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Region 1
Alaminos City Division
Alaminos City National High School
SENIOR HIGH SCHOOL DEPARTMENT
Science, Technology, Engineering and Mathematics
Alaminos City, Pangasinan

Effects of Mental Health Difficulties on the

Academic Performance of Learners

(Amidst COVID-19 Pandemic)

Qualitative Research

Darius D. Lacson

Gabrielle Nissi N. Abarquez

Lexine R. Grate

Marean Mirth R. Basobas

May 2021
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Students, educators, and parents have faced numerous challenges as a

result today’s biggest unseen enemy, the Coronavirus disease 2019 (COVID-19)

pandemic. It is a disaster that destroyed human health up until now. Teenagers,

such as we, have different ways in coping with stress, anxiety, and with

depressive moods. The sudden change in our day-to-day life greatly affects how

we cope with such mental difficulties.

Centers for Disease Control and Prevention (2020) defined that

“Coronavirus disease 2019 (COVID-19) is caused by a new coronavirus first

identified in Wuhan, China, in December 2019. By the fact that it is a new virus,

scientists discover more each day. Although most people who have COVID-19

have mild symptoms, COVID-19 can also cause severe illness and even death.”

(Centers for Disease Control and Prevention, 2020)

As of May 21, 2021, there are 165,834,718 of COVID-19 cases worldwide

with 3,444,294 deaths and 146,514,593 recovered. With USA having the most

COVID-19 cases, with a total of 33,833,181 total cases, 602,616 total deaths,

and 27,358,629 total recoveries. (Worldometer, 2021)

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And as of May 21, 2021, there are 1,165,155 COVID-19 cases with

19,641 deaths and 1,093,602 recoveries in the Philippines. (Worldometer, 2021)

Manila Bulletin stated that “The cities of Pasay, San Juan, and Makati

top active coronavirus cases (COVID-19) in the National Capital Region

(NCR)-plus bubble based on the numbers obtained from the Department of

Health (DOH) and the Philippine Statistics Authority (PSA).” (Manila Bulletin,

2021)

In Pangasinan, there are 6,742 total COVID-19 confirmed cases with 288

total deaths and 5,838 total recoveries, as of April 18, 2021. (Province of

Pangasinan (Official), 2021)

The pandemic impacted our lives in ways we could not even imagine. With

the continuous rising of cases, a lot of plans and occasions are being cancelled.

Some families and relatives were not able to attend birthdays, and some were

not able to be there for their loved ones during loss at funerals. In the context of

global COVID-19 pandemic, schools exceptionally perceived obstacles as they

swiftly transitioned to an online format, provided an equal connectivity for all

students, supported both teachers' and students' instructional needs, and

prepared in the face of great uncertainty. The pandemic itself has triggered a

great deal of concern and sorrow.

The most significant impediment to student achievement is mental health

problems. Mental illness can affect students’ academic performance.

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Due to the experience of many students, the researchers decided to come

up with this study and will be able to identify the academic effects of mental

health difficulties of Senior High School (SHS) students amidst COVID-19

pandemic.

Statement of the Problem

This study assessed the mental health difficulties experienced by Senior

High School Learners and how it influenced their academic performance during

distance learning amidst the COVID-19 pandemic.

Specifically, it sought to answer the following questions

1. What are the mental health difficulties are being experienced by SHS

learners undergoing distance learning?

2. How does the studying environment of the student affect their distance

learning experience?

3. How did learners manage their time to avoid difficulties in modular

distance learning?

4. What are the adaptive measures utilized by the learners when continuing

their education in modular distance learning?

5. What are the following factors which make modular distance learning

challenging to the learners and how did it affect their academic

performance?
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Significance of the study

The researchers aimed to find out the impact of mental health difficulties in

Senior High School learners’ academic performance.

The findings of this study will provide significant and beneficial information

to school administrators, teachers, parents, Senior High School learners and

future researchers.

           To the school administrators, this study would help the administrators

understand the difficulties experienced by learners which can serve as a guide in

creating efficient distance learning modules which are designed to be understood

by learners in their self-learning.

           To the teachers, the data gained in this study will be used as a guide to

creating methods and techniques in teaching to help support their student’s

mental health.

           To the parents, this study can be utilized by them to assist with their

child’s difficulties in their academic performance due to their mental health.

           To the Senior High School learners, this research study would provide

beneficial knowledge on the learning adaptations they can utilize to improve their

academic performance and overall mental health.

           To future researchers, this study would provide aid in their study and

help them produce information for a better and more in-depth research study.

The findings of this study provide vital information that may come in handy for

future researcher s related to this study.

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Scope and Limitations

The study covered the determination of the academic effects of mental

health difficulties of Grade 11 senior high school students. The primary subjects

of this research study consisted of the Grade 11 students enrolled in academic

year 2020-2021. The respondents were limited to eight (8) Grade 11 students

who are in the Science, Technology, Engineering and Mathematics (STEM)

Strand of Alaminos City National High School (ACNHS) of the City of Alaminos,

in the Division of Alaminos, Pangasinan.

Definition of Terms

This section contains the conceptual definition of terms used in the study.

To achieve clearer understanding of and better insight in the presentation,

analysis, and interpretation of data in this study, the operational definition of

some terms that were used within the study context was likewise presented.

Academic Performance. It is the measurement of student achievement

across various academic subjects.

Alaminos City National High School. It is where the study is conducted,

and it is where the data gathered.

Mental Health Difficulty. It refers to the mental health conditions that

affect the students’ mood, thinking and behaviour.

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STEM. It refers to the abbreviation of Science, Technology, Engineering

and Mathematics strand. It is where the participants of the study came from.
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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the review of the related literature and studies was

used by the researchers as a frame of references and guides in conceptualizing

their study. The similarities and differences between the cited studies and the

researchers’ proposed study were discussed briefly at the end section.

