Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
DIVISION OF TANJAY CITY
Tanjay City, Negros Oriental

TANJAY CITY SCIENCE HIGH

SCHOOL
Barangay IV, Opao, Tanjay City

THE POSITIVE AND NEGATIVE EFFECTS OF BLENDED

LEARNING OF THE STUDENTS, IN TERMS OF
ACADEMIC PERFORMANCE, IN THE 12th GRADE OF
TCSHS SY: 2020- 2021

This research paper is presented to Tanjay City Science High School, Tanjay, Negros
Oriental

--------------------------------------------------------------------------------------------------------

In partial fulfillment of the Requirements in Practical Research

Proponents:

Sastrillo, John Joseph A.

Torres, Alyssa N.
Valencia, Samantha Clarisse P.
Alcantara, Jannoe Niño Z.
Pinazo, Aica S.
 2

ACKNOLODGEMENT

The researchers would not have been able to complete this study without the help

of those who contributed their time and effort to its development and completion in some

way.

First and foremost, the researchers like to express their gratitude to Mr. Marjen A.

Turan, our adviser and mentor in Tanjay City Science School's Practical Research

Program, who patiently and tirelessly supported the researchers in completing this work.

Thank you for your love, care, moral, and financial support to the researchers'

loving parents, which contributed to the research's success. They never fail to lift the

spirits of the researchers when they are down and out.

To Mrs. Nancy C. Colina, the extremely active school administrator of Tanjay

City Science High School, who has always supported the researchers and permitted them

to perform the study on the school's selected pupils.

Above all, to the Almighty God, who has lavished us with benefits and material

resources during the creation and fulfillment of this research.

 3

ABSTRACT

Blended learning (also known as hybrid learning) is a method of teaching that

integrates technology and digital media with traditional instructor-led classroom

activities, giving students more flexibility to customize their learning experiences. The

research study aims to investigate the positive and negative effects of blended learning of

the students in the 12th grade of Tanjay City Science High School, school year 2020-

2021. It includes the factors on how the students achieve academic success throughout

the learning method. It also considers the negative effects that the students are facing as

well. The result revealed that the factors, the researchers presented, contribute to the

effects of blended learning of the students. The study also revealed that blended learning

has a mix of positive and negative effects on the students academic performances.
 4

TABLE OF CONTENTS

Title Page ............................................................................................... i.

Approval Sheet .......................................................................................ii.

Acknowledgment ....................................................................................iii.

Abstract ..................................................................................................iv.

CHAPTER 1

Introduction

Rationale .................................................................................1

Statement of the Problem........................................................4

Research Hypothesis...............................................................5

Scope and Limitation of the Study………………….……………5

Significance of the Study………………………………….………6

Conceptual Framework……………………………….…………..8

Theoretical Perspective of the Study…………………………...10

Research Methodology…………………………………………..13

● Research Design………………………………………….13
● Flow of the Study…………………………….…………....13
● Research Environment………………………………..….14
● Research Respondents…………………………….….…16
● Research Instrument………………………………….…..16
● Data Gathering Procedure…………………………...…..17

Definition of Terms……………………………………….….…….18
 5

CHAPTER 2

Presentation Of Data, Analysis, And Interpretation

Table 1 Demographic Profile of Respondents…………………..19

Table 2 Factors Affecting Tardiness of Students………………..20

Table 3 The Significance of Tardiness to the Students’…….…..22

Academic Performance

Table 4 Summary of Results for Survey 1 and Survey 2…........23

Table 5 Significant Difference Of Every Core............................25

CHAPTER 3

Summary Of Findings, Recommendation And Conclusion

Summary of findings………………………………………………….27

Conclusion……………………………………………………………..30

Recommendation……………………………………………………...31

Bibliography............................................................................................32

Researcher’s Profile...............................................................................34

Appendix………………………………………………………………………42

A. Letter of Request…………………………………………………..42

B. Survey Questionnaire …………………………………………….43

Documentation…...................................................................................46
 6

Chapter 1

Introduction

Rationale of the Study

Nowadays the use of blended learning in our education is widespread all over the

country. Blended learning (also known as hybrid learning) is a method of teaching that

integrates technology and digital media with traditional instructor-led classroom

activities, giving students more flexibility to customize their learning

experiences.Students often find the traditional classroom method of studies dull and

monotonous. As each person has their own unique learning style, conventional ways no

longer do the trick. By using technology and creating a mixture of teaching modules, the

blended learning environment tailors to everyone’s needs. According to the U.S.

