CHAPTER 1

ABSTRACT, INTRODUCTION AND STATEMENT OF THE PROBLEM

1.1 ABSTRACT

COVID-19 pandemic and lockdown has brought about a sense of fear and anxiety around the globe.

This phenomenon has led to short term as well as long term psychosocial and mental health

implications for children and adolescents. The quality and magnitude of impact on minors is

determined by many vulnerability factors like developmental age, educational status, pre-existing

mental health condition, being economically underprivileged or being quarantined due to infection or

fear of infection.

Throughout the world, the public is being informed about the physical effects of SARS‐CoV‐2

infection and steps to take to prevent exposure to the coronavirus and manage symptoms of COVID‐

19 if they appear. However, the effects of this pandemic on one's mental health have not been studied

at length and are still not known. As all efforts are focused on understanding the epidemiology,

clinical features, transmission patterns, and management of the COVID‐19 outbreak, there has been

very little concern expressed over the effects on one's mental health and on strategies to prevent

stigmatization. People's behavior may greatly affect the pandemic's dynamic by altering the severity,

transmission, disease flow, and repercussions. The present situation requires raising awareness in

public, which can be helpful to deal with this calamity. This perspective study provides a detailed

overview of the effects of the COVID‐19 outbreak on the mental health of Grade 11 HUMSS

Students in Alegria Stand Alone Senior High School.

Page | 1
 1.2 Introduction

Mental health issues are the leading impediment to academic success. Mental

illness can affect students’ motivation, concentration, and social interactions—crucial

factors for students to succeed in higher education. According to Department of Health in

the Philippines, at least 3.6 million Filipinos battling mental health issues amid pandemic.

The COVID-19 pandemic has brought into focus the mental health of various affected

populations. It is known that the prevalence of epidemics accentuates or creates new stressors

including fear and worry for oneself or loved ones, constraints on physical movement and social

activities due to quarantine, and sudden and radical lifestyle changes. A recent review of virus

outbreaks and pandemics documented stressors such as infection fears, frustration, boredom,

inadequate supplies, inadequate information, financial loss, and stigma.

Coronavirus has affected the existence of people all throughout the world remembering

understudies for a remarkable way. All through the world, significant counteraction from

Coronavirus disease has been segregation and social separating techniques to make preparations

for the threat of contamination.

It has been demonstrated that contrasted with grown-ups, this pandemic may in any case

have expanded future unfriendly outcomes on understudies. The nature and extent of impact on

this age bunch depend on many vulnerability factors such as the developmental age, current

educational status, having special needs, pre-existing mental health condition, being
Page | 2
 economically under privileged and parent/relatives isolated due to contamination or dread of

infection.

Quarantine and self‐isolation can most likely cause an adverse consequence on one's

mental health. A review published in The Lancet said that the partition from loved ones, loss of

freedom, boredom, and vulnerability can cause a decay in a person's mental health status. To

beat this, measures at the individual and societal levels are required. Under the current global

circumstance, both children and adults are experiencing a mix of feelings. They can be placed in

a situation or an environment that may be new and can be conceivably harming to their health.

The problem which the researcher wishes to study is about the condition of selected

students from the Grade 11 HUMSS Student of Alegria Stand Alone Senior High School and to

identify major stressors associated with the COVID-19 pandemic and about their mental health

and to assess their psychological wellness that affects their everyday living during the

community quarantine.

Page | 3
 1.3 Statement of the Problem

A pandemic is not just a medical phenomenon; it affects individuals and society

and causes disruption, anxiety, stress, stigma, and xenophobia. The behavior of an individual as

a unit of society or a community has marked effects on the dynamics of a pandemic that involves

the level of severity, degree of flow, and aftereffects. Physical distancing due to the COVID‐19

outbreak can have drastic negative effects on the mental health of the individuals. Physical

isolation at home can cause anxiety, distress, and induce a traumatic situation for them.

Furthermore, this is guided by the following questions:

1. What are the effects of COVID-19 to the mental health of Grade 11 HUMSS Students of

ASASHS?

2. If effects were worst, what intervention activities should be proposed?

Thus, this study aims to conduct assessment of the Effects of the COVID-19 pandemic in an order of

negative impacts to Grade 11 HUMSS Student of Alegria Stand Alone Senior High School.

1.4 Theoretical and Conceptual Framework

Page | 4
INPUT PROCESS OUTPUT

Conduct a Survey Mental Health Intervention

Assessment on
Questionnaire Interview. Skills Program and
Mental Health
Activities.
Effects of COVID- Researchers used is

19 Pandemic and frequency-count and Promote Student Skills in

to determine the percentage with tabular chart Dealing with Anti-Bullying

most prominent and Anti-Conflicts, Solving

in order to identify the most
Problems and Suicide
factors affecting
prominent factors affecting Campaign.
Mental Health of
the Mental Health of Grade
Grade 11 HUMSS
11 Students during the phase
Students during
of the COVID-19 pandemic.
the phase of
COVID-19

This framework shows the flow of this study. The first frame consists of input which is
conducting assessment on Mental Health Effects of COVID-19 and to determine the
most prominent factors affecting Mental Health of Grade 11 HUMSS Students during the
phase of COVID-19 pandemic. Under the second frame is the process which is Conduct
a Survey Questionnaire Interview. Researchers used is frequency-count and percentage
with tabular chart in order to identify the most prominent factors affecting the Mental
Health of Grade 11 Students during the phase of the COVID-19 pandemic. The last
frame represents the output which is the activities and programs needed for Mental
Health Interventions and promote Student Skills in Dealing with Anti-Bullying and Anti-
Conflicts, Solving Problems and Suicide Campaign.

