Social Distancing New File in Research 1

Impact of Social Distancing During COVID-19 Pandemic on the Daily Life of Grade
11 STEM Students of Camantiles National High School
A Research Presented to the Faculty of the

Camantiles National High School
Senior High School
In Partial Fulfillment of the Requirements

In the Science Technology Engineering and Mathematics Strand
Allan Era B. Araza

Tamara Jael C. Aspiras
Christine Anne Nicole Beliran
John Carlo G. Orbito
(Rosemarie R. Santos)
Cindy Tenorio
Mark Yuri Vedaña
May 2021
CHAPTER I
INTRODUCTION
Background of the study
COVID-19 is a disease caused by a new strain of coronavirus. 'CO' stands for
corona, 'VI' for virus and 'D' for disease. The COVID-19 virus is a new virus linked to the
same family of viruses as Severe Acute Respiratory Syndrome(SARS) and some types
of common cold (Bender, 2020, March). The outbreak was started in Wuhan City, Hubei
Province, China. It was initially reported to the World Health Organization(WHO) on
December 31,2019. On January 30, 2020, the WHO declared the COVID-19 outbreak a
global health emergency and on March 11, 2020, the WHO declared COVID-19 a global
pandemic (Cennimo, April 30). COVID-19 Pandemic, a defining global health crisis of
our time and a greatest challenge we have faced since World War Two (United Nations
Development Program, 2021). The spread of COVID-19 Pandemic led to several
restrictive measures. Some of restrictive measures include social distancing, wearing
face masks and wearing face shields in public.
The pandemic results to many changes that affects our life. The pandemic of
COVID-19 is changing the entire world, and the domain of education is not an exception
(Rae, 2020, May 25). School are needed to be closed. Closing schools can slow the
spread of disease and, in turn, save lives (Turner & Kamenetz , 2020). Because of this,
the children or students just stays at their houses and study with the new styles of
learning which are online learning, modular learning and blended learning. Most of the
business and work activities are also affected by the pandemic. According to Donthu &
Gustafsson (2020, June 9), the COVID-19 pandemic outbreak has forced many
businesses to close, leading to an unprecedented disruption of commerce in most
industry sectors. Most of the employees have to work from their homes but other people
lose their jobs because of the pandemic.
The closure of schools and work activities became a way for families to stay
together at their homes. It has both positive and negative effects. For some families,
spending more time together during a lockdown may bring family members closer
towards each other (Janssen et al., 2020).They can help each other just like when
children who are studying at home needs the assistance of their parents in doing their
school activities or when parents needs the help of their children in doing the household
chores. Simply, families tend to have more social interactions than before. According to
UC Health (2020, April 4), for other families, it could mean raised anxiety in children and
tension in parenting relationships. Also, most of families experience financial hardships
during the pandemic.
The pandemic really affects and change the way of our living. It causes so much
problems. Because of the COVID-19 Pandemic, many people loses their jobs. It also
leads to the closure of schools. But even the COVID-19 Pandemic causes so much
problems, some treat this pandemic as an opportunity and a blessing because they will
have more time with their families.

Statement of the problem
This research seeks to investigate the impacts of social distancing during
COVID-19 pandemic on the daily life of Grade 11 STEM students of Camantiles
National High School.
Specifically, this study aims to further find out the answers to the following
specific questions.
1. What is the profile of the respondents in terms of:
a. Age
b. Gender
c. Parent's occupation
d. Parent's educational level
2. What are the reliable sources of information the students use on the COVID-19
outbreak?
3. What are the respondent's emotion towards COVID-19 pandemic?
4. What are the effects of social distancing measures on the daily life of respondents?
5. Is there a significant relationship between the socio-demographic attributes and the
emotions of the students?

Scope and Delimitation
The respondents will be limited to Grade 11 STEM students of Camantiles
National High School. The study shall only be conducted during school semester 2020-
2021. The study will be limited only to asses the impacts of social distancing during
COVID-19 Pandemic on the daily life of Grade 11 STEM Students of Camantiles
SIGNIFICANCE OF THE STUDY
The result of this research will be highly significant and beneficial to:
STUDENTS. This research benefits and informs students on how social
distancing affects their daily life's as a student, and on how it affects them emotionally
physically and socially.
PARENTS. This research informs parent on how social distancing affects their
child as a student.
TEACHERS. This research will help teachers know how their students are
affected on social distancing during the COVID-19 pandemic.
FUTURE RESEARCHERS. This research will help the future researchers who
are taking up this kind of research. It will serve as their guide and they can use this
research as review of related literature.

