Section A Grp2 Manuscript

Impact on Mental Health and Academic Performance of Covid-19 on Freshmen
BPED Students
Submitted By
BPED 3A
Group 2
Dagcuta, Dhadz Bryan S. (Focal Person)
Castillo, Lovelyn Q.
Galagaran, Wently L.
Ligan, Jun Ryan B.
Lizardo, Divine Grace E.
Suello, Roneil L.
Submitted To
Ann Kiamco Maniego
College of Education
Department of Physical Education
CENTRAL MINDANAO UNIVERSITY
May 2022
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Chapter 1
THE PROBLEM AND ITS SCOPE
Introduction
The covid-19 epidemic has had a wide range of consequences and
has hurt not just people's life but also their health in a variety of ways,
including emotional, mental, and physical health, which has had a significant
impact, especially on students.Due to the rapid spread and increased
morbidity and mortality caused by COVID-19, colleges and universities were
closed to prevent the further spread of the SARS-CoV-2. The physical
closure of colleges and universities promotes social distancing and staying
at home but has impacted students in several ways. Some of the impacts
that have emerged due to COVID-19 include impacts on mental health,
academic performance, individual and family economy, academic
progression, family life, and social networks (Cao et al., 2020; Zhai & Du,
2020). Because mental health is directly linked to academic achievement,
these consequences may influence students' ability to succeed in their
academic careers. Fostering a sense of belonging is one aspect colleges
can consider including in their curriculum to serve as a protective factor for
students' mental health. There has been much research on connections and
social support (or the lack thereof) for physical and psychological health,
which justifies this.

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When it comes to academic accomplishment, the most critical
hindrance comes from psychological challenges. Students' motivation,
attention, and social interaction may all be affected by mental illness, and
all of these factors are important in determining whether or not they will
succeed in college. Several concerns have arisen due to the COVID-19
outbreak, which is now affecting college students. It is becoming more
severe and endangering human welfare around the world. This public
health emergency generates fear and results in various psychological
consequences ranging from distress responses like anxiety and depression
to behavioral changes like insomnia and overeating in response to stress.
Before the pandemic started, one in five college students had experienced
one or more diagnosable mental disorders worldwide (Auerbach et al.,
2016), and the psychological effects of COVID-19 can increase this number
and exacerbate collegiate mental health issues. The psychological
consequences of COVID-19 might increase this figure and aggravate
collegiate mental health challenges. After making the transition from a face-
to-face educational setting to an online educational background, students
were concerned about various issues, including new evaluation tools, an
unfamiliar learning environment, closed libraries, time management,
attention, learning approaches, and a lack of motivation to continue their
studies. Students at institutions face distinct obstacles due to the hands-on
aspect of their educational experience.

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This study aims to identify the primary stressors associated with the
COVID-19 pandemic and investigate the impact of these stressors on the
mental health of university students. It is expected that COVID-19 and its
effects will continue to have a substantial impact on collegiate mental health
and wellness; in the meanwhile, maintaining good mental health is crucial in
managing the pandemic. Teachers must thus raise awareness of their
student's mental health needs and concerns and encourage them to seek
aid and support in the face of the pandemic that is now underway. College
students need to develop coping strategies adapted to their individual needs
and improve their emotional well-being to remain healthy in mind, body, and
spirit through other challenging times.
Theoretical and Conceptual Framework
COVID-19's sudden and unanticipated move to online teaching and learning
has touched many, if not all, areas of university student's life throughout the
globe. This section discusses the theories and ideas utilized to support the
study's assumptions concerning the effect of the worldwide COVID-19
epidemic on the mental health and academic performance of CMU 1st year
BPED students.
The researchers drew from Idris, F., Zulkipli, I.N., Abdul-Mumin, K.H. et al’s
(2021) model presenting the positive and negative effect on students learning
experiences and the impact of physical and mental health concerning students
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during the Covid-19 pandemic. Which will then be combined to the Son C,
Hegde S, Smith A, Wang
X, Sasangohar F.’s (2020) study indicating the multiple stressors in
accordance with its interventions and preventive strategies to address the
mental health of college students by the effect of Covid-19 pandemic.
Mental health issues have flourished on social media, and they have risen to
the top of the list of topics addressed across a wide range of platforms and
organizations. Still, the epidemic will indeed affect the mental health of our
children, which will, in turn, negatively affect their performance in school-
related activities. The COVID-19 pandemic harms higher education because
of the long-term nature of the pandemic and onerous measures such as
lockdowns and stay-at-home orders. Students and instructors in our study
reported both positive and negative experiences regarding the quick shift to
online education, including the impact on their physical and mental health.
The schematic diagram below shows the interrelation of the variables of the
study in relation to the impact of Covid-19 pandemic on mental health and
academic performance of CMU 1st year BPED students. The independent
variable in the paradigm is the Covid-19 pandemic with the classifications of
the following; virus characteristics, number of family members affected,
number of family members death, the lockdown, and the isolation exposed by
the individuals with in the family. The dependent variables are the terms
varying the mental health, and the academic performance of CMU 1st year
BPED students. While the moderating variable which associates between the
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independent and dependent variable are the new learning platform which are
the online, and modular, the financial problem of the students, and the learning
issues facing by the students.
Independent Variable Dependent Variable
Covid-19 Pandemic
• Personal Factors
o Age
o Sex
• Socio-Economic
Factors
o Income
o Source of Income
o Financial Problem
• Covid-19 Experience
o Number of Family CMU Freshmen BPED Students
Members Affected
o Number of Family • Mental Health
Members Death • Academic
o Isolation of Performance
exposed Individual
• New Learning Platform

o Online
o Modular
o Learning Issue
Figure 1. Schematic diagram showing the relationship of the independent,
dependent and the moderating variables

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STATEMENT OF THE PROBLEM
General Problem
This study will find out the impact on mental health and academic
performance of the Bachelor of Physical Education first year students in Central
Mindanao University during the Covid-19 pandemic. The problems are focused on
the following questions:
Specific Problems
1. What are the major factors of the Covid 19 pandemic that affect students'
mental health?
2. What are the major factors of the Covid 19 pandemic that affect students'
academic performance?
3. How does personal factors affect the students’ mental health and academic
performance on Covid-19 pandemic?
4. How does socio-economic factors influence students’ mental health and
academic performance on Covid-19 pandemic?
5. How does financial problem affect students’ academic performance?

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Hypothesis/Assumption
Ho: Covid-19 pandemic have no significant influence on student’s mental health
and academic performance.
H1: Covid-19 pandemic have a significant influence on student’s mental health and
academic performance.
Significance of the Study
This study sought to determine the impact of the COVID-19 Pandemic on
mental health and academic performance. The findings of these study could help
first-year BPED students understand the factors influencing the impact of COVID-
19 on their academic performance and mental health.
Scope and Delimitation of the Study
This study will focus on the impact of Covid-19 Pandemic on mental health
and academic performance. The primarily subjects of this research study will
consist of the 1st year BPED students of Central Mindanao University. The
respondents will be limited to 110 students of 1st year who are in the Bachelor of
Physical Education.
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Definition of Terms
The following terms were operationally defined to achieve a better
understanding of this study:
110 Students. Total number of respondents
Academic Performance. It measures student accomplishment across a broad
range of academic disciplines.
Awareness. They are becoming aware means knowing and understanding that
something is occurring or that something exists.
BPED 1st Year Students. Respondents of the study.
Central Mindanao University. The scope of the study to be conducted.
Covid19. SARS-CoV-2 is a virus that causes a severe infectious illness.
Financial Problem. To be in financial difficulty implies being unable to pay debts
on time, whether short or long term. Debt makes financial management more
difficult and reduces buying power. Until all obligations are paid off, economic
issues become a cause of anxiety for the individual.
Lockdown. Isolation or limited access imposed as a precautionary measure for
reasons of security.
Mental Health. Our emotional, psychological, and social well-being contribute to
our overall well-being. It impacts our ability to think, feel, and act. It also influences
how we deal with stress, interacts with people, and make decisions.
Modular Learning. It is the current learning modality in primary education in the
Philippines. The traditional teacher-student practice has now been shifted to

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mother-child practice because mothers are the immediate assistants of their
children in modular learning.
Morbidity. The presence of a sickness or a symptom of a disease and the
prevalence of disease in a population is referred to as the presence of illness.
Mortality. The condition of being mortal is referred to as (destined to die). In
medicine, this phrase also describes the mortality rate or the number of deaths
among a particular group of individuals during a specified period.
Online Class. It is a kind of electronically aided learning that depends on the
Internet for interactions between teachers and students and the dissemination of
course materials.
Pandemic. A pandemic is a disease epidemic that affects many nations or
continents. It has a more considerable impact and kills more people than an
epidemic.
Physical Health. A person's physical activity level, food, nutrition, sleep cycle,
and degree of alcohol or drug intake are all factors.
Social Distancing. Disease prevention is a public health technique that seeks to
keep ill individuals from coming into close contact with healthy people to limit the
chances of disease transmission.