Page | 5
 This study is anchored on the (Bautista, Alvin Gino & Bautista, M & Manuel,

Elizabeth. (2020). Mental Health of Students in the Philippines during Pandemic) COVID

19 is the main problem of the whole world even up to this day. It was revealed in the survey

conducted by the researchers that the majority of students as respondents answered, COVID

19 Pandemic issues was affecting their mental health. The researcher concludes that this

pandemic and the home quarantines contributed a lot of health anxiety and loneliness to the

students.

Another one is an award-winning study of Tristan Yuvienco from the University

of the Philippines gives a glimpse of the mental health dilemma among Filipino students.

Among the 135 college students he had surveyed, 96% reported feeling moderate to intense

bouts of depression in school.

The study conducted by the (Zhai Y, Du X. Addressing collegiate mental health

amid COVID-19 pandemic.) College students encounter unique challenges leading to poor

mental health in the wake of the COVID-19 outbreak. Before the pandemic started, one in

five college students experienced one or more diagnosable mental disorders worldwide. The

fact that the COVID-19 pandemic affects collegiate mental health underscores the urgent

need to understand these challenges and concerns in order to inform the development of

courses of action and public health messaging that can better support college students in this

crisis.

Wherefore, Covid-19 pandemic and lockdown brought about a sense of fear and

anxiety around the globe. This phenomenon has led to short term as well as long term

Page | 6
 psychosocial and mental health implications for senior high school students.

This is also related into Student mental health in the midst of the COVID-19, it

is reasonable to venture that student may experience reduced motivation toward studies,

increased pressures to learn independently, abandonment of daily routines, and potentially

higher rates of dropout as direct consequences of these measures. Thus, by increasing

academic stressors in a population with heightened pre-existing stress levels and a

potentially reduced ability to rely on typical coping strategies – such as family who

themselves may be experiencing heightened distress – the COVID-19 pandemic has placed

an unprecedented mental health burden on students, which urgently requires further

examination and immediate intervention.

1.5 Significance of the Study

The outcomes of the present study were beneficial and valuable to the following:

Page | 7
 TO THE STUDENTS. The result of this study will provide necessary pieces of information of

the mental health of the student which could be a great help to the respondents in understanding

themselves. It can also help them to be more aware about mental and psychological health

through the help of the recommendation of the researchers;

TO THE PARENTS. The results of this study will be beneficial to the parents having children

who have the same age bracket as the respondents. The recommendations will help them in

dealing with the problems with their children’s mental health issues which is not easy to know.

TO THE SCHOOL. The results of this study can help the school as well as the guidance

counselors to know what the main problem of the students is and immediately formulate actions

to avoid possible negative effects that can harm the well-being of the students under their

supervision.

TO THE PHILIPPINE MENTAL HEALTH ASSOCIATION, INC. The results of this study

will strengthen their promotion of mental health and the prevention of mental health disorders.

Lastly, this will also be beneficial to future researchers to draw pertinent results to their studies.

1.6 Scope and Delimitation

This study was only limited and focused on the mental health of Grade 11 HUMSS Student of

Page | 8
 Alegria Stand Alone Senior High School. The respondents came from Grade 11 Students of

Alegria Stand Alone Senior High School under Humanities and Social Sciences Strand.

1.7 Definition of Terms

COVID 19 - COVID-19 (coronavirus disease 2019) is an illness caused by a virus. This virus

is a new coronavirus that has spread throughout the world.

Mental Health - Mental health includes our emotional, psychological, and social well-being. It

affects how we think, feel, and act. 

Accentuate - make more noticeable or prominent.

Stressors - something that causes a state of strain or tension.

Psychological - of, affecting, or arising in the mind; related to the mental and emotional state of

a person.

Implications - the conclusion that can be drawn from something although it is not explicitly

stated.

1.8 Review of Related Literature

In December 2019, an outbreak of severe acute respiratory syndrome coronavirus 2

Page | 9
 (SARS-CoV-2), the virus that causes coronavirus disease (COVID-19), was first reported in

China. The COVID-19 pandemic continues to upend the lives of students in higher education

institutions. In particular, the pandemic has had deleterious effects on students' mental health,

leading to increased prevalence of major depressive disorder (MDD) and generalized anxiety

disorder (GAD) Students' mental health has become a paramount concern to institutional

leaders.

