From Stress to Success: Pupils’ Struggles and their Coping Mechanisms in the Modular Distance

Learning

A Basic Research Proposal

Presented to

The Schools Division Research Committee

Zamboanga Sibugay Division

By

Gernanie DJ Tejano Lapinig

October 2021
INTRODUCTION AND RATIONALE

The spread of COVID19 in many countries around the world was declared a public health

emergency of global concern in January 2020 (Mahase, 2020) and has affected most sectors and

various area of human life. Governments have ordered mandatory border closures and health

authorities have put in place strict health regulations and protocols to help prevent the spread of

the virus. Many businesses have had to close and travel is only allowed for essential transactions.

People from all walks of life have faced anxiety, stress, and uncertainty. Virus containment

measures require the closure of buildings, including basic education, colleges and universities,

and skills development facilities. And its unprecedented emergence has raised questions about the

readiness and initiative of the government system. In response, the education sector has created a

continuity plan for learning, and steps have been taken to ensure that learners still have access to

education despite the current situation.

The learning continuity plan of the Department of Education (DepEd) included the

implementation of the different modalities of learning delivery. These modalities are: face-to-face

learning, distance learning, blended learning, and homeschooling. However, among these

modalities, only the distance learning was allowed to be implemented in the public schools to

ensure the safety of both students and teachers. With this modality, students are at home learning

at their own pace as they answer modules, attend online classes and answer online tests and

activities, or listen to radios and watch TV programs airing educational contents. This is the set-

up of the so-called “new normal” in the educational system of our country. As its name suggests,

this new normal brought a lot of new changes and a lot of new problems to the teachers, parents

and students.

The study of Huckins (2020, in McNiff 2020) postulates that Coronavirus pandemic had an

immediate impact on the mental health of students. The study recorded spikes in depression and

anxiety at the beginning of the pandemic in early March, just as the school pushed students to

1
leave school and begin remote learning. The researcher attributed it to the decrease in activity

among these students related to lockdown orders implemented at the time.

Saavedra (2020) commented that the pandemic the whole world is experiencing right now is

potentially one of the greatest threats in global education, a gigantic educational crisis. He

supported his claim saying that as of March 28, 2020, the COVID-19 pandemic is causing more

than 1.6 children and youth to be out of school in 161 countries. This number is close to 80% of

the world’s enrolled students

The pandemic has required many adjustments and transformations as students continue to

learn not in the classroom but at home. Many challenges are also encountered in making this

transition from face-to-face to distance learning. In fact, the opening of classes has been

postponed twice to give schools enough time to prepare for this set-up. Despite the postponement,

many students and teachers are still struggling to prepare for distance learning.

According to Perez (2020), teachers are worried that modular distance learning will not

work to some of the students because aside from they can’t read and comprehend on their own;

their parents are also not capable of guiding them because they too are not capable of reading with

comprehension as well.

In addition, since classes began various cases of suicide possibly related to stress within

the new normal education set-up have been recorded. According to the Bicol Region suicide case

report, difficulties with online learning such as problems with phone signal, problems with

internet connection and the cost of purchasing load are the most common reasons why more

people are more likely to commit suicide.

Considering education as a global common good (United Nations, 2020), students

continually strive to survive and demonstrate positive actions, responses, and outlook to surpass

the everyday struggles associated with remote learning. While action is the antidote to despair;

coping strategies are also the antidote to stress and challenges. Conceptually, Chowdhury (2020)

defined coping strategy as a set of adaptive tools administered to proactively avoid burnout.

Berjot and Gillet (2011) further contended that coping is a response behavior used by an

2
individual to protect himself or herself from a painful stimulus that may provoke his or her stress

and anxiety. In this study, coping is a strategy or mechanism employed by the students to

successfully manage stressful events and situations pertained to remote learning amid the

COVID-19 pandemic.

Modular learning is the most popular type of Distance Learning. In the Philippines, this

learning modality is currently used by all public schools because according to a survey conducted

by the Department of Education (DepEd), learning through printed and digital modules emerged

as the most preferred distance learning method of parents with children who are enrolled this

academic year (Bernardo, J). This is also in consideration of learners in rural areas where the

internet is not accessible for online learning.

