PERCEIVED STRESS, WELL-BEING, AND COPING

STRATEGIES OF GRADE 12 STUDENTS IN A

CATHOLIC PRIVATE SENIOR HIGH SCHOOL
AMIDST THE COVID-19 PANDEMIC

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Issue: 4
Pages: 405-413
Document ID: 2023PEMJ661
DOI: 10.5281/zenodo.7868251
Manuscript Accepted: 2023-04-26 18:53:44
Psych Educ, 2023, 8(4): 405-413, Document ID: 2023PEMJ661, doi:10.5281/zenodo.7868251, ISSN 2822-4353
Research Article

Perceived Stress, Well-Being, and Coping Strategies of Grade 12 Students in a Catholic

Private Senior High School Amidst the COVID-19 Pandemic
Trisha Danielle Cajucom*, Icha Dale Bulusan, Shannieh Zea Margarette Dulay, John Paulo Diaz, Railey Cj
Maejan, Reshalyn Naval, Yda Mariae Tiongson, Attilio Iapichino, Czerilou Quibuyen, Mark Balonquita, Julimie
Patricio, Mary Ann Reyes
For affiliations and correspondence, see the last page.

Abstract

The coronavirus disease (COVID) 2019 crisis had impacted the economic, psychological, and social aspects of the world and,
particularly, the educational sector to a great extent. The virus, which first emerged in December 2019, poses a significant
challenge to students' learning as a potential stressor, profoundly affecting their psychological well-being. Thus, this research
aimed to determine the level of stress, state of well-being, and coping strategies for perceived stressors of Grade 12 Students in
a Catholic Private Senior High School amidst the COVID-19 Pandemic. This study used a quantitative-descriptive research
design thru a survey questionnaire to analyze the level of stress among Senior High School Students during the pandemic. The
results indicated that the students faced numerous difficulties, having high levels of stress and well-being in their academic
workload and psychological and physical well-being. Despite these difficulties, the students demonstrated remarkable
resilience and creativity in devising coping strategies. The most commonly reported coping strategy was watching comfort
shows or movies. This finding emphasizes the importance of continued support for students during this unprecedented time,
including effective stress management strategies and resources to promote overall well-being. The study sheds light on the
need for educational institutions to address the mental health needs of students and provide the necessary support to help them
navigate the challenges posed by the pandemic.

Keywords: Perceived Stress, Coping Strategy, Psychological Well-being, Pandemic, Covid-19

Introduction COVID-19

The COVID-19 pandemic led to enormous changes in

The coronavirus disease (COVID) 2019 crisis has
impacted the economic, psychological, and social
aspects of the world and, particularly, the educational
sector to a great extent. The virus, which first emerged
in December 2019, became a pandemic leading to
school closures and, eventually, migration to remote
learning in all levels of educational institutions in the
new normal education. Thus, the traditional delivery of
instruction in education has transformed, and learning
spaces have been reorganized (Rotas & Cahapay,
2020).
As some countries have moved to reopen educational
institutions while trying to maintain social distancing,
students have experienced various changes in their
education settings within a short period (e.g., changes
to physical contact hours, group sizes, and access to
physical spaces or materials). The emotional and
behavioral response to the COVID-19 pandemic is
multifactorial. It relies not only on external
components but also on personal and innate ones. A
significant increase in feelings of functional
impairment, boredom, stigma, worry, phobia,
frustration, and anger has been observed (Melnick et
al., 2020).
learning conditions for schools and students worldwide
within a short amount of time (Mishra et al., 2020). On
a global scale, UNICEF (2020) reported that more than
1.5 billion learners of all ages are affected by school
and university closures. Shutdowns have put youth in a
disproportionate state. With utmost consideration to
provide education as a fundamental human right,
educational systems around the globe were once again
challenged to produce different measures to sustain
education efforts (UNESCO, 2020) immediately, but
this does not consider giving solutions to the problems
of every student. Generally, the education system
seems unprepared and may transpire predicted
consequences during and beyond the crisis (Bozkurt &
Sharma, 2020).
Students worldwide have experienced lockdowns,
restrictions, and social distancing, which has affected
their mental and psychological health (Nagar, 2021).
The pandemic has had a profound and sudden impact
on many areas of life, work, leisure time, and family
alike. As our country continues to confront the issues
brought about by the pandemic, the Department of
Education (DepEd) addressed the challenges in basic
education through the Learning Continuity Plan
(LCP), which was piloted on August 24, 2020. Amidst