As with many schools and universities has been closed since March 13, 2020, and it is

uncertain when classes will resume. Social distancing and school closures during the COVID-

19 pandemic can worsen existing mental health problems in adolescents and increases the risk

of future mental health issues. A loss of routine for many students, social isolation, and feelings

of loneliness increases the risk of mental illness. An increase in domestic violence and abuse

during this pandemic further exposes adolescents to risks of developing mental health

problems. Historically, schools may provide a social support network and mental health

services for vulnerable teens. Conversely, the COVID-19 quarantine has afforded time for

family bonding over traditional board games and other activities. However, according to Aditya

Thakur, J AM Acad Child Adolesc Psychiatry. On December 2020 some students may need

additional support for their well-being.

On the other hand, Jörg M. Fegert, Benedetto Vitiello, Paul L. Plener, Vera Clemens Child

Adolesc Psychiatry Ment Health. 2020 stated that “Isolation, contact restrictions and economic

shutdown impose a complete change to the psychosocial environment in affected countries.

Anxiety, lack of peer contact and reduced opportunities for stress regulation are main concerns.

Page | 10
 Another main threat is an increased risk for parental mental illness, domestic violence and child

maltreatment. Especially for children and adolescents with special needs or disadvantages, such

as disabilities, trauma experiences, already existing mental health problems, migrant

background and low socioeconomic status, this may be a particularly challenging time.”

In the present pandemic period, there has been an ascent in the accumulating conduct

among the teens (Oosterhoff et al., 2020a). It is additionally discovered that among youth social

removing is seen essentially as a social duty and it is followed all the more genuinely whenever

propelled by prosocial motivations to keep others from becoming ill (Oosterhoff et al., 2020a).

Further, because of delayed restriction at home youngsters' expanded utilization of the web and

online media inclines them to utilize the web urgently, access frightful substance and builds

their weakness for getting harassed or manhandled (Cooper, 2020; UNICEF, 2020b). To top it

all off, during lockdown when schools, when lawful and safeguard administrations don't work

completely, youngsters are seldom in a situation to report viciousness, misuse, and damage on

the off chance that they, when all is said and done, have oppressive homes.

The appearance of psychological symptoms often arise in the aftermath of disasters

(Ko, Yen, Yen, & Yang, 2006) and may be related to the lack of psychological resources. Prior

studies have examined the mental health effects of infectious disease outbreaks, including the

2003 severe acute respiratory syndrome (SARS) (Ko et al., 2006), the 2009 novel influenza A

(H1N1) (Yeung, Lau, Choi, & Griffiths, 2017), and the 2018 Ebola pandemic (Jalloh et al.,

2018). Almost all of these studies revealed negative mental health effects from disease

outbreaks. During the outbreak of COVID-19, the illness uncertainty was associated with

physical suffering and impacts psychological well-being (Bao et al., 2020, Mazza et al., 2020).

Page | 11
 If psychological interventions can be mitigated in a timely and appropriate manner, it can

bolster an individual's mental health status (Jalloh et al., 2018). To our best knowledge, many

studies have examined the mental health effects of infectious disease outbreaks on university

students, including the SARS (Wong et al., 2005) and H1N1 epidemic (Yeung et al., 2017);

however, only a few studies have investigated the psycho-behavioral impact of COVID-19 on

specific populations, such as university students (Zhu et al., 2020).

CHAPTER 2

METHODOLOGY

2.1 Research Design

Page | 12
 This study utilized quasi-experimental research design as this study is an empirical

interventional study used to determine the effects of Covid 19 to Mental Health of Grade 11

HUMSS Students of an intervention on target number of students of Grade 11 HUMSS

Student in Alegria Stand Alone Senior High School. Quasi-experimental design aimed

to establish a cause-and-effect relationship between an independent and dependent variable.

2.2 Sampling Procedure

The participants of this study were the Grade 11 Students under Humanities and

Social Sciences in Alegria Stand Alone Senior High School. To get the representative

sample, the researchers used random sampling which gives the adequate chance of selection

to all the student of Alegria Stand Alone Senior High School. Through this, the researcher

has easy access to the participants and have people who have volunteered to be questioned

about their mental well-being during pandemic.

2.3 Data Gathering Procedure

The researchers of this study conducted a Survey Questionnaire Interview.

Furthermore, the researcher had quickly gathered data and easily access metrics regarding

how many participants answered the Form and which answers imply to them.

Page | 13
 2.4 Research Instrument

This research with the title Effects of COVID-19 to the Mental Health Grade 11

HUMSS Students of Alegria Stand Alone Senior High School was quantitative research

design. The research instrument of this study was based from the research problem and the

type of the study conducted. The type of Instrument used in this study was a Guided

Response Type of Survey, a formal set of questions and choices were posed to guide the

participants through the survey, using only questions that are relevant to the participants.

The beginning of this Survey included an introduction that is enticing and clearly states the

purpose of this research study and includes instruction on where to answer.

In addition, the research questions were divided into two parts. The part 1 includes

the respondent’s profile such as Name (Optional), Gender, Grade Level, Strand and School.

