1. In few sentences, what your study is all about?

Our study is descriptive correlational study which focuses on psychological

distress and learning barriers: association with the students’ motivation
and resilience which aims to find out the level of psychological distress,
the extent of students’ experienced learning barriers as well as their level
of motivation and resilience. In order to answer the research questions,
We adapted (DASS-21) psychological instrument by Lovibond, &
Lovibond, (1995); an adopted motivation instrument by Fowler (2000); an
adopted Connor-Davidson (2003) resilience instrument; and an adapted
learning barriers instrument by Muilenburg & Berge (2005)— were utilized
by the researchers as the data gathering instrument in this study. To
measure the objective 1, we use the DASS-21, to answer the objectives 2
and 3 we use the weighted mean, in objective 4 we use the Connor-
Davidson Resilience Scale and in finding the correlation of the variables
we use the Pearson-r of Calmorin. The respondents of the study are the
238 BEED- students of MSU-GSC selected through stratified sampling.

2. What is your motivation for this study?

We conduct this study because we want to address the relevant issues that
students may encounter in this new platform and deepen the knowledge on the
learning barriers and psychological problems that the students may encounter
that could determine their motivation and resilience in studying on emergency
remote education.

3. How will this study contribute to the bossy of knowledge?

It seeks to address the relevant issues that students may encounter in this new
platform and deepen the knowledge on the learning barriers and psychological
problems that the students may encounter that could determine their motivation
and resilience in studying on emergency remote education.
4. What is the significance of your study?
This study will provide information on the experienced psychological distress and
learning barriers on emergency remote education and its relation to the motivation and
resilience of the students. Wherein, it could help the stakeholders and teachers in
formulating better programs that support the students to lessen their psychological
distress and learning barriers.
xx. For example, in coordination with the school administrators and through the support
of the teachers, the school will conduct a program or activity related to mental health
such as providing consultation or services practitioners to students experiencing those
problems.
4. Did you bridge any gap from your study?
 We are going to bridge the gap of this study by analyzing the psychological
distress and learning barriers on emergency remote education in association with
elementary education students’ motivation and resilience.
5. What limitations did you encounter?

6. what are your findings? (BASAHA ANG FINDINGS)

7. What methods or sampling technique did you employ?

The sample technique we use is the Stratified Sampling.

8. Why choose this method?
9. Based from your findings, what are your recommendations?
10. (BASAHON ANG RECOMMENDATIONS)

11. Based from your findings, what areas will you suggest for future research?
(BASAHON ANG RECOMMENDATIONS)
12. How can your research be put into practice?
13. How would you summarize your study to a practitioner in a few sentences?
14. What would you change if you were to conduct your research again?
15. What is your measurement instrument?
We adapted (DASS-21) psychological instrument by Lovibond, & Lovibond, (1995); an
adopted motivation instrument by Fowler (2000); an adopted Connor-Davidson (2003)
resilience instrument; and an adapted learning barriers instrument by Muilenburg &
Berge (2005)— were utilized by the researchers as the data gathering instrument in this
study. To measure the objective 1, we use the DASS-21, to answer the objectives 2 and
3 we use the weighted mean, in objective 4 we use the Connor- Davidson Resilience
Scale and in finding the correlation of the variables we use the Pearson-r of Calmorin.
16. What are your research variables?
Our research variables are psychological distress and learning barriers for the
independent variable. And student motivation and resilience for the dependent variable.
17. What do you plan to do with your research project after graduation?
Our plan is to publish it so that the future researchers can benefit by using it as an
related study/ literature.
18. What are your research questions?
1. What is the level of psychological distress of the students on emergency remote
education?
2. To what extent do students experience the learning barriers on emergency remote
education?
3. What is the level of students' motivation for learning during the pandemic?
4. What is the level of students' emotional resilience during the pandemic?
5. Do the experienced psychological distress and learning barriers correlate with the
motivation and resilience of students?
19. What source of data was employed for the study?
Our sources were reliable articles and journals from the internet including some existing
studies.

21. How would you relate your findings to existing theories on the study?
22. what recommendations do you have for future research?
23. What is the scope of your study?
This study aims to investigate the correlation between experienced psychological
distress and learning barriers on emergency remote education and the motivation and
resilience of the respondents. The respondents are 238 selected -BEEd students of
Mindanao State University— General Santos City of the first semester of school year
2020-2021 via stratified sampling wherein the assembled sample has the same
proportion of individuals as the entire population with respect to known characteristics
particularly psychological distress, learning barriers, emergency remote education,
motivation, and resilience. An adopted (DASS-21) psychological instrument by
Lovibond, & Lovibond, (1995); an adopted motivation instrument by Fowler (2000); an
adopted Connor-Davidson (2003) resilience instrument; and an adapted learning
barriers instrument by Muilenburg & Berge (2005)— were utilized by the researchers as
the data gathering instrument in this study
24. What questions do you have for the committee?

