Department of Education

Catarman National High School

Catarman Northern Samar

Depression, Anxiety, Stress, and Academic Performance of HUMSS

Students in the New Normal Education amidst COVID-19 Pandemic

Prepared by:

Catherine A. Pajarito

Ferlyn B. Moscare

Mylen C. Castillo

Princess D. Avestruz

Albert L. Iglesias

Ana Leah L. Garabel

Airess M. Cardenas

Mariegil Aliposa

G12-TOPAZ
 Depression, Anxiety, Stress, and Academic Performance of HUMSS
Students in the New Normal Education amidst COVID-19 Pandemic

The coronavirus disease 2019 (COVID-19) pandemic—and the

social distancing measures that many countries have implemented—
have caused disruptions to daily routines. As of April 8, 2020,
schools have been suspended nationwide in 188 countries,
according to UNESCO. Over 90% of enrolled learners (1·5 billion
young people) worldwide are now out of education. The UNESCO
Director-General Audrey Azoulay warned that “the global scale and
speed of the current educational disruption is unparalleled”. For
children and adolescents with mental health needs, such closures
mean a lack of access to the resources they usually have through
schools. In a survey by the mental health charity YoungMinds,
which included 2111 participants up to age 25 years with a mental
illness history in the UK, 83% said the pandemic had made their
conditions worse. 26% said they were unable to access mental
health support; peer support groups and face-to-face services
have been cancelled, and support by phone or online can be
challenging for some young people. The COVID-19 pandemic has
presented many challenges to students, educators, and parents.
Children already coping with mental health conditions have been
especially vulnerable to the changes, and now we are learning
about the broad impacts on students as a result of schools being
closed, physically distancing guidelines and isolation, and other
unexpected changes to their lives.
In the Philippines The third most common disability is
mental illness. According to estimates, approximately 6 million
Filipinos, primarily students, suffer from depression and/or
anxiety, ranking the Philippines third in the Western Pacific
Region. Suicide rates are estimated to be 3.2 per 100,000 people
(Lally et al., 2019; Martinez et al., 2020), but this figure may
be higher due to underreporting or misclassification of suicide
cases as 'undetermined deaths.' The presence of negative mental
health disorders has an impact on students' personal and social
development, especially as they enter adulthood at the end of
adolescence. This data suggests that students, as well as other
relevant factors and individuals, become more self-aware of their
own and others' mental health. Furthermore, the recognition of
the importance and steps toward good mental health are critical
elements for the psychological growth of both current and future
individuals.
Many students from Catarman National Highschool suffer
from depression and anxiety, both of which have been shown to
impair cognitive function. Some of them suffer in silence because
this illness is not recognized as a serious problem in our
community. Students frequently experience academic-related
stress, which we refer to as pressure to achieve high grades and
concerns about receiving poor grades. Some students may have low
self-esteem, difficulty dealing with different situations, sleep
disorders, decreased attention, and an abnormal appetite, all of
which affect academic achievement and personal growth.
This study motivates us to provide and raise
awareness for all students who are dealing with mental health
issues such as anxiety, stress, and depression. Now that we are
in the midst of a crisis, it is critical that we show our support
and love to those who are truly suffering, particularly students.
As a result, the researchers strongly advise professors,
students, administrators, and the entire academic community to be
more sympathetic and respectful of students, particularly in
today's online and modular environments. Because students'
emotional upbringing and management may begin at home, parental
and social support from the home environment is also required.
These social supports are critical in predicting how these
children will cope with the stress and pressures of the new
learning modality brought on by the COVID-19 pandemic.
Objectives of the Study
This study aims to assess the level of depression, anxiety,
stress, and academic performance of HUMSS students at Catarman
National High School.

Specifically, this aimed to:

1. Determine the profile of the respondents in terms of;
A. Age
B. Sex
C. Family Income
2. Determine the level of Depression, Anxiety, Stress of the
respondents.
3. Determine the academic performance of the respondents.
4. Find out if there is a significant relationship between the
profile and the level of depression, Anxiety, stress of the
respondents
5. Find out if there is a significant relationship between the
level of depression, anxiety, stress and academic performance of
the respondents.
 Questionnaire
Researcher-Made Questionnaire to access the level of Depression,
Anxiety, Stress of HUMSS students in Catarman National High
school.

I. Profile
Name:                            sex:               
Age:               Section:             
Family income:

 ₱.43,828-P76,66(Upper Class)
 ₱.10,957-21,914 (Middle Class)
 ₱.5,000-10,000(Lower Class)
II. Depression, Anxiety and Stress Scale (DASS-21)
Instruction: Using the five points scale below. Rate the
following question by placing check (✓) in the box. Do not leave
each item unanswered.
Scale:
Never-(1) Often-(4)
Rarely-(2) Always-(5)
Sometimes-(3)
Questions 1 2 3 4 5

1. I felt that life was meaningless.

2. I felt scared without any good

reason.
3. I was aware of the action of my heart
in the absence of physical exertion
(e.g. sense of heart rate increase,
heart missing a beat.
4. I felt that I was rather touchy.

5. I felt I wasn’t worth much as a

person.
6. I was unable to become enthusiastic
about anything.
7. I felt I was close to panic.

8. I was intolerant of anything that

kept me from getting on with what I
was doing.
9. I felt down-hearted and blue.

10. I found it difficult to relax.

11. I found myself getting agitated.

12. I felt that I had nothing to look

forward to.
13. I was worried about situations in
which I might panic and make a fool
of myself.
14. I felt that I was using a lot of
nervous energy

15. I experienced trembling (e.g. in

the hands).
16. I tended to over-react to situations

17. I found it difficult to work up the

initiative to do things.
18. I experienced breathing difficulty
(e.g. excessively rapid breathing,
breathlessness in the absence of physical
exertion).

19. I couldn’t seem to experience any

positive feeling at all.
20. I was aware of dryness of my mouth.

21. I found it hard to wind down.