Department of Education, this is the most effective method of learning as it deeply

engages students, allows them to learn at their own pace and also brings elements of

regular classroom education.

With regards to the Education Week Website, with schools all over the world

redesigning because of COVID-19, blended learning is becoming a new normal. Blended

learning has been around for a while and is the combination of traditional face-to-face

instruction with aspects of online instruction all while students are in the classroom with

the teacher. Blended learning strives to provide students the best of both face-to-face and

online learning experiences. Blended classrooms include face-to-face instruction

techniques such as direct instruction or lecture, group discussions, and small-group work

while also using technology to provide in-class online learning that students can do at
 7

home provided they have access to necessary technology.

This research aims to distinguish the positive and negative effects of blended

learning of the students in the 12th grade of Tanjay City Science High School, school year

2020- 2021. In any shape or form this study could help students to have a wide

perspective of blended learning.

Statement Of The Problem

This research aims to know the positive and negative effects of blended learning

of the students in the 12th grade of Tanjay City Science High School, school year 2020-

2021.

Specifically, it aims to answer the following questions:

1. What are the positive effects of blended learning to students?

2. What are the negative effects of blended learning to students?

3. How does a blended learning approach affect students' performance?

 8

Research Real Hypothesis

There are lesser negative effects than positive effects of blended learning, in terms of

academic performance, for the students in the 12th Grade of Tanjay City Science High

School, School Year 2020- 2021.

Research Null Hypothesis

Blended learning has no significant effects on the academic performance of the

12th grade students in Tanjay City Science High School during the S.Y. 2019-2020.

Scope and Limitation of the Study

This study focuses on the the positive and negative effects of blended learning of

the students in the 12th grade of Tanjay City Science High School, school year 2020-

2021. The number of respondents will be 72 from the 12th grade. The other students

which do not belong to the 12th grade are not within the scope of this research. The study

would be done through surveys and questionnaires to the students. By this strategy the

researchers will be able to know the positive and negative effects of blended learning, in

terms of academic performance, of the 12th grade students in TCSHS.

 9

Significance of the Study

The result and findings of this study about the positive and negative effects of

blended learning, in terms of academic performance, of the 12 th grade students in

TCSHS. will benefit the students, teachers, parents, administrators and also to the other

researchers.

The results of the study will be of great help to the following:

A. Students This will help them realize the positive and negative effects of

blended learning in their academic performance .

B. Teachers This study will help them identify and think of some ways to create

solutions in order to combat the negative effects and as well enhancing the

positives.

C. Parents This study will help them be aware of the influence of blended

learning in the academic performance of their children and therefore can create

strong guidance on their children.

D. Administrator They will be able to make use of the results of this study as

basis for providing solutions to the negative effects of blended learning.

 10

E. The Future Researchers This study will serve as a guide for further studies to be

conducted in the future. The study is also open for development. They would be

able to use these data for them to get the ideas and references if they are planning

to conduct the same study.

 11

Input Process Output

What is the
The Positive And
Demographic Formulation of Negative Effects
Profile of the Question Of Blended
respondents?
Learning Of The
Students, In Terms
Of Academic
Performance, In
Formulation of The 12th Grade Of
Questionnaire Tanjay City
What are the
Science High
positive and
School School
negative effects of
Year 2020- 2021
blended learning to
the students?
Floating of
Questionnaire

Does blended
learning effects the
academic
performance of the Interpretation
students?

Descriptive
Analysis
 12

(Figure 1) Schematic Diagram of the Conceptual Framework

Figure 1 shows the (Input, Process, and Output) System approach used by the researchers

in order to show the conceptual framework of the research study. It begins with the input, the

input of the framework is composed of the SOPs of the study which is the core of the research

study. The SOPs are used as a basis to formulate the questions for the questionnaire. This

includes the demographic profile of the respondents such as the age, sex, positive and negative

effects of blended learning. It also includes how blended learning affects the academic

performance of the students throughout the pandemic.