25. Do you have any closing comments?

We would like to thank you all, our panel for being so generous with your knowledge in
sharing for our study and all your recommendations and suggestions are well noted.
26. What is the value of your study?
PROGRAMS- The programs that could be targeted by the admin is that for example, in
coordination with the school administrators and through the support of the teachers, the
school will conduct a program or activity related to mental health such as providing
consultation or services practitioners to students experiencing those problems.
TECHNOLOGIAL- Example is that is in the setting of virtual room, admins should create
user-friendly features and environment so that students can no longer anxious.
Social media platforms, such as WeChat and Weibo, and mental health APPs could provide an
opportunity for psychological health information dissemination for college students. For example in
China, they use these apps, to gain in formation and get help from professionals regarding their mental
health conditions. We can use them too or formulate new ones.

ECONOMIC- The economic values of the study are, that if students are motivated to
learn we will be able to produce competent graduates that could help our economy.
POLICY- Thru this paper, this will serve as a reference so that the higher ups will
upgrade policies that supports the mental health of the students.
PRACTICAL-
SOCIAL-
GOVERNMENT-. The government should support educational policy especially in setting speedy
internet connectivity nationwide that no learner shall be left behind in utilizing the online teaching
modality and insinuate internet providers/ companies (TELCOs) to improve their infrastructures and
data caping to make online classes more accessible and learner-friendly

EDUCATIONAL- The institutions should revisit their online courses and

program delivery, mechanisms, methods, and practices to ensure that
students are not over stressed. For example,
IMPLICATIONS
It can enlighten us about the psychological status of the students in our
university. With that, Parents, educators, and the society as a whole should
identify ways to enhance students' adaptability skills that will enable them to
cope in such situations.
This study can enlighten government agencies and policy makers on the
importance of making prompt, effective decisions to address students' mental
health issues particularly on their anxiety during the emergency remote
education. And also to focus to develop strategies to boost students' resilience
and enhance their adaptability skills during pandemic and beyond.
This might guide policy makers to develop risk management protocols as part
of their policy for the future to contain future pandemics. Most importantly, as
much as we are convinced that COVID-19 is the current enemy of humanity,
we must be aware of associated impact and be able to respond effectively to all
consequences.
colleges and universities have implemented counseling and/or programs on campus that are specifically
designed to help to combat and address the mental health issues of their students.

While e-learning seems to emerge as a new normal, the students require

proper attention, help, and support from their families and institutions.
The findings of this study may be of significance to enhance our understanding of how the COVID-19
pandemic affects students’ mental health and sleep. Overall, these findings support previous studies
conducted with undergraduate students that depression, anxiety, and perceived stress are associated
with each other during the COVID-19 outbreak. Specifically, the findings of this study indicated the
association that undergraduate students who had a lower level of psychological resilience during the
pandemic also had higher levels of depression, anxiety, and perceived stress. The current study also
indicated that insomnia is associated with a higher level of mental health conditions, which supporting
findings both prior to and during the pandemic. Certain interventions may be beneficial in supporting
well-being outcomes in university students, for example, resilience-building interventions are available
online, and these could be adapted and evaluated to enhance resilience in university students in Saudi
Arabia to support mental health outcomes [57]. In addition, effective treatment for insomnia such as
Cognitive Behavioral Therapy for insomnia may be beneficial in alleviating sleep problems [58]. Although
these interventions may be beneficial, seeking and accessing mental health services and the provision of
interventions for university students remains limited in Saudi Arabia. This study has suggested that it is
important to monitor university students’ mental health during the outbreak. In keeping with previous
research, psychiatrists and mental health professionals are essential to mitigate the risk of developing
mental health problems during the pandemic [59,60], and it is important university students are aware
of support and resources available to them within universities and more widely. Our results suggest
university students with pre-existing mental health problems are at risk and along with the general
population should be considered high priority for support during the pandemic [61]. Country-specific
mental health systems that are faced with challenges during the emergency situations such as the
current pandemic and require support and provisions to provide better services as per
recommendations by the World Health Organization [62,63].

Social media platforms, such as WeChat and Weibo, and mental health APPs could provide an
opportunity for psychological health information dissemination for college students.

Parents or guardians should always find ways to monitor their children learning and development
especially in their online learning process, so they could be better disposed in developing their skills and
potentials towards the attainment of their goals and ambition. As part of the schools’ agenda,
administrators should ensure conducive environment to enable effective learning, and teachers giving
ample or flexible time for the deadlines of submission for the learners’ outputs especially for those who
often meet internet connectivity problems and other technical glitches. Educators should always find a
way to give feedback to learners and update them with their performance and development. In this
way, the learners shall kow how they are coping with the ‘new normal’ teaching-learning modality. The
government should support educational policy especially in setting speedy internet connectivity
nationwide that no learner shall be left behind in utilizing the online teaching modality and insinuate
internet providers/ companies (TELCOs) to improve their infrastructures and data caping to make online
classes more accessible and learner-friendly. The recommended themes of engagement should be
utilized to help learners be engaged deeper in the learning process, and the continued support of the
school and community are greatly necessary for the attainment of quality education amidst COVID-19
pandemic.

educators must incorporate a form of resilience-enhancing training within

formal university curriculum. nurture a resilient mindset (Goldstein and
Brooks, 2013)

Recommendations

Further longitudinal and qualitative studies are needed to understand the

cause-effect relationship between the outome and associated variables.
Our findings point to importance of screening of this vulnerable population and taking appropriate
interventional measures to prevent the complications of depression. Further research studying
sociodemographic factors and the effect of depression on the academic performance is needed.