Anxiety Disorders of TVL-HE Students

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APPROVAL SHEET

This research entitled, “The Anxiety Disorders of Technical-Vocational-

Livelihood-Home-Economics students at Holy Angel University” prepared and

submitted by Aguilera, Krista, Calma, Micaela Marie, Dizon Pauline, Labrusca, James

Bryan, Paulino, Joy, Merano, Andrea, Velasquez, Henry John in partial fulfillment of the

requirements for the Senior High School program, has been examined and is recommended

for acceptance and approval for examination.

Celine Santos
MR./MS. NAME OF RESEARCH TEACHER
Research Adviser

APPROVAL

Accepted and approved in partial fulfillment of the requirements

for Senior High School program.

___________________________________
MS. GLORIA A. MIRANDA
Coordinator
SHS Humanities and Social Sciences

___________________________________
MS. ANA PRISCILLA M. YONZON
Assistant Principal
Senior High School
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Acknowledgment

Throughout the writing of this study, I have received a good support and

assistance. I would first like to thank Ms. Celine Santos our research adviser, for guiding us in

this research study. Whose expertise was to teach on how to properly do the qualitative

research.

I would like to acknowledge Aguilera Krista, Merano Andrea, Dizon Pauline,

Velasquez Henry, Paulino Joy, and Labrusca James Henry was invaluable in formulating the

introduction (background of the study, review of literature and studies, theoretical framework,

statement of the problem, scope and delimitation and significance of the study), and

interviewing most of the participants of this research, your contribution build this study in a

good way.

Also, I would like to thank our selected participants in this study which are the

grade 12 Technical-Vocational-Livelihood-Home-Economics of Holy Angel University for

participating in this research study. Your contribution makes this study become more accurate.

Furthermore, I would like to thank to each parent of my co-researchers for

supporting and understanding their children during the process of doing this research study as

well as, the friends of each of my co-researchers, your insightful in this study makes this study

become exciting.
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Table of Contents

Approval Sheet ………………………………………………………………………. i

Acknowledgment ……………………………………………………………………. ii

Table of Contents ……………………………………………………………………. iii

List of Tables and Figures …………………………………………………………… iv

Title Page …………………………………………………………………………….. 1

Abstract ………………………………………………………………………………. 2

Introduction …………………………………………………………………………. 3

Background of the Study

Review of literature and studies

Theoretical framework

Statement of the Problem

Scope and Delimitation

Significance of the Study

Method ………………………………………………………………………………. 13

Participants

Instrument

Research Design

Procedure

Data Analysis
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Results and Discussion ………………………………………………………………. 16

Summary of Findings

Conclusions

Recommendations

References ……………………………………………………………………….... 29

Appendices ………………………………………………………………………... 33
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List of Tables and Figures

Table 1.1- Different factors during online class that affect anxiety

disorder.……………………………………………………

Table 1.2 – Effect of the different factors during online class that trigger anxiety

disorder……………………………………………………

Table 2- Different emotion during online class.

……………………………………………………

Table 3- Different ways of preventing anxiety disorder during online class based on their

own experienced ……………………………………………………

Figure 1 – Title of Figure 1 …………………………………………………… Anxiety

Disorders of the grade 12 Technical-Vocational-Livelihood-Home-Economics of Holy Angel

University
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Anxiety Disorders of

Technical-Vocational-Livelihood-Home-Economics

Aguilera, Krista

Calma, Micaela Marie

Dizon Pauline

Labrusca, James Bryan

Merano, Andrea

Paulino, Joy

Velasquez, Henry John

Holy Angel University

Practical Research 1

Celine Santos

December 18, 2021

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Abstract

The study identifies factors of anxiety disorders, students who are suffering

from anxiety disorder and, how students handle effects of anxiety disorder during online class.

The study used structured interview were conducted with 10 selected participants of the grade

12 TVL-HE. Our analysis shows, positive factors during online class (PFDOC), better time

management, socialization skills improved, enhanced critical thinking skills also, other factors

during online class (OFDOC), lack of sleep, social pressure, difficulties to answer, activities,

assignments, examinations, seat works, and oral recitations. Furthermore, they also

experienced sometimes and often, cause of the different factors during online class that rigger

anxiety disorder (CDFDOCTAD). Moreover, positive feeling while experiencing different

factors during online class (PFWEDFDOC) calm, interest, along with, other emotion while

experiencing the different factors during online class (OEWETDFDOC), nervous, panic,

worried. Additionally, different ways of preventing anxiety disorder based on their own

experienced during online class, positive mindset (PM), taking time from themselves (TTFT),

support system (SS), distractions to avoid anxiety disorder (DTAAD), and stress reliever things

(SRT).
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A Phenomenological Study about Anxiety Disorders of Technical-Vocational-

Livelihood-Home-Economics

The aim of this study is to identify the highest and lowest anxiety disorders of the

Grade 12 students of Technical-Vocational-Livelihood-Home-Economics Strand of Holy

Angel University and the main reason of their anxiety disorder. Anxiety disorders are mental

health conditions of one individual. According to Julson (2021), these are the symptoms, if a

person suffers in anxiety disorders such as, extreme amounts of anxiety, panic, anxious and

worry. As stated by Bernhard, Dimitropoulou, and Minanaert (2019), student achievements

emotions are enjoyment, interest and excitement.

According to Australian Government Department of Health (2021), these are the

5 major types of anxiety disorders. Generalised anxiety disorder, is characterised by extreme,

uncontrollable, worry about everyday life, such as health, family, friends, money, or career.