Related Literature

Foreign Literature

Most theorists agree that stress is or perhaps, can be adaptive, with its

association with threatening or harmful events, and that it is typically

characterized by aversive or unpleasant feelings and mood. (Dougall & Baum,

2011). With the occurrence of the Coronavirus disease of 2019 (COVID-19)

pandemic, students undergo distance learning experience higher levels of stress,

both from factors found inside their home, events regarding their environment in

addition to the difficulties that they constantly experience in their school-related

activities. These disruptive feelings and emotions due to such forces contribute to

intensified difficulties in students’ academic studies. Other emotions displayed

during the outbreak of the pandemic include depression, irritability, insomnia,

fear, confusion, anger, frustration, boredom, and stigma associated with

quarantine, some of which persisted after the quarantine was lifted (Pfefferbaum
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& North, 2020). The Coronavirus disease 2019 infection is a new disease hence,

it is important to understand that its emergence and spread may lead to cognitive

distress, anxiety, and fear in the public which then may lead to harmful

stereotypes (World Health Organization, 2020).

In other countries, with most schools and colleges have transitioned to

online delivery of classes and evaluation to avoid the disruption of educational

services, the digital platform remains uncharted territory for most people in a low-

middle income country such as India. According to National Sample Survey,

2017-18, 24% of households in India have an internet facility and only 8% of all

households with members aged between five and 24 have both a computer and

an internet connection. The disparities of access become a harbinger of

academic stress in students who would find themselves unable to avail

themselves of online classes or submit their assignments, thus falling behind

their peers in their curriculum. Reports of symptoms of depression, anxiety, and

in severe cases suicidal attempts in children and adolescents triggered by

academic stress and apprehensions. (Mahapatra & Sharma, 2020).

The symptoms of mental health difficulties experienced during the

pandemic harm students’ academic performance. High-stress levels related to

coronavirus is the new normal, the latest Stress in America survey finds. Nearly

half of parents of children under age 18 say their stress levels related to the

coronavirus pandemic are high (American Psychological Association, 2020).

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Local Literature

There are two types of online teaching and learning: synchronous, which

happens in real-time, and asynchronous, which has no interaction but uses

online channels. Some would mix the methods. Schools that use asynchronous

learning, in which professors send handouts or materials to students through

virtual application; however, students must study at their own pace. The

drawback of this learning method is that if professors submit the handout, it is

already considered "discussed" even though no discussion takes place. This

means professors will pass out all the handouts for the whole semester to cover

all the topics in the examination. A great number of students evidently reveal

difficulties with this method of learning, especially to those learners who study

complex subjects. There is a great gap of learning between with studying

academic courses on your own and with having someone teaching you face-to-

face. (Sy Cua, 2020).

Another drawback of online learning is the possibility of students being

unable to connect or relate to their classmates, unlike in physical interactions

where students may ask their peers or teachers for immediate clarifications. This

may cause stress and other mental disorders among the isolated students.

Another setback among students is that they may lose interest in the subject

matter and, thus become fewer effective learners. At times, it is also hard to

obtain immediate feedback or other related concerns from teachers due to the

asynchronicity. Another obvious downside of online learning is the prerequisite to

own an electronic device which has capability in connecting to the internet.

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These two incur monetary consumption that some cannot afford. According to a

study that surveyed internet usage among Filipinos in 2018, 45% of the

Philippine population or nearly 47 million do not have an internet access, while

74% of (34,500) public schools suffer the same fate (Peñas, 2020).

Resilient students and those who perceive higher social support

experience lower levels of fatigue during the lockdown period compared to

students with low resiliency and social support. Though, lockdown policies

effectively slowed the transmission of the coronavirus disease, this havd

adversely affected people’s habitual life, with serious consequences for mental

and psychological health and well-being, particularly among young people

(Volkan & Volkan, 2020; Marroquín et al., 2020). According to the Australian

Psychological Society (2020), prolonged lockdown may cause fatigue or

exhaustion in an individual as a result of the overwhelming disruptions on their

routines and activities, social isolation, lack of security, imminent threat to health

and unpredictability of what is ahead, and may manifest as a mix of physical,

mental and/or emotional signs. It is generally an undesirable experience in which

an individual is engulfed with an overpowering sense of tiredness that is not

relieved by rest or food intake, intense yearning to rest, lack of physical and

mental energy, and decreased motivation and sense of enjoyment (Trendall,

2001). It diminishes an individual’s ability to function normally on a daily basis

and may consequently lead to a decreased quality of life (Ream & Richardson,

1996); (Labrague & Ballad, 2020).

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Related Studies

Foreign Studies

Studies reveal that mental health issues containing depression, anxiety

and stress are accredited with a higher level of morbidities among students from

all parts of the world (Asif et al., 2020). From these issues, the academic

performance of students may in turn be affected.

When stress is continuous, pressures are intense, physical illness and

psychological distress can ensue. For successful adaptations regarding these

factors, it is necessary to respond to stress in a positive way by using adaptive

coping strategies such as organizing work, exercise, relaxation, and external

support are conducive to better physical and mental health. On the other hand,

coping strategies such as alcohol, drug abuse, smoking, and interpersonal

withdrawal, result in maladaptation (Zarei et al., 2016).

Based on the studies conducted, students who resided with their families

during the lockdown had significantly lower stress levels than those who did not;

in fact, the students who were surrounded by family reported less frequent terror

symptoms than the students who were living alone during that time. Furthermore,

students who were able to return to their families adjusted to distance learning

with more ease (Demetriou, L., Keramioti, L., & Hadjicharalambous, D., 2021).

