UNDERSTANDING THE EXPERIENCES OF GRADE-11 HUMSS

STUDENTS IN DISTANCE LEARNING

A Research Paper

Presented to

In Partial Fulfillment

Of the Requirements for the

Practical Research 1

By:

Asister, Rodjan Keneth

Bueno, Blanche M.

Lumbera, Ian

Maralit, Katherine

Masupil, Mary Grace M.

Mea, John Edmarwin

Morelos, Reign Lemor C.

Napiza, Nicole Vallerie H.

Pasia, Mark Brian E.

Polina, Miclat

11- Galatians
 TABLE OF CONTENTS

Page

TITLE PAGE

APPROVAL SHEET ……………………………………………………………………………i

DEDICATION ………………………………………………………………............................ii

ACKNOWLEDGEMENT ………………………………………………………………………iii

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Introduction………………………………………………………………………………………1

Statement of the Problem………………………………………………………………………9

Research Gap……………………………………………………………………………………

Significance of the Study………………………………………………………………………

10

Scope and Delimitation of the Study…………………………………………………………

11

Theoretical Framework………………………………………………………………………..12

Conceptual Framework……………………………………………………………..…………

18

Definition of

Terms……………………………………………………………………………..19

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature………………………………………………………………………………

20

Related Studies………………………………………………………………………………..27

Synthesis………………………………………………………………………………………31

CHAPTER 3: RESEARCH METHODOLOGY

Research Design……………………………………………………………………………32

Research

Locale…………………………………………………………………………………..

Instruments……………………………………………………………………………..………33

Data Collection…………………………………………………………………………...……

33

Data Analysis………………………………………………………………………………...…

34

CHAPTER 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Results ………………………………………………………………………………….………

35

Discussion of Results for Research Objective/ Question

1………………………………..40

Discussion of Results for Research Objective/ Question

2………………………………..42

Discussion of Results for Research Objective/ Question

3………………………………..45
Discussion of Overall Results………………………………..……………………………….48

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary………………………………………………………………………………………50

Conclusions…………………………………………………………………………………….51

Implications……………………………………………………………………………………52

Limitations………………………………………………………………………………………53

Recommendations……………………………………………………………………………54

BIBLIOGRAPHY…………………………………………………………………………………

APPENDIX………………………………………………………………………………………...

APPROVAL SHEET

In partial fulfillment of one of the requirements in Practical Research 1, this

research entitled “Understanding the Experiences of Grade 11 HUMSS students in

Distance Learning” is prepared and presented by the following researchers from 10-

Corinthinans of The Lipa Grace Academy, Inc. composed of the following students:

ASISTER, RODJAN KENETH MEA, JOHN EDMARWIN

BUENO, BLANCHE M. MORELOS, REIGN LEMOR C.

LUMBERA, IAN NAPIZA, NICOLE VALLERIE H.

MARALIT, KATHERINE PASIA, MARK BRIAN E.

MASUPIL, MARY GRACE M. POLINA, MICLAT

Reviewed and checked by the grammarian and rechecked and approved by the subject

teachers, as one of the major requirements of Practical Research 1.

JERIC P. CAPUCHINO, LPT

Practical Research 1

DEDICATION

The researchers devoted this research to their Almighty God who provided

patience, knowledge, wisdom, and strength to accomplish this research paper

successfully.

The researchers would like to dedicate this work to their families who gave their

support all throughout the process and became the motivation of the researchers to

continue what they have started from the beginning despite of having a hard time until

the very end. They would also like to dedicate this research to their friends and group

mates who were always to there to motivate them whenever they were feeling down or

discouraged.
 The researchers would like to express their profound gratitude to their subject

teachers and adviser who made this research possible and guided them from the

beginning through the end. They also want to express their gratitude to the Grade 7

students who helped and cooperated with the researchers in making this research.

The Researchers

ACKNOWLEDGEMENT

First of all, praises and thanks to the Lord Almighty, for His blessings of wisdom,

knowledge, perseverance and endurance throughout the whole time of processing and

successfully completing their research paper. The researchers would also like to take

this opportunity to express their sincere gratitude.

 Mr. Jeric P. Capuchino. For guiding the researchers all throughout their

research journey. For sacrificing a large part of his time that was supposed to be

for himself and his family. From the formulation of the title itself until the very last

page.
  Grade 11 HUMSS Students. For lending the researchers a portion of their time

to answer the researchers’ queries.

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

1.1. Background of the Study

1.1.1. The Current state of the field

Learning has always been a basic fundamental structure that helps us in the

process of building ourselves. This starts from our early childhood and extends

indefinitely until the end of our lives. Focusing on the learning at school, we know that it
is physically exhausting. But it is only recently when mental exhaustion was also

considered as a disadvantage of heavy school works. This applies to all levels, from

primary to tertiary.

Mental health includes our emotional, psychological, and social well-being. It

affects how people think, feel, and act. It also helps determine how people handle

stress, relate to others, and make choices. It is important at every stage of life from

childhood and adolescence through adulthood. That is why it is a must to take care of

one’s self in order to preserve a healthy mental condition despite being an employee or

a student.

According to bestcolleges.com, there are 5 common challenges for mental health

of students: Depression, Anxiety, Eating disorder, Suicide, Addiction. Nowadays, a lot

students struggling with these challenges because of the pandemic. Depression is a

mood disorder that involves persistent feelings of sadness, hopelessness, and loss of

interest in previously enjoyable activities. People experiencing depressive episodes may

also experience mood swings, sleep disturbances, appetite changes, and headaches

and body pains that have no apparent physical cause. Everyone experiences anxiety

from time to time. However, mounting, ongoing feelings of worry, tension, and panic can

interfere with daily life. When your daily life is disrupted, anxiety crosses the line to

become a medical condition. Mental health professionals define suicidal ideations as a

prevalent pattern of thinking about or planning one's own death by one's own hand.

Generally, experts consider overwhelming or highly detailed suicidal thoughts a mental

health crisis. Eating disorders cover a variety of conditions marked by major

irregularities in individual eating habits and an intense preoccupation with one's body
image or shape. Disorders can involve both food deprivation and binge eating, which

may be followed by purging. Some students also frequently use alcohol and recreational

drugs, which can become problematic.

With the current situation around the world and the new method of learning, the

situation has gotten worse for students. Distance learning is an educational process

where students receive instructions through online classes, video recordings, video

conferencing, or any other audio/visual technology medium. It is a method for them to

study and catch up with the knowledge they should be attaining during their age. It

enables people to receive education without having to be physically present in a

classroom.

But the question is, is it really effective? Most students only attend classes nowadays as

a part of compliance so that they could get high grades which would be beneficial for

them in the future. Is it really worth it for them to continue like this, losing themselves in

the process?