In Del Pilar Elementary School where this study was conducted, the researcher observed

that many learners are experiencing problems in relation to modular distance learning. Feedbacks

from parents and learners received personally or through online and SMS indicated that students

are no longer prioritizing actual learning, but simply the accomplishment of all the tasks in their

Self-Learning Modules.

In view of this condition, the researcher opted to conduct this study to identify the

struggles of the pupils in distance learning and determine the stress coping mechanisms the

learners employed to cope with these struggles. Moreover, from the results of this study, the

researcher hoped to design an intervention that can alleviate the students’ struggles. The

researcher aimed to implement this intervention in the third and fourth quarters of this school year

to give learners more time to survive the new normal.

LITERATURE REVIEW

Even before the Covid-19 pandemic, learners have been struggling and coping with a lot

of difficulties in many aspects of their lives. Mazo (2015) observed that learners’ struggles are

found everywhere, that is, at home, with friends, in school, in the classroom. It is just around the

corner. It simply cannot be avoided because it is part of a learner’s life. In fact, a lot of learners

experience struggles every day. It could be brought about by many factors. The causes and levels

3
of struggles vary from one person to the other. No person is free from it, regardless of how

privileged, reasonable, clever, and intelligent he may be. Every learner will be challenged at times

by frustrations, failures, losses, changes and conflicts.

Stress is not an ordinary thing that may be set aside and ignored. Giving utmost attention

to it from the very start of the symptoms is necessary and taking proper action is a must to avoid

its worst effects (Mazo, 2015). Essel and Owusu (2017) added that learners’ struggles can,

however, be managed through the introduction of a stress management course and engaging in

extracurricular activities.

Kumar and Bhukar (2012, in Perino et al., 2016) stated that inadequate adaptations may

lead to psychological problems that would cause abnormalities toward one’s behavior. Although

students are aware of stress and become their routines in life, it could still affect the future of

students if they are much exposed to major stress when one did not effectively cope nor address

properly the stress that would result to pressure.

Stress has also been found to be a major contributing factor to academic performance.

Kaplan & Sadock, (2000), stated that, although an optimal level of stress can enhance learning

ability, Niemi & Vainiomaki, 1999; argued that, too much stress can cause physical and mental

health problems and may affect the academic achievement of students (Elliot et al., 2005; Hofer,

2007; Robbins et al., 2006; Trautwein et al., 2006; Was et al., 2006).

Another result of a study about the causes of students’ stress revealed that different factors

cause stress among students. These factors included: relationship factors, environmental factors,

academic factors, and personal factors. With respect to relationship factors, working with new

people was the main cause of stress for students. In the case of environmental factors, worries

about the future was the main factor causing stress among students, whereas class workload was

the main element of stress with regard to the academic factors. In the category of personal factors,

financial problems caused most stress to students (Essel & Owusu, 2017).

Rogers and Yassin (2003, in Guevarra & Cimanes, 2017) said that it is important for

students to develop different coping strategies in order to encounter and manage stressful

4
conditions. If not handled well, the stressors that originated from financial problems, sleep

deprivation, societal activities and many more can affect student’s ability to perform.

All the studies mentioned above proved that students go through a lot of struggles in their

lives. Some are school-related while others are not, but all these struggles affect their performance

and how they perceive themselves. With the present situation that the entire world is experiencing

given the Covid-19 pandemic and the shift from traditional face-to-face learning to distance

education, we can safely conclude that the students are going through struggles right now. If these

struggles are not mitigated, students may resort to negative solutions such suicide, depression,

anxiety, or addiction. Therefore, the need to acquire effective coping mechanisms is imperative.

Coping strategy or coping mechanism refers to ways to handle stressful and troublesome

circumstances. Richard Lazarus and Susan Folkman scientifically defined coping as the sum of

cognitive and behavioral effort, which are constantly changing, that aim to handle particular

demands, whether internal or external, that are viewed as demanding (Guevarra & Cimanes,

2017).

According to the Coping Theory of Lazarus and Folkman (1984), coping is the constantly

changing efforts, both cognitive and behavioral, of a person to manage external and internal

demands that are considered as taxing or exceeding the resources of a person. It is the conscious

and unconscious efforts that a person puts in a situation to solve problems and reduce stress. The

theory further posits that coping is highly individualized and dependent on the personality

patterns and perceptual experiences of a person. Lazarus and Folkman’s model stated that

successful coping mechanisms depend on the emotional functions related to the problem. Lazarus

classified these eight emotional functions as: self control; confrontation; social support; emotional

distancing; escape and avoidance; radical acceptance; positive reappraisal; and strategic problem-

solving.

