RESULTS

This chapter shows the tabulation of gathered data and their respective presentation,

analysis, interpretation, and discussion in measuring the effects of support systems regarding

the academic stress of Social Work students of Bicol University College of Social Sciences and

Philosophy due to flexible learning brought about by the COVID-19 Pandemic.

Academic Stress that Social Work Students Experienced during Flexible Learning

Tables 4 – 6 present the identified academic stresses under Physical, Emotional, and

Behavioral Stress experienced by social work students during flexible learning. The overall

interpretations of the result that the study found on students’ academic stress.

Table 4

Physical Stress of Social Work Students during Flexible Learning

Adjectival
Statements Weighted Mean
Interpretation
Back pain 4.14 Usually

Sleep problems 4.03 Usually

Eye strain or dry eyes 3.91 Usually

Headaches 3.87 Usually

Fatigue 3.64 Usually

Chest pain and nervousness 3.37 Sometimes

Missed doing outdoor activities
(entertainment and extracurricular
3.36 Sometimes
activities)

Dizziness because of the reading learning

3.36 Sometimes
materials
Overall 3.71 Usually
Interpretation: 1.00 – 1.79 = Never; 1.80 – 2.59 = Rarely; 2.60 – 3.39 = Sometimes; 3.40 – 4.19 = Usually; 4.20 – 5.00 = Always
 The table shows each statement's weighted mean and adjectival interpretation,

indicating the physical stress Social Work students experienced during flexible learning. Based

on the results, the top 3 highest indicators are back pain, sleep problems, and eye strain or dry

eyes, with a weighted mean of 4.14, 4.03, and 3.91, respectively. All have an adjectival

interpretation of “Usually”, signifying that the mentioned stresses have been experienced every

other day by most social work students during flexible learning. On the other hand, dizziness

because of reading learning materials, missed outdoor activities, and chest pain and

nervousness were minor physical stresses for social work students.

Table 5

Emotional Stress of Social Work Students During Flexible Learning

Adjectival
Statements Weighted Mean
Interpretation
Fear of getting low scores in the
lecture process using the online 3.94 Usually
system

Academic Anxieties due to inability to

3.81 Usually
manage course load

Restlessness 3.69 Usually

Overwhelmed, helpless, or hopeless

due to the academic pressure from 3.47 Usually
family, relatives, and friends

Sadness, moodiness, grief, and

depression doing online activities 3.46 Usually
and assignments

Low self-esteem 3.44 Usually

Irritability and anger outbursts 3.22 Sometimes

Unappreciated and misunderstood

due to expectations from family, 3.08 Sometimes
friends, and relatives

Statements Weighted Mean Adjectival

 Interpretation
Isolated, lost, lonely, or abandoned 3.07 Sometimes

Lack of motivation 3.00 Sometimes

Disinterest in attending classes

because of financial problems (e.g.,
does not have enough budget to
2.94 Sometimes
provide a load for virtual classes and
incapacity to buy and sustain prepaid
or postpaid Internet
Overall 3.37 Sometimes
Interpretation: 1.00 – 1.79 = Never; 1.80 – 2.59 = Rarely; 2.60 – 3.39 = Sometimes; 3.40 – 4.19 = Usually; 4.20 – 5.00 = Always

Table 5 shows the fear of getting low scores in the lecture process using the online

system, experiencing academic anxiety due to the inability to manage course

load, and restlessness, with 3.94, 3.91, and 3.69, respectively, got the highest weighted mean.

The mentioned Emotional Stresses have an adjectival interpretation of Usually, or the

respondents have experienced the statements every other day during flexible learning. While

having disinterest in attending classes because of financial problems (e.g., does not have

enough budget to provide a load for virtual classes and incapacity to buy and sustain prepaid or

postpaid Internet, lack of motivation, and isolated, lost and lonely), was the emotional stress that

was not as high as the result of other emotional stress or was only experience sometimes

during flexible learning.