Therefore, it is an excessive anxiety and panic about every life for no clear reason. Furthermore,

panic disorder with and without agoraphobia. People having this disorder experience

uncontrolled amount of panic attacks in situations where most people would not be afraid. The

attacks go along with very unpleasant physical symptoms of anxiety, such as feeling of having

a heart attack. There is also fear of "going crazy" or scared that the attack will lead to loss of

control. Because of these circumstances, people start to experience agoraphobia, which can

affect their flow of life. Agoraphobia is not a certain disorder but a part of anxiety characterized

by scared of being in situation from which it may be difficult or embarrassing to get away, or

the fear that help might be unavailable if needed. Moreover, specific phobia, everyone. has

different types of phobias rather intense fear that interfere with a person life. Such as, fear of
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heights, water, dogs, closed spaces, snakes, or spiders. While, Social phobia where people

scared to perform to a lot of individuals because of the fear of judgement. In addition, obsessive

compulsive disorder, constant undesirable thoughts are a symptom of this disease, which often

leads to the performance of intricate rituals in an attempt to regulate or eradicate the persistent

ideas. The rituals are frequently time-consuming and have a significant impact on daily living.

For example, be continually compelled to wash their hands, double-check that the door is

secured or the oven is switched off, or adhere to strict restrictions. Lastly, post-traumatic stress

disorder, people who have been through a serious traumatic incident, such as war, torture, a car

accident, a fire, or personal violence, may suffer long after the event has ended. Post-traumatic

stress disorder does not affect everyone who has been through a stressful event (PTSD). People

with PTSD have intrusive, distressing experiences, such as nightmares or flashbacks, that force

them to relive the traumatic incident. Flashbacks are frequently triggered by triggers associated

with the experience, which the person attempts to avoid. PTSD might also cause you to become

emotionally numb.

Additionally, in higher education, student mental health has become a growing

concern. Specially nowadays, because the pandemic occurs. Students use modern technology

to communicate and to learn since it is forbidden to go outside of the house unless there is an

important thing to do. Therefore, students facing different kind of challenges to their academic

performance. Such as, plenty of activities, seat works, assignments, quizzes, examinations, and

recitations. It may affect their emotional state that can lead to anxiety disorders. Most students

push their limits to finish and to pass it on time, for them to have the grade they deserve.

However, if a student let the stress occupy his/her mind, it can be dangerous to his/her emotional
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state. Anxiety disorder is unavoidable in this situation though, stress is a part of learning

process. Therefore, students need to balance the stress to overcome anxiety disorders. Students

needed approaches of his/her environment to reduce the stress.

As stated by Kids Health for Teens (2014), it's normal to feel worry when things

get hectic and complicated. If a person spends an extreme amount of time feeling worried,

hard time to fall sleep because of anxiety, they need to pay attention to their own thoughts and

feelings. They may have symptoms of an anxiety disorder. Anxiety is a normal human reaction

that include mind and body of an individual. It serves an important basic survival to all of us.

Anxiety is an alarm system that is activated whenever a person feels a danger or threat to

his/her life. When the body and mind react to danger or threat, a person feel anxiety — things

like extreme heartbeat and breathing, tight muscles, sweaty palms, a sick stomach, and

trembling hands or legs. These symptoms are part of the body's fight-flight response. Cause by

a surge of adrenaline and other substances that prepare the human body to move quickly to

avoid danger. Anxiety disorders might affect a person’s ability to work, study and to participate

in other activities. Anxiety disorders have a possible treatment. Such as, meditation, exercise,

correct breathing techniques, proper diet, building self-esteem, consistent therapy, exposure

therapy, solving problems, medication, and surrounding to people that good for mental health.
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According to Ghasampour & Mansouri (2018), the goal of this study was to see if

compassion-focused therapy may help second-grade female high school students with

Generalized Anxiety Disorder (GAD) increase their optimism and self-compassion. The control

group was used in this semi-experimental investigation, which included a pre-test and post-test.

At the academic year 2015-2016, the statistical population of this study included all female

second grade students in high schools in Izeh city. After screening, 302 participants were chosen

at random from a multi-stage cluster sample and completed the Penn State Worry

Questionnaires. A total of 40 people with Generalized Anxiety Disorder (GAD) were identified

and randomly assigned to experimental and control groups. The optimism questionnaire by

Scheier and Carver and the self-compassion questionnaire by Raes, Pommier, Neff, and Van

Gucht were utilized in this study. For 1/5 of a month, the experimental group got compassion

orient treatment. Descriptive (average and standard deviation) and inferential (multiple

covariance analysis) tests were used to analyze the data. After being instructed, the experimental

group showed a considerable improvement in optimism and self-compassion. Based on the

findings, we can conclude that compassion focused therapy is an essential component in

promoting optimism and self-compassion in GAD students.

As claimed by Davis (2019), the study was financed by the Center for Disease

Control and the Disability Research and Dissemination Center at the University of South

Carolina School of Medicine. The phone interview includes a demographic questionnaire

(Kubicek et al., 2016) and the NIMH Diagnostic Interview Schedule for Children IV (NIMH

DISC-IV) for parents of 250 students (Shaffer, et al., 2000). Students who identified as non-

white were predicted to have lower symptom counts of agoraphobia and generalized anxiety
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disorder. On mean symptom counts of agoraphobia and generalized anxiety disorder, detected

on the DISC-IV, by race, identified on the demographic questionnaire, two one-way analysis

of variance (ANOVA) tests were done. Symptom counts of agoraphobia by race and symptom

counts of generalized anxiety disorder by race were shown to be significant. The agoraphobia

theory was disproved, with African American students having the highest mean agoraphobia

symptom counts because white students had the highest mean symptom count, the generalized

anxiety disorder hypothesis was partially validated; however, those results were only

statistically significant when compared to Hispanic students.