COMMUNITY. This research implies to the community to be aware and be able
to understand the effect of social distancing on students during the pandemic. It will be
a guide to the community to offer a framework which overcomes many problems and
fulfills most of the goals students has for their studies.
Definition of terms
1. Pandemic- An epidemic occurring worldwide, or over a very wide area, crossing
international boundaries and usually affecting a large number of people.
2. Health crisis- Is a difficult situation or complex health system that affects humans in
one or more geographic areas, from a particular locality to encompass the entire planet.
3. Relationship- Is the way two or more people are connected, or the way they behave
toward each other.
4. Student- A person who is studying at a school or college.
5. Parent- A father or a mother; one who begets or one who gives birth to or nurtures
and raise a child.
6. Family- A group of one or more parents and their children living together as a unit.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter includes the ideas, finished thesis, generalization, or conclusions,
methodologies and others. Those that were included in this chapter helps in
familiarizing that are relevant and similar to the present study.
Foreign Studies
Due to the coronavirus pandemic, the whole of humanity is at risk and we are
stuck at home (Karayel, 2020, October 27). COVID-19 has rattled our world, with
devastating impacts on children and families across the globe (Hamilton, 2020, October
25). Because of the COVID-19 pandemic, schools are needed to be closed. According
to Turner & Kamenetz (2020), closing schools can slow the spread of disease and, in
turn, save lives. The children or students just stays at home because of the pandemic.
The students nowadays study with the new styles of learning which are online learning,
modular learning and/or blended learning. The pandemic also affects the world of work.
The COVID-19 pandemic outbreak has forced many businesses to close, leading to an
unprecedented disruption of commerce in most industry sectors (Donthu & Gustafsson,
2020, June 9). Because of these, many people lose their jobs. Some are still working,
not in their work places before but in their homes. The pandemic became way for
families to stay together at their houses.
For some families, spending more time together during a lockdown may bring
family members closer towards each other (Janssen et al., 2020). The families will have
more time and chances to bond with each other. The parents can help their children in
doing their school activities and their children also can help them in doing household
chores. They will have chances to watch movies, eat, and play games together. Simply,
families tend to have more social interactions than before.
For some families, it could mean raise anxiety in children and tension in
parenting relationships (UC Health, 2020, April 4). According to the study of Chung,
Lanier, & Wong (2020), the pandemic was the reason of implementing safety distancing
in Singapore from April to May 2020. It is resulted to increase parenting stress. They
collected data from 258 parents living in Singapore using online surveys disseminated
through Facebook and community organization. Their predictor was the perceived
impact of COVID-19. They used Parental Stress Scale to measure parental stress. They
used two outcomes: parent-child relationship closeness and harsh parenting. The
results of their study indicated that parenting stress was a significant mediator in the
relationship between the perceived impact of COVID-19 and (a)parent-child
closeness(indirect effect=-.30, Boostrap 99% CI[-.59, -.11]) and (b)harsh
parenting(indirect effect=.58, Boostrap 99% CI[.25, .94]). Their study proves that the
impact of COVID-19 and stay-home orders can increase parenting stress that results to
negative impact on parenting by affecting parents' relationship with their children and
increasing the use of harsh parenting.
Local Studies
We interviewed one of the health center staffs of Brgy. Camantiles. At first, we
interviewed her about the impact of social distancing during pandemic on her daily life.
She says that it has a great impact om her because she needs to be away from her
family to board so she can go to the health center to work as a midwife and to provide
healthcare to the patients. She also stated that when pandemic came and she was
stuck at home, she was depressed because she should be in the barangay to do her job
as a front liner but she wasn't there because she was stuck at home. For her, the social
distancing measures during pandemic doesn't affect her social life.
The effect of social distancing in the health center is good because the patients
are not all inside the health center. She can talk to her parents one on one and they will
also have privacy because other patients are outside.
We also get her opinion about the impact of social distancing during pandemic on
the daily life of students. She says that some of the students was happy because they
are just at home and when they finish answering their modules, they can relax and they
can do what they wanted to do. But some of the students are having a difficulty and they
are stressed because they have modules to answer. For her, the face to face classes is
better because the teachers will be more focused on teaching their students. Also,
students will do their projects and assignment themselves. Today parents help their
children with their school activities but sometimes instead of students will do and
answer their activities, their parents do all their children's school works.
Synthesis of Related Literature and Studies

