THE EFFECTS OF STRESS AND ANXIETY ON THE EMOTIONAL AND SOCIAL

ADJUSTMENT OF THE SENIOR HIGH STUDENTS OF GUISAD VALLEY NATIONAL

HIGH SCHOOL

A Research Output submitted to Mrs. Jane A. Liccod (Subject Teacher)

Guisad Valley National High School

In Partial Fulfillment of the Requirements on Inquiries, Investigation and Immersion

AQUINO, CHRISTIAN
AREOLA, JOHN RUSSELL
BASILAN, CLINTON
LABLABONG, LEMUEL KURT
VIOLA, MARCO XAVIER

BAGTANG, KIMBERLY GRACE

EDDIVA, SHANNIA
GADIT, CRYSTEL JOY

JUNE 2023
 TABLE OF CONTENTS

Title Page ....................... i

Table of Contents ....................... ii

INTRODUCTION ....................... 1

LITERATURE REVIEW ....................... 3

RESEARCH QUESTIONS ....................... 4

SCOPE AND DELIMITATION ....................... 4

RESEARCH METHODOLOGY ....................... 6

Sampling ....................... 6

Data Collection ....................... 6

Plan for Data Analysis ....................... 8

Ethical Issues ....................... 8

RESULTS AND DISCUSSION ....................... 9

CONCLUSION ....................... 13

RECOMMENDATION ....................... 14

PLAN FOR DISSEMINATION AND ADVOCACY ....................... 14

REFERENCES ....................... 15

APPENDICES ....................... 19

A Questionnaire ....................... 19

B Interview guidelines ....................... 20

C Letter to the School Head ....................... 21

 ABSTRACT
This research study delves into the issue of stress and anxiety among students, which has
become a growing concern in the education sector. The research aims to understand the
prevalence of stress and anxiety, the factors contributing to it, and the impact it has on
students' mental and physical health. The study employs both quantitative and qualitative
research methods to collect data from a diverse participant pool. The results reveal that
academic pressure, financial worries, social relationships, and family issues are significant
sources of stress and anxiety among students. The study also finds that stress and anxiety
can lead to both short-term and long-term negative impacts, including academic under-
achievement, depression, and physical health issues. The research concludes by
suggesting potential interventions such as counseling, mindfulness practices, and lifestyle
changes to reduce stress and anxiety of students. Overall, the study highlights the
importance of addressing stress and anxiety among students to promote their overall
wellbeing and academic success.
 ACKNOWLEDGEMENT

We would like to express our sincere gratitude to our advisor, Jane A. Liccod, for her

unwavering support and guidance throughout this research project. Her invaluable insights

and constructive feedback were instrumental in shaping our research direction and

outcomes.

We would also like to thank the members of our research for their valuable

suggestions and feedback. Their expertise and encouragement have been a great source of

motivation for us. Their insights and ideas have contributed significantly to the development

of my research.

Finally, I would like to express my gratitude to our family for their unwavering love

and support throughout our academic journey. Thank you all for your support and

encouragement
 INTRODUCTION

The COVID-19 pandemic has brought about significant disruptions to daily life,

including the education sector. Educational institutions worldwide have been forced to close

their physical campuses and shift to online and remote learning modes, leading to significant

changes in the educational environment (Meyer, 2020). These changes have had profound

implications for students' academic and social lives, leading to increased levels of stress and

anxiety (Cao et al., 2020). While many studies have examined the psychological impact of

the pandemic on students, little is known about the relationship between stress and anxiety

levels and their adjustment to post-pandemic life.

Adjustment to post-pandemic life refers to the extent to which individuals are able to

adapt and cope with the changes brought about by the pandemic (Wong et al., 2020). For

students, this may include adjusting to new academic environments, coping with financial

difficulties, or dealing with the psychological effects of social isolation (Viner et al., 2020).

The ability to adjust to these changes is crucial for maintaining students' academic

performance and overall well-being. However, little is known about the relationship between

stress and anxiety levels and adjustment to post-pandemic life among students.

The current study aims to address this gap in the literature by examining the effects

of stress and anxiety on the adjustment to post-pandemic life among undergraduate

students in several universities in a specific region. The study will use a quantitative

research design to investigate the relationship between stress and anxiety levels and

adjustment to post-pandemic life among students. Specifically, the study will examine

whether higher levels of stress and anxiety are associated with poorer adjustment to post-

pandemic life.