As determined by Seçer, et al. (2019), the goal of this study is to see how anxiety

sensitivity affects childhood depression and anxiety disorder in teenagers. Mood disorders and

anxiety disorders in children and adolescents are two contemporary study subjects that have

received a lot of attention. Six, hundred and seventy students from Erzurum took part in the

study. Anxiety sensitivity score and anxiety and sadness index for children and adolescents

were used to collect data. Correlation analysis and the structural equation model were used to

analyze the data. The findings demonstrated that anxiety sensitivity has a direct and indirect

impact on anxiety disorder and childhood depression.

As reported by Roy (2020), since the outbreak began, the COVID-19 pandemic has

had a psychological and emotional impact. People are worried about its inception and spread,

which has increased anxiety levels. Moreover, Talidong & Toquero (2020) emphasized that

Philippine education system has been impacted by the COVID-19 crisis too. Classes were

rescheduled because of the lockdown. Virtual learning became a topic that most schools and

universities were dealing with at the time. In the aftermath of the COVID-19 outbreak,
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governments and educational institutions at all levels are working hard to create realistic

solutions for online learning. This stage allows parents to help their children with their education

at home and, at the very least, helps ease parental concerns about the quality of online learning

(Irawan & Dwisona, 2020). As a result, students became bored with online learning after the

first two weeks; there was significant anxiety among research subjects whose parents had low

income because they had to purchase quotas in order to participate in online learning; and mood

changes occurred as a result of too many assignments that students deemed ineffective. Having

COVID-19-infected relatives was found to be a risk factor for increasing student anxiety in a

recent study.

As explained by Salman et al. (2020), adolescence is a vital stage for the

development of mental diseases like sadness and anxiety, and nowadays, teenagers spend more

time on electronic devices than they do playing outside.

As stated by Hossin et al. (2020), a preliminary observation. The new Coronavirus

Disease (COVID-19), which has been classified as a pandemic by the World Health

Organization, has spread to Bangladesh since early March 2020, and people are receiving daily

updates from social and electronic media. We wanted to see how common anxiety was among

Bangladeshis throughout the pandemic in relation to social media exposure (SME) and

electronic media exposure (EM) (EME). A self-administered online-based questionnaire

connecting personal characteristics, self-rate health (SRH), SME, and EME with anxiety was

used to collect data from 880 individuals for this cross-sectional study. According to the

findings, nearly half of the polled population (49.1%) experienced a surge in anxiety during the

pandemic, which is ten times greater than the national anxiety rate in 2019. Participants who
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spent more than four hours per day on social media had a higher level of anxiety than those who

spent less than two hours per day on social media. Similarly, anxiety levels were higher in

participants with fair/poor SRH compared to those with outstanding SRH. To enhance the state

of mental health conditions during the pandemic, it is highly suggested that active surveillance

and effective monitoring mechanisms be developed to limit the spread of disinformation from

both social and electronic media.

As reported by Yasmin, et al. (2020), now a days stress has been part of life of the

people since there are many things which act as a stress catalyser. Covid-19 cause distress

around the world. Stress is rapidly increasingly affecting adolescent of all age group. Avoiding

stress is really hard as parents do not have enough time to properly look after their children.

Most people have a common mind-set that stress is merely caused by a sad circumstance, but

in reality, stress can happen through a good experience too. Whenever it comes to student stress,

there are a few things to consider. Reasons which can cause stress in a student's life, such as:

conflict between the student and the teacher which can cause stress. Lack of family attention

too is one of the reasons why it attacks to all students. Most of the students do not take care of

their eating habits therefore, they are more prone towards to stress. In addition, lack of sleep is

a common cause and students all across the world are getting affected by stress because this

occurrence. Stress management among students is uneven matter. Most educational institutes

provide optional stress management classes to help students deal with this terrible problem, but

students frequently lack the time to attend. This research makes an attempt to understand the

effects of stress on students and the importance of managing it in order to improve learning

outcomes.
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According to Soria et al., (2021), the pandemic has had a particularly negative

impact on students' mental health, with a rise in the prevalence of major depressive disorder

(MDD) and generalized anxiety disorder (GAD) (GAD; Healthy Minds Network & American

College Health Association [HMN], 2020). Institutional administrators are increasingly

concerned about students' mental health. Faculty, student affairs practitioners, administrators,

and mental health providers may benefit from a better understanding of the students who are

likely to experience mental health disorders in the coming semesters as they prepare for the

impact of increasing numbers of students who experience mental health disorders. Because, of

the specific circumstances surrounding the pandemic, past research findings on student mental

health may be skewed. The purpose of this study is to look at the links between individual,

interpersonal, institutional, health, and stress-related factors and the likelihood of clinically

severe MDD and GAD in students.

As specified by Penninx et al. (2021), anxiety disorder is the most frequent type of

mental illness, and they usually begin before or during adulthood. Excessive dread and anxiety,

as well as persistent and damaging avoidance of perceived threats, are key characteristics.

Anxiety disorders are characterized by abnormalities in the brain circuits that respond to danger.

Genetic variables, environmental influences, and their epigenetic relationships all influence the

risk of anxiety disorders. Anxiety disorders frequently coexist with one another, as well as with

other mental disorders, particularly depression, and somatic disorders. Comorbidity usually

means more severe symptoms, a higher clinical load, and more difficult therapy. Early, precise

disease detection and proper treatment administration, with scaling up of treatments as needed,

are the best ways to reduce the high burden of disease caused by anxiety disorders in individuals
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and around the world. Both evidence-based psychotherapy (especially cognitive behavioral

therapy) and psychoactive drugs (especially serotonergic substances) are beneficial, allowing

patients to make more informed therapeutic decisions. Although promising, no long-term

preventive strategies are available, and clinical demands remain unmet, owing to recurrent

therapeutic resistance. Ongoing research efforts are addressing these issues, and future efforts

should focus on individualized, more effective ways to precision medicine treatment.