The cited foreign works of literature and studies included in this part of the

research display relevant information regarding the academic effects of mental

health difficulties among students in addition to its effects and the following
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contributory factors to its increasing volume during this pandemic which are

analogous to our proposed research study. It is, however, different in some of its

parts due to its presented data which collected from samples of different groups

of people from other countries, which may cause some of its specific data and

results gathered to be different from what we aim to achieve and find in this

proposed study.

Local Studies

'It’s a very complex issue or concern. We need to look at it as an interplay

of a lot of factors. These factors are biological, psychological, social, and

sometimes spiritual,' -Dr Joan Rifareal (Magsambol, 2020). According to the

studies of a professor, while mental health problems and psychological

adjustment are a necessary part of schooling in a highly competitive

environment, under the pandemic, these problems will be exacerbated and

intensified due to the absence of a real community and the growing isolation of

kids from their peers who may be able to support them. (Cagula, 2020).

According to studies, positive coping skills and personal resilience are key

factors that may protect an individual from lockdown-induced fatigue and other

mental and psychological health consequences of the pandemic, and the

measures implemented to control the disease. Personal resilience is important

for successful recovery from difficult or stressful circumstances (Hart, Brannan, &

De Chesnay, 2014), while coping skills are helpful to resolve or hasten the

resolution of a problem (Piergiovanni, & Depaula, 2018). In the context of a

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pandemic, adequate personal resilience and coping skills are vital to help an

individual cope with the negative effects of the pandemic and support their

mental health (Labrague & De los Santos, 2020). Studies have shown that

individuals with poor coping skills (Liang et al., 2020) and a negative mind set

characterized by excessive worrying, hopelessness, and pessimism (Moore et

al., 2020) are at higher risk for developing mental and psychological issues

related to the pandemic, possibly including lockdown-induced fatigue. (Labrague

& Ballad, 2020).

The cited local works of literature as well as studies included in this

section of the research included pertinent information about the academic effects

of mental health problems among students. Most of these works involves actual

participants and interviewees proving empirical data conducted, thus making our

sources reliable. A specific difference identified between each of these works is

the effect of online learning, whether it is positive or negative effects. Parts of

these works show the various perspectives of individuals towards this topic and

its issues, since our research are centered in studying the academic effects of

mental health difficulties or in an easier statement, the negative effects of

pandemic-induced mental health illnesses toward academic performances. Most

of the information we collect are specifically in the perspective of individuals who

thinks how negatively distance learning affects students.

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CHAPTER 3

METHODS OF STUDY AND SOURCES OF DATA

This chapter describes the research methodology which was used in the

study. Included in this part is the discussion of research design, participants of

the study, and the instruments used in gathering data.

Research Design

This study used phenomenological method, which focuses on the

students’ personal experiences. It aimed to know, understand, and have an

interpretation to these particular experiences to such situations by the use of

different research questions.

At the final stage, the researchers generated a whole phenomenological

conclusion which represented all participants’ answers to the he questions raised

by the researchers and eventually led to the success and completion of the

study.

Sample and Sampling Technique

This phenomenological study aimed to assess the mental health

difficulties experienced by Senior High School Learners and how it influenced

their academic performance during distance learning amidst the COVID-19

pandemic.
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Purposive sampling was used in this study; this was considered as one of

the types of non-probability sampling. It was a sample selected in non-random

manner based on member characteristics as relevant to the research problem. In

this design, the researchers selected the participants who were available and

best met the qualifications of their study.

In obtaining data, interview method was used, and it was recorded through

electronic documents. It was done in a natural setting to maintain openness.

Narrative description was preferred by the researchers to avoid missing out

significant data. The interview with each participant was done inside their working

place depending on availability. The researcher used an interview guide with a

semi-structured type of interview. The researchers will add some follow-up

questions whenever they feel they have to ask for more.

Analyses of the cases were derived based on theories and findings that

was presented in the literature and studies. Discussion was focused on the

theories and studies.

Participants of the Study

The participants of the study were limited to eight (8) participants that are

grade 11 Science, Technology, Engineering and Mathematics (STEM) student.

They were selected through purposive sampling which is a non-probability

sampling and according to their availability.

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Data-Gathering Procedures

Interview with the participants was conducted in natural setting with

respect to their availability. They were interviewed for clarification and vital

questions to give the study more credibility.

Data Analysis Procedure

The responses of each participant were analyzed through recursive

abstraction wherein the data will be summarized in steps. The similarities and

differences will be combined and summarized to formulate the final findings.

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CHAPTER 4

PRSENTATION, ANALYSIS, AND INTERPRETATIONS OF FINDINGS

This chapter presents the data gathered, the details of the analysis and

interpretations of findings on the Effects of Mental Health Difficulties on the

Academic Performance of Senior High School Learners (Amidst COVID-19

Pandemic).

1. The mental health difficulties that the students encountered being a

STEM student undergoing distance learning.

Participant 1: Mr. Newspaper

Participant 1 experiences stress and struggles with modular distance

learning because he used to go to school and be with his classmates. He also

points out that internet is needed, and learning becomes difficult when there is no

load or signal. This causes stress for him.

Participant 2: Ms. Valentine

According to participant 2, she experienced fatigue over the modular

distance learning and her mental well-being is poor during this time of a

pandemic.
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Participant 3: Mr. Parkour

Participant 3 connoted apathetic about the modular distance learning and

as for his mental well-being during this trying times according to him is

sometimes stable and not.

Participant 4: Mr. Calculus

Participant 4 perceived sad emotions on how the modalities does not

turned out to be what he has expected especially how the lessons and

information are disseminated. In addition, he spells out that his well-being is not

looking good.

Participant 5: Ms. Artist

However, Participant 5 felt okay about the distance learning education.

She hints that she has few ups and downs but nothing serious to be concerned

about.

Participant 6: Ms. Crying Lady

Participant 6 felt great about the distance learning. It makes her day

productive and allows her to learn amidst COVID-19 pandemic. She points out

that her mental well-being is good, and she still can cope up with the stress that

being a STEM student had caused her.