Previous research has suggested that high levels o f stress and anxiety are

associated

1
 with negative mental health outcomes such as depression and anxiety disorders

(Simpson et al., 2017). Additionally, research has shown that stress and anxiety can

interfere with students' academic performance, leading to lower grades and decreased

academic achievement (LeBlanc et al., 2013). The current study will build on this research

by examining the relationship between stress and anxiety levels and adjustment to post-

pandemic life among students. The findings of this study may have significant implications

for educators, mental health professionals, and policymakers who aim to provide adequate

support and resources to help students cope with the challenges of post-pandemic life.

Research has shown that stress and anxiety levels among college students have

increased since the onset of the pandemic (Diaz & Salonga, 2021; Fernandez, 2020).

Furthermore, the shift to online learning and the lack of social interactions due to physical

distancing measures have also contributed to the adjustment difficulties experienced by

students (Gabut & Toledo, 2021).

In the Philippines, the pandemic has greatly affected the mental health of college

students, with studies showing that they are vulnerable to stress and anxiety (Saliling, Llave,

& Agravante, 2021) and that the pandemic has exacerbated pre-existing academic stressors

(Gabut & Toledo, 2021). A mixed-methods study by Sanchez and Lapiz (2021) found that

students experienced negative emotions, such as fear and anxiety, due to the uncertainty

brought by the pandemic. These emotional challenges have affected their academic

performance and overall well-being. In addition, the shift to online learning has posed

challenges for students who may not have access to reliable internet connections or suitable

learning environments (Diaz & Salonga, 2021; Fernandez, 2020).

As such, it is essential to examine the effects of stress and anxiety on the adjustment

to post-pandemic life for students. Understanding the impact of these emotional challenges

on students' well-being can inform the development of interventions and support systems

that can help them navigate the new normal. The present study aims to contribute to this

growing body of literature by exploring the relationships among stress, anxiety, and

2
adjustment difficulties among the Guisad Valley National High School students. By

examining the experiences of students during the pandemic and their perceptions of the

challenges they face, this study seeks to inform efforts to promote student well-being and

academic success in the post-pandemic era.

The COVID-19 pandemic has had a significant impact on the mental health of

individuals worldwide, with stress and anxiety being the most commonly reported

psychological outcomes (Liu et al., 2020). Students of all ages have been among the groups

most affected by the pandemic, as they have had to adapt to remote learning, social

isolation, and other challenges (Gadermann et al., 2020). These stressors have led to high

levels of stress and anxiety among students, with studies showing a significant increase in

symptoms of depression and anxiety since the onset of the pandemic (Odriozola-González

et al., 2020; Wang et al., 2020).

The negative impact of stress and anxiety on academic performance, social

functioning, and overall well-being has been well-documented in the literature. Studies have

shown that students experiencing high levels of stress and anxiety have lower academic

achievement, decreased motivation, and impaired decision-making abilities (Cheng & Li,

2014; Osman et al., 2006). Furthermore, stress and anxiety have been linked to negative

changes in social behavior, including increased isolation, decreased social support, and

decreased interpersonal functioning (Kawachi et al., 1997). These outcomes are of particular

concern in the context of the COVID-19 pandemic, where students' academic and social

lives have been significantly disrupted.

Several studies have explored the coping strategies used by students to manage

stress and anxiety during the pandemic. These strategies include seeking social support,

engaging in physical activity, and engaging in mindfulness practices (Kumar & Nayar, 2020;

Mikołajczak-Degrauwe et al., 2021). However, the effectiveness of these coping strategies in

the context of the pandemic remains unclear, with some stu dies reporting mixed results

3
(Cao et al., 2020). As such, there is a need for further research to identify effective coping

strategies for students in the post-pandemic period.

The impact of stress and anxiety on students' adjustment to post-pandemic life is an

emerging area of research, with few studies exploring this topic. However, some research

has shown that the pandemic's effects on mental health can persist even after the pandemic

ends, leading to long-term psychological distress (Xiong et al., 2020). Furthermore, students

who experienced higher levels of stress and anxiety during the pandemic may continue to

struggle with adjustment to post-pandemic life, even as restrictions are lifted and a sense of

normalcy returns.