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CHAPTER 2
REVIEW OF RELATED LITERATURE STUDIES
This chapter provides related studies and literature on the variables stated in
the conceptual framework. It discusses how those factors in independent variables
affect the dependent variable. It shows that the previous studies and literature in
both foreign and local proves that those factors of Covid-19 have affected the
students' mental health and academic performance.
FOREIGN RRL/RRS
RRL (Independent Variable)
A. Personal Factors
Based on Baumann, C. et al (2021) The Coronavirus Disease 2019 (COVID-
19) pandemic has posed significant mental health risks over the world as a major
virus outbreak in the twenty-first century; and due to this novel pandemic, many
universities and colleges around the world suspended classroom instruction and
switched to online instruction. According to the study, only female sex was linked
to a higher risk of poor mental health perceptions, and different studies found that
female students reported lower quality of life than male students, or that depressive
symptoms were more common in young women when it came to the impact of the
Covid-19 pandemic on mental health. On the other hand, due to the suspension of
classroom teaching in many colleges and universities, a shift to online teaching for
undergraduate and graduate students has become effective. However, many
students are unable to access online teaching due to a lack of either the means or
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the instruments due to the economic and digital divide. In the study conducted by
Mohamed A. A. Mahdy (2020) about “The Effects of Covid-19 Pandemic Lockdown
on Academic Performance”, most of students (96.7%), believed that COVID-19
pandemic lockdown affected their academic performance with varying degrees;
taking online college classes instead of traditional in-person courses has been
observed to have a detrimental impact on students' progress and success.
Based on Ma, Z. et al (2021), it was discovered that the COVID-19 outbreak
caused 20.7 and 7.16 percent of children aged 7 to 15 years in China to develop
psychiatric difficulties. In comparison to primary and day school children, these
symptoms are more common in middle school and boarding school students.
Although a high percentage of respondents are satisfied with online education, a
significant number of students are uncomfortable with this new method of learning.
On a higher level, there were persistent negative effects on college students’
behavioral and emotional functioning, particularly externalizing and attention
problems.
RRS (Independent Variable)
A. Personal Factors
According to the study of Vargas-Ramos, J.C.; Lerma, C. (2022) The majority
of studies found that students prefer face-to-face activities and have a negative
attitude and low enthusiasm for virtual learning. This student perception and
attitude can theoretically have a negative impact on academic achievement;
however, not all students demonstrate a reduction in academic performance, and

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some even appear to benefit from this modality. Additionally, the lack of access to
technology or the internet, the inefficiency of educational institutions in adopting
this modality, and the fear of losing the school year have all been found to generate
a significant level of worry and tension in students in several research. These
repercussions are exacerbated for students who lack the financial and material
resources to participate in this kind of instruction. Furthermore, the students
believe that this modality necessitates more work on their part and that the
teachers lack the necessary skills to teach utilizing this technology. When we
examined the groups by sex, we found that women with a track record of not failing
and low-risk consumption had a considerably higher academic average than men
with the same characteristics before and during the quarantine.
Based on the study of Kecojevic, A. et al (2022) Another demographic
component that had a substantial impact on academic achievement was age.
Students who failed one or more subjects were found to be older than those who
did not. This finding corroborated previous research that found that students'
academic performance was significantly impacted as they grew older. This
association could be explained by the fact that older students began to engage in
other activities such as job or going out with friends, resulting in a decrease in the
amount of time spent in school. Students have a basic understanding of COVID-
19 transmission and frequent symptoms, according to descriptive findings.
Students, on the other hand, reported a variety of academic and everyday
challenges, as well as high levels of mental health suffering. Higher levels of

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anxiety were more likely to be reported by students other than freshmen and those
who spend more than one hour per day looking for material on COVID-19, while
higher levels of depression were linked to difficulties focusing on academic work
and job losses. Higher levels of somatization were connected with inability to focus
on academic work and increased concern about COVID-19, but trusting news
sources was associated with lower levels of somatization. Females were more
likely to have higher levels of felt stress, be unable to focus on academic work, and
report difficulty getting prescriptions and cleaning materials.
B. Socio-economic Factors
According to research, a pandemic like COVID-19 might raise marginalized
or low-income people's mental burden by causing socioeconomic disadvantages
such employment insecurity, housing instability, discrimination, and food insecurity
(Goldmann & Galea, 2014). Many families have been put under financial strain as
a result of economic downturns, which may lead to unhealthy tension, family
dissolution, abuse, depression, and domestic violence. According to a study
focused on Nepalese governance (Poudel, K., & Subedi, P., 2020), the COVID-19
epidemic has forced more than 1.6 billion children and youth out of school in 161
nations, accounting for about 80% of the world's enrolled students. Parents have
been under growing pressure to work from home, to keep their businesses going
while also caring for school-aged children at home, while caregiver resources,
such as grandparents and extended family, have been limited (Fegert et al., 2020).
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Despite the fact that these actions are being taken to safeguard people from
COVID-19, they have caused fear, anxiety, and confusion among Nepalese
citizens, which must be addressed promptly. Many families have been put under
financial strain as a result of economic downturns, which may lead to unhealthy
tension, family dissolution, abuse, depression, and domestic violence. Additionally,
more than a child's biological health is at risk from the Novel Coronavirus (COVID-
19) pandemic. Neurodevelopment, mental health, and later life outcomes can all
be affected by a lack of in-person schooling and increased stress, especially for
pupils from low socioeconomic status (SES) families. Neuroscience research on
child development reveals probable neurological pathways and educational results
that could be affected by the pandemic—and how this will disproportionately affect
children from low-income families (George, G., Dilworth-Bart, J., & Herringa, R.,
2021).
However, with COVID-19 disrupting school life, it's important to look into whether
COVID-related changes in schools are causing or exacerbating inequalities among
students. According to the study, in terms of specific measurements,
lowsocioeconomic-status students reported higher levels of stress as a result of
increased usage of ICTs, while high-socioeconomic-status students reported lower
levels of stress as a result of reduced contact with classmates owing to COVID
(Moya, G., Díez, M., et al, 2021). Moreover, many university students rely on part-
time work to support themselves while they study. During the COVID-19 pandemic,
university closures and the loss of numerous usual student occupations had a
particularly negative impact on their status. Study shows that the changes in
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students' income and its composition over the course of the epidemic using survey
data from a large German institution; during the first lockdown, students' job
income fell by 66 percent on average (total income fell by 19 percent). During the
reopening, there was a swift rebound. The second lockdown resulted in a loss in
job income, but it was only half as significant as the first. Job loss disproportionately
impacted women and students from nonacademic backgrounds, exacerbating
already-existing financial disparities. Students made up for lost revenue by taking
out more loans and cutting back on their recreational activities. Although all
students' dropout intentions have grown, there have been no distinctions in
socioeconomic categories so far (Meier, D., Thomsen, S., & Trunzer, J., 2022).
B. Socio-economic Factors
In the conducted study focusing the University Students in Germany, the
results suggest that the pandemic put a number of students under financial strain
with detrimental consequences for their mental well-being (Negash, S., et al.,
2021). Prior to COVID-19, investigations on students' financial situations revealed
that many were already facing financial difficulties. Many students around the world
are currently enduring financial difficulties as a result of the COVID-19 pandemic,
according to international research. Students who rely on part-time employment to
support themselves and those who lost their jobs as a result of the lockdown may
face financial difficulties. According to studies, financial insecurity puts students in

