Queen Masikip

St.
Paul University Philippines

Tuguegarao City, Cagayan 3500
Coping Strategies of Grade 11 Set A Students of St.

Paul University Philippines towards Improving
Social Literacy in the New Normal
____________________
Presented to the
Faculty of the Senior High School
St. Paul University Philippines
Tuguegarao City, Cagayan
____________________
In Partial Fulfillment
of the Requirements for
PRACTICAL RESEARCH 1
____________________
By
Barreo, Pauleen Antonet B.
Bassig, Joanna Rose R.
Bumagat, Intel John Louis T.
Castro, Randy E. Jr.
De Polonia, Maria Cristina C.
Escobar, Aesah Keith B.
Gonzales, Mc Steven A.
Maggay, Ubby Heart R.
Pizarro, Edzhel Daniel C.
Research Adviser
Ms. Lynch Kelly Tapulao
MARCH 2023
SPUP SHS SET-A STEM 1

Table of Contents
Title .............................................. 1
Table of Contents .................................. 2
CHAPTER 1: INTRODUCTION
Background of the Study ............................ 8
Review of Related Literature ...................... 11
Rationale of the Study ............................ 17
Conceptual Framework .............................. 19
Statement of the Problem .......................... 20
Significance of the Study ......................... 21
Scope and Delimitations ........................... 22
Definition of Terms ............................... 23
CHAPTER 2: RESEARCH METHODOLOGY
Research design ................................... 25
Research locale ................................... 25
Sample and sampling techniques .................... 26
Research instruments .............................. 26
Data collection procedure ......................... 27
Data analysis procedure ........................... 27

CHAPTER 3: RESULTS AND DISCUSSION
Results ............................................... 28
Discussion ............................................. 31
CHAPTER 4: SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATION OF THE STUDY.
Summary of findings .................................... 33
Conclusion ............................................. 34
Recommendation ......................................... 37
References ............................................. 39
Appendix ............................................... 45

ACKNOWLEDGEMENT
First and foremost, we praise God for providing us with

this opportunity and granting us the strength and courage
to continue this endeavor. This Basic research appears in
its present form due to the guidance and support of several
people.
We would like to express our sincere gratitude to the

Grade 11 Set A students at St. Paul University Philippines
for their participation and valuable contributions to this
study on coping strategies for improving social literacy in
the new normal. Their willingness to share their experiences
and insights has been instrumental in generating meaningful
findings.
We extend our appreciation to the faculty and staff of

St. Paul University Philippines for their support in
facilitating the data collection process and providing the
necessary resources for this research. Their guidance and
expertise have been invaluable in ensuring the study's
smooth progression.
We are grateful to our research advisors for their

guidance, feedback, and unwavering support throughout the
research process. Their expertise and insights have greatly
contributed to the refinement and depth of this study.
Our utmost appreciation goes to our research advisors

and mentors for their invaluable guidance, expertise, and

feedback. Their constructive criticism, insightful

suggestions, and continuous support have significantly
enhanced the quality of this research paper.
The Researchers

ABSTRACT
This study explores the coping strategies

employed by Grade 11 Set A students at St. Paul University
Philippines to enhance their social literacy skills amidst
the challenges posed by the "new normal" education
landscape. As the COVID-19 pandemic reshaped the
educational landscape, students faced various obstacles
in developing essential social literacy skills, including
communication, collaboration, and adaptability. This
study is conducted to determine their struggles in this
new normal and the coping mechanisms they employed to cope
with these struggles. Using a qualitative research design,
the study collected data through semi-structured
interviews with a purposive sample of Grade 11 Set A
students. The interviews were designed to elicit detailed
narratives about the students' experiences and the coping
strategies they utilized to improve their social literacy
skills in the new normal, the participants of this study
were 20 students at St. Paul University Philippines in the
School Year 2022-2023 who were purposively chosen by the
researchers. The study's findings indicate that Grade 11
Set A students employ a range of coping strategies to
enhance their social literacy in the new normal. These
strategies include leveraging digital tools and platforms
for communication and collaboration, actively
participating in virtual group discussions, engaging in
extracurricular activities, and seeking peer support
through online social networks. Furthermore, students
reported utilizing self-regulation techniques such as time

management and setting goals to effectively balance their

academic and personal responsibilities. Overall, this
research sheds light on the coping strategies adopted by
Grade 11 Set A students at St Paul University Philippines
to improve their social literacy in the new normal. The
findings contribute to the existing literature on
educational adaptation during crises and provide insights
for educators and policymakers in devising effective
interventions and support systems to facilitate social
literacy development in similar contexts.

