
Millennials 10 8.7
Sex
Male 10 8.7
Female 10 8.7
Economic Status
30k-100,000/month 11 9.57
Employed 6 5.22
Resources
Laptop/Wi-fi 13 11.3
cleanliness and peace and order. The assessment will be rated using the
excellent.
Data collection procedure. The permission for the use of the instruments and
the superintendent and admittatur’s approvals in the conduct of the study will
researcher will conduct the survey thru online chat via messenger, and will
forms. The respondents will be briefed on the nature, purpose, scope, and job
description in the conduct of the study. Researchers will also relay the
statistical tool.
analyses will be employed in the analyzing the data. The descriptive analysis
Percentage, Rank and Frequency count. The comparative analysis will measure
the difference when assessors are grouped. The correlational analysis will
analyze the correlation between the degree online learning environment and the
References:
(2022). Retrieved 16 January 2022, from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8457633/
Joaquin, J. J. B. (2020). The Philippine Higher Education Sector in the Time of COVID-
19. Frontiers. https://www.frontiersin.org/articles/10.3389/feduc.2020.576371/full
Rotas, E., & Cahapay, M. (2022). Difficulties in Remote Learning: Voices of Philippine
University Students in the Wake of COVID-19 Crisis. Retrieved 16 January 2022, from
https://zenodo.org/record/4299835#.YeSR4flBy00
Cleofas, J. V. (2021). Self-care practices and online student engagement
during Covid-19 in the Philippines: A mixed methods study. Issues in Educational
Research,
31(3), 699-717. http://www.iier.org.au/iier31/cleofas.pdf
Bual M. (2021) (View of Correlating the School Climate and Teacher Leadership of
Catholic Schools in Antique, Philippines | Asian Journal of Education and Social
Studies. (2022). Retrieved 17 January 2022, from
https://www.journalajess.com/index.php/AJESS/article/view/30514/57228