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a stressful condition, which has an impact on their mental health. Academic
pressure, fears about the future, life-stage transitions, and financial problems are
just a few of the pressures that university students face, all of which can contribute
to mental health disorders (Negash, S., et al., 2021).
Even before the COVID-19 crisis, a number of worldwide research linked financial
stress and financial anxiety to negative mental health effects. In a study of British
university undergraduate students, Jessop et al. (2019), discovered links between
higher levels of financial stress and lower overall mental well-being. A study of
Norwegian college and university students discovered a socioeconomic gradient
pattern, with students who had never had financial issues having better mental
health than those who had experienced financial troubles regularly (Bøe T. et al.,
2021). Financial difficulties are also a source of stress for university students,
according to new findings from Germany. Furthermore, while students' mental
health during the epidemic was well-documented, financial hardship was rarely
included when assessing mental health, and earlier research largely looked at
changes in income, which only represented a small fraction of the students'
financial resources (Becker K., et al., 2020) & (Kohls E., et al., 2021).
C. Covid-19 Experience
According to Stroebe et al. (2020), Bereavement, which is defined as the
situation of having recently lost a significant person through death (Stroebe &
Stroebe, 2020) has been shown to increase the risk of mental health problems,
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such as depressive symptoms, major depressive episodes and anxiety-related
disorders. Bereavement has also been associated with other psychological
symptoms, such as anger (Pasternak et al.), fear (Stroebe et al. 2020), grief
(Pasternak et al.) and subjective well-being (Tseng et al. 2017). Researchers have
found that prolonged grief, post-traumatic stress, anxiety, and depressive symptom
levels are elevated among Chinese people that have been bereaved due to
COVID-19 (Tang et al). Losing a loved one due to COVID-19 makes this type of
bereavement different in critical aspects from other types of bereavement
(Cardoso et al). First, families bereaved due to COVID-19 were unable to care for
their family members and be with dying loved ones (Sun et al. 2021). Second,
these families could neither say goodbye to their loved ones nor express and
process their grief through funeral ceremonies (Cardoso et al. 2020). In addition,
these families had to experience the fear of being infected (Sun et al. 2021) and
exposure to stigma and social discrimination (Cardoso et al. 2020). These reasons
led to the unique experiences of COVID-19 bereavement compared with normal
bereavement. Studies have found individuals bereaved because of death due to a
pandemic may experience subsequent mental health problems (Leong et al. 2004)
Eisma et al. found higher grief levels in individuals bereaved due to COVID-19 than
in those who experienced natural loss. This finding might indicate that COVID-
19related deaths could potentially increase the risk of an adverse outcome in terms
of bereavement (Mayland et al. 2020). Additionally, learning from the impacts of
COVID-19 on the bereaved would be pertinent for bereavement support during the
pandemic (Mayland et al. 2020). Understanding the impacts is important because

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this information might be applied to support bereaved families and to inform service
developments for the provision of ongoing post-bereavement support (Stroebe et
al. 2020).
Based on Qiu et al (2020) The long-term psychological impact of the COVID-
19 pandemic is unknown at this time, but short-term effects have been documented
among various populations. In a study of 52,730 residents of China, 35% of
participants reported significant psychological distress as a result of the pandemic.
Among those most vulnerable to psychological distress were females, young
adults, and migrant workers. Similarly, Wang et al. (2020) reported the COVID-19
pandemic impacted symptoms of depression, anxiety, and stress among a sample
of 1,210 residents in China. Specifically, 53.8% of participants reported mild to
severe symptoms of depression, 36% reported mild to severe anxiety, and 33%
reported mild to severe stress (Wang et al., 2020). Son et al. (2020) discovered
that only a small percentage (5%) of participants who indicated the pandemic
increased their anxiety and stress sought mental health services. College students
also experienced many stressors and losses from the pandemic. College students
thrive on connection (Berger, 1997; Pretty, 1990), and the pandemic’s social
distancing requirements could have contributed to feelings of isolation or
loneliness. Struggles with a variety of unpleasant emotions amid the pandemic
have been noted, including boredom, anxiety, frustration, anger, hopelessness,
and shame (Aristovnik et al., 2020). Mental health symptoms resulting from the
pandemic may have been exacerbated for individuals with an existing mental
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health diagnosis. In a study of 908 young adults, Liu et al. (2020) reported
participants with a clinical mental health diagnosis experienced higher levels of
anxiety and grief for COVID-19 related issues. In a systematic review examining
the mental health implications of COVID-19, Xiong et al. (2020) identified that
college students were one of the most vulnerable populations for mental health
concerns, consistently reporting more psychological distress than other
populations.
According to Brooks et al (2020) Following the Covid-19 pandemic, the
French population was confined from 17 March 2020 for almost two months and
the total number of deaths has been over 30 265 out of 187 919 confirmed cases
(by August 3 2020) in France. It seems essential to understand the effects of this
situation on psychological health (Pfefferbaum and North, 2020), particularly on
students who are generally considered to be a population at risk from a mental
health point of view. According to our results, approximately 3% of students were
diagnosed with Covid-19 and almost 12% developed symptoms of the disease,
which corroborates recent epidemiological results (Salje and Lefrancq, 2020).
Depression (43%), anxiety (39.19%) and distress (42.94%) scores were much
higher than those normally observed in student population (Verger et al., 2010)
(Ibrahim A and Kelly, 2013). More precisely, being a female, living alone, in a
precarious financial situation and having been in contact with people who had
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contracted Covid-19 significantly increased levels of depression, anxiety and
distress. Also note that 47.2% of students reported difficulty concentrating and
14.86% reported self-harming or suicidal thoughts. Conversely, working appeared
to be protective for these states. Finally, being infected by Covid-19 strongly
increase depression, anxiety and distress scores, which underlines the
psychological impact of Covid-19 on the population. This study has nevertheless
several limitations. First, it was conducted during only four days and lacked a
longitudinal follow-up. Therefore, the long-term psychological impact of Covid-19
on the student population would deserve further study. Second, although the
response rate for this study was 13.36%, a response bias is possible if, for
example, non-respondents were too stressed or, at the opposite, not stressed
enough to be interested in taking part in the study.
D. New Learning
According to Kotera et al. (2020), research has determined that the mental
health of university students is generally poor with high rates of depression, anxiety
and stress. This, according to them is in “itself a serious issue” but its
consequences are exacerbated as it can lead to “reduced academic achievement
and professional development, interpersonal conflicts, sleep disturbance, low
concentration, poor decision-making, resulting feelings of inadequacy” all of which
would negatively affect their learning attainment and other educational pursuits like
research output (para. 4). With the forced shift to online learning platforms caused
by the Covid19 lockdown, the fears that these mental health issues would worsen
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are well-founded. As highlighted by Chandra (2020), home education has
generated immense disruption both among the parents and students. Although
there is research that shows that online learning has been linked to increased
students' ability to grasp and retain information at a faster rate, research like that
of Grubic et al. (2020) however, argue that the restrictive learning conditions
associated with online learning are bound to result in increased stress and
downstream negative academic consequences. This assertion is based on public
health studies indicating an increase in psychological issues during the pandemic.
Wang et al (2020) has reported a predominance of moderate to severe depression
that is self-reported. This trend has been attributed to the prevalent effects of
uncertainty as well as fears related to the health consequences of the pandemic
(Brooks et al., 2020). Cao et al. (2020) substantiate the above assertions with their
findings that almost 30% of the students in their study experienced anxiety as a
result of the pandemic, out of which 0.9% experienced severe anxiety while the
rest experienced mild anxiety. This condition seems to support the assertions that
the use of online learning exacerbates mental health issues experienced by
students. The effectiveness of online learning is largely dependent on the
approaches adopted by learners and instructors in the implementation of the
learning process (Adnan & Anwar, 2020). As highlighted by Halupa (2016), it is
highly possible that the students may be distracted when using the internet as a
learning tool based on the existence of a wide array of distractions. Markedly, the
existence of social media platforms has proved to be a major challenge for the
youth today based on its high addiction levels. According to Hollis and Was (2016),
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in a survey of 129 online learners, there was a 29% risk that the participants' minds
would wander off from the online learning content. This condition resulted in the
students not focusing on the content being conveyed by the lecturers online. The
inability to focus on the information being provided through the platform would have
a subsequent impact in terms of increased stress levels among the students since
they would not have understood the content delivered during the lecture and
consequently, would not be able to complete their assignments according to the
requirements stipulated by the lecturer. This condition seems to explain the high
levels of stress and anxiety witnessed among online tertiary level learners.
Previous studies have shown that tertiary students have developed a negative
perspective due to the absence of a classroom-related environment (Dewaele et
al., 2019; Khan & Khan, 2019). Tertiary students have cited the ability to interact
with their peers and instructors as being a major contributor to improved
participation in learning activities. In addition to that, there have been indications
of online crack-up impeding effective utilization of the learning platforms. Some of
the notable reasons for e-learning crack-up include lack of hardware support, and
software incompatibility (Aboagye et al., 2020). These conditions have resulted in
students experiencing numerous challenges in the online learning environment, an
aspect which they would have never experienced in the traditional environment.
Based on Aboagye, E. et al (2020) Most governments have shut down
schools and institutions where crowds cannot be avoided until further notice. The
unexpected closure of educational institutions prompted the authorities to suggest