The second part is the process. The process includes the formulation of questions, and

afterwards the formulation of the questionnaire.The questionnaire will help the researchers in

gathering the data needed in the study. These questionnaires will then be distributed to the grade

12 students who are the respondents of the study. Interpretation and analysis of the data will

follow afterwards.

The last part is the output. In this part, we now have the outcome of the study which is

the title of our research.The Positive And Negative Effects Of Blended Learning Of The Students,

In Terms of Academic Performance, In the 12th Grade of TCSHS, School Year 2020- 2021.
 13

Learn

Jean Piaget’s
Albert Bandura’s Cognitive Leaerning
Learning Theory Theory

THE POSITIVE AND NEGATIVE

EFFECTS OF BLENDED
LEARNING OF THE STUDENTS,
IN TERMS OF ACADEMIC
PERFORMANCE, IN THE 12th
GRADE OF TCSHS SCHOOL
YEAR 2020- 2021

(Figure 2) Schematic Diagram of the Theoretical Framework

 14

Figure 2 shows the relationship between the two theories such as Albert

Bandura’s Learning Theory and Jean Piaget’s Cognitive Learning Theory that supports

the study about blended learning of the Grade 12 students in TCSHS during S.Y. 2020-

2021.

During learning, learning theory outlines how students absorb, process, and

remember knowledge. Understanding, or a world perspective, is gained or modified, and

information and skills are maintained, all of which are influenced by cognitive,

emotional, and contextual factors, as well as past experience. Internal and external

influences impact an individual's mental processes to augment learning, according to

cognitive learning theory. When cognitive processes are not functioning properly, delays

and problems in learning occur.

In relation to the theories to the effects of blended learning to the Grade 12

Students of Tanjay City Science High School S.Y. 2020- 2021, based on Bandura's

theory, it gives us a basis of what learning is. It also emphasizes how students learn

throughout their school life . Whereas, in Piaget's theory it contradicts with the first one,

because it explains factors on how the learning process of students may be hindered due

to delay or problems of learning process.

 15

Research Methodology

This chapter presents the methodology utilized in this study. Included here are the

discussions of the subtopics; namely: (1) research design (2) Flow of the study (3)

research setting or environment, (4) respondents and sampling procedure, (5) research

instrument and (6) data gathering procedure.

Research Design

The study uses a descriptive survey design in its attempt to describe and analyze if

the factors presented by the researchers such as; the positive and negative effects of

blended learning of the 12th grade of Tanjay City Science High School and to determine

if the method of learning affects the students' academic performance.

Flow of the Study

First of all, the researchers gather information via books, internet, or journals

regarding the research topic. After that, the researchers formulate the questionnaire which

aims to know the underlying factors affecting the tardiness of the students and identify if

their tardiness affects their academic performance. The researchers use a purposive

sampling method in conducting the survey. The respondents of the survey are the Grade

12 students of Tanjay City Science High School. The data will be gathered through the
 16

use of a questionnaire to examine the perceptions of the target respondents. The data

gathered is interpreted and analyzed descriptively by the researchers. The expected output

of this study will determine the positive and negative effects of blended learning of the

students, in terms of academic performance, in the 12th grade of TCSHS, School Year 2020-

2021.

