A Quantitative Study Comparing the Employed Coping Mechanisms of STEM Students

of SPUP: A Basis for Development of Learning Strategy Guide

Abstract

Due to the occurrence of Global pandemic, the Education of the youth is put into halt.

Howsoever, through the technological advancement that evolves along the changing world,

Education was made possible through distance learning. Students learn through video

conferencing applications; however, the emergence of the said resort brought an underlying

adversity among teachers and students. Previous studies regarding students’ adversities

we’re adversities that they come across in face-to-face setup. Meanwhile, this study aims to

assess and compare the coping mechanisms employed by Senior High School Science

Technology, Engineering, and Mathematics of Saint Paul University (SPUP) and develop a

learning strategy based from the perceived coping mechanisms. This study uses 268

respondents out of 808 STEM students of SPUP. Using the perceptions of the STEM students

of SPUP that was collected through Questionnaire via Google Docs, the data shows that most

of the students coping mechanisms were Static and Observations– activities that don’t require

much energy to do. Using Pearson Correlation Coefficient, the researchers had determined

that there is a significant relationship between the effectivity of the coping mechanisms and

the number of students who uses it. In determining the relationship between the coping

mechanisms, whether or not they show significant differences with each other, the

researchers use Analysis of Variance (ANOVA). The researchers came up with a technique to

which the static coping mechanisms were embedded to their daily routine that would ensure

that no such academic responsibilities will be left undone. The developed strategy can be

used to lessen if not to eradicate the physical adversities the STEM students of SPUP come

across with every day.

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Chapter 1: The Problem and Its Background

Introduction

Over the years, individuals’ thinking abilities have been tested by countless

phenomena, from making conclusions out of events, solving problems involving

mathematical concepts, learning histories, contributing to the advancements of technology,

developing medicines for the sick, and so on. These phenomena paved the way for the people

to further develop their ability to think. It served as an awakening for them to strive more for

greater good, on behalf of those who do not have an access to education. These phenomena

led them to conclude that the vitality of education is not just for one’s sake to adapt to more

possible circumstances to come but for the greater good as well.

Education starts from the moment an individual learns something, and it does not end.

It is a lifelong process of input of knowledge and application to their daily lives. Over the

course of time, education systems have been developed and it became the center to which one

will gain knowledge and apply it for the years to come. Schools are built and instructors are

formed.

In order to have an access on education, learners must go to schools through a setup

where instructors of different fields will share their knowledge to learners who seek for it.

Since there is a presence of sense of improvement and development among humans, over the

years, they developed systematic methods where learners are required to have outputs,

assignments, homework, projects, engagement to instruments used to discover new

organisms, activities that exercises their social right, and so on. 

Education systems continue to prosper. Alongside the advancement of technology is

the concurring of the lessons taught among the students. The usual setup, where students

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would go to school on a daily basis, return home after a certain time, do not change unless

natural calamities strike such as typhoons, floods, earthquake, pandemic, and etc..

On the 31st of December 2019, the first case of Corona Virus Disease was detected,

however, the disease was not yet considered a Corona Virus Disease but Pneumonia, an

infection that inflames the alveoli. It was only after 7 days, January 7, 2020, that it was

declared as 2019-nCoV, before it was called Corona Virus Disease or CoViD-19 (World

Health Organization, Europe, 2020)

The arrival of the CoVid-19 Virus has brought massive incongruence on how people

approach tasks and concerns. When the virus spreads in the Philippines on the 7 of March,
th

2020, most of the activities proposed by schools were postponed and students were advised to

not attend the school anymore to address uncertainty brought about by the spreading virus. It

includes the final examination of students from elementary to Senior High School. 

Due to the prohibition of students having access to traditional learning routines, an

adaptation to distance learning became a need and must be utilized to uphold the rights of

every child to be educated. Distance education pertains to the continuous extent of students’

access to education despite being unable to be physically present at school and technologies

are used to serve as an alternative to communicate effectively. Prior to the CoViD-19

outbreak, distance learning was utilized to perform classes that does not require much

physical interaction. It is also adapted to deliver education so students can learn based on

their own learning capacity, pace, and levels of comprehension.  

There is an increasing concern that some students in distance learning are being

disadvantaged because of various physical health concerns. 

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 Due to the presence of the Corona Virus Disease and distance learning was

implemented, physical health concerns arise such as eye strain and frequent headaches due to

excessive exposure to radiation, dehydration, fatigue, weight loss due to uneven time of food

intake, and lack of sleep due to uneven sleep schedule.