CHAPTER I
BACKGROUND OF THE STUDY
Social or instrumental support from their

community enhancement techniques started to become more
popular after the COVID-19 pandemic broke out. Regarding
the initiatives to promote social literacy after the
pandemic, there had been a number of concerns highlighted
(e.g., Low self-esteem, loneliness, constant life changes,
family problems, financial difficulties, feelings of
isolation, social pressures, anxiety, and studying stress)
In terms of the scope of its effects on health,

the pandemic of Corona virus Disease 2019 (COVID-19) is
historic. the rapid requirement to adapt to this "new
normal."
Social Literacy is a students’ successful

performance and understanding of social Skills,
organizational skills, and communication skills. It is the
students’ ability to connect effectively with those around
them. Social literacy spans across interacting with peers,
family, coworkers, teachers, and even people we may not
have met face to face.
The benefits of social literacy and good health

are numerous. Proven links include lower rates of anxiety,
depression, higher self-esteem, greater empathy, and more
trusting and cooperative relationships. Strong, healthy
relationships can also help to strengthen your immune

system, help you recover from disease, and may even

lengthen your life.
The good news is that while many of these benefits

can make you happier and more contented, there’s also a
flow-on effect, whereby people around you will want to
spend time with you. In this way, social connectedness
generates a positive feedback loop of social, emotional
and physical wellbeing.
Research is required to evaluate the impact of

COVID-19 using validated methods because it had an effect
on social wellbeing, and we are now in a condition known
as the "new normal." A multidimensional measure for
measuring youths' social literacy was evaluated in the
study for its content validity, accuracy, and complexity.
The researchers chose this study due to its

relevance to the current situation, which is the new
normal. The study can advance knowledge of the procedures
or pursuits that may enhance social wellbeing in the
context of the new normal. This study focuses on social
literacy. It seeks to distinguish between the methods used
by students to enhance their social being in these areas
(e.g., Practice self-care, set priorities, and improve
your communication skills.)
The goal of the study is to discover and

investigate ways that students at St. Paul University of
the Philippines, specifically those in the Grade 11 STEM
Set-A, can improve their social literacy in the new
normal.

The researchers will determine the justifications

for the students' choice of these methods or exercises for
enhancing social literacy. The impact of these behaviors
on the social wellness of the students will also be
evaluated by the researchers. The purpose of this study
is to identify and investigate the strategies used by
Grade 11 STEM students to enhance their social wellbeing
in the context of the new normal.

REVIEW OF RELATED LITERATURE
International
This study explores the effect of interactive

multimedia on science literacy in the new normal era, with
a focus on energy flow materials. Results show a
significant improvement in students' science literacy
skills and positive feedback towards the learning process,
demonstrating the effectiveness of interactive multimedia
in enhancing science literacy skills.
Through a quantitative descriptive approach, this

study examines the level of digital literacy skills among
students in Depok City during the new normal era. The
study reveals that 75.3% of students have a good level of
digital literacy skills, and identifies age, year of
study, and source of tuition fees as significant factors
affecting the level of digital literacy skills. This study
provides important insights into the digital literacy
skills of students in the new normal era, which can inform
efforts to improve digital education and digital
transformation in the education sector.
By combining pedagogic, architectural, and ICT

expertise, this multidisciplinary study examines the
ability of higher education students to use their physical
home context for e-learning via ICT during the new normal
era and identifies patterns of adequacy in domestic
spaces. Utilizing a qualitative, arts-based research
methodology analyzing 220 domestic work environment
photographs, the study finds that students are able to

attend virtual classrooms in domestic atmospheres,

primarily in bedrooms and studies using laptops and
smartphones as central learning hubs. The study also
reveals significant relationships between space, age, and
care variables, providing valuable insights into the
design of effective e-learning environments for higher
education students in the new normal era.
Self-efficacy in education refers to a learner's

willingness to try, persevere, and succeed at a task. If
they fail, there are two probable reasons: they may lack
the necessary skills to succeed, or they may have the
necessary skills but lack the sense of efficacy to put
them to use. These self-perceptions of their abilities
influence how people think, act, and feel (Cherry, 2018).
In contrast to Estira (2020), students are highly

motivated to learn online, but they cannot use online
tools and have self-efficacy in online communication.
Thus, students still lack the necessary skills to use
technology tools or software for instructional objectives
despite their familiarity with social networking sites.
In their study, Batt and Bahadur (2020) explore

the relationships between self-efficacy, self-esteem, and
achievement motivation among college students. Their
findings suggest that self-efficacy and self-motivation
have a significant relationship with achievement
motivation, while self-esteem has a weak relationship with
it. Additionally, if students have both high self-esteem
and self-efficacy, their motivation to succeed is likely
to increase, leading to successful outcomes.