This research that we are conducting may help the Institution’s Educational Program to

make the necessary adjustments to the curriculum, and content delivery to meet the

learners’ needs as well as help the students take good care of themselves during this

time of pandemic. At the same time, this might give an idea to the Guidance Office on

how to approach students in order to help them process their needed emotional stability

to adapt to the new method of learning.

1.1.2. Statement of the Problem

 As stated above, learning is a fundamental process in a child’s growth. These children are

students who learn at school and try to adapt to this modern age of technology which includes

online learning since the pandemic has been surging the country while the incompetent

government handles it. For now, the method of learning is new to everyone, and is therefore

implemented nationwide. In accordance to this, students who are not used to not having

physical interactions or physical presence of one another, tends to get affected. As a result,

some students comply with the academic requirements but lack the ability to retain the

knowledge. The problem arises when their mental health is affected, triggering unusual

responses to themselves and everyone around them.

1.1.3. The Research Gap and How the current study will fill the Gap

Currently, researches mostly answer the questions like “Why are the students performing

differently?" or “What are the causes of the students’ change in attitude?” but rarely asks how

the students’ mental health conditions are right now in adjusting to this mode of learning which

affects a student’s performance.

1.2. Research Questions

This research focuses on understanding the experiences of Grade 11 HUMSS students

towards distance learning. This will serve as a premise to intensify the improvement of

online classes.
Specifically, it aims to answer the following questions:

1. How do the distance learning affect both scholastic performance and mental

health of Grade 11- HUMSS students?

2. What are the common challenges do they stumble upon, distracting them

from their studies and what are their strategies to avoid these?

3. Based on the findings of the study, what strategies could be conducted to

improve the approach of distance learning in a way that will not only help the

students gain and retain knowledge but also help them balance their

individual lives?

1.3 Significance of the Study

The findings of this research will prove useful to the following entities:

Students. The results would be able to provide students the educational system they

needed to adjust and cope up with this new style of teaching.

Teachers. Through this research, they would be able to understand their students more

and come up with more effective strategies to outface the hardships that their students

are facing in complying to the academic requirements and at the same time, help them

balance their time so that they could still perform their household responsibilities and

take care of themselves.

Institution. This would be beneficial for the school because this would help them guide

the students who are facing hardships in coping up with this new method of learning.

They could use this study as a guide to make further programs to improve the school’s

services not only for the students and their parents but to the faculty staff as well.
Future Grade 11-HUMSS Students. The strategies and actions proposed would help

them to improve their scholastic performance even though they are experiencing family-

related concerns. Through the given data in this research, students will find a way to let

out their concerns that might be affecting their scholastic performance.

Future Student Researchers. This output will serve as the future student researchers’

guide or basis on making and producing their own research paper. This can also be

used to support another research and can also be used to further prove this research.

1.4 Scope and Delimitation of the Study

This study focuses on the experiences of Grade 11 HUMSS students in the Lipa

Grace Academy Inc. for the school year 2020-2021 on the new method of learning

called “Distance Learning”. This involves discussions on how students cope up with the

new normal in terms of education and how it affects them.

In this study, the new method of learning is in line with the students’ scholastic

performance as well as their mental health while adjusting to this new phase. Mental

health plays a vital role in this research since most students face irregular brain

activities when they are pressured to comply the requirements needed at a short period

of time. Add to it that most students are having a hard time adjusting to this mode of

learning.

1.5 Theoretical Framework

Moore’s Theory of Transactional Distance has a direct bearing on e-learning. It

explains and quantifies the learning relationship between instructor and student in the e-

learning situation, where there is substantial physical or temporal distance between the

two. First formulated in 1997, it considered the many different forms of distance learning

as a part of a group which could similarly be analyzed.

According to Alex Casteel PhD (2021), Moore’s Transactional Theory offers that the

quality and intensity of the interaction between the learner and the learning environment

influences performance within distance learning environment. The higher the quality of

the interaction, the more likely the learner is to perform well. The learner’s interaction

with the learning environment is measured as transactional distance, which is described

as the perceived pedagogical, psychological, and communication distance between

learner and the learning environment. In other words, transactional distance measures

the connectedness between the learner and the learning environment.

Three factors are used to measure transactional distance: the learner’s perceived

openness of dialogue, the student’s sense of autonomy within the learning setting, and

the learner’s perception of the learning structure’s flexibility (Chen, 2001; Moore, 1993;

Park, 2011). Transactional distance is a relative measure—as opposed to being an

absolute value—which is useful for comparing environments, elements within learning

environments, and the learner characteristics for the benefit of improving learner

connectedness to the environment.

Low transactional distance suggests a high level of connectedness between the learner

and the learning environment while a high transactional distance implies a lack of

connectedness between the two. An example of low transactional distance within an in-
seat class environment is the learner, either individually or within a small group, working

directly with the instructor to ask questions in order to clarify concepts, to adjust learning

objectives based upon the learner’s desires, and to make adjustments to the curriculum,

and content delivery to meet the learner’s needs. In contrast, a high transactional

distance environment includes large university courses in which the syllabus is firmly set

and individual students are unable to ask questions.

Within online environments, connectedness between the learner and the learning

environment occurs when the learner is able to ask questions and receive timely

responses, when the learning pathway supports the learner’s goals and is clearly

understood by the learner, and when the objectives of the course are clear and the

content supports those objectives. Environments that facilitate low transactional

distance include two-way video environments (Falloon, 2011),blended environments,

such as flipped classrooms (Moffett & Mill, 2014), and well-organized discussion

communities (Zhao, Ha & Widdows, 2013). On the other hand, some environments do

not facilitate connectedness, including environments without any means of

communication between learners and others, content delivery that id unidirectional, and

rigid learning structures.

There are several benefits to understanding, measuring, and applying transactional

distance constructs within educational environment. Organization that strive for higher

performance from learners should consider evaluating the level of connectedness

between learner and the learning environment, as learners who experience higher

quality interactions as indicated by small transactional distances with the instructional

source performed better than learners that experience a wider psychological or

communication gap with the knowledge source (Hauser, Paul & Bradley, 2012).

Additionally, higher levels of connectedness between the learner and the learning

environment are associated with higher retention rates within the university

environments (Bean & Eaton, 2001). Such considerations are particularly valuable

within voluntary learning environments such as universities, consumer-oriented training,

and volunteer organizations, in which attrition negatively influences the organization’s

reputation, revenues, and resources, Learner connectedness is also a necessary

consideration for those environments in which training is compulsory, such as corporate

or government training. Within these environment, connectedness influences learner

satisfaction and the associated motivation to learn, both of which are factors in learner

(employee) motivation and performance (Deci & Ryan, 2008).