Table 6

Behavioral Stress of Social Work Students During Flexible Learning

Adjectival
Statements Weighted Mean
Interpretation
A rapid decrease in energy 3.60 Usually

Inability to rest, relax or let down due to

3.56 Usually
piled work
 Adjectival
Statements Weighted Mean
Interpretation
Difficulty in conveying ideas efficiently
and briefly, mainly to professors and 3.53 Usually
classmates during online discussions

Increased intake of sugary foods or

3.25 Sometimes
caffeine

Frequent checking of the surroundings to

2.79 Sometimes
see if it was safe

Increased usage of tobacco, alcohol,

1.64 Never
restricted drugs, or other vices
Overall 3.06 Sometimes
Interpretation: 1.00 – 1.79 = Never; 1.80 – 2.59 = Rarely; 2.60 – 3.39 = Sometimes; 3.40 – 4.19 = Usually; 4.20 – 5.00 = Always

Table 6 displays the weighted mean and adjectival interpretation of statements implying

the behavioral stress that the social work students experienced during flexible learning. The

results show the three highest indicators of emotional stress are a rapid decrease in energy at

3.60 weighted mean, inability to rest and relax or let down due to piled work at 3.56, and

difficulty in conveying ideas efficiently and briefly, mainly to professors and classmates during

online lectures with the weighted mean of 3.53. All have an adjectival interpretation of Usually,

or the mentioned stresses are experienced every other day mainly by the social work students. 

On the other hand, there was a slight increase in the usage of tobacco, alcohol, restricted drugs,

or other vices of most social work students during academic stress. Also, checking the safety of

the surrounding and increasing intake of sugary foods or caffeine were the slightest response to

academic stress in terms of emotional stress.

The Available Support System of Social Work Students during Flexible Learning
 Table 7 exhibits the frequency count and percentage of the selected and specified

support system of Social Work Students during flexible learning concerning the academic stress

experienced.

Table 7

Available Support System for Social Work Students During Flexible Learning

Support System of the Students f (%)

Family 306 94.4
Friends 280 86.4
Classmates 152 46.9
Relatives/Cousin 125 38.5
Significant Other (Boyfriend/Girlfriend) 117 36.1
Professors 66 20.3
Pets (Dogs, Cats, Rabbit) 7 2.1
Self 2 0.6
BTOB (KPop Boyband) 1 0.3

The table shows the available support systems for Social Work students during flexible

learning and their corresponding frequency count and percentage. Of 324 responses from social

work students, 306 or 94.4% of the sample size perceived family as part of their support system.

It is followed by 280 or 86.4% of the sample size, determining friends as their support system.

Lastly, 152 respondents, or 46.9%, indicate classmates as part of their support system in

alleviating academic stress brought by flexible learning. Moreover, few social work students

have added support systems that help them overcome academic stress; it includes pets like

dogs, cats, rabbits, a Kpop Boyband, and themselves.

The Effects of Available Support Systems in Helping Social Work Students Overcome

Their Academic Stress During Flexible Learning

 Table 8 presents the overall result of weighted mean and adjectival interpretation on the

effect of the available support system of Social Work Students in helping them overcome the

academic stresses they experience during flexible learning.

Table 8

Effects of the Support Systems of Social Work Students During Flexible Learning

Weighted Adjectival
Statements
Mean Interpretation
Excel academically because of the motivation
3.70 True
received
Got out of comfort zone and combated social
3.69 True
isolation and loneliness
Recognized that someone shows sympathy
3.62 True
and empathy
Sense a feeling of acknowledgment and
3.60 True
valued as an individual
Meditate and empower intrapersonal
3.59 True
relationship
Lessen anxiety about academics 3.57 True
Felt a sense of security whenever a feeling of
3.50 True
vulnerability unveils
Reduce the pressure from academic loads by
not adding responsibilities unrelated to school 3.49 True
during class hours
Calm disturbance and worries when a
3.48 True
stressful situation arises

Become resilient 3.37 Likely True

Keep up psychological well-being 3.36 Likely True
Achieved a problem-solving and decision-
3.30 Likely True
making proficiency

Realization of self-autonomy 3.27 Likely True

Stayed physically well because of the

3.09 Likely True
provision of comfort food
Uplift mood whenever overwhelmed 3.02 Likely True
 Weighted Adjectival
Statements
Mean Interpretation
Overall 3.44 True
Interpretation: 1.00 – 1.79 = Not True; 1.80 – 2.59 = Somewhat True; 2.60 – 3.39 = Likely True; 3.40 – 4.19 = True; 4.20 – 5.00 = Very True

Based on the effects of the Support Systems during flexible learning in overcoming

academic stress, it was stated that social work students excel academically because of the

motivation received from their support systems. They have gotten out of their comfort zone,

combatted social isolation and loneliness, and recognized that someone shows sympathy and

empathy during academic stress. They gathered the highest weighted mean of 3.70, 3.69, and

3.62, respectively, with adjectival interpretations of True or the effects of support system had

helped ease the academic stress of social work students. However, according to the calculated

weighted mean, social work students’ mood was perhaps uplifted whenever overwhelmed. Also,

staying physically well because of food provision and realizing self-autonomy were the minor

effect of the support system on social work students’ academic stress.