The study by Zahra et al. (2018) highlights the

importance of academic motivation and self-efficacy in
determining students' academic performance. The study
emphasizes the need for educational institutions to
develop strategies that promote students' self-efficacy
and academic motivation, which can positively influence
their academic performance.
Social literacy is an essential skill for every child

enrolled in an academic program. It transcends a student’s
capability to read or write and includes the mastery of
literacy skills gained through social interactions with
other children and adults both in or outside a formal or
informal curriculum (Blair et al., 2018).
Wang et al. (2018) illustrate that social literacy

enables elementary students to ascertain their strengths and
contribute to teachers' group assignments or forum
discussions. According to Teo and Divakar (2021), teachers
can teach elementary school students to manage conflict with
peer mediation, which is a fundamental problem-solving
approach that helps them resolve disputes and achieve
integration in the classroom (Ay et al., 2019).
Further, constructivists advocate for learners to be

active participants in matters which affect them (Dagar&
Yadav ,2016). This essentially gives them a voice. This
theoretical frame-work seeks to establish this precedence,
by orchestrating the kind of platform which enables boys to
participate in an investigation which directly involves and
impacts them.

The pandemic has accelerated the adoption of remote

Work-Integrated Learning (WIL) programs for Higher
Education (HE) students, fostered by advances in digital
technologies. Emerging as a new post-covid normal, the
‘remote workplace’ and remote WIL brings further
challenges with students expressing anxiety in dealing
with this new form of working environment. (An et al.,
2023)
Local
Several studies have been conducted to report the

stress (e.g., AL Ateeq, Alijhani & AlEesa, 2020; and
Baloran, 2020) and challenges encountered by students in
virtual learning spaces in their respective countries (e.g.,
Adnan & Anwar, 2020 in Pakistan; Arinto, 2016 in the
Philippines; Henaku, 2020 in Ghana; Matswetu, et al., 2020
in Zimbabwe; Subedi et al., 2020 in Nepal; and Dhawan, 2020
in India). A most recent comprehensive study including 31
countries (Bozkurt et al., 2020) was also conducted to look
at how the COVID-19 pandemic interrupted the education arena
across the globe. This multicounty study significantly
reported reflections, lessons learned, and suggestions on
how to navigate education in this time of uncertainty. With
the goal in mind to help authorities come up with better
responses to education, this study endeavors to provide a
piece of evidence in the context of a developing country as
regards the difficulties experienced by Filipino university
students. If this inquiry will be addressed, lessons can be
drawn and may eventually open windows for relevant actions.

Calo, et al (2021) stated that learners enrolled

in modular learning experience difficulties in
understanding their lessons and answering their activity
sheets because of the absence of a person who could explain
the lesson and answer their questions and clarifications
about the discussion. The results also support the studies
of Alvarez in 2021 and Bustillo & Aguilos in 2022 which
revealed issues encountered by students, and that include
limited teacher guidance and complaints about not
understanding the lessons in the modules.
Based on Perez's (2020) report, teachers

expressed concerns that modular distance learning may not
be effective for some students due to their inability to
read and comprehend on their own, as well as the lack of
parental guidance since their parents also struggle with
reading and comprehension.
Based on the reported suicide cases in Bicol

since the opening of classes on October 5, 2020, it can
be inferred that the new normal set-up of education may
have contributed to the stress and difficulties
experienced by students. The online learning-related
challenges, such as phone signal issues, internet
connectivity problems, and the cost of buying load for
data, were identified as the most feasible reasons behind
the suicide cases (Recaña, 2020).
Mazo (2015) observed that students’ struggles are

found everywhere, that is, at home, with friends, in
school, and in the classroom. It is just around the corner.
It simply cannot be avoided because it is part of a
student’s life. In fact, a lot of student’s experience

struggles every day. It could be brought about by many

factors. The causes and levels of struggles vary from one
person to the other. No person is free from it, regardless
of how privileged, reasonable, clever, and intelligent he
may be. Every student will be challenged at times by
frustrations, failures, losses, changes, and conflicts.
Guevarra and Cimanes (2017) emphasized that

teachers play a crucial role in helping students cope with
their struggles, and they can serve as stress coping
mechanisms. In addition, schools can also create programs
and activities that enhance students' coping strategies
in dealing with stress.
Perino et al. (2016) suggested that teachers can

incorporate stress management techniques and mindfulness
practices into their lessons to equip students with the
skills to cope with stress. They can also provide a
supportive and non-judgmental environment for students to
discuss their stressors and provide them with resources
and referrals to seek professional help if needed. The
authors emphasized the importance of collaboration between
teachers, parents, and mental health professionals in
addressing students' stress and promoting their well-
being.