Research Environment

The research study was conducted at Tanjay City Science High School,

Opao, Tanjay City, Negros Oriental. It is estimated to be 150 meters away from the

national highway and is located at the back of Tanjay City Division near Tanjay City

South Central School and Tanjay National High School both more commonly known as

Opao. As of school year 2020-2021 there are approximately 398 students enrolled, with

the Junior High department having 256 students and the Senior High department having

142 students. There are a total of 22 hardworking teachers doing their best to

accommodate the student’s educational needs with Mrs. Nancy C. Colina as the present

principal. As of this year there are 2 additional buildings erected for the Senior High

Department, the school remains in producing students that are capable in reaching stellar

academic achievements in their college while some graduates with Latin Awards.
 17

Location Map
 18

Research Respondents

The respondents of the study are the grade 12 students of Tanjay City Science High

School during the school year 2020- 2021. Criteria of gathering the respondents coincide

with the following; : 6 out of 72 of the respondents are 17 years old, and 50 out of 72 of

the respondents are 18 years old, 15 out of 72 are 19 years old. This means that most of

the respondents of the study are 18 years old. This comprises of the 72 students in the

12th grade of Tanjay City Science High School

Research Instrument

This study used the Purposive Sampling Method. This method will persuasively

gather the profile information of 12th grade students in Tanjay City Science High School

The researchers’ prepare a self-developed survey questionnaire which will be

utilized as a tool for obtaining data on all aspects of the problem. The questionnaire is

referred to the researcher’s adviser for correction. The questionnaire is composed of

questions that are used to determine the profile of the students and the positive and

negative effects of blended learning. The second part of the questionnaire is compose of

questions which determines whether blended learning helped them achieve academic

success throughput the pandemic

 19

Data Gathering Procedure

The researchers go to the target respondents and explain to them all about the

research that will be conducted. After explaining, questionnaires are distributed to the

respondents of the study. After all the questionnaires are retrieved, it is arranged,

analyzed and interpreted.

Definition of Terms:

● Demographic profile- is the statistical data about the characteristics of a person

or a group of people, such as their age, gender etc.

● Blended Learning- is a method of teaching that integrates technology and digital

media with traditional instructor-led classroom activities, giving students more

flexibility to customize their learning experiences.

● Factors – this term is defined as one that actively contributes to some

accomplishments, result, or process.

● Academic Performance- refers to the grades of the students they get every end

of the quarter wherein the student’s performances are based on the different

subjects such as Math, English and, Science.

● Parental Involvement- refers to the attitude of the parents to follow up the

progress of their children in school by monitoring their grades and behaviour in

school.

● Purposive Sampling- is a type of sampling wherein the objective is to produce a

sample that can be logically assumed to be representative of the population.

 20

Chapter 2

Presentation of Data, Analysis, and Interpretation

This chapter presents, analyzes, and interprets the data gathered from the Grade

12 students S.Y. 2020-2021 regarding the positive and negative effects of blended

learning on their academic performance.

TABLE 1

Table 1. Demographic Profile of the Respondent

SEX AGE

72 M F 16 17 18 19 20
Respondents yrs.old yrs.old yrs.old yrs.old yrs.old

27 45 0 6 50 15 1

Table 1 shows the demographic profile of the respondents of the research. The

respondents consist of 27 male students and 45 female students. 6 out of 72 of the

respondents are 17 years old, and 50 out of 72 of the respondents are 18 years old, 15 out

of 72 are 19 years old. This means that most of the respondents of the study are 18 years

old.
 21

Table 2

Table 2. Positive Effects of Blended Learning

At All
Sometime Never Weighted
Positive Effects The Time Remark Sequence
s(2) (3) Mean
(1)

1.1. The modular

learning method
has been an
effective mode of
learning that has 5 23 44 2.54 Never 3
helped me
understand my
lessons this
school year

1.2. My teacher
has been
accommodating
and has helped
Someti
during the 9 44 19 2.14 2
mes
implementation
of the blended
learning this
year.
 22

1.3. The blended

learning method
has helped me
retain my
Someti
previous 20 50 2 1.75 1
mes
academic results
during the
previous
academic year.