 DISCUSSION

           This chapter presents the findings, conclusions, summary, and recommendations the

researchers gathered in the previous chapters to answer the questions posed by the study.

Discussion and Interpretation of Results

Below is a summary of the results and analysis of the gathered data correlated with the

studies claiming that the acknowledged support systems had alleviated academic stress

experienced during flexible learning due to the Covid-19 pandemic. The frequency count and

weighted mean of the data gathered from the sample size denote the study's affirmation.

The Academic Stresses that Social Work Students Experience During Flexible Learning

Along with Physical, Emotional, and Behavioral Aspects

Social Work students experienced a variety of academic stresses during flexible

learning. The top three highest accumulated weighted mean under academic stress manifested

through physical stress were back pains, sleep problems, and eye strains.

Back pain, a common physical health problem among young adults who are studying or

working, has also been felt more by social work students as they recognize its effects every

other day. This is associated with constantly sitting or standing in an exact position that causes

tension. Aside from that, it can also be associated with the kind of chairs students have been

constantly sitting on and the incorrect postures it can cause due to the frequent activity of

attending online classes through laptops or computers. Learning in school is also physically

tiring, but students enjoy hanging out with classmates and friends, which helps add physical

movements such as walking while learning in the comfort of our homes, struggling with learning

and doing activities alone in front of the computer all day, and limited movements are excellent

sources of back pains. Studies support the claim that students reportedly have more back pain

during the transition of classes due to the COVID-19 pandemic (Idris et al. (2021).
Correspondingly, according to Destination for Teens (2020), physical strains take a physical toll

on students due to a lack of proper chairs.

Learning at home has a downside because students are exposed to not just the student

responsibilities but also the responsibilities of being a child, sibling, and even breadwinner

because they are at home. So, this tends to be one of the factors that causes students to divide

their attention when doing their responsibilities as students. Due to that, they prioritize some

essential things other than doing their school work; therefore, most social work students have

also encountered a lack of sleep and sacrifice a night’s rest for school activities. Destination for

Teens (2020) also supports the idea that sleep problems occur due to online classes taking a

toll on students. Idris et al. (2021) have also supported the idea that students during the

pandemic have experienced a lack of sleep.

Flexible learning has introduced the frequent use of technology as a learning instrument.

Learning using phones, laptops, or computers has become the new normal for social work

students. Being on the computer all day, with increased brightness to help read materials,

lectures, etc., causes eye strain. Prolonged screen time with too much exposure to its digital

light contributes to what the students have been experiencing. Experiencing eye strain can

significantly affect the student's well-being in its entirety. It can cause disturbances in the long

run if left untreated, especially in learning. Idris et al. has continuously supported the study's

findings about students experiencing eye strain due to prolonged exposure to technology.

Squinting through glare has also been one of the reasons why students experience eye strain

(Destination for Teens, 2020)

Meanwhile, the top three lowest were: chest pain and nervousness, missed outdoor

activities, and dizziness from reading online materials. Social work students reported

experiencing chest pain and nervousness sometimes during flexible learning. This is a positive

result, as the students’ physical status can be severe if left ignored, aside from back pain, sleep

problems, and eye strain. Chest pain can be associated with nervousness and vice versa, and
this can happen when one cannot grasp the unprecedented changes in society and the learning

environments. As normal as it seems, it is a positive result that students were not in pain and

nervous, as they can handle changes and be implied as confident and all right in dealing with

the flexible learning setup.

COVID-19 has had significant effects, and one of them is the limited interaction between

people. It has affected daily work, from buying groceries to working and studying. They also

bond with friends and families outside in tourist places or around the community. Although this

is a significant restriction, students found missing outdoor activities not as stressful as it seems

to be, as they were able to build a bond with their family instead. There may have been some

longing and disappointment, but students were not stressed. Family bonding in the house also

poses excellent enjoyment and comfort as they are all together.

Prolonged screen time can affect the eyes, which can bring difficulties in reading and

understanding online materials. Social work students were found to experience dizziness in

reading materials sometimes. A typical event can happen when one is provided reading tasks or

preparing for a significant examination.

Under the emotional stress, the top three highest accumulated weighted mean were the

following; fear of getting low scores in the lecture process using the online system, academic

anxieties due to not being able to manage course loads, and feeling edgy and frustrated.

