St.

Scholastica’s College Tacloban

Maharlika Highway, Brgy. Campetic, Palo, Leyte
COLLEGE OF NURSING

“CAMPUS INTEGRATION AND ITS

RELATIONSHIP TO PSYCHOLOGICAL
STATE AMONG NURSING COLLEGE
STUDENTS ENROLLED IN ST.
SCHOLASTICA’S COLLEGE OF TACLOBAN”

In Partial Fulfillment of the Requirements

In the Subject Nursing Research II
and Thesis Writing

Submitted by:

Angel Mae Cabaltera

Kathryn Sybille Kapunan
Jenny Roth Llorono
Ira Clark Lampayan
Nehemiah Macaray

Group 7
Presented to:
The faculty of College of Nursing
March 2023
 CHAPTER 1

INTRODUCTION

BACKGROUND AND RATIONALE

According to the World Health Organization, mental health is ‘a state of well-being in

which every individual realizes his or her own potential, copes with the normal stresses of life,

works productively and fruitfully, and is able to make a contribution to her or his community’

(World Health Organization, 2005, p. 12). This definition recognizes mental health as a

dimension of overall health that spans a continuum from high-level wellness to severe illness,

emphasizing the key role of positive feelings, a sense of mastery and positive functioning

(Galderisi et al., 2015). The average age of onset for many mental health illnesses is in the early

20s. Additionally, if a person has risk characteristics, significant life events and environmental

factors may serve as a trigger for a disorder. It is hardly unexpected that mental health illnesses

frequently begin in college given these two causes.

Three of our society's most prevalent mental health issues are anxiety, depression, and

stress. They are frequently felt as a complex array of emotional and practical difficulties. Many

people deal with difficult inquiries regarding their symptoms because every aspect of a person's

health, including sleep, diet, mental and physical health, self-esteem, social interaction, and

academic achievement, are affected by these psychological issues. Students who have these

diseases run the risk of struggling academically and become resistant to anything educational.

This can include a lack of participation in class, strained relationships with peers and professors,
and a lack of enthusiasm in pursuing interests and making future plans. Because anxiety,

depression, and stress can impair working memory, which makes it difficult to retain new

knowledge and recall material that has already been taught, their learning is also hampered.

The demanding and challenging nature of college education and training makes college

students particularly prone to stress, anxiety, and melancholy. In addition to affecting academic

performance and clinical effectiveness, stress, anxiety, and depression can also endanger their

occupational preparedness and lower future occupational performance. There may be pressure

on nursing, psychology, medical technology and pharmacy students to drop out of their degree

entirely. The concept of campus connection is relatively modern and evolved from the notion of

social connectivity as one of the many elements that affect stress, anxiety, and depressive

symptoms. It's also been referred to as a sense of belonging in literature. Students who feel

connected to their school will have a sense of belonging to the campus community, which

includes other students, faculty, staff, and administrators. The degree of campus connectivity

affects how the students perceive their sense of community on campus. Even if no formal

disorder is developed, a person may nonetheless experience difficulties. Navigating the stress of

the college transition is challenging. A mental health crisis might result from a heavy workload,

unfamiliar surroundings, stressful environment and other pressures.

According to studies conducted in Nepal, college students experience high levels of stress

and despair. Similar to this, there is a dearth of research on the connection between campus

connections and stress, anxiety, and depression in college students. To approach professors and

counselors when they need to share their worries and anxieties, college students need to develop
strong campus connections both inside the classroom and in the overall campus setting. Recent

studies also suggest that the mental health of older adolescents may deteriorate its relationship

towards peers. This data has raised awareness of the need to address the mental health needs of

adolescents by figuring out what influences their mental health in the campus (Eccles and

Roeser, 2011; Cavioni et al., 2020a). Therefore, the purpose of this study is to assess college

students' levels of campus connectivity and its link to stress, anxiety, and depression and to

investigate how well students integrated themselves into the educational environment, their

relationships, and their psychological well-being. 

STATEMENT OF THE PROBLEM

General Objectives

The study aims to describe and determine the campus integration and its relationship to

psychological state among nursing college students in St. Scholastica’s College of Tacloban

enrolled in 2nd Semester school year 2022-2023.

Specific Objectives
Specifically, the study aims to determine the campus integration and it’s relationship to
psychological state of well-being among nursing students of St. Scholastica’s College of
Tacloban 2nd semester A.Y 2022-2023.