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Participant 7: Mr. Chill

Participant 7 noted that distance learning education is inefficient, and it

has many impacts on a STEM student like him. He is doing well as a STEM

student given that he is a science student last school year and already knew

what to expect from a STEM strand.

Participant 8: Ms. Cosmetics

Participant 8 modular distance learning became difficult for she lacked in

connection with the teachers for some are hard to reach out for some concerns,

specifically about the lessons. She added that her mental state was becoming

worst everyday due to the pandemic brought by the COVID-19, she also

mentioned that being in a STEM strand which has arduous subjects added more

complexity.

Interpretation of Findings

The findings suggest that mental health difficulties that the students

encountered being a STEM student undergoing distance learning vary from each

other. However, most of them pointed out that they can handle the difficulties of

being a STEM student undergoing modular distance learning for they are being

challenged for new experiences and circumstances, but these challenges may

have severe results about their mental health status.

Young people such as Senior High School Learners students are

particularly vulnerable to the adverse mental and psychological health

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consequences of the stay-at-home orders or lockdown measures, as they pose a

potential threat to their physical, mental, and emotional health as well as their

educational and developmental progress (Singh et al., 2020).

2. The effects of the learner’s learning environment in the modular learning.

Participant 1: Mr. Newspaper

He stated that multiple factors affect a student’s distance learning

experience. One of the major factors that the respondent thinks that affects

negatively to a learner’s studying are ruckus and noises which disrupt a person’s

focus which means learning can be a hassle if surrounded by a noisy

environment. Learners who do not have a monthly allowance are having a hard

time submitting requirements that need money to properly make or execute it.

Since distance learning is centered around virtual connections like messenger as

such, an internet connection is required. A student’s learning experience can

greatly be affected by the signal of a person’s internet connection,

announcements and important files that are sent by teachers may not be

received by a student as soon as it was sent resulting in late submissions and

responses. 

In his personal experience, slow internet connection and finance are the

reason why their environment affects negatively to their distance learning

experience.
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Participant 2: Ms. Valentine

She stated that the negative factors that affect the distance learning

experience of learners are first, a slow or poor internet connection that may affect

a student's communication with their teachers. Since learners are doing school

activities in their homes, they are somehow still obligated into doing household

chores. Yes, it is true that compared to face-to-face classes, a learner has a little

freer time to themselves considering they are in their homes, but this does not

change the fact that being in their means continuing with their household chores

despite also obligating to finish schoolwork. Since their schedule for doing school

activities are already also used for finishing household chores, students may lack

time in doing their requirements and tend to stay up all night with also affects

their sleeping schedule.

Her environment does affect her distance learning experience. She stated

that she has an obligation to look after her younger siblings since she is eldest,

and both her parents are working meaning that most housework are also part of

her schedule. Their poor internet connection also negatively affects her virtual

studies.

Participant 3: Mr. Parkour

He claims that a learner's distance learning experience is influenced by

their family or the people they live with, as well as problems that a student may

be dealing with at home.

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In his own experience, there have been occasions when circumstances at

home have harmed his mental health, causing him to neglect his distance

learning academics.

Participant 4: Mr. Calculus

He believes that one of the factors that affect a student’s distance learning

experience is having various roles which are inclined with different

responsibilities. He stated that as a son/daughter, a student is obligated into

doing household chores; as a sibling, bond as a brother/sister with them; and

lastly as a friend to their peers which can disrupt their focus when receiving an

invitation to go out and enjoy. 

It did impact his learning experience in his own experience, but he

claimed that he freely and logically allowed these things to affect him. “My

parents would not bother me upon answering modules, they have to prep meals

and such, I would often take responsibility for washing the dishes and cleaning

the table” he stated as an example of what he meant. He also claimed that he

relaxes his thoughts by playing games or chatting with his friends.

Participant 5: Ms. Artist

The actual location where the learner is performing their studying,

according to her, is a factor in the environment that may impact a student's

distance learning experience.

In her personal experience, it did affect her learning experience which

made difficulties for her academics that are such hassle.

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Participant 6: Ms. Crying Lady

She stated a factor in a student’s environment that affects their distance

learning experience is loud noises that are produced from their learning

environment.

In her personal experience, the main factor that affected her learning

experience the most is loud noises produced by vehicles and an under-

construction house nearby their place.

Participant 7: Mr. Chill

He believed that if a student’s environment has the factors of a favorable

learning environment that influences learners to become more motivated and

engaged in doing their school activities. It also improves their overall learning

abilities.

In his personal experience, the learning environment he is in now is

convenient enough for him to have a better learning experience.

Participant 8: Ms. Cosmetics

Loud sounds and commotion, according to her remark, are factors in

a learner's surroundings that impact a student's distance learning experience.

She also added that it is basic sense that students would be better off in a

peaceful environment.

In her experience, the factors in her learning environment that affect her

academics are chores that her parent asks her to finish. A scenario she

mentioned that commonly happens to her that disturbs her studying is when she

watches explainer videos and in the middle of her watching, her focus gets

disrupted by another task her parents tell her to finish.

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Interpretation of findings

Senior High School STEM 11 learners deals with various factors in their

learning environment that affects their academic life. The common factors that

these students deal with in their environment are loud noises, a ruckus that

happens in their home, household obligations, and poor internet connection. 

'It’s a very complex issue or concern. We need to look at it as interplay of

a lot of factors. These factors are biological, psychological, social, and

sometimes spiritual,' -Dr Joan Rifareal (BonzMagsambol; rappler, 2020).

3. Ways on how learners deal their time to avoid difficulties in distance

learning education.