Based on Gazmararian et al. (2021), concerns have been expressed concerning

the impact of the COVID-19 epidemic on teenage mental health at a critical developmental and

social time in their lives. The impact of the pandemic on high school students' mental health

shortly after public schools close in spring 2020 is investigated, as well as whether this impact

differs by sex, race/ethnicity, and socioeconomic position (SES).

In the opinion of Godoy et al. (2021), between 5 October and 20 December

2020, this study was conducted throughout four modules of a remote Psychopharmacology

course. At the University of So Paulo in Brazil, we gathered data from 28 Psychology

undergraduate students. To generate a quantifiable measure of learning, we used pre- and post-

test multiple-choice questions. Students filled out an online survey about their demographics,

functional impairment (Work and Social Adjustment scale; WSAS), generalized anxiety

(Generalized Anxiety Disorder scale; GAD-7), coronavirus anxiety (Brazilian adapted version

of the Coronavirus Anxiety Scale; CAS-BR), and self-perception with the remote lectures'

methodology.42.9 percent of our group reported symptoms of generalized anxiety disorders

(GAD-7 15), and 53.6 percent had moderate to severe functional impairment (WSAS > 20). An

overlapping profile of highly nervous and dysfunctional students was also discovered. A
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correlation was discovered between pairs of multiple-choice questions responses and GAD-7

scores using a chi-square test of independence, indicating that less anxious students were more

likely to perform better in pairs of pre- and post-tests. The correlational analysis revealed that

students with moderate to severe functional impairment (WSAS scores > 20) were less likely

to switch from an incorrect to a correct answer to pairs of pre-assigned questions.

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Figure 1

INPUT PROCESS OUTPUT

• Factors that may Data collection

contribute to anxiety -Analyze the problem It Identify the
disorders of Grade 12 and studies. highest and lowest
- Constructing the anxiety disorders of
students of Technical-
survey questionnaires. the Grade 12
Vocatonal-Livehood-
- Gathering of data Technical-
Home-Economics Vocational-
Strand of Holy Angel from the participants.
- Tabulation of Livelihood-Home-
University. Economics strand
Students responses.
• To identify the highest of Holy Angel
-Data Analysis:
and lowest anxiety Thematic analysis University as well
disorders of the Grade as the main Reason
12 students of of their anxiety
disorder.
Technical-Vocatonal-
Livehood-Home- To give awareness
Economics Strand of to people about
Holy Angel University anxiety disorders.
and to know the main
Reasons of it.
• To give awareness about
anxiety disorders.
• Profile of Students:

a. Grade 12 students of
TVL-HE strand who
experienced anxiety
disorder during online
class
b. Male and Female
c. Exclusive for Holy
Angel University only
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This study will identify the highest and lowest anxiety disorders of the grade

12 students of Technical-Vocational-Livelihood-Home-Economics Strand of Holy

Angel University during online class and the main reason of their anxiety disorder. As

well as, to give awareness about anxiety disorders to prevent it.

Specifically, it answers the following question:

1. What are the factors of anxiety disorders of the grade 12 students of Technical-

Vocational-Livelihood-Home- Economics Strand of Holy Angel University during

online class?

2. How to identify the grade 12 students of Technical-Vocational-Livelihood-Home-

Economics Strand of Holy Angel University who are suffering from anxiety

disorders during online class?

3. How the grade 12 students of Technical-Vocational-Livelihood-Home- Economics

Strand of Holy Angel University handle the effects of anxiety disorder during online

class?

This research will focus on identifying the top and least symptoms of

anxiety disorders among the Grade 12 students of Technical-Vocational-Livelihood-

Home-Economics Strand of Holy Angel University as well as the main reason of their

anxiety disorder. As stated in Cleveland Clinic et al. (2020) anxiety disorders are a

category of mental illness. Nervousness, panic, and terror, together with sweating and

a racing heart. Anxiety disorders have long been a source of fascination for university

students, particularly those who have personally experienced them.

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This research will identify and evaluate various anxiety-related factors that affect

other grade 12 students. Furthermore, this research aims to determine how difficult and

stressful grade 12 is at the university, as well as how the researchers hope to raise awareness

among their fellow students about existing and future problems. The explanation of this

occurrence is that the majority of the university's grade 12 students of Technical-Vocational-

Livelihood-Home-Economics strand of Holy Angel University have been experiencing

different kind of anxiety disorders as a result of being pressured to study harder in order to not

have a failing grade. This study will be conducted with limited time frame and there is no need

for expense since this study is specific to grade 12 Technical-Vocational-Livelihood-Home-

Economics strands of Holy Angel University.

The significance of this study is to identify the highest and lowest anxiety disorders of

the grade 12 students of Technical-Vocational-Livelihood-Home-Economics Strand of Holy

Angel during Online class and the main Reason of their anxiety disorder. In addition to give

awareness to others for them to prevent having anxiety disorder.

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For students, this study will help them to learn how to identify the anxiety

disorder and to teach them to develop their ability in handling the stress that they are facing to

avoid anxiety disorders.

For teachers, this study will benefit them because it will serve as a guide for

them to improve their delivery of instructions about anxiety disorders as well as to know the

needs of their students and improve their proficient experiences.

For professionals, this study will benefit them because they can use this

research as a basis for them to develop their research in the future and to relate other behavior

studies.

To future researchers, this study will help them to make a study that is related

about anxiety disorders. They can use this study as a guide and gather different information

that will help to support their study.

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Method

Participants

The participants of this study are the Grade 12 students of Technical-

Vocational-Livelihood-Home-Economics strand males and females of Holy Angel

University that are experiencing anxiety disorder such as, extreme amounts of anxiety,

panic, anxious, and worried. Also, other emotions such as, calm, interest during online

class.