1. What is the profile variable of the nursing students?

2. What is the level of Campus Integration among Nursing Students?

As to:
a) Social integration
b) School integration
c) Sense of belongingness

3. What is the perceived level of psychological well-being among nursing students?

As to:
a. Depression
b. Stress, and 
c. Anxiety
 4. Is there a relationship between campus integration and psychological state among college
students?

NULL HYPOTHESIS:
There is no significant relationship between the campus integration and psychological
state reported by the nursing students. 

SIGNIFICANCE OF THE STUDY

The main purpose of the study is to assess freshmen nursing students' psychological state
and its relationship to campus integration. Moreover, the results of this study will be beneficial
to the following persons:

 Nursing Students: College students will benefit from this study's new information and
insightful analysis of the elements that influence one's mental well-being, academic
achievement, and personal development, through becoming aware of these connections.

 Administrators and Staff:  The results of this study will assist the administration in
creating an atmosphere that is more encouraging and in offering counseling services for
the benefit of their students. 

 Future Researchers: This study will help them to understand the relationship between
campus integration and psychological state. Researchers can gain a better understanding
of how these two factors are related. This can provide valuable insights into how to
improve the mental health and well-being of college students through strategies that
promote campus development. 
SCOPE AND LIMITATION

The study focuses on the campus integration and relationship to psychological state

including stress, depression, and anxiety among nursing students in St. Scholastica College of

Tacloban.

Furthermore, the respondents' demographic information, such as age, marital status,

gender, educational level, and course, is also included for it will be used to help researchers

learn more about their participation. These inquiries give context to the survey data that have

been gathered, enabling researchers to define their participants and do more accurate data

analysis.

THEORETICAL FRAMEWORK

There are two main theoretical constructs that guide this research. The first is based on

the theory of Roy’s Adaptation Model (Callista Roy, 1976). Roy’s Adaptation Model is

biopsychosocial being in continuous interaction with a changing environment. The factors that

influenced the development of the model included: education, religious background, mentors,

and clinical experience. These includes physiologic, self-concept, role function and

interdependence modes. (Callista Roy, 1976). Roy’s defined that adaptation occurs when people

respond positively to environmental changes, and it is the process and outcome of individuals
and groups who use conscious awareness, self-reflection, and choice to create human and

environmental integration.

According to Roy’s model, a person is a bio-psycho-social being in constant interaction

with a changing environment. He or she uses innate and acquired mechanisms to adapt. The

model includes people as individuals, as well as in groups such as families, organizations, and

communities. This also includes society as a whole (Badr Bilal Naga, 2019).

The environment has three components: focal, which is internal or external and

immediately confronts the person; contextual, which is all stimuli present in the situation that all

contribute to the effect of the focal stimulus; and residual, whose effects in the current situation

are unclear. (Badr Naga, 2019). All conditions, circumstances, and influences surrounding and

affecting the development and behavior of people and groups with particular consideration of

mutuality of person and earth resources, including focal, contextual, and residual stimuli.

The model includes two subsystems, as well. The cognator subsystem is a major coping

process involving four cognitive-emotive channels: perceptual and information processing,

learning, judgment, and emotion. The regulator subsystem is a basic type of adaptive process

that responds automatically through neural, chemical, and endocrine coping channels. (Bilal

Badr Naga, 2019)

Second Theory is Social Identity Theory approaches connectedness from a small group

perspective. Group identification, or self-categorization, often leads to a feeling of

connectedness with specific groups (Hogg & Abrams, 1988). Social identity theory explains
how people develop personal identities and their perceptions of others (Abrams, O’Connor, &

Giles, 2002; Hogg & Abrams, 1988; Tajfel & Turner, 1979).

When identifying with a group, people are prone to differentiate and compare themselves

as much as possible to other groups (Hogg & Abrams, 1988). These social comparisons allow

for the development of group identifications. Group identification may be based on factors such

as religion, race, sports, clubs, personal traits, or physical appearances (Hogg & Abrams, 1988).

When an identity with a specific group is created, people who do not fit into the group are

considered the out-group (Tajfel & Turner, 1979) and experience a lack of connectedness.

Identification of in-groups and out-groups allows individuals to pursue participation in a

particular group (Brewer, 1999), fostering greater levels of connectedness. Group identification

influences personal values and behaviors (Tajfel & Turner, 1979).