The study of Kwaah and Essilfie (2017) disclosed that students used multiple strategies,

mainly praying/meditating, self-distracting activities such as watching TV and listening to music

to cope with stress. Other important stress coping strategies were emotional and instrumental

support from family, friends and lecturers.

5
 On the other hand, the different stress coping mechanisms of Senior High School students

of Parañaque National High School in Baclaran are use of instrumental social support, mental

disengagement, use of emotional social support, planning and active coping. Students must know

themselves even more especially in dealing with the stress they are experiencing (Guevarra &

Cimanes, 2017).

In the study of Hearon (2015) where she studied the stress and coping strategies of

students in Accelerated Academic Curricula and its relationships students’ success, results

showed that the students who employed time and task management, sleep, and deterioration to

cope were more likely to experience higher academic achievement, while those who coped by

seeking academic support, skipping school, engaging in social and creative diversions, using

substances, reducing effort on schoolwork, and handling problems alone were less likely to be

academically successful. Additionally, those who used cognitive reappraisal, turning to family,

and social and athletic diversions were more likely to experience high life satisfaction, while

those relying on creative diversions, reduced effort on schoolwork, handle problems alone, and

deterioration were less likely to have high life satisfaction.

The identification of functional and dysfunctional coping strategies may facilitate the

prevention and intervention of mental health concerns in youth, as coping contributes to the extent

to which psychopathological symptoms develop from stress. It is necessary to explore the extent

to which high-achieving students employ different types of coping strategies in response to their

intense academic demands, as research has demonstrated that students’ use of specific coping

behaviors has meaningful associations with academic and mental health outcomes (Hearon,

2015).

Considering the importance of effective coping mechanisms, Perino et al. (2016)

recommended that teachers can guide and monitor their students properly in order to give

immediate action and help to students who are facing different kinds of stress. One way to help

their students is by giving them motivation to face their struggles in life optimistically. Schools

can also conduct and provide school-based seminars for the students. This seminar shall include

6
the practices and coping mechanisms in order students to be aware and prepared for the possible

stress they are going to encounter.

This idea was backed by Guevarra and Cimanes (2017) who also recommended that

teachers play a part in helping students cope with their struggles. They further stated that the

teachers may serve as the stress coping mechanism of the students. So, they must be open for their

students by giving them advice on what is the right thing to do. Schools can also help the students

by creating programs and activities for the students that will enhance their coping strategies when

dealing with the stress.

Although the students in this time of the pandemic are in their homes continuing their

education, it does not mean that they are out of the teachers’ responsibility. Despite the distance,

the teachers can still extend their sympathy and concern by helping the students effectively cope

with the struggles they are experiencing as they are trying to survive the demands of the new

normal in education. Since the pandemic is still raging havoc in the country, it is high time that a

study about the struggles of the students in distance learning and how they are coping is

conducted so that an intervention may be crafted to alleviate these struggles.

RESEARCH QUESTIONS

This research examined the struggles encountered by the learners in the new normal set-up of

education and the coping mechanisms they employed to cope with these struggles. Specifically, it

aimed to answer the following questions:

1. What are the struggles encountered by the students in Modular Distance Learning?

2. What coping mechanisms do students employ to cope with these struggles?

3. What intervention can be designed to alleviate these struggles of the pupils?

SCOPE OF THE STUDY

7
 The following scope and limitation of this study involved the following parameters that

were projected to make this study different from other studies in the field and to find its rightful

place in the broad area of educational research, as well as its input in the reservoir of knowledge.

This study focuses only on the struggles encountered by the pupils in the modular distance

learning and the mechanisms they employed in coping with these struggles. It will be conducted

at Del Pilar Elementary School, Del Pilar, Malangas during the school year 2021-2022. The

participants of this study are the 10 pupils of Del Pilar Elementary School who were purposively

chosen by the researcher based on the following criteria: taking up modular distance learning,

between ages 10-13, learners with no household partners in learning. Since this study employs the

case study qualitative research design, the participants will be subjected to in-depth interviews

regarding their struggles and their coping mechanisms in Moluar Distance Learning. During these

interviews, the researchers will use an interview guide composed of 3 sets of questions

(exploratory questions, engaging questions, and exit questions) to get information from the

participants.