Trisha Danielle Cajucom

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Research Article
the fight against the 2019 novel coronavirus disease
(COVID-19) in the Philippines, distance learning
becomes the alternative learning to provide
educational opportunities for students to enhance their
knowledge and skills while securing the safety, health,
and well-being of teachers, students, and all
educational stakeholders (Cajucom et al., 2021).
Remote learning reveals a digital division among
Filipino students. This current situation in remote
learning may most possibly exacerbate existing
inequalities and translate to online learning barriers.
For some, it may present difficulty to purchase a
facilitative learning device to quickly tune in to online
classes and immediately turn in assignments in the
online system (Santos, 2020). Despite the efforts to
make education accessible for all, many difficulties are
still confronting Filipino university students in the
practice of distance education.
Perceived Stressors
Zohair (2018) claimed that various types of stressors
negatively affect students' mental capabilities, the
learning process, and academic progress. The adverse
mental health consequences of online learning among
students include increased anxiety and absenteeism.
These can stem from the increased demand for new
technological skills, productivity, and information
overload (Poalses & Bezuidenhout, 2018). The
COVID-19 pandemic worsened these consequences
when educational institutions shifted from face-to-face
activities to mostly online learning modalities to
mitigate the spread of COVID-19 (Malolos et al.,
2021). While all students may be affected, students
from lower socioeconomic localities have higher
mental distress due to their limited financial capacity
to obtain the necessary gadgets and internet
connectivity. Given these, a digital divide stemming
from socioeconomic inequalities can result in mental
health disparities among students during the pandemic
(Cleofas & Rocha, 2021).
According to Metzger et al. (2016), coping with stress
might be related to negative health behaviors. The
feeling of stress is a deeply personal and varied
experience.
The COVID-19 pandemic has had a significant effect
on students' lives. Many of them face challenges that
can be stressful, overwhelming, and cause strong
emotions. The new learning setup increases stress and
anxiety (CDC, 2020). It is then necessary to provide
mechanisms for these students to learn to cope with
the perceived stress healthily to become resilient amid
Trisha Danielle Cajucom
the challenges brought about by the crisis.
Coping Strategies
Meanwhile, the students' negative coping strategies
tend to indicate increased levels of stress, anxiety, and
depression and should be considered when planning
interventions (Shaikh et al., 2021).
Coping strategies are a set of acts or a method of
thinking used to cope with a stressful or uncomfortable
situation or to change one's response to such a
situation (Abdulghani et al., 2020). Students must cope
with their fears, stresses, and insecurity. The way of
dealing with a stressful event, like the COVID-19
crisis, affects physical health, medical conditions, and
emotional well-being either positively or negatively
(CDC, 2020).
Indeed, the COVID-19 pandemic is putting new and
unforeseen pressures and has substantially disrupted
students' lives. It poses a significant challenge in
students' learning as a potential stressor, profoundly
affecting their psychological well-being. Although
there is a budding body of literature on students'
perceived stress and coping strategies amid the
pandemic, little research has been published among
Filipino senior high school students in the context of a
pandemic. Thus, this research aims to identify the
perceived stress and determine coping strategies amid
COVID-19 among Grade 12 senior high school
students.
Research Questions
This study aimed to identify the factors and level of
stress, and determine the coping strategies amid the
pandemic of Grade 12 senior high school students at
Saint Mary's University. Specifically, it sought to
answer the following questions:
1. What is the perceived level of stress of the students?
2. What is the state of well-being of the students?
2.1. Academic Workload
2.2. Physical and Psychological Health
3. Is there a significant difference in the perceived
stressors among the students when grouped according
to the demographic profile?
3.1. Sex
3.2. Strand
4. What coping strategies do the students use in
managing stress?
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Research Article
Literature Review
Methodology
Research Design
This study utilized a quantitative-descriptive research
design determine the level of stress Level of stress,
state of well-being and coping strategies to perceived
stressors of Grade 12 Students in a Catholic Private
Senior High School Amidst the COVID-19 Pandemic.
The researchers chose this kind of research design to
analyze the specific levels that caused stress to the
Grade 12 Senior High School Students of Saint Mary's
University as well as to identify the common coping
mechanisms that each student finds effective.
The study was conducted at Saint Mary’s University