Online collaborative learning (OCL) is a theory proposed by Linda Harasim that

focuses on the facilities of the Internet to provide learning environments that foster

collaboration and knowledge building. Harasim describes OCL as: a new theory of

learning that focuses on collaborative learning, knowledge building, and Internet use as

a means to reshape formal, non-formal, and informal education for the Knowledge Age”

(Harasim, 2012, p. 81). Like Siemens, Harasim sees the benefits of moving teaching

and learning to the Internet and largescale networked education. In some respects,

Harasim utilizes Alberto Barabasi’s position on the power of networks. In OCL, there

exist three phases of knowledge construction through discourse in a group: 1. Idea

generating: the brainstorming phase, where divergent thoughts are gathered 2. Idea

organizing: the phase where ideas are compared, analyzed, and categorized through

discussion and argument. Theories and Frameworks for Online Education: Seeking an
Integrated Model 176 3. Intellectual convergence: the phase where intellectual

synthesis and consensus occurs, including agreeing to disagree, usually through an

assignment, essay, or other joint piece of work (Harasim, 2012, p. 82). OCL also

derives from social constructivism, since students are encouraged to collaboratively

solve problems through discourse and where the teacher plays the role of facilitator as

well as learning community member. This is a major aspect of OCL but also of other

constructivist theories where the teacher is not necessarily separate and apart but

rather, an active facilitator of, knowledge building. Because of the importance of the role

of the teacher, OCL is not easy to scale up. Unlike connectivism, which is suited for

large-scale instruction, OCL is best situated in smaller instructional environments. This

last issue becomes increasingly important when seeking commonality among online

education theories.

1.6 Conceptual Framework

INPUT
Understanding the experiences of Grade 11 HUMSS
Students in the Distance Learning
 PROCESS
I. Gathering Data
A. Survey
II. Analysis of Data
A. Results of Survey Questions Answered by
the Respondents

OUTPUT
Recommendations for the improvement of the
Institution’s Educational Program
1.7 Definition of Terms

Pandemic- an outbreak of a disease that occurs over a wide geographic area (such

as multiple countries or continents) and typically affects a significant proportion of the

population: a pandemic outbreak of a disease

Distance Learning- a method of study where teachers and students do not meet in a

classroom but use the Internet, email, mail, etc., to have classes; this is a method of

studying wherein no physical interaction takes place

Mental Health- the condition of being sound mentally and emotionally that is

characterized by the absence of mental illness and by adequate adjustment

especially as reflected in feeling comfortable about oneself, positive feelings about

others, and the ability to meet the demands of daily life

 CHAPTER 2

RELATED LITERATURE AND STUDIES

2.1. Introduction of the Literature Review

2.1.1. The purpose of the Literature Review

The purpose of a literature review is to gain an understanding of the existing

research and debates relevant to a particular topic or area of study, and to present that

knowledge in the form of a written report. This chapter is intended to provide foundation

of knowledge on topic by giving an overview of the topic. Conducting a literature review

helps you build your knowledge in your field. You’ll learn about important concepts,

research methods, and experimental techniques that are used in your field. You’ll also

gain insight into how researchers apply the concepts you’re learning in your unit to real

world problems.

2.1.2. The scope of the literature review

This chapter will include distance learning and scholastic performances of

students during the pandemic. This chapter will provide the important details that is

used in conducting the research. Other related studies shall also be shown in this

chapter together with a synthesis, a conceptual framework, and a theoretical framework.

2.2. Distance Learning

Distance Learning is traditionally defined as, any educational or learning

procedure in which the guide and the student are separated geographically. There is no

interaction between students. Present-day distance learning is influenced a lot by

computer and electronics technology. Distance learning is an educational process

where students receive instruction through online classes, video recordings, video

conferencing, or any other audio/visual technology medium. It enables people to receive

education without having to be physically present in a classroom.

2.3. Mental Health

According to the World Health Organization (WHO), mental health is “a state of well-

being in which the individual realizes his or her own abilities, can cope with the normal

stresses of life, can work productively and fruitfully, and is able to make a contribution to

his or her community”.

This definition, while representing a substantial progress with respect to moving

away from the conceptualization of mental health as a state of absence of mental

illness, raises several concerns and lends itself to potential misunderstandings when it

identifies positive feelings and positive functioning as key factors for mental health.

People in good mental health are often sad, unwell, angry or unhappy, and this is part of

a fully lived life for a human being. In spite of this, mental health has been often

conceptualized as a purely positive effect, marked by feelings of happiness and sense

of mastery over the environment

2.3.1. Symptoms of Unhealthy Mental Condition

For people who have mental illnesses, their brains have changed in a way they are

unable to think, feel or act in ways that they want to. For some, this means experiencing

extreme and unexpected changes in mood-like feeling more sad or worried than normal.

For others, it means not being able to think clearly, not being able to communicate with
someone who is talking to them, or having bizarre thoughts to help explain weird

feelings they are having. Symptoms may include changes in mood, personality,

personal habits and/or social withdrawal. Some of the common disorders are

depression, bipolar disorder, dementia schizophrenia and anxiety disorders

2. 3.2 Good Communication on Mental Health

According to Moi Ali (2018), "Communication is a key ingredient in mental health

recovery”. Being able to communicate how you feel can help others to understand you

better – and we all want to be understood. However, mental distress can affect

communication, so there are times when it can be much harder to find the words – even

for articulate people.

"Effective communication is essential in building rapport and developing therapeutic

relationships."

Even when not distressed, and fully able to explain feelings and emotions, recall how it

feels when you tell someone something that’s really important to you, but they just don’t

‘get’ it. Or they’re not listening or giving their full attention. Or quite simply, you’ve been

listened to, but not heard. Experiences like that can make you feel diminished,

unimportant, misunderstood, alienated, without value, and alone. It can hurt, whether it’s

coming from a friend, a family member or a healthcare professional.

The latter – doctors, nurses, social workers and others working in health and care –

ought to know better, because they’re trained to listen and empathize. That’s part of

their job: actively and mindfully listening, and showing that they’re listening.
Listening is a key component of communication, and a substantial body of research has

demonstrated how good communication can help produce positive

patient/client/service-user outcomes. Writing in ‘Nursing and Mental Health Care: An

Introduction for All Fields of Practice’, Reuben Pearce said: “Being able to communicate

and relate to people and their unique experience of mental distress is vital for

meaningful and effective nursing intervention." Effective communication is essential in

building rapport and developing therapeutic relationships. Where communication

between patients and staff has been good, and where communication between

professionals on the multi-disciplinary team is effective, the service-user experience is

significantly improved.

Good communication can even help speed both physical and mental recovery. Writing

in ‘Engagement and Therapeutic Communication in Mental Health Nursing’, Sandra

Walker says: “Research has consistently shown that it is the human relationships we

develop that have the biggest impact on recovery in mental healthcare; successful

engagement and therapeutic communication are essential in order to help people find

their way out of the maze of problems that may have beset them.”