Weighted Mean: 2.14 Sometimes

Table 1 shows the positive effects of blended learning. In the survey, The blended

learning method has helped the students retain their previous academic results during the

academic years, has the weighted mean of 1.75, it is in the first rank and was remarked as

sometimes. This means despite the challenges the student’s faced during the pandemic,

they were able to maintain their grades for this school year.
 23

Table 3

Table 3. Negative Effects of Blended Learning

At All The
Negative Sometimes Never Weighted
Time Remark Sequence
Effects (2) (3) Mean
(1)
2.1.
Cannot
perform
well
because of
the the
All The
lack of 61 5 6 1.15 2
time
access to
technology
,
specifically
gadgets
and WIFI
2.2.Teache
rs and
Students
are not 53 12 7 1.36 All The time 3
technologi
cally
literate
2.3.
Received
to much
workload All The
67 4 1 1.08 1
compared time
to
traditional
learning
Weighted Mean: 1.20 All the Time
 24

Table 3 shows the negative effects of blended learning. In the survey all questions

were mostly marked all the time. In the first rank, the students suggest that they receive a

lot of workload compared to the load they receive during traditional learning. It has a

weighted mean of 1.08. This denotes that students, despite maintaining their grades, are

stressed out because of the load they are receiving in order to pass.

Table 4

Table 4. Blended Learning on Students Academic Performance

Blended
Learning
on At All The
Sometimes Never Weighted
Students Time Remark Sequence
(2) (3) Mean
Academic (1)
Performan
ce
3. My
Grades
improved All the
39 31 2 1.48 1
thanks to Time
blended
learning
3.2.I
achieve
academic
excellent 42 21 9 1.54 All the Time 2
through
blended
learning.
Weighted Mean: 1.51 All the Time

Table 3 shows how blended learning affects the students’ academic performance.
 25

In the survey, all items were mostly marked all the time as well. “My Grades improved

thanks to blended learning” received the weighted mean of 1.48 and was marked as all

the time. This suggests that students are performing decently despite the hardships they

are facing.

Table 5

Table 5. Summary of Results

Weighted
Core Questions Remark
Mean
Positive 1.1 The
Effects of modular
Blended learning
Learning method has
been an
effective
2.54 Never
mode of
learning that
has helped me
understand my
lessons this
school year
1.2. My 2.14 Sometimes
teacher has
been
accommodatin
g and has
helped during
the
implementatio
n of the
blended
learning this
 26

year.

1.3. The
blended
learning
method has
helped me
retain my
1.75 Sometimes
previous
academic
results during
the previous
academic
year.

Weighted
2.14 Sometimes
Mean:
2.1. Cannot
perform well
because of the
the lack of
access to 1.15 All The time
technology,
specifically
gadgets and
WIFI

Negative 2.2.Teachers
Effects of and Students
Blended are not 1.36 All The time
Learning technologicall
y literate

2.3. Received
to much
workload
1.08 All The time
compared to
traditional
learning

Weighted 1.2 All the Time

 27

Mean:
3. My Grades
improved
thanks to 1.48 All the Time
blended
learning
Blended
Learning on 3.2.I achieve
Students academic
Academic excellence
1.54 All the Time
Performance through
blended
learning.

Weighted
1.51 All the Time
Mean:

Table 5 shows the different positive and negative effects of blended learning in

different cores. In core 1 there are three positive effects; 1.1 good effectiveness of

blended learning; 1.2 teacher’s assistance and 1.3 how students retain their academic

performance from previous years. In core 2 there are 3 negative effects of blended

learning; 2.1 lack of technological necessities; 2.2 teachers and students who are not

technologically inclined and; students with too much workload. In core 3 there are two

factors to be considered in blended learning; 3.1 grades of students improved and; 3.2

students achieved academic success throughout the process.

Therefore, the effects presented in Core 1 have an average weighted mean of 2.14

this means that positive effects of blended learning sometimes affect the students in terms

of their academic performance. Core 2, on the other hand, has an average of 1.20. This

denoted that students are facing negative effects of blended learning all the time.
 28

Combining the two facts mentioned above, the negative effects of blended learning

overshadows the positive effects.

In Core 3, the researchers talked about how students achieve academic success

throughout the pandemic. The core has an average weighted mean of 1.51. This concise

on how the students achieved academic success despite the challenges they are facing.

Chapter 3

Summary of Findings, Recommendation and Conclusion

Table 6

SUMMARY OF FINDINGS

After the data was gathered, it was analyzed descriptively and the following are

the findings:
 29

Table 6 Summary of the Findings

Core Questions Weighted Remark

Mean

1. Positi 1.1 The modular learning method has 2.54 Never

ve Effects of been an effective mode of learning that
Blended has helped me understand my lessons
Learning this school year

1.2. My teacher has been 2.14 Sometimes

accommodating and has helped during
the implementation of the blended
learning this year.