While the part 2 includes survey questions and that these survey questions were constructs

and derived from existing literature identifying prominent factors affecting students’ mental

health. Feedback on the severity of COVID-19’s impact on these aspects were elicited using

a 4-point likert scale: (Never), (Sometimes), (Often), and (Always) which use to evaluate

the scale in on Mental Health of Grade 11 HUMSS Students in Alegria Stand Alone Senior

High School which implies to the participants. The items specifically state the respondents

about their feelings, thoughts during COVID 19 Pandemic and how it affects their mental

health well-being. This questionnaire was validated by Mrs. Catherine Dagcuta of Alegria

Stand Alone Senior High School.

Page | 14
 2.5 Data Analysis

The researchers of this study utilized ordinal scale method in data. This method would

be the measurement use for labelling variables in conducting the research study. The statistical

tool that researchers used is frequency-count and percentage. In analyzing the data, researchers

used tabular chart in order to identify the most prominent factors affecting the Mental Health of

Grade 11 Humanities and Social Sciences Students of Alegria Stand Alone Senior High School

during the phase of the COVID-19 pandemic.

CHAPTER 3

ANALYSIS AND INTERPRETATION OF DATA

Page | 15
 This chapter presents the results, analysis, and discussions of the gathered data by the

researcher through the process of conducting the research. The discussion of the result is based

on the sequence of the problems cited in the statement of the problem.

Table 1

The profile of the respondents in terms of their Section.

Variable Frequency Percentage

HUMSS 1 40 34%

Sections HUMSS 2 38 32%

HUMSS 3 39 33%

TOTAL 117 100%

This table presents the profile of the respondents by their section. According to the result,

there are 34% of the respondent in HUMSS 1, 32% of HUMSS 2 and 33% of HUMSS 3. It means

that majority of the respondents who answered the given questionnaires are those HUMSS 1

gaining the biggest percent which is 34%.

Page | 16
 Effects of COVID-19 pandemic to the Mental Health NEVER SOMETIMES OFTEN ALWAYS
of Grade 11 HUMSS Students in ASASHS

Statements Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage

5 4.2 26 22.2 27 23 59 50.4

I am concern of my health and the health of
my loved ones.

Effects of COVID-19 pandemic to the Mental Health NEVER SOMETIMES OFTEN ALWAYS
of Grade 11 HUMSS Students in ASASHS

Statements Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage

14 11.9 48 41 36 30.7 19 16.2

I am having difficulty in concentrating on my
daily routines at home.
Table 2

Amid the COVID-19 outbreak, most of the people are more concerned about the health of their near

and dear ones than their own well-being. People are now more conscious about any bodily changes,

and even mild cold, cough and sneezing.

In the first statement “I am concern of my health and the health of my loved ones” had gained

59 out of 117 number of respondents who answered Always, 27 out of 117 answered Often, 26 out of

117 answered Sometimes and 5 out of 117 answered Never. This means that 51% of the Grade 11

HUMSS Students are concern of their own health and the health of their loved ones. With a total of

117 Grade 11 HUMSS Students BATCH 2021-2022 responds.

Table 3

 Stress and anxiety from the COVID-19 pandemic have made it difficult to concentrate and focus.

Second statement had gained 19 out of 117 number of respondents who answered Always, 36

out of 117 answered Often, 48 out of 117 answered Sometimes and 14 out of 117 answered Never.

This means that 16% of the Grade 11 HUMSS Students are Always having difficulty in concentrating

Page | 17
on their daily routines. With a total of 117 Grade 11 HUMSS Students BATCH 2021-2022 responds.

Effects of COVID-19 pandemic to the Mental Health NEVER SOMETIMES OFTEN ALWAYS
of Grade 11 HUMSS Students in ASASHS

Statements Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage

13 11.1 57 48.7 32 27.3 15 12.8

I have disruption in my sleeping pattern.

Table 4

The global coronavirus pandemic has changed much about our lives in the last few months, and that

includes our sleeping patterns. Disrupted lifestyles have led to disrupted sleep cycles during the

pandemic, and that shift in sleep patterns can have negative effects on both health and mood, according

to sleep experts.

Third statement had gained 15 out of 117 number of respondents who answered Always, 32 out

of 117 answered Often, 57 out of 117 answered Sometimes and 13 out of 117 answered Never. This

means that only 16% of the Grade 11 HUMSS Students are Always having disruption in their sleeping

pattern. With a total of 117 Grade 11 HUMSS Students BATCH 2021-2022 responds.

Table 5

Staying away from others can help prevent the spread of COVID-19 by notifying close contacts that

we have been exposed. 

Page | 18
Effects of COVID-19 pandemic to the Mental Health NEVER SOMETIMES OFTEN ALWAYS
of Grade 11 HUMSS Students in ASASHS

Statements Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage

11 9.4 48 41 36 30.7 22 18.8

I keep myself away from public places and I
limit my contact to the people I live with.

Fourth statement had gained 22 out of 117 number of respondents who answered Always, 13

out of 117 answered Often, 48 out of 117 answered Sometimes and 11 out of 117 answered Never.