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emergency remote teaching to ensure that students are not left idle in this
pandemic era. Therefore, the conventional methods (traditional face to face
teaching) have been replaced by online (e-learning) for the time being. Comparing
the developed world to the developing countries, it was found that developing
countries are facing challenges such as poor internet connectivity, inadequate
knowledge on the use of ICT and weakness of content development (Aung &
Khaing, 2015). For instance, delivering content like video and other applications is
still new to many educators even at the tertiary level in developing countries. This
new trend demands better technology and educators changing their workplace
culture. An important factor to consider before implementing e-learning is whether
the learners are ready and will be successful in an online environment (Guglielmino
& Guglielmino, 2003; Watkins et al., 2004).
D. New Learning
Based on the study of Pokhrel, S., & Chhetri, R. (2021). The global outbreak
of the COVID-19 pandemic has spread worldwide, affecting almost all countries
and territories. The outbreak was first identified in December 2019 in Wuhan,
China. The countries around the world cautioned the public to take responsive
care. The public care strategies have included handwashing, wearing face masks,
physical distancing, and avoiding mass gathering and assemblies. Lockdown and
staying home strategies have been put in place as the needed action to flatten the
curve and control the transmission of the disease. (Sintema 2020). Research
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highlights certain dearth such as the weakness of online teaching infrastructure,
the limited exposure of teachers to online teaching, the information gap, non-
conducive environment for learning at home, equity and academic excellence in
terms of higher education. This article evaluates the impact of the COVID-19
pandemic on teaching and learning process across the world. The challenges and
opportunities of online and continuing education during the COVID19 pandemic is
summarized and way forward suggested.Student assessments are carried out
online, with a lot of trial and error, uncertainty and confusion among the teachers,
students and parents. The approach adopted to conduct online examination varies
as per the convenience and expertise among the educators and the compatibility
of the learners. Appropriate measures to check plagiarism is yet to be put in place
in many schools and institutions mainly due to the large number of student
population. The lockdown of schools and colleges has not only affected internal
assessments and examinations for the main public qualifications like General
Certificate of Secondary Educations (GCSE), but A levels have also been
cancelled for the entire cohort in the UK. Depending on the duration of the
lockdown, postponement or cancellation of the entire examination assessment
might be a grim possibility (United Nations, 2020).
RRL (Dependent Variable)
Mental Health
According to Budimir, S., Probst, T., & Pieh, C. (2021), The COVID-19
pandemic lockdown measures changed the daily lives of people worldwide. The
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purpose of this study is to determine the influence of various coping mechanisms
on mental health during the COVID-19 lockdown. A representative sample of
Austrians was gathered via Qualtrics® four weeks after the lockdown began.
Psychological quality of life (WHO-QOL
BREF, psychological domain), well-being (WHO-5), depression (PHQ-9), anxiety
(GAD7), stress (PSS-10), and sleeplessness were all assessed (ISI). We
conducted regression analyses using coping methods as predictors and indicators
of mental health as dependent variables. The representative sample consisted of
N = 1 005 respondents (52.7 percent women). Positive thinking, active stress
coping, and social support were found to be significant predictors of psychological
life quality and well-being, but not of perceived stress, sadness, anxiety, or
sleeplessness. Alcohol and cigarette intake were found to be detrimental to
psychological life quality and well-being, but beneficial to felt stress, depression,
anxiety, and sleeplessness. Faith-based support was found to be a favorable
predictor of felt stress, sadness, anxiety, and insomnia. Conclusions: Coping
techniques have been shown to be major predictors of mental health outcomes.
Positive thinking, active coping, and social support education may be effective in
coping with a decline in mental health as a result of the COVID-19 pandemic.
Magson, N. R., Freeman, J. Y. A., Rapee, R. M., Richardson, C. E., Oar, E.
L., & Fardouly, J. (2021), studied about the constraints imposed to contain the
COVID-19 virus have resulted in widespread social isolation, which has a negative
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influence on mental health globally. These limitations may be especially
challenging for adolescents, who rely significantly on peer relationships for
emotional support. However, no longitudinal study has been conducted on the
psychological impact of the COVID-19 epidemic on teenagers. This study fills this
need by examining the impact of the COVID19 pandemic on teenagers' mental
health, mediators of change, and variables judged to be the most distressing. Two
hundred forty-eight adolescents (Mage = 14.4; 51% female; 81.8 percent
Caucasian) were assessed at two time points: 12 months prior to the COVID19
outbreak (T1) and two months after the adoption of government limitations and
online learning (T2) (T2). At T1, T2, and T3, online surveys examined participants'
depressive symptoms, anxiety, and life satisfaction, as well as their schooling, peer
and family relationships, social connection, media exposure, COVID-19-related
stress, and compliance with government stay-at-home orders. As predicted,
teenagers exhibited large increases in depressive symptoms and anxiety, as well
as a significant fall in life satisfaction from T1 to T2, with the latter being especially
prominent among females. Moderation analyses revealed that COVID-19-related
concerns, online learning difficulties, and increased conflict with parents all
predicted increases in mental health problems from T1 to T2, whereas compliance
with stay-at-home orders and feeling socially connected protected against poor
mental health during the COVID-19 lockdown. This study provides the first
longitudinal evidence of teenage mental health deterioration during the COVID-19
epidemic. The findings indicate that adolescents are more concerned with
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government limitations aimed at containing the virus's spread than with the
infection itself, and that these worries are connected with higher anxiety and
depressed symptoms, as well as decreased life satisfaction.
RRS (Dependent Variable)
Mental Health
According to Tambiling, Rachel R. Russel, Beth S. Fendrich, Michael Park,
Crystal L. 2022, beyond attitudes toward counseling, little is known about the
elements that contribute to mental health help-seeking during disasters. Globally,
the COVID-19 (SARS-CoV-2) pandemic had a profound effect on individuals,
families, and communities. Family patterns were significantly disrupted by the
epidemic, and research supports an increase in incidences of mental health
symptoms such as depression and anxiety, as well as underutilization of mental
health treatments. To gain a better understanding of the psychological
characteristics related with help-seeking during the COVID-19 epidemic,
researchers used Amazon's MTurk platform to poll respondents (n = 1,533 at time
1) on their mental health and help-seeking. The findings suggested that those with
higher levels of anxiety have a greater likelihood of seeking psychological
assistance, whereas those who do seek assistance report higher levels of
depression. Additionally, people who began new treatment for mental health
problems during the COVID-19 epidemic reported reduced social support and a
lack of clarity about their feelings (specifically, emotional clarity when upset). The
article discusses the implications for clinical researchers and public health.
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Academic Performance
Based on Iqbal, J., Qureshi, N., Ashraf, M. A., Rasool, S. F., & Asghar, M. Z.
(2021), during the COVID-19 pandemic, the usage of digital platforms for
educational purposes expanded, and increased use of smartphones and social
media had an effect on students' academic performance. The purpose of this study
was to examine how emotional intelligence can influence academic achievement,
both directly and indirectly, using academic social networking sites (ASNS) as a
mediator. The data on emotional intelligence, ASNS, and academic performance
were collected using a survey questionnaire consisting of 42 items. The study
enrolled 305 undergraduate university students in total. To determine the effects
of emotional intelligence and ASNS, partial least squares structural equation
modeling (SmartPLS-SEM 3.2.2) was utilized. Selfregulation and self-awareness,
two elements of emotional intelligence, have a strong positive effect on academic
achievement. Similarly, ASNS was positively affected by emotional intelligence
and its subscales of self-regulation, self-awareness, and social skills. Similarly,
ASNS demonstrated a statistically significant favorable influence on academic
achievement. Indirectly, three domains of emotional intelligence—selfregulation,
self-awareness, and social skills—had a significant beneficial indirect effect on
academic achievement. As a result of this study's findings, ASNS appears to act
as a mediator between emotional intelligence and academic success. Conclusion:
Emotional intelligence positively impacts academic achievement both directly and