Meanwhile, the top three lowest were; being isolated, lost or abandoned, lacking motivation, and

disinterested in attending classes due to financial problems.

The fear of getting low scores in the lecture process using the online system must have

stemmed from the academic demands and the tools needed in attending online classes, such

as gadgets and internet connection. Having fluctuating internet connection can disrupt the flow

of students’ understanding and attention during classes, resulting in less knowledge acquired,

thus, the fear of providing wrong answers during recitations, quizzes, or examinations. Aside

from the inability to fully understand the lessons, not being able to attend classes due to internet
disconnection can be a significant source of the fear of not just obtaining a low score but also a

low grade. Similar studies have supported this study that students were concerned and worried

about their academic life upon transitioning from face-to-face to online learning, fearing

examinations and suffering great stress due to fear of examinations (Azmi et al., 2022;

Sahu,2020).

Academic anxieties brought by the inability to manage course load, like feeling fear,

students must have not just felt the fear of getting low scores in recitations, quizzes, or

examinations as this is not the only demand from the course. As students were in higher

education, task requirements were much more needed for utmost understanding and precision,

and being in online classes disrupts students in acquiring it. With face-to-face interaction with

their instructors, learning at school can be a great source of authentic learning and knowledge

gaining. Online classes have brought anxiety as they have the power to decide to attend

classes properly, having not just student but also personal family responsibilities to attend, and

so much more distractions it can bring as students are alone in their room for studying. The

study supports that students have poor performance in examinations, high academic workload,

inability to concentrate during lectures, and anxieties about exam performance (Kwaah &

Essilfie, 2017; Sahu, 2020).

Being edgy and frustrated can be everyday emotional stress that happens to students

due to the inability to perform their roles as students, being a child at home. Conflict of

responsibilities happens during online classes. Students embrace dual responsibilities, which

can frustrate them and distract them from learning, depending on their house environment. Azmi

et al. (2022) also supported how students found difficulty in learning due to the tiny house being

too cramped for learning with siblings, making them lose concentration and frustrated.

Being isolated, lost, lonely, or abandoned has also been experienced by students

sometimes. A positive result can be associated with the probability of increased or maintained

connection with family or friends. The pandemic has encaged people into their houses, yet
looking at its positive side, it has brought families together and much closer. Ye et al. (2020)

found that when a sense of connectedness with others is reduced, it increases the risk of

loneliness and the sense of reduced support which helped this study to conclude that social

work students, despite having limited interactions due to the pandemic has stabilized their

sense of connectedness with others, basically stating that it decreases that risk of loneliness as

presented in the results.

Social work students have also sometimes experienced a lack of motivation, therefore,

concluding that students were motivated to attend classes. Monitoring and identifying what

factors motivate and demotivate students in learning is essential, as motivation is the basic

recipe for academic success. Based on the results, it implies that aside from the interaction of

students with families that constitutes support, a healthy interaction with instructors must have

also constituted for students to have decreased lack of motivation. LaBarbera (2013) concluded

that students' motivation to learn increases positively when students and instructors interact.

Being disinterested in attending classes because of financial problems, students were

thankfully not experiencing this often but only sometimes, which is expected when faced with

challenges such as lack of monetary support. It implies that students and their families, no

matter their status, have been striving to continuously support their studies despite the risk of

the COVID-19 pandemic. Although some studies have reported that decreased connectedness

with the campus may also impact motivation and the ability of one to attend online lectures

regularly (Douglas et al., 2020; Lee, 2020; Misirlis, 2020; Sahu, 2020), it is indeed a factor, but

for social work students, eagerness and dreams are what drives them to continue to strive

further despite challenges.

Under the behavioral stress, the top three highest accumulated weighted mean were the

following; experiencing a rapid decrease in energy, inability to rest, relax or let down due to piled

work, and difficulty conveying ideas efficiently and briefly.

 A rapid decrease in energy can also be associated with rapid feelings of tiredness or

exhaustion, which is expected behavior students experience in class might be due to

information overload, complex topics discussed, or difficulties encountered during the class

meeting such as internet disconnections. It is reported that in conditions of social isolation and

highly stressful events, students were found to have severe mood swings or rapid increase or

decrease in energy, where they were predominantly tense, mentally confused, and with

depressed mood (Campos et al., 2021) which can make accomplishments of academic

activities challenging.