In general, the conduct of this study involves the following steps: purposive selection of

the participants, asking the consent of the participants to conduct the study, interview with the

participants, and analysis of the data gathered.

RESEARCH DESIGN:

The study uses qualitative research; the nature of this research is the contextually

grounded, socially constructed and experience-based nature of scientific knowledge. The intent of

this qualitative study is to examine a component of the pupils’ experience and inspire further

investigation.

a. Sampling

This study employs the purposive sampling technique. A purposive sampling technique is

a type of non-probability sampling technique which uses the researcher’s judgment in selecting

8
the participants of the study. Alvi (2016) said that the criteria of the elements that will be

included in the study are predefined. Therefore, researchers do not include everyone who is

available, but rather those available who have met the defined criteria.

As applied in this study, the researcher will use the following criteria in selecting the

research participants: taking up modular distance learning, between ages 10-13, learners with no

household partners in learning. There were 10 participants of this study who were purposively

chosen by the researchers using the above-mentioned criteria. The researcher opted to choose

those who are taking up modular distance learning because it is the most common modality of

distance learning applied in the locality. Studying about it would be relevant, timely, and

purposeful. The researcher also chose those students who are between the ages of 10-13 because

the researcher believed that these are the ages where an individual starts to be mature, learns to be

responsible, and takes a struggle more seriously. Thus, getting more insights from this group of

students is feasible. Another characteristic of the participants is that they have no household

partner in learning. This means that they don’t have a parent, guardian, or an elder sibling who

could guide them in learning at home. This group of learners is independently working on their

modules on their own and on their own volition. The researcher decided to include these learners

because having no household partner in learning is the most common problem of students in

distance learning since most of the parents/guardians are working. The researchers believed that

this group of students can best show the true nature of distance learning; hence, more accurate

data is secured for better intervention in the future.

b. Data Collection

Before officially gathering data for the study, the researcher will ask permission from the

office of the Schools Division Superintendent of the Zamboanga Sibugay Division to conduct the

study. After obtaining the approval of the SDS, the researcher will seek the consent of the school

head. When the permission will be given, the researcher will get from the school head the list of

pupils for the school year 2021-2022 with their corresponding profile. From this list of students,

the researcher will select the possible participants of the study. The researcher will then inform

9
the possible participants about the study, its purpose, and their role in the conduct of the study.

Informing the participants will be done through various means such as calling or texting them

with their mobile phones, and contacting them through Facebook or Messenger. Once they will

give their permission to participate, the researcher will require them to sign the informed assent

and orient them of their rights as research participants. When all permissions are secured, the

researcher will conduct an in-depth interview which will be recorded audio-visually.

All the interviews are to be conducted face-to-face in adherence to the safety protocol

implemented in the community. The researcher will use an interview guide which consists of

three sets of questions: exploratory questions, engaging questions, and exit questions. In some

instances follow-up questions are added to clear some points and ask for further elaboration. The

interview guide is developed by the researcher and validated by five master teachers from other

schools who were considered experts in the field. It has five questions that aim to extract

information from the participants about their struggles and their coping mechanisms.

c. Ethical Issues

Some important ethical concerns that should be taken into account while carrying out

qualitative research are: anonymity, confidentiality and informed consent. Furthermore, the

researcher must endeavor to minimize the possibility of intrusion into the autonomy of study

participants by all means. All participants were informed about the details of the study.

Participation in the study was voluntary, and pupils could withdraw from the study without any

consequences. The anonymity of participants was guaranteed. To ensure confidentiality,

participants were provided with an encrypted code. Only researchers had access to research data.

d. Plan for Data Analysis

The analysis of data will commence using thematic analysis. Braun & Clarke (2006)

explained that thematic analysis is a method for identifying, analyzing, and reporting patterns or

themes within data. It minimally organizes and describes a data set in rich detail. It follows the

following procedure: familiarization with the data, coding, generating initial themes, reviewing

themes, defining and naming themes, and writing-up.