The pandemic results many circumstances all over the world. Schools and most
of businesses were forced to close because of the pandemic that's why students,
parents, and most of the people are stuck at home. During pandemic, some families
tend to be closer because of having more social interactions than before while in some
families, the pandemic raise anxiety in children and increase in parenting stress in
parents that leads to violence and harsh parenting that decrease the parent-child
closeness.
The studies and literature presented gives the researchers an insight on how to
go about with the present study.

Conceptual Paradigm
The input includes the profile of the respondents (age, gender, parents
occupation and parent's educational level). The process includes the descriptive
analysis used in this study. It includes the following (frequency, percentile and weighted
mean). The output of this study will be the Impact of Social Distancing During COVID-19
Pandemic on the Daily Life of Grade 11 STEM Students of Camantiles National High
School.
Input Process Output

Profile of Grade 11 Descriptive analysis  The Impact of
STEM Student using; Social
Distancing
 Age  Frequency
During
 Gender Distribution
COVID-19
 Parent's  Percentile Pandemic on
occupation  Weighted the Daily Life
 Parent's mean of Grade 11
educational STEM Student
Distribution on
level of Camantiles
questionnaires
through online survey National High
portal(Google forms) School
CHAPTER III
METHODOLOGY
Research Design
The research design in this study is descriptive as it describes the impact of
social distancing during COVID-19 pandemic on the daily life of Grade 11 STEM
students of Camantiles National High School.
Sources of Data
The subject of this research study are the Grade 11 STEM students of
Camantiles National High School. The total number of Grade 11 STEM students of
Camantiles National High School is 22.
Data Gathering Instrument
The researchers used questionnaires through online survey portal, Google forms
as data gathering instrument as it is a good research instrument for collecting
standardized data and making generalizations.
Data Gathering Procedure
The researchers write a letter to the office of the principal informing her that a
research study about the impact of social distancing during COVID-19 pandemic on the
daily life of Grade 11 STEM students of Camantiles National High School will be
conducted.
Statistical Treatment of Data
The study adapted the statistical treatment of data through percentile and
frequency methods. The researchers will also use weighted mean.

QUESTIONNAIRE-CHECKLIST ON
“IMPACT OF SOCIAL DISTANCING DURING THE COVID-19 PANDEMIC ON THE

DAILY LIFE OF GRADE 11 STEM STUDENTS”
Part I. Personal Information
General Directions: Please fill up the blanks with the information asked for. In the case
of items where options are provided, put a check mark on the information which
describes you.
Name: ___________________________ Gender: Male___ Female___

Age: ____
Parent's occupation:
Father's occupation: ___Employed in public sector ___Farmer
___Employed in private sector ___Unemployed
___Freelancer ___Pensioner
Mother's occupation: ___Employed in public sector ___Farmer

___Employed in private sector ___Unemployed
___Freelancer ___Pensioner
Parent's educational level:

Father's educational level: ___Compulsory education
___Secondary education
___Higher education
Mother's educational level: ___Compulsory education

___Secondary education
___Higher education
Occurrence of coronavirus case in the family: ___Yes ______No

A member of the family belonged to high-risk groups: ___Yes ______No
Part II. Survey Questionnaire
1. What is the most reliable information sources used for COVID-19 outbreak?
___Television ___Medical staff
___Social media ___I did not wish to receive any information
___Websites of newspapers
2. Please classify your emotional state regarding the following cases (1 means a
weak feeling and 5 a strong feeling)
Emotions Weak feeling Quite weak Neutral Quite Strong
(1) feeling (3) strong feeling
(2) feeling (4)
(3)
Fear
Optimism
Anxiety
Anger
Indifference
Concern
Loneliness
Panic
Depression
3. To what extent do you agree with the statements below about effects of social
distancing measures on respondents’ daily life?
Items Strongly Agree Neutral Disagree Strongly