Saint Paul University Philippines, as per guidelines given by the Department of

Education regarding the policy guidelines for the provision of learning resources in the

implementation of the basic education learning continuity plan (DepEd Order No. 018, s.

2020), has given options to students: giving them options to what modality they will be using

for the rest of the school year. The first modality the students are optioned is the (a) Pure

Online, where all students and the instructor are gathered together in a physical space or

online space, asking questions of each other working together in real-time, with no delay, and

were attending online classes through Microsoft Teams is mandatory along with the

asynchronous classes where they will answer activities in their LMS (Learning Management

System) such as Frontlearners, a website that allows them to do all the activities on their own

choice of time, for senior high school, (b) Asynchronous plus e-copy, along with their access

on the LMS, they are given a soft copy or an e-copy of the module that is provided to

Facebook Messenger, Gmail, Yahoo Mail, etc. This option is for the students who do not

have access to some online activities due to limited connection, (c) Asynchronous plus

printed, students who prefer to have printed and tangible copy of the materials opt to this

option and for the students who have narrower access to the internet and all copies are to be

taken from the BEU Saint Paul room, (d) E-copy is for the learners who have internet

connection but cannot join the synchronous classes held in Microsoft Teams. In addition to

this, students who live in far places and cannot go to school to secure a copy of the printed

module may opt for this modality, and lastly (e) the students who choose to access all the

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activities and assessments through a printed module may opt to this option, where they will

have access on the lessons through printed copies without attending to synchronous classes.

Statement of the Problem

Along with the issuance of memorandums and orders are the emergence of learning

methods, such as synchronous classes through mobile applications and asynchronous classes

by way of developing online platforms for the activities. However, along with the continuity

of the improvement of the students’ learning, various physical health concerns regarding the

sudden onset of their physical health adversities arise.

Students often come across eye strain and frequent headaches due to excessive

exposure to radiation. Poor posture among the students arises caused by long hours of sitting

without their postures in a clinically desired manner. They also come across dehydration due

to lack of intake of water in their body, fatigue due to lack of rests and weight loss due to

skipping meals.

Along with the personal struggles they face daily and the thought of learning in their

own comfort zones is the gaining upon academic loads such as the pile-up of school works

that lead them to procrastinate, have their sleeping and eating schedule cluttered, the downfall

of their physical wellbeing due to stress, lack of capacity to carry out synchronous and

asynchronous classes.

Distance learning has been the last resort of every school including Saint Paul

University Philippines for the education of all the students in the Philippines in response to

the presence of the CoViD-19 Pandemic. Due to this, students of all levels undergo the said

approach, regardless of their personal struggles and this did not go well with everyone,

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especially the students. The circumstances and hurdles the students undergo were obvious in

the first year of distance learning. 

Specific Questions

Roberts (2004) stated research questions guide the study and usually provide the

structure for presenting the results of the research. The research questions guiding this study

are:

1. What are the identified physical health concerns experienced by Senior High School

STEM students of Saint Paul University Philippines in relation to distance learning?

2. What are the coping mechanisms being employed be Senior High School STEM

students of SPUP to address the identified physical health concerns?

3. Do the Senior High School STEM Students of SPUP perceive these coping

mechanisms effective in addressing their difficulties?

4. What learning strategies can be developed to address the physical health concerns

faced by STEM students of SPUP?

Significance of the Study

This study’s significance is to provide techniques and strategies to cope with the

physical health concerns STEM students of Saint Paul University Philippines come across

with. The goal of this study is to serve as a counterstep to alleviate health concerns brought

about by distance learning. One possible phenomenon where this research would be

beneficial is the reduction of pile-up of school works that may be related to their physical

health concerns. Through this study, STEM students of Saint Paul University Philippines will

learn how to manage their time through the techniques this study aims to develop.

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Scope and Delimitation

This study will cover the following:

1. The main beneficiaries of this study is the STEM students of Saint Paul University

Philippines.

2. This study will be conducted from October, 2021 to January, 2022.

3. Results of this study shall only be recommended for Senior High School STEM

students of SPUP.

4. This study is limited on the physical health concerns experienced by Senior High

School STEM students related to their learning.

Chapter 2: Review of Related Literature

This chapter presents the background for research into the development of STEM

Students’ learning strategy guide to cope with physical health concerns. Strategies already

developed and implemented are not suitable for all health conditions of every student of Saint

Paul University due to a lack of resources and accessibility. A study done my Chandra (2020)

which focuses primarily on the perception of academic stress and emotional intelligence

coping strategies among college students regarding online education during CoViD-19 that

addresses a students’ physical health adversities lack accessibility from the beneficiaries.