Conversely, poor communication by professionals can hinder recovery by adding to

mental distress and feelings of isolation. It is incumbent upon healthcare professionals

to know how to communicate with a wide range of people and their conditions, including

those who are experiencing mental health difficulties. Of course, everyone is different

and should not be defined only by their condition. Health and care staff need to

recognise this too: a ‘one size fits all’ approach will fail.
When someone is anxious or distressed, the things that help humans warm to others –

a smile, a friendly greeting or appropriate eye contact – may be missing. This can

sometimes affect how professionals react. I have seen healthcare staff regard a

patient’s distressed behaviour as a sign of hostility, and they have responded in a

hostile fashion in return. This is unprofessional in its own right, but it also gets the

therapeutic relationship off to a bad start that may never be repaired. Even well-

meaning professionals can get it wrong, perhaps by talking too much and not listening

enough. Never underestimate the positive therapeutic effect of being listened to.

2.3.5 Self-Motivation and Emotional Intelligence

According to emotional intelligence expert Daniel Goleman, self-motivation is a key

component of emotional intelligence. Emotional intelligence is the measure of one’s

ability to recognize and manage his or her own emotions and the emotions of other

people.

Self-motivation’s relevance to emotional intelligence highlights its role within our ability

to understand ourselves, relate to others, and succeed in reaching our goals.

2.4 Factors of Poor Time-Management in Online Learning

Lack of a Schedule

A lack of a schedule can lead to poor time management in online learning. When

students are enrolled in face-to-face classes, the instructor sets a predetermined

schedule. Many online courses are set up with a great deal of flexibility. There may be
due dates built into the course, but the student will need to set his own schedule for

completing course work. Flexibility -- while one of the greatest benefits of online

learning -- can create issues for students who have trouble maintaining a schedule.

Students need to find a way to balance the flexibility of online learning with a

disciplined schedule to be successful online learners

Distractions

Because online learners use their computers and the Internet to participate in online

learning, they may be tempted with distractions. A student working on a challenging

assignment may find herself surfing the Web, checking social networking sites or

catching the latest viral video online. One way students can combat these distractions

and more effectively manage their time is to set aside breaks in between periods of

work. This will allow the online learner to focus on school tasks knowing that she can

check social networking sites when she completes her work.

Multitasking

In the age of technology, multitasking has become a way of life. People can use their

smartphones to pay bills or respond to emails during the morning train commute.

They can access endless information from anywhere at any time thanks to laptops

and tablets. When it comes to online learning, however, multitasking can lead to poor

time management. A student who is toggling between various websites -- some of

which may not be related to the task at hand -- while listening to streaming music and

thinking about a clever status update is not able to appropriately focus on schoolwork.

Students should focus on successfully and effectively completing a single task at a

time to maximize productivity while learning online.

Lack of a Work Space

Not having a designated work space can lead to time-management issues for online

learners. When students go to a brick-and-mortar school building, they are entering a

controlled learning environment that is designed to be conducive to learning. Online

learners, however, often work on assignments at home or in public places like libraries

and coffee shops. At home, students may be distracted by family members, chores or

television. In public settings, students may engage in people-watching, become

interested in someone else's conversation or find it hard to concentrate because of

background noise. Online learners should set up work spaces that will encourage

focus and diminish distractions.

Misuse of Discussion Forums

Discussion forums are often integrated into online classes to foster communication

between students and provide a space to engage in thoughtful discussion about

course material. The most successful posts in this setting are well-researched and

well-written. Sometimes, students become engrossed in back-and-forth conversation

instead of focusing on producing tightly written arguments that indicate critical

thinking. This banter may be time-consuming. Students should remember that quality

is more important than quality when it comes to online discussion forums. They may

find it helpful to first read through a series of posts and then take time to brainstorm,

research and craft a response that is meaningful and effectively contributes to the

ongoing conversation.

2.5. Related Studies

2.5.1. The Power of Motivational Effect

Scott Dixon and Libby Black (1996) discussed the Vocal Point project which was

devoted to publishing a student run newspaper on the World Wide Web. They stated

that “perhaps the most powerful attribute of this educational project is that the

participating students have been empowered and motivated to be learners, teachers

and leaders” (pp. 149-150). Student accounts claimed that the experience made the

goals of the class “much more real, exciting and satisfying” (p. 153). Dixon and Black

observed that the students were more motivated to produce quality work because their

work could be viewed by their peers on the World Wide Web and because they received

feedback from members of the community via the students' email accounts. Dixon and

Black claimed that the motivational effect was so powerful that students--on their own--

chose to work over their summer vacation on the project. This study serves as a model
to other students and educators but lacks empirical data to substantiate the motivational

claims

Study 2.5.2.

Based on the researcher, a web-based enrollment system for Veritas Parochial

School (VPS) in Web Based enrollment system, Manila was developed to help its

students enroll in a more efficient way without the hassles of waiting long hours in filling

out forms, which sometimes become redundant, or to stand in line and pay at the

cashier. It is with the Web-based Enrollment System for VPS that this new style of

enrollment may be achieved. This new type of system offers its students new options for

enrolling at VPS. By logging on to VPS website, one can register and enroll subjects for

a school year. With these, all the students are required to fill out certain forms that do

not take more than a few minutes to accomplish. The system stores its records in the

school database for future references

2.5.3 Tracer Study

Tracer study is an approach which widely being used in most organization

especially in the educational institutions to track and to keep record of their students

once they have graduated from the institution. Through tracer study, an institution able

to evaluate the quality of education given to their graduates by knowing the graduates

placements and positions in the society which later can be used as a benchmark in

producing more qualified and competitive graduates. There are books that we can use

as a tool for studying different aspects of education and for studying the present topic
which is “ A Tracer Study on The Employment Status of AB Journalism Graduates

Batches 2009-2012”.

2.5.4 Computer Information Technology

According to Aquino (2005), Importance of computer application is increasing day

by day. In the latest decades of the Millennium winning organization are those which are

willing to integrate business strategy and computer information technology in plying their

respective trades. The use of computer information technology results for them to be

able to develop products fast and make decisions fast, ability to have fluid organization

structures, able to cope with the demanding work force and external environment by the

rapid development of innovative approaches and lastly using information system

confirms the company’s mission vision.

2.5.5 ONLINE MULTITASKING BEHAVIOR

A study conducted by researchers at Kent State University confirmed what for many

seems obvious: online students multitask more than their peers in classes. The result is

poor academic performance.

The researchers analyzed the behavior of 300 university students who took online and

face-to-face courses; 25% said they were more likely to listen to music, send text

messages, chat on social networks or surf the Internet in online courses than in a

classroom.
Online students who had a greater tendency to multitask, scored lower in academic

tests compared to their performance on face-to-face courses. Even those students who

assumed great ability to self-regulate this behavior could not resist performing other

tasks in their online classes. They multitasked with a frequency similar to that of other

students who felt more prone to distraction.