Agree (4) (3) (2) Disagree
(5) (1)
Closure of shopping centers and
convenient stores
Suspension of administrative
services to the public
Restriction on social gatherings
Distance learning
Closure of all educational

institutions
The researchers:
Allan Era B. Araza (Rosemarie R. Santos)

Tamara Jael C. Aspiras Cindy Tenorio
Christine Anne Nicole Beliran Mark Yuri Vedaña
John Carlo G. Orbito
CHAPTER IV
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter provides description of the profiles of the respondents in terms of
personal information, reliable sources of information the students use on the outbreak of
COVID-19, the respondents' emotion towards COVID-19 pandemic, effects of social
distancing measures on the daily life of the respondents and it also provides answer in,
is there a significant relationship between the socio-demographic attributes and the
emotions of the respondents.
Personal Information of Grade 11 STEM Students
Respondent Ag Gende Father's Mother's Educationa Educationa
s e r occupation occupation l level of l level of
father mother
Respondent 17 Male Unemploye Freelancer Secondary Secondary
1 d education education
Respondent 17 Male Employed Employed Higher Higher
2 in private in private education education
sector sector
Respondent 17 Femal Employed Employed Higher Secondary
3 e in public in private education education
sector sector
Respondent 16 Male Employed Employed Secondary Higher
4 in public in public education education
sector sector
Respondent 17 Femal Unemploye Unemploye Secondary Secondary
5 e d d education education
Respondent 16 Male Employed Unemploye Secondary Higher
6 in public d education education
sector
Respondent 18 Male Unemploye Unemploye Secondary Compulsory
7 d d education education
Respondent 17 Male Unemploye Unemploye Higher Higher
Respondent 17 Male Farmer Farmer Compulsory Secondary
11 education education
Respondent 17 Male Unemploye Employed Higher Higher
12 d in public education education
sector
Respondent 17 Male Farmer Unemploye Compulsory Secondary
13 d education
Respondent 17 Femal Farmer Unemploye Higher Secondary
14 e d education education
Respondent 17 Femal Farmer Unemploye Higher Higher
Respondent 18 Male Employed Employed Higher Secondary
17 in private in private education education
sector sector
Respondent 17 Male Unemploye Unemploye Secondary Secondary
Respondent 17 Male Employed Employed Secondary Secondary
19 in public in public education education
sector sector
Respondent 17 Femal Employed Unemploye Secondary Secondary
20 e in public d education education
sector
Respondent 19 Femal Farmer Unemploye Secondary Secondary
Respondent 17 Male Employed Unemploye Higher Higher
22 in private d education education
sector
Table 1. Age of the Grade 11 STEM Students of Camantiles National High School
Age Frequency Percentage
16 2 9.1%
17 15 68.2%
18 4 18.2%
19 1 4.5%
Total 22 100%
Figure 1. Bar graph showing the age of Grade 11 STEM Students of Camantiles

The Table 1 and Figure 1 shows the age of Grade 11 STEM students of
Camantiles National High School. Majority of them is in the age of 17 (15 or 68.2%). 2
(9.1%) of them is in the age of 16, 4 (18.2%) of them is 18 years old, and 1 (4.5%) of
the respondents is in the age of 19.
Table 2. Gender of the Grade 11 STEM Students of Camantiles National High
School.
Gender Frequency Percentage
Male 13 59.1%
Female 9 40.9%
Total 22 100%
Figure 2. Pie chart showing the gender of Grade 11 STEM students of Camantiles

The Table 2 and Figure 2 shows the gender of Grade 11 STEM students of
Camantiles National High School. 59.1% of the respondets were male and 40.9% were
female and, consequently, male respondents outnumbered the female ones.
Table 3. Father's occupation of the Grade 11 STEM Students of Camantiles
Father's occupation Frequency Percentage
Employed in public sector 5 22.7%
Employed in private sector 3 13.6
Freelancer 0 0%
Farmer 5 22.7%
Unemployed 9 40.9%
Pensioner 0 0%
Total 22 100%
Figure 3. Pie chart showing the Father's occupation of the Grade 11 STEM
students of Camantiles National High School.

