ONLINE LEARNING ENVIRONMENT AND MENTAL HEALTH FORTITUDE OF

COLLEGE OF EDUCATION STUDENTS IN A PRIVATE UNIVERSITY

 Chapter 1

Introduction

Online class learning is an approach where the online teaching and

learning process is actualized with the Internet technology (Fordham.edu,

2020). Rouselle Isla, stated that the online learning set up is a combination of

synchronous learning (Learning at the same time with classmates and a

teacher) and asynchronous learning (Learning at any time that works for the

student) and distributing materials (Simplest solution is to email students new

course materials as attachments or link to online resources like videos,

websites or podcasts). With Covid-19 cases escalating by thousands every day,

it won’t be surprising if we just decide to stay inside our homes for the next

couple of years. Online learning reduces the risk of contracting the virus.
Students only need to turn on their gadgets and enter their virtual classrooms

which is probably the advantage of online learning in the Philippines. You don’t

need to catch a ride at the crack of dawn just to make it to your 7am classes

for it is an education without leaving your home (Isla, 2020).

While, mental fortitude is a necessary element of success. It is defined as

the ability to focus on and execute solutions when in the face of uncertainty or

adversity. If we break under pressure, if we lose patience with the process we're

being challenged with, it can easily drive us to quit prematurely. Having the

mental fortitude necessary to succeed requires patience, creativity, exploration

and execution. On the other hand, the concept of mental fortitude provides a

single umbrella term, which, while encompassing many of the key ideas

relating to resilience, offers a more positive and targeted way of helping people

deal with stressful situations (1AD, 2011).

Online learning is the best approach for educators and learners to

ensure there is continuity in education during the current ordeal (Morgan,

2020). Recently, the education system has faced an unprecedented health

crisis (i.e., COVID-19 pandemic) that has shaken up its foundation. Students

towards their learning environment had been experiencing being inadequate,

that results them to be inattentive to their school priorities and undervalued

mental health that affects their development to mental fortitude.

 The negative mental health consequences of online learning among

students can include increased anxiety and absenteeism. These can stem from

the increased demand for new technological skills, productivity, and

information overload (Poalses and Bezuidenhout, 2018). The COVID-19

pandemic worsened these consequences when educational institutions shifted

from face-to-face activities to mostly online learning modalities to mitigate the

spread of COVID-19 (Malolos et al., 2021). Given these, a digital divide

stemming from socioeconomic inequalities can result in mental health

disparities among students during the pandemic (Cleofas and Rocha, 2021).

Thus, mental fortitude towards all students may be affected, that each student

from lower socioeconomic localities have higher mental distress due to their

limited financial capacity to obtain the necessary gadgets and internet

connectivity.

In an online learning environment, priority setting is a factor that may

help students to be motivated, developing and maintaining a stable mental

health towards obtaining mental fortitude. Students are unaware that setting a

priority could always set their way to accomplish their needs first before

engaging from a situation to another. Proper priority setting is something that

can change student’s life on a fundamental basis for the better. With few minor

adjustments in how to prioritize responsibilities may build student a good

study habit and become mentally prepared to its learning environment.

 The finding of this study may serve as a basis to formulate a strategic

plan for students to focus on prioritizing their academic performance and

developmental fortitude that incorporates the findings for preparations of the

online class environment in STI West Negros University.

Statement of the Problem

This study aims to determine the cause and effect of online learning

environment and mental fortitude of College of Education students of STI West

Negros University During the S.Y. 2021 -2022

Specifically, this study aimed to answer the following question:

1. What is the profile of the College of Education students when grouped in

terms of the following variables:

A. Sex

B. Age

C. Educational Attainment

D. Economic Status
2. What is the effect encountered in an online learning environment and

mental fortitude according to the following areas:

A. Resources

B. Time Management

C. Type of Online Learning

3. Is there a significant relationship between the aforementioned variables and

the mental fortitude assessment?

4. Is there a significant relationship between the online learning environment

and mental fortitude when grouped according to the aforementioned variables?

Hypothesis

There is no significant relationship between the demographics and the

mental fortitude assessment.

There is no significant relationship between the online learning

environment and mental fortitude when grouped according to the

aforementioned variables.
 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the literature related to the topic of Online

Learning Environments and Mental Fortitude of College of Education students

in STI West Negros University. It contains discussion and studies conducted

covering many issues related to the topic.

Conceptual Literature

Foreign

During the COVID-19 pandemic, 194 countries and regions temporarily

closed their educational institutions, affecting over 1.5 billion students

worldwide (The United Nations Educational, Scientific and Cultural

Organization [UNESCO], 2020). Fortunately, mobile devices that can connect to

the Internet have allowed students to continue learning in digital

environments. Transcending the spatial limitations of conventional classrooms,

digital learning allows for students to follow the learning content prescribed by

educational institutions and teachers using their preferred learning methods

and at their convenient time and location (Crompton, 2013; Martin &

Ertzberger, 2013). Educational institutions worldwide have attempted to apply

educational technology for providing synchronous or asynchronous online

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

provides flexibility to teachers.