The inability to rest, relax, or let down due to piled work is a typical behavior students

can experience due to academic demands. Factors that affect being unable to handle the task

given all at once, cramming due to procrastination, and others. Such was not justifiable actions

as students, but each student has different ways of accomplishing things, has some different

environments, and other things that affect them that are not in the scope of this study. It is

evident that when a person has complete control of their time, it increases the chances of being

unproductive and unaware of the passing time.

Students also needed help in conveying their ideas. Online class indeed has its

downside as compared to face-to-face classes. Learning alone in the comfort of one's house is

challenging as students need help to learn lectures alone; when some students might have the

strength to learn alone, some might not, especially in difficult and complex lectures.

Meanwhile, increased usage of tobacco, alcohol, restricted drugs, or other vices was

never experienced during the flexible learning set-up. Social work students reportedly have

increased sugary foods or caffeine sometimes. As one gets stressed, eating or drinking can

significantly alleviate stress for some people. It received a low response, implying that students

were not relatively stressed and were unaware of its effect on their bodies if it happened often.

Students were disciplined enough to help alleviate their stress and care for themselves.

According to Gemesi et al. (2022), there have been changes in students' food consumption
during the pandemic, and it showed that students preferred comfort foods during stressful

situations, such as coffee, chocolates, and cookies, as consumed often. Students reported that

caffeinated products help cope with stress (Rios et al., 2013). However, increased sugar or

caffeine negatively affects stress, giving higher anxiety levels in moderate and high caffeine

consumer students as samples. It was found that excessive intake would be associated with

high stress, anxiety, and depression (Richards & Smith, 2015), which corresponds to the

findings of the study, therefore, indicates that social work students being low in intake of sugar

and caffeine during flexible learning signifies low levels of academic stress.

Students were also relaxed in checking their surroundings. Although the virus is risky, it

has not made students overly sensitive to their surroundings. However, it is still vigilant of

dangers everywhere and also concerning academic demands. Students must tend to focus

more on complying and stressing over academic demands to submit and perform their roles as

students.

Increased usage of tobacco, alcohol, restricted drugs, or other vices has been rarely

experienced by social work students as a result of stress. This can be significantly associated

with how students could bounce back from the stress they experienced that they did not resort

ultimately to an increased usage of tobacco, alcohol, or any other vices that can somehow affect

their learning attitude and perceptions. DiClemente et al., 2020; Rotterman, 2020) has gathered

data from Canada and the United States suggesting that individuals reporting fair or poor mental

health during COVID-19 were more likely to increase the use of alcohol. Gritsenko (2020)

reports that increased their use of alcohol displays greater fear and loneliness compared to

those who are not, which also concludes how the results of this study were gathered. Social

work students rarely experienced increased alcohol or drug usage or vices. However, few

students were found to be using tobacco, alcohol, or other vices during flexible learning as a

result of stress, and it is not posing a danger of excessiveness. It concludes that they did not

suffer high academic stress during flexible learning.

 Academic stress is associated with physical, emotional, and behavioral stress. It can

lead to back pains, sleep problems, eye strain, and dry eyes due to students' eagerness to meet

academic demands. This has caused them to become low in energy, restless, unrelaxed, and

experience difficulties in conveying their ideas. Low responses to academic stress have no

significant association with each other. Students experienced isolation, nervousness, missed

activities, were demotivated, disinterested in classes, ate more sweets or caffeine, and were

vigilance in their surroundings for safety during the pandemic. However, these were not of great

concern, as students prioritized academic challenges and undertakings. This shows how

students prioritized academic challenges and undertakings despite being experienced. Although

it has shown, the academic stresses experienced, a positive finding has resurfaced that

students were only partially academically stressed as per the results shown. Social work

students have experienced these academic stresses manifested through physical, emotional,

and behavioral every other day or once or twice a week. Still, it is alarming but also quite a

significant finding regarding how students could cope with those immediately.

Available Support System of Social Work Students of Bicol University During Flexible

Learning

Among the choices suggested of available support systems, social work students

confirmed and responded that their family, friends, and classmates are the top 3 highest

percentage among other support systems. Meanwhile, according to the gathered data,

relatives/cousins, significant others, and professors got the lowest percentage.