The Table 3 and Figure 3 shows the father's occupation of the respondents. The
students' father were employed in public sector (22.7%), were employed in private
sector (13.6%) and were farmer (22.7%). 40.9% of the students' father were
unemployed.
Table 4. Mother's occupation of the Grade 11 STEM Students of Camantiles
Mother's occupation Frequency Percentage
Employed in public sector 3 13.6%
Employed in private sector 3 13.6%
Freelancer 1 4.5%
Farmer 1 4.5%
Unemployed 14 63.6%
Pensioner 0 0%
Total 22 100%
Figure 4. Pie chart showing the mother's occupation of the Grade 11 STEM
Students of Camantiles National High School.

The Table 4 and Figure 4 shows the mother's occupation of the Grade 11 STEM
students of Camantiles National High School. The students' mother were employed in
public sector (13.6%), were employed in private sector (13.6%), were freelancer (4.5%)
and were farmer (4.5%). 63.6% of the students' mother were unemployed and was
involved with the household duties.
Table 5. Educational level of the Grade 11 STEM students' father.
Educational level Frequency Percentage
Compulsory education 2 9.1%
Secondary education 12 54.5%
Higher education 8 36.4%
Total 22 100%
Figure 5. Pie chart showing the educational level of the Grade 11 STEM students'
father.
The Table 5 and Figure 5 shows the educational level of the Grade 11 STEM
students' father. 9.1% of the students' father finished compulsory education, 54.5%
were secondary education graduates and 36.4% were university graduates.
Table 6. Educational level of the Grade 11 STEM students' mother.
Educational level Frequency Percentage
Compulsory education 1 4.5%
Secondary education 14 63.6%
Higher education 7 31.8%
Total 22 100%
Figure 6. Pie chart showing the educational level of Grade 11 STEM students'
mother.
The Table 6 and Figure 6 shows the educational level of Grade 11 STEM
students' mother. 4.5% of the respondents' mother finished compulsory education,
63.6% were secondary graduates and 31.8% were university graduates.
Table 7. Frequency and percentages regarding the occurrence of coronavirus
case in students' family.
Frequency Percentages
Yes 0 0
No 22 100%
Total 22 100%
Figure 7. Pie chart showing the occurrence of coronavirus case in students'
family.
The Table 7 and Figure 7 shows the occurrence of coronavirus case in students'
family. Luckily, there is 100% no occurrence of coronavirus case in respondents' family.
Table 8. Frequency and percentages regarding students' response whether a
member of their family belonged to high-risked groups.
Frequency Percentages
Yes 2 9.1%
No 20 90.9%
Total 22 100%
Figure 8. Pie chart showing students' response whether a member of their family
belonged to high-risked groups.

The Table 8 and Figure 8 shows the students' response whether a member of
their family belonged to high-risked groups. 90.9% of respondents' family member
wasn't belonged to high-risked groups but there is 9.1% of the respondents' family
member who belonged to high-risked groups.
Table 9. Frequency and percentage relating to the information sources the Grade
11 STEM students used for COVID-19.
Information source Frequency Percentage
Television 15 68.2%
Social media 6 27.3%
Websites of newspapers 1 4.5%
Medical staff 0 0%
I did not wish to receive any information 0 0%
Total 22 100%
Figure 9. Bar graph showing the information sources the Grade 11 STEM
students used for COVID-19.
In this study, Grade 11 STEM students were asked what information sources
they used in obtaining information on COVID-19. As shown in Table 9 and Figure,
68.2% used television, 27.3% used social media and 4.5% of respondents used
websites of newspapers.
Legend for Table 10.
Mean range Descriptive equivalent
4.20-5.00 Strong feeling
3.41-4.20 Quite strong feeling
2.61-3.40 Neutral
1.81-2.60 Quite weak feeling
1.00-1.80 Weak feeling
Table 10. The application of Weighted Mean for ranking students' feelings about
the pandemic.
Emotions Weighted mean Descriptive equivalent
Fear 2.41 Quite weak feeling
Optimism 2.55 Quite weak feeling
Anxiety 2.27 Quite weak feeling
Anger 2.5 Quite weak feeling
Indifference 2.23 Quite weak feeling
Concern 3.27 Neutral
Loneliness 2.14 Quite weak feeling
Panic 2.77 Neutral
Depression 2.05 Quite weak feeling
Overall mean 2.47 Quite weak feeling
Social distancing measures were implemented to contain the spread of the
COVID-19 virus. It may have impacted students' mental health. Students were asked
about their emotions towards COVID-19 pandemic. Their responses were ranked using
weighted mean. According to Table 10, mostly of the students feel concern (weighted
mean 3.27) and experience panic (weighted mean 2.77), whereas “depression”
obtained the lowest ranking (weighted mean 2.05).
Legend for Table 11.
Mean range Descriptive equivalent
4.20-5.00 Strongly Agree
3.41-4.20 Agree
2.61-3.40 Neutral
1.81-2.60 Disagree
1.00-1.80 Strongly Disagree
Table 11. The application of Weighted Mean for ranking students' responses
regarding the effects of social distancing measures on their daily life.
Variables Weighted Descriptive
Mean Equivalent
Closure of shopping centers and convenient 3.32 Neutral
stores
Suspension of administrative services to 3.41 Agree
public
Restriction on social gatherings 4 Agree
Distance learning 3.95 Agree
Closure of all educational institutions 3.59 Agree