This means that only 19% of the Grade 11 HUMSS Students Always keep their selves away from

public places and limit their contact to the people they live with. With a total of 117 Grade 11 HUMSS

Students BATCH 2021-2022 responds.

Table 6

In addition, during the pandemic, many students have difficulties accessing online education due to the

lack of basic digital skills (Lassoued et al., 2020; World Bank, 2020). 

Effects of COVID-19 pandemic to the Mental Health NEVER SOMETIMES OFTEN ALWAYS
of Grade 11 HUMSS Students in ASASHS

Statements Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage

10 8.5 27 23 14 11.9 66 56.4

I am worried with my academic performance.

Fifth statement had gained 66 out of 117 number of respondents who answered Always, 14 out

of 117 answered Often, 27 out of 117 answered Sometimes and 10 out of 117 answered Never. This

means that 56% of the Grade 11 HUMSS Students are Always worried about their academic

performance. With a total of 117 Grade 11 HUMSS Students BATCH 2021-2022 responds.

Page | 19
 Effects of COVID-19 pandemic to the Mental Health
of Grade 11 HUMSS Students in ASASHS NEVER SOMETIMES OFTEN ALWAYS

Statements Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage

24 20.5 56 47.8 22 18.8 15 12.8

I have experienced changes in my eating
pattern.
Table 7

Over the past few months, many people have found their eating patterns have been affected during the

COVID-19 pandemic.

Sixth statement had gained 15 out of 117 number of respondents who answered Always, 22 out

of 117 answered Often, 56 out of 117 answered Sometimes and 24 out of 117 answered Never. This

means that only 13% of the Grade 11 HUMSS Students always have experienced changes in their

eating pattern. With a total of 117 Grade 11 HUMSS Students BATCH 2021-2022 responds

Table 8

 It’s terrifying to learn that an illness such as coronavirus (COVID-19) is spreading across the globe.

Feelings of fear, anxiety, sadness, and uncertainty are normal during a pandemic.

Effects of COVID-19 pandemic to the Mental Health NEVER SOMETIMES OFTEN ALWAYS
of Grade 11 HUMSS Students in ASASHS

Statements Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage

Page | 20
 28 23.9 35 29.9 33 28.2 21 17.9
I feel anxious about getting COVID-19.

Seventh statement had gained 21 out of 117 number of respondents who answered Always, 33

out of 117 answered Often, 35 out of 117 answered Sometimes and 28 out of 117 answered Never.

This means that only 18% of the Grade 11 HUMSS Students always feel anxious about getting

COVID19. With a total of 117 Grade 11 HUMSS Students BATCH 2021-2022 responds.

Table 9

Students are facing immense financial burden, now more than ever, as a result of the COVID-19

pandemic. The global pandemic brought a negative financial impact on students, it has also brought

poor mental-health outcomes.

Effects of COVID-19 pandemic to the Mental Health

of Grade 11 HUMSS Students in ASASHS NEVER SOMETIMES OFTEN ALWAYS

Statements Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage

11 9.4 47 40.1 37 31.6 22 18.8

I have experienced financial difficulties.

Eighth statement had gained 22 out of 117 number of respondents who answered Always, 37

out of 117 answered Often, 47 out of 117 answered Sometimes and 11 out of 117 answered Never.

This means that only 19% of the Grade 11 HUMSS Students always experience financial difficulties.

With a total of 117 Grade 11 HUMSS Students BATCH 2021-2022 responds.

Table 10

Experts say establishing consistent daily and weekly routines is a way for people to feel there is some

certainty during COVID-19 isolation.

Page | 21
Effects of COVID-19 pandemic to the Mental Health NEVER SOMETIMES OFTEN ALWAYS
of Grade 11 HUMSS Students in ASASHS

Statements Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage

14 11.9 48 41 36 30.7 19 16.2

I am having difficulty in concentrating on my
daily routines at home.

Ninth statement had gained 11 out of 117 number of respondents who answered Always, 32 out

of 117 answered Often, 59 out of 117 answered Sometimes and 15 out of 117 answered Never. This

means that only 9% answered Always of the Grade 11 HUMSS which means they have been unable to

perform their typical daily routines. With a total of 117 Grade 11 HUMSS Students BATCH 2021-

2022 responds.

Table 11

Within the context of the COVID-19 pandemic, loneliness has been associated with higher symptoms

of both depression and anxiety during the first wave of the COVID-19 pandemic.

Effects of COVID-19 pandemic to the Mental Health NEVER SOMETIMES OFTEN ALWAYS
of Grade 11 HUMSS Students in ASASHS

Statements Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage

13 11.1 50 42.7 28 23.9 26 22.2

I have experienced feelings of sadness and
depression.

Tenth statement had gained 26 out of 117 number of respondents who answered Always, 28

out of 117 answered Often, 50 out of 117 answered Sometimes and 13 out of 117 answered Never.
Page | 22
 Thus, only 22% answered Always of the Grade 11 HUMSS which means some of them experienced

sadness and depression always. With a total of 117 Grade 11 HUMSS Students BATCH 2021-2022

responds.