10
TIMETABLE/GANTT CHART

Septe Octob Novem Decem

January Februar March April May June July
Activities mber er ber ber
2021 y 2021 2021 2021 2021 2021 2021
2021 2021 2021 2021

PRE-
IMPLEMENTAT
ION

Conceptualizati
on,
consultation
and Planning
meeting with
the School
Head and other
individuals
with technical-
know-how to
the topic

Preparation,
finalization and
submission of
Research
Proposal

Communicatin
g the approved
action research
proposal to the
respondents

IMPLEMENTAT
ION PLAN

Conduct Data
Collection
through
interview

Analyze the
data collected
using thematic
analysis

Sharing of
Study’s Results
and
Implications to
teachers
through LAC

11
session

Conduct
Training to
teachers,
selected
parents and
pupils on
Giving Advice
and
Counseling,
Emotional and
Mental
Support, and
Effective
Coping
Mechanisms

Progress
monitoring and
evaluation of
all planned
activities

Submission of
Training
Completion
Report

Conduct
Parent-
Teacher/ Pupil-
Teacher
Academic
Weekly
Consultation

Sustain
Consultation
activities
through
Offline/Online
Kumustahanay

POST
IMPLEMENTAT
ION

Preparation
and submission
of Complete
Basic Research

12
Write-up

a. Evaluate the
project/
program

b. Gather
recommendati
on and
feedback
c.Submission of
final basic
research write
up

d.Reimplement
if found
effective

Communicatio
n of Final
Research
results to
External and
Internal
Stakeholders

Reimplementa
tion if found
effective with
revisions

COST ESTIMATES

a. Meals (Conduct of Training & Seminar on Teachers, Selected Parents, Selected Pupils on

Psychosocial Support Services, Giving Advice and Counselling, and Effective Coping

Mechanisms)

Snacks @ Php 50 x 27 pax (teachers, researcher,participants, Guidance Counsellor) x 4

times = Php 5,400

Lunch @ Php100 x 27 pax (teachers, researcher,participants, Guidance Counsellor) x 2

days = Php 5,400

13
 Honorarium (Resource Speaker) =Php 2,000

b. Resources

Paper & Printing cost = Php1,500.00

Intervention & Programs (Consultation/Weekly Kumustahanay) =Php 1,000.00

c. Research dissemination

Publishing and Reproduction =Php1,700.00

(Research booklets, pamphlets, binding,etc.)

Learning Action Cell on Study’s Results and Implications =Php 500.00

(Progress Report, Food & Snacks, Resources)

d. Others

Incidental expenses =Php500.00

Travel Expenses =Php2,000.00

GRAND TOTAL: Php20,000.00

PLANS FOR DISSEMINATION AND ADVOCACY

Primarily in Del Pilar Elementary School, the teachers within the school will be

disseminated with the information taken from the output of this research through pamphlets that

will be distributed amongst teachers and will be discussed during LAC sessions. The budget for

dissemination will be taken from the proposed budget to be approved by this division. The

purpose of this is to give light to teachers regarding learners who deal with the challenges brought

about by the implementation of Modular Distance Learning and the coping mechanisms they

employ in order to address these adversities. The researcher will propose a School-Based Training

Program to selected teachers, parents and pupils probably grade 4-6 level, disseminated with ease

14
and to impart adequate knowledge on Giving Advice and Counselling, Emotional and Mental

Support and Effective Coping Mechanisms and introduce programs on Academic Consultations

and Weekly Kumustahanay. A Registered Guidance Counsellor will be invited which will serve

as the resource speaker for the whole duration of the training.

Outside of Del Pilar Elementary School, the researcher together with the help of the

Schools Division Office of Zamboanga Sibugay will propose training in identifying, helping and

dealing with learners coping mechanisms in the new normal setup in education. The selection of

the participants will be based upon the suggestion of the DepEd personnel of SDO of Zamboanga

Sibugay.

The published output of the research will be distributed to selected schools and a copy to

the DepEd Schools Division of Zamboanga Sibugay . The study will serve as a basis for further

study or be reference to similar research in literature.

REFERENCES:

Alvi, M. (2016). A manual for selecting sampling techniques in research. Retrieved from

https://www.researchgate.net/publication/303941309_A_Manual_for_Selecting_

Sampling_Techniques_in_Research

Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th ed.).