In addition, a study conducted by Alonzo and colleagues (2019) in the Philippines

found that perceived social support was associated with lower levels of anxiety and

depression among Filipino college students. This finding is consistent with the role of social

support in mitigating the negative impact of stress and anxiety on mental health, as

discussed in previous paragraphs.

Furthermore, a study conducted by Tayag and colleagues (2018) in the Philippines

found that health disparities exist among Filipino college students, with those from lower

socio-economic backgrounds reporting poorer mental health outcomes compared to their

peers. This highlights the need to address systemic inequalities and promote equitable

access to mental health services for students in the Philippines.

4
 RESEARCH QUESTIONS

The study aimed to determine the effects of stress and anxiety on the adjustment to

the new normal of Guisad Valley National High School students. To be more specific to

answer the following questions:

1.The effects of stress and anxiety on the emotional and social adjustment of Guisad Valley

National High School students?

2.How often do they feel the effects of stress and anxiety?

3.Is there a relation between stress and anxiety and emotional and social adjustment to the

now normal of Guisad Valley National High School Students?

Scope

The study will focus on the effects of stress and anxiety on the adjustment to post-

pandemic life outcomes among 167 Guisad Valley National High School students who are

currently enrolled in the school year 2022-2023. The study will use a survey design to collect

data on stress and anxiety levels and their relationship to adjustment to post-pandemic life

outcomes. The study will collect data using a survey that includes validated instruments such

as the Perceived Stress Scale (PSS) and Likert Scale.

The study will analyze the data using descriptive statistics, correlation analysis, and

regression analysis to examine the relationships between stress, anxiety, and adjustment to

post-pandemic life outcomes. The study will follow ethical guidelines, including obtaining

informed consent from participants, ensuring confidentiality and anonymity of participants'

data, and obtaining necessary approvals from relevant ethics committees.

The study will have several limitations. First, the sample size will be limited to 172

participants, which may not be representative of the entire population of Filipino students.

Second, the study will rely on self-reported data , which may be subject to response bias.

Third, the study will only focus on the effects of stress and anxiety on adjustment to post-
5
pandemic life outcomes, and other factors that may contribute to adjustment outcomes may

not be considered.
 In summary, this study will focus on the Guisad Valley National High School

students, using a systematic sampling method to select participants. The study will have a

sample size of 170 students and will collect data using a survey instrument. The study will

have limitations, including a limited sample size and potential response bias.
 RESEARCH METHODOLOGY

Correlational – The design utilized for this research was correlational. It is a

quantitative method that is best utilized in determining a relation between variables such as

stress or anxiety and adjustment. In this study our aim is to determine a relation between the

two to see what impacts they can have on a student’s life

Sampling - The respondents of this research were 170 out of the 800 students

enrolled in this school year. The sample was derived using the Raosoft calculator. 10

respondents were selected in each section through systematic sampling.

Data Collection – The data for this research was gathered using a survey that was

handed out to the respondents. The survey consisted of questions that determined if the

respondent had experience with stress and anxiety that affected them emotionally and

socially that was answered by yes or no. Moreover, in the second part of the questionnaire

the questions were focused on determining the frequency of these effects, in this part a four

point Likert scale was used Always(A), Often(O), Sometimes(S) and Never(N). Lastly, for the

third part the same scale was used as the one in the first part but this part determined was

geared towards more in determining a relation between stress and anxiety to emotional

social adjustment.

6
 SCOPE AND DELIMITATION

This study aims to investigate the effects of stress and anxiety on the adjustment to

post-pandemic life outcomes among Guisad Valley National High School students who are

currently enrolled in the school year 2022-2023. With the ongoing COVID-19 pandemic,

students have had to adjust to a new normal of remote learning, limited social interactions,

and uncertainty about the future. These changes may have resulted in increased stress and

anxiety levels, which can have negative impacts on mental health and well-being. Thus, it is

important to examine the effects of stress and anxiety on the adjustment to post-pandemic

life outcomes among students in the Philippines.

The study will use a survey design and collect data from 167 respondents using a

survey that includes validated instruments such as the Perceived Stress Scale (PSS) and

the Likert scale. The study will analyze the data using descriptive statistics, correlation

analysis, and regression analysis to examine the relationships between stress, anxiety, and

adjustment to post-pandemic life outcomes.