Families are identified as a support system by most social work students; since the

pandemic has forced students to stay at home, it made sense that students could bond and

interact more often with families, especially during academically challenging times. Families

were the most available to confide in when school life online became difficult. Wherein the study

of Gao et al. (2021) indicated that family members could increase family support by creating a

household environment conducive to learning, displaying positive emotions, demonstrating the

capability to assist their children, advocating the significance of learning normative

consciousness and behaviors, and encouraging dedicated and efficient learning. Wherein family

support plays a vital role in students' academic during flexible learning. More so, through their

family, students become motivated to overcome obstacles and hold them accountable for

achieving their goals, and being surrounded by their family helps them overcome their academic

problems (Ngo, 2021 & Brown & Llewelyn, 2021).

Friends become one of social work students' support systems because communication

with friends has never been cut off despite the lack of interactions. There are different levels and

limits regarding how families support their children as a college students. Some struggles, like

friends, are best shared with those who experience and understand. Ngo (2021) stated that

peers motivated students to overcome their obstacles in academic life during distance learning

by helping each other with assignments and collaborating on projects. In addition, the study by

Jansenss & Setiadi (2021) supported that friends provide the support that enables students to

have discussions to solve their difficulties in facing academic challenges and to disclose their

thoughts and feelings to face their emotional challenges. More so, Canute (2016) also

supported that Friendships can be an essential source of support to cope with stress, and

friendship maintenance, friendship quality, and coping can influence a student’s perceived

stress.

Aside from friends, classmates as a support system also positively impact overcoming

academic stress. Students usually experience struggles in learning the new mode, and lectures,

assignments, and exams become more complex. However, in this struggling moment,

classmates help them cope with the lessons they did not understand or provide information if

there are online class announcements. Through this service, sympathy and empathy were given

through the students' difficult moments, which motivates them in their academic life because

they know they have classmates willing to help them even though they are in distance learning.

As social work students, it is also part of the course's principle. Hence, as they recognize and
provide sympathy and empathy, they are practicing this and will a good social worker in the

futureThe statements discussed below were proven by the study from Velasquez-Garcia (2016),

wherein he revealed that the primary source of social support is their fellow students or

classmates. According to Donovan (2020), having a successful online learning community

initiative to reach out to classmates online may be one of the most critical strategies for building

an online learning community. Wherein relationships among classmates help them whenever

they are struggling in courses. In addition, having solid relationships with classmates is an

important support system that can relate to each other experiences. Lastly, according to the

blog of Herzing University (n.d), forming relationships with their classmates and peers will help

them stay engaged in their coursework and motivate them to succeed. If there are ever

overwhelmed or struggling in school, classmates as a support network could help them and

offer guidance, insight, and strategies for success. They can benefit from working closely with

others in their program and might forge long-lasting friendships.

Relatives/Cousins also posed the same kind of support by the families, only differed as

to who and how they have provided. Due to the pandemic, although most students have stayed

with their own families, some stayed and have close relationships with their relatives, such as

cousins. Along with families, relatives such as cousins also provide practical and emotional

support, especially during exhaustion during the pandemic. Cousins are often unique to

someone as they can treat as another sister, a blood-related friend, and anything a person

positively perceives their cousins to be in terms of the support they provide. Although ranked

somehow low, some social work students still identify as one of their support systems.

According to Segal (2023), the people we’re related to by blood are expected to be our closest

allies, our most significant sources of love and support. Supportive families promote emotionally

safe and direct communication between one another (Dufford, 2016).

Significant others also hold a place for social work students as a support system. Those

social work students who have healthy relationship helps to boost their coping skill and motivate
them to do their best. Their significant others became one of their support systems since they

also act like their best friend whom they can rely on in times of difficulty during flexible learning.

Like friends, they become open about disclosing their problems to them and be able to feel a

sense of belongingness. Sloan (2022) also supported that if they view their partner as a best

friend, it gives comfort wherein they know that they have someone to count on in times of

struggling moment. In addition, Ngo (2020) stated that their loved ones could help ease

difficulties by assisting them with mundane tasks, giving them more time to dedicate to their

education.

Lastly, the professors also served as support systems to social work students as they

helped with academic concerns and served as counselors when students were in need.

However, it got the lowest rank because social work students primarily seek help first from their

family, friends, and their classmates, as students are usually shy about approaching their

professors. Nevertheless, according to Ngo (2020), the success of the students depends also

on the help of their professors because they are indispensable sources of guidance, helping

them understand course content and find professional development opportunities.