Developed strategies have somehow assisted the students in the alleviation of their health

drawbacks, however, sustaining the strategies demands costly subscription payments and is

mediocre in terms of quality and its state of being memorable. Strategies that were developed

were limited.

The following review represents the literature related to this research study. Through

examination of previous research, the direction of the present study was formulated.

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Specifically, the chapter is organized into sections namely: (a) Distance Learning System, (b)

Sedentary Lifestyle Risks, and (c) Coping Mechanism.

Distance Learning System

Innovations in information technology has enabled other methods of education

delivery such as Distance Education gained prominence in higher education delivery

(KWAAH & ESSILFIE, 2017). Microsoft Teams, Google Meet, Google classroom, and

Zoom are only some of instructional platforms that make a range of components available

which in turn enhances learning and instruction. Computer-based technologies such as

authoring tools, multimedia servers, learning catalogues, e-mail, and various software

platforms give instructors and students freedom to continue learning in face-to-face or online

courses (Bates & Khasawneh, 2007). Through these mobile applications, overcoming place

constraints on instruction found in traditional classroom can be done without being in an

actual classroom setup such as the presentation through projectors or visual aids. These

applications can also be used to monitor and facilitate students’ progress, and more active

participation and interaction.

With the changes to technology and the resources available to instructors and

students, it is important to remember that the healthier a student is the better grades the

student will achieve in face-to-face or online learning environments. So by making it easier in

one aspect it may be detrimental in another due to the sedentary nature of computer use

(Mangis, 2016). In at least one study the frequent use of the computer has resulted in later

bedtimes, longer sleep onset latency, and later waking times which takes away from a

person’s energy level. Lower energy levels result in inadequate work performance and leads

to a more sedentary lifestyle (Wang et.al, 2012).

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 These studies concluded that despite the advantages of Distance learning among

students, it is considered detrimental due to lack of physical activities resulting to having

sedentary lifestyle. Caused by lack of physical activities is the increase of the risk of having

poor posture, frequent eye strain, and headaches.

Sedentary Lifestyle Risks

Sedentary behavior is defined by activity that involves little or no movement of

physical activity (Garber et al., 2011). It alters metabolic function and enhances chronic

inflammation. Physical inactivity induced suppression of lipoprotein lipase activity, which is

involved in the uptake of free fatty acids and triglycerides into skeletal muscle and the

production of high-density lipoprotein (HDL) cholesterol. An abnormal value in any or all of

these variables increases the risk of coronary heart disease (Schmid et al., 2016). Increasing

physical activity improves insulin sensitivity, lowers chronic inflammation, affects immune

function, and antioxidant defense systems (Schmid et al., 2016).

Due to long hours of being in a workplace with ergonomically correct positions can

contribute to the alleviation of posture failure risk, however, the radiation coming from

computer screens can cause retinal damage in the eye. Digital devices release blue light,

which can reach the inner lining of the back of your eye (retina). Studies show that blue light

can damage light-sensitive cells in the retina. This can lead to early age-related macular

degeneration, which can lead to loss of eyesight (UPMC, 2019).

According to Remedy Health Media (2019), being in a seated position can leave a

spine sore, stiff, and in pain. That’s because too much sitting, while it may be relaxing, puts

stress on the muscles and discs of your back and neck. This position results in tightness of

your hip flexors such as the iliopsoas muscle and pressure and some ischemia (restricted

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blood flow) of your buttock muscles—the gluteus maximus. This muscle is an important

supporter of the spine.

Coping Mechanism

Online distance learning setup can cause physical concerns. To adjust to these

concerns, people utilize coping mechanisms. Saint Paul University Philippines offer seminars

wherein the students are tasked to join. However, the seminar only tackles about mental

health and coping with its adversities. This study aims to develop a strategy to cope with

physical concerns. Coping strategies to reduce stress is a necessary condition for preventing

the harmful effects of prolonged stress (William et al., 2010). Coping strategies refer to the

specific efforts that students use to master, reduce or minimize stressful event. The search for

literature indicate there have been very limited discussion in the literature on the sources of

distance students’ stressors and what coping strategies they adopt to minimize the effect of

stress in light of growing number of distance education students in most parts of the world.