Andrew Lepp, a professor at Kent State University, points out: "in face-to-face courses,

a physically present teacher and the presence of conscientious students help to enforce

classroom policies and behavioral norms against multitasking (…) Because multitasking

during educational activities has a negative impact on learning, it is important to develop

methods for reducing this academically disadvantageous behavior, particularly in the

increasingly common online learning environment."

2.5.6 Lack of Educational Devices

A survey conducted by DepEd in June found that tens of thousands of teachers and

students nationwide lacked gadgets and internet connection needed for distance

learning.

Out of nearly 700,000 teachers who responded, 87 percent had laptops or computers at

home while 13 percent had none. Only 41 percent of those with gadgets had internet

connections.

The survey also found that 49 percent had network signals but did not have internet

connections in their households, while 10 percent lacked both.

More than the scarcity of gadgets and connectivity, many teachers and students did not

have the digital skills needed to sustain online learning, Gana said.

Gana, a father of four, warned that the country’s standing in reading comprehension

could go down further because of students’ prolonged gadget use.

He was referring to the 2018 Programme for International Student Assessment (PISA),

where the Philippines ranked dead last in reading comprehension among 79 countries

and economies. The worldwide study by the Organization for Economic Cooperation

and Development gauged students’ knowledge in reading, mathematics and science.

Synthesis

The pandemic has brought a lot of inconveniences to everyone. Students are no

exception to this. Due to implemented limitations on interactions, institutions were left

with no choice but to conduct an online learning system, which is highly unfamiliar with

students. Ever since, they have been enduring inconveniences thrown at them just to

continue their studies so that they wouldn’t be left behind.

Through conducting a survey, the researchers were able to collect suggestions and

insights from students which would be a helping hand for the institution to improve not
only their current educational system as well as their services on both the students and

the teachers’ side. This would not only be beneficial for the students but to the

institution, and community as well. Because a student who learns would be serving the

community when their time comes as well.

 CHAPTER 3

RESEARCH METHODOLOGY

3.1. Research Design

3.1.1. Why do the researches want to use a Qualitative research?

The researchers would like to gain an understanding of underlying reasons on why

students respond differently to the adjustment phase of their learning environment. The

researchers believe that qualitative research would help them uncover what they feel.

Moreover, through qualitative research, we would be able to analyze the information

conveyed through their own words which cannot be conveyed in a quantitative date.

Also, this would help the researchers dive deeper in their area of interest.

3.1.2. What is the research design?

This study will use a case study design because the purpose of the researchers is to

see an in- depth description of the situation where the students respond differently to

current situations they face that are new to them. To do this, the researchers believe

that an interview will be needed.

3.2. Context and Participants

11 students from 11-Galatians (HUMSS strand) will be approached initially via

teacher’s referral. Written information was provided before asking the interviewees for

their participation. Interviews will be conducted online specifically, via google forms.
3.3 Instruments

3.3.1 Interview

The research instrument that would be used would be an interview which would

develop a clear and accurate description from the subjects’ experience and point of

view, this would also provide and in-depth description of their situation during public

speaking. Among all research instruments, it is the most reliable as it would help the

researchers explain, better understand, and explore research subjects’ opinions and as

they encounter new experiences and how their mental health reacts whenever they take

actions to respond. The researchers will use a formal type or interview which are

planned ahead.

3.4 Data Collection

3.4.1 Interview

After a pilot testing, the researchers shall proceed with the conduct of interviews to

collect the participant’s experiences in distance learning. This would also show the

participants’ symptoms of unhealthy mental conditions. In addition, the researchers will

be able to gather the respondents’ overview of the intellectual and emotional impacts of

forced compliance of pent-up requirements through an educational system that they are

hardly adjusting to.

Using the formal structured interview, the researchers shall ask approval of the research

teacher and the school principal. After presenting a written letter of approval, the

researchers shall coordinate with the group leader to be able to conduct the interview.
Afterwards, the researchers shall ask the permission of the members before the leader

distributes the google link which they will fill up.

Then, the researchers shall transcribe the data they will gather and write their

observation from it.

3.5 Data Analysis

3.5.1. Interview

Upon receiving the information collected from the submitted interview questions via

google forms, the researchers shall perform initial coding and appropriate labels.

Afterwards, intermediate coding shall be done along with the proper categories and

subcategories. Next, the researchers shall classify the answers according to the

research question it was assigned too. The data collected from the interview guide

should be identified whether it answers the target research questions as well.

 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4. Results

4.1 Introductory Paragraph

This chapter deals with the presentation, analysis, and interpretation of data gathered.

The researchers presented data in a tabulated form with the corresponding analysis that

would be necessary to expound the interpretation.

Master Theme: Experiences of Students in Distance Learning

Subtheme: The respondents share their experiences in the current distance learning.

This includes how they respond to changes, how their mental health is affected and

coping mechanisms with the new educational system. Majority of them received better

grades but suffered from emotional dilemma.

Agno (2021) said that, “Maybe this 4th quarter my worst emotional and mental

breakdowns I've ever experienced have come to the point that I'm having social anxiety

because of the pressure I feel I need to finish my school work right away. Due to a

series of difficult performance tasks.”

4.2 Experiences of Students whose Mental Health and Scholastic Performance are

Affected by the Distance Learning

Master Theme Subtheme Supporting Quotes

Students
Experiences of coping
Students whose “I can still cope in this new learning system by
mechanism
taking a rest, and by calling my friends.”
Mental Health includes
and Scholastic resting, self- “By encouraging myself to learn everyday and
Performance motivation, giving myself motivation to learn every subject
are Affected by and given.”
the Distance communicating
Learning with friends.
The students Irritability- 5 out of 11
also suffered Difficulty concentrating- 6 out of 11
from physical Difficulty sleeping or oversleeping- 9/11
Loss of interest in hobbies- 6 out of 11
and emotional
Feeling hopeless- 4 out of 11
symptoms of Suicidal thoughts- 2 out of 11
depression
“Maybe this 4th quarter my worst emotional and
Experiences mental breakdowns I've ever experienced have
that made come to the point that I'm having social anxiety
them break because of the pressure I feel I need to finish my
school work right away. Due to a series of difficult
down due to
performance tasks.”
academic
pressure “The time when I get sick, and I cannot bring my
body to work. Because of that, I get pressured
because I still have a lot of activities needed to
comply.
Comparison
between their “This year I experience being honor for the first
Academic time.”
Achievements “My grade is higher than my previous school
Last Year and year.”
this Year
 10
8
6
4 9
5 6 6
2 3 3 4
2 2 2
0

Symptoms of Depression

The table above shows the symptoms experienced by the grade 11 respondents.