Participant 1: Mr. Newspaper

He spent six to eight hours of learning at home, and he also manage his

time by having his schedule ready everyday so as to do his other task as a

student, son, and himself. He gave himself a deadline in every task he does for

him to be become challenged and be able to oversee his tasks.

Participant 2: Ms. Valentine

She realized that she almost consumes eight to ten hours every day in

reading and answering her modules. Just like participant number one, she makes

her own schedule, but the difference is she do household chores first before

focusing on her education.

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Participant 3: Mr. Parkour

He honestly answered that he sets no time for spending his tasks as a

student particularly his modules for daily. He openly mentioned that he does not

actually manages his time effectively.

Participant 4: Mr. Calculus

He used at least six hours or more a day in doing his activities provided

weekly by the distance learning education. He was able to manage his time

effectively even though he has a lot of responsibilities that are embedded in his

role as a son, a friend, a brother, and a student at the same time. He also added

that he makes sure that no other tasks except from modules are left behind. He

also manages to have a good rest so as to not lose his energy to fill in the day.

Participant 5: Ms. Artist

She almost spent approximately 12 hours each day in an average

distance learning education. She claimed that she not really manages her time

for all the activities she has in daily. She just answers modules and do the other

tasks whenever she wanted to work at those activities.

Participant 6: Ms. Crying Lady

She set the day with an alarm that rings on the 10 th hour she is dealing

with her education, especially in this modular learning. She is able to manage her

time by making wise decisions. These decisions include discarding unnecessary

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tasks that may waste her time instead of answering her modules and working her

responsibilities at home.

Participant 7: Mr. Chill

He has an average time ranging from five to eight hours of dealing with his

education and this average duration depends on his decision if he is going to

take this time for his modules or give this for other tasks that exclude the school

affiliated activities. He believes that he manages his time base on how he passes

his modules right on time with complete activities and requirements.

Participant 8: Ms. Cosmetics

She was able to spend her time dealing with distance learning education

more or less eight hours a day. She honestly answered that she does not really

manage her time effective like the other students.

Interpretation of Findings

The average hours the respondents spend on dealing with their distance

learning education is eight hours. Majority of them have their own schedule for

them to manage their time according to their roles, and the rest of them do not

deny the fact that they cannot manage their time effectively.

This is likely to lead to frustration and burnout amongst caregivers and

disruption in the academic activities of the children, leading to stress in both

parents and children. Gender disparity regarding allocation of household duties in

such periods of confinement also needs to be focused upon, as women are often
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expected to devote more time to home-schooling children and doing household

chores affecting their academic career (Machado et al., 2019).

4. The adaptations that the student made when continuing their education

in modular distance learning.

Participant 1: Mr. Newspaper

During the online interview, our participant mentioned that he had

purchased pocket Wi-Fi and a laptop to continue his education through modular

distance learning. He also stated that these adaptations made a significant

difference in his academic performance compared to the face-to-face learning

method since he can complete tasks faster especially when it needs to be

printed.

Participant 2: Ms. Valentine

According to our participant, some of her adaptations that helped her

continue her modular distance learning education is establishing daily routines

and expectations when completing her tasks. Through this, she said that it

made a significant difference in her academic performance compared to the

face-to-face learning method since she managed to complete her tasks on

time.

Participant 3: Mr. Parkour

Our respondent stated that he did not make any adaptations regarding

his education under this type of learning modality and is at a loss on the
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possible ways in which he can adapt. Additionally, he mentioned that there was

no significant difference between his academic performance under the modular

distance learning modality compared to the face-to-face learning method.

Participant 4: Mr. Calculus

According to our respondent, his adaptation by having a fixed study area

at a certain part of the house helped him focus and allowed him to learn

effectively, conveniently, and wisely. Additionally, lessening his time on

gadgets and managing his time wisely helped him save and manage his time

better since he managed to avoid spending it on unnecessary stuff.

While eliminating the external forces which caused hindrance in his

studies helped him focus and accommodated his needs in this modular

distance learning education, he implied that face-to-face learning modality

would still be preferable for the improvement of his academic performance.

Participant 5: Ms. Artist

Our respondent stated that she adapted to the modular distance

learning education by making use of time management. While this adaptation

did help her complete tasks in her studies, there is still a significant difference

between her academic performance through this type of learning modality

compared to the face-to-face learning method. With her studies in modular

distance learning education, there is no proper schedule for her to study her

lessons which, in her experience affects her academic performance.

 29

Participant 6: Ms. Crying Lady

Our respondent adapted to the modular distance learning education by

practicing patience and having grit when completing her tasks. Through these

adaptations, she said it helped her withstand failures. She also believed that

these adaptations helped her in her academic performance this school year.

Participant 7: Mr. Chill

Our respondent did not mention any adaptions that he made in his study

under distance learning modality. While he stated that he still gained high

grades even when under modular distance learning education, continuing his

studies is still a challenge, nevertheless, compared to his education under

face-to-face modality.

Participant 8: Ms. Cosmetics

Participant 8 stated that she adapted by managing her time and using

her dreams as her motivation to keep her heart strong when experiencing

difficulties in her studies under modular distance learning. For her, there is no

significant difference in her academic performance between modular distance

learning and face-to-face learning.

Interpretation of Findings

Senior High School students adapted to distance learning through time

management and purchasing gadgets which helped them in their studies.

 30

Using problem-focused strategies to deal with the cause of the problem

by finding out information on the problem and learning new skills to manage

the problem helps at changing or eliminating the source of the stress. (Zarei et

al., 2016).

5. The following factors which make distance learning challenging to the

students and how did it affect their mental and academic performance.

Participant 1: Mr. Newspaper

Participant 1 pointed out that many activities are required to be done even

in just one subject. In addition, he finds distance learning challenging due to the

missing answer sheets and projects that he submitted, resulting to stress. Thus,

affecting his mental and academic performance.