The sample size is 10 students. The researchers came up with this sample

size because there are two (2) sections of Technical-Vocational-Livelihood-Home-

Economics strand in Holy Angel University which are Fortitude and Counsel. As a

result, the researchers select three (3) females, and two (2) males, in Fortitude and two

(2) females, and three (3) males, in Counsel. Since this study is qualitative research, it

means the participants is more limited than quantitative research.

In addition, the researchers choose the grade 12 Technical-Vocational-

Livelihood-Home-Economics strand of Holy Angel University because most of the

individuals believe that this strand is based from performance tasks. In other reason,

such as this strand does not have mathematics and science or other complicated

subjects. This certain strand is focused on Home-Economics activities.

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Therefore, this study will also determine the anxiety disorder of the grade

12 students of Technical-Vocational-Live-Hood-Home-Economics Strand of Holy

Angel University during online class. Furthermore, since most of the students are

answering a lot of activities, seat works, assignments, examinations, and recitations

during online class therefore, they might experience anxiety disorder.

The convenience sampling method will be utilized by the researchers. The

reason for choosing this sampling technique because, the researchers are also included

in the population which are the Grade 12 Counsel Technical -Vocational-Livelihood-

Home-Economics strand in Holy Angel University, also the researchers just have

limited time to conduct this study. Since the sample size are readily available, the

researchers' work was made easier because they will be the one to choose their

participants. The researchers will select ten (10) random participants consists of five

(5) males and five (5) females. This method is inexpensive, and it is simple for the

researchers to reach their participants, especially now that the researchers cannot

directly communicate with their participants face to face because of the pandemic.
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Since most of the students already experienced anxiety disorder like,

extreme amounts of anxiety, panic, anxious and worry when answering plenty of

activities, seat works, assignments, examinations, and recitations during online class.

The researchers decided to choose 3 females, and 2 males, in Fortitude, and 2 females,

and 3 males, in Counsel of the grade 12 students of Technical-Vocational-Livelihood-

Home-Economics strand of Holy Angel University to obtain the sample.

The participants in this study are Grade 12 students from Holy Angel

University's Technical-Vocational-Livelihood-Home-Economics strand, both male and

female. The researchers chose their participants to raise awareness among others in order

to help them to avoid anxiety disorders, to develop their ability to handle the anxiety

that they are experiencing, to identify or recognize who among their fellow students

from the same strand have the highest and lowest anxiety disorders, and to learn the

main causes of anxiety disorders during online class.

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Instrument

The study uses structured interview to the selected participants of males and

females of Fortitude and counsel of the grade 12 students from Holy Angel University's

Technical-Vocational-Livelihood-Home-Economics Strand. Since we are currently

facing Pandemic, the researchers decided to conduct the structured interview via different

digital platform.

According to, Easwaramoorthy, et al. (2006), interview is a conversation

between one individual or more, to gather information. A research interview include

interviewer, he/she is the one asks the questions about a certain topic of the study.

interview can be conducted digital platform and face to face. Also, interview is

appropriate method to gather information about people’s opinions, experiences, thoughts,

and feelings. There are 3 types of interviews, such as, structured interview, semi-

structured interviews, and unstructured interviews. The study used structured interview

which means the interviewer already have a set of questions to the participants, about the

certain topic.

The researchers do not find an existing instrument that is like to what they

have. Since their study is qualitative research, the researchers just have two choices of

instruments and these are, observation and interview and the most appropriate instrument

to use in our study is interview, to identify the highest and lowest anxiety disorders. Also,

the researchers will no longer create a new instrument.

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Research Design

The study used the qualitative research design, particularly the

phenomenological study, this type of qualitative research as stated by Duquesne

University (2021). A phenomenological study help, people to understand the meaning

of persons life experience. Also, it studies the people experiences and focuses to the

main event rather to a certain topic. Since the researchers want to understand the live

experiences of the other Grade 12 students of Technical- Vocational – Livelihood-

Home-Economics Strand of Holy Angel University while answering plenty of

activities, seat works, assignments, quizzes, examinations, and recitations during

Online class.

The researchers conduct a study about anxiety disorders and the main reasons

of their anxiety disorder. A phenomenological study will help the researchers to easily

identify the highest and lowest anxiety disorders of the selected participants males and

females of Fortitude and Counsel and the main reason of their anxiety disorder. Also,

the researchers will not use a design that is not listed to the lesson.
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Procedure (with ethical consideration)

The researchers chose a topic about mental health since the students are

currently facing pandemic. We researchers came up with some topics, then eventually, the

researchers end it by the symptoms of anxiety disorders of the grade 12 students of

Technical- Vocational – Livelihood-Home-Economics Strand of Holy Angel University

The researchers Analyze the problem about anxiety disorders of the grade 12

students of Technical- Vocational – Livelihood-Home-Economics Strand of Holy Angel

University to create the interview questionnaires.

The researchers will create an Information Sheet and Informed Consent to their

participants which are the Grade 12 students of Technical- Vocational – Livelihood-Home-

Economics Strand of Holy Angel University before gathering the data to ensure that they

will not violate their participants right and a permission to ask the participants if they really

want to participate in the study.

After gathering the data, the researchers will tabulate the responses of the selected

participants males and females of Fortitude and counsel of the grade 12 students of

Technical- Vocational – Livelihood-Home-Economics Strand of Holy Angel University.

Moreover, to make sure the information is confidential, the leader is the only one who can

save all of the respondents of the participants in this study and other researchers are not

allowed.
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Lastly, the researchers will analyze the responses of the selected participants of

males and females of Fortitude and counsel of the grade 12 students of Technical- Vocational

– Livelihood-Home-Economics Strand of Holy Angel University.