Table 12

Worries that have no way of being solved at present but are still important. Currently, many of these

may be related to COVID-19 or the impact they may happen in the future.

Effects of COVID-19 pandemic to the Mental Health NEVER SOMETIMES OFTEN ALWAYS
of Grade 11 HUMSS Students in ASASHS

Statements Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage

23 19.6 24 20.5 25 21.3 45 38.4

I worried about the possibility of dying from
COVID-19

Last statement had gained 45 out of 117 number of respondents who answered Always, 25 out of 117

answered Often, 24 out of 117 answered Sometimes and 23 out of 117 answered Never. Thus, 38%

answered Always of the Grade 11 HUMSS which means majority of them are worried about the

possibility of dying from COVID 19. With a total of 117 Grade 11 HUMSS Students BATCH 2021-

2022 responds.

Therefore, the Statement 5 is the most prominent by the respondents which is “I am worried

about my academic performance”. Students were worried about their academic performance that had

gained 66 out of 117 number of respondents who answered the scale (Always). This only means that

this statement is the chosen problem to be given a proposed information drive by the researchers.

Among the effects of the pandemic identified, the most prominent was worries about academic
Page | 23
performance, followed by concern with health of oneself and the health of loved ones. These findings

are in line with recent studies in China that also found concerns relating to health of oneself and of

family members being highly prevalent among the general population during the pandemic. Worries

about academic performance, frequently expressed by our participants, has previously been shown to

adversely affect students’ confidence in themselves, which has known correlations to increased stress

and mental health. Also, a vast majority of the participants noted changes in social relationships,

largely due to limited physical interactions with their families and friends. This is similar to recent

findings of deteriorated mental health status among Chinese students and increased internet search

queries on negative thoughts. Findings on the impact of the pandemic on sleeping and eating habits are

also a cause for concern, as these variables have known correlations with depressive symptoms and

anxiety.

CHAPTER 4

SUMMARY AND FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Grade 11 HUMSS students comprised a population that is considered particularly vulnerable to

mental health concerns. This study brought into focus the effects of pandemic-related transitions on the

mental health and well-being of this specific population. Our findings suggested a considerable

negative impact of the COVID-19 pandemic on a variety of academic-, health-, and lifestyle-related

outcomes. Moreover, the Mental Health Effects of COVID 19 pandemic was calculated through

variables that was used. The significant Mental Health Effects and the profile variable of the

respondents in terms of their section were measured.

The following findings were found in this study;

Page | 24
1. The statement that gained the greatest number of rates (Never) was the statement number 7. For the

scale (Sometimes) the greatest number of rates was the statement Number 9, for the scale (Often) the

greatest number of rates was the statement Number 8 and for the scale (Always) the greatest number of

rates was the Statement Number 5 which says “I am worried with my academic performance” followed

by the Statement Number 1 “I am concern of my health and the health of my loved ones. These are the

Statements that has the highest percent of rate. That means this was the chosen statement that needs a

proposed information drive.

2. As to the section of the respondents their approach to the stated Challenges to ASASHS was truly

had an effect in terms of determining their mental health condition during pandemic. 3. In terms 3

sections, the researchers calculated the highest percent of rate by each of the section. First, in Grade 11

HUMSS 1 the statement gained the greatest number of rates determined by (Always) Scale was the

Statement Number 5. Second, in Grade 11 HUMSS 2 the most prominent was the Statement Number 1

(Always) which says “I am concern of my health and the health of my loved ones.”

3. Lastly, in Grade 11 HUMSS 3 the statement that gained the greatest number of rates determine by

(Always) scale was the Statement Number 5. Alarmingly, this only means that majority of participants

expressed concerns regarding academic performance, interestingly, more than half of the participants

reported higher stress related to academic pressure and class workload since the pandemic began. This

may be due, in part, to decisions taken by the school to ease the students’ sudden transition to distance

learning.

Page | 25
 CONCLUSIONS

Based on the findings, the following conclusions are formed:

1. From the result above, there are 40 respondents from HUMSS 1, 38 in HUMSS 2 and 39 in HUMSS

3, a total of 117 who answered the survey questionnaire. Among the effects of the pandemic identified,

the most prominent was worries of academic performance, noticing that it is the most challenging part

of the students during pandemic. New normal way of learning helps to keep the students up and

running with an opportunity for self-study. However, their main challenge in education is how to

comprehend lessons well with no barriers.

2. As to the section of the respondents their approach to the stated Challenges to ASASHS was truly

had an effect in terms of determining their mental health condition during pandemic.

Page | 26
3. In terms 3 sections, the researchers calculated the highest percent of rate by each of the section.

First, in Grade 11 HUMSS 1 the statement gained the greatest number of rates of (Always) scale was

the Statement Number 5. Second, in Grade 11 HUMSS 2 the most prominent determined by (Always)

scale was the Statement Number 1 which says “I am concern of my health and the health of my loved

ones.” Lastly, in Grade 11 HUMSS 3 the statement that gained the greatest number of rates determined

by (Always) scale was the Statement Number 5. That also means that this statement was the chosen

statement that needs a proposed information.