An individual may adopt group behaviors to strengthen the belief that they belong to the

group (Hogg & Abrams, 1988). Group identification differs slightly from connectedness in that

identification is based on self-perceptions and self-categorizations from personal attributes and

stereotypes (Hogg & Abrams, 1988; Turner, 1991). Another difference between connectedness

and group identity is that personal behaviors are influenced by group norms, and connectedness

is associated with feelings of belonging and bonding (Hogg & Abrams, 1988; Rovai, 2002;

Turner, 1991). However, social identity theory fosters an understanding of connectedness

through the relationship between personal identities and perceptions of belonging.

CONCEPTUAL FRAMEWORK

This study revolves around two variables one is campus integration and two is the
psychological state of nursing students which is depression, stress and anxiety. This data will be
determined in terms of its relationship to the independent variable which is the campus
integration a kind of social connectedness that determines the students' perception of their
belonging to the other populace of the campus that includes students, teachers, administrators,
and other staff. Has been shown to have a significant impact on nursing students such as
depression it’s a common mental disorder characterized by persistent sadness and a lack of
interest or pleasure in previously rewarding or enjoyable activities. It can also disturb sleep and
appetite. Tiredness and poor concentration are common.
Anxiety Feelings of fear, dread, and uneasiness that may occur as a reaction to stress state
of worry or mental tension caused by a difficult situation. Stress is a natural human response that
prompts us to address challenges and threats in our lives. As for the dependent variable which is
the psychological state it is a mental condition in which the qualities of a state are relatively
constant even though the state itself may be dynamic. This study will evaluate how well-being
of college students is affected by their feeling of belonging and connection to their institution, as
well as how these factors relate to stress, anxiety, and depression. The project may investigate
how a student's mental health, sense of identity, and general contentment with their college
experience might be impacted by factors including on-campus services, social support networks,
and participation in on-campus activities.
The goal is to understand the ways in which a student's integration into the campus
community can promote or hinder their psychological development and academic success. This
information may be used to develop interventions or programs aimed at enhancing students'
campus integration and supporting their mental health needs.
Figure 1. The diagram shows the relationship of the variables in the study

Psychological state of Nursing

students:
c Campus Integration
1. Stress
2. Depression
3. Anxiety

Factors affecting:
1. Lack of concentration
2. Poor Academics
3. Poor Attendance
4. Sense of belongingness
DEFINITION OF TERMS

The definitions of the key terms utilized in this study are provided in the section below. There is
also a nominal definition that explains how the idea will be measured.

 Psychological State - a mental condition in which the qualities of a state are relatively
constant even though the state itself may be dynamic.

 Campus Integration - a kind of social connectedness that determines the students'

perception of their belonging to the other populace of the campus that includes students,
teachers, administrators, and other staff. Has been shown to have a significant impact on
student well-being, including their psychological state of depression, anxiety, and stress. 

 Depression- Depression is a common mental disorder. It is characterized by persistent

sadness and a lack of interest or pleasure in previously rewarding or enjoyable activities.
It can also disturb sleep and appetite. Tiredness and poor concentration are common.

 Anxiety - Feelings of fear, dread, and uneasiness that may occur as a reaction to stress.

 Stress - state of worry or mental tension caused by a difficult situation. Stress is a natural
human response that prompts us to address challenges and threats in our lives.
REVIEW OF RELATED LITERATURE

Effective learning in higher education requires successful student interaction as well as

positive attitudes and perceptions regarding the setting (Aitken, 1982). Students interact in both
social and academic systems of a college campus (Mannan, 2007), but interaction does not
ensure integration, as individual student perceptions define relationships and memberships with
the campus community (Tinto, 1987). A divide currently exists between the social and academic
aspects of student life (Boyer, 1987), which is also reflected in connectedness literature (Sollitto,
Johnson, & Myers, 2013) and the lack of agreement regarding the meaning of academic
integration (Braxton & Lien, 2000).

Hanover (2011) noted that institutional approaches geared toward improving retention
rates, a direct signifier of student success, need to consider a holistic approach that includes both
academic and non-academic factors of student happiness and success. Tinto (2011), a prominent
researcher of student success and retention, addresses the topic in a more holistic manner, but
emphasizes classroom interactions more than other sites of student interaction. Increased access
to higher education in recent years has shifted the educational emphasis toward technical
classroom skills (Philpott & Strange, 2003), resulting in a social-academic learning divide. To
bridge this divide, the campus experience needs to encompass elements of teaching and learning
within the context of a social setting, which can address student development in and outside the
classroom (Borden & Gentemann, 1993; Braxton, Doyle, Hartley, Hirschy, Jones, & McLendon,
2014; Brown, Brown, & Littleton, 2002).

Connectedness is an overarching construct that encompasses students’ sense of

belongingness, integration, and satisfaction with their relationship to their institution, and may
play a role in student commitment toward the institution (Rovai, 2002). Connectedness may be
divided into two types. Students may feel connectedness through satisfaction with interpersonal
relationships and various social groups (Cutrona, 1982; Rovai, 2002), which this study identifies
as social connectedness. Students also develop connectedness to the institution through feelings
of belonging and acceptance with organizations, programs, and faculty (Sidelinger &
BoothButterfield, 2010), or institutional connectedness.
The existing literature on the role of student connectedness in college success emphasizes
either social connectedness or academic connectedness; both bodies of research rely on
researcher-defined criteria for connectedness, neglecting to ask students to express
connectedness for themselves (Clark, 2005; Smith & Zhang, 2009). High degrees of social
connectedness are associated with a legion of positive outcomes including higher levels of
emotional well-being (Cutrona, 1982; Russell, Peplau, & Cutrona, 1980), less substance abuse
and better health (Blum, McNeely, & Rinehart, 2002; McNeely & Falci, 2004), decreased
depressive symptoms (Jacobson & Rowe, 1999), less loneliness (Cutrona, 1982; Russell et al.,
1980) and decreased risk of violent or deviant behavior (Blum et al., 2002; McNeely & Falci,
2004).
A perceived lack of social connectedness can produce depression, social anxiety and
jealousy (Leary, 1990), and a perception of one’s surroundings as threatening and unfriendly
(Swann, 1990). Undergraduates’ perceived depth and quality of connectedness appears to be
more meaningful than the number of people with whom a student is connected (Cutrona, 1982;
Jones, 1981). A multitude of factors can affect a student’s feelings of institutional
connectedness. A feeling of loneliness influences the sense of community, while feeling cared
Jorgenson, Farrell, Fudge, and Pritchard Journal of the Scholarship of Teaching and Learning,
Vol. 18, No. 1, January 2018. josotl.indiana.edu 77 about, valued and accepted accentuates a
sense of belonging. A high-quality social life and the perception of high degrees of support,
involvement, and achievement also enhance a student’s sense of institutional connectedness
(Cheng, 2004; Cutrona, 1982).
Many institutions recognize that gradual change and guidance into the campus
community improves students’ adjustment to college (Boyer, 1990). First-year college students
face practical and social choices including behavioral changes (Fromme, Corbin, & Kruse,
2008; White & Jackson, 2004/2005), academic performance (Perry, Hladkyj, Pekrun, Clifton, &
Chipperfield, 2005), and relationship patterns (Oswald & Clark, 2003). This transition has been
associated with declining satisfaction with the feelings of social connectedness established in
high school (Oswald & Clark, 2003), as well as decreased perceptions of social connectedness
and heightened feelings of loneliness and anxiety among first-year college students who no
longer live with their parents (Larose & Boivin, 1998).
In a vein similar to Smith (2015) exploring an alternate conceptualization of academic
integration, this study seeks a new perspective on student connectedness. This study allows
students to define connectedness, both social and institutional, while exploring the theoretical
salience of both social identity theory and student involvement theory

Conceptual Literature:
Several studies have shown campus integration is linked to lower depression rates among

college students. According to a 2011 study by Schreiner and Louis, students who reported

being more involved on campus had lower depression rates. In a similar vein, Liang et al

(2015)'s research discovered that students who participated in campus activities experienced

lower levels of depression than their non-participating peers. Integration on campus has also

been associated with reduced anxiety in college students. According to a 2005 study by Kuh et

al., students who reported being more involved on campus were less anxious. Likewise, pupils

who participated in extracurricular activities had reduced anxiety levels, according to a 2016

study by Musgrave and Pritchard. Campus integration is linked to decreased levels of stress

among college students, according to numerous research. According to a 2005 study by Feldman

and Matjasko, students who participated in campus activities had less stress. Musgrave and
Pritchard (2016) discovered in another study that students who participated in extracurricular

activities experienced reduced levels of stress. Uncertainty surrounds the factors that underlie

the link between campus integration and college students' psychological health. Nonetheless, a

number of theories have been put forth. According to one idea, campus integration gives

students a sense of belonging, which helps lower stress, anxiety, and depressive symptoms

(Tinto, 1993). According to a different theory, campus integration offers students chances to

connect with others, which helps lessen emotions of stress, worry, and sadness (Cohen & Wills,

1985).

RELATED STUDIES
The level of student engagement with classmates, teachers, and learning in the classroom

is reflected in their level of school connectedness. It has drawn interest as a potentially

modifiable protective factor for common mental health issues from both the health and

education sectors. Uncertainty exists over the extent to which school connectivity may delay the

onset of adolescent depression or anxiety or aid in its remission. The evidence regarding

potential links between school connectivity and depression and anxiety was explored in this

systematic review, as well as the impact of interventions to increase school connectedness on

depression and anxiety. (Raniti, 2022).

According to Ngozui et.al. 2010, students need to feel loved and supported by the new

neighborhood or school family they have joined because students' perspective of this

circumstance affects how connected they feel to the school and its activities. 
 According to Bales et al. [9], there might be cross-cultural variables that affect how

connectivity on campus and psychological suffering are related. However, their study's results

showed a positive correlation between connectedness and psychological well-being, which they

defined as lower levels of stress, anxiety, and depression. This relationship did not support their

research hypothesis about cross-cultural differences among university students from three

different countries. However, in a study of Turkish undergraduate students, it was discovered

that those who felt more connected to their campus had lower levels of perceived stress, which

indicated higher levels of life satisfaction. Similarly, a hierarchical regression analysis showed

that while there was no significant association between a high level of campus connectedness

and depression, a higher level of campus connectedness significantly predicted lower levels of

anxiety symptoms. Campus connectivity may act as a buffer in the association between stress

and depression, according to Pidgeon et al. Additionally, Stebleton et al.'s extensive survey of

first-generation college students (N = 145,150, of which n = 58,017 replied [40%]) produced

substantial evidence on the association between campus connectedness and symptoms of stress

and depression. According to their research, students who felt particularly connected to their

school showed lower signs of stress and despair.

A study was conducted by Jorgenson et al. entitled, “College Connectedness: The student

Perspective”. Where it states there that connectedness is a broad concept that encompasses

students' feelings of belonging, integration, and satisfaction with their relationship with their

institution, and it may play a role in student commitment to the institution (Rovai, 2002). There

are two kinds of connectedness. Students may feel connected through satisfaction with
interpersonal relationships and various social groups, as identified in this study (Cutrona, 1982;

Rovai, 2002).

As for social connectedness, students develop institutional connectedness through

feelings of belonging and acceptance with organizations, programs, and faculty (Sidelinger &

BoothButterfield, 2010). Existing research on the role of student connectedness in college

success focuses on either social or academic connectedness, both bodies of research rely on

researcher-defined criteria for connectedness, failing to ask students to express their own sense

of connectedness (Clark, 2005; Smith & Zhang, 2009).

A perceived lack of social integration can lead to depression and social isolation.

Anxiety, stress, and a perception of one's surroundings as threatening and unfriendly (Leary,

1990) (Swann, 1990). The perceived depth and quality of connectedness of undergraduates

appears to be more important than the number of people with whom a student is associated

(Cutrona,1982; Jones, 1981). A variety of factors can influence a student's sense of institutional

connectedness. Loneliness has an impact on one's sense of community, whereas feeling cared

for has the opposite effect. Concerned about, valued, and accepted heightens a sense of

belonging. A high-quality social life, as well as the perception of high levels of support,

involvement, and achievement, improves a student's performances sense of institutional

affiliation (Cheng, 2004; Cutrona, 1982).

Students had also identified a stressor as a lack of communication skills with patients and

healthcare providers. This result is consistent with previous research. A strong professional

relationship between clinical instructors, staff nurses, and students, as demonstrated by effective

communication skills such as verbal and nonverbal communication, active listening, self-
control, and the ability to communicate assertively, allows students to effectively connect with

one another. Furthermore, it improves the ability to build trust with patients and boosts self-

confidence, respect, and comprehension. Improving communication skills, in turn, facilitates

high-quality patient care and relationships among health care professionals.

CHAPTER 2

RESEARCH METHODOLOGY

RESEARCH DESIGN
To determine the connection between campus connections and stress, anxiety, and
depression. The main purpose of this study is to describe and determine the campus integration
and its relationship to Psychological state among selected college students. Considering this, a
cross-sectional correlational method of research will be utilized in the present study. 
In this study, the data will be gathered through a survey questionnaire as the primary
research instrument to be utilized. Furthermore, the data that will be gathered from the
respondents of the study will be tabulated and reported in a form of frequency count and
percentages.

RESEARCH LOCALE
The Study will be conducted in St. Scholastica’s College of Tacloban. The respondents
will be surveyed inside the school campus. The researchers choose the place of implementation
because it will give the researchers the needed information for 1 st year nursing students who
experience stress, anxiety, and depression. The study will be conducted in the Second semester
of the School Year 2022 – 2023.
POPULATION AND SAMPLING TECHNIQUES 
The 100 undergraduate Bachelor of Science in nursing students who were enrolled in St.
Scholastica’s College of Tacloban, comprised the target group for this study. The study includes
only from Bachelor of Science in Nursing degree. Only 100 students, which had a total of 357
students enrolled, took part in the study.
The study's participants were chosen via convenience sampling. G* Power 3.1 was used
to determine the sample size. For correlational research to accurately reflect the variables being
measured, a high sample size is necessary. 100 Nursing students were therefore included,
however all of them have participated.
RESEARCH INSTRUMENT
Lovibond and Lovibond Depression Anxiety Stress Scale (DASS) were used to assess the
stress, anxiety, and depression levels of college students. The exam is a four-point Likert scale
with seven questions for depression, anxiety, and stress, in that order. There is a statement and
four distinct ways to reply for each topic, indicating the severity of the stress, worry, and
despair. The score responses vary from 0 (did not apply to me at all), 1 (applied to me somewhat
or occasionally), 2 (applied to me a lot or a lot of the time), and 3 (did not apply to me at all)
(applied to me a lot or most of the time). The stress subscale is made up of seven components.
The total score for the Stress subscale, 42, was determined by multiplying the DASS-S
score—which ranges from 0 to 21—by 2. According to the level of stress, the cutoff scores are
Normal (0–14), Mild (15–18), Moderate (19–25), Severe (26–33), and Extremely Severe (34+).
The DASS-total A's score spans from 0 to 21, and when multiplied by 2, it equals 42. Normal
(0–7), Mild (8–9), Moderate (10–14), Severe (15–19), and Extremely Severe (20+) are the
cutoff values for anxiety. The total score of 42 was calculated by multiplying the DASS-D
score, which ranges from 0 to 21, by 2. For depression, the following cut-off scores are advised:
Normal (0–9), Mild (10–13), Moderate (14–20), Severe (21–27), and Extremely Severe (28+).
The Campus Connectedness Scale (CCS) was used to gauge student connectivity on
campus. The CCS is a 14-item, 6-point Likert scale. On this scale, the rating options are: 1 for
strongly disagree, 2 for disagree, 3 for somewhat disagree, 4 for mildly agree, 5 for agree, and 6
for strongly agree. The CCS score is between 14 and 84. High CCS scores indicate a more
robust campus sense of community. While the initial validity of CSS had a Cronbach's alpha of
0.92, the reliability test produced a Cronbach's alpha of 0.79. (Lee & Davis, 2000). In this study,
a cutoff score of the mean was employed to distinguish between low and high connectivity. Low
connection was defined as a mean score under 62.42, and high connectivity was defined as a
mean score of 62.42 or higher.

DATA COLLECTION PROCEDURE

The researchers had spent a significant amount of time, effort, and collaboration
preparing their questionnaire in order to serve its intended respondents. The sociodemographic
variables levels of stress, anxiety, and depression, as well as level of integration, were described
using descriptive statistics. The MANOVA test was used to investigate the association between
campus integration and psychological states such as stress, anxiety, and depression. The survey
was built utilizing appropriate questions adapted from previous studies as well as individual
questions developed by the researchers. Participants were given time to respond, and once they
had finished, the researchers collected the survey forms.

STATISTICAL TREATMENT
The researchers assembled, categorized, structured, and tabulated the data as soon as they
collected it. They were statistically treated in order to answer the study's proposed questions.
The frequency distribution, percentage, ordinal scale, and the weighted mean were the statistical
techniques used.
1. A frequency distribution is a data layout that indicates the frequency of various values or
groups of variables.

2. Percentage is to be used to determine the proportion of each given data by using the
formula

% = (F/N) X 100
Where:
 % = Percentage
F = Number of Respondents
N = Total Number of Cases

ETHICAL CONSIDERATION
St. Scholastica's College gave their ethical approval. Participants were advised that if they
did not wish to participate in the study, they could opt out. It was also stated that opting out of
the study would have no effect on their academic standing. On the survey or demographic data
sheet, no identifying information was requested. To eliminate bias, students from the same
college as the researcher were removed.