Overall mean 3.65 Agree
Students were asked to assess the impact of various steps taken to avert the
pandemic on their daily life. Responses were ranked with the weighted mean and, as it
can be seen in Table 11, the distance learning (weighted mean 3.95), closure of all
educational institutions (weighted mean 3.59), suspension of administrative services to
the public (weighted mean 3.41) and closure of shopping centers and convenient stores
(weighted mean 3.32) were the measures that had the greatest impact on students'
daily life.
Table 12. Weighted mean results comparing students' age and their emotions
about the pandemic.
Emotions Age Frequency Weighted Mean Descriptive equivalent
Fear 16 2 2.5 Quite weak feeling
17 15 2.2 Quite weak feeling
18 4 3.25 Neutral
19 1 2 Quite weak feeling
Optimism 16 2 2.5 Quite weak feeling
18 4 2.75 Neutral
19 1 3 Neutral
Anxiety 16 2 2 Quite weak feeling
19 1 5 Strong feeling
Anger 16 2 2.5 Quite weak feeling
18 4 2.75 Neutral
Indifference 16 2 2.5 Quite weak feeling
17 15 2 Quite weak feeling
Concern 16 2 4.5 Strong feeling
17 15 3.13 Neutral
18 4 3.75 Quite strong feeling
19 1 1 Weak feeling
Loneliness 16 2 2 Quite weak feeling
18 4 1.75 Weak feeling
Panic 16 2 3.5 Quite strong feeling
18 4 3 Neutral
Depression 16 2 1.5 Weak feeling
19 1 4 Quite strong feeling
Table 13. Weighted mean results comparing students' gender and their emotions
about the pandemic.
Emotions Gender Frequency Weighted Mean Descriptive equivalent
Fear Male 13 2.23 Quite weak feeling
Female 9 2.66 Neutral
Optimism Male 13 2.54 Quite weak feeling
Female 9 2.56 Quite weak feeling
Anxiety Male 13 2.15 Quite weak feeling
Anger Male 13 2.46 Quite weak feeling
Indifference Male 13 2.15 Quite weak feeling
Concern Male 13 3.08 Neutral
Female 9 3.56 Quite strong feeling

Loneliness Male 13 1.92 Quite weak feeling
Panic Male 13 2.46 Quite weak feeling
Female 9 3.22 Neutral
Depression Male 13 1.92 Quite weak feeling
Table 14-15. Weighted mean results comparing the parent's occupation of the
respondents and their emotions about pandemic.
Emotions Father's Frequency Weighted Descriptive
occupation mean equivalent
Fear Employed in public 5 2.4 Quite weak feeling
sector
Employed in private 3 2.67 Neutral
sector
Freelancer 0 0 0
Farmer 5 2.2 Quite weak feeling
Unemployed 9 2.44 Quite weak feeling
Pensioner 0 0 0
Optimism Employed in public 5 3.4 Neutral
sector
sector
Freelancer 0 0 0
Pensioner 0 0 0
Anxiety Employed in public 5 2.2 Quite weak feeling
sector
Employed in private 3 3 Neutral
sector
Freelancer 0 0 0
Unemployed 9 2 Quite weak feeling
Pensioner 0 0 0
Anger Employed in public 5 2.4 Quite weak feeling
sector
Employed in private 3 2.33 Quite weak feeling
sector
Freelancer 0 0 0
Pensioner 0 0 0
Indifference Employed in public 5 2.2 Quite weak feeling