Effects of Available Support Systems in Helping Social Work Students Overcome Their

Academic Stress During Flexible Learning

Under the effects of the available support system identified by the respondents, the top 3

highest effects on helping social work students overcome the stress of their academics are the

following: they excel academically because of motivation received, get out of their comfort zone,

and combatted social isolation and loneliness, and helped recognized that their people who

sympathize and empathizes with them. Meanwhile, the lowest accumulated weighted mean in

the identified indicators are the realization of self-autonomy, staying physically well because of

the provision of comfort food, and the mood uplifted whenever overwhelmed.
 As the Philippines is part of an Asian country, and the respondents of this study are from

various parts of Bicol, Asian-heritage parents adhere to an authoritarian parenting style,

emphasizing cultural values related to parental control and academic excellence (Gillette, 2014).

Observing the results, the family still motivates children to be more academically excellent

despite the academic struggles brought out by flexible learning. Moreover, according to Kwong

(2022), Asian parents show love through acts of service, primarily through making or serving

food for their children. As Filipino families place a high value on children's educational

achievement, they struggle to support their children's studies by doing all that it takes and

sacrificing other means of support they can give. With that, some study supports that parents'

pressure on their children to attain good performance is high (Moneva & Moncada, 2020), which

corresponds to what the study resulted under the motivation the respondents felt to be

academically excellent. As these effects were the respondents' top choices, it is likely to assume

that the other effects were not provided enough.

The result implies that friends are one of the students' primary sources of emotional

support. Whenever they experience academic stress because of depression, loneliness,

unworthiness, and undervaluation, they know they have friends they can confide in when things

get tough by listening and offering comfort and advice. Velasquez-Garcia (2016) also supported

that spending time with their peers, especially close friends or "barkada," is fulfilling and

rewarding.

Aside from friends, classmates as a support system also positively impact overcoming

academic stress. Students usually experience struggles in learning the new mode, and lectures,

assignments, and exams become more complex. However, in this struggling moment,

classmates help them cope with the lessons they did not understand or provide information if

there are online class announcements. Through this service, sympathy and empathy were given

through the students' difficult moments, which motivates them in their academic life because

they know they have classmates willing to help them even though they are in distance learning.
 As social work students, it is also part of the course’s principle. Hence, as they recognize

and provide sympathy and empathy, they are practicing this and will a good social worker in the

futureThe statements discussed below were proven by the study from Velasquez-Garcia (2016),

wherein he revealed that the primary source of social support is their fellow students or

classmates. According to Donovan (2020), having a successful online learning community

initiative to reach out to classmates online may be one of the most critical strategies for building

an online learning community. Wherein relationships among classmates help them whenever

they are struggling in courses.

In addition, having solid relationships with classmates is an important support system

that can relate to each other experiences. Lastly, according to the blog of Herzing University

(n.d), forming relationships with their classmates and peers will help them stay engaged in their

coursework and motivate them to succeed. If there are ever overwhelmed or struggling in

school, classmates as a support network could help them and offer guidance, insight, and

strategies for success. They can benefit from working closely with others in their program and

might forge long-lasting friendships.

Social work students have received and experienced the effects of having a support

system, making them excel academically, be motivated, be out of their comfort zones,

combatted isolation and loneliness, and receive sympathy and empathy. This shows how

important having a support system is as it helps not just academically but the entire well-being

of an individual.

Realization of Self-Autonomy was also some of the positive effects of the support system

in overcoming academic stress. However, it ranks lowest because students cannot make

decisions and act according to personal desires and motives; exceptionally flexible learning

negatively affects their mental health. Nevertheless, it was also identified by other respondents

wherein it shows that self-autonomy is one of the impacts of students' support system.
 Staying physically well because of the comfort of the food ranks as well as the lowest

because most of the time, the student'sstudent's available support system provides other

practical support like emotional support. According to Mohammadimehr & Mirmoghtadaie

(2021), they supported that support can be found through "Systematic Support," "Human

Resource Support," "Emotional Support," "Technical Support," and "Financial-economic

Support." Wherein it is essential during blended learning. The study also stated that the support

system is a purposeful system by providing support and service conditions in all cognitive and

metacognitive dimensions according to the time and place conditions that are appropriate to the

needs and conditions of the learner from the time of entry during the study to after graduation

with systematic support and guidance.

Having their mood uplifted whenever overwhelmed is the same as the other. It also got

the lowest rank due to the reason that not all support system was able to lift their mood during

an overwhelming situation. However, having solid relationships with their classmates builds a

strong connection between the students that sometimes having a classmate is also having a

friend they can rely on. Therefore, emotional support was also given because classmates can

be friends who uplift their moods whenever they feel down or overwhelmed because of

academic stress.