RATIONALE OF THE STUDY
Social literacy is an essential component of

effective communication and interpersonal relationships.
It refers to the ability to communicate effectively with
people from diverse backgrounds and to navigate social
situations with cultural competence and sensitivity. In
today's globalized and interconnected world, social
literacy is becoming increasingly important for
individuals to succeed in their personal and professional
lives.
Alsubaie (2022) Despite distance education’s negative

impacts on students’ learning and social literary skills
during the Covid-19 pandemic, it still has significant
benefits. This study examined the distance education and
social literacy of elementary school students during the
Covid-19 pandemic.
The purpose of this study is to explore the concept

of social literacy and its impact on interpersonal
relationships and communication.
The study will employ an approach, incorporating

qualitative data collection and analysis techniques. Data
will be collected through surveys, interviews, and focus
group discussions with participants from diverse
backgrounds, including different cultures, ethnicities,
ages, and professions.

The findings of this study are expected to contribute

to the existing literature on social literacy and
interpersonal communication. The study will provide
insights into the importance of social literacy in building
and maintaining positive relationships and effective
communication in today's diverse and multicultural
society. The study's recommendations will be useful for
educators, employers, and policymakers in developing
strategies to promote social literacy and intercultural
competence among individuals and organizations.

CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
1. Identify 1. Data 1. Improved

and explore coping
collection social
the coping and literacy among
mechanism Grade 11 STEM
analysis
of the students at
through St. Paul
students on
how they online University
survey. Philippines in
improve and the New
what are Normal.
practices
or 2. Increased
activities 2. Identifica academic
tion of how performance,
to improve better social
their these literacy and
social influences enhanced
literacy can social
during the connectedness
improve among Grade 11
new normal. social STEM students.
literacy.
3. A supportive
and inclusive
2. Determine environment
that fosters
how can 3. Identifica positive
these tion of the coping
mechanisms and
influence practices social
s improve or literacy.
students'
activities
4. Improved
that social
social
students literacy
literacy. use to outcomes that
extend beyond
improve Grade 11-A
social such as
literacy greater
success in
college,
career, and
personal life.
FEEDBACK
Figure 1. The Paradigm of the Study

STATEMENT OF THE PROBLEM
This study aims to identify and explore the coping

mechanism of the students on how they improve and what are
practices or activities to improve their social literacy
during the new normal specifically among grade 11 STEM
Set-A students at St. Paul University Philippines. An
online survey was done via Google Forms containing
relevant questions to collect the necessary data.
Specifically, it seeks to answer the following questions:
1. What are the student's different practices or

activities to improve social literacy in the now normal?
2. Is there a substantial connection between the

poverty, unequal access to health care, lack of education,
stigma, and discrimination that affect students' social
literacy?
3. How can these influences improve students'

social literacy?
4. Which coping mechanism is mostly used in

managing stressful events?
5. Why are these methods for enhancing social

literacy selected?

SIGNIFICANCE OF THE STUDY
This study will be an important effort in

developing strategies for enhancing students' social
literacy since various social literacy improvements are
progressively being implemented (e.g., Social well-being
tool kit and developing research)
Students - Students are beneficiaries of this

research's results in a direct manner. This could be used
to cope with social issues that students are having, such
as disruptions in their education and schooling. The
findings may help to increase productivity, support
students' academic progress, and provide knowledge about
enhancing social literacy.
Teachers - To the teachers: Teachers' main

priorities are the safety and health of their students.
The findings of this study may help teachers better
educate their students on how to make good decisions and
take the initiative in promoting confidence to others. In
order to support everyone's wellbeing and enhanced
learning results, this strengthens the teacher-student
relationship and creates a safe school environment.
Parents- The findings of this study can serve as

a manual for parents on how to encourage their kids to
lead active lifestyles in social life.
Future Researchers - For those who wish to explore

this identical topic in the future, this can be used as a
related study and expand this study.

SCOPE AND DELIMITATIONS OF THE STUDY
This study focuses on the strategies used by STEM

students in grade 11 to promote their social literacy in
the New Normal. The study focuses on the social literacy
of Students in Grade 11 of senior high schools who have
STEM Set-A and are enrolled in the academic year 2022–
2023, specifically those from St. Paul University
Philippines.
Only twenty (20) Grade 11 STEM Set-A students

from each section may answer. The participants will also
be chosen specifically for their variety of origins and
lifestyles. The researchers would be able to ascertain
what particular habits and activities can help by
selecting people with a wide range of backgrounds and
lifestyles.