RECOMMENDATIONS

The interventions that the study offers are stated below. These statements were from the words of

experts gathered by the researchers from the known sources of the internet. However, due to the

limitations that this study has, the following recommendations are also suggested for the future

researchers.

1. Every school should have a designated teacher with the training and competence in identifying

and understanding the mental health needs of all their students who are looked-after.

2. Department for Education and Department of Health should work together to ensure children in

care and leaving care have access to services provided for their mental health and wellbeing

especially during pandemic.

3. Formal services should be more flexible in who they will allow to support the young person,

acknowledging that support can come from a range of services and places. Health, education and

Page | 27
 social services need to work collaboratively to achieve this recommendation.

4. Young people should be able to share who they would like to accompany them to assessments,

and where possible those wishes should be accommodated.

5. Students should receive support for their own mental health and their well-being from parents and

siblings and to keep in regular contact with loved ones, for example by telephone, e-mail, social

media or video conference. 

REFERENCES

Xie X, Xue Q, Zhou Y, Zhu K, Liu Q, Zhang J, Song R. Mental health status among children in

home confinement during the coronavirus disease 2019 outbreak in Hubei Province

Zhai Y, Du X. Addressing collegiate mental health amid COVID-19 pandemic

Baghurst T, Kelley Bc. An Examination of Stress in College Students Over the Course of a

Semester. 

Zeng Y, Wang G, Xie C, Hu X, Reinhardt Jd. Prevalence And Correlates of Depression,

Anxiety and Symptoms of Stress in Vocational College Nursing Students from Sichuan,

China: A Cross-Sectional Study

Page | 28
 Zhou J, Liu L, Xue P, Yang X, Tang X. Mental Health Response to The Covid-19 Outbreak

in China

APPENDIX A

QUESTIONNAIRE

ALEGRIA STAND ALONE SENIOR HIGH

SCHOOL ALEGRIA, SURIGAO DEL
NORTE

Effects of COVID-19 to the Mental Health

of Grade 11 HUMSS Student in
Alegria Stand Alone Senior High School

Name (optional): _ Gender:

Female ( ) Male

Page | 29
 Year and Section:
To the participants:

Please consider each item carefully. Your answer to the questions will help and provide awareness for the
students and teachers of our school as well as the neighboring high schools with regards to the mental health of Grade
11 ASASHS Students during the phase of the COVID 19 pandemic. Rest assured that your answers would be kept highly
confidential.

Thank you very much and God bless!

RESEARCHERS

Directions: Kindly fill up the following and put a check mark (✓) on the following information which
implies to you. Use the rating scale in on mental health aspects in an order of negative impacts. (Never,
Sometimes, Often and Always)

NEVER SOMETIMES OFTEN ALWAYS

Effects of COVID-19 to the Mental Health of Grade 11 HUMSS Students of Alegria Stand
Alone Senior High School

I am concern of my health and the health of my loved ones.

I am having difficulty in concentrating my daily routines at home.

I have disruption in my sleeping pattern.

I keep myself away from public places and limit my contact to the people I live with.

I am worried with my academic performance.

I have experienced changes in my eating pattern.

I feel anxious about getting COVID-19

I have experienced financial difficulties.

I have been unable to perform my typical daily routines at home.

I have experienced feelings of sadness and depression.

I worried about the possibility of dying from COVID-19

Page | 30
 APPENDIX B
CONSENT

December 13, 2021

Dr. Leodrita U. Jerusalem
School Principal III
Alegria Stand Alone Senior High School

RE: Permission to Conduct Research Study

Dear Dr. Jerusalem,

The undersigned would like to ask permission to conduct a research study online. We are currently
enrolled in the Humanities and Social Sciences 1 of Grade 12 at Alegria Stand Alone Senior High
School, and we are in the process of writing our Research Paper in Partial Fulfillment for our Practical
Research 2 subject. The study is entitled Mental Health Effects of COVID-19 to Grade 11 HUMSS
Student in Alegria Stand Alone Senior High School.

We hope that the school administration will allow us to recruit Students under Grade 11 HUMSS in all
sections to anonymously complete and answer our survey-questionnaire. Due to the nature of the
study, interested students, who volunteer to participate, will be given a consent form and ask
permission to them before distributing our survey-questionnaire.

If approval is granted, student participants will complete the survey. The survey process should take
no longer than 30 minutes. The survey results will be pooled for the research project and individual
results of this study will remain absolutely confidential and anonymous. Should this study be
published, only pooled results will be documented. No costs will be incurred by either school or the
individual participants.

Your approval to conduct this study will be greatly appreciated. We would be happy to answer any
questions or concerns that you may have anytime. You may contact us at email address:
irishmae051320@gmail.com.

If you agree, kindly sign below acknowledging your consent and permission for us to conduct this
study at Alegria Stand Alone Senior High School.