Retrieved from https://www.modares.ac.ir/uploads/Agr.Oth.Lib.12.pdf

Blona, R. (2005). Coping with stress in a changing world. The McGraw Hills Companies.

Inc.

Essel, G. & Owusu, P. (2017). Causes of students’ stress, its effects on their academic success,

and stress management by students (Master’s thesis, Seinäjoki University of Applied

Sciences, Finland). Retrieved from

https://www.theseus.fi/bitstream/handle/10024/124792/Thesis%20Document.pdf;

jsessionid=96BAAB84DE65115D5178AE56097852AC?sequence=1

Guevarra, R. & Cimanes, R. (2017). Stress coping mechanism and its impact to their age among

Senior High School students at Parañaque National High School- Baclaran. International

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Journal for Innovative Research in Multidisciplinary Field, 3(7). Retrieved from

https://www.ijirmf.com/wp- content/uploads/2017/08/201707011.pdf

Hearon, B. (2015). Stress and coping in High School students in accelerated academic

curricula: Developmental trends and relationships with student success (Master’s thesis,

University of South Florida, U.S.A).Retrieved from

https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=6693&context=etd

Kwaah, C.Y. & Essilfie, G. (2017). Stress and coping strategies among Distance Education

students at the University of Cape Coast, Ghana. Turkish Online Journal of Distance

Education, 18(3). Retrieved from https://files.eric.ed.gov/fulltext/EJ1147588.pdf

Mazo, G. (2015). Causes, effects of stress, and the coping mechanism of the Bachelor

of Science in Information Technology Students in a Philippine university. Journal

of Education and Learning, 9(1), 71-78. Retrieved from

https://media.neliti.com/media/publications/71952-EN-causes-effects-of-stress- and-the-

coping.pdf

McNiff, S. (2020, August 11). Students struggle with mental health in pandemic. Health Day

News. Retrieved from https://www.webmd.com/lung/news/20200811/mental- health-woes-

spiraled-among-college-students-early-in-pandemic

O’Keefe, J. (2020, April 28). Distance learning poses challenges for students, teachers.

Business Mirror. Retrieved from https://businessmirror.com.ph/2020/04/18/distance-

learning-poses-challenges- for-students-teachers/

Perez, A. J. (2020, July 20). Weighing modular learning. SunStar Davao. Retrieved from

https://www.sunstar.com.ph/article/1864236/Davao/Local-News/Weighing-

modular-learning

Perino, G. A., Gomez, Q. M., Abecia, M. F., Moneva, J. (2016). Coping strategies of

Senior High School graduating students with academic tasks. International Journal

of Science and Research, 7(12). Retrieved from

https://pdfs.semanticscholar.org/01c6/82a68afc2db3ff2994536770a26985224e23 .pdf

16
Recaña, P. (2020, September 19). Three students die from suicide due to education- related

problems. Heraldo Filipino. Retrieved from HTTP://HERALDOFILIPINO.COM/THREE-

STUDENTS-DIE-FROM-SUICIDE- DUE-TO-EDUCATION-RELATED-PROBLEMS/NEWS

Saavedra, J. (2020, March 30). Educational challenges and opportunities of the

Coronavirus (COVID-19) pandemic [Blog post]. Retrieved from

https://blogs.worldbank.org/education/educational-challenges-and-opportunities- covid-

19-pandemic

Salvacion, S. (2004). Stress profile of students of the University of the Philippines College of

Dentistry. Unpublished Thesis. University of the Philippines, Manila.

Submitted by:

GERNANIE DJ T. LAPINIG
Proponent

Reviewed by:

PORFERIA T. GOMEZ
School Head

Recommending Approval:

MEISHEL P. BATAN
District-in-Charge/ P-IV

Approved:

DR. JEANELYN A. ALEMAN, CESO VI

OIC- Schools Division Superintendent

17
Appendix‌A
‌ ‌‌–‌‌Informed‌A
‌ ssent‌‌for‌‌Participation‌‌in‌‌the‌‌Research‌‌

Students’‌S
‌ truggles‌‌and‌‌Coping‌M
‌ echanisms‌‌in‌‌the‌‌New‌‌Normal‌‌

Dear‌‌Participant,‌‌‌

Mr.‌ ‌Gernanie‌ D ‌ J‌ ‌T.‌ ‌Lapinig‌ ‌is‌ ‌conducting‌ ‌research‌ ‌on‌ ‌pupils’’‌ s‌ truggles‌ ‌and‌ ‌ coping‌
‌mechanisms‌ ‌in‌ ‌the‌ ‌new‌ ‌normal‌ ‌and‌ ‌you‌ ‌are‌ ‌being‌ ‌asked‌ ‌to‌ ‌participate‌ ‌in‌ ‌it.‌ ‌The‌ ‌ purpose‌ ‌of‌ ‌your‌
‌participation‌ ‌in‌ ‌this‌ ‌research‌ ‌is‌ ‌to‌ ‌help‌ ‌the‌ ‌researcher‌ ‌understand‌ ‌what‌ ‌ students‌ ‌go‌ ‌through‌ ‌in‌
‌distance‌ ‌learning.‌ Y‌ ou‌w ‌ ere‌ ‌selected‌ ‌as‌ ‌a‌‌possible‌ ‌participant‌ ‌in‌ ‌the‌ ‌study‌ ‌because‌ ‌the‌ ‌researcher‌
‌believes‌‌that‌‌your‌‌experiences‌‌can‌‌help‌‌him‌‌shed‌‌light‌‌on‌‌this‌s‌ ubject.‌‌

If‌‌you‌‌agree‌‌to‌‌participate‌‌in‌‌this‌‌research‌‌study,‌‌you‌‌will‌‌be‌‌asked‌‌to‌‌fill‌‌out‌‌a‌‌form‌‌about‌
‌your‌ ‌personal‌ ‌background‌ ‌and‌ ‌answer‌ ‌interview‌ ‌questions‌ ‌about‌ ‌your‌ ‌ struggles‌ ‌in‌ ‌distance‌
‌learning‌ ‌and‌ ‌how‌ ‌you‌ ‌cope‌ ‌with‌ ‌them.‌ ‌The‌ ‌interview‌ ‌will‌ ‌be‌ ‌ recorded‌ ‌through‌ ‌an‌ ‌audio-visual‌
‌device,‌‌and‌‌all‌‌these‌‌will‌‌take‌‌approximately‌‌1‌‌hour‌‌of‌‌your‌‌time.‌‌‌

The‌ ‌researchers‌ ‌anticipate‌ ‌that‌ ‌you‌ ‌will‌ ‌find‌ ‌the‌ ‌personal‌ ‌background‌ ‌form‌ ‌and‌ ‌ the‌
i‌nterview‌ ‌questions‌ ‌to‌ ‌be‌ ‌relatively‌ ‌benign‌ ‌and‌ ‌comfortable‌ ‌to‌ ‌answer.‌ ‌The‌ ‌records‌ ‌ from‌ ‌this‌
‌study‌ w ‌ ill‌ ‌be‌ ‌kept‌ ‌as‌ ‌confidential‌ ‌as‌ ‌possible,‌ ‌and‌ ‌all‌ ‌the‌ ‌information‌ ‌you‌ ‌ provide‌ ‌will‌ ‌be‌
‌anonymous.‌O ‌ nly‌‌a‌‌code‌‌number,‌‌and‌‌not‌‌your‌‌name,‌‌will‌‌be‌‌attached‌‌to‌‌your‌‌form‌‌and‌‌interview‌
‌file.‌ ‌While‌ ‌this‌ ‌consent‌ ‌form‌ ‌will‌ ‌have‌ ‌your‌ ‌name‌ ‌on‌ ‌it,‌ ‌it‌ ‌will‌ ‌not‌ ‌ be‌ ‌attached‌ ‌to‌ ‌your‌ ‌personal‌
‌background‌ ‌form‌ ‌and‌ ‌will‌ ‌be‌ s‌ tored‌ ‌in‌ ‌a‌ ‌separate‌ ‌location.‌ ‌ And‌ ‌after‌ ‌the‌ s‌ tudy‌ ‌is‌ ‌completed,‌ ‌all‌
‌the‌‌forms‌‌will‌‌be‌s‌ hredded‌‌and‌‌interview‌‌files‌‌will‌‌be‌‌destroyed.‌‌