sector
sector
Freelancer 0 0 0
Farmer 5 2.8 Neutral
Unemployed 9 1.78 Weak feeling
Pensioner 0 0 0
Concern Employed in public 5 4 Quite strong
sector feeling
sector
Freelancer 0 0 0
Unemployed 9 3.33 Neutral
Pensioner 0 0 0
Loneliness Employed in public 5 2.2 Quite weak feeling
sector
sector
Freelancer 0 0 0
Farmer 5 2 Quite weak feeling
Pensioner 0 0 0
Panic Employed in public 5 3.2 Neutral
sector
sector
Freelancer 0 0 0
Farmer 5 2.8 Neutral
Pensioner 0 0 0
Depression Employed in public 5 2 Quite weak feeling
sector
sector
Freelancer 0 0 0
Pensioner 0 0 0
Table 15.
Emotions Mother's Frequency Weighted Descriptive
occupation Mean equivalent

Fear Employed in public 3 1 Weak feeling
sector
Employed in private 3 3.67 Quite strong
sector feeling
Freelancer 1 4 Quite strong
feeling
Farmer 1 3 Neutral
Pensioner 0 0 0
Optimism Employed in public 3 2.67 Neutral
sector
sector
feeling
Pensioner 0 0 0
Anxiety Employed in public 3 1.33 Quite weak feeling
sector
Employed in private 3 4 Quite strong
sector feeling
Freelancer 1 5 Strong feeling

Pensioner 0 0 0
Anger Employed in public 3 1 Weak feeling
sector
sector feeling
feeling
Farmer 1 3 Neutral
Pensioner 0 0 0
Indifference Employed in public 3 1 Weak feeling
sector
sector
feeling
Pensioner 0 0 0
Concern Employed in public 3 2.67 Neutral
sector
Employed in private 3 4 Quite strong
sector feeling
feeling
Farmer 1 4 Quite strong
feeling
Pensioner 0 0 0
Loneliness Employed in public 3 1 Weak feeling
sector
sector feeling
Freelancer 1 3 Neutral
Farmer 1 3 Neutral
Pensioner 0 0 0
Panic Employed in public 3 1.33 Weak feeling
sector
Employed in private 3 4.33 Strong feeling
sector
feeling
Farmer 1 3 Neutral
Pensioner 0 0 0
Depression Employed in public 3 1 Weak feeling
sector
sector feeling
Freelancer 1 5 Strong feeling
Farmer 1 1 Weak feeling
Pensioner 0 0 0
Table 16-17. Weighted mean results comparing the parent's educational level of
the respondents and their emotions about the pandemic.
Table 16.
Emotions Father's Frequency Weighted Descriptive
educational mean equivalent
level
Fear Compulsory 2 2 Quite weak
education feeling
Secondary 12 2.42 Quite weak
education feeling
Higher 8 2.25 Quite weak
education feeling
Optimism Compulsory 2 2 Quite weak
education feeling
education feeling
Higher 8 2.63 Neutral
education
Anxiety Compulsory 2 1.5 Weak feeling
education
education feeling
education feeling
Anger Compulsory 2 2 Quite weak
education feeling
education feeling