Senior High School located at SMU College Campus.
The school’s learning modality during the pandemic
was online distance learning using the Learning
Management System BLESSMU. In S.Y. 2022-2023,
face-to-face classes returned.
Established in June 1928 and located in Bayombong,
Nueva Vizcaya, Saint Mary's University Senior High
School is a private, Catholic institution of higher
learning owned and run by the Immaculate Heart of
Mary Congregation. The university provides a broad
range of strands. This comprises academic strands
including Science, Technology, Engineering, and
Mathematics (STEM) and Acountancy and Business
management (ABM). For the Technical-Vocational
and Livelihood Track (TVL), Home Economics (HE)
and Information and Communications Technology
(ICT) are offered, as well as the addition of the Arts
and Design (AD) track.
Research Participants
Stratified-Random sampling was employed in
selecting the target respondents. The research
instruments were printed and checked by the adviser
before distributing them to the target respondents. All
the respondents from the Grade 12 Senior High School
Students from Saint Mary's University answered the
provided questionnaire. They have experienced the
new normal learning modality (online class) of senior
high, thus was a common ground to identify how they
handle stress through their coping mechanisms.
Table 1. Demographic profile of the Grade 12
respondents according to Sex and Strand.
Trisha Danielle Cajucom
Figure 1. .
Table 1 shows the demographic profile of the
respondents according to sex and strand. Based on the
data above, the majority of respondents are female. In
addition, the majority of respondents, are STEM
students, whereas TVL-HE and TVL-ICT students
make up the least. This implies that the majority of
students in the senior high school department are
female-dominated. Furthermore, students are mostly in
the STEM strand because advanced mathematics or
science strands are useful and in demand in a wide
range of future careers. Prior studies have suggested
that demographic characteristics such as these can
have an impact on academic performance
(Christmann, 2017; Amparo et al., 2018).
Research Instruments
A survey questionnaire and interview guide were
utilized to collect data on stressors and coping
strategies among the target respondents. The research
instruments were adapted from Yang et al. (2021) and
tailored to the respondent school.
The survey questionnaire was divided into three
sections. The first section focused on the
demographics of the respondents. The second section
focused on the stressors that respondents faced as a
result of the pandemic. The tool was adapted from
“College students’ stress and health in the COVID-19
pandemic: The role of academic workload, separation
from school, and fears of contagion” (Yang et al.,
2021) and was modified. Furthermore, the Likert scale
(1 - Very Low, 2 - Low, 3 - High, 4 - Very High) was
used in analyzing the stress levels in these sections.
Lastly, the third section was composed of interview
questions about their coping strategies for managing
stressors the respondents which were adapted and
modified from Cajucom et al. (2021).
Data Gathering Procedure
The researchers adapted a questionnaire that was
modified and checked for accuracy and sought the
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approval of the subject teacher. Thereafter, the
questionnaires were distributed by class to make it
more organized in gathering the data from the
respondents. The gathered data was entered into the
database as soon as all the data was obtained. The data
gathered was tabulated and interpreted. After a
thorough analysis of the collected data, the researchers
reported the results.
Result
The level of stress, state of well-being, and coping
strategies of the 254 Grade 12 respondents from Saint
Mary’s University Senior High School have identified
and analyzed. The data gathered from the research is
presented in the form of tables. The stated problems of
the project were answered based on the computed
results of descriptive statistics that were interpreted
and analyzed with the use of Statistical Package for
Social Science (SPSS).
The Perceived in Level of Stress of the students
Table 2. Perceived Level of Stress of the students
Figure 2. .
Table 2 reveals the level of stress in the perceived
stressors of the students amidst the pandemic. Based
on the mean score of the questions, the second
statement was the highest, and the third statement has
the lowest. Accordingly, the students have perceived
“High” stress to all the mentioned perceived stressors,
thus making the overall level of stress of the students
“High”.
This suggests that the students feel nervousness and
stress in the circumstances, which they often perceive
as difficulties piling up so high to unable to overcome
them. This also clarifies why only a few students have
Trisha Danielle Cajucom
confidence in dealing with their issues.
In the study of Aslan et al. (2020), the participating
students reported high perceived stress. This result is
expected during the time of carrying out the present
study, as the number of COVID-19 cases in the Gaza
Strip rapidly increases among the population.