Data Analysis

This study used thematic analysis to analyze the data of the selected participants of

the Grade 12 Technical-Vocational-Livelihood-Home- Economics Strand of Holy Angel

University. As stated by Claufield (2019), thematic analysis study the data to recognize the

common themes rather topics or ideas also, there are a lot of approaches in conducting

thematical analysis, however the most common form is following the 6 steps which are,

familiarization, coding, generating themes, reviewing themes, defining and naming themes,

and writing up. The researchers used these forms to find out the experiences of the selected

participants of the grade 12 students of Technical- Vocational – Livelihood-Home-Economics

Strand of Holy Angel University during online class.

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Result

Table 1.1

Different factors during online class that affect anxiety disorder of the selected participants

of the grade 12 Technical-Vocational-Livelihood-Home- Economics Strand of Holy Angel

University students.

Category Sub-categories n

Positive factors during online Time management become better 3

(PFDO)
Improved socialization skills 2

Enhanced critical thinking skills 3

Other factors during online class Lack of sleep 3

(OFDOC)
Social pressure 4

Difficulties to answer, activities, 1

assignments, seat works, examinations,
and oral recitations.

Table 1.1 shows the different factors during online class that affect the anxiety disorder

of the selected participants of grade 12 Technical-Vocational-Livelihood-Home- Economics

Strand of Holy Angel University students.

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Category 1 shows the positive factors during online class (PFDO) to the selected

participants of this study, 3/10 (Interviewee 3, 8 and 10) said that their time management

become better during online class, while 2/10 (Interviewee 2 and 7) said that their socialization

skills improved during online class, and 3/10 (Interviewee 1, 2 and 5) students answered their

critical skills enhanced during online class.

Category 2 shows the other factors during online class (OFDOC), 3/10 (Interviewee

2, 5, and 6) said that during online class they are experiencing lack of sleep, while 4/10

(Interviewee 2, 4,5 and 9) students experienced social pressure during online class and 1/10

(Interviewee 1) experienced difficulties to answer, activities, assignments, seat works,

examinations, and oral recitations during online class.

Moreover, this study has 10 selected participants but the table 1.1 shows the number

of sample size is 16, the reason is, other participants in this study choose more than 1 answer.

These are the actual response of the interviewee in this table that choose above 1 answer:

“My answer is letter c. It developed my critical thinking and Um ah, letter f. Difficulties

to answer activities, seat works, quizzes, assignments examination and oral

recitations.” (Interviewee 1, 2021)

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“Actually, I experienced all of the choice that you provide which are letter d. lack of

sleep, c. It developed my critical thinking, e. social pressure and b. It improved my

socialization skill.” (Interviewee 2, 2021)

“Letter c. It developed my critical thinking and d. Lack of sleep and um e. social

pressure.” (Interviewee 5, 2021)

Table 1.2

Effect of the different factors during online class that trigger anxiety disorder of the

selected participants of the grade 12 Technical-Vocational-Livelihood-Home- Economics

Strand of Holy Angel University students

Category Sub-categories n

Cause of the different factors during

Online class that triggers anxiety disorder Sometimes 7
(CDFDOCTAD)

Often 3

Table 1.2 shows effect of the different factors during online class that trigger anxiety

disorder of the selected participants of the grade 12 Technical-Vocational-Livelihood-Home-

Economics Strand of Holy Angel University students. 7/10 (Interviewee 1, 2, 3,5, 8, 9 and 10)

selected participants in this study answered sometimes, their anxiety disorder trigger because

of the other factors during online class while, 3/10 (Interviewee, 4, 5 and 7) said that because

of the different factors during online class it trigger their anxiety disorder often.
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Table 2

Different emotion of the selected participants Grade 12 students of Technical-Vocational-

Livelihood-Home- Economics Strand of Holy Angel University to the different factors

during online class

Category Sub-categories n

Positive feeling while experiencing Calm 2

different factors during online class Interest 1
(PFWEDFDOC)

Other emotion while Nervous 6

experiencing the different factors
during online class
(OEWETDFDOC) Panic 1

Worried 1

Table 2 shows emotion of the selected participants of the grade 12 students of

Technical-Vocational-Livelihood-Home- Economics Strand of Holy Angel University to the

different factors during online class.

Category 1 indicates the positive feeling of the students while experiencing the

different factors during online class (PFWEDFDOC). 2/10 (Interviewee 2 and 10) selected

participants said that they are calm when they are experiencing the different factors during

online class, and 1/10 (Interviewee 1) said that she is having an interest to the different factors

during online class.

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Category 2 shows other emotion while experiencing the different factors during

online class (OEWETDFDOC). 6/10 (Interviewee 3, 4, 6, 7, 8 and 9) experienced nervous to

the different factors during online class, and 1/10 (Interviewee 2) experienced panic while,

1/10 (Interviewee 5) experienced worried to the different factors during online class.

Furthermore, this study has 10 selected participants but the table 2 shows the

number of sample size is 11, the reason is, other participants in this study choose above 1

answer.
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Table 3

Different ways of preventing anxiety disorder during online class of the selected

participants of the grade 12 Technical-Vocational-Livelihood-Home- Economics Strand of

Holy Angel University based on their own experienced during online class

Category Sub-categories n

Positive mindset (PM) Tends to look to the brighter 1

Side of everything

motivate 1

Taking Time from themselves Relax 3

(TTFT)

eat 1

Take a break 2

Support system (SS) Friends 1

Pray to God 1

Reconnect to hobbies 1

Distractions to avoid anxiety Scrolling down social media 1

disorder (DTAAD)
listening to the lesson being discussed 1

Stress reliever things (SRT) Playing music 1

Bike activities 1

Playing mobile games 1

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Table 3 shows the different ways of preventing anxiety disorder during online class of

the selected participants of the grade 12 Technical-Vocational-Livelihood-Home- Economics

Strand of Holy Angel University based on their own experienced during online class.