Social work students' families, friends, and classmates have provided them with

motivation that has helped them excel academically despite the academic stresses they

experience. These students have experienced academic stresses manifested through physical,

emotional, and behavioral aspects and were still motivated to continually study and excel in their

academics. They were able to get out of their comfort zone and combat social isolation and

loneliness. This is a visible observation as, according to the results of the academic stress

experience manifested through emotional, students have only experienced a lack of motivation

and isolation, loss, loneliness, and abandonment sometimes. This means that these stresses

were less experienced as they were provided by their support systems constantly. This study
has found the correlation between academic stresses and the available support system effects

as the mediator.

Furthermore, the study used the Stress Process Theory of Pearlin et al. and Pearlin and

Bierman (2013). The study found that social work students could deal with academic stresses

with the help of having an available support system and experiencing its effects. The primary

stressors were the COVID-19 pandemic, which corresponded to the secondary stressor: having

a flexible learning setup. Social work students have experienced academic stresses manifested

through physical, emotional, and behavioral due to the drastic transition of classes. We

identified that having a support system impacts overcoming stress. Lastly, the presence of the

effects has indeed a mediating and moderating impact on the academic stress experienced by

social work students. It has been confirmed that the availability of a support system and its

effects have buffered stressors.

Conclusions

Based on the preceding findings of the study, the researchers conclude that: 

1. Social work students experienced academic stresses along with physical, emotional, and

behavioral aspects, which became challenging considering that the flexible learning

setup brought them and was usually experienced. More so, the flexible learning setup

had caused complex changes that affected students’ academic lives, and the identified

academic stresses were all noticeable to their physical and mental health; however, they

were also bearable.

2. Family is one of the support systems of social work students and plays an essential role

in their academic lives. Since the pandemic forced students to stay at home, it made

sense that students could bond and interact more often with their families. Families were

the most available to confide in when facing challenges, especially during the flexible

learning setup, which was academically challenging. 

 3. Having a support system helps overcome academic stress, which is positively brought

about by flexible learning. The presence of these effects has indeed had a mediating

and moderating impact on the academic stress experienced by social work students. It

has been confirmed that the availability of a support system and its effects buffered the

stressors.

Implications to Social Work

 The study's findings led the researchers to conclude that academic stress was a regular

occurrence in students' academic lives since flexible learning challenged students' academics.

However, academic stress becomes bearable with the help of their support systems. It is

noticeable that support systems should be present in social work students' academic lives and

that they can identify their support network to help them cope with academic stresses. Finding a

network of support will avoid the impairment of students' social functioning as it contributes to

how students can handle academic stresses, especially since social functioning is an essential

foundation of a person's life, whether as a student or a professional. 

Social workers aim to provide the most outstanding quality of service to the public, but to

be effective in the profession, they must be fully equipped with the necessary knowledge, skills,

and attitude. They must be emotionally and mentally stable to handle clients. A social worker

must be socially functioning to provide appropriate interventions to the client. Socially

functioning social workers can restore, promote, maintain, and enhance others' social

functioning.

More so, for social work students to become successful professionals in the future,

attention must be given to their mental health today. Through this study, as part of raising

awareness, the Bicol University Social Work Department will hopefully continue producing not

just practical but physically and mentally healthy social workers in the future, capable of
identifying what they are going through and who can help them when the profession itself gets

overwhelming and complicated. 

Recommendations

The researchers would like to recommend the following;

1. University and College Administrators. With the study's findings, the

researchers would like to suggest using this study as a reference as to what and

how the students of Bicol University have performed and combatted stress with

the help of their support systems, especially during flexible learning and for future

endeavors. Furthermore, it may recommend the continuous implementation of

stress management activities, workshops, support reciprocity seminars, and

other programs that school administrators and policymakers may organize to

sensitize students to emerging academic and other stresses and promote healthy

well-being and the relationship of students with their families and identified

support systems.

2. Social Work Department. As the results show, as part of raising awareness, the

Social Work Department may continue nurturing a healthy and encouraging

school environment that lessens the occurrence of academic stresses without

sacrificing the quality of education being provided, taking into consideration the

presence of academic stressors found in the study as well as the available

support systems that Social Work students have.

3. Parents/Guardians. Parents and guardians may consider improved continuous

provision of support and foster care, respectful manners, and improved ways of

checking, focusing, and communicating with their children.

4. Future Researchers. For future researchers, this study may serve as a guide

and reference to support and accentuate new related studies regarding academic

stress, support systems, and flexible learning setups by bridging the gap and

covering the limitations identified in this study.