PERCEIVED STRESS AND ANXIETY OF DISTANCE LEARNING AND ITS EFFECT

ON STUDENTS’ ACADEMIC PERFORMANCE

LOUIE BANGUG

CHARLYN BULAN

BENIDO PANGANIBAN II

MARJULYN CANETE ROQUE

MARIA BERNADETH SABULARSE

ANGELYN ZIPAGAN

PRACTICAL RESEARCH II

MOPPET BAUTISTA

JANUARY, 2022
 CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

The COVID-19 pandemic has caused various challenges in people and their properties.

People have become aware of the difficulties that this pandemic occurs. With the current

physical distancing implemented, face-to-face communication had prohibited worldwide. It then

made the learning and communication to be virtual. Distance learning involved online class

participation and significantly changed how teaching-learning occurs. In the research about the

cross-sectional study about stress, anxiety, and mental health of students in India, there were

tremendous changes in their mental health as the pandemic began. The results of this cross-

sectional study showed that there is a significant difference between the preferred modes of

learning online or traditional classroom methods during the pandemic. A notable increase in the

screen times of school children was observed while learning online under the school closure

scenario (Harjule, P., Rahman, A., Agarwal, B., 2021). The observed changes in students’

academic performance caused anxiety issues and concerned mental health matters.

The Philippines has currently provided online education for students since 2020. The

sudden shift to distance learning affected students and their parents concerning their financial

and technological capacity. The results revealed that the undergraduate nursing students

considered having online learning during the COVID-19 outbreak to be stressful (44.4%) and

very stressful (47.2%). Moreover, the undergraduate nursing students had low satisfaction (37%)
and moderate satisfaction (46.3%) having the online learning during the COVID-19 outbreak.

The undergraduate nursing students’ academic performance was affected by the COVID-19

pandemic and resulted in poor (37%) to fair (50%) academic performance and were considerably

(43.6%) and greatly (30.6%) affected by the pandemic (Oducado, 2021). The study explains how

students’ academic performance decreases as their mental health is challenged. Alongside the

Department of Education (DepEd), the Philippine government announced an online modular

class for all students, thus creating distance for every youth. Hence, having interpersonal

difficulties and mental health issues. Education Psychologist and the research head of Safe,

Equitable, Quality and Relevant Education (SEQuRE), Liza Marie Campoamor Olegario, cites

flaws of distance learning in the Philippines. This includes student, teacher burnout, suicide

cases, and academic ease. Special attention and care are needed for educators and students as

they pave the way for distance learning and coping with changes and difficulties.

According to the study about the psychological impact of the COVID-19 pandemic in the

Philippines, during the early phase of the pandemic in the Philippines, one-fourth of respondents

reported moderate-to-severe anxiety, and one-sixth reported moderate-to-severe depression and

psychological impact. The factors identified can be used to devise effective psychological

support strategies Tee, M., Tee, C., Anlacan, Aligam, Reyes, Kuruchittham, & Ho, 2020).

Filipino students also utilized various ways to cope with online-blended learning

challenges, as well as there is a need to focus on students' mental health alongside their academic

performance. Majority of students reported not getting enough sleep and faced mental health

challenges throughout the semester. This study provides insights to higher education educators,

administrators, and policymakers to enhance e-learning implementation to ensure the students'

mental and psychological well-being students achieve improved academic performances.

STATEMENT OF THE PROBLEM

This Research will assess the effects of stress and anxiety to students caused by distance

learning associated with their academic performance at Rodolfo Albano Stand-Alone senior high

school for the school year 2021-2022 Specifically it seeks answers to the following queries:

1. Is there a significant relationship between the emotional state of depression, anxiety, and

stress on the students’ academic performance?

2. Is Distance Learning good for the mental health of every student?

3. What factors of distance learning causes emotional stress and anxiety to many students?

SIGNIFICANCE OF THE STUDY

This study will be conducted to determine the effect(s) of perceived stress and anxiety

among distance learning students and how it impacts their academic performance (particularly

the students of Rodolfo B. Albano Stand-Alone Senior High School). The results of the study

will be of great benefit to the following:

 Students who are influenced by perceived stress and anxiety are the direct beneficiaries

of the research's findings. By being able to recognize students who require assistance as

a result of perceived stress and anxiety. As a result, enhance their mental state, social

state, physical state, and learning state (academic performance).

 The study supports parents/guardians by assisting them in determining which child/ren

require particular care. Furthermore, it allows them to have one-on-one interactions with

their kid about academic and mental challenges that they are experiencing. To see any
 type of development in social skills and behavior that will help their child/ren to achieve

better academically.

 The study's findings can support higher education instructors, administrators, and

policymakers improve e-learning implementation while ensuring students' mental and

psychological well-being.

 It will be useful for future researchers and studies, as well as a background on the

influence of perceived stress and anxiety on academic performance of Rodolfo B.

Albano Stand-Alone Senior High School students.

SCOPE AND DELIMITATIONS

 The study aims to understand the stress and anxiety of distance learning and its effect on

students' academic performance. Included only the impact on students' academic

performance and not on their personal lives.

 This study will not cover other problems not related to distance learning that causes stress

and anxiety.

 The study focuses only on the senior high school students of Rodolfo B. Albano Stand

Alone Senior High School, the school year 2021-2022, who will also represent the

population for data collection.

 The other students who do not fall as part of grade 11 and 12 students are not within the

scope of this research.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Gathering information through The effect of anxiety and stress caused

 Academic Curriculum
 Academic Performance of
grade 11 and 12 of Rodolfo
B. Albano Stand Alone
Senior High School
survey questionnaires by distance learning associated with the
student’s academic performance of
Rodolfo B. Albano Stand Alone Senior
High School.

THEORETICAL FRAMEWORK

Lazarus' Cognitive Theory of Stress (1978,2000)

According to the framework students may be exposed to environmental stressors such as

insufficient living and learning facilities, high cost of meals, poor interpersonal relationships.

These stressors may, depending on the students’ cognitive appraisal cause stress. The stress may

result in emotional reactions (e.g., anxiety), psychological response (e.g., poor memory and poor

attention span), and physiological responses (e.g., sleeplessness, heart problems, infectious

diseases such as flu and cold). Emotional, psychological, and physiological responses to stress

will cause poor academic performance and poor psychosocial adjustment of the students. The

framework further indicates that students will not experience stress if they don’t consider the

factors as stressors. Those students who experience stress may overcome it through appropriate

coping or stress management. Students who do not experience stress or who cope well may have

better academic performance and psychosocial adjustment. Gender of the students will influence

the cognitive appraisal of stressors to determine their stress experience.

DEFINITION OF TERMS
 Stress- a state of mental or emotional strain or tension resulting from adverse or very

demanding circumstances. Stress can be defined as any type of change that causes

physical emotional or psychological strain.

 Anxiety- is an emotion characterized by feelings of tension, worried thoughts, and

physical changes like increased blood pressure. Anxiety is a feeling of worry,

nervousness, or unease, typically about an imminent event or something with an

uncertain outcome.

 Depression-is a common and serious medical illness that negatively affects how you feel,

the way you think and how you act. Depression a mood disorder that causes a persistent

feeling of sadness and loss of interest. Also called major depressive disorder or clinical

depression.

 Academic performance-is the extent to which a student, teacher or institution has

attained their short or long-term educational goals.

 COVID-19 Pandemic -also known as the coronavirus pandemic, is an ongoing global

pandemic of coronavirus disease 2019 (COVID-19) caused by severe acute respiratory

syndrome coronavirus 2 (SARS-CoV-2).

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

classroom but use the Internet, e-mail, mail, etc., to have classes. Simply put, distance

learning is when students are separated from teachers and peers.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

RELATED LITERATURE

The association between the General Weighted Average (GWA) of high school students and

their academic achievement is positively correlated. Similarly, the existence of mental health

conditions and causes such as depression, anxiety, and stress have also been noted for their

relationship to academic achievement (Moreira de Sousa, Moreira, &Telles-Correia, 2018;

Sharma & Pandey, 2017; Wyatt, Oswalt, & Ochoa, 2017).

Investigators have explored many aspects of distance learning environments and have

researched many of the issues that should be considered when using distance learning as a means

of educational delivery. Crowley et al. (1999) found that there were administration issues,

technology issues, communication issues, and problems with finding clinical internships sites.

Miller and King (2003) found that there were low completion rates with distance education

students, with as many as one-third of the students dropping-out before completing the class. The

high dropout rate was attributed to “lack of feedback; feelings of isolation; frustrations with the

technology; anxiety; and confusion” (p. 286). Cuellar (2002) found that the cons of on-line

courses were increased time commitment, cost, and lack of support for online learning and

teaching.

Even before the COVID-19 pandemic and the implementation of lockdown measures to

contain the spread of the disease, researchers explored stress factors and their effects on distance-

learning students, as this form of learning is characterized by the lack of physical presence and,
therefore, lack of face-to-face contact with teachers and other students (Vergides, 1998). Most of

the assessment is possible only by submitting written assignments, and projects, a fact that seems

to escalate student stress (Leontarakis, 1998). Older studies show that stress related to distance-

learning on both the cognitive and the emotional level is closely associated with student

performance (Jegete & Kirkwood, 1994). The research of Petroyiannis with Greek university

students (2013) showed that those enrolled in distance-learning classes faced various difficulties

and expressed the need for professional support when facing the following: anxiety related to

final exams, lack of time-management skills, fear of failure, fear of not achieving educational

goals, difficulties in organizing study times and financial concerns, reduction of income,

unemployment, and professional uncertainty.

Anxiety is a basic human emotion that consists of fear and uncertainty and usually it

occurs when an individual believes that the event is a threat to self or self-esteem. Anxiety can

also be state or trait depending on its duration. Anxiety blocks the normal thought processes. It

favors a passive approach to material rather than interaction with it. Anxiety is the human

emotion that everyone experiences. Students experience problems during their studies, and feel

anxious when taking exams or making significant life decisions. There is evidence in the

literature that there is a negative correlation between anxiety and student achievement, and there

is a negative correlation between anxiety and the realization of important cognitive and

emotional outcomes in distance learning education (Jegede, Alaiyemola, & Okebukola, 1990).

The apparent difference between face-to-face and distance learning and the accompanying

environmental variables that affect distance learners make the impact of anxiety on distance

learning more likely. (Gibbs, Habeshaw, and Habeshaw 1989) put it succinctly, ‘Anxiety causes

students to consistently underperform. Anxiety in distance learners stems mainly from their life
experiences, and expectations/ assumptions they make as a result. The distance learners tend to

fear failure, yet conversely can have high, even unrealistic expectations of themselves. They may

have had negative experiences of educations in the past, and assume that distance learning

education may provide the same disempowering learning environment as those experiences by

many schools.

Cao, Fang, Hou, Han, Xu, Dong, and Zheng (2020) research that delays in academic

activities are positively related to symptoms of student anxiety during the COVID-19 pandemic.

This usually causes students to assimilate different responsibilities and cannot develop them

properly because of the lack of adequate explanation from teachers, amount of homework, new

methodologies adaptation, time management, lack of materials and electronic devices, for

instance; a computer, internet, and others generate in students low performing, dropouts, and

large stress levels. (P. Sahu, 2020)

According to Kaup et al. (2020), poor mental well-being may affect students’

engagement and performance of distance e-learning during the pandemic; specifically, the

students may feel a lack of support from peers and resources as well as a sense of isolation and,

further, may experience anxiety or depression issues related to the public crisis. A feeling of

isolation has been determined to be one of the challenges of distance e-learning even under more

normal circumstances (Sowan and Jenkins, 2013), but these feelings of isolation may be

exacerbated during the pandemic, especially in students who are confined to or quarantined in

their homes.

RELATED STUDIES
 According to Shin N. And Chan J.(2004) This paper presents an exploratory study that

investigates the effects of online learning on distance education students in an open university

context. Two hypotheses are posited: (1) a direct relationship exists between students’

involvement in online learning and distance learning outcomes, and (2) an indirect relationship

exists between these two domains via the mediating variable of an institutional Transactional

Presence (TP), that is, a student's sense of the availability of and connectedness with an

educational institution. Student learning achievement, satisfaction and intent‐to‐persist are used

as indicators of outcomes of distance learning. The analysis of data garnered from 285 distance

students reveals multifaceted relationships between students’ engagement in online learning,

their perceptions of institutional TP and the three learning outcome variables. Besides the

findings, the paper will discuss factors affecting students’ engagement in online learning in

relation to different requirements, that is, optional or compulsory online use as well as the level

of the course (undergraduate or postgraduate).

 The development of computers in the past two decades has resulted in the changes of

education in enterprises and schools. The advance of computer hardware and platforms allow

colleges generally applying distance courses to instruction that both Ministry of Education and

colleges have paid attention to the development of Distance Learning. To improve the quality of

distance learning and students’ learning effectiveness in the investigated universities,

quantitative survey with SPSS19.0 is applied to analyzing data in this study, in which Factor

Analysis, Reliability Analysis, Regression Analysis, and Analysis of Variance are utilized for

organizing and analyzing data. About 600 college students in Department of Public

Administration are proceeded questionnaire survey, and 472 valid copies are studied. The

research findings show that 1. Distance Learning appears significantly positive effects on
Curriculum Instruction in Learning Effectiveness; 2. Distance Learning presents notably positive

effects on Technological Media in Learning Effectiveness; 3. Distance learning reveals

remarkably positive effects on Curriculum Management in Learning Effectiveness; and, 4.

Demographic variables appear notable effects on the correlations between Distance Learning and

Learning Effectiveness. HC Liu and JK Yen (2014)

Folkman and Lazarus (1984) define stress as “a particular relationship between the

person and the environment that is appraised by the person as taxing or exceeding his or her

resources and endangering his or her well-being” (p. 19). Schools should expect students to react

to the pandemic in a variety of ways that will vary depending upon the students’ personal

experiences and developmental level; however, it is likely that negative reactions may improve

over time (Chafouleas et al., 2019). In conjunction to that, schools must be trained to discuss a

wide range of psychological and physiological effects with the students, in addition to the

academic requirements that would inevitably emerge as a result of the continued closing of the

campus or schools. 

Students are required to change their learning method from in-class to online learning. As

stated by Sutarto et al. (2020) the learning process, initially was conducted face-to-face in the

classroom, but has been shifted to home learning using the online system or distance learning

(Nasir et al., 2018) through the use of various existing media. The online learning was used for

their daily lesson and to assess their academic performance and it somehow causes the students

to get stressed. It is supported by Irawan et al. (2020) where they mentioned one of the

contributing factors to students’ stress rate is the pressure of online lecture tasks, which requires

them to use online media that they have only learned and must comprehend instantly. 
 This pandemic does not only mentally affect adults but also students. Corresponding to

Chang et al. (2020a) and Chang et al. (2020b), they pointed out the psychological effect of the

public health crisis is long lasting. The worries about pandemic usually will dissolve after a

period of time. However, the impact of normalizing new things and it might affect students’

academic achievement as well. Kamaludin et al. (2020) stated that fear and the risk to the health

of a person can gradually dissipate as the pandemic reaches its tail end. Nevertheless, the idea of

the disease itself and the desire to switch to a “new normal” will have a long-term psychological

effect on the students. In exchange, this can influence the academic performance of the students. 

Distance learning programs can reach large audiences at long distances and can increase

enrollments (Farrior & Gallagher, 2000). Investigators have explored many aspects of distance

learning environments and have researched many of the issues that should be considered when

using distance learning as a means of educational delivery. Crowley et al. (1999) found that there

were administration issues, technology issues, communication issues, and problems with finding

clinical internships sites. Miller and King (2003) found that there were low completion rates with

distance education students, with as many as one-third of the students dropping-out before

completing the class. The high dropout rate was attributed to “lack of feedback; feelings of

isolation; frustrations with the technology; anxiety; and confusion” (p. 286). Cuellar (2002)

found that the cons of on-line courses were increased time commitment, cost, and lack of support

for online learning and teaching. However, Cuellar also identified many positive outcomes, such

as, increased flexibility, no geographical barriers, personalized learning, and collaboration and

interactions among students.

 In addition to the positive and negative issues listed above, there is also the concern of

student academic success in the distance learning environment. The purpose of this study was to

determine to what extent distance learning students and traditional on-campus students differed

in academic achievement in allied healthcare education. A comparison between the two groups

of students, distance learning and traditional on campus students, was also performed to

determine how the groups differed on background characteristics and previous academic

performance.

The objective of this chapter is to present an overview of the recent research that has

occurred in distance learning. The areas that have been addressed in this chapter are the

background characteristics and previous academic performance of distance learning students’

related to academic success, academic performance comparative studies in non-medical distance

education, and distance learning in healthcare education.

 CHAPTER 3

RESEARCH METHODOLOGY

INTRODUCTION

This chapter present research methodologies employed in the research about Perceived
stress And Anxiety Of Distance Learning And It's Effect To Students Academic Performance. It
covers the research design , research area , population of the study , sampling technique ,
instruments for data collection and method of data collection.

RESEARCH AREA
The Locale of this study is in Rodolfo Albano Stand Alone Senior High School, A public
School which is located in Catabayungan,Cabagan,Isabela, The campus was Established in 1991
with 6 tall buildings up to 3rd floor. The campus was located just about 1.5 kilometer from the
Cabagan Square park and Municipal Hall. Due to the Covid-19 protocols that needs to be obeyed
by our group, our study has been conducted online using google forms/online questionaires for
our surveys and collecting Datas. Our group meetings and Discussion has been done virtually
using Zoom and Messenger.

POPULATION OF THE STUDY

Prior to collecting the sample, the researcher had to identify population. Polit and Hungler
(1999) define population as the totality of all subjects that conform to a set of specifications,
compromising the entire group of persons that is of interest to the researcher and to whom the
research results can be generalized. The population of this study is the students of Rodolfo B.
Albano Stand Alone Senior High School in the 2021-2022 Academic Year consisting of 4
strands (STEM, HUMSS, ABM and TVL).

SAMPLING TECHNIQUE
The determination of the sample is by simple random sampling technique. From the total
of 56(Fifty-six) students of the combined number of the 2(two) sections of stem class, each of
them has a chance to participate to the survey that will be conducted. The target number of the
respondents of this study is 50(Fifty) in order to attain the probability rate. According to the
term simple random sampling it is a method used to cull smaller sample size from a larger
population and use it to research and make generalization about the larger group.

INSTRUMENT FOR DATA COLLECTION

The researchers used a self-made online survey questionaire using google forms to gather
information or data from the respondents regarding to their academic performance changes
caused by distance learning.

METHOD FOR THE DATA COLLECTION

In Statistics, data collection is a process of gathering information from all the relevant
sources to find a solution to the research problem. It helps to evaluate the outcome of the
problem. The data collection methods allows the researcher to conclude an answer to the relevant
question. Method of data collection were conducted in two ways: Primary data obtained directly
through survey questionnaire. The set of questions are mailed to the respondent. Fifty copies of
the questionnaire given out were successfully completed and returned. Secondary data obtained
through the ongoing process of collecting data from books, government publications, public
records, historical and statistical documents and other research.
 CHAPTER 4
RESULT AND DISCUSSION
This chapter presents and explains the Perceived Stress and Anxiety of Distance Learning
and its Effects on Students Academic Perfomance of senior high school students of Rodolf B.
Albano Stand-Alone Senior HighSchool. The data gathered from the respondents through online
survey questionnaires were presented in a tabular form.
Senior highschool students From Rodolfo Albano Stand alone high school suffer from
psychological morbidity, particularly stress and anxiety, due to concerns about the future and
academic pressure such as managing stressful tasks and assignments and pursuit to improve their
academic performance.
The study conducted between November and December of 2021. The current study's survey
questionnaire was created and administered online using Google forms, with 50 students
completed questionnaires were returned.
The researchers will use the data analysis to come up with a response to the research questions of
the study in determining the stress and anxiety caused by current pandemic and its impact to the
students’ Academic Performance of Rodolfo B. Albano Stand-Alone Senior High School.

Table 1.
Frequency count and percentage distribution of the Respondents according to their
General Weighted Average in the first semester A.Y. 2021-2022
GWA Frequency Percentage

96-100% 1 2%
91-95% 34 68%
86-90% 12 24%
81-85% 2 4%
75-80% 1 2%
75%Below 0 0%
Total 50 100%

Based on the table above, majority of the respondents GWA 91-95% with a frequency of 34 with
a percentage of 68% respectively, while there are 12 respondents GWA 86-90% having a
percentage of 24%. There are respondents GWA 81-85% with a frequency of 2 and a percentage
of 4%. There are repondents GWA 96-100% with a frequency of 1 and a percentage of 2%. And
lastly there are repondents GWA 75-80% with a frequency of 1 and a percentage equivalence of
2%. The data implies that most of the most of the respondents GWA 91-91% has a greatest
percentage.

Table 2.
Frequency count and Percentage distribution of the Respondents according to their GWA
changes in previous face-to-face classes and in this learning method we used
YES OR NO Frequency Distribution

YES 40 80%
NO 10 20%
Total 50 100%

The table above explains the frequency and percentage distribution of the respondents according
to their GWA in previous face-to-face classes and in blended learning method we used. Majority
of the respondents says Yes frequency of 40 with a percentage of 80% repectively, while other
respondents says No ganerned frequency of 10 with a percentage of 20% respectively. The data
implies that most of the respondents answered Yes.

Table 3.
Frequency count and Percentage Distribution of the Respondents
Distance learning affects Frequency Percentage
your studies and your
academic performance
Strongly Disagree 3 6%
Disagree 2 4%
Neutral 8 16%
Agree 29 58%
Strongly Agree 8 16%
Total 50 100%
Table 3 explains the frequency and percentage distribution of respondents according to distance
learning affection of studies and academic performance. The Data revealed that most of the
respondents answered Agree with a frequency of 29 and with a percentage equivalence of 58%,
respectively, while the respondents answered Neutral and Strongly Agree have the same
Frequency of 8 and with the same percentage equivalence of 16%. There are respondents who
answered Strongly Disagree with a frequency of 3 and with a percentage of 6%. And lastly there
are respondents answered Disagree with a frequency of 2 and a percentage equivalence of 4%.
The data implies that most of the respondents answered Agree according to the distance learning
affect your studies and academic performance.

Table 4.
Frequency count and Percentage Distribution of the Respondents according to their
overwhelming numerous task given to you by respective subjects
YES OR NO Frequency Percentage

YES 40 80%
NO 10 20%
Total 50 100%

The table above explains the frequency and percentage distribution of the respondents according
to their overwhelming numerous task given by respective subjects. Majority of the respondents
says Yes frequency of 40 with a percentage of 80% repectively, while other respondents says No
ganerned frequency of 10 with a percentage of 20% respectively. The data implies that most of
the respondents answered Yes.

Table 5.
Frequency count and Percentage Distribution according to the frequently miss submission
on deadline
Frequently miss deadlines Frequency Percentage
on submissions
 Always 4 8%
Often 4 8%
Sometimes 20 40
Rarely 12 24%
Never 10 20%
Total 50 100%

Table 5 explains the frequency and percentage distribution of respondents according to the
frequently miss subsmission on deadline. The data revealed that the most respondents answered
Sometimes with a frequency of 20 and with a percentage equivalence of 40%, respectively. And
on the other hand some respondents answered Rarely with a frequency of 12 and with a
percentage of 24%. There are respondents who answered Never with a frequency of 10 and with
a percentage of 20%. And lastly the respondents answered Always and Often with the same
frequency of 4 and with the percentage equivalence of 8%. The data implies that most of the
respondents answered Sometimes.

Table 6.
Frequency count and Percentage Distribution of the respondents according to their strand
that answers the Online-Survey Questionnaire
STRAND Frequency Percentage

STEM 26 52%
HUMMS 22 44%
ABM 2 4%
TVL 0 0%
Total 50 100%

Table 6 explain the frequency and distribution of the respondents regarding to their Strand. The
data revealed the the most respondents are STEM with a frequency of 26 and with a percentage
of 52%, respectively. There are respondents who are HUMMS with a frequency of 22 and with a
percentage of 44%. And lasty there are respondents who are ABM with a frequency of 2 and a
percentage of 4%. The data implies that most of the respondents are STEM Students.
BIBLIOGRAPHY

 Cao, Fang, Hou, Han, Xu, Dong, and Zheng (2020). THE EFFECT OF ONLINE

LEARNING ON ACADEMIC STRESS ON STUDENTS

 Crowley, (1999) clinical laboratory technician to clinical laboratory scientist’s etiolation

and distance education. Clinical laboratory Science,12(1),12,47

 Cuellar, N. (2002) The transition from classroom to online. Nursing forum 37 (3), 5-17

 Endrena C., Balaguer J., Bano M., Bolasoc M. And Caneta M. (2020) Ascenders Asia

Singapore–Best link College of the Philippines Journal of Multidisciplinary Research.

'Factors Affecting Academic Performance of Selected Grade 12 General Academic

Strand Students in Best link College of the Philippines'. 2(1)

 Farrior, E.S., & Gallagher, M.L. (2000). An evaluation of distance. Topics in clinical

Nutrition,15(4),10-18
 Gibbs, G., Habeshaw, S., & Habeshaw, T. (1989). Preparing to teach. Bristol: Technical

Educational Services Ltd.

 Harjule, P., Rahman, A., & Agarwal, B. (2021). A cross-sectional study of anxiety, stress,

perception, and mental health towards online learning of school children in India during

COVID-19. Journal of Interdisciplinary Mathematics, 24(2), 411-424.

 Jegede, O. J., Alaiyemola, F. F., & Okebukola, P. A. (1990). The effect of concept

mapping on students' anxiety and achievement in biology. Journal of Research in Science

Teaching, 27(10), 951-960.

 Jegete, O., Kirkwood, J. (1994). Students' anxiety in learning through distance education.

Distance Education, 15(2), 279 – 290

 Kaup et al., S. Kaup, R. Jain, S. Shivalli, S. Pandey, S. Kaup (2020). Sustaining

academics during COVID-19 pandemic: the role of online teaching-learning Indian J.

Ophthalmol., 68, pp. 1220-1221, 10.4103/ijo.IJO

 Lazarus, R, S (2000) Toward a Better Research on Stress and Coping. American

Psychologist, 55(1), 23-31.

 Lionarakis, Α. (1998). Η πρώτη επαφή διδάσκοντος – διδασκοµένων. Στο Α. Κόκκος, &

A. Λιοναράκης (Επιµ.), Σχέσεις διδασκόντων–διδασκοµένων, (σσ.105-115). Πάτρα:

Ελληνικό Ανοικτό Πανεπιστήµιο.

 Liu H. C. And Yen J. K. (2014) Eurasia journal of mathematics, science, and technology

education. ‘Effects of distance learning on learning effectiveness’. 10(6) pp. 575-580.

 Miller, T, & king F. (2003) Distance education. Pedagogy and best practices in the new

millennium, International Journal of leadership in education, 6 (3), 283-297.

 Moreira de Sousa, J., Moreira, C. A., & Telles-Correia, D. (2018). Anxiety, Depression

and Academic Performance: A Study Amongst Portuguese Medical Students Versus

NonMedical Students. Acta Med Port, 454-462.

 Oducado, R. M., & Estoque, H. (2021). Online Learning in Nursing Education during the

COVID-19 Pandemic: Stress, Satisfaction, and Academic Performance. Journal Of

Nursing Practice, 4(2), 143-153.

 Polit, D.F. & Hungler, B.P. (1999). Nursing research: principles and methods. 6th Ed.

[Online]. Philadelphia: J.B. Lippincott.

 P. Sahu Closure of universities due to coronavirus disease 2019 (COVID-19): impact on

education and mental health of students and academic staff Cureus (2020), pp. 4-9

 Sharma, G., & Pandey, D. (2017). Anxiety, Depression, and Stress in Relation to

Academic Achievement among Higher Secondary School Students. The International

Journal of Indian Psychology, 84-86.

 Shin N. And Chan J. (2004) British Journal of Educational Technology. ‘Direct and

indirect effects of online learning on distance education’.35(3), pp. 275-288

 Sowan and Jenkins, (2013). Designing, delivering, and evaluating a distance learning

nursing course responsive to student’s needs. Int. J. Med. Inform., 82 (2013), pp. 553-

564, 10.1016/j.ijmedinf.2013.02.004

 Tee, M. L., Tee, C. A., Anlacan, J. P., Aligam, K. J. G., Reyes, P. W. C., Kuruchittham,

V., & Ho, R. C. (2020). Psychological impact of COVID-19 pandemic in the Philippines.

Journal of affective disorders, 277, 379-391.

 Thandevaraj, E., Gani, N. and Nasir, M. (2021) A Review of Psychological Impact on

Students Online Learning during Covid-19 in Malaysia. Creative Education, 12, 1296-

1306. doi: 10.4236/ce.2021.126097.

 Vergides, D. (1998). Σύγχρονες οικονοµικές και κοινωνικές εξελίξεις στην Ελλάδα και

Ανοικτή Εκπαίδευση. Στο ∆. Βεργίδης, Α. Λιοναράκης, Α. Λυκουργιώτης, Β. Μακράκης

& Χ. Ματραλής, (Επιµ.), Ανοικτή και εξ Αποστάσεως Εκπαίδευση. Θεσµοί και

λειτουργίες, (σσ. 95-124).

 Wyatt, T. J., Oswalt, S. B., & Ochoa, Y. (2017). Mental Health and Academic

Performance of First-Year College Students. International Journal of Higher Education,

Vol. 6, No.3