Participant 2: Ms. Valentine

She stated that the household obligations and poor internet connection

are the main factors for her as doing household chores make her exhausted

which causes her difficulty in understanding the discussions and activities. She

also added that these obligations not only affect her mental well-being, but also

her physical health.

Participant 3: Mr. Parkour

He considered their home environment that includes the personal conflicts

among his family. He mentioned that this can drastically damage his mental
 31

health that shows Post Traumatic Stress Disorder (PTSD), potential depression,

and rumbling suicidal thoughts which are very serious condition.

Participant 4: Mr. Calculus

He mentioned that the modality he chose, teacher’s strategies,

techniques, methodologies make him evenly challenged. On the other hand, the

pandemic itself brought numerous mental health disorders like anxiety attacks for

him and breakdown. He also added that he has “so-called” friends who

negatively take advantage his kindness when it comes to tutoring these friends.

These factors contribute to doubting his own capabilities, specifically on what he

can do. He started to question himself and filled his mind with “I cannot.” He

exposed himself with loneliness and begin to qualm about his trust to everyone.

Participant 5: Ms. Artist

According to her, managing her time was presented as the factor which

makes her distance learning education more challenging. Utilization of time

management elicited stress behaviors, but she mentioned that this mental

difficulty is manageable.

Participant 6: Ms. Crying Lady

The factors she said challenging for her are lack of guidance, external

distractions, and responsibilities inside her home. These factors discourage her

to perform well and made her unmotivated and thought negative things which are

the cause of the beginning unhappiness and loss of interest in studying.

 32

Content Analysis and Interpretation of Findings

The researchers of this study interpreted all the interviews that they have
conducted with the Senior High School Learners that were undergoing distance
learning in Alaminos City National High School. These interviews were used to
know the Effects of Mental Health Difficulties on the Academic Performance of
Learners. This section discusses the similarities and differences that the
researchers have obtained from the participants.
The online interview was mainly focused on Effects of Mental Health
Difficulties on the Academic Performance of Learners, there were no topic
shifting.
On what mental health difficulties that the learners encountered being a
STEM student undergoing modular distance learning. The findings suggest that
mental health difficulties that the students experienced being a STEM student
undergoing distance learning vary from each other. However, most of them
pointed out that they can handle the difficulties of being a STEM student
undergoing modular distance learning for they are being challenged for new
experiences and circumstances, but these challenges may have severe results
about their mental health status.
On the effects of the learner’s learning environment in the modular
learning. Senior High School STEM 11 learners deals with various factors in their
learning environment that affects their academic life. The common factors that
these students deal with in their environment are loud noises, a ruckus that
happens in their home, household obligations, and poor internet connection.
On how learners deal their time to avoid difficulties in distance learning
education.  The average hours the respondents spend on dealing with their
distance learning education is eight hours. Majority of them have their own
schedule for them to manage their time according to their roles, and the rest of
them do not deny the fact that they cannot manage their time effectively.
On what adaptations that the student made when continuing their
education towards distance learning and its impact on their academic
performance. Senior High School students adapted to distance learning
through time management and purchasing gadgets which helped them in their
studies.
On what factors which make distance learning challenging to the students
and how did it affect their mental and academic performance. The main reasons
why the Senior High School STEM learners experienced mental health difficulties
at modular learning due to household responsibilities, discouragement, weak
internet connection, poor time management, and the self-learning module itself.
 33

Content Analysis and Interpretation of Findings

The researchers of this study interpreted all the interviews that they have
conducted with the Senior High School Learners that were undergoing distance
learning in Alaminos City National High School. These interviews were used to
know the Perception of the Students Towards Upcoming Face to face Classes.
This section discusses the similarities and differences that the researchers have
obtained from the participants.
The online interview was mainly focused on the Perception of the
Students Towards Upcoming Face to face Classes, there were no topic shifting.
On what the perception of the student towards upcoming face to face
classes. Majority of Senior High School students see the value of face-to-face
classes, as they know the fact that the lesson from their teacher will retain more if
they were at school.Face-to-face classes allow interaction between learners and
teachers and an in-depth understanding of the content. Also, it facilitates the
development of the right skills and competencies and better performance through
discussions and constant feedback.

On the .Perception of students to online/modular learning Senior High

School STEM 11 learners perceive modular/online learning hard as they deals
with various factors in their modular learning environment that affects their
academic life. The common factors that these students deal are being distracted
by their gadgets, not having interaction with their teachers, household
obligations, and poor internet connection.
On what is preffered by students Modular vs. face-to-face learning: In
terms of Effectiveness  The main reasons why the Senior High School STEM
learners chooses face to face classes was due to classroom setting advantage, it
improves social skills, the effectiveness of f2f, and it doesn’t require the student
to have internet and gadgets such as laptop, etc. These findings will show how
badly the students want to go back to school and once again attend classes.

On the adjustment that the learners would do for the upcoming face-to-

face classes. Senior High School students are planning to adapt once again to
face-to-face classes by following safety protocols, advanced reading, building a
routine, and purchasing the necessary school supplies, etc.

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS,

 34

AND RECOMMENDATIONS

This chapter provides the summary of the qualitative research presents

the conclusions drawn based on the findings of the study from the participants

and offers recommendations for improvement and further studies.

Summary of Findings

This research aimed to determine the Effects of Mental Health

Difficulties on the Academic Performance of Learners.

Specifically, it sought to assess the mental health difficulties

experienced by Senior High School learners and how it influences their

academic performance during distance learning amidst the COVID-19

pandemic. Moreover, it sought to identify how the studying environment of the

learners affects their distance learning experience. It also implied how students

manage their time when undergoing modular distance learning and what

adaptive measures can be utilized. Likewise, it sought to identify the factors

which make distance learning challenging to students and its effect on their

academic performance.