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indirectly. ASNS, in combination with emotional intelligence, had a critical part in
fostering academic success during the COVID-19 pandemic.
Iglesias-Pradas, S., Hernández-García, Á., Chaparro-Peláez, J., & Prieto, J.
L. (2021), studied the COVID-19 pandemic has caused damage on the way
traditional institutions of higher education deliver their courses. Unlike previous
transitions from faceto-face to mixed, online, or flipped classrooms, changes in
emergency remote teaching – a short transfer of instructional delivery to an
alternate remote delivery modality in response to a crisis – occur abruptly and
unplannedly. The purpose of this study is to examine the transition to emergency
remote teaching at the School of Telecommunication Engineering (Universidad
Politécnica de Madrid), as well as the impact on students' academic performance
of organizational factors related to unplanned change, instructional variables –
class size, synchronous/asynchronous delivery – and the use of digital supporting
technologies. The research compares the academic performance of students
during the COVID-19 pandemic to previous years using quantitative data from
academic records across all (N = 43) courses of a bachelor's degree programme
in Telecommunication Engineering and qualitative data from a questionnaire
distributed to all (N = 43) course coordinators. The findings of this case study
demonstrate an increase in students' academic performance during emergency
remote teaching and support the notion that organizational factors may contribute
to the successful implementation of emergency remote teaching; however, the
analysis reveals no differences in academic performance across courses with

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varying class sizes or delivery modes. The study next considers various
explanations for the analysis's findings, taking organizational, individual, and
instructional factors into account.
This year 2022, Wang, Yurou, Xia, Mengya, Guo, Wenjing, Xu, Fangjie, Zhao,
Yadan conducted a study about Academic performance under COVID-19: The role
of online learning readiness and emotional competence. The pandemic of COVID-
19 resulted in school cancellations and social isolation, posing both academic and
emotional difficulties for adolescents. While schools made significant efforts to shift
lessons online, they paid less attention to whether students were cognitively and
emotionally prepared to learn effectively in a virtual environment. This study
examined the effects of online learning preparation and emotional competence on
students' academic achievement during the COVID-19 period. This study enrolled
two groups of students: 1,316 high school students (Mean age = 16.32, SD = 0.63)
who were classified as adolescents, and 668 college students (Mean age = 20.20,
SD = 1.43) who were classified as young adults. After adjusting for pre–COVID-19
academic performance, structural equation modeling was used to examine the
connections between online learning readiness, emotional competence, and online
academic success during COVID-19. The findings indicated that both online
learning preparedness and emotional competence were positively connected with
online academic achievement in high school students during COVID-19. However,

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only online learning preparedness demonstrated a significant positive link with
online academic achievement for college students during COVID-19. These
findings suggest that teenagers who are prepared to study online and have a high
level of emotional competence may be more robust to COVID-19–related
obstacles and learn more effectively online. Additionally, this study demonstrated
distinct patterns of relationship between cognitive aspects, affective components,
and online academic achievement during adolescence and young adulthood on
the COVID-19. Additionally, developmental ramifications were highlighted.

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LOCAL RRL/RRS
A. Personal Factors
According to Lopez et al (2021), entitled Social Contagion of Astrology in the
Social Media amid COVID-19 Pandemic, that this cross-sectional study aimed to
determine the associations of the extent of Social Contagion - Conscious
Behavioral Response (CBR) towards Astrology on social media among Filipino
Post-Millennial university students aged 18 to 23 years old with their
demographics, Stress Level (SL), and Level of Susceptibility to Barnum effect
(LSB) during the COVID-19 pandemic. The online survey garnered 406
respondents. Data were analyzed using descriptive and non-parametric inferential
statistics. Findings found that respondents have high SL, moderate CBR level, and
high LSB. Female respondents were found to have significantly higher CBR Factor
Scores compared to males (p< 0.000). Thus, females tend to be consumers of
Astrology in social media more. Other variables tested (religion, p=0.128;
residence type, p=0.736; age, p=0.339) showed no significant statistical difference
between the sample’s CBR Factor Scores. A person’s stress level during the
COVID-19 pandemic (in terms of manageability and uncertainty) revealed a
significant statistical association with their susceptibility level to Barnum effect
(odds ratio 1.252686, p=0.002). The more stressed a person is, the higher the
consumption of Astrology related information in social media (due to high
uncertainty and less situation control, despite high management capacity score).
In this pandemic, females consumed more Astrology-related information, even

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when information may be vague to believe that it applies to all. Overall, the higher
the SL and the higher the CBR, the higher the LSB. Thus, in this COVID-19
pandemic, females are more susceptible to higher levels of Barnum Effect as they
consume higher levels of Astrology-related information triggered by higher levels
of stress (brought by the high level of uncertainty and low level of individual’s
situation control).
A. Personal Factors
Tee et al (2020), studied about the psychological impact of covid-19
pandemic in the Philippines. This survey was conducted in the first month that
COVID-19 was declared a pandemic and enhanced community quarantine was
implemented in the Philippines. During the early phase of the COVID-19 pandemic
in the Philippines, one-fourth of the respondents reported moderate-to-severe
anxiety, one-seventh reported moderate-to-severe stress levels and one-sixth
reported moderate-to-severe depression and psychological impact of the outbreak.
Female gender, youth age of 12-21 years, single status, students, presence of
specific physical symptoms (i.e., headache, cough, chills), recent imposed
quarantine by a health authority, prolonged stay at home, poor selfreported health
status, feeling of too much unnecessary worry has been made about COVID-19,
concerns about family members getting sick, and feeling of being discriminated by
other countries were associated with a greater psychological impact of the
pandemic and higher levels of stress, anxiety and depression. Timely and accurate
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health information, having children older than 16 years old, perception of good
health status and confidence in their own health care providers were associated
with lesser psychological impact of the pandemic and lower levels of stress, anxiety
and depression. The findings of this study can be used to frame appropriate
psychological interventions to avert occurrence of mental health problems
preventing psychological crisis.
B. Socioeconomic Factor
Based on Taunan et al (2021), covid-19 had a strong impact on our economy,
government, health care, and particularly on the education system. This study
explored the lived experiences of Senior High School learners enrolled at Goshen
School during the Covid-19 pandemic. The study applied Collaizzi’s Method in the
data analysis and interpretations to identify meaningful information and organize it
into themes. Themes that came out from the narratives of the participants were:
They experienced several difficulties and challenges during the pandemic;
specifically, they experienced issues like their chosen learning modalities,
financial, technological, mental health, and lifestyles. They revealed their struggles
in the sudden transitions of the learning modalities, from face-toface to remote
learning. Sometimes the teachers’ lectures are unclear and cannot cater to the
students queries immediately through messaging apps that result in students
commencing self-study. They were also financially challenged due to the economic
effect of the pandemic, this caused worries to the parents and affects the mental
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health of the learners. Some are not privileged enough to afford a home plan Wi-
Fi or even load for mobile data. Their mental health is affected drastically as
according to them they are sometimes mentally unstable, and struggle to be
productive which resulted in some of their academic performances being affected,
while some seem to be more focused on their school tasks and learning because
of distanced from other disruptions. The output of this study is a proposed model
for senior high school learners during the Covid-19 Pandemic.
B. Socioeconomic Factor
In the year 2020, Cahapay and Rotas conducted a study about the Difficulties
in Remote Learning: Voices of Philippine University Students in the Wake of
COVID-19 Crisis to examine the effects of covid-19 to the students learning. Most
educational systems across the world have migrated to remote learning modality
as a measure against the spread of the corona virus disease 2019 (COVID-19).
This phenomenon is causing a lot of difficulties especially as voiced out by students
in the context of developing countries. This paper attempts to describe the
difficulties in remote learning of university students in the Philippines in the wake
of the COVID-19 crisis. Following a mainly qualitative research design, this study
surveyed a pool of possessively and conveniently selected students currently
enrolled in a tertiary institution. The result of the content analysis revealed the
following categories of difficulties in remote learning: unstable internet connectivity;
inadequate learning resources; electric power interruptions; vague learning