Difficulty sleeping, waking early or oversleeping has the highest frequency of 9 or

81.81%, followed by difficulty concentrating, making decisions or recalling with the

frequency of 6 or 54.54% and loss of interest or no longer finding pleasure in activities

or hobbies with a frequency of 6 or 54.54%. Next is irritability with the frequency of 5 or

45.45% followed by feeling hopeless or pessimistic with a frequency of 4 or 36.36%.

Second to the last are changes in appetite and persistent feelings of sadness with a

frequency of 27.27%, followed by feeling guilty, feeling fatigued easily and thoughts of

death or suicide with a frequency of 18.18%.

4.3 Common distractions while learning and ways on how they avoid them

Master Subtheme Supporting Quotes

Theme

Common Students say that “Every morning I thank God for another day that
distractions they condition he gave. And for giving me a strength to fight in
while learning their mind my anxiety.”
and ways on through finishing
“I do some household chores before studying.
how they two things:
avoid them praying to God
and finishing
chores.
“The most common distraction for me is social
Majority of the media because I spend almost 2 hours in social
factors that media and because of that sometimes I forgot to
distract students do my activity. Sometimes my mental problems
usually I cry and because of that I can focus in
from their studies
my studies.”
include social
media, mental “I think mental problems because when i
health dilemma, thinking of i will study i always neglect where
inability to focus, I'am lack of focus on studying and feel bad for
and noisy myself.”
environment.
“noisy neighborhood because i cant focus when
its noisy.”
“For me it's hard to balance my time in
Some students academics, responsibilities at home and taking
find it hard to care of myself. There are a lot of things to do
manage time but everyday.”
majority was able “I do time management and I make my own
to. schedule so that I can remind myself if I’m
abusing it or not.”
4.4 Effective Strategies to Improve the Approach of Distance Learning
Master Subtheme
Theme
Effective Half the respondents were
Strategies satisfied with the quality while equipment such as cellphone that we
to Improve the other half says that the
the effectivity of the approach is learning.”
Approach of dreadful.
Distance
Learning
Students are more
comfortable with face to face
since they could interact with
their peers and freely ask
their teacher compared when
online.
. more about the lecture.”
Students were able to
manage time thru the help of
creating an organized
personal schedule.
A student suggested for a
physical copy of the book
while another suggested for a
decrease in the amount of
school works.
Supporting Quotes
“This new type of learning is hard
because not all of students has an
opportunity to enroll. Others can't
enroll not only because of financial
problem now. We need learning
need now. Like me i don't have a
cellphone that capable in online
“Worst”
“I think that the quality of our education
now is low. Yes, I do get high grades,
but I think that I only do this online
classes to pass my activities and not
learn at all.”
“I can get help easily because of my
friends. Also, it is more fun learning in
a true classroom than an online one.”
“it is easy to understand face to face
classes the teacher can elaborate
“Using of my own schedule and use
them everytime”
“I set goals”
“By giving a project only or module like
other schools it is easier than this that
we need internet connection and
gadget to learn. For me we need
module or project to less our thinking
on a lot of things and reduce stress.”
“The limitations of worksheets, peta,
 and also the allotted time for
deadlines.”

5. Discussion

5.1 Introductory Paragraph

5.2 Discussion of Results for Research Objective/ Question 1

The first master theme is, “Experiences of Students whose Mental Health and

Scholastic Performance are Affected by the Distance Learning”. This covers the

students’ experiences that made them break down due to academic pressure, their

coping mechanisms, emerging physical and emotional symptoms of depression within

themselves, and the comparison of their grades last year and this year.

Adjustment or coping up with the new system has been a challenge for students. This

has resulted to stressful situations brought forth by academic pressure. Although the

respondents said that their grades went higher this year, majority of them showed signs

and symptoms of depression and anxiety.

“I can still cope in this new learning system by taking a rest, and by calling my friends.”

(Leria, 2021)

“Maybe this 4th quarter my worst emotional and mental breakdowns I've ever

experienced have come to the point that I'm having social anxiety because of the

pressure I feel I need to finish my school work right away. Due to a series of difficult

performance tasks.” (Agno, 2021)

“My grade is higher than my previous school year.”

5.2.1 Link to Related Literature and Studies

Good communication can even help speed both physical and mental recovery. Writing

in ‘Engagement and Therapeutic Communication in Mental Health Nursing’, Sandra

Walker says: “Research has consistently shown that it is the human relationships we

develop that have the biggest impact on recovery in mental healthcare; successful

engagement and therapeutic communication are essential in order to help people find

their way out of the maze of problems that may have beset them.”

According to emotional intelligence expert Daniel Goleman, self-motivation is a key

component of emotional intelligence. Emotional intelligence is the measure of one’s

ability to recognize and manage his or her own emotions and the emotions of other

people.

5.2.2 Link to Existing Theories

According to Briana Gutierrez (2016), The Theory of Student Mental Health is the idea

that college students may possibly have a worse mental health state then of those in

high school. Anxiety, depression, and relationship problems are all disorders that affect

the daily lives of students across the nation. When I think of mental health, I tend to think

of high school aged students but this might not be where my mind should first go.

Statistics are showing that college students are having a significantly higher percentage

of students with mental health disorders and this is shocking. This shocks me because of

my mindset of high school being possibly more stressful than college but by this point I
was beginning to change my mind. I first got onto campus I noticed that there were a lot

of underlying mental health issues to many of the students so that made me curious

about how that connect with the disorders from high school students.

5.3 Discussion of Results for Research Objective/ Question 2

The second master theme is, “Common distractions while learning and ways on how to

avoid them”. This covers the factors that distract the students from their studies,

inefficacy in time-management and ways on how they prepare themselves before

engaging with their academic responsibilities.

Students have multiple responsibilities to perform everyday. Not only do they entertain

academic requirements, but household chores as well. Majority of them still find online

classes difficult to get used to because of the pre-existing distractions around them at

home compared when at school—where they could directly focus on the lessons.

“Every morning I thank God for another day that he gave. And for giving me a strength

to fight in my anxiety.”

“I do some household chores before studying.

“I think mental problems because when i thinking of i will study i always neglect where I

lack of focus on studying and feel bad for myself.”

“noisy neighborhood because i can’t focus when its noisy.”

“For me it's hard to balance my time in academics, responsibilities at home and taking

care of myself. There are a lot of things to do everyday.”

5.3.1 Link to Related Literature and Studies

Online Students Multitask More

A study conducted by researchers at Kent State University confirmed what for many

seems obvious: online students multitask more than their peers in classes. The result is

poor academic performance.

The researchers analyzed the behavior of 300 university students who took online and

face-to-face courses; 25% said they were more likely to listen to music, send text

messages, chat on social networks or surf the Internet in online courses than in a

classroom.