These can help people adjust to stressful events while helping them maintain their emotional

well-being. According to Scully (2021), while it is often an expected behaviour to know how

to handle emotions, it is not a skill we are born with.  Therefore, coping strategies have to be

learned and practiced on a regular basis. The more coping skills we obtain to deal with

environmental changes, the more likely we are to maintain a healthier lifestyle and overall

better physical well-being (Mathis, 2019). Through practicing a healthy coping mechanism,

students will be able to deal with health concerns and bounce back from the adversity and

minimize health risks.

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Chapter 3: Methodology

The purpose of this study is to determine other health adversities and develop

strategies to cope with them. This chapter is organized in the following sections: research

design, population, sample, sampling technique, data collection, and data analysis.

The study was descriptive in nature employing quantitative methods in collecting the

data. A cross-sectional survey was carried out using a voluntary, anonymous, self-

administered questionnaire among Grade 12-STEM Students of Saint Paul University

Students.

The descriptive survey was adopted for the study. Descriptive survey, according to

Fraenkel and Wallen (1993) produced a good number of responses from numerous people at

a time, provided a meaningful picture of events and sought to explain people’s perception and

behaviors on the basis of information obtained at a point in time. To them, descriptive survey

designs could be used with greater confidence with regards to particular questions which are

of special interest and value to researchers. These reasons informed the choice of the

descriptive survey design for the study.

Research Design

A mixed-method of qualitative and quantitative was selected to study STEM Students

of Saint Paul University where survey research will be used to gather information from the

respondents who are STEM Students of Saint Paul University Philippines and Survey Method

will be used to study and evaluate strategic plans in coping with the stress related to physical

health concerns.

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Population, Sample, and Sampling Technique

For the 808 STEM student enrolees of SPUP, in identifying the sample size, using

Slovin Formula, n = N / 1+Ne 2, where n is the sample size, N is the population size, and e is

the margin of error, in this case, 5% will be taken into consideration, sample size should be

268.

The sampling technique the researchers will be using is clustered sampling. Since

STEM students are already clustered into sections, simple random sampling will be employed

and samples are to be picked from the sections.

268 samples out of the 808 population will be taken from the 20 sections of STEM

Students from Set A and Set B. In each section, there will be 14 respondents.

Data Collection

The collection of data is through the Survey method by using Google Forms wherein

researchers will create a form and the respondents will fill in their answers to the research

questions, there will also be interviews where researchers would allot a 10-minute interview

with random respondents through an online platform such as Facebook Messenger Call,

Microsoft Teams, Zoom, and Google Meet depending upon the availability of the respondent.

Researchers formulated questions to know the number of students who come across

physical health concerns.

1. Do you experience any physical health concerns due to the employment of

distance learning??

a. Yes

b. No

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2. What modality are you enrolled in?

a. Pure Online (Asynchronous and Synchronous)

b. Asynchronous plus e-copy

c. Asynchronous plus printed

d. E-copy

e. Printed

3. What physical health concerns do you experience among the following? If others,

please specify.

a. Fatigue

b. Headache

c. Eye strain

d. Back pain

e. Dehydration

f. Unhealthy Weight Gain

g. Others _________

4. How did the distance learning affect your physical health?

5. What are the things you do in order to cope with these concerns?

6. How do you classify the coping mechanisms you employ? Please choose from the

following classification of the coping mechanism.

a. Enrichment or Educational (Studying)

b. Sports (Basketball, Volleyball, etc.)

c. Physical or Active Recreation (Working out, Going outdoors, Hiking)

d. Social Activities (Board games)

e. Creative (Painting, Writing, Singing)

f. Domestic or Indoors (Cleaning)

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 g. Observation (such as Sightseeing, Sitting, Watching)

h. Income generating mechanisms (Selling)

i. Static (Sleeping)

7. How effective are these coping mechanisms?

8. What strategy can you advice to your co-students to reduce the effects of the

disadvantages of Distance learning to the physical health?

Data Analysis

In analysing data, in research questions No. 1 (What are the identified physical health

concerns experienced by Senior High School STEM students in relation to distance

learning?) and No. 2 (What are the coping mechanisms being employed be Senior High

School STEM students of SPUP to address the identified physical health concerns?),

counting of the respondents’ answers and getting the percentage will be employed. While for

research questions No. 3, this research will use the mean and Anova test as a statistical tool to

determine if there is a difference in the effectivity of the coping mechanism among the

groups. Thematic analysis will be used for research question No. 4 as it will be based on the

results of the previous three questions in coming up with a learning strategy guide that will be

recommended for use or adaption.