It is important to note that this study has certain limitations. The sample size will be

limited to 170 students, and the study will use a systematic sampling method, which may

limit the generalizability of the findings. Additionally, the study will collect data using self-

report measures, which may be subject to response bias and social desirability bias. The

study will focus on the effects of stress and anxiety on the adjustment to post-pandemic life

outcomes and will not examine other factors that may affect mental health and well-being,

such as pre-existing mental health conditions or social support. Finally, the study will be

limited to the analysis of cross-sectional data, which cannot establish causality or the

directionality of relationships between variables. Despite these limitations, this study aims to

provide valuable insights into the effects of stress and anxiety on the adjustment to post-

pandemic life outcomes among Filipino students.

Data Analysis 7

To determine the effects of stress and anxiety to the adjustment to the new normal of

the respondents we used a questionnaire with the scale of Yes or No for the emotional and

social section. The next section aimed to determine frequency of these effects so this scale

was used: Always (A), Often (O), Sometimes (S) and Never (N).

For the last part that aimed to determine a relation between stress and anxiety to emotional

and social adjustment we reused the scale in the first part. Furthermore, these data were

tabulated thoroughly by us.

ETHICAL ISSUES

Informed Consent

A letter of request and approval was obtained from the school head prior to the

distribution of the questionnaires to the respondents.

Confidentiality and Anonymity

The respondent’s confidentiality and anonymity were guaranteed by ensuring that the

data collected were only used for research purposes and were handled with the utmost care

in accordance with the Data Privacy Act of the Republic of the Philippines.

Right to Withdraw

The respondents were informed that they have the right to withdraw at any given time

in any circumstance without justification and without accountability.

 8
RESULTS AND DISCUSSIONS

Effects of Stress and Anxiety on the Emotional Adjustment of the Respondents.

Table 1. Mean and Interpretation of Emotional effects of stress and anxiety on the social
adjustment of students.
Mean Verbal Interpretation
1. Feel irritated at others despite them not 0.58 No
provoking me.
2. Experience sudden changes in my mood. 0.78 Yes
3. Feel frustrated for no reason. 0.68 Yes
4. Sudden urge to weep. 0.74 No
5. Become impulsive. 0.64 No
6. Feel angry for no reason. 0.53 No
7. Want to be isolated. 0.52 Yes
8.Have a hard time relaxing. 0.59 Yes
9.View myself negatively. 0.49 Yes/No
10.Get agitated over simple things. 0.52 No

Average weighted mean: 0.49 Yes

The table shows the most frequently occurring emotional effects of stress and anxiety

among the respondents. First item, the emotional affect with which respondents generally

agreed and which affected 66 out of 167 respondents, claims that some respondents felt

angry at others despite not being provoked. Item number 3 indicates that many respondents

feel frustrated for no reason, with only 115 respondents answering yes, and is the item that

occurs the most frequently, affecting 133 out of the 167 respondents who experienced

sudden changes in mood. The results show that this item affects the majority of emotional

impact to manifest. The next two entries are 4 and 5, which are ranked 9 and 10

respondents. It is the second most common respectively for frequency. These two exhibit the

impulsiveness and unexpected urges to cry that the respondents experience while under

stress or worry. Regarding question 6.75, 167 respondents say they get irritated for no

apparent cause. according to the fem 7 result, which is supported numerous respondents

desire to be separated, by 88 out of 167 respondents. For item 8 which states that the

respondents have a hard time relaxing which 99 respondents answered yes to, which makes

it the third most frequent occurring effect. For items 9 and 10 which is similar in number of

9
answers, being respondents viewing themselves negatively and getting agitated over simple

things. In conclusion the results indicate that there are more respondents that experience the

emotional effects of stress and anxiety rather than the contrary, it also shows some effects

are more prevalent than others.

Table 2: Effects of Stress and Anxiety on the Social Adjustment of the Respondents

MEAN VERBAL INDICATION

1.Cancel on social gatherings due to feeling 0.56 No
exhausted.
2.Lash out at someone else. 0.80 No
3.Feel no interest in talking to others. 0.58 Yes
4.Refuse to Socialize. 0.55 Yes
5.Get irritated with someone over little things. 0.55 Yes
6.Get frustrated when a classmate is noisy. 0.69 Yes
7.Avoid contact with others. 0.54 No
8.Hesitant to approach others. 0.53 Yes
9.Accused others of something. 0.86 No
10.Nervous when interacting with others. 0.56 Yes