Category 1 indicates positive mindset (PM) “I tends to look to the brighter side of

everything specially during online class”, (Interviewee 2, 2021)

“I motivate myself to overcome my anxiety” (Interviewee 9, 2021)

Category 2 Taking time from themselves (TTFT), “anxiety is easy to get but hard to

overcome so as much as possible she makes time to relax” (Interviewee 1, 2021).

“I just normally take a break, and if there was still enough time to take a break, relax or eat, I

will grab that opportunity” (Interviewee 3, 2021)

“I just needed to relax and calm himself” (Interviewee 4, 2021)

Category 3 support system (SS) “my friends is my support system to handle my anxiety”

(Interviewee 2, 2021).

“I make sure to reconnect to my hobbies and pray to God always” (Interviewee 6.

2021).

Category 4 distraction to avoid anxiety disorder (DTAAD). “I handle my anxiety by

distracting myself like scrolling down to social media” (Interviewee 5,2021).

“By distracting myself, focusing to the things that’s in front me such as, listening to

the lesson being discussed or looking around my surrounding for distractions.” (Interviewee

8,2021)
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Category 5 stress reliever things (SRT) “I played music, doing bike activities and

playing mobile games” (Interviewee 10, 2021).

Additionally, this study only has 10 selected participants but the table shows the

number of sample size is 16, the reason is, other participants in this study have related answer

on how they prevent their anxiety disorder during online class based on their own experienced.

These are the answers of the selected participants that mostly have similar answer:

“Time - that's a way for me to handle the factors of anxiety because time is really

important for me having the time for myself helps me to avoid it. Anxiety is easy to get but hard

to overcome so as much as possible making time to relax, rest and to think nothing for me is a

great way to prevent and stay away from the anxiety.” (Interview 1, 2021).

“I just normally take a break also, if there were still enough time why not take a break

and then eat, relax for a while for like 10 to 15 minutes then continue the task out of it”

(Interview 3, 2021).

“I just need to relax and calm myself” (Interview 4, 2021).

“I handle my anxiety by distracting myself like scrolling down social medias”

(Interview 5, 2021).

“I’m distracting myself by focusing on what's in front of me and just listening to the

lesson being discussed or looking around my surrounding for distractions” (Interview 8,

2021).
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Discussion

The study finds out that there are different factors of anxiety disorder during

online class, because of these different factors, most of the selected participants of the study

experienced anxiety disorder that can trigger their anxiety disorder, however, they have

different ways on how they prevent anxiety disorder during online class based on their own

experienced. Furthermore, the participants of this study are the grade 12 students Technical-

Vocational-Livelihood-Home-Economics Strand of Holy Angel University both male and

female.

Moreover, Table 1.1 will identify the different factors of anxiety disorders

during online class. Also, there are two categories on this table, category one shows the positive

factors during online class as well as, the other factors during online class. Together with Table

1.2, indicates the effect of the different factors during online class that trigger anxiety disorder

of the selected students. In addition, Table 2 shows the different emotion of the selected

participants to the different factors during online class plus, there are two categories in this

table which are: positive feeling while experiencing different factors during online class and

other emotion while experiencing the different factors during online class on the other hand,

Table 3 shows different ways of preventing anxiety disorder during online class based on their

own experienced, this table have five categories such as: positive mindset, support system,

distractions to avoid anxiety disorder, as well as stress reliever things.

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Since all are suffering from pandemic right now, the educational system now a

days used digital platforms to communicate, in order to prevent spreading the virus therefore,

students learned via digital platforms. Thus, students experienced anxiety disorder during this

pandemic because of the different challenges that they are facing such as, plenty of activities,

seat works, assignments, quizzes, examinations, recitations, social pressure and much more

reasons.

Table 1.1 identify the different factors during online class that affect anxiety

disorder of the selected participants of the grade 12 Technical-Vocational-Livelihood-Home-

Economics Strand of Holy Angel University students which are: their time management

become better, their socialization skills improved and it enhanced their critical thinking skills,

they are also experienced lack of sleep, social pressure and difficulties to answers, assignments,

seat works, activities, examinations, and oral recitation.

Moreover, because they are experiencing the different factors of anxiety disorder

during online class, sometimes and often their anxiety disorder trigger because of the other

factors during online class.

Additionally, the different emotion of the selected participants Grade 12 students

of Technical-Vocational-Livelihood-Home- Economics Strand of Holy Angel University

which are: Calm, interest, nervous, panic and worried.

As well as the selected participants of this study have different ways on how

they prevent anxiety disorder during online class based on their own experienced like

building a positive mindset, taking time from themselves, building their support system,

distracting themselves and doing a stress reliever thing.

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For the students, students of Holy Angel University that can have an access to

read this research study as well as the other students, the researchers recommend to do a stress

reliever thing that you would love to do also, try to think positive specially during this

pandemic, as well as taking time from yourself is a must and building a support system too,

this can help you to handle your anxiety based on this study.

For the teachers, teachers of Holy Angel University that can have an access to read

this research study as well as the other teachers outside of the school, the researchers

recommended for them to monitor their students particularly during online class. To know if a

student is suffering from anxiety disorder.

For future researchers, if a group of students rather teachers of Holy Angel

University want to continue this research study, the study covered only the grade 12 students

of the Technical-Vocational-Livelihood-Home-Economics Strand of Holy Angel University.

The researchers recommend enlisting more participants to enhance the number of data to know

more who are the students experiencing anxiety disorder therefore, other future researchers

conduct a study on how to effectively prevent the anxiety disorder.

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Appendices

INFORMATION SHEET
Title of the Study: Anxiety Disorders of the Grade 12 Students of Technical-
Vocational- Livelihood-Home-Economics Strand of Holy Angel University.