Sincerely,

GROUP LEADER: IRISH MAE JOVITA

Approved by: Noted by:

DR. LEODRITA U. JERUSALEM MRS. CATHERINE PALMA DAGCUTA

SCHOOL PRINCIPAL III PRACTICAL RESEARCH 2 TEACHER

Page | 31
 APPENDIX C

APPROVAL SHEET

This Research entitled “Mental Health Effects of COVID 19 to Grade 11 HUMSS

Students of Alegria Stand Alone Senior High School” prepared and submitted by

IRISH MAE JOVITA, JENISSA LUBIANO, WENDELYN MARIBAO, DIONELYN

ARCO AND CHARLOTH BETONGGA in partial fulfillment of the requirement of

Practical Research 2– GRADE 12 HUMSS 1 has been examined and hereby

recommended for approval and acceptance.

Approved and accepted by the panel on Oral Defense:

Page | 32
 APPENDIX D

CURRICULUM VITAE

Personal Information

Name: Irish Mae Jovita

Age: 17

Sex: Female

Date of Birth: May 18, 2004

Home Address: Roxas, Mainit, Surigao del Norte

Citizenship: Filipino

Civil Status: Single

Religion: Roman Catholic

Email Address: irishmae051320@gmail.com

Mobile No. +639207368081

Educational Background:

Quezon Elementary School

Mainit National High School

Alegria Stand Alone Senior School

Honors and Awards:

With Honors Junior High School, Leadership Awardee SSG Secretary 2019-2020; Mainit National High

School, Outstanding Supreme Student, Journalist-Feature Writer, News Writer, Editorial Writer, Science

Technology Essay Writer, Copy Reader and Headline Writer, Radio Broadcaster, With High Honors.

Page | 33
 Name: Dionelyn Arco

Age: 18

Sex: Female

Date of Birth: September 7, 2003

Home Address: Alegria, Surigao del Norte

Citizenship: Filipino

Civil Status: Single

Religion: Iglesia Ni Cristo

Mobile No. +639207368081

Educational Background:

Alegria Central Elementary School

Alegria National High School

Alegria Stand Alone Senior High School

Honor and Award:

With Honors

Page | 34
 Name: Charloth Betongga

Sex: Female

Date of Birth: Nov. 1, 2022

Home Address: Alegria, Surigao del Norte

Citizenship: Filipino

Civil Status: Single

Religion: The Church of Christ of Latter-Day Saints

Email Address: charlothbetongga2001@gmail.com

Mobile No. +639071432382

Educational Background:

Alegria Central Elementary School

Page | 35
 Name: Jenissa Lubiano

Sex: Female

Age: 24

Date of Birth: July 14, 1997

Home Address: Anahaw, Alegria, Surigao del Norte

Citizenship: Filipino

Civil Status: Single

Religion: The Church of Christ of Latter-Day Saints

Page | 36
 Name: Wendelyn Maribao

Sex: Female

Age: 19

Date of Birth: August 31, 2002

Home Address: San Juan Alegria, Surigao del Norte

Citizenship: Filipino

Civil Status: Single

Religion: Filipinista

Email Address: wendelynmaribao65@gmail.com

Mobile No. +639639802974

Page | 37
 APPENDIX E
MINUTES OF ORAL DEFENSE

DATE: Friday, February 11, 2022

TIME: 12:24
LOCATION: Grade 12 HUMSS 1 Classroom

PRACTICAL RESEARCH 2 ORAL DEFENSE

FACILITATOR: Catherine Palma Dagcuta
MINUTE TAKER: Irish Mae Jovita

Present Researcher Attendees: PANELISTS:

Irish Mae Jovita Mr. Jake Francis Lumbres
Wendelyn Maribao Mr. Alex Efren
Dionelyn Arco Mr. Ramon Orcullo
Jenissa Lubiano
Charloth Betongga

Allocated Time: 30 minutes

AGENDA:
Comments, Questions and Panelist’s Suggestions

Discussion: Presentation of the Research Study

ACTION ITEMS: Comments, Questions and Panelist’s Suggestions are the following:

 Abstract to the content.

 To add dedication as part of the research content.
 To remove page numbers written along with every Chapter.
 To change verbs in past tense.
 To remove header in Conceptual Framework and transfer the process written in the second frame.
 To write the key points of methodology and the statistical tool used by the researchers in the second
frame.
 To revise statements below the Framework.
 To follow APA Format in citing publication and references.
 To indent paragraph written in Chapter 3.
 To add introductory statement in each table.
 To itemize the findings of the study.
 To fix spacing.
 To revise statement in the 3rd Framework which is the output.

Page | 38
  To remove underline in citing publications and references.
 To gather related issues about the Effects of COVID-19 to Mental Health.
 To observe consistency of the title.
 To change “Challenge” into Effects in the Tables presented in Chapter 3.
 To provide RRL to support results.
 To enhance recommendation and specify daily routines in Questionnaire Statements.
 To justify and alphabetize references.

Additional Notes:
Enhance Questionnaire Statements, to ask for help with Mr. Jackson and read more related issues
regarding Mental Health.

Actions to be taken by: Group 7

Target Date: February 17, 2022

APPENDIX F
ORAL DEFENSE DOCUMENTATION

Page | 39