This study utilized the virtual interview research method using Google

Forms to determine and conclude the Effects of Mental Health Difficulties on

the Academic Performance of Learners.

 35

1. The mental health difficulties that the students encountered being a

STEM student undergoing distance learning.

The respondents gave their honest perception about the adjustments

made in the face of a pandemic. Majority of them negatively felt this transition

from face-to-face to modular distance learning.

Based on the data analysis, the participants have different responses on

how they feel about modular distance learning which results to different

stressors. Mr. Newspaper experienced stress and struggles for he usually

studies where the environment is socially active and cheap. This modular

distance learning requires strong signal strength and internet which needs top up

consumption. Ms. Valentine found this modality as exhausting shift in roles. Mr.

Parkour sought this adjustment as discouraging and made him uninterested. Mr.

Calculus was saddened about this sudden swift in mode of learning that restricts

only for choosing the distance learning education and this mode did not pass his

expectations when it comes in the dissemination of quality information. Ms.

Cosmetic encountered difficulty in reaching out people who may be concerned

about this self-learning modules. Despite of the negative prospects, Ms. Artist,

Mr. Chill, and Ms. Crying Lady shared similar views on how they accept the

strand they chose and the modality itself.

2. The effects of the learner’s learning environment in the modular learning.

Senior High School Learners experience difficulties cause by various

factors from their learning environment. This has affected the academic stability
 36

of learners, encountering hardships as they progress through the modular

distance learning.

The data analysis found the factors that affected the learner’s modular

distance learning experience. Our new learning system which is centered on

virtual communication created disadvantages in a lot of aspects; there are

learners who cannot afford instruments required to access virtual benefits,

learners also have a problem with poor connection or slow signal which affects

their communication with their teachers as well as having trouble receiving

important files and links. In modular distance learning, students are required to

do their schoolwork at home because of health measures. A lot of learners are

still obligated into doing household chores or tasks that their guardian has told

them to finish, ruckus and loud activities can be also present in a learner’s home,

and this evidently disrupts a student’s focus towards their school activities and

schedule. Mental health is one of the major parts of learners that gets affected by

people from their learning environment such as their family; there can be events

or situations that pushes students to depression or anxiety which will deliberately

not only their academics but more likely their own life.

One of the participants stated that if a student’s environment has the

factors of a favorable learning environment; it influences learners to become

more motivated and engaged in doing their school activities as well as also

improves their overall learning abilities which seem to be accurate based on the

responses we received.
 37

3. Ways on how learners deal their time to avoid difficulties in distance

learning education.

Studying the quality information provided by the educational institutions to

pursue the continuity in serving its own mission amidst pandemic which restricted

only to modular distance learning. These self-learning modules have been taking

a lot of time that limit the learners to spend their time properly. As to deal with

this, it is necessary to seek for ways to manage these activities and be able to

use their time effectively.

Based on the data analysis, the different ways on how learners manage

their time in dealing with their responsibilities at home and in the modular

distance learning are having their schedule ready when the day starts, setting

their alarm clocks to remind them of the time they have consumed during a task,

and some respondents honestly claimed that they do not think of ways on how

they deal with their tasks and just go with the flow of the time.

This concludes that there are different ways on how learners manage their

time. Getting a schedule ready to start a day is true to three respondents out of

eight participants, and these were Mr. Newspaper, Ms. Valentine, and Mr.

Calculus. Ms. Crying Lady as the only one who sets an alarm to begin a day with

modules to deal with, and finally, majority of the admitted that they do not really

manage their time effectively.

 38

4. The adaptations that the students made when continuing their education

in modular distance learning.

Senior High School Learners are adaptive to the changes they

experience in their lives, such as in their studies. Participants do not despair

easily and can create ways of handling their challenges.

The data analysis discovers that the adaptations of learners when

continuing their education towards distance learning is administered through

time management, purchasing of gadgets that aids in their study, establishing

daily routines and expectations, having a fixed study area in their house,

lessening time on gadgets, using dreams as motivations, and practicing

patience and having grit. The following adaptations are said to make a positive

effect on their modular distance learning education as their efforts cause

positive reflection on their grades.

Overall, the most common way of adapting to distance learning by

learners is through time management, which is true to three (3) out of (8)

participants. These were Ms. Cosmetis, Ms. Artist, and Mr. Calculus.

5. The following factors which make distance learning challenging to the

students and how did it affect their mental and academic performance.

Numerous challenges have been drawn out when the condition of our

country due to the pandemic became worst day by day. The swift adjustment
 39

from face-to-face classes to modular distance learning actually became one of

the challenges brought by the COVID-19 in terms of education.

Based on the data analysis, the biggest enemies of the learners during the

modular distance learning are the weak signal strength which also results to poor

internet connection, misplacements of the answer sheets of the learners that

forced them to do what they have passed, external distractions like personal

conflicts, poor time management, vague instructions and discussions, the

challenge brought by the pandemic itself is unchallenging, and lastly, other house

obligations. These challenges have been presented as the stressors for it bring

stress and other mental health difficulties to them.

Through those reasons, they have encountered different challenges.

However, the participants share similar mental health difficulties while dealing

with these challenges they are battling with.

Conclusions

Based on the findings, the following conclusions were drawn:

 40

1. The mental health difficulties that the students encountered being a STEM

student undergoing distance learning vary from each other. These

challenges may have severe results about their mental health status.

2. Disturbance, household obligations, and poor internet connection are the

factors that these students deal with in their environment.

3. Time management is vital in the students’ way of avoiding difficulties in

distance learning education.

4. Through time management and purchasing gadgets, the STEM students

adapted to distance learning.

5. Household responsibilities, discouragement, weak internet connection,

poor time management, and the self-learning module itself are the factors

which make distance learning challenging to the students.