Researchers: Aguilera, Maria Krista Briana

Calma, Micaela Marie
Dizon, Pauline Nicole
Labrusca, Bryan James
Merano, Andrea
Paulino, Christine Joy
Velasquez, Henry John

Background: The aim of this study is to identify the highest and lowest anxiety
disorders of the Grade 12 students of Technical-Vocational-Livelihood-Home-
Economics Strand of Holy Angel University while answering plenty of
activities, seat works, assignments, quizzes, examinations, and oral recitations
during Online class and the main Reason of their anxiety disorder, using
qualitative research in the school year 2021-2022. The results of this study will
give awareness about the different symptoms of anxiety disorders to prevent it.

Study Procedure: You will ask an interview question to answer a structured

interview which contains 4 questions about anxiety disorders throughout online
class. As well as, your recommendation about our study.

Time Required: Participants in this study will take 10-15 minutes

Voluntary Participation: Your participation in this study is voluntary, writing

your name and attach your signature using a paper then take a picture of it. The
signature means you are agreeing to participate will be an indication consent.
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Question about the study:

If you have questions or concerns during your participation in this
study, or you would like to receive a copy of the aggregate results, you may
contact:

Researcher: Aguilera, Maria Krista Briana

Contact Number: 09605627821
Email Address: mariakristabrianaaguilera@gmail.com

Researcher: Calma Micaela Marie

Contact Number: 09683666118
Email Address: micaelacalma8@gmail.com

Researcher: Dizon Pauline

Contact Number: 09750812056
Email Address: zondi1015@gmail.com

Researcher: Labrusca, Bryan James

Contact Number: 09991863282
Email Address: labruscabj@gmail.com.

Researcher: Merano, Andrea

Contact Number: 09208272859
Email Address: andreamerano9@gmail.com

Researcher: Paulino, Christine Joy

Contact Number: 095518670329
Email Address: joypaulino52@gmail.com

Researcher: Velasquez, Henry John

Contact Number: 09476131233
Email Address: henryjohnvelasquez28@gmail.com
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INFORMED CONSENT
Title of Research: Symptoms of Anxiety Disorders of the Grade 12 Students of
Technical-Vocational-Livelihood-Home-Economics Strand of Holy Angel
University.
I hereby make a decision to participate in the research study. My signature below
indicates that I have voluntarily participate in the study after reading all the
information and understand the objective, purpose, procedures, duration, risks and
benefits of the research. I consent voluntarily to be a participant of this study.
Name of Participant: __________________________
Signature of Participant: __________________________

Date: __________________________
Researcher: Calma, Micaela Marie

Signature:
Date: __________________________

Researcher: Calma, Micaela Marie

Signature:
Date: __________________________

Researcher: Dizon Pauline

Signature:
Date: ________________

Researcher: Labrusca, James Bryan

Signature:
Date: __________________________
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Researcher: Paulino, Joy

Signature:
Date: __________________________

Researcher: Merano. Andrea

Signature:
Date: _________________________

Researcher: Velasquez, Henry

Signature:
Date: _________________________

Research Adviser: Celine Santos

Signature:
Date: _________________________
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SSOP Interview Question

1. What are the factors of anxiety 1. 1 What do you feel during online

disorders of the grade 12 students of class?

Technical-Vocational-Livelihood-Home- a. My time management

Economics Strand of Holy Angel become better.

University during online class? b. It improved my socialization

skills.

c. It developed my critical

thinking.

d. Lack of sleep

e. Social pressure

f. Difficulties to answer

activities, seat works,

assignments, examinations

and oral recitations.

1.2 Does it trigger your anxiety?

a. Sometimes

b. Often

c. Yes
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d. No

2. How to identify the grade 12 students 2. What do you feel when you are

of Technical-Vocational-Livelihood- experiencing the other factors

Home- Economics Strand of Holy Angel (lack of sleep, social pressure,

University who are suffering from anxiety difficulties to answer activities,

disorders during online class? seat works, assignments,

examinations, and oral

recitations) during online class?

a. calm

b. interest

c. enjoyment

d. Nervous

e. Worried

f. Panic

3 How the grade 12 students of Technical- 3. How do you handle the effects

Vocational-Livelihood-Home- of anxiety during online class?

Economics Strand of Holy Angel

University handle the factors of anxiety

disorder during online class?

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Script/Spiel: Good morning/ Good afternoon. I am Name of the researcher. The

aim of this study is to identify the highest and lowest anxiety disorders of the Grade 12 students

of Technical-Vocational-Livelihood-Home-Economics Strand of Holy Angel University

during Online class and the main Reason of their anxiety disorder, using qualitative research

in the school year 2021-2022. The results of this study will give awareness about anxiety

disorders to prevent it. The Study procedure, you will be asking an interview question to

answer a structured interview which contains 4 questions about anxiety disorders throughout

online class. As well as, your recommendation about our study. And the time required in this

study will take 10-15 minutes. Your participation in this study is voluntary, writing your name

and attach your signature using a paper then take a picture of it. The signature means you are

agreeing to participate in our study and that will be an indication consent. Additionally, this

interview is recorded, and I will assure you that this video or voice record will be used for our

research only. Furthermore, to make sure the information is confidential, our leader is the only

one who can save all of the videos and voice recorded and others are not allowed because our

leader respect the privacy of each people and she is responsible from she does. Moreover, if

you have questions or concerns during your participation in this study, or you would like to

receive a copy of the aggregate results, you may contact the researchers in this study that you

will see in the information sheet. Lastly, are you willing to participate in our study?
 Anxiety Disorders of TVL-HE Students
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Documentation
Anxiety Disorders of TVL-HE Students
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 Anxiety Disorders of TVL-HE Students
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