DEFINITION OF TERMS
Social literacy - is the ability to communicate

with others and build meaningful relationships where you
can freely be yourself. Social connections with others can
include family, friends, coworkers, and members of your
community that you trust.
Wellness – is a conscious effort to reach the

ideal and best state of health and wellness. According to
its operational definition, it encompasses all aspects of
well-being, including mental, emotional, social, and
psychological well-being.
Confidence - is believing in yourself, feeling

comfortable in your true-self, knowing you have worth. If
you are confident, people believe you, confidence is
attractive, brings success, helps to connect well with
others and you generally feel happier.
Social health – requires having the capacity to

communicate and build relationships with people.
Additionally, it entails adaptability, or the ability to
behave effectively in a range of situations.
Operationally stated it refers to the capacity of

an individual to engage and communicate with others,
depending on the circumstances.
Psychological health – is characterized by a

sense of emotional well-being, good coping mechanisms,
relative freedom from anxiety and symptoms of disabling
conditions, as well as abilities to handle life’s demands

and stresses. Operationally defined, it is how well an

individual manages stress, anxiety, and pressures,
including the ways in which an individual can cope with
negative or traumatic situations.
Coping mechanism - strategies people often use in

the face of stress and/or trauma to help manage painful
or difficult emotions.
Operationally defined, as an adaptation to

environmental stress that is based on conscious or
unconscious choice and that enhances control over behavior
or gives psychological comfort.
New normal - a current situation, social custom,

etc., that is different from what has been experienced or
done before but is expected to become usual or typical.
Operationally defined, refers to new measures,

policies, or protocols that have an effect on the attitude
and behavior of people in the field of public health after
the Covid-19 pandemic.
Wellness - the state of being healthy, especially

when it is something that you actively try to achieve.
Operationally defined, as the act of practicing healthy
habits on a daily basis to attain better physical and
mental health outcomes.

CHAPTER II
RESEARCH METHODOLOGY
This chapter discusses the research design,

research environment, research samples and sampling
procedures, research instruments, research gathering
procedure, and treatment of data in connection with the
coping strategies of Grade 11 Set A students at St. Paul
University Philippines towards improving social literacy in
the new normal
RESEARCH DESIGN
For this study, a Grounded Theory qualitative

research design was employed to gain a deeper understanding
of the coping strategies employed by Grade 11 Set A students
to improve their social literacy in the new normal.
Qualitative research allows for a comprehensive exploration
of individuals' experiences, perceptions, and behaviors
related to the topic of interest.
RESEARCH LOCALE
The research was conducted at St. Paul University

Philippines, providing an appropriate environment for data
collection and analysis. The university's campus served as
the setting for data gathering, ensuring a familiar and
comfortable space for the participants to share their
experiences.

SAMPLE AND SAMPLING TECHNIQUES
NAME OF SECTION NUMBER OF SAMPLE

11- MICAH 5
11- ELIJAH 5
11- JOEL 5
11- ELISHA 5
The research sample consisted of Grade 11 Set A

students from four sections: Micah, Elijah, Joel, and
Elisha. Quota sampling was utilized to select participants,
with a goal of including five participants from each
section. Quota sampling ensured representation from
different sections, allowing for a diverse range of
perspectives.
RESEARCH INSTRUMENTS
The primary research instrument used for data

collection was an online survey administered through Google
Forms. The survey questionnaire was carefully designed to
gather qualitative information on the coping strategies
employed by Grade 11 Set A students to enhance their social
literacy. Open-ended questions were used to encourage
participants to provide detailed and descriptive responses,
allowing for a rich understanding of their experiences.

DATA COLLECTION PROCEDURE
The data gathering procedure involved distributing

the online survey to the selected participants. Detailed
instructions and a clear explanation of the study's purpose
were provided, along with assurances of confidentiality and
voluntary participation. Participants were given a specific
time frame to complete the survey, and reminders were sent
to maximize response rates.
DATA ANALYSIS PROCEDURE
Thematic analysis was employed to analyze the

qualitative data gathered from the survey responses. The
survey responses were carefully reviewed, coded, and
organized into themes and sub-themes. This process involved
identifying patterns, categorizing responses, and
extracting meaningful insights related to the coping
strategies employed by Grade 11 Set A students to enhance
their social literacy in the new normal.
This chapter has provided a detailed account of

the qualitative research methodology employed in this
study. It has described the research design, research
environment, research sample and sampling procedures,
research instruments, data gathering procedure, and data
analysis techniques. The next chapter will present the
findings derived from the qualitative data analysis,
analyzing and understanding the coping strategies employed
by Grade 11 Set A students to improve their social literacy
in the new normal at St. Paul University Philippines.