Table 2 shows the most frequently occurring social effects of stress and anxiety

among the respondents. The first item which is the 6th most frequent social effect that the

respondents answered yes to which states that some respondents canceled on social

gatherings due to feeling exhausted. For the next item, lashing out at someone else is the

least frequent occurring with a total of 32 yes out of the 167 respondents, which the results

show has affected only a handful of students. The third item being the item that accumulated

the most answer of yes is feeling no interest in talking to others having 97 out of the 167

respondents confirming that they experience this. Next is items 4 and 5, which almost has

the same number of answers with a difference of 1 in no, these two show that the

respondents refuse to socialize and get irritated with someone over little things these two

occupy the 3rd and 4th place in ranking of frequency. As for item 6, 116 out of 167

respondent’s states that they get frustrated when a classmate is noisy. The result for item 7

indicates that plenty of respondents avoid contact with others, this is confirmed by 76 out of

the 167 respondents. Item 8 states that the respondents are hesitant to approach others

10
which 90 respondents answered yes to, which makes it the fifth most frequent occurring

effect. For item 9 which garnered the most answers of no with only 20 respondents

answering yes which is having accused others of something. Lastly item 10 which is

experiencing nervousness when interacting with others which came up as the 2nd most

common social effect of stress and anxiety. In conclusion the results indicate that there are

less respondents that experience the social effects of stress and anxiety rather than those

who don’t, it also shows some effects are less common than some.

How often does the respondents experience stress and anxiety when it comes to emotional
and social adjustment
Table 3. Frequency of the effects of stress and anxiety
TOTAL FREQUENCY
ANSWERS
1. How often do you feel anxious when you talk to 74 Seldom
someone?
2. How often do you feel out of place? 90 Seldom
3. How often do you feel lonely? 72 Seldom
4. How often do you feel stressed? 52 Often
5. How often do you feel frustrated? 68 Seldom
6.How often do you feel anxious 73 Seldom
7. How often do you feel weary? 84 Seldom
8. How often do you feel unmotivated? 64 Seldom
9. How often do you feel empty? 53 Seldom
10.How often do you feel helpless 62 Seldom

The table shows that from all the items, most of the respondents answers tie being

often and never having the exact same number of answers in items 4 to 10. The results on

question 1 to 3 states that the respondents seldom experience stress and anxiety. In

conclusion the majority of the respondents often or never experiences stress and anxiety

while the rest seldom does.

Determining a relation between the effect of STRESS AND ANXIETY AND SOCIAL
ADJUSTMENT
Table 4. Relationship between stress and anxiety 11
to social adjustment
MEAN VERBAL
INDICATION
1.I avoided approaching others due to anxiety 0.52 No

2.I felt like others did not like me, so I kept to myself. 0.53 Yes

3.I preferred to be alone because I felt like I did not belong. 0.51 Yes

4.I refused help from others out of shyness. 0.58 No

5.Hesitated to participate in group work out of anxiety 0.72 No

6.When others give me criticism, I take it personally 0.68 No

7.When given the leading authority in group works I let the pressure 0.65 No
get to me

8.When presenting in front I get extremely nervous 0.63 Yes

.
9.When sharing ideas, I am unable to convey my thoughts. 0.52 No

10.I am afraid to try because I fear that I may fail. 0.55 Yes

The table shows that from all the items the most prevalent answer is no, the

questions that resulted in a yes from the respondents are factors that come from themselves

and not factors that are influenced by others. This indicates the effects of stress does not

have a significant relation to social adjustment, but rather the main factor of social

adjustment is the individual itself and does not stem from others
 12
CONCLUSION

Based on our findings we came to the following conclusions:

1.The students experience sudden changes in their mood.

2.The students seldom experience stress and anxiety.

3.This indicates that the effects of stress does not have significant relation to social

adjustment but rather their social and emotional adjustment stems directly from themselves

and is not controlled or heavily influenced by others.

 RECOMMENDATION
13

Based on the results we recommend for the students to:

1. Join different organizations or associations.

2. Identify a stress outlet, stress can never be completely avoided. However, finding a

healthy way to reduce stress can go along way forward keeping it from overwhelming the

students.