Recommendations
 41

After an in-depth examination of the data, the following recommendations

were hereby formulated.
1. To the school administrators
1.1. This study recommends they be informed of the ongoing struggles and
mental health difficulties experienced by Grade 11 learners undergoing modular
distance learning.
1.2. School administrators can use this study as a guide to creating efficient
distance learning modules which are designed to be understood by learners in
their self-learning.

2. To the teachers
2.1. Teachers should understand more about the situation that their students are
facing especially in their mental health.
2.2. Them providing considerations and advice to their learners would be
beneficial especially in their distance learning which can help ease the difficulties
their learner’s experience.

3. To the parents
3.1. This study recommends they understand their children’s difficulties regarding
distance learning and be aware of the state of their children’s mental health.
3.2. It is recommended that parents should support and motivate their children to
help ease the burdens their children carry.
4. To the students
4.1. This study recommends learners be aware of the mental health difficulties
that they may encounter while undergoing modular distance learning.
4.2. This study recommends learners obtain knowledge on how various factors in
their learning environment can heavily affect their academic life while undergoing
modular distance learning.
4.3. Learners must gain awareness on how to abate the difficulties they
experience through the utilization of various adaptations to aid in their modular
distance learning.

5. To future researchers
 42

5.1. It is recommended for researchers to increase the number of participants for

more accurate and reliable responses.
5.2. To use this study as a source of information and a reference when
conducting a much in-depth research study that aims to analyze the student’s
mental health while undergoing modular distance learning.
 43

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 46

APPENDICES
 47

INTERVIEW GUIDE

I. GOOGLE FORM SURVEY

 WHAT ARE THE MENTAL HEALTH DIFFICULTIES ARE BEING

EXPERIENCED BY SHS STUDENTS UNDERGOING DISTANCE

LEARNING?

1. How do you feel overall about distance learning education?

2. How is your mental well-being as a STEM student?

 HOW DOES THE STUDYING ENVIRONMENT OF THE STUDENT

AFFECT THEIR DISTANCE LEARNING EXPERIENCE?

1. Which factors of an environment do you think affects a student's distance

learning experience the most?

2. In your personal experience, did your environment affected your distance

learning experience and why? If yes, what made studying challenging in
your environment?
 48

 HOW DID STUDENTS MANAGE THEIR TIME TO AVOID DIFFICULTIES

IN MODULAR DISTANCE LEARNING EDUCATION?

1. How much time do you spend each day on an average distance learning
education?

2. Were you able to manage your time effectively? If yes, how?

 WHAT ARE THE ADAPTATIVE MEASURES UTILIZED BY THE

LEANERS WHEN CONTINUING THEIR EDUCATION IN MODULAR
DISTANCE LEARNING?

1. What are some of the following adaptations you made to continue your
education through a distance learning modality?

2. Did these adaptations make a significant difference in your academic

performance compared to face-to-face learning method? Why or why
not?
 49

 WHAT ARE THE FOLLOWING FACTORS WHICH MAKE MODULAR

DISTANCE LEARNING CHALLENGING TO THE STUDENTS AND HOW
DID IT AFFECT THEIR MENTAL AND ACADEMIC PERFORMANCE?

1. In your personal experience, what are the main factors which made
distance learning challenging to you?

2. How did these difficulties affect your mental wellbeing in addition to your
academic performance?
 50

DOCUMENTATION

Participant No. 1: Mr. Newspaper

 51

Participant 2: Ms. Valentine

 52

Participant 3: Mr. Parkour

 53

Participant 4: Mr. Calculus

 54

Participant 5: Ms. Artist

 55

Participant 6: Ms. Crying Lady

 56

Participant 7: Mr. Chill

 57

Participant 8: Ms. Cosmetics

 58

CURRICULUM VITAE

Name: Darius Del Rosario Lacson

Age: 17

Complete Address: #23 Rabago St., Poblacion,

Alaminos City, Pangasinan

Birthplace: Western Pangasinan District Hospital,

City of Alaminos

Civil Status: Single

Parents

Mother: Rowena Del Rosario Lacson

Father: Rolando Garcia Lacson

Education

Elementary: Alaminos City Central School

5th Honorable Mention

Junior High School: Alaminos City National High School

With High Honors

Senior High School: Alaminos City National High School

 59

Name: Gabrielle Nissi Navarrete Abarquez

Age: 17

Complete Address: San Jose Drive, Poblacion,

Alaminos City, Pangasinan

Birthplace: Alaminos City Western Hospital

Civil Status: Single

Parents

Mother: Lei Kathreen Navarrete Abarquez

Father: Oliver Pizaña Abarquez

Education

Elementary: Alaminos City Central School

Salutatorian

Junior High School: Alaminos City National High School

With High Honors

Senior High School: Alaminos City National High School

 60

Name: Marean Mirth Ramos Basobas

Age: 17

Complete Address: San Jose Drive, Poblacion,

Alaminos City, Pangasinan

Birthplace: Alaminos City Western Hospital

Civil Status: Single

Parents

Mother: Karen Mae Ramos Basobas

Father: Erwin Damasen Basobas

Education

Elementary: Dasol Catholic School

Valedictorian

Junior High School: Dasol Integrated School & Alaminos City National

High School

With High Honors

Senior High School: Alaminos City National High School

 61

Name: Lexine Ramos Grate

Age: 17

Complete Address: Lissundra Subdivision, Sitio

Pandayan, Poblacion, Alaminos City, Pangasinan

Birthplace: C and H Hospital, City of Alaminos

Civil Status: Single

Parents

Mother: Cherrlyn Ramos Grate

Father: Louie Jay Conde Grate

Education

Elementary: ELR Integrated School & Colegio San Jose de Alaminos

4th Honorable Mention

Junior High School: Colegio San Jose de Alaminos & Alaminos City

National High School

With Honors

Senior High School: Alaminos City National High School