CHAPTER III
RESULTS AND DISCUSSION
This chapter presents the interpretation and analysis of

the participants' responses to the questions asked by the
researchers.
RESULTS
This chapter presents the results, discussion, and

the personal insights that the researchers have gathered
through the process of the investigation of the study on the
Coping Strategies of Grade 11 Set A Students of St. Paul
University Philippines towards Improving Social Literacy in
the New Normal.
A survey was undertaken to examine the preventative

methods and strategies used by Senior High School students
to improve their social literacy. A total of 20 participants
from set A senior high school students were asked about
their knowledge related to coping strategies on how to
improve social literacy. The findings from the survey
revealed that Grade 11 Set A Students of St. Paul University
Philippines, are more emotion-focused on coping with
stress.
• Online Collaboration and Communication: Students

can utilize various online platforms and tools to
collaborate with their peers and engage in meaningful
discussions. This includes participating in online
forums, group video calls, and using social media
platforms to share ideas and resources.

• Virtual Socialization: Since in-person

interactions may be limited, students can engage in
virtual social activities to maintain social
connections. This can include joining virtual clubs,
attending online events, or organizing virtual study
groups.
• Time Management: Developing effective time
management skills is crucial in the new normal.
Students should establish a routine that includes
dedicated study time, breaks, and time for social
activities. This can help them balance their academic
responsibilities with their social engagements.
• Self-care and Stress Management: The new normal can

be challenging, so it's important for students to
prioritize self-care. Encouraging activities like
exercise, relaxation techniques, and hobbies can help
manage stress levels and improve overall well-being.
• Adaptability and Resilience: Students should

develop a mindset of adaptability and resilience to
cope with the uncertainties of the new normal. This
involves being open to change, seeking alternative
solutions, and maintaining a positive attitude.

The result of the study was supported on its

Review of Related Literature to support the details and
analysis to the study.
The study by Zahra et al. (2018) highlights the

importance of academic motivation and self-efficacy in
determining students' academic performance. The study
emphasizes the need for educational institutions to develop
strategies that promote students' self-efficacy and
academic motivation, which can positively influence their
academic performance.
In contrast to Estira (2020), students are highly

motivated to learn online, but they cannot use online tools
and have self-efficacy in online communication. Thus,
students still lack the necessary skills to use technology
tools or software for instructional objectives despite
their familiarity with social networking sites.

DISCUSSION
The survey's results provide insight into the

preventative methods and tactics used by senior high school
students at St. Paul University Philippines to improve
social literacy in the new normal. The results highlight
the engagement of Grade 11 Set A students at St. Paul
University Philippines is a significant component that can
affect their social literacy, according to the researchers.
Additionally, the sample makes use of their interests and
happiness to deal with their lack of social skills and other
aspects of their spiritual, physical, and mental health
that could influence their students' social literacy.
In general, social literacy and spiritual,

physical, and mental health are related, and participation
in social activities is the main strategy to deal with
social enhancement.

CHAPTER IV
This chapter presents the summary of findings,

conclusions, and recommendation of the study.
SUMMARY OF FINDINGS
The researchers find out that the participation is

major factor that can affect the social literacy of Grade
11 Set A students at St. Paul University Philippines.
Moreover, the sample also uses their hobbies and happiness
to cope with lack social literacy and some other factor
related to Spiritual, Physical, and Mental Health that may
affect Social Literacy of the Students
Overall, the Spiritual, Physical, and Mental

Health are interconnected with Social Literacy and finds
out that the major factor to cope with Social Enhancement
are to Participating always with others