3. For the students to focus on their own mental well being first.
 14
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18
 Appendix A

Questionnaire

QUESTIONNAIRE PART II: QUESTIONS WILL BE ABOUT HOW

OFTEN YOU EXPERIENCE STRESS AND
PROFILE ANXIETY WHEN IT COMES TO SOCIAL
ADJUSTMENT.
Age: ____________________________
Strand: ____________________________ Legend:
Always -A
PART I: QUESTIONS WILL BE ABOUT EFFECTS Often -O
OF STRESS AND ANXIETY ON THE EMOTIONAL Seldom -S
AND SOCIAL ADJUSTMENT OF THE STUDENT. Never -N
Instruction: Please check the statements on the
effects of stress and anxiety that correspond to you A O S N
as a learner. 1 How often do you feel anxious
Legend: when you talk to someone?
Yes- Y 2 How often do you feel out of
No- N place?
EMOTIONAL 3 How often do you feel lonely?
When faced with stress or anxiety I… Y N 4 How often do you feel
1 Feel irritated at others despite them stressed?
not provoking me. 5 How often do you feel
2 Experience sudden changes in my frustrated?
mood. 6 How often do you feel
3 Feel frustrated for no reason. anxious?
7 How often do you feel weary?
4 Sudden urge to weep.
8 How often do you feel
5 Become impulsive
unmotivated?
6 Feel angry for no reason. 9 How often do you feel empty?
7 Want to be isolated. 10 How often do you feel
8 Have a hard time leaving. helpless?
PART III: QUESTIONS WILL BE ABOUT
9 View myself negatively.
DETERMINING A RELATION BETWEEN THE
10 Get agitated over simple things. EFFECT OF STRESS AND ANXIETY AND
SOCIAL SOCIAL ADJUSTMENT.
When faced with stress or anxiety I… Y N
1 Cancel on social gatherings due to Legend:
feeling exhausted. Yes- Y
2 Lash out at someone else. No - N
3 Feel no interest in talking to others.
4 Refuse to socialize.
5 Get irritated with someone over little
things.
6 Get frustrated when a classmate is
noisy.
7 Avoiding contact with others.
8 Hesitant to approach others
9 Accused others of something.
10 Nervousness when interacting with
others.
 Y N
1 I avoided approaching others due to anxiety
2 I felt like others did not like me, so I kept to myself.
3 I preferred to be alone because I felt like I did not
belong.
4 I refused help from others out of shyness.
5 Hesitated to participate in group work out of anxiety.
6 When others give me criticism, I take it personally.
7 When given the leading authority in group works, I let
the pressure get to me.
8 When presenting in front I get extremely nervous.
9 When sharing ideas, I am unable to convey my
thoughts.
10 I am afraid to try because I fear that I may fail.

Appendix B
19
Letter to the principal

EDWARD C. VICENTE

School Principal

Guisad Valley National High School

Mister:

Good day!

We are currently conducting a study on “THE EFFECTS OF STRESS AND ANXIETY ON THE EMOTIONAL
AND SOCIAL ADJUSTMENT OF THE SENIOR HIGH STUDENTS OF GUISAD VALLEY NATIONAL HIGH
SCHOOL”, and we would like to request your permission to conduct data gathering from the sixteen (16) sections
of senior high learners in the said school.

A consent form will be distributed to learners for them to acknowledge to participate or not in the said study. A
questionnaire will be distributed to learners for the data of this study will be collected through the use of a well-
structured questionnaire for quantitative research instruments and in addition to survey observation.

Your response to this matter is highly appreciated and will be of great help to the success of this study.

Very truly yours,

Aquino, Christian

Areola, John Russell

Basilan, Clinton

Lablabong, Lemuel

Viola, Marco
Bagtang, Kimberly

Eddiva, Shannia

Gadit, Crystel.

Noted:

JANE A. LICCOD

Subject Teacher

Approved:

EDWARD C. VICENTE

School Principal

Appendix
20 C

Letter to the respondents

LETTER TO THE RESPONDENT

Dear respondent, we are students of HumSS (Humanities and Social Sciences) under the section of Spontaneity.
We are currently in the midst of completing our academic requirement for Inquiries, Investigation, and Immersion.
As such we humbly request you to participate in our research by answering all the questions in our survey
questionnaire. All things that you share with us in the context of this study will be treated with confidentiality and
will only be used for academic purposes.

This study aims to determine the Effects of Stress and Anxiety on the Adjustment to the New Normal of Guisad
Valley National High School Students. We will give you an ample amount of time for the survey and we hope you
will answer the questions sincerely.

Thank you for your time and cooperation.

Sincerely yours,
Researchers