1.3. The blended learning method has 1.75 Sometimes

helped me retain my previous academic
results during the previous academic
year.

Weighted Mean: 2.14 Sometimes

2. Negat 2.1. Cannot perform well because of the 1.15 All The
ive Effects the lack of access to technology, time
of Blended specifically gadgets and WIFI
Learning

2.2.Teachers and Students are not 1.36

technologically literate
All The
time
2.3. Received to much workload 1.08 All The
compared to traditional learning time

Weighted Mean: 1.20 All the

Time
3. Blend 1. 3. My Grades improved thanks to 1.48 All the
ed Learning blended learning Time
on Students
Academic
Performanc
 30

e 3.2.I achieve academic excellence 1.54

through blended learning.
All the
Time
Weighted Mean: 1.51 All the
Time

Table 5 shows the different positive and negative effects of blended learning in

different cores. In core 1 there are three positive effects; 1.1 good effectiveness of

blended learning; 1.2 teacher’s assistance and 1.3 how students retain their academic

performance from previous years. In core 2 there are 3 negative effects of blended

learning; 2.1 lack of technological necessities; 2.2 teachers and students who are not

technologically inclined and; students to much workload. In core 3 there are two factors

to be considered in blended learning; 3.1 grades of students improved and; 3.2 students

achieved academic success throughout the process.

Therefore, the effects presented in Core 1 have an average weighted mean of 2.14

this means that positive effects of blended learning sometimes affect the students in terms

of their academic performance. Core 2, on the other hand, has an average of 1.20. This

denoted that students are facing negative effects of blended learning all the time.

Combining the two facts mentioned above, the negative effects of blended learning

overshadows the positive effects.

In Core 3, the researchers talked about how students achieve academic success

throughout the pandemic. The core has an average weighted mean of 1.51. This concise

on how the students achieved academic success despite the challenges they are facing.
 31

Conclusion

The data gathered by the researchers implies that the negative effects of blended

learning overshadow the positive effects despite achieving academic success throughout

the process of learning.

Analysis of the results in this study indicates the negative effects of blended

learning like the lack of technological necessities, students and teachers being illiterate of

the new technology and the workload that they face everyday, is evident throughout this
 32

study. However, most of the students achieve academic success even though they are

having a hard time with the learning method.

The results demonstrated Jean Piagnet’s Theory Cognitive Learning. The theory

deals with the nature of knowledge itself and how humans gradually come to acquire,

construct, and use it. The study showed the negative and positive effects of blended

learning, in terms of academic success, of the 12th grade students of TCSHS SY 2020-

2021.

Based on the findings, the negative and positive effects of blended learning of the

12th grade students of TCSHS SY 2020- 2021 has no significant relation to the academic

success the students achieve during this school year.

Recommendation

The following recommendations were given for those who would be motivated

and interested in the good and negative impacts of blended learning on academic

achievement, as well as future researchers:

1. Future researchers should refine their skills and experiment with other

sets, sections, or classes.

2. Take a look at the differences in the group of people that responded.

 33

3. Improve the sample size; if feasible, increase it to increase the accuracy of

the findings.

4. Increase the number of elements to have a larger impact on the cause of

tardiness.

5. The researchers advise the following researchers to create a new output,

such as a booklet, brochure, or module.

6. For novice innovators, experimenting with different research techniques

and designs may help them achieve their goals.