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contents; overloaded lesson activities; limited teacher scaffolds; poor peer
communication; conflict with home responsibilities; poor learning environment;
financial related problems; physical health compromises; and mental health
struggles. Based on the result, cogent recommendations are discussed at the end
of the study.
According to Jeff Clyde G Corpuz, M. A, (2021) COVID-19 has already killed
more than one million people around the world. The pandemic had a profound
impact on the emotional, social and spiritual life of the public. Due to self-isolation,
prohibition of mass-gatherings and quarantine protocols, hospitals and healthcare
facilities are closed to visitors. Clergy members are unable to be physically present
with sick in their final moments. Many families cannot say goodbye to their loved
ones, many people cannot attend funeral rites and many people cannot perform
their final mourning rituals. These complicated situations have not only distressed
some family members but also someone who is close to death. In this time of crisis,
it is important to implore the global community to reflect on the unique and unusual
process of grieving. This paper is a response to the recent correspondence
published in this journal where the author noted the changing landscapes of death
and burial practices in the context of COVID-19. This paper further adds to the
emerging and complicated process of death, dying and grief and ways of coping
with loss in the context of COVID-19 pandemic.

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RRS (Independent Variables)
Based on Lim LTS et al (2022) The COVID-19 pandemic declared by the
WHO has affected many countries rendering everyday lives halted. In the
Philippines, the lockdown quarantine protocols have shifted the traditional college
classes to online. The abrupt transition to online classes may bring psychological
effects to college students due to continuous isolation and lack of interaction with
fellow students and teachers. Our study aims to assess Filipino college students’
mental health status and to estimate the effect of the COVID-19 pandemic, the
shift to online learning, and social media use on mental health. In addition,
facilitators or stressors that modified the mental health status of the college
students during the COVID-19 pandemic, quarantine, and subsequent shift to
online learning will be investigated.
D. New Learning
According to Jhoselle Tus et al (2021) The COVID-19 pandemic has caused
a drastic shift from traditional to online distance education which resulted in many
difficulties to our learning delivery modes. The purpose of this study is to find out
what are the challenges of primary pupils in Educare College, Inc. in Online
Distance Learning modality. The researchers employ the use of phenomenological
approach and thematic analysis which include face-to-face and online interviews,
watching recorded Zoom classes and observations were applied to synthesize and
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identify the challenges during online classes. Physical and digital distractions,
technological and technical difficulties, institutional and academic issues, and
personal and psychological barriers are the challenges that the pupils encounter
during online classes. Designating a specific area or gadget for online classes,
providing intensive training on how to navigate the online learning platforms,
maintaining an open communication between teachers and students, using flipped
classroom instruction, strengthening parent-teacher partnership in ensuring
guidance while learning from home, and providing guidance and counselling to
stakeholders are some of the recommended strategies that are suited to the new
normal e-learning modality. This research will serve as a guide for educators and
students and researchers in the use of online distance learning.
D. New Learning
Based on Jessie Barrot (2021) Recently, the education system has faced an
unprecedented health crisis that has shaken up its foundation. Given today's
uncertainties, it is vital to gain a nuanced understanding of students' online learning
experience in times of the COVID-19 pandemic. Although many studies have
investigated this area, limited information is available regarding the challenges and
the specific strategies that students employ to overcome them. Thus, this study
attempts to fill in the void. Using a mixed-methods approach, the findings revealed
that the online learning challenges of college students varied in terms of type and
extent. Their greatest challenge was linked to their learning environment at home,
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while their least challenge was technological literacy and competency. The findings
further revealed that the COVID-19 pandemic had the greatest impact on the
quality of the learning experience and students' mental health. In terms of
strategies employed by students, the most frequently used were resource
management and utilization, help-seeking, technical aptitude enhancement, time
management, and learning environment control. Implications for classroom
practice, policy-making, and future research are discussed.
Mental Health
According to Grace Zurielle C. Malolos et al (2021) The Philippine
Development Plan for 2017-2023 highlights that children are among the most
vulnerable population groups in society, including them in strategies for risk
reduction and adaptive capacity strengthening.1 Approximately 40% of the total
Philippine population is comprised of Filipinos below 18 years of age.2 Despite
having a large portion of the Philippine population declared as vulnerable,
concerning issues involving them still persist and remain unaddressed. Among
Filipino children aged 5 to 15, 10% to 15% are affected by mental health
problems.3 According to the World Health Organization (WHO), 16.8% of Filipino
students aged 13 to 17 have attempted suicide at least once within a year before
the 2015 Global School-based Student Health survey.4 This is just one of the many
indicators showing the state of mental health of these children. These statistics
involving children’s mental health are concerning as childhood is a crucial period