Using the questionnaires as basis for knowing their perception regarding the coping

mechanisms they employ, out of the 268 sample size, 62 (23.6%) of them do not experience

physical health concern while the remaining 206 (76.4%) do as shown on tables 1 and 2. 164

samples are enrolled in Pure Online (Asynchronous and Synchronous), 21 samples are

enrolled as Asynchronous plus E-copy, 10 samples are enrolled as Asynchronous plus

Printed, 5 samples as E-copy and 5 samples for Printed.

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 Table 1: Numbers and percentages of samples who

Not experiencing a physical health concern 62 23.6%

Experiencing Physical health concern 206 76.4%

268 100%

Table 2: Numbers and percentages of the modality samples are enrolled in

Pure Online 164 79.4%

Asynchronous plus E-copy 22 10.3%

Experiencing Physical health

Asynchronous plus Printed 10 4.4%
concern

E-copy 5 2.9%

Printed 5 2.9%

206 100%

Table 3 shows the coping mechanism of 206 students who experience physical health

concerns. Using 5-item Likert scale, the samples were able to rate their preferred coping

mechanism making researchers identify how effective their coping mechanisms are based on

their categories.

Categories of their coping Number of students who Percentage (Out Likert-

mechanism experience physical health of 206) scale
concerns who uses this based
category of coping effectivity
mechanism. mean

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 1. Enrichment or 61 29.4% 2
Educational
2. Sports 43 20.6% 2

3. Passive Recreation 61 29.4% 3

4. Creative 73 35.3% 4

5. Domestic or indoors 58 27.9% 3

6. Income Generating 4 1.5% 3

Mechanism
7. Social Activities 43 20.6% 4

8. Observation 84 41.2% 5

9. Static 140 67.6% 5

Based on the gathered data, Static coping mechanism predominated gaining 67.6% of

users with 5 out of 5 as rating for its effectivity; the students cope through sleeping and other

non-locomotor activities. A study by Sideridis (2008) reveals that sleeping is one of the five

most frequently used coping strategies by students, along with browsing the internet,

watching TV shows or movies, and instant messaging. Succeeding Static coping mechanism

is the observation coping mechanism with 41.2% of the samples are using with 5 out of 5 as

rating for its effectivity; it involves sightseeing and requires less energy to do the work.

Following Observation’s rank as the second to the top-most user is the creative coping

mechanism gaining 35.3% of 206 samples who experience physical health concerns with 5

out of 5 as its effectivity as coping mechanism. Next to creative as coping mechanism is a tie

between passive recreation gaining 29.4% with 4 out of 5 effective and Educational;

however, educational gained 2 out of 5 as its effectivity, followed by Domestic or indoors

with 58 users and a rating of 3 out of 5. Succeeding the tie is another tie between sports and

creative coping mechanisms with 20.6% users and 4 out of 5 as its effectivity. Income

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generating mechanisms gained 1.5% of the sample who’s experiencing physical health

concerns.

Fig. 1 Categories of the coping mechanisms

Coping Mechanisms

Physical or Active
Recreation

Recreation involves
Income generating going outdoors or
mechanisms focusing on body
muscle
development
One opts to engage
with income Social Activities
generating
mechanisms Joining or initiating
through selling social gathering and
either online or talk around with
through a physical social beings and
store Observation seeking advice,
assistance, or
information from
other people

Observation
involves sightseeing Sports
and requires less Thinking about how
energy to do the to cope with
work stressor by playing
sports on fields–
Domestic or Indoors e.g. Basketball,
Volleyball

One’s preferring to Enrichment or

stay indoors and do Educational
all household
chores Taking steps to
recover from
Static physical health
through studying

Creative
Involves sleeping
and other non-
locomotor activities
Getting creative
through making
output in their own
creative ways

Statistical Methods

Using the Pearson Correlation coefficient, the researchers were able to identify

the relationship between the number of users and its effectivity. The result is 0.5, which

suggest a positive moderate correlation between the effectivity of the coping mechanism and

the number of students who use it. According the interpretation guideline of a Pearson

Correlation coefficient, any results ranging from >0.50 to <0.70 suggests a positive moderate

correlation, meaning that the there is a relationship between the two variables, which in this

case, is the effectivity of the coping mechanism and the students who use it.

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 The coping mechanisms are again categorized by the results it would provide for the

students. For the first category, Educational, Sports and Recreation activities were included.