However, the use of such teaching methods may give rise to various

problems, such as data security issues in teaching streaming platforms

(Ministry of Education [MOE], 2020a) and problems related to decreased

exercise levels and prolonged sitting among students that causes

procrastination (Xiang et al., 2020). Researchers have also warned that the

pandemic would exacerbate mental stress that could lead their mental

fortitude down (Flett & Zangeneh, 2020).

Local

Inadequate learning resources

 Another difficulty that repetitively appears in the responses of college

students is the inadequacy of learning resources. Most students use only

phone and need other resources (“I would need laptop and printer to study and

really accomplish my requirements well” -Student 19). Others have a challenge

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

throughout the situation. In this scenario, students cannot engage to the

school’s online learning environment and that results to disrupt their focus

and could cause them stress and anxiety towards their mental fortitude.

Time Management and Conflict with home responsibilities

Time is the most valuable commodity. Once consumed, it can never be

replaced again. On the other hand, it is renewed each day, as discussed and

explained by many researchers in the field of education, time management is a

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

meeting course requirements, managing time, would be of big help, It provides

specifications on loads to work on overtime. (Vic santiago, Wenchel eunice D.

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

have responsibilities at home” -Student 03).

Online Learning

Online learning is defined as learning that use of information and

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,

internet system, and technique to manipulate those digital devices (Smart

Learning Environments December 2021). This has adapted by the students

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

engage classes and that is by doing the hard-copied materials or modules.

These will keep the students to be attach with their schoolwork’s whether there

will be an electricity interruption inside their house. Keeping the student’s

obligation towards their studies may help them at ease and driven for the

wellness of their mental fortitude.

Research Literature

Local

The novel coronavirus 2019 (Covid-19) pandemic and the abrupt

transition of the educational landscape from traditional to online classes have

exposed students to increased risk for mental health problems that can impact

their educational engagement and learning outcomes. Wu et al. (2021)

suggested that in many parts of the world, higher than normal prevalence of

depression, anxiety, psychological distress and insomnia had been noted

among students during the pandemic. Specifically, in the Philippines, studies

have reported high levels of Covid-19-related anxiety in the student population

(Baloran, 2020; Cleofas & Rocha, 2021). These mental health issues brought

about by the pandemic, coupled with unfamiliarity with online learning

environments, can present challenges to student engagement (Chiu, 2021). An

important protective factor against mental health challenges among students

identified by research is mental fortitude. Studies have suggested that mental

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)

among students from various backgrounds. This association between mental

fortitude and decreased psychological distress among students has also been

demonstrated during the time of Covid-19 pandemic (Brouwer et al., 2021).

Mental Fortitude practices can also improve educational outcomes and over-all

school productivity (Cook-Cottone & Guyker, 2018). Zahniser et al. (2017)

suggested the association of self-care with better training progress among

students. Mindfulness selfcare practices and training has been linked to

enhanced learning experiences and professional skills (Gockel & Deng, 2016),

and improved self-fulfilment and motivation among students (Ghanizadeh &

Navokhi, 2019). Self-care has also been suggested to improve self-awareness

and social skills of students during practice (van Vliet et al., 2018).

Cousins and DeLuca (2016) demonstrated the importance of instilling

mental fortitude practices among students to improve their academic

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,

2021; Rotas & Cahapay, 2020). Thus, an empirical investigation is needed to

explore the barriers in practising self-care among students during this

unprecedented time of the pandemic and digital learning.

Since March 2020, the Philippines has retained its quarantine protocols

in varying degrees across the country due to multisectoral challenges in

handling the pandemic (Hapal, 2021). In line with this, the Commission on

Higher Education had pronounced that online learning will continue to be an

integral part of the educational landscape of the Philippines (Magsambol,

2021). Thus, examining how students manage their own well-being through

mental fortitude and how it influences their educational outcomes during the

era of Covid-19 and online learning environment remains very relevant,

especially for the Filipino student population that is under-represented in this

mental fortitude research.

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Fordham. (2015, November 8). Types of online learning. Fordham University: The

Jesuit University of New York. Retrieved December 11, 2021, from

https://www.fordham.edu/info/24884/online_learning/7897/types_of_online_learning

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philippines-moneysmart-2020/.

Lin, Y., Mutz, J., Clough, P. J., &a; Papageorgiou, K. A. (1AD, January 1). Mental

toughness and individual differences in learning, educational and work performance,

psychological well-being, and personality: A systematic review. Frontiers. Retrieved

December 11, 2021, from

https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01345/full.
Poalses, J., & Bezuidenhout, A. (2019, October 27). Mental Health in Higher

Education: A comparative stress risk assessment at an open distance learning

university in South Africa. University of Portsmouth. Retrieved December 11, 2021,

from https://researchportal.port.ac.uk/en/publications/mental-health-in-higher-

education-a-comparative-stress-risk-asses.

Malolos et al, Health Promotion Perspectives, 2021, 11(3), 267-270

doi: 10.34172/hpp.2021.34 https://hpp.tbzmed.ac.ir

Alibudbud, R. (2021, December). On online learning and mental health during the

COVID-19 pandemic: Perspectives from the Philippines. Asian journal of psychiatry.

Retrieved December 11, 2021, from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8457633/.