CONCLUSION
This study focuses on the coping strategies employed

by senior high school students to improve their social
literacy. The aim is to understand the different strategies
students use to enhance their social skills and navigate
social interactions effectively. The research seeks to
answer the following questions: What are the coping
strategies employed by senior high school students to
improve their social literacy? How do these strategies
contribute to their overall social development? What are the
implications of these coping strategies for their future
social interactions?
Three main themes emerged from the data analysis,

reflecting the coping strategies utilized by senior high
school students to enhance their social literacy. The first
theme, Building Relationships and Social Connections,
includes strategies such as active participation in
extracurricular activities, initiating conversations with
peers and teachers, collaborating in group projects, seeking
support from friends and mentors, and attending social
events.
The second theme, Developing Communication Skills,

focuses on strategies that students employ to improve their
communication abilities. These include active listening,
expressing thoughts and feelings openly and respectfully,
understanding and using nonverbal communication cues
effectively, participating in public speaking and

presentation activities, and learning conflict resolution

skills.
The third theme, Enhancing Emotional Intelligence,

highlights strategies aimed at developing students'
emotional intelligence and social understanding. These
strategies encompass self-awareness through self-
reflection, demonstrating empathy towards others,
practicing emotional regulation techniques, cultivating
resilience to overcome challenges, and engaging in
mindfulness practices for stress reduction and emotional
well-being.
Additionally, Senior High School students utilize

coping strategies such as building relationships and social
connections, developing communication skills, and
enhancing emotional intelligence to improve their social
literacy. These strategies contribute to their overall
social development by enabling them to navigate social
interactions, establish meaningful connections, and foster
positive relationships. These coping strategies have
implications for their future social interactions,
equipping them with essential skills and competencies that
will benefit them in various personal and professional
contexts.
In conclusion, social literacy plays a vital role in

the personal and professional lives. Developing social
literacy skills can enable us to interact effectively with
others, build strong relationships, and achieve our goals.
To improve social literacy, it is important to cultivate
self-awareness, active listening skills, empathy, and

cultural competence. People can also benefit from seeking

out diverse perspectives, practicing effective
communication, and developing conflict resolution skills.
By consistently working on these strategies, target
population can become more socially literate and successful
in our personal and professional relationships.

RECOMMENDATIONS
The following recommendations were formulated based on

the narratives of the participants:
The researchers advise finding additional methods and

approaches to increase your social literacy and
communication abilities through interaction with others or
by furthering your own personal growth.
To future researchers must observe their behavior in

such and collect more information and data to find a most
effective strategies and which is most commonly used to cope
with social issues on an individual
If you are looking for recommendations to improve your

social health, here are a few suggestions:
• Join social groups or clubs: Look for groups

or clubs that align with your interests, hobbies,
or goals. This could be a sports team, book club,
volunteering group, or any other social
organization where you can meet new people and
interact with them.
• Attend events: Attend events such as

concerts, art shows, or festivals. These events
provide an opportunity to meet new people and
engage in conversations with them.

• Practice active listening: To build strong

relationships, it is important to be a good
listener. Practice active listening by giving your
full attention to the person speaking and
responding with empathy and understanding.
• Seek professional help: If you are struggling

with social anxiety or other mental health issues
that are affecting your social life, consider
seeking help from a mental health professional.
• Practice self-care: Taking care of yourself

can help improve your confidence and self-esteem,
which can in turn improve your social
interactions. Practice self-care by getting
enough sleep, exercise, and eating well.
Remember that building social connections takes time

and effort, but the benefits are worth it. Start small, be
patient, and don't be afraid to step outside of your
comfort zone.

REFERENCES
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19 pandemic: Students' perspectives. Journal of
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http://www.doi.org/10.33902/JPSP. 2020261309
AL Ateeq, D. A., Alijhani, S. & AlEesa, D. (2020). Perceived

stress among students in virtual classrooms during the
COVID-19 outbreak in KSA. Journal of Taibah University
Medical Sciences, 15(5), 398-403.
https://doi.org/10.1016/j.jtumed.2020.07.004
An, N., Vesty, G., & Cheong, N. C. (2023). Defining Digital

Wellbeing Literacy in Remote Work Integrated Learning.
Australasian Journal of Information Systems, 27.
https://doi.org/10.3127/ajis.v27i0.3969
Arinto, P. B. (2016). Issues and challenges in open and

distance e-Learning: Perspectives from the
Philippines. International Review of Research in Open
and Distributed Learning, 17(2), 162- 180.
https://doi.org/10.19173/irrodl.v17i2.1913
Ay et al., 2019 S.Ç. Ay, H.K. Keskin, M. Akilli Examining

the effects of negotiation and peer mediation on
students’ conflict resolution and problem-solving
skills Int. J. Instruct., 12 (3) (2019), pp. 717-730

Bhatt, S. & Bahadur, A. (2020). Role of Self Esteem & Self

Efficacy in Achievement Motivation among College
Students Role of Self Esteem & Self Efficacy in
Achievement Motivation among College Students. The
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Role_of_Self_Esteem_Self_Efficacy_in_Achievement_Mo
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Dagar, V., & Yadav, A. (2016). Constructivism: A paradigm

for teaching and learning Arts and Social Sciences
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DOI:10.7860/JCDR/2018/29482.11770