Online students who had a greater tendency to multitask, scored lower in academic

tests compared to their performance on face-to-face courses. Even those students who

assumed great ability to self-regulate this behavior could not resist performing other

tasks in their online classes. They multitasked with a frequency similar to that of other

students who felt more prone to distraction.

Time Management in Online Learning

Effective time management is associated with greater academic performance and lower

levels of anxiety in students; however many students find it hard to find a balance

between their studies and their day-to-day lives. This article examines the self-reported

time management behaviors of undergraduate engineering students using the Time

Management Behavior Scale. Correlation analysis, regression analysis, and model

reduction are used to attempt to determine which aspects of time management the
students practiced, which time management behaviors were more strongly associated

with higher grades within the program, and whether or not those students who self-

identified with specific time management behaviors achieved better grades in the

program. It was found that students’ perceived control of time was the factor that

correlated significantly with cumulative grade point average. On average, it was found

that time management behaviors were not significantly different across gender, age,

entry qualification, and time already spent in the program.

5.3.2 Link to Existing Theories

Abraham Harold Maslow’s Time-Management Theory

Another time management theory that is very popular was that of Abraham Harold

Maslow, an American psychology professor. He teaches the importance of matching

time management with our other needs as human beings, and integrating everything

into a nourishing and wholesome complex.

As long as the efficient use of time helps us meet higher goals of fulfilment, spirituality

and well being, we perceive it as helpful. But in the interests of greater efficiency, if we

sacrifice bigger things like purpose, meaning and satisfaction with our lives, then it is a

moot victory.

Maslow’s theory focuses on understanding your needs, differentiating them, and setting

time limits on getting each done so that you do not encroach on other essential areas of

your life.
5.4 Discussion of Results for Research Objective/ Question 3

The third master theme is, “Effective Strategies to Improve the Approach of Distance

Learning”. This covers students’ opinion on the quality of education, reasons why they

still prefer face-to-face classes, how they balance their time for scholastic requirements

and suggestions on how to improve the current educational system.

Face-to-face classes has been the traditional type that students worldwide attend to.

But because of the pandemic, students were left with no choice but to adjust to the

online learning system. This has gradually decreased the efficiency of the educational

system’s quality. It is more difficult for the students nowadays to study in an

environment they are not used to, with the absence of their peers.

“This new type of learning is hard because not all of students has an opportunity to

enroll. Others can't enroll not only because of financial problem now. We need learning

equipment such as cellphone that we need now. Like me i don't have a cellphone that

capable in online learning.”

“I think that the quality of our education now is low. Yes, I do get high grades, but I think

that I only do this online classes to pass my activities and not learn at all.”

“I can get help easily because of my friends. Also, it is more fun learning in a true

classroom than an online one.”

“it is easy to understand face to face classes the teacher can elaborate more about the

lecture.”

5.4.1 Link to Related Literature and Studies

Lack of a Schedule

A lack of a schedule can lead to poor time management in online learning. When

students are enrolled in face-to-face classes, the instructor sets a predetermined

schedule. Many online courses are set up with a great deal of flexibility. There may be

due dates built into the course, but the student will need to set his own schedule for

completing course work. Flexibility -- while one of the greatest benefits of online

learning -- can create issues for students who have trouble maintaining a schedule.

Students need to find a way to balance the flexibility of online learning with a

disciplined schedule to be successful online learners

Lack of Learning Devices

A survey conducted by DepEd in June found that tens of thousands of teachers and

students nationwide lacked gadgets and internet connection needed for distance

learning.

Out of nearly 700,000 teachers who responded, 87 percent had laptops or computers at

home while 13 percent had none. Only 41 percent of those with gadgets had internet

connections.
The survey also found that 49 percent had network signals but did not have internet

connections in their households, while 10 percent lacked both.

More than the scarcity of gadgets and connectivity, many teachers and students did not

have the digital skills needed to sustain online learning, Gana said.

Gana, a father of four, warned that the country’s standing in reading comprehension

could go down further because of students’ prolonged gadget use.

He was referring to the 2018 Programme for International Student Assessment (PISA),

where the Philippines ranked dead last in reading comprehension among 79 countries

and economies. The worldwide study by the Organization for Economic Cooperation

and Development gauged students’ knowledge in reading, mathematics and science.

5.4.2 Link to Existing Theories

Moore’s Theory of Transactional Distance

Moore’s (1993) Transactional Distance Theory offers that the quality and intensity of the interaction between

the learner and the learning environment influences performance within distance learning environments. The

higher the quality of the interaction, the more likely the learner is to perform well. The learner’s interaction

with the learning environment is measured as transactional distance, which is described as the perceived

pedagogical, psychological, and communication distance between the learner and the learning environment. In

other words, transactional distance measures the connectedness between the learner and the learning

environment.

Within online environments, connectedness between the learner and the learning environment occurs when the

learner is able to ask questions and receive timely responses, when the learning pathway supports the learner’s

goals and is clearly understood by the learner, and when the objectives of the course are clear and the content

supports those objectives. Environments that facilitate low transactional distance include two-way video
environments (Falloon, 2011), blended environments, such as flipped classrooms (Moffett & Mill, 2014), and

well-organized discussion communities (Zhao, Ha, & Widdows, 2013). On the other hand, some environments

do not facilitate connectedness, including environments without any means of communication between

learners and others, content delivery that is unidirectional, and rigid learning structures.

5.5 Discussion of Overall Results

The respondents were able to pull off and survive this academic year. But that does not

mean that they had it easy. Based upon their feedbacks reported from the gathered

data coming from the survey, most of them are having a hard time adjusting to the new

learning environment while others are getting distracted from social media and their

responsibilities at home. Meanwhile, others stated that they could barely learn because

all they do is to submit requirements. On the contrary, more than three-fourth of the

respondents stated that their grades improved this year.

5.5.1 Link to Related Literature and Studies

Time Management in Online Learning

Effective time management is associated with greater academic performance and lower

levels of anxiety in students; however many students find it hard to find a balance

between their studies and their day-to-day lives. This article examines the self-reported

time management behaviors of undergraduate engineering students using the Time

Management Behavior Scale. Correlation analysis, regression analysis, and model

reduction are used to attempt to determine which aspects of time management the

students practiced, which time management behaviors were more strongly associated

with higher grades within the program, and whether or not those students who self-
identified with specific time management behaviors achieved better grades in the

program. It was found that students’ perceived control of time was the factor that

correlated significantly with cumulative grade point average. On average, it was found

that time management behaviors were not significantly different across gender, age,

entry qualification, and time already spent in the program.

5.5.2 Link to Existing Theories

Moore’s Theory of Transactional Distance

Moore’s (1993) Transactional Distance Theory offers that the quality and intensity of the interaction between

the learner and the learning environment influences performance within distance learning environments. The

higher the quality of the interaction, the more likely the learner is to perform well. The learner’s interaction

with the learning environment is measured as transactional distance, which is described as the perceived

pedagogical, psychological, and communication distance between the learner and the learning environment. In

other words, transactional distance measures the connectedness between the learner and the learning

environment.
 CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter contains the summary of findings, conclusions, and recommendations based on the

data gathered, analyzed, interpreted and presented in the previous chapters.