Preventive procedures have been imposed to stop the
rapid outbreak of COVID-19 among people, including
school closure, which was extended closing to avoid a
large scale of infection among students. During the
closure of schools, the students shifted to e-learning to
complete their education through various digital
platforms. The students face many obstacles
concerning employing e-learning tools in their
education, such as the inability to study all subjects,
solve assignments, and time management. The
students are also stressed and anxious about their
educational performance and achievement.
The State of Well-Being of the students
Table 3. The Academic Workload of the students
Figure 3. .
Table 3 reveals the state of well-being of the students
in their Academic Workload. According to the data
above, the second statement has the highest mean,
while the first has the lowest. Furthermore, comparing
the means revealed only a minor difference. The
overall mean is then interpreted as "High" stress.
This connotes that although there is no physical
interaction between students and the teachers due to
the new online-class learning modality, the students
are still concerned about their academic workload
(grades). This also suggests that they consider grades a
significant factor in determining their future careers.
This further has impacted their focus and productivity
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due to the time spent worrying, affecting their overall
academic performance.
Many students may encounter difficulties handling this
deluge of tasks expected of them and may go into
“survival mode” where their focus is no longer on
engaging in meaningful learning, but on performing
the bare minimum of work to meet the next deadline
(Biggs & Tang, 2011). Some may become discouraged
and disillusioned, resulting in a severe reduction in the
situation-specific state of motivation to learn (Brophy,
2010). With the new normal of remote and hybrid
learning, we should consider the level of academic
workload students face and its impact on their learning
behavior and the quality of their learning.
Table 4. The Physical and Psychological Health of the
students
Figure 4. .
Table 4 illustrates the state of well-being of the
students in their Physical and Psychological Health.
According to the table, the fifth statement has the
highest mean, while the second statement has the
lowest. Directly comparing the mean scores from the
table shows that the overall implication of the
perceived stressors of the students regarding their
Physical and Psychological Health is "High".
This suggests that in terms of physical and mental
health, the respondents were highly stressed about
their relationships with families and friends. Since the
implementation of social distancing and isolation,
students are more likely to experience anxiety and
depression when they were unable to check in on their
relatives on a regular and physical basis. When
unchecked, this could result in major mental health
problems.
It is necessary to promote the well-being of the
university community by implementing healthy
Trisha Danielle Cajucom
policies and health promotion interventions within the
university. This emphasizes creating healthy working,
learning, and living environments for students and
staff, particularly tailoring to the specific physical and
mental health issues as observed in this study (Idris, et
al., 2021).
The Significant Difference in the Perceived
Stressors among the students when grouped
according to Demographic Profile
Table 5. Grouped according to sex
Figure 5. .
Table 5 illustrates the significant difference among the
students’ perceived stress when grouped according to
their sex. As determined by the Independent T-test,
results revealed a significant difference between the
students’ sex and their perceived stressors (p<0.05).
This corroborates that females are more likely to be
stressed than males because the COVID-19 pandemic
affected female students much more than male
students. Moreover, females have an emotional
reaction that causes them to react more stressfully and
become more emotionally drained.
According to Graves et al. (2021), serious
consideration should be given to how male and female
students will be able to develop successful life-long
coping skills and handle stressful situations separately
because they use different coping mechanisms to deal
with their stress. Females indicated higher levels of
stress than their male counterparts. Gender differences
were evident in both coping dimensions and individual
coping strategies used. Females were found to utilize
the emotion-focused coping dimension and endorsed
the use of four coping strategies more often than
males.
Table 6. Grouped according to strand
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Research Article
Figure 6. .
Table 6 represents the ANOVA for the students’
perceived stressors when grouped according to strand.
Based on the result, there is no significant difference
between the perceived stressors among the students
when grouped according to strand as determined by
one-way ANOVA (f= 1.554, p>0.05).
This inferred that there is no variation between the
perceived stressors of the students and their strands.