Bibliography

●Covid-19: Will blended learning become the future of education?: Acer for

Education. (2020, October 07). Retrieved November 15, 2020, from

https://acerforeducation.acer.com/blended-learning/covid-19-will-blended-learning-

become-the-future-of-education/

● Esquire Philippines. (2020, January 01). So, Yeah, the Philippines Has Expensive

Turtle Internet, According to a New Study. Retrieved November 15, 2020, from
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https://www.esquiremag.ph/culture/tech/philippines-internet-a00203-20200820

● Ferlazzo, L. (2020). Blended Learning in the Age of COVID-19. Retrieved 4

December 2020, from

https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/08/

blended_learning_in_the_age_of_covid-19.html

● Health, M. (2020, November 03). Stress and our mental health – what is the impact

& how can we tackle it? Retrieved November 15, 2020, from

https://www.mqmentalhealth.org/stress-and-mental-health/

● The impact of COVID-19 on education. (n.d.). Retrieved November 15, 2020, from

https://voxeu.org/article/impact-covid-19-education

● Mcleod, S. (n.d.). Piaget's Theory and Stages of Cognitive Development. Retrieved

from https://www.simplypsychology.org/piaget.html

● Nicholls, A. (n.d.). Education in time of a pandemic: What students and teachers

are in for this coming school year. Retrieved November 15, 2020, from

https://www.cnn.ph/news/2020/6/11/COVID-19-2020-school-classes.html

● Son1, C., Hegde1, S., Smith1, A., Wang1, X., Sasangohar1, F., 1Department of

Industrial and Systems Engineering, . . . Authors..., L. (n.d.). Effects of COVID-19 on

College Students' Mental Health in the United States: Interview Survey Study.

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● Son1, C., Hegde1, S., Smith1, A., Wang1, X., Sasangohar1, F., 1Department of
 35

Industrial and Systems Engineering, . . . Authors..., L. (n.d.). Effects of COVID-19 on

College Students' Mental Health in the United States: Interview Survey Study.

Retrieved November 15, 2020, from https://www.jmir.org/2020/9/e21279/

Researcher’s Profile

PERSONAL INFORMATION

Name: Sastrillo, John Joseph

Gender: Male

Age: 18

Date of Birth: March 20, 2003

Place of birth: Cotabato City

Religion: Roman Catholic

Nationality: Filipino
 36

EDUCATIONAL ATTAINMENT

Elementary: Plaza Central School

Secondary: Tanjay City Science High School

Senior High: Tanjay City Science High School

SKILLS/INTEREST

Communicational Skills

HOBBIES

Playing 3DS Games

PERSONAL INFORMATION

Name: Torres, Alyssa N.

Gender: Female

Age: 18

Date of Birth: August 02, 2002

Place of birth: Tanjay City

Religion: Roman Catholic

Nationality: Filipino
 37

EDUCATIONAL ATTAINMENT

Elementary: Plaza Central School

Secondary: Tanjay City Science High School

Senior High: Tanjay City Science High School

SKILLS/INTEREST

Communicational Skills

HOBBIES

Playing 3DS Games

PERSONAL INFORMATION

Name: Pinazo, Aica

Gender: Female

Age: 19

Date of Birth: August 03, 2001

Place of birth: Tanjay City

Religion: Roman Catholic

Nationality: Filipino

EDUCATIONAL ATTAINMENT
 38

Elementary: Jose Rotea Memorial School

Secondary: Tanjay City National High School (Opao)

Senior High: Tanjay City Science High School

SKILLS/INTEREST

Organizational Skills

HOBBIES

Watching Movies

PERSONAL INFORMATION

Name: Valencia, Samatha Clarisse

Gender: Female

Age: 19

Date of Birth: December 04, 2001

Place of birth: Dumaguete City

Religion: Roman Catholic

Nationality: Filipino

EDUCATIONAL ATTAINMENT
 39

Elementary: Villaflores College

Secondary: Villaflores College

Senior High: Tanjay City Science High School

SKILLS/INTEREST

Communicational Skills

HOBBIES

Sewing and Watching Movies

PERSONAL INFORMATION

Name: Alcantara, Jannoe Z.

Gender: Male

Age: 19

Date of Birth: December 04, 2001

Place of birth: Dumaguete City

Religion: Roman Catholic

Nationality: Filipino

EDUCATIONAL ATTAINMENT
 40

Elementary: Villaflores College

Secondary: Villaflores College

Senior High: Tanjay City Science High School

SKILLS/INTEREST

Communicational Skills

HOBBIES

Sewing and Watching Movies

APPENDIX