Department of Education

JUAN VILLABLANCA MEMORIAL HIGH SCHOOL

Pastrana Leyte

Mental Stability of Grade- 11 Senior High Students: Factors that Affect the

Mental Health of Grade 11- Senior High Students of Juan Villablanca Memorial

High School SY: 2022-2023

A Research Proposal Presented to the Faculty of Senior High School

Department of Juan Villablanca Memorial High School
Pastrana Leyte

In Partial Fulfilment of the Requirements for

Practical Research 1
(RSCH 1)

MA. THERESE B. CAMILLER

JEZRYLLE MAE S. CASTIL

CARL FRANCIS B. ORDOVEZ

DIVINA N. AURES

RUBY ANN M. GUILLOS

MARY JANE M. DAGAMI

MARDIORE P. CAGYAT

APRIL 2023
 TABLE OF CONTENTS

Page no.

ABSTRACT ……………… i

INTRODUCTION ………………. 1

CONCEPTUAL FRAMEWORK ………………. 3

STATEMENT OF THE PROBLEM ……………… 4

SCOPE AND DELIMITATION ……………… 5

SIGNIFICANCE OF THE STUDY ……………… 5

DEFINITION OF TERMS ……………... 6

REVIEW OF RELATED LITERATURE ……………… 7

METHODOLOGY ……………… 12

DATA INTERPRETATION AND ANALYSIS ……………… 14

CONCLUSION ……………… 18

RECOMMENDATION ……………… 19

REFERENCES ……………… 20

APPENDICES ……………… 21
 ABSTRACT

As the world advance through time and living, thus humanity’s

treatments, are intrapersonal and interpersonal. This involves the people and

how the surroundings circulation acts and plays. The stability of the human

mind is not that simple, but difficult. People that suffer more at an early age

having responsibilities are the students in today’s generation varies and is

unpredictable, even the parents sometimes have difficulties understanding

one’s children. Students’ mental health could affect learning. Given the

increasing awareness of mental health difficulties among Grade -11 Senior

High Students of Juan Villablanca Memorial High School. It is critical that we

understand how effectively support these students in order for them to learn

and succeed. This research addresses to know the factors affecting student’s

mental stability, and possible support that can be provided not just in their

classroom but also to the circle they move along to, to help them cope with

factors that affect them to not be productive and makes them lose interest.
 1

CHAPTER I

INTRODUCTION

The Problem and its Background

Our Mental Health is one of the most important aspects of our well-

being. It involves our emotional, psychological, and social well-being. Mental

health is more than the absence of mental disorders. It exists on a complex

continuum, which is experienced differently from one person to another, with

varying degrees of difficulty and distress and potentially very different social

and clinical outcomes. World Health Organization (WHO).

Mental health has been a relevant issue among students worldwide.

According to reports from the American Psychological Association (APA),

81% of Gen Z teens (ages 13–17) have experienced more intense stress

during the COVID-19 pandemic. Most of the students who are experiencing

poor mental health are suffering from different kinds of mental health issues,

like depression and anxiety.

In this study, performance refers to the grades of Senior High school

students of Juan Villablanca Memorial High School who are experiencing

many factors that affect their mental health. Especially when the COVID-19

pandemic hits. Some of these are having a poor understanding in school,

experiencing family problems, break-ups, and being suicidal; also, some of

them think of killing themselves to solve their problems because they believe

that they will be okay in the end. The researchers choose to conduct this
research about the issue to know the answers to why some of the affected

students tend to think

about suicidal thoughts. In order to solve and prevent this issue, we

need to take action and also help students be aware of what to do if they are

experiencing mental health problem.

Therefore, to conduct this research, we will be conducting an interview

research approach to gather information on senior high school students who

receive a low grades and to determine the factors that contribute to mental

health. The sample population will consist of senior high school students at

Juan Villablanca Memorial High School and the data will be analyzed using

descriptive and factor analysis methods.

Descriptive analysis: this method involves summarizing and describing the

main characteristics of the collected data, such as the frequency distribution,

the central tendency, and the measure of variability.

Factor analysis—analyzing the relationship between variables to identify

underlying factors that explain the variