Anca, Etal. (2023)

Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE
AN ANALYSIS OF THE COPING STRATEGIES AND STUDENTS’ ENGAGEMENT AMONG

SENIOR HIGH SCHOOL STUDENTS AMIDST THE COVID-19 PANDEMIC
GERALDINE P. ROBLES
Teacher II
Department of Education- Division of Quezon
Gumaca, Quezon Province
+639999503565
geraldine.robles@deped.gov.ph
Abstract
This study aimed to analyze the coping strategies and students’ engagement among senior
high school students amidst the COVID-19 pandemic. A quantitative approach -descriptive-correlation
design was utilized which involved 1154 senior high school students in Gumaca National High School.
They were enrolled in the S.Y. 2021-2022 and were chosen through complete enumeration. The
researcher used standardized tests such as the Filipino Coping Strategies Scale (FCSS) and Student
Engagement Instrument (SEI) were used as bases for the analysis and interpretation of the coping
strategies and student engagement of the senior high school students. The gathered data were
analyzed and interpreted using weighted mean, standard deviation, and Pearson R Correlation. An
association of the coping strategies and student engagement was found. Data attest to the need to
take the appropriate steps and intervene through a psychoeducational program to strengthen the
coping strategies and students’ engagement competencies among students so they can thrive in
difficult situations.
Keywords: coping strategies, student engagement, motivation, resilience, adolescence
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I. INTRODUCTION
When the World Health Organization (2020) characterizes COVID-19 as a pandemic and
declares a global emergency on March 11, 2020, they emphasized that this is not just a public
health crisis; it is a crisis that will touch every sector. In fact, one sector that has been dramatically
affected by the COVID-19 pandemic is the education sector and it affected all learners' lives in the
Philippines since March. This is the first pandemic to have profoundly impacted education in the
Philippines and across the world (Uy, 2020).
Furthermore, student learning engagement has been shifted from the typical face-to-face
setup to the so-called "New Normal" learning modality. Due to this sudden learning transition,
student learning engagement problems and the difficulty of establishing proactive coping strategies
to the various challenges lead senior high school students to break down their resilience during the
pandemic. It is thought-provoking that even before the COVID-19 pandemic, students dealt with
multiple challenges in their learning engagement, what more if their usual routine has changed with
lots of uncertainties. In regard, the unique learning situation changes the lives of many students and
senior high school students are one group that has been particularly affected by these changes.
Therefore, the researcher aimed to study and analyze the coping strategies and student
engagement among senior high school students of Gumaca National High School-Quezon Province
amidst pandemic. It was observed that senior high school students are faced with different
challenges that have never occurred before. The shift from face-to-face learning to online and
modular learning modalities has brought significant daily life adjustments. No more getting up early,
attending classes, and coming home at a specific time usually provide them a sense of routine in
their lives. Senior high school students were anxious about dealing with and accomplishing their

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learning tasks. In connection with the above-mentioned statements, guidance and counseling
services in schools provide a vital role in addressing this issue. Also, working directly with students
and collaboratively with teachers and principals, guidance counselors can develop individual and
systematic interventions that address students' social and emotional needs and promote academic
achievement.
Consequently, anchored with the general goal of guidance and counseling as well as the
Department of Education; which is to contribute to an individual's holistic development, the
researcher believed that analyzing the coping strategies and student’s engagement among senior
high school students amidst pandemics would extensively address the presented issue. Lastly, the
study's primary goal is to develop a psychoeducational program on strengthening students' coping
strategies and student’s engagement.
A. RESEARCH QUESTIONS
The study aimed to analyze the coping strategies and students' engagement amidst the
pandemic and provide intervention through a psychoeducational program on strengthening
the coping strategies and student engagement of senior high school students.
Specifically, it sought answer to the following questions:
1. What are the identified coping strategies of senior high school students based on the
Filipino Coping Scale (FCS) in terms of:
a. cognitive reappraisal (pagsusuri)?
b. social support (paghingi ng tulong)?
c. problem solving (pagtugon)?
d. religiosity (pagkarelihiyoso)?

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e. tolerance (pagtitiis)?
f. emotional release (paglabas ng saloobin)?
g. overactivity (pagmamalabis)?
h. relaxation/ recreation; (paglilibang)? and
i. substance abuse; (pagbibisyo)?
2. What is the student engagement of the senior high school students based on the Student
Engagement Instrument (SEI) in terms of:
a. cognitive engagement? and
b. affective engagement?
3. Is there any significant relationship between the senior high school students’ coping
strategies and student engagement?
B. HYPOTHESIS
Hypothesis 1: There is no significant relationship between students' coping strategies and
student engagement.
II. BRIEF REVIEW OF RELATED LITERATURE AND STUDIES
There is a large number of studies of coping and student engagement in the general popu-
lation. This part discusses the related literature and studies about coping strategies, students' en-
gagement, and resiliency. Thus, this gives a deeper analysis and explanation of the research for a
better understanding of the reader.
In regard, Skinner and Gembeck (2016) mentioned that coping is an essential process inte-
gral to adaptation and survival. It depicts how people detect, appraise, deal with, and learn from
stressful encounters.

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On the other hand, Thien and Razak (2012) discussed coping within a motivational
model of psychological control and focusing on primary human motives or needs for
competence, autonomy, and relatedness (as cited in Skinner et al., 1990). Nevertheless,
Roth and Cohen later conceptualized coping in terms of the direction of the coping
responses about the threat or stressor. Approach coping is any behavioral, cognitive, or
emotional activity directed toward a danger (e.g., problem-solving or seeking information).
Avoidance is any behavioral, cognitive, or emotional action directed away from a threat (e.g.,
denial, withdrawal). In general, the use of more approaches and less avoidance coping has
been associated with more positive outcomes. But, some strategies grouped under
avoidance coping may vary in their effectiveness (Dubow & Rubinlicht, 2011).
According to All Answers Ltd. (2018), conceptualizations of engagement are plentiful,
and settling on a primary definition has been a challenge for researchers (as cited in
Appleton et al., 2008; Trowler, 2010). Perhaps the most significant difficulty has been the
profusion of the “Jingle Jangle” fallacy in engagement research (as cited in Appleton et al.,
2008; Reschly & Christenson, 2012). The Jingle Jangle fallacy refers to either the utilization
of two or more terms to describe the same construct (i.e., the “jingle”) or the use of one term
to describe two or more constructs (i.e., the “jangle”).
Hence, the researcher claimed that the way how students cope with every challenge in
school and life has something to do with how they positively engage in school.
The National Survey of Student Engagement (2017), student engagement represents
two critical features of academic quality. The first is the amount of time and effort students
put into their studies and other educationally purposeful activities. The second is how the
institution deploys its resources and organizes the curriculum and other learning
opportunities to get students to participate in activities
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learning. Similarly, the underlying foundation of engagement is a relationship between students'
learning and the time, effort, and resources they devote to their education.
Moreover, Yazon et al. (2017) opined that coping skills improve class attendance,
participation, persistence even when faced with setbacks or failure in general, and arm them with
the stronger, more resilient self who can lead to a much more positive learning experience (as
cited in Aun et.al 2011). Looking back in 2016, Skinner and Pitzer stated that the study of
ongoing engagement could be enriched by incorporating concepts of everyday resilience,
focusing on what happened when students make mistakes and encounter difficulties and failures
in school. The same personal and interpersonal resources that promote engagement may shape
students' reactions to challenges and obstacles, with academic coping an essential bridge back
to reengagement.
In connection to this, Pascoe (2019) highlights that education settings are places where
young people develop their social and emotional skills to become resilient and thrive. Therefore,
education settings can work to improve student academic-related stress by providing programs
shown to decrease stress and increase student engagement and coping (as cited in
OECD,2015). The psychological impact of COVID-19 on adolescents will be felt both in the short-
term and long-term, and efforts should be made to equip adolescents with strategies to build
resilience. Improving the resilience of high school students with self-help strategies must be
given attention. Students can be encouraged to create short-term goals and schedules and
taught mindfulness techniques to build resilience(Thakur, 2020). According to UNICEF (2020)
building resilient education systems beyond the COVID-19 pandemic and call for stakeholders
and decision-makers at national, local school levels to support governments, ministry officials,

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and other education decision-makers at the federal level, local governments, and schools to plan
for education recovery and normalization following the spring 2020 school closure and education
disruption. The literature review underlines the significance of interventions and programs in
schools in strengthening students’ resiliency, especially during this time of crisis. Since, it is
imperative to strengthen coping strategies and student engagement based on the works of
literature, the researcher developed a psychoeducational program to strengthen the coping
strategies and student engagement in adolescents.
Figure 1: Conceptual Paradigm of the Study
Figure 1 illustrates the paradigm of the study. It has three dimensions. First, the variables
(demographic profile of the respondents) as input; second, the coping strategies and level of
engagement as to process; third, the homeroom guidance program on strengthening the coping
strategies and student engagement as the output of the study.

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III. SCOPE AND LIMITATIONS
The study analyzed the coping strategies and student’s engagement among senior high
school students amidst pandemic and developed a psychoeducational program on strengthening the
coping strategies and student engagement. Moreover, the respondents of this study are the grade
eleven (11) and twelve (12) students who were enrolled at Gumaca National High School for the
school year 2021-2022. Additionally, this study discussed the identified coping strategies, level of
engagement and its relationship. Furthermore, Gumaca National High School, which is the research
locale of the study, is located at Brgy. Mabini Gumaca, Quezon. It is one of the largest public high
schools in Quezon Province. Since the survey questionnaire is through Google Forms, the deterrents
encountered in this study were the internet access of the respondents and some of them do not have
gadgets. The researcher utilized the complete enumeration survey method and facilitated data
gathering utilizing online survey forms through Google Forms. The complete enumeration survey
method is used to obtain information from every unit of the entire population. Moreover, the
researcher did not obtain information on the total population however, the researcher achieved more
than sixty percent (60%) response rate of the entire population.
In an attempt to investigate the relationship of coping strategies and level of students’
engagement, this study utilized two standardized tests namely Filipino Coping Strategies Scale
(FCSS) and Student Engagement Instrument (SEI). Also, it employed a quantitative approach and
descriptive survey research design employing a correlational research method. This design aims at
gathering and describing data in a systematic manner and correlational research established the
associations between coping strategies and student’s engagement. From the obtained data, the
researcher utilized the following statistical measures to characterize and infer their responses. For
objectives 1 and 2, the Weighted Mean was used to get the respondents' mean responses regarding

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their coping strategies and student engagement. In addition, the Standard Deviation was used to
characterize the dispersion of the responses of the respondents around the mean value. For objective
3, Pearson R Correlation was used to measure and test for the relationship of the coping strategies
and student engagement of students amidst pandemic.
IV. METHODOLOGY
The quantitative approach applying the descriptive correlation method of research through
a survey was employed in this study. The researcher strictly followed the guidelines and protocols for
COVID-19 upon data gathering. First, formal written communication/request was sent to the Gumaca
National High School and Department of Education-Division of Quezon administrators to get approval
before the conduct of the online survey. Second, since the researcher employed a complete
enumeration survey method, the researcher sent the consent form through google forms to every unit
of the population which comprised of one thousand one hundred fifty- four (1154 ) grade 11 and 12
students for the S.Y. 2021-2022. This is to ensure that the respondents and their guardians have
knowledge about the nature, objectives, and benefits of the research. The contact number of the
researcher is reflected on the google form so that they can contact the latter if ever there is further
clarification about the study. No respondents were forced to reveal information that the respondent or
their guardians does not wish to reveal. Respondents may choose not to disclose their identity upon
answering the survey questionnaire to respect confidentiality and privacy. The accomplished informed
consent form was retrieved before the conduct of the study. Third, the standardized research
questionnaires were encoded in the google form and the survey google link form was sent to every
unit of the target population with the help of their class advisers. However, the researcher did not
obtain information of the entire population instead the researcher obtained more than sixty percent

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(60%) of the response rate of the entire population and still achieved a good complete enumeration
data. Lastly, the respondents submitted their responses which were carefully analyzed and
interpreted by the researcher. Furthermore, the presented problem was personally observed by the
researcher on the said locale so she pushes through the analysis of coping strategies and student
engagement. This study utilized two standardized tests to measure the coping strategies and student
engagement of the respondents, respectively. The survey questionnaire is comprised of two parts:
Part I contains statements which identify coping strategies of the respondents in terms of; cognitive
reappraisal (pagsusuri), social support (paghingi ng tulong), problem-solving (pagtugon), religiosity
(pagkarelihiyoso), tolerance (pagtitiis), emotional release (paglabas ng saloobin), overactivity
(pagmamalabis), relaxation/recreation (paglilibang) and substance abuse (pagbibisyo) which was
identify using the Filipino Coping Strategies Scale (FCS); Part II measures the level of engagement in
terms of; cognitive engagement and affective engagement, which were identified using the Student
Engagement Instrument (SEI);This survey questionnaire determined the relationship of coping
strategies and students’ engagement upon applying statistical treatment. Furthermore, the Filipino
Coping Strategies scale is a dispositional type of scale. It is written in Tagalog with an English
translation under each item to provide a better understanding of the content of the scale and observe
sensitivity to the local Filipino context. Additionally, the FCS is composed of nine domains to measure
the various coping strategies. It is a 4-point Likert format from 1 indicating Never or Hindi to 4
indicating Often or Madalas and is consists of 37 items.
Moreover, the Student Engagement Instrument was created to provide insights into
students’ feelings about school (affective engagement) and beliefs about school (cognitive
engagement). The items are categorized by three affective engagement themes; teacher-student
relationships, peer support at school, and family support for learning; and three cognitive engagement

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themes; control and relevance of school work, and future aspirations and goals. It is a 5-point Likert
format from 1 indicating Strongly Disagree to 5 indicating Strongly Agree and is consists of 35
items.Since the Filipino Coping Strategies (FCS) was written in Filipino, the researcher also translated
the Student Engagement Instrument (SEI) in Filipino with the help of a Master Teacher with a
specialization in the Filipino Language. This is to provide a better understanding of the content of the
instrument.
Additionally, the researcher was formally allowed by the author of the Filipino Coping
Strategies Scale (FCSS) and Student Engagement Instrument (SEI) to utilize the scale in this study.
The researcher made a formal communication through e-mail to secure permission. From the
obtained data, the researcher utilized the following statistical measures to characterize and infer their
responses. For objectives 1 and 2, the Weighted Mean was used to get the respondents' mean
responses regarding their coping strategies and student engagement. In addition, the Standard
Deviation was used to characterize the dispersion of the responses of the respondents around the
mean value. For objective 3, Pearson R Correlation was used to measure and test for the relationship
of the coping strategies and student engagement of students amidst pandemic.
V. FINDINGS
Table 1: Overall Coping Strategies of Senior High School Students based on the Filipino Coping
Scale (FCS)
Mean
Verbal Ran
Dimensions (Std.
Interpretation k
Dev)
Cognitive Reappraisal 2.88 Often 4
(0.668)
Social Support 2.48 Sometimes 6
(0.680)
Problem Solving 3.35 Always 2

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(0.690)
Religiosity 3.37 Always 1
(0.741)
Tolerance 2.62 Often 5
(0.846)
Emotional Release 2.00 Sometimes 8
(0.588)
Overactivity 2.25 Sometimes 7
(0.630)
Relaxation/Recreation 3.09 Often 3
(0.665)
Substance Use 1.20 Never 9
(0.399)
General Average 2.58 Often
(0.357)
Legend: 3.26 - 4.00 = Always 2.51 - 3.25 = Often
1.76 - 2.50 = Sometimes 1.00 - 1.75 = Never
Table 11 displays overall coping strategies of senior high school students based on the
Filipino Coping Scale. As can be seen, respondents generally scored high on most of the domains in
the scale except on the substance use domain. When it comes to the overall coping strategies of the
respondents based on the FCS, respondents always engage in religiosity and problem solving with a
mean of 3.37 and 3.35 respectively. Data also shows that respondents often apply
relaxation/recreation, cognitive reappraisal, and tolerance with a mean of 3.09, 2.88, and 2.62
correspondingly. Also, it has been revealed that respondents sometimes engage in social support,
overactivity, and emotional release and that they never apply substance use with a mean of 2.48,
2.25, 2.00, and 1.20. De Leon and Balila (2015) mentioned that Filipino adolescents face the
difficulties and challenges that life brings in different coping strategies. They do such acts to feel
better.

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Table 2: Overall Level of Student Engagement of the Senior High School Students based on Student
Engagement Instrument (SEI)
Mean Verbal
Ran
Dimensions (Std. Interpretatio
k
Dev) n
Affective Engagement 3.93 Agree 1
Mean Verbal Ran (0.735)
Sub-Dimensions (Std. Interpretatio k
Dev) n
Teacher-Student 3.95 Agree 2
Relationships (0.801)
Peer Support at 3.78 Agree 3
School (0.807)
Family Support for 4.06 Agree 1
Learning (0.914)
Cognitive Engagement 3.58 Agree 2
Mean Verbal Ran (0.661)
Sub-Dimensions (Std. Interpretatio k
Dev) n
Control and 4.08 Agree 2
Relevance of (0.810)
School Work
Future aspirations 4.44 Strongly 1
and Goals (0.844) Agree
Intrinsic Motivation 2.22 Agree 3
(1.213)
General Average 3.76 Agree
(0.636)
Legend: 4.21 - 5.00 = Strongly Agree 3.41 - 4.20 = Agree 2.61 - 3.40 = neither Agree nor Disagree
1.81 - 2.60 = Disagree 1.00 - 1.80 = Strongly Disagree
Table 2 reveals that when it comes to the overall level of student engagement of the
respondents, they agree about family support for learning, teacher-student relationships, and peer
support at school with a weighted mean of 4.06, 3.78, and 3.95 respectively. It can be gleaned upon
the respondents' agreement about affective engagement with a weighted mean of 3.93. Respondents
strongly agree about future aspirations and goals with a weighted mean of 4.44, that they agree about
control and relevance of schoolwork with a weighted mean of 4.08, and disagree that they were

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motivated extrinsically with a weighted mean of 2.22. This means that the respondents agree about
cognitive engagement to accomplish tasks. In general, respondents agree about affective and
cognitive engagement.
Likewise, Appleton (2016) mentioned that cognitive and affective engagements are
potential mediators of academic and behavioral engagement, or in other words, engaging or
disengaging students cognitively and affectively precedes changes in students' behavior and
academic engagement. As others have posited, they hypothesize that there are Matthew Effects
between contexts and engagement wherein as students are engaged, contexts provide feedback and
support that promote ever greater engagement (as cited in Ceci & Papierno, 2005).
Table 3: Significant Relationship between the SHS Students’ Coping Strategies and their Affective
Engagement
Affective Engagement CC DoR p-value Conclusion

Cognitive Reappraisal 0.337* Moderately Weak Positive 0.000 Significantly
Relationship Correlated
Social Support 0.278* Moderately Weak Positive 0.000 Significantly
Problem Solving 0.422* Moderately Weak Positive 0.000 Significantly
Religiosity 0.400* Moderately Weak Positive 0.000 Significantly
Tolerance 0.123* Weak Positive 0.000 Significantly
Emotional Release 0.037 Weak Positive 0.210 Not Significantly
Overactivity 0.045 Weak Positive 0.124 Not Significantly
Relaxation/Recreation 0.401* Moderately Weak 0.000 Significantly
Positive Relationship Correlated
Substance Use -0.075 Weak Negative 0.011 Not Significantly
Legend: CC = Correlation Coefficient DoR = Degree of Relationship *Significant
at α =0.05

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Table 3 presents the significant relationship between the SHS students' coping strategies and
their affective engagement using Pearson R Correlation. It is used to analyze the degree of
relationship between two variables. The null hypothesis states that the SHS students’ coping
strategies and the level of their affective engagement has no significant correlation. On the other
hand, the alternative hypothesis states that there is a significant correlation. Using the p-value
method, the null hypothesis is rejected whenever the p-value is less than or equal to the level of
significance; otherwise, Ho fails to be rejected.
As shown, the respondents' affective engagement and their coping strategies in terms of
cognitive reappraisal, social support, problem-solving, religiosity, and relaxation/recreation has a
moderately weak positive relationship since the correlation coefficients are within + 0.25 – + 0.49. In
addition, tolerance, emotional release, and overactivity have a weak positive relationship with the
students' affective engagement, while substance use has a weak negative relationship with the latter.
Inferring with the relationship, the students' affective engagement of students and their coping
strategies in terms of cognitive reappraisal, social support, problem-solving, religiosity, tolerance, and
relaxation/recreation exhibit a p-value that is less than 0.05; thus, there is sufficient evidence to reject
the null hypotheses. At a 5% level of significance, there is enough evidence to conclude that student
affective engagement and their coping strategies in terms of cognitive reappraisal, social support,
problem-solving, religiosity, tolerance, relaxation/recreation is significantly correlated. In support of
these findings, Spann et.al (2019) mentioned that engaging in cognitive reappraisal – and affective
regulation strategy that involves changing the way one thinks about a situation – was beneficial for
successfully solving a level when participants were frustrated or confused.
Moreover, Perry et al. (2018) supports the interrelatedness between different sources of social
support as important factors to consider in understanding and improving self-regulated learning


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across multiple domains of well-being and adjustment. The study of Nwosu et al. (2020) showed that
respondents adopted more of a problem-focused coping than emotion-focused coping strategies and
were academically engaged. Also, Fisher et al. (2015) determined “stress tolerance” or one’s ability to
adapt to or cope with stressors (Welle & Graf, 2011). Students who have higher stress tolerance
theoretically have, or perceive that they have, more resources available to them to manage demands
or cope with stress and engage in school.
As mentioned in Eubank and Devita (2020), identified recreation as a supportive environment
engagement indicator does not delineate between structured or formal recreation and unstructured or
informal recreation. Informal recreational activities such as running, swimming, and weightlifting are
among the activities that college students participate in most frequently (as cited in Forrester, 2015).
Activities such as swimming may reduce stress and increase emotional well-being (as cited in
Glasper, 2017). Investigating the impact of informal recreational activities like swimming, running, and
lifting weights on stress was a gap in the literature we sought to address (as cited in National Survey
of Student Engagement 2019).

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Table 4: Significant Relationship between the SHS Students’ Coping Strategies and of their Cognitive
Engagement
Cognitive Engagement CC DoR p-value Conclusion

Cognitive Reappraisal 0.224** Weak Positive 0.000 Significantly
Social Support 0.200** Weak Positive 0.000 Significantly
Problem Solving 0.275** Moderately Weak Positive 0.000 Significantly
Religiosity 0.299** Moderately Weak Positive 0.000 Significantly
Tolerance 0.162** Weak Positive 0.000 Significantly
Emotional Release 0.099** Weak Positive 0.001 Significantly
Overactivity 0.139** Weak Positive 0.000 Significantly
Relaxation/ 0.283** Moderately Weak 0.000 Significantly
Recreation Positive Relationship Correlated
Substance Use 0.031 Weak Positive 0.301 Not Significantly
Legend: CC = Correlation Coefficient DoR = Degree of Relationship *Significant
at α =0.05
Table 4 presents the significant relationship between the SHS students' coping strategies and
their cognitive engagement using Pearson R Correlation. It is used to analyze the degree of
relationship between two variables. The null hypothesis states that the SHS students’ coping
strategies and their affective engagement has no significant correlation. On the other hand, the
alternative hypothesis states that there is a significant correlation. Using the p-value method, the null
hypothesis is rejected whenever the p-value is less than or equal to the level of significance;
otherwise, Ho fails to be rejected.
As shown, the respondents' cognitive engagement and their coping strategies in terms of
problem-solving, religiosity, and relaxation/recreation has a moderately weak positive relationship
since the correlation coefficients are within + 0.25 – + 0.49. In addition, cognitive reappraisal, social

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support, tolerance, emotional release, and overactivity have a weak positive relationship with the
students' cognitive engagement.
Inferring with the relationship, the student's cognitive engagement of students and their
coping strategies in terms of cognitive reappraisal, social support, problem-solving, religiosity,
tolerance, emotional release, overactivity, and relaxation/recreation exhibit a p-value that is less than
0.05; thus, there is sufficient evidence to reject the null hypotheses. At a 5% level of significance,
there is enough evidence to conclude that level of student cognitive engagement and their coping
strategies in terms of cognitive reappraisal, social support, problem-solving, religiosity, tolerance,
emotional release, overactivity, and relaxation/recreation is significantly correlated. In support of these
findings, Thomas and Savoy (2014) mentioned that concepts from emotion science point to possible
links with specific religious coping strategies, such as the link between cognitive reappraisal, as an
emotion regulation strategy (as cited in Gross 1998; Thomas and Savoy 2014), and positive religious
coping strategies (as cited in Cornish et al. 2017; Peres et al. 2007; Wallace and Shapiro 2006).
Furthermore, Sahil and Kashim (2011) revealed from the structural equation modeling
suggest that both teacher and parental support are significantly related to adolescent cognitive
engagement through their academic efficacy, thus lending support for a full mediation model while
peer support was directly related to cognitive engagement. As mentioned by, Nwosu et. al. (2018)
students adopted more problem-based/positive coping strategies in handling academic-related
stress (As cited in Majumdar & Ray, 2010; Kwaah & Essielfie, 2017)
Moreover, Napora (2103) revealed that the impact of meditation on cognitive engagement,
relaxation, and academic performance of undergraduate college students was investigated.
Additionally, the relationships between relaxation and cognitive engagement, and between these

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variables and students’ academic performance were explored. Furthermore, relaxation was examined
for its potential as an indicator of engagement and meditation as a potential facilitator of engagement.
CONCLUSIONS
Based from the findings, the following conclusions were drawn:
1. On the coping strategies of the respondents, the majority of them always engage in
religiosity and problem solving, and the respondents often engage in cognitive reappraisal, tolerance,
and relaxation. Also, they sometimes engage in social support, emotional release, and overactivity. It
is noteworthy that the respondents never engage in substance use as their coping strategy.
Religiosity is the most practiced coping strategy of the respondents among all domains in the scale; in
fact, empirical studies show that religious beliefs and practices can help people to cope with difficult
situations.
2. On the student engagement of the respondents, most of them agree about student
engagement in terms of affective and cognitive engagement. Specifically, in affective engagement,
the respondents agree about teacher-student relationships, peer support at school, and family support
for learning. In terms of cognitive engagement, the respondents agree about control and relevance of
schoolwork and future aspirations and goals. However, the respondents disagree that they were
motivated to accomplish tasks extrinsically.
3. On the significant relationship between respondent’s coping strategies and student engagement,
the domain of cognitive reappraisal, social support, problem-solving, religiosity, relaxation/recreation,
tolerance, emotional release, overactivity, and substance use is significantly correlated to the
engagement of the respondents. This implies that the relationship is moderate and weak, and the

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impact is minimal, although both variables appear to rise in response to one another. There was no
significant correlation between any of the other variables.
RECOMMENDATIONS:
Following a thorough review of the study's findings and conclusions, the following
recommendations are made:
1. The coping strategies of the students may be further strengthened to guide them to become
more engaged and resilient in life's challenges, particularly during unexpected circumstances. Thus,
school guidance advocates can provide self-help guides (infographics) for students which will give
them enough information and more options on various coping strategies through posting on different
social media platforms.
2. It is imperative that parents/guardians and teachers be given enough support to guide the
students since they are considered to have a significant role in providing support to the students to
effectively surpass life’s challenges. For teachers, basic training in psychosocial support may be
provided. Psychosocial support may be strengthening their skills in assisting students to utilize coping
strategies in addressing difficult circumstances. Assist their children to cope, engage well in school,
and thrive in difficult situations. For parents, a parenting education forum can be facilitated to assist
them in realizing the impacts of their relationship with their adolescents’ engagement and coping.
3. Utilization of the major final output of this study such as PROJECT S.T.R.O.N.G.( Strength
Towards Resilience of the New Generation): A Proposed Psychoeducational Program on
Strengthening the Coping Strategies and Student Engagement Competencies can be considered as
part of school's curriculum or activity. Teachers may be given further training in facilitating the said
Homeroom Guidance Program during the INSET training.

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4. The need to strengthen the coping strategies and student's engagement among
adolescents is significant. Thus, addressing the need for a psychoeducational program in
strengthening the coping strategies and student's engagement may help. A program for adolescents
is needed for them to cope, engage well in school and succeed in all endeavors. The need for the
support of the heads of the institutions in providing intervention is vital for the overall well-being of the
students.
5. It is recommended that replication of this study be done to evaluate the effectiveness of the
Proposed Psychoeducational Program proposed by the researcher. Also, future researchers may
consider the level of engagement of the students.

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LIST OF REFERENCES
All Answers Ltd. (2018). Theories of student engagement in education. Retrieved from
https://ukdiss.com/examples/student-engagement-theories-education.php?vref=1
Appleton, J.J., Christenson, S., Furlong, M.J, (2008). Student engagement with school: Critical
conceptual and methodological issues of the construct. Psychology in the schools,
45(5):369 – 386. https://doi.org/10.1002/pits.20303
De Leon, J.D. & Balila, E. (2015). Filipino adolescents: Coping strategies a confirmatory factor
analysis. Retrieved from http://3rdscholarsconf.unai.edu/?page_id=8 Electronic ISSN :
2476-9606
Dubow, E.F. & Rubinlicht, M. (2011). Coping. Encyclopedia of Adolescence.109-118.
https://doi.org/10.1016/B978-0-12-373951-3.00107
Fisher, A., Lacy, M., & Eakman, A. (2015). Factors associated with college students perceived
stress.https://mountainscholar.org/bitstream/handle/10217/167026/Brough_colostate_0053N_1
2994.pdf?sequence=1
Gembeck, Z.M. & Skinner, E.A. (2016). Coping. Encyclopedia of Mental Health (Second Edition),
350-357, https://doi.org/10.1016/B978-0-12-397045-9.00036-7
Napora, L. (2013). The impact of classroom-based meditation practice on cognitive
engagement, mindfulness and academic performance of undergraduate college
students (Order No. 3598720). Available from ProQuest Dissertations & Theses
National Survey of Center of Student Engagement (2017). Results from the 2017 National Survey of
Student Engagement. Retrieved from https://uwm.edu/institutional-research/national-
survey-of-student-engagement-2017/

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Olson, A. L., & Peterson, R. L. (2015, April). Student Engagement, Strategy Brief. Lincoln, NE:
Student Engagement Project, University of Nebraska-Lincoln and the Nebraska
Department of Education. http://k12engagement.unl.edu/student-engagement.
Pascoe, M.C., Hetrick, S.E., & Parker, A.G. (2019). The impact of stress on students in secondary
school and higher education. International Journal of Adolescence and Youth, 25(1), 104-
112. https://doi.org/10.1080/02673843.2019.1596823
Perry, J. C., Fisher, A. L., Caemmerer, J. M., Keith, T. Z., & Poklar, A. E. (2018). The role of
social support and coping skills in promoting self-regulated learning among urban
youth. Youth & Society, 50(4), 551–570. https://doi.org/10.1177/0044118X15618313
Spann, C.A., Shute, V.J., Rahimi, S., & Mello, D.K. (2019). The productive role of cognitive
reappraisal in regulating affect during game-based learning. Science Direct, 100, 358- 369.
https://doi.org/10.1016/j.chb.2019.03.002
Thakur (2020). Mental health in high school students at the time of COVID-19: A student’s
perspective. NCBI Resources, 59(12): 1309–1310.doi: 10.1016/j.jaac.2020.08.005
Thien, L.M. & Razak, N.A. (2012). Academic Coping, Friendship Quality, and Student
Engagement Associated with Student Quality of School Life: A Least Square Analysis.
Social Indicators Research, 112(3). DOI:10.1007/s11205-012-0077-x
Thomas, E., & Savoy, S. (2014). Relationships between traumatic events, religious coping style,
and posttraumatic outcomes. Traumatology: An International Journal, 20(2), 84–
90. https://doi.org/10.1037/h0099380
United Nations Children’s Fund (2020). Building Resilient Education Systems beyond the
COVID-19 Pandemic. Retrieved from https://www.unicef.org

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Uy, A.M. (2020). Is the pandemic destroying Philippine Education?
https://theaseanpost.com/article/pandemic-destroying-philippine-education
World Health Organization (2020). Media briefing on COVID-19.https://www.who.int/director-
general/speeches/detail/who-director-general-s- opening-remarks-at-the-media-briefing-on-
covid-19---11-march-2020
Yazon, A.D., Manaig, K.A., & Tesoro., J.F. (2017). Coping mechanism and academic performance
among filipino undergraduate students in 4th International Research Conference on Higher
Education. KnE Social Sciences, 30-42. https://doi.org/10.18502/kss.v3i6.2372

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APPENDICES
Final Output
A PSYCHOEDUCATIONAL PROGRAM
I. Title of Psychoeducational Program
● “PROJECT S.T.R.O.N.G. (Strength Towards Resilience of the New Generation): A

PROPOSED PSYCHOEDUCATIONAL PROGRAM ON STRENGTHENING THE COPING
STRATEGIES AND STUDENT’S ENGAGEMENT COMPETENCIES”
II. Description of Psychoeducational Program
This psychoeducational program is designed to students strengthen their coping strategies

and engagement to thrive in adversities in life. It is intended for individuals who are in adolescence
stage and experiencing problems related to coping and engaging in school.
III. Rationale Psychoeducational Program
” Within every adversity is an equal or greater benefit.

Within every problem is an opportunity.
Even in the knocks of life, we can find great gifts.”
This famous quote reminds us that no matter how hard our situation is, there is always
hope that good times will always come because nothing is permanent in this world. In every
challenge there is always chance to learn and grow but how can we find ways to learn and grow if
we are uncertain of the things that are happening around us?
When the World Health Organization (2020) characterizes COVID-19 as a pandemic and
declares a global emergency on March 11, 2020, they emphasized that this is not just a public health
crisis; it is a crisis that will touch every sector. In connection to this, one sector that has been
dramatically affected by the COVID-19 pandemic is the education. Uy (2020) mentioned that
the COVID-19 pandemic had affected all learners' lives in the Philippines since March. This is the first
pandemic to have profoundly impacted education in the Philippines and across the world.
As mentioned in Wiguna et al., (2020), adolescence is the period of transition from childhood
into adulthood. Based on the United Nation definition, adolescence is the period of between 10 and
19 years of age. It is a period to develop self-image, self-identity, self-certainty, self-esteem, and
independence. So, adolescence period incorporates biological and psychosocial factors. The brain
hormonal changes in this period links to a gap or asynchrony between cognitive abilities, emotional

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regulation, and self-control capabilities. Furthermore, the need of fitting in and conforming to the
standards of psychosocial roles of transition are very apparent during this period of development.
Hence, adolescents experience inflated sense of self-esteem, self-importance, and uniqueness but at
the same time they experience self-criticism, sadness, and anger. From the above development
perspectives, adolescents may experience several challenging life situations.
Thus, being a teenager is difficult, and it is assumed that the COVID-19 pandemic has made it
even harder. For instance, to acquire the psychosocial strength to support their mental well-being,
adolescents need to spend more time with their peers, engaging in outdoor activities and spending
more time at school to accommodate their cognitive development and life skills. Hence, stay at home
means they are missing sports activities, class activities, and many other important moments.
The PROJECT S.T.R.O.N.G. (Strength Towards Resilience Of the New Generation) is a

proposed psychoeducational program to inform and educate students on how they can strengthen
their coping strategies and student’s engagement competencies so they will be able to deal with
adversities in life.
Hence, at the end of this program the students are expected to:
1. Understand the concepts of coping strategies and student’s engagement;

2. Recognize ways on how to strengthen coping strategies and student’s engagement;
3. Apply different thinking tools designed to improve their coping strategies and student’s
engagement;
4. Practice different feeling tools designed to strengthen their coping strategies and student’s
engagement;
5. Utilize different doing tools designed to help them toughen their coping strategies and
student’s engagement;
6. Integrate the knowledge and practices learned in order to equipped one’s self on different
tools and ways to face adversities in life.
IV. Theoretical Framework of Homeroom Guidance Program
This Psychoeducational Program is anchored and guided by the following theoretical basis
and principles.
First is the Bioecological theory of human development formulated by Urie Bronfenbrenner.

He recognized that multiple aspects of a developing child’s life interact with and affect the
child. In addition, Bronfenbrenner’s work (as cited in Bronfenbrenner, 1979; Bronfenbrenner &
Morris, 2006) has provided a comprehensive conceptual rationale of how central social
contexts in a child’s life interact and influence key outcomes, including social and emotional
adjustment, school performance and student engagement. Furthermore, this theory is
consisting of five systems of interaction that the former is nested in the latter, (1) Microsystem,

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(2) Mesosystem, (3) Exosystem, (4) Macrosystem, and (5) Chronosystem. These contexts can
exert an impact on their children’s coping and school engagement through their direct
involvement.
Next is the Transactional Model of Stress and Coping by Richard Lazarus and Susan
Folkman, they claimed that coping could be divided based on its function, into problem-
focused coping and emotion-focused coping. Problem-focused coping includes those
strategies that involve acting on the environment (e.g., seeking support from others to solve
the problem) or the self (e.g., cognitive restructuring), while emotion-focused coping includes
those strategies used to regulate one's stressful emotions (e.g., using substances, emotional
ventilation) (as cited in Lazarus, 1984).
Lastly, is the Self-determination theory (SDT) which is a theory of motivation formulated by

Edward Deci and Richard Ryan. They claimed that student engagement is conceptualized as
part of a larger motivational process with the learning context feeding back into the individuals’
conceptualization. Deci and Ryan (2012) mentioned that Self-determination theory (SDT) is an
empirically derived theory of human motivation and personality in social contexts that
differentiates motivation in terms of being autonomous and controlled.
V. PROJECT S.T.R.O.N.G: Psychoeducational Program Modules
Module 1
A. Module Title: Pre-Test and Psychoeducational
B. Module Description: This module measures the students’ current coping strategies and
engagement. This also focuses on the concepts of coping strategies and student engagement
and how these ideas are affecting their mental well-being. This describes their difficulties and
engagements on every situation, what they think about their current situation, and how they
plan to manage such difficulties.
C. Module Objectives: At the end of this module, the students will be able to:
1. Define the concepts of coping strategies and students’ engagement;

2. Discuss how these concepts might help them to face adversities in life;
3. Suggest things how they think they can manage their experiences; and situations
related to coping strategies and student engagement.
D. Methodology: This module will utilize the following methods:
1. Test administration utilizing the FCS and SEI;

2. Lecture;

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3. Essay Writing;
4. Processing.
E. Activity: Lecture/Reading
1. Time Frame: 90 Minutes
● 20 Minutes for reading and answering the FCS and SEI

● 30 Minutes for Lecture/Reading
● 20 Minutes for Essay Writing
● 20 Minutes Processing
2. Materials
● Test Questionnaires
● Powerpoint presentation
● Ballpen/ Pencil
3. Facilitator/s: Class Adviser/Guidance Counselors
4. Instructions:
a. Instruction 1: Introduction of the Class Adviser/Guidance Counselor
I am ______________your Class Adviser/Guidance Counselor for this

school year and I am here to help you to strengthen your coping strategies and
student engagement in order for you to strongly face adversities in life and
improve your well-being
b. Instruction 2: Introduction of the PROJECT S.T.R.O.N.G.: Psychoeducational

Program
This psychoeducational program was developed based on the research

results by Geraldine P. Robles where she identified that coping strategies in
terms of cognitive reappraisal (pagsusuri), social support(paghingi ng tulong),
problem solving (pagtugon), religiosity (pagkarelihiyoso), relaxation/recreation
(paglilibang), tolerance, emotional release (paglabas ng saloobin), overactivity
(pagmamalabis) and substance use (pagbibisyo) is significantly correlated to
the student’s engagement (cognitive and affective engagement) of the
respondents. This result points out that strengthening the coping strategies and
student engagement among adolescence is needed. This psychoeducational
program is grounded by the theory of Bronfenbrenner the Bioecological Theory,

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Lazarus and Folkman’ Transactional Model of Coping and Stress and Deci and
Ryan’s Self-Determination Theory.
c. Instruction 3: Introduction of the Module
This module will provide an initial measure of the students’ current

coping strategies and student engagement. This will also focus on letting them
understand the concepts of coping strategies student engagement and how
these concepts affect their mental well-being and how they are going to
strongly face adversities in life. In relation, it will let them describe their
experiences and engagements on the concepts mentioned above, what they
think about these things, and how they plan to thrive in difficult situations.
d. Instruction 4: Test Administration
Filipino Coping Strategies Scale (FCS)- is a dispositional type of

scale. It is written in Tagalog with an English translation under each item to
provide better understanding of the content of the scale and observe sensitivity
to the local Filipino context. Additionally, the FCS is composed of nine domains:
cognitive reappraisal (pagsusuri), social support (paghingi ng tulong), problem
solving (pagtugon), religiosity (pagkarelihiyoso), relaxation/recreation
(paglilibang), tolerance, emotional release (paglabas ng saloobin), overactivity
(pagmamalabis) and substance use (pagbibisyo) to measure the various coping
strategies It is a 4-point likert format from 1 indicating Never or Hindi to 4
indicating Often or Madalas and is consists of 37 items. (Please see Appendix
A – Filipino Coping Strategies Scale (FCS).
Student Engagement Instrument (SEI)- was created to provide

insights into students’ feelings about school (affective engagement) and beliefs
about school (cognitive engagement). The items are categorized by three
affective engagement themes; teacher-student relationships, peer support at
school, and family support for learning; and three cognitive engagement
themes; control and relevance of school work, and future aspirations and goals.
It is a 5-point likert format from 1 indicating Strongly Disagree to 5 indicating
Strongly Agree and is consists of 35 items. (Please see Appendix B -Student
Engagement Instrument (SEI).
e. Instruction 5: Lecture
This lecture will focus on introducing the concepts of the coping

strategies and student’s engagement. It will be presented by the facilitator

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through a short interactive lecture using a power-point presentation and a

couple of question-and-answer portions. For students who are in modular
distance learning, the class advisers/guidance counselors may guide them on
how they are going to introduce the concepts.
f. Instruction 6: Introduction of the activity
Now that you learned about the concepts of the coping strategies and
Student’s Engagement. We will now try to understand how you can strongly
face adversities in life and try to discover the things that we can try in order to
strengthen your coping skills and student engagement. Please try to write your
answers through an essay.
g. Instruction 7: Processing Questions
1. How do you think you can use various coping strategies and engage in
school at the same time?
2. What are the things you think you can do to face adversities in life?
h. Instruction 8: Closing
Next meeting, we will be exploring various ways and activities to help you
strengthen your coping strategies.
F. Processing Questions
1. How do you think you can use various coping strategies and engage in
school at the same time?
2. What are the things you think you can do to face adversities in life?
Module 2
A. Module Title: Responding to Life Challenges 1
B. Module Description: This module aims to familiarize the students about how to cope with
stressors and challenges in life. This will also give students an overview of stress and coping
as it relates to engaging in motivated behavior especially in school and challenging situations.
C. Module Objectives: At the end of this module, the students are expected to:

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1. Discuss that understanding stress and its sources during adolescence may help in
identifying ways to cope and have a healthful life;
2. Strengthen religiosity, problem solving, relaxation and cognitive reappraisal as coping

skills;
3. Identify and manage their emotions;
4. Utilize ways to cope through various exercises.
1. Stress Response/Stress Survival Kit;

2. Leaving it to God;
3. Problem Solving Exercises;
4. Relaxation/Recreation Exercises;
5. Cognitive Triangle.
E. Activity:
● 10 Minutes for Stress Response/Stress Survival Kit

● 10 Minutes for “Leaving it to God”
● 10 Minutes for Relaxation/Recreation Exercises
● 20 Minutes for Problem Solving Exercises
● 20 Minutes for Cognitive Triangle
● 20 Minutes for Processing
2. Materials
● Objects/symbols for survival kit

● Powerpoint Presentation
● Ballpen/ Pencil
● Bond Paper
3. Facilitator/s: Class Advisers/Guidance Counselors
4. Instructions (present this step-by-step and in numbered format)
a. Instruction 1: Introduction of Stress Response/Survival Kit
This part will focus on a brief discussion about stress response, how to
keep stress under control and how students may learn to work under pressure
or unusual conditions.

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This part will also have a short activity which is the “Stress Survival Kit”
wherein students will have to choose 3 objects or symbols that can make them
feel relaxed and they will include those things in their kit. (Please see Appendix
C - Stress Survival Kit).
b. Instruction 2: Introduction of the “Leaving it to God”
This part will concentrate on understanding the importance of religiosity

as coping mechanism to face problems and how it can reduce the impact of
stresses and promote a less risky lifestyle. This will also help adolescents to
promote connectedness which can improve their student engagement,
confidence and well-being.
c. Instruction 3: Introduction of the Relaxation/Recreation Exercises-
This part will focus on a brief discussion on how adolescents may

understand their emotions and how it can help them to decide well. This will
also focus on relaxation/recreation exercises which may help them to regulate
their emotions.
c. Instruction 4: Introduction of the Problem-Solving Exercises
This section will be emphasized how adolescents may provide possible

effective responses for a tough situation, and increases the possibility of
choosing the best solution.
d. Instruction 5: Introduction of the Cognitive Triangle
This will give awareness to adolescents how thoughts, behaviors and

feelings affect one another and how they can positively deal with every given
situation.
e. Instruction 6: Processing Questions
1. How do you think your awareness to stress responses and other coping skills
may help you to face adversities in life?
2. How do you think you can help yourself strengthen these coping mechanisms?
f. Instruction 7: Closing

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Next meeting, we will be exploring other coping strategies and may

learn how to strengthen them so adolescents may learn how to deal with
adversities in life.
1. How do you think your awareness to stress responses and other coping skills
may help you to face adversities in life?
2. How do you think you can help yourself strengthen these coping mechanisms?
Module 3
A. Module Title: Responding to Life Challenges 2
B. Module Description: This module aims to familiarize the students about how to cope with
stressors and challenges in life. This will also give students an overview of stress and coping
as it relates to engaging in motivated behavior especially in school and challenging situations.
1. Strengthen tolerance, social support, emotional release, and manage; overactivity as

coping skills;
2. Identify and manage their emotions;
3. Utilize ways to cope through various exercises.
1. Distress Tolerance Skills ;
2. Social Support Skills;
3. Time Management Skills;
4. Emotion Regulation.
E. Activity:

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● 15 Minutes Distress Tolerance Skills

● 15 Minutes Social Support Skills
● 20 Time Management Skills
● 20 Minutes Emotion Regulation
2. Materials
● Ballpen/ Pencil
● Bond Paper
a. Instruction 1: Introduction of the Distress Tolerance Skills
This part will focus on discussion about distress tolerance skills and how
it may help adolescents to create a short-term relief for painful situations and
minimize the risk of impulsive actions. It may also help adolescents to accept
reality and tolerate negative emotions and able to address and eventually
resolve the situation.
b. Instruction 2: Introduction of the Social Support
This part will give emphasis on understanding the importance of social

support as coping mechanism and how it can help them to gain support from
their friends, family and other people to turn to in times of need or crisis and
give them a broader focus and positive self-image.
c. Instruction 3: Introduction of the Time Management Skills
This part will introduce how respondents would be able to manage their
time well so they will not extend hours to work on a task. This will also focus to
reduce the anxiety when school works are due and on how they can have
better decision-making skills, increased independence and responsibility and to
have better performance at school.
c. Instruction 4: Introduction of the Releasing Emotions
This part will allow adolescents to establish emotional expression and

emotional regulation and how they can acknowledge their emotions and

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eventually manage what they feel and choose the best action in order to
positively deal with a difficult situation.
d. Instruction 5: Processing Questions
1. How do you think various coping strategies help you to face difficult
situation?
2. How do you think you can strengthen the presented coping strategies?
f. Instruction 6: Closing
Next meeting, we will be exploring the affective and cognitive

engagement that will familiarize you on how can you engage well in school
despite of the challenges in life.
situation?
2. How can you strengthen the presented coping strategies?
Module 4
A. Module Title: Strengthening Student Engagement
B. Module Description: This module aims to acquaint students about how to engage well in
school despite of the stressors and challenges in life. This will also give students an overview
on how to established engaging and motivated behavior especially in school and challenging
situations.

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1. Strengthen cognitive and affective engagement;
2. Identify contributing factors that may affect student engagement;
3. Utilize ways to established engaging behavior through various exercises.
1. Cognitive Engagement Enhancement;
2. Affective Engagement Enhancement.
E. Activity:
● 35 Minutes for Cognitive engagement enhancement

● 35 Minutes for Affective engagement enhancement
2. Materials
● Ballpen/ Pencil
● Bond Paper
a. Instruction 1: Introduction of the Teacher-Student Relationship (Affective

Engagement)
This part will focus on understanding the importance of having a positive

relationship of students with their teachers and how it can affect students
behavioral and academic adjustment.
b. Instruction 2: Introduction of the Peer Support at School (Affective Engagement)

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This part will give awareness of the significance of peer relationships

and how they are beneficial and it will introduce to different strategies that we
use to develop and maintain peer relationships. This will also help students to
recognize the basic characteristics of how to be a good friend and what are the
characteristics are wanted and unwanted of people.
c. Instruction 3: Introduction of the Family Support for Learning (Affective

Engagement)
This will put emphasis on the great role of family to support student
learning and how students can connect and established good relationship with
their family to create emotional support, security and safety.
c. Instruction 4: Introduction of the Control and Relevance of School Work

(Cognitive Engagement)
This part will focus on the student’s capability to have control in doing
their tasks and how they can put a lot of effort to truly understand a topic and
persists studying until they successfully finished their work.
d. Instruction 5: Introduction of the Habit Plan (Cognitive Engagement)
This part will introduce on how adolescents can develop habits which
can be a vital part of working toward long-term goals and connect a new habit
to an existing one then achieved the completion of the task.
e. Instruction 6: Introduction of the Intrinsic Motivation (Cognitive Engagement)
This part will focus on how adolescents may explore things that
encourage them, make them feel good and act as a driving force to set, plan
and accomplish their goals.
f. Instruction 7: Processing Questions
1. How do you think various factors of student engagement may help you to
become successful in life?
2. How do you think you can strengthen these factors that influence student
engagement?
g. Instruction 6: Closing

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Next meeting, we will be exploring various exercises to strengthen your

coping strategies specifically it will focus on the Cognitive Triangle and ways
that we can do to thrive and face difficult situations in life.
situation?
2. How can you strengthen the presented coping strategies?
Module 5
A. Module Title: Thinking Tools, Cognitive Triangle Model
B. Module Description: This module aims to help the students recognize how their thoughts,
emotions and behaviors are all interconnected with each other, and influence one another.
How it can affect individuals and the people around them. It will also help them how to manage
their own thoughts, feelings and eventually choose appropriate coping strategies or strengthen
their current coping mechanisms to achieved student engagement.
1. Recognize their own thoughts, feelings and behavior that may influence their
coping strategies and student engagement;
2. Identify their own thoughts, feelings and behavior that may influence their coping
strategies and student engagement;
3. Determine how their own thoughts, feelings and behavior affect them and the
people around them;
3. Employ various ways to manage their own thoughts to reinforce their coping
strategies and student engagement.
1. Journaling;
2. Group Processing.

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E. Activity: Journaling
● 70 Minutes journaling
2. Materials
● Objects/symbols for survival kit

● Ballpen/ Pencil
● Bond Paper
4. Instructions:
a. Instruction 1 - This module will focus on introducing the Cognitive Triangle

Model to the students and the utility of the Cognitive Triangle Worksheet
(Please see Appendix D Cognitive Triangle Worksheet Guide).
b. Instruction 2 - Using the Cognitive Triangle Worksheet, the students together
with the facilitators will try to recognize their emotions which could include
events, feelings, or situations where they feel difficulties to face challenging
situations and find it hard to engage in school.
c. Instruction 3 - The students together with the facilitators will identify sources of
their stress and anxiety and empower to target them effectively by pairing them
with successful and heathy coping strategies and create a plan for tackling
obstacle that they face especially in school. (Please see Appendix E Coping:
Stressors and Resources).
d. Instruction 4 - The students together with the facilitators will share an
understanding of the difficulties faced by the students and strengthen positive
coping strategies in order to engage well in school.
(Please see Appendix F - Coping Styles Formulation)
e. Instruction 5 - The students together with the facilitators will recognize various
coping strategies as a way of responding to stress when dealing with real-life
problems and how they use it to help students understand how they have suc-
cessfully overcome adversity in the past, and strengthen these skills that they
might wish to develop with practice.
(Please see Appendix G - Coping Skills Inventory)
f. Instruction 6 - The participants will then proceed in answering the processing
questions to crystallize the things they just learned from this activity.

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1. What are the things you could do to recognize and regulate your emotions?
2. What are your current coping strategies and how can you strengthen them in
order for you to thrive in difficult situation especially in school?
3. Do you believe that with your current coping strategies you can confidently deal
with adversities in life? Why?
Module 6
A. Module Title: Feeling Tools, Handling Emotions
B. Module Description: This module aims to help the students to explore feeling tools created to
manage their emotions and practice them in the most effective way through applying various
coping strategies and achieved student engagement.
1. Understand their emotions and how it can affect them and the people around them;
2. Execute various exercises and techniques in order to strengthen their coping

strategies and student engagement;
3. Practice these various exercises and techniques to toughen their coping strategies
and student engagement.
D. Methodology: This module will utilize the following methods.
1. Mindfulness Meditation
2. Imagery
2. Relaxation/Recreation Exercises
E. Activity: Prayer, Butterfly Hug, and TikTok Challenge
● 30 Minutes on Mindfulness Meditation

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● 20 Minutes on Imagery
● 20 Minutes on Relaxation/Recreation Exercises
2. Materials
● Ballpen/ Pencil
● Bond Paper
4. Instructions:
a. Instruction 1 - This will focus on introducing the nature and utility of mindfulness
meditation and relaxation/recreation exercises.
b. Instruction 2 – Now, to make you feel calm and peaceful we will do some
meditation. Mindfulness meditation is a mental training practice that teaches
you to slow down racing thoughts, let go of negativity, and calm both your mind
and body. To start with, close your eyes and please sit comfortably and breathe
naturally. Notice any discomfort or movement of your body, direct you breathe
into that space and work towards total stillness. Don’t rush this step, it will take
practice. Try not to judge yourself, simply notice where you are today in the
practice of resting and stillness. Release your body and its health to God,
showing gratitude for being fearfully and wonderfully made. Using your
imagination go to a place where you feel safe, calm and happy. What images,
colors, sounds and scents do you observe in your safe place? As thoughts
arise, let them go without any judgement or reaction. Simply notice the thoughts
and let them go. This too takes practice. When you find yourself distracted by
your thoughts, say this to yourself “God is always there for me and He will
strengthen and help me”. Now, cross both arms over your chest and place each
hand on your shoulder and breathe slowly (inhale & exhale). Release any
distractions and worries to God, knowing when it is time for action you will be
supported then return to quiet and stillness. Then, gently begin tapping each
hand one at a time on your arms (tap for 10 counts). Pause and take a deep
breathe. Continue tapping your arms until you feel more relaxed. When you feel
your meditation is complete, slowly put down your arms and open your eyes
and take a big cleansing breathe and repeat “God is always there for me and
He will strengthen and help me”.

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c. Instruction 3 – Now, that you feel calm and peaceful, let us try another activity
that you will surely enjoy. TikTok Challenge invite active engagement and
connection which is extremely important during the pandemic, and social media
is becoming a major way to reach out to others. TikTok has been a helpful way
for young people to feel less isolated. Now, grab your phone and open your
TikTok application and create a content that you find enjoyable and will make
you feel free from stress and worries. You only have 20 minutes to create your
content.
1. What do you feel during the Butterfly Hug and TikTok Challenge?
2. Did these exercises help you?
3. Do you think these exercises will be helpful in the future?
Module 7
A. Module Title: Doing Tools, Students who feel better perform better: Coping Strategies
and Student Engagement Enhancement
B. Module Description: This module aims to motivate students to embrace challenge, assume
ownership of learning and realize their intellectual potential and encourage them to
established growth mindset through a fun activity which can enhance their coping strategies
and student engagement.
1. Differentiate fixed mindset to growth mindset;
2. Discover the importance of reflecting on their own language can help them deal with
struggles, and help them develop a growth mindset and strengthen their student
engagement;
2. Find out why developing a growth mindset can be a powerful tool for students to carry
throughout their lives.
1. Social-Psychological Intervention

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E. Activity: Growth Mindset: Paper Challenge
● 15 Minutes Introduction of the Fixed Mindset and Growth Mindset

● 50 Minutes Paper Challenge
● 25 Minutes Processing
2. Materials
● Scissors
● Scrap paper
4. Instructions:
a. Instruction 1 – The students will be asked to do something difficult and record

the mindset language they use. The facilitators will introduce a discussion
about how they can improve their language to tackle challenges. A social-
psychological intervention starts with the subjective experience of the student in
his environment. It is not an intervention that increases the students’ academic
ability; it’s not subject or content-focused. Instead, a social psychological
intervention changes the way that students think or feel about within or outside
the school, or think or feel about themselves in school or outside the school.
b. Instruction 2 – Create a mystery structure that students will need to try to

reproduce, and present 4-5 mystery structures. Fold paper in half (use solid
paper, we used two colors to illustrate what's happening!). Make cuts to the
middle fold (Two on one side, and one on the other). Twist the paper and refold
as needed in the middle to finish the structure!
c. Instruction 3 – Ask students to get into groups or student may ask their family
members to assist them with the goal of recreating the paper structure. There
are only three rules:
a. Students must complete the activity in 10 minutes using only one

sheet of paper and scissors;
b. Looking at the original structure is fine, but no touching;

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c. Working together (with classmates or family members) is

encouraged, but don’t shout out the answer to other groups when
you figure it out.
d. Instruction 4 – While students are attempting to recreate the paper structure,

listen and record their “mindset language.” Examples include: “this is
impossible,” “I can’t do it,” “this is hard,” “I like this challenge,” and “let’s try…”
Before time is over, start writing language examples on the board without
names.
e. Instruction 5- Students will further explore the concept of fixed mindset and
growth mindset and how it is important for them to find effective coping
strategies and engage well in school as well as to thrive in difficult situations.
1. How were you feeling about the activity in the first minute versus the last?
2. What kinds of things were you saying (or maybe just thinking)?
3. Pick out one example of a “fixed mindset” quote and one “growth mindset” quote; ask
students which of the mindsets might lead to success next time and why.
Module 8
A. Module Title: Module Integration
B. Module Description: This module aims to integrate the knowledge and practices learned in
order to strengthen their coping strategies and student engagement.
1. Enumerate the different activities they participated in;
2. Describe self before and after the activities;
3. Share their insights of the new learned behavior and skills which they can apply to
strongly face adversities in life.
1. Music Therapy (writing a song)

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2. Focus Group Discussion
E. Activity:
● 40 Minutes for Music therapy (writing a song)

2. Materials
● Clean Bond paper

● Pencil or Pen
4. Instructions:
a. Instruction 1 – The students will be asked to create a song in any genre and
write their composition in a clean bond paper. The lyrics of the song should
describe all learnings and skills that they have learned from participating in
different activities.
b. Instruction 2 – After creating a song, the students will perform their

composition using their own style and expression at the same time
informing audience what they have gained from previous activities.
Composition/songwriting is one kind of music therapy that supports the
client in creating their own music or lyrics. It may validate experiences
externalizing thoughts or emotions, promote an alternative manner of
expression and foster creativity.
1. What did you learn about yourself by participating in this activity?
2. What was the most challenging part of the activities? Why?
3. What did you learn from this activity that you did not know before?
4. How did the activities help you to strengthen your coping strategies and student’s
engagement?

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VI. Summary/Overview of the Modules
Module Number Module Title Time-frame
Module 1 Pre-Test and Homeroom Guidance 90 Minutes
Module 2 Responding to Challenges 1 90 Minutes
Module 3 Responding to Challenges 2 90 Minutes
Module 4 Strengthening Student Engagement 90 Minutes
Module 5 Thinking Tools, Cognitive Triangle Model 90 Minutes
Module 6 Feeling Tools, Handling Emotions 90 Minutes
Module 7 Doing Tools, Student who feel better 90 Minutes

perform better: Coping Strategies and
Student Engagement Enhancement
Module 8 Module Integration 90 Minutes
Total Number of Days/Hours for Program Implementation 12 hours, 90 Minutes per

Day, having 1 day per week,
lasting for about 8 weeks.

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UPDATED CURRICULUM VITAE
GERALDINE P. ROBLES
Contact no.: 09999503565
Address: Zone 3 Brgy. Tabing Dagat
Gumaca, Quezon
Email add: geraldine.robles@deped.gov.ph
CAREER OBJECTIVE
To succeed in an environment of growth and excellence and advocate resiliency among youth
which provides me job satisfaction, self-development and help me achieve personal as well as
organizational goals.
EDUCATION
GRADUATE STUDIES

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Master of Arts in Education 2019-2022

major in Guidance and Counseling
Manuel S. Enverga University Foundation
Lucena, City
TERTIARY
Certificate of Teacher Education (Professional Education 19 Units) 2016-2017

Holy Child Jesus College
Gumaca, Quezon
Bachelor of Arts major in Psychology 2005-2009

Southern Luzon State University
Lucban, Quezon
SECONDARY
Gumaca National High School 2001-2005
Gumaca, Quezon
PRIMARY
Gumaca West Elementary School 1996-2001
Gumaca, Quezon
WORK EXPERIENCES
Public School Teacher II 2018-Present

Gumaca National High School
Gumaca, Quezon
Duties and Responsibilities:
 Teaches or more grades/levels using appropriate and innovative teaching strategies

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 Facilitates learning in the elementary/secondary schools through functional lesson plans

(for new teachers up to 3 years) Daily Log (for teachers teaching 4 years and above) of
activities and appropriate, adequate and updated instructional materials
 Monitors and evaluates pupils/students’ progress
 Undertakes activities to improve performance indicators
 Maintains updated pupils/students’ progress regularly
 Supervises curricular and co-curricular projects and activities
 Maintains updated pupil/student school records
 Counsels and guides pupils/students
 Supports activities of governmental and non-governmental organizations
 Conducts Action Plan
 Maintains Daily Routine (classroom cleanliness, classroom management, overall physical
classroom atmosphere
 Maintains harmonious relationship with fellow teachers and other school personnel as
well as with parents and other stakeholders
 Does related work
Designate Guidance Counselor/ MTG Center Coordinator 2010-2014

Philippine Tong Ho Institute
Lucena, City
Duties and Responsibilities:
 Conducting individual and group counseling sessions to advise and assist students with academic
and vocational development.
 Evaluating students’ attributes and assisting them in realizing their objectives.
 Developing and implementing counseling strategies with contemporary methods of mentoring.
 Identifying behavioral problems and acting appropriately to remedy the situation.
 Paying attention to societal and cultural differences in all student matters.
 Assessing the development of students and highlighting their sense of accomplishment.
 Completing evaluations, analyzing results, and providing purposeful feedback.
 Cooperating with parents, academic staff, and external partners.
 Arranging and scheduling orientation programs and internships.
 Advertising facilities and study programs to potential students.
 Implementing and facilitating educational and training workshops for academic staff.
 Organize events.
PRESENTATIONS/ INVITED LECTURES/AUTHORSHIP

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Paper Presentation, Gumaca West District Siyasig Research Plenum 2022, Infographics Category, Villa
Perez National High School Gumaca, Quezon, December 8, 2022
Paper Presentation, Online Research Forum on Optimizing Teaching and Learning in a Changing
Educational Landscape, De La Salle Lipa Batangas, May 25, 2022.
Resource Speaker, “Mental Health Talk: Do not let your struggles become your identity”, Manuel S.
Enverga University Foundation, via ZOOM meeting, May 7, 2022
Resource Speaker, “G10 Career Orientation Program” via Google Meet and FB Live, Gumaca National
High School, April 5, 2022
Resource Speaker, “Let’s Talk about YOU: Mental Health and Psychological Well-Being Appreciation”,
Southern Luzon State University, via ZOOM webinar March 19, 2022
Resource Speaker, “LSM: A Message to Young People, College Scholars and SK Municipal Federation,
Chill Out Night and Interactive Seminar, Sangguniang Kabataan Sitio Teresa Multi-Purpose Hall, Brgy.
Buensuceso Gumaca, Quezon, February 25, 2022
Writer, Division Initiative Supplementary Learning Materials for Senior High School-Subject, Senior High
School, Quarter 1, DepEd-Division of Quezon, Curriculum Implementation Division-Learning Resource
Management Section, December 18, 2020
Compiler, Disciplines and Ideas in the Applied Social Sciences, Supplementary Learning Materials for
Senior High School-Subject, Gumaca National High School
Writer, An Analysis of Coping Strategies and Students’ Engagement among Senior High School Students
Amidst the COVID-19 Pandemic, Gumaca West District Siyasig Research Plenum 2022, Infographics
Category, Villa Perez National High School Gumaca, Quezon, December 8, 2022
PROFESSIONAL TRAINING/SEMINARS/WEBINARS
Changing Classroom Practices Through Action Research

Gumaca West District Siyasig Research Plenum 2022
Villa Perez National High School
Gumaca, Quezon
December 8, 2022
Mental Health 101:Paano ba malaman kung may problema na?

Your Millennial Psychologist and Development Solutions OPC

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Via FB Live and Google Meet

July 29, 2022
School Based Training: Upskilling Teachers on RPMS-PPST

Gumaca, Quezon
March 21, 2022
Regional Workshop on the Use of Filipino Language

Department of Education Region IV-A CALBARZON
Curriculum and Learning Management Division (CLMD)
May 2-4, 2022
ONLINE COURSE: Health Resilience of the Public Service Continuity Planning

Philippine Disaster Resilience Foundation in cooperation with New Zealand Foreign Affairs and Trade Aid
Programme
February 4, 2022
ONLINE COURSE: Resilient Mental Health and Well-Being

Philippine Disaster Resilience Foundation in cooperation with New Zealand Foreign Affairs and Trade Aid
Programme
February 2, 2022
The Wisdom Behind Grammarly

Virtual Inset for Teachers
Office of the Undersecretary for Administration
DepEd Central Office
August 30- September 3, 2021
The Creative Utilization of CANVA for Students Performance Task


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Advantages of Using Open Educational Resources (oers)

Professional Development Program with Microsoft Education

Reorientation for School Property Custodian and it Coordinators regarding the DepEd
Computerization Program Policies and Guidelines
Techniques and Learning Delivery Style in Conducting Effective Virtual Classes

Proper Etiquette in Sending e-mail and Understanding Guidelines for Copyright

Capability Building for Teachers and School Leaders Focused on Development and Utilization of
I.D.E.A Lesson Exemplar
DepEd-Region IV A CALABARZON-NEAP
August 13-15, 2022

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PGCA Webinar Series 2020: Science of COVID-19 Coping Behavior

Philippine Guidance and Counseling Association, Inc.
June 4, 2020
PGCA Webinar Series 2020: Living Through a Time of Crisis

June 2, 2020
PGCA Webinar 2020 series: Resilience in the New Normal

May 28, 2020
PGCA Webinar 2020 Series: Blended Hugs: Supporting others through P.F.A.
May 26, 2020
Online Professional Development Course: Journey to a Healthy Psychological Being

Resource for Educators and Academic Professionals and Rex Bookstore
March 26 to April 30, 2022
International Training on Teaching Strategies

Southeast Asian Institute of Educational Training, Inc.
Legazpi, City
November 30 to December 2, 2022
PERSONAL SKILLS
 Computer Literate
 Good interpersonal and communication skills
 Natural ability to work both alone or as a part of a team
 Strong organizational skills and attention to detail
 Have knowledge in psychological testing
CHARACTER REFERENCES

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Region IV-A
JULIETA O. PORTADES
Master Teacher I, SHS Coordinator
Gumaca, Quezon
Phone: +(63) 917-118-0518
FRANCIS M. JIMENEZ
Master Teacher I, STEM Coordinator
Gumaca, Quezon
Phone: +(63) 917-137-1415
RODONES S. TRIMILLOS, PhD

Master Teacher I, HUMSS Coordinator
Gumaca, Quezon
Phone: +(63) 9106629274

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321

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Republic of the Philippines

AN ANALYSIS OF THE COPING STRATEGIES AND STUDENTS’ ENGAGEMENT AMONG

Keywords: coping strategies, student engagement, motivation, resilience, adolescence

“Creating Possibilities, Inspiring Innovations”

Philippines and across the world (Uy, 2020).

“Creating Possibilities, Inspiring Innovations”

Department of Education; which is to contribute to an individual's holistic development, the

study's primary goal is to develop a psychoeducational program on strengthening students' coping

strategies and student’s engagement.

pandemic and provide intervention through a psychoeducational program on strengthening

Specifically, it sought answer to the following questions:

Filipino Coping Scale (FCS) in terms of:

a. cognitive reappraisal (pagsusuri)?

b. social support (paghingi ng tulong)?

c. problem solving (pagtugon)?

“Creating Possibilities, Inspiring Innovations”

f. emotional release (paglabas ng saloobin)?

h. relaxation/ recreation; (paglilibang)? and

i. substance abuse; (pagbibisyo)?

Engagement Instrument (SEI) in terms of:

a. cognitive engagement? and

strategies and student engagement?

Hypothesis 1: There is no significant relationship between students' coping strategies and

II. BRIEF REVIEW OF RELATED LITERATURE AND STUDIES

better understanding of the reader.

“Creating Possibilities, Inspiring Innovations”

emotional activity directed toward a danger (e.g., problem-solving or seeking information).

According to All Answers Ltd. (2018), conceptualizations of engagement are plentiful,

to describe two or more constructs (i.e., the “jangle”).

The National Survey of Student Engagement (2017), student engagement represents

learning. Similarly, the underlying foundation of engagement is a relationship between students'

ongoing engagement could be enriched by incorporating concepts of everyday resilience,

taught mindfulness techniques to build resilience(Thakur, 2020). According to UNICEF (2020)

“Creating Possibilities, Inspiring Innovations”

literature, the researcher developed a psychoeducational program to strengthen the coping

strategies and student engagement in adolescents.

Figure 1: Conceptual Paradigm of the Study

strategies and student engagement as the output of the study.

“Creating Possibilities, Inspiring Innovations”

III. SCOPE AND LIMITATIONS

than sixty percent (60%) response rate of the entire population.

In an attempt to investigate the relationship of coping strategies and level of students’

“Creating Possibilities, Inspiring Innovations”

and student engagement of students amidst pandemic.

“Creating Possibilities, Inspiring Innovations”

reappraisal (pagsusuri), social support (paghingi ng tulong), problem-solving (pagtugon), religiosity

(pagkarelihiyoso), tolerance (pagtitiis), emotional release (paglabas ng saloobin), overactivity

(pagmamalabis), relaxation/recreation (paglilibang) and substance abuse (pagbibisyo) which was

Engagement Instrument (SEI);This survey questionnaire determined the relationship of coping

indicating Often or Madalas and is consists of 37 items.

“Creating Possibilities, Inspiring Innovations”

of the coping strategies and student engagement of students amidst pandemic.

“Creating Possibilities, Inspiring Innovations”

1.76 - 2.50 = Sometimes 1.00 - 1.75 = Never

“Creating Possibilities, Inspiring Innovations”

1.81 - 2.60 = Disagree 1.00 - 1.80 = Strongly Disagree

“Creating Possibilities, Inspiring Innovations”

potential mediators of academic and behavioral engagement, or in other words, engaging or

Affective Engagement CC DoR p-value Conclusion

“Creating Possibilities, Inspiring Innovations”

significance; otherwise, Ho fails to be rejected.

cognitive reappraisal, social support, problem-solving, religiosity, and relaxation/recreation has a

problem-solving, religiosity, tolerance, relaxation/recreation is significantly correlated. In support of