Furthermore, students from each strand have various
perceived stressors and are not limited to those
mentioned above.
Shepherd (2008) based on GCSE (General Certificate
of Secondary Education) Results showed that
advanced-level, science, math, and technology subjects
were a grade harder as compared to non-science
subjects such as Sociology and three–quarters of a
grade harder than Business Studies. Another factor to
consider is that ABM and STEM are mathematically
inclined strands. When we speak about mathematics,
basically a lot of stress, and mental difficulties are
encountered with these strands. While for the HUMSS,
it could be easy if these strands have simple concepts
to be discussed. STEM, on the other hand, has a lot of
math and science subjects and is very well aware of
the complexity of terms resulting in good preparedness
(Depaynos, et al., 2021).
Coping Strategies the students use in managing
Stress
Table 7. The MOST Pressing Challenge/Difficulty that
you have encountered.
Figure 7. .
Table 7 represents the pressing challenges/difficulties
that the Grade 12 students encountered. As illustrated
in the table, the first statement was determined to be
the most pressing challenge/difficulty, while the last
statement was found to be the least pressing.
Trisha Danielle Cajucom
This implies that communication in distance learning
is frequently asynchronous, creating a gap between
teacher and student. Misunderstandings are easy to
form in these gaps, sometimes allowing a problem to
snowball before it can be corrected, putting students
under stress.
According to Acosta et al. (2021), the pandemic left
students and colleges struggling. Students faced
financial challenges that put their education in
jeopardy, had new living arrangements that made
learning difficult, and often lacked the resources
necessary to even log into classes online. Colleges
invested time and money to pivot classes, activities,
and services online in a matter of days and
simultaneously suffered the loss of essential tuition
and auxiliary revenue.
Table 8. The BEST Coping Strategy for managing your
stress.
Figure 8. .
Table 8 indicates the coping strategies the grade 12
students of Saint Mary’s University used in managing
stress amid the pandemic. According to the data, the
majority of the students preferred watching their
comfort shows/movies as their coping strategy, while
only a few opted to talk with family.
This connotes that watching comfort shows/movies is
the most effective coping strategy. During a stressful
time, the participants can easily access shows or
movies on the internet and other media. This is also a
way for the students to express their stress as they feel
related to the situation of the characters, depending on
what show/movie they’re watching.
Logel et al. (2021) further explained that most students
express efforts to try to address the situation by finding
productive coping strategies, such as establishing new
routines, turning to others for companionship, and
bettering themselves through exercise or new hobbies.
This statement shows the importance of having a
coping strategy.
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Discussion
In conclusion, the study gained insights into the
experience of Grade 12 Senior High students at Saint
Mary’s University regarding their perceived level of
stress, state of well-being, and coping strategies amidst
the COVID-19 pandemic. The results indicated that
the students faced numerous difficulties, having high
levels of stress and well-being in their academic
workload and psychological and physical well-being.
Despite these difficulties, the students demonstrated
remarkable resilience and creativity in devising coping
strategies. The most reported coping strategy was
watching comfort shows or movies. This finding
emphasizes the importance of continued support for
students during this unprecedented time, including
effective stress management strategies and resources to
promote overall well-being. The study sheds light on
the need for educational institutions to address the
mental health needs of students and provide the
necessary support to help them navigate the challenges
posed by the pandemic.
This study can be interpreted as a first step in the
research of Grade 12 students' stress levels, well-
being, and coping strategies amid the pandemic.
However, due to the limitations imposed by the
COVID-19 pandemic, future research should include a
larger sample size and a broader research environment.
Furthermore, stress levels, well-being, and coping
strategies could be assessed using various media such
as Google Forms, LMS, and Google Classrooms used
by students during distance learning. Finally, to
address the alarmingly high levels of stress among
students, Saint Mary's University Senior High School
is advised to implement the Marian CARES program,
which encourages students to talk about their social
lives to reduce stress, as this program intensifies
activities that will assist students dealing with mental
health issues, depression, family problems, and peer
pressure.
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Truc Thanh Thai,1 Phuc Truong Vinh Le,1 Quynh Ho Ngoc

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