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where most mental health disorders begin. Efforts should be made to identify these
issues early for proper treatment in prevention of negative health and social
outcomes.4 Childhood mental and developmental disorders also frequently persist
into adulthood, making it more likely for them to have compromised growth with
greater need for medical and disability services and higher risk of getting involved
with law enforcement agencies.5 In this context, the COVID-19 pandemic
threatens to worsen these numbers, affecting the delivery of the Philippines’ health
care services, including those for children’s mental health.
Since the beginning of the pandemic, children have been subjected to multiple
threats to their mental health. Adding insult to injury, several concurrent factors in
the Philippine society exacerbate this. While these are experiences shared by all
people regardless of age, impediments to emotional and social development are
greater in children than in adults.6 They may also be more vulnerable to developing
mental health issues such as depression and anxiety.7 Together with these
circumstances and the weakened health care system, children’s vulnerability
towards mental health problems may be worsened by the pandemic, leading to
more new cases and exacerbating existing ones. And The already-challenged
state of mental well-being of Filipino children has been worsened by the pandemic
and the lack of good mental health policies by the government. While there is
increasing awareness for mental health, children-centered interventions remain
deficient. Approaches must integrate commonly-known mental health effects on
children with existing and anticipated Philippine societal issues. Without doing so,
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it may be expected that as the COVID-19 pandemic is mitigated, a mental health
epidemic will replace it.
Mental Health
Based on the study of Cleofas, J. V. (2021) The novel coronavirus 2019
(Covid19) pandemic and the abrupt transition of the educational landscape from
traditional to online classes have exposed students to increased risk for mental
health problems that can impact their educational engagement and learning
outcomes. Wu et al. (2021) suggested that in many parts of the world, higher than
normal prevalence of depression, anxiety, psychological distress and insomnia
had been noted among students during the pandemic. Specifically in the
Philippines, studies have reported high levels of Covid-19related anxiety in the
student population (Baloran, 2020; Cleofas & Rocha, 2021). These mental health
issues brought about by the pandemic, coupled with unfamiliarity with online
learning environments, can present challenges to student engagement (Chiu,
2021). An important protective factor against mental health challenges among
students identified by research is self-care. Studies have suggested that self-care
can decrease stress (Moore & Wilhelm, 2019), diminish substance-abuse-related
problems (ColomerPérez et al., 2019), enhance sleep (Di Benedetto et al., 2020)
and improve over-all quality of life (Ayala et al., 2018) among students from various
backgrounds. This association between self-care and decreased psychological
distress among students has also been demonstrated during the time of Covid-19
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pandemic (Brouwer et al., 2021). Self-care practices can also improve educational
outcomes and over-all school productivity (CookCottone & Guyker, 2018).
Zahniser et al. (2017) suggested the association of self-care with better training
progress among students. Mindfulness selfcare practices and training has been
linked to enhanced learning experiences andprofessional skills (Gockel & Deng,
2016), and improved self-fulfilment and motivation among students (Ghanizadeh
& Navokhi, 2019). Self-care has also been suggested to improve self-awareness
and social skills of students during practice (van Vliet et al., 2018). Cousins and
DeLuca (2016) demonstrated the importance of instilling self-care practices among
students to improve their academic performance and build social inclusion,
especially for those with health needs. The importance of providing students with
capacities to care for their own physical and mental wellbeing has been more
emphasised during the Covid-19 pandemic to ensure that they are engaged in and
learning from their online classes while being in the midst of a public health
emergency (Chiu, 2021).
Despite the presence of barriers related to quarantine and online classes, students
are able to practise self-care. Older, female students from poorer households and
with poor Internet connectivity had significantly lower levels of self-care practices.
While self-care has the potential to improve online student engagement, the time-
consuming and psychologically exhaustive nature of online classes can hinder
students from engaging in meaningful and satisfactory self-care practices. This
convergent mixed methods study provides novel empirical evidence on the

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nuances of students’ engagement in self-care and schoolwork, which can have
both a symbiotic and detrimental relationship with each other.
According to Tus, J. (2021) Parental involvement is associated with parenting
styles. Thus, a parenting style is a psychological construct that represents regular
childrearing practices used by parents. The quantity of time spent with the child is
not always as important as the quality of parenting. For example, a parent may
spend an entire afternoon with his or her kid, yet the parent may be engaged in
another activity and not show enough interest in the youngster. Parenting styles
depict how parents respond to and put expectations on their children. Baumrind
Parenting Styles (Baumrind, 2017) characterizes the parenting styles into four
types: First is the Authoritative, which implies that guardians only give their kids
requirements. Second, the Authoritarian have levels of popularity and do not give
warmth and comfort to their children. While the Permissive gives high comfort and
care without setting breaking points to their children. Finally, the Uninvolved Parent
demands almost nothing and gives almost nothing in return. These four kinds of
parenting styles have an incredible relationship to how a student performs well at
school (Esplin, 2017). Furthermore, on the theory of Powell and Cassidy (2016),
Family Systems Theory sees families as living life forms. It stresses limits, rules,
desires, and practices that assist the family to keep up harmony and business as
usual—given a situation when someone in the family changes, the other members
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will need to adjust well. Family is the smallest unit in a community. This implies
that if one family changes, it will affect & alter other systems as well that surround
that family. Family Systems Theory encourages us to comprehend the connection
of parental involvement on academic performance. In connection to our study, it
causes us to clarify the procedure of parental involvement since it included the
child's and parent's relationship. It likewise illuminates the setting in which
parentification happens. Finally, the inner working model causes us to comprehend
and give data regarding adulthood's positive and negative results. Moreover,
Vygotsky's Socio-Cultural Theory, affected partially by Piaget's views, emphasizes
the relationship between human beings and their environment, both physical and
social. As described in Vygotsky's writings (Miller, 2016), social and cultural factors
on development and learning are abundant. Human beings are surrounded by
family members and impacted by the culture in which they live (Rieber & Robinson,
2014). Children's interaction with their family members in the community is
essential for their learning and development since their first teacher is their parents,
and their first learning takes place in the community. For this reason, the children
gain knowledge about the world through this interaction. Children have levels of
problem-solving ability, so Vygotsky focused on internationalization on "knowing
how" by addressing the Zone of Proximal Development (ZPD) as a concept to
argue that. He defined Zone of Proximal Development as: "The distance between
the actual developmental level as determined by the independent problem-solving
under adult guidance or in collaboration with more capable peers." Vygotsky
claimed that children could learn and achieve by themselves at one level. However,
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he introduced another level that refers to the child's abilities when working under
the guidance of an adult or with more capable peers (Prior & Gerard, 2017). And
The study investiguâtes the Relationship between parental involvement and the
academic performance of the students. The following conclusions were derived:
The parents were still in the process of developing their involvement in school,
specifically, in this challenging time. Also, the level of academic performance
showed that the mean score of the respondents' academic performance was very
satisfactory. This revealed that the students performed well in class during online
learning modalities.
In the year 2021, Hammerstein S, König C, Dreisörner T and Frey A
conducted a study about the Effects of COVID-19-Related School Closures on
Student Achievement A Systematic Review In spring 2020, the COVID-19
pandemic caused severe disruption to everyday life around the world. As one of
several measures taken to prevent the spread of the virus, many governments
closed schools for several weeks or months. Although school closures are
considered to be one of the most efficient interventions to curb the spread of the
virus (Haug et al., 2020), many educators and researchers raised concerns about
the effects of COVID-19-related school closures on student academic achievement
and learning inequalities. For instance, Woessmann (2020) estimated a negative
effect of 0.10 SD on student achievement due to COVID-19-related school

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closures. Moreover, Haeck and Lefebvre (2020) estimated that socioeconomic
achievement gaps would increase by up to 30%. The negative effects of school
closures due to summer vacation or natural disasters, and of absenteeism on
student achievement are already well documented in the literature (for an overview
see Kuhfeld et al., 2020a). Less is known, however, about the impact of COVID-
19-related school closures on student achievement. The primary focus of the
literature on COVID-19-related school closures to date was on the reception and
use of digital learning technologies and remote learning (Andrew et al., 2020;
Grewenig et al., 2020; Maity et al., 2020; Pensiero et al., 2020; Blume et al., 2021).
Moreover, the psychological impact of COVID-19-related school closures, the use
of school counseling in connection with COVID-19 (O'Connor, 2020; Xie et al.,
2020; Ehrler et al., 2021; Gadermann et al., 2021; O'Sullivan et al., 2021), and the
effects of the school closures on student motivation (Zaccoletti et al., 2020; Smith
et al., 2021) were investigated. Existing projections of the impact of COVID-19 on
student achievement paint quite a bleak picture. A learning loss of up to 38 points
on the Programme for International Student Assessment (PISA1) scale is
estimated, which corresponds to an effect size (Cohen's d) of 0.38 or 0.9 school
years (Azevedo et al., 2020; Kuhfeld et al., 2020a; Wyse et al., 2020; Kaffenberger,
2021).
Thus, a year into the pandemic, it is a good time for a first stocktaking of the actual,
evidence-based impact of COVID-19-related school closures on student
achievement.
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Consequently, the present work aimed to answer two research questions. First,
what was the general effect of COVID-19-related school closures in spring 2020
on student achievement in primary and secondary education? Second, did school
closures have differential effects on specific student groups? The review is
organized following the reporting guidelines of the PRISMA statement (Page et al.,
2021) and structured as follows. We first illustrate our systematic literature search,
the inclusion criteria, the risk of bias assessment, and the synthesis of the relevant
information from the studies selected. We then report the general and differential
effects of the COVID-19-related school closures on student achievement, which
are discussed in the context of their possible consequences for future national
educational policies.
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Chapter 3
METHODOLOGY
This chapter provides a description and justification of the study design,
including the population, sampling strategy, and method of data collection that was
used. In addition to this, it explains the methodology behind the research
instrument, the scoring process, and the data analysis.
Research Design
This quantitative study was designed aiming to understand and assess the
impact of COVID-19 among college freshmen at Central University, particularly the
ones under the Bachelor of Physical Education course. Among the quantitative
research methods, a survey questionnaire using a modified question was
administered relating to how the COVID-19 has impacted the college freshmen's
mental health and their academic performance, through the help of the variables
which manipulated by the researcher to get its correlation.
Research Participant
The researcher selected the Bachelor of Physical Education (BPEd) students
of Central Mindanao University to be the respondents of the study, preferably the
freshmen (1st year) students. The researcher had came up with 110 1st year BPEd
students as the respondents, having 43 students from the BPEd 1A, another 43
students from BPEd 1B, and 24 students from BPEd 1C.