education
Indifference Compulsory 2 2 Quite weak
education feeling
education feeling
education feeling
Concern Compulsory 2 3 Neutral
education
Secondary 12 3.5 Quite strong
education feeling
Higher 8 3 Neutral
education
Loneliness Compulsory 2 2 Quite weak
education feeling
Secondary 12 2 Quite weak
education feeling
education feeling
Panic Compulsory 2 2 Quite weak
education feeling
Secondary 12 2.92 Neutral
education
education
Depression Compulsory 2 1 Weak feeling
education
Secondary 12 2 Quite weak
education feeling
education feeling
Table 17.
Emotions Mother's Frequency Weighted Descriptive
educational mean equivalent
level
Fear Compulsory 1 3 Neutral
education
education feeling
education feeling
Optimism Compulsory 1 3 Neutral
education
education
education feeling
Anxiety Compulsory 1 3 Neutral
education
education feeling
Higher 7 2 Quite weak
education feeling
Anger Compulsory 1 4 Quite strong
education feeling
education feeling
education feeling
Indifference Compulsory 1 3 Neutral
education
education feeling
Higher 7 2 Quite weak
education feeling
Concern Compulsory 1 3 Neutral

education
education
education
Loneliness Compulsory 1 2 Quite weak
education feeling
education feeling
education feeling
Panic Compulsory 1 3 Neutral
education
education
education feeling
Depression Compulsory 1 3 Neutral
education
education feeling
Higher 7 1.71 Weak feeling
education

Social Distancing New File in Research 1

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Social Distancing New File in Research 1

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Impact of Social Distancing During COVID-19 Pandemic on the Daily Life of Grade

11 STEM Students of Camantiles National High School

A Research Presented to the Faculty of the

In Partial Fulfillment of the Requirements

Allan Era B. Araza

Background of the study

COVID-19 is a disease caused by a new strain of coronavirus. 'CO' stands for

Province, China. It was initially reported to the World Health Organization(WHO) on

Development Program, 2021). The spread of COVID-19 Pandemic led to several

restrictive measures. Some of restrictive measures include social distancing, wearing

face masks and wearing face shields in public.

lose their jobs because of the pandemic.

tension in parenting relationships. Also, most of families experience financial hardships

during the pandemic.

have more time with their families.

This research seeks to investigate the impacts of social distancing during

COVID-19 pandemic on the daily life of Grade 11 STEM students of Camantiles

National High School.

1. What is the profile of the respondents in terms of:

d. Parent's educational level

3. What are the respondent's emotion towards COVID-19 pandemic?

5. Is there a significant relationship between the socio-demographic attributes and the

emotions of the students?

The respondents will be limited to Grade 11 STEM students of Camantiles

COVID-19 Pandemic on the daily life of Grade 11 STEM Students of Camantiles

National High School.

SIGNIFICANCE OF THE STUDY

STUDENTS. This research benefits and informs students on how social

physically and socially.

affected on social distancing during the COVID-19 pandemic.

research as review of related literature.

fulfills most of the goals students has for their studies.

1. Pandemic- An epidemic occurring worldwide, or over a very wide area, crossing

international boundaries and usually affecting a large number of people.

toward each other.

4. Student- A person who is studying at a school or college.

and raise a child.

REVIEW OF RELATED LITERATURE

This chapter includes the ideas, finished thesis, generalization, or conclusions,

familiarizing that are relevant and similar to the present study.

unprecedented disruption of commerce in most industry sectors (Donthu & Gustafsson,

families to stay together at their houses.

families tend to have more social interactions than before.

relationship between the perceived impact of COVID-19 and (a)parent-child

closeness(indirect effect=-.30, Boostrap 99% CI[-.59, -.11]) and (b)harsh

increasing the use of harsh parenting.

distancing measures during pandemic doesn't affect her social life.

also have privacy because other patients are outside.

Synthesis of Related Literature and Studies

go about with the present study.

Input Process Output

The research design in this study is descriptive as it describes the impact of

students of Camantiles National High School.

Camantiles National High School is 22.

Data Gathering Instrument

as data gathering instrument as it is a good research instrument for collecting

standardized data and making generalizations.

Data Gathering Procedure

frequency methods. The researchers will also use weighted mean.

“IMPACT OF SOCIAL DISTANCING DURING THE COVID-19 PANDEMIC ON THE

Part I. Personal Information

Name: ___________________________ Gender: Male___ Female___

Mother's occupation: ___Employed in public sector ___Farmer

Parent's educational level:

Name: _________________________ Gender: Male_ Female___

Mother's occupation: _Employed in public sector _Farmer

Occurrence of coronavirus case in the family: _Yes ____No

_Television _Medical staff

_Social media _I did not wish to receive any information