Summary

This study was done to understand the experiences of Grade 11-HUMSS

students in the distance learning, to be used as a premise towards the improvement of

the institution’s online educational system, wherein, it specifically answered the

following questions:

1. Effects of Distance Learning on both Scholastic Performance and

Mental Health of Grade 11- HUMSS students

Through the use of the survey questionnaire, the researchers were able to

collect and analyze the answers of the respondents. In line with this, they

were able to gather data relating to different experiences of the respondents

during their online learning. This includes difficulties in coping up, several

distractions and difficulties in handling their mental health.

2. Common Challenges they Stumble upon, Distracting them from their

studies and Strategies to Avoid These

 Although most people think that the online learning is easier since it’s more

comfortable at home, the respondents admitted that they get distracted to

several factors which takes their attention away from their academic

responsibilities.

3. Strategies to Improve the Approach of Distance Learning in a Way that

will not only Help the Students Gain and Retain Knowledge but also

Help them Balance their Individual Lives

Most students struggle on time-management despite the schedule provided

by the institution. But they also believed that it is the right solution for their

problems. The respondents also suggested a good rest and adjustment in

their schedules.

5.2 Conclusions

1. Effects of Distance Learning on both Scholastic Performance and

Mental Health of Grade 11- HUMSS students

Despite their reported good academic performance, the respondents have

been unknowingly suffering from the symptoms of depression. This has been

linked to their multiple responsibilities that they have to perform at once. It

includes duties at home, family, self, and school.

2. Common Challenges they Stumble upon, Distracting them from their

Studies and Strategies to Avoid These

Respondents cited that the most common form of distraction they encounter

are social media and their responsibilities at home. To counter these

 adversary disadvantages, they opt to perform their chores first so that they

would lessen the to-dos or the list of things to do within their head.

3. Strategies to Improve the Approach of Distance Learning in a way that

will not only help the students gain and retain knowledge but also help

them balance their individual lives

Since the students opted for rest and extension of deadlines, the researchers

concluded that they must be exhausted and are overwhelmed by the amount

of tasks given to them which needs to be submitted after a few days or else

their work would be pent up.

5.3 Implications

 Practical Implications

This study will serve as a reference guide for future researchers of Covid-19

related aspects such as the educational sector.

 Theoretical Implications

The theoretical framework of the study states that the facilities of the Internet

could provide learning environments that foster collaboration and knowledge

building as a means to reshape formal, non-formal, and informal education for

the Knowledge Age. This means that the students could learn despite the

absence of the traditional learning modality.

 Methodological Implications
 The methodological instrument of the study, which is a brief interview insinuated

that the students’ feedback of the online learning is significant to this study. This

is because the respondents’ views including their experiences such as

advantages on the effectiveness, disadvantages on the distress caused, and

preferences are used as a basis to find out which part of the online learning

modality is to be retained and which part needs further improvement.

5.4 Limitations

 Effects of Distance Learning on both Scholastic Performance and Mental

Health of Grade 11- HUMSS students

This research paper has its own limitations. For this category, it is the Impact

Limitations which refers to the insufficient sample size for statistical treatment.

Due to the limited timeframe that the researchers were given to make this, their

respondents were only limited to a group of 11 students. This population is by far

too small to determine whether their answers were accurate or unbiased.

A larger population—a whole batch, for example, is needed for this study since it

involves experiences such as mental health which is a diverse topic which calls

for a large population of respondents.

This category also developed data limitations. This is agreeably noticeable in the

answers to the questions since the respondents’ answers were vague, missing

the exact point. In addition to that, the researchers think that the questions they
 have given are by far too few to collect the necessary data needed to suffice the

research paper.

 Common Challenges they Stumble upon, Distracting them from their

Studies and Strategies to Avoid These

In accordance to the impact limitation on the first category, this category was also

affected by it. Due to a small population, the researchers argue that the data

gathered is insufficient to satisfy or fully answer the questions in the research

paper. Further study and procedures should be done.

 Strategies to Improve the Approach of Distance Learning in a way that will

not only help the students gain and retain knowledge but also help them

balance their individual lives

For the last category, this part has data limitations, once again. This means that

the research paper is lacking sufficient data in order to have large-scale

implications. It could be noticed at the last question since the respondents did not

directly stated what strategies they would like the institution to pursue in order to

improve its approach of distance learning for the students.

5.5 Recommendations

Based on the data, recent findings, and conclusions, the following recommendations are

offered:

 Effects of Distance Learning on both Scholastic Performance and Mental

Health of Grade 11- HUMSS students

 Based on the findings of the study, the researchers recommend that the

facilitators or teachers should give more considerations to deserving students in

terms of deadlines in submitting outputs including written works, performance

tasks, and others. This is because students have responsibilities to perform at

home as well considering that there are instances happening to them that is out

of their hand. One example of this is mental breakdowns. Aside from the fact that

some of them get overwhelmed and cry silently because of the tasks they need

to comply, most of them have been suffering from signs and symptoms of

depression without them knowing that they do.

 Common Challenges they Stumble upon, Distracting them from their

Studies and Strategies to Avoid These

Based on the findings of the study, the researchers recommend the teachers to

encourage their students to look for their own space at home where they would

be at peace. This way, they could focus more on their studies. Plus, students

should also make their own schedule, apart from the one that the school

provides. This is because time-management would be more emphasized and

systematic for them if they have a schedule they made on their own—separating

the time for school and time for home.

 Strategies to Improve the Approach of Distance Learning in a way that will

not only help the students gain and retain knowledge but also help them

balance their individual lives

Based on the findings of the study, the researchers recommend that the teachers

give them time to rest as they try to process all the knowledge and information

that they are trying to learn. This is because they suffer from burnouts too. A time

to rest would help them relax their brain which would help them understand the

lessons instead of just submitting their requirements per subject.

 BIBLIOGRAPHY

Best Colleges (2021). The Top Mental Health Challenges Facing Students.
https://www.bestcolleges.com/resources/top-5-mental-health-problems-facing-college-
students/

Raya Bidshahri (2018). How Education is Failing Mental Health

https://medium.com/awecademy/how-education-is-failing-mental-health-fff7b0a18e53

Alex Casteel, PhD (2021). Moore’s Theory of Transactional Distance.

http://alexcasteel.com/moores-theory-of-transactional-distance/

Moi Ali (2018). Communication is a key ingredient in mental health recovery.

https://www.mentalhealthtoday.co.uk/blog/therapy/communication-is-a-key-ingredient-
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