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 There‌ ‌are‌ ‌no‌ ‌foreseeable‌ ‌risks‌ ‌to‌ ‌participating‌ ‌in‌ ‌this‌ ‌research.‌ ‌While‌ ‌there‌ ‌are‌ ‌ also‌ ‌no‌
‌obvious‌ ‌or‌ ‌direct‌ ‌benefits‌ ‌to‌ ‌you,‌ ‌your‌ ‌time‌ ‌and‌ ‌effort‌ w
‌ ill‌ ‌contribute‌ ‌to‌ ‌the‌ ‌ greater‌ ‌good‌ ‌by‌
‌increasing‌ ‌our‌ ‌understanding‌ ‌of‌ ‌the‌ ‌key‌ ‌aspects‌ ‌of‌ ‌distance‌ ‌learning.‌ ‌ The‌ ‌researcher‌ ‌will‌ ‌be‌
‌present‌‌to‌‌answer‌‌any‌‌questions‌‌you‌‌might‌‌have‌‌while‌‌you‌‌take‌‌part‌‌in‌‌the‌‌study.‌‌

Your‌‌participation‌‌in‌‌this‌‌study‌‌is‌‌voluntary.‌‌Should‌‌you‌‌agree‌‌to‌‌participate‌‌in‌‌this‌‌study,‌
‌you‌ ‌are‌ ‌free‌ ‌to‌ w
‌ ithdraw‌ ‌at‌ ‌any‌ ‌time,‌ ‌even‌ ‌after‌ ‌you‌ ‌have‌ ‌already‌ ‌begun.‌ ‌There‌ ‌is‌ ‌ no‌ ‌penalty‌ ‌of‌
‌any‌‌kind‌‌for‌‌withdrawing‌‌from‌‌this‌‌study.‌‌While‌‌we‌‌hope‌‌you‌‌will‌‌answer‌‌all‌‌the‌‌questions‌‌in‌‌the‌
‌interview‌ ‌and‌ ‌the‌ ‌personal‌ ‌background‌ ‌form,‌ ‌you‌ ‌are‌ ‌free‌ ‌to‌ ‌skip‌ ‌ questions‌ ‌you‌ ‌do‌ ‌not‌ w ‌ ish‌ ‌to‌
‌answer.‌‌

If‌ ‌you‌ ‌have‌ ‌any‌ ‌questions‌ ‌about‌ ‌the‌ ‌study,‌ ‌please‌ ‌contact‌ M
‌ r.‌ G
‌ ernanie‌ ‌DJ‌ ‌T.‌ ‌ Lapinig‌ ‌by‌
‌calling‌ ‌09456883268.‌‌If‌‌you‌‌agree‌ ‌to‌‌participate,‌ ‌please‌ ‌sign‌‌in‌‌the‌ ‌space‌‌below.‌ ‌Thank‌‌you‌‌very‌
‌much‌‌for‌‌your‌‌time‌‌and‌‌effort.‌‌

THE‌‌RESEARCHERS‌‌

______________________________________________________________________‌‌

I‌ ‌have‌ ‌read‌ ‌the‌ ‌above‌ ‌information‌ ‌about‌ ‌this‌ ‌study‌ ‌and‌ ‌I‌ ‌understand‌ w ‌ hat‌ ‌it‌ ‌ involves.‌ ‌I‌ ‌allow‌ ‌my‌
‌child‌ ‌to‌ ‌participate,‌ ‌and‌ ‌I‌ ‌understand‌ ‌that‌ ‌he/she‌ ‌is‌ ‌doing‌ ‌so‌ ‌ voluntarily‌ ‌and‌ ‌that‌ ‌he/she‌ ‌has‌ ‌the‌
‌right‌‌to‌‌withdraw‌‌at‌‌any‌‌time.‌‌

_____________________________‌ ‌
__________________________________‌‌

Signature‌ ‌of‌ ‌Parent/Guardian‌ ‌Over‌ P

‌ rinted‌ N
‌ ame‌ ‌ Signature‌ ‌of‌ ‌Research‌ ‌Participant‌ ‌Over‌
‌Printed‌‌Name‌‌

‌‌‌‌

__________________________________‌‌

Date‌‌

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