This category caters on the exercises done by the brain for critical thinking development,

decision making, sharper memory and thinking that would help them concentrate and feel

mentally sharp for tasks and activities. For the second category, Creative, Domestic or indoor

and Income Generating Mechanisms occupied the spots. These activities allow the students to

engage social activities and tangible results. Students may find these activities beneficial in

building their social life and result-based outputs. Meanwhile, the last category includes

social activities, observation and static. These coping mechanisms aim for lesser energy-

required activities and rests among students. These coping mechanisms benefit the students

through chronic pain relief, stronger cardiovascular system, and releases tension.

Categories of their Number of Percentage (Out Mean

coping mechanism students who of 206)
experience
physical health
concerns who
uses this category
of coping
mechanism.
Category 1 Enrichment or 61 29.4% 2
Educational
Sports 43 20.6% 2

Passive Recreation 61 29.4% 3

Category 2 Creative 73 35.3% 4

Domestic or 58 27.9% 3
indoors
Income Generating 4 1.5% 3
Mechanism
Category 3 Social Activities 43 20.6% 4

Observation 84 41.2% 5

Static 140 67.6% 5

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 According to Singh (2018), ANOVA or Analysis of Variance checks the impact of

one or more factors by comparing the means of different samples. Meaning, by using

ANOVA test, the researchers we’re able to identity the effectivity of the coping mechanisms

using the number of users as an independent variable.

ANOVA was used to examine the group differences among the nine groups of interest

by splitting up the total variability in our data into its two constituent parts: variation between

groups of interest (resulting from random variation and possibly a group effect) and variation

within groups of interest (resulting solely from random variation). By examining the ratio of

between-group variation to within-group variation, it was possible to determine whether a

group effect was present (whether any of the nine groups differ) based on one overall p-value.

The presence of a statistically significant group effect was based on observing a standard p-

value of less than 0.05, which indicates our methods will incorrectly find a statistically

significant group effect less than five percent of the time.

H0: There is a statistical difference between the categories of the coping mechanisms

at the 0.05 level of significance. Using an ANOVA test, the researchers came up with F-

statistic result of -2.61 and critical value of 5.14. The ANOVA interpretation postulates the

acceptance of Null Hypothesis, meaning that there is a statistical difference between the

categories of the coping mechanisms.

Chapter 4: Results

The study has two main purposes, to compare the relevance between the effectivity

and the number of students who employ the same mechanism and develop a learning strategy

guide that manifest their coping mechanisms.

From this person-centered focus, it is assumed that coping strategies are not mutually

exclusive categories but instead operate together (Eisenbarth, 2012; Kobyli´nska and Kusev,

19
2019), such that their functionality depends on the individuals having a repertoire of

strategies available that would allow them to respond specifically to the challenge they have

to deal with (Cheng et al., 2014; Siltanen et al., 2019).

Through Pearson Correlation Coefficient, the data obtained a moderate positive

relationship between the number of users and the effectivity of the coping mechanisms.

Due to the presence of their physical health concern health concern, 76.4% or ¾ of the

population were not able to fulfill their academic responsibilities. The collected and analyzed

data indicate that 67% of them employ static which includes in the third category of coping

mechanisms as their primary source to cope with the physical stress. The data also showed

the high efficacy rate of static coping mechanisms in response to their concerns.

Statistics show that 89% of the STEM students of SPUP undergo loads of workload.

Since it is not possible to affiliate static activities, such as sleeping with any activities that can

be paired to be multitasked, a study by Sideridis (2008) reveals five most frequently used

coping strategies by students; browsing the internet, sleeping and resting, watching TV shows

or movies, and instant messaging.

Researchers have come up with a Power Nap Technique as associated in a Time

Blocking Technique. Power Nap is a short-time sleep that should not exceed 30 minutes,

while time blocking is also giving value to the need of student to rest, to which sleeping and

power nap can fit into.

Time blocking is a time management method that implies a division and proper

arrangement of the necessities– which includes a static coping mechanism.

These results could indicate, in line with other studies from the healthcare context

(e.g., Haythornthwaite et al., 1998), that flexibility in coping enhances university students’

20
perception of control over their day-to-day challenges, making them feel better able to handle

them.

Based on an article by Jenna Ryu (2021), the best time to adapt power nap is between

1 and 3 P.M., because in times later than that can interfere with your sleep last night.

Research has shown power naps work. A recent study from the Better Sleep Council

(BSC) found that one in five working Americans nap during the workday, with 87% of them

reporting feeling refreshed afterward.

Chapter 5: Interpretation and Recommendation

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