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Sampling Procedure
The researchers choose the 1st year BPEd students as the participants of
the study through systematic sampling. A sampling technique where the
researchers select members of the population at a regular interval (or k)
determined in advanced. The selection of the respondents will focus on a particular
population which is the 1st year BPEd students. The researchers will conduct a
survey using systematic sampling techniques to determine the impact on mental
health and academic performance of covid19 on freshmen BPEd students to
answer the research question of the study.
Research Instruments
The instrument to be used is a questionnaire that will help the researchers in
collecting data in response to the specific information related to the study. The first
factor is the Personal factor which contains their name, age, sex, and their Grade
12 and 1st Year 1st Semester General Average. The rest of the factor is containing
five (5) questions in the questionnaire. These are the socio-economic factor, the
covid-19 experience factor, and the new learning factor. The scaling of the factors
utilized a Likert Scale that indicates; Always (4), Sometimes (3), Seldom (2), and
Never (1).
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Range Interval Scale Indicator Interpretation

4 3.25 – 4.0 Always High Level
3 2.50 – 3.24 Sometimes Moderately Low
level
2 1.75 – 2.49 Seldom Low Level
1 1.0 – 1.74 Never Very Low Level
Figure 2. Likert Scale for the factors affecting mental health and academic
performance of 1st Year BPED Students.
Data Gathering Procedure
The researchers had allotted vigorous time, effort, and cooperation in
developing and editing their questionnaire to serve its intended respondents. The
google form survey used suitable questions modified from related research and
individual questions form by the researcher.
The survey was comprised of fifteen (15) questions. In the questionnaire, Likert scale
was used to determine if the respondent agreed or disagreed in a statement. After the
professor validated the questionnaire, these were distributed to freshmen BPED
students of Central Mindanao University. Participants were given time to respond and
then the researchers collected the survey questionnaires.

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Statistical Treatment and Data Analysis
The data gathered were subjected to descriptive analysis using weighted mean,
frequency, and standard deviation to determine the impact of Covid-19 pandemic on
student’s mental health and academic performance on freshmen BPED students, the
questionnaire-based is 4-point Likert type scale from Low to High interpretation was
also used. Frequency distribution and percentage were used to determine the personal
factor, socioeconomic factor, Covid-19 experiences, and the new learning platform on
the data of the respondents. Analysis of Variance (ANOVA) And Z-Test in Statistical
Package for Social Sciences (SPSS) was used to determine if there is a significant
difference on the impact of Covid-19 pandemic on mental health and academic
performance to the respondents.

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Questionnaire
Name: G12 Gen. Average:

Age: 1st Year (1st Sem) Gen. Average:
Sex:
The items indicated below are the factors that affect students' mental health and
academic performance ranging from 1= Never, 2 = Sometimes, 3= Seldom, 4= Always.
Item Never Sometimes Seldom Always

1. Budget for Load
weekly
2. Difficulties due to
changes in living
conditions
3. Family Income is
stable
4. Unemployed family
member
5. Closing of
Business/Bankruptcy
Figure 2.1 Socioeconomic Factors affecting mental health and academic performance
of 1st Year BPED Students.

1. Temporary closure
of schools
2. Avoided external
reminders of the
experience of the
COVID-19 pandemic
(e.g. people, places,
conversations,
objects, activities, or
situations)
3. Risk of contagion
during this period of
Covid-19 Pandemic
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4. Unmourn family
member's death.
5. Have not enjoyed
the time together with
people close to me
Figure 2.2 Covid-19 Experiences affecting mental health and academic performance

1. Unstable Internet
Connection
2. Lack of resources
and materials (e.g.,
laptop, computer set,
tablets, etc.)
3. Less interaction
due to no contact
between students and
professors makes it
very boring, and easily
lose concentration
4. Understood all their
lessons during the
synchronous and
asynchronous class
5. Cannot do tasks
(physically) because
of limited time and
place.
Figure 2.3 New Learning Factors affecting mental health and academic performance

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Impact on Mental Health and Academic Performance of Covid-19 on Freshmen

Dagcuta, Dhadz Bryan S. (Focal Person)

Ligan, Jun Ryan B.

Lizardo, Divine Grace E.

Ann Kiamco Maniego

Department of Physical Education

CENTRAL MINDANAO UNIVERSITY

THE PROBLEM AND ITS SCOPE

The covid-19 epidemic has had a wide range of consequences and

impact, especially on students.Due to the rapid spread and increased

morbidity and mortality caused by COVID-19, colleges and universities were

closed to prevent the further spread of the SARS-CoV-2. The physical

closure of colleges and universities promotes social distancing and staying

that have emerged due to COVID-19 include impacts on mental health,

academic performance, individual and family economy, academic

2020). Because mental health is directly linked to academic achievement,

these consequences may influence students' ability to succeed in their

academic careers. Fostering a sense of belonging is one aspect colleges

can consider including in their curriculum to serve as a protective factor for

which justifies this.

When it comes to academic accomplishment, the most critical

hindrance comes from psychological challenges. Students' motivation,

succeed in college. Several concerns have arisen due to the COVID-19

outbreak, which is now affecting college students. It is becoming more

health emergency generates fear and results in various psychological

consequences ranging from distress responses like anxiety and depression

to behavioral changes like insomnia and overeating in response to stress.

one or more diagnosable mental disorders worldwide (Auerbach et al.,

and exacerbate collegiate mental health issues. The psychological

consequences of COVID-19 might increase this figure and aggravate

to-face educational setting to an online educational background, students

were concerned about various issues, including new evaluation tools, an

unfamiliar learning environment, closed libraries, time management,

attention, learning approaches, and a lack of motivation to continue their

studies. Students at institutions face distinct obstacles due to the hands-on

aspect of their educational experience.

COVID-19 pandemic and investigate the impact of these stressors on the

mental health of university students. It is expected that COVID-19 and its

effects will continue to have a substantial impact on collegiate mental health

and wellness; in the meanwhile, maintaining good mental health is crucial in

managing the pandemic. Teachers must thus raise awareness of their

students need to develop coping strategies adapted to their individual needs

spirit through other challenging times.

Theoretical and Conceptual Framework

COVID-19's sudden and unanticipated move to online teaching and learning

study's assumptions concerning the effect of the worldwide COVID-19

Hegde S, Smith A, Wang

X, Sasangohar F.’s (2020) study indicating the multiple stressors in

accordance with its interventions and preventive strategies to address the

mental health of college students by the effect of Covid-19 pandemic.

children, which will, in turn, negatively affect their performance in school-

related activities. The COVID-19 pandemic harms higher education because

of the long-term nature of the pandemic and onerous measures such as

lockdowns and stay-at-home orders. Students and instructors in our study

study in relation to the impact of Covid-19 pandemic on mental health and

academic performance of CMU 1st year BPED students. The independent

variable in the paradigm is the Covid-19 pandemic with the classifications of

the following; virus characteristics, number of family members affected,

issues facing by the students.

Independent Variable Dependent Variable

• New Learning Platform

Figure 1. Schematic diagram showing the relationship of the independent,

dependent and the moderating variables