APPENDIX
RESEARCH QUESTIONNAIRE
Survey Questions
The research instrument provided below is a sample

questionnaire that aims to collect data on the coping
strategies employed by Grade 11 Set A students of St. Paul
University Philippines to enhance their social literacy
during the new normal. This instrument can be customized
further based on the specific objectives and requirements
of your study.
Participant Information:
1. Name (Optional)____
2. Age: ____
3. Gender: ____
4. Grade 11 Set A Section: ____
5. How many years have you been studying at St. Paul
University Philippines? ____
1. What specific activities or practices do you engage

in to improve your social literacy during the new
normal?
2. In what ways do you think poverty, unequal access to

healthcare, lack of education, stigma, and
discrimination impact your social literacy?

3. How has the new normal (online learning, social

distancing, etc.) impacted your social literacy?
Please elaborate.
4. Have you encountered any challenges or difficulties

in coping with the new normal and improving your
social literacy? If yes, please describe them.
5. Which coping mechanisms do you find most effective

in managing stressful events related to your social
interactions or social literacy development?
6. Why do you choose these particular coping mechanisms

over others when faced with stressful situations?
7. How do you perceive the role of technology and online

platforms in enhancing your social literacy during
the new normal?
8. In what ways do you think improved social literacy

can contribute to your personal growth and success
beyond academic achievements?
9. Can you share any personal experiences or examples

where you applied your coping mechanisms to enhance
your social literacy during the new normal?
10. In your opinion, what additional support or

resources would be beneficial for Grade 11 students
to enhance their social literacy during the new
normal?

Adapted from
Bhatt, S. & Bahadur, A. (2020). Role of Self Esteem & Self

Efficacy in Achievement Motivation among College
Students Role of Self Esteem & Self Efficacy in
Achievement Motivation among College Students. The
International Journal of Indian Psychology.
ISSN 2775-3719 Calo, R. M., et al. (2021). Students'

struggles and their coping mechanisms in the new
normal.

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St.

Paul University Philippines

Coping Strategies of Grade 11 Set A Students of St.

SPUP SHS SET-A STEM 1

Table of Contents .................................. 2

Background of the Study ............................ 8

Review of Related Literature ...................... 11

Rationale of the Study ............................ 17

Conceptual Framework .............................. 19

Statement of the Problem .......................... 20

Significance of the Study ......................... 21

Scope and Delimitations ........................... 22

Definition of Terms ............................... 23

CHAPTER 2: RESEARCH METHODOLOGY

Research design ................................... 25

Research locale ................................... 25

Sample and sampling techniques .................... 26

Research instruments .............................. 26

Data collection procedure ......................... 27

Data analysis procedure ........................... 27

SPUP SHS SET-A STEM 2

CHAPTER 3: RESULTS AND DISCUSSION

CHAPTER 4: SUMMARY OF FINDINGS, CONCLUSIONS, AND

Summary of findings .................................... 33

SPUP SHS SET-A STEM 3

First and foremost, we praise God for providing us with

We would like to express our sincere gratitude to the

We extend our appreciation to the faculty and staff of

We are grateful to our research advisors for their

Our utmost appreciation goes to our research advisors

SPUP SHS SET-A STEM 4

feedback. Their constructive criticism, insightful

SPUP SHS SET-A STEM 5

This study explores the coping strategies

SPUP SHS SET-A STEM 6

management and setting goals to effectively balance their

SPUP SHS SET-A STEM 7

BACKGROUND OF THE STUDY

Social or instrumental support from their

In terms of the scope of its effects on health,

Social Literacy is a students’ successful

The benefits of social literacy and good health

SPUP SHS SET-A STEM 8

system, help you recover from disease, and may even

The good news is that while many of these benefits

Research is required to evaluate the impact of

The researchers chose this study due to its

The goal of the study is to discover and

SPUP SHS SET-A STEM 9

The researchers will determine the justifications

SPUP SHS SET-A STEM 10

REVIEW OF RELATED LITERATURE

This study explores the effect of interactive

Through a quantitative descriptive approach, this

By combining pedagogic, architectural, and ICT

SPUP SHS SET-A STEM 11

attend virtual classrooms in domestic atmospheres,

Self-efficacy in education refers to a learner's

In contrast to Estira (2020), students are highly

In their study, Batt and Bahadur (2020) explore

SPUP SHS SET-A STEM 12

The study by Zahra et al. (2018) highlights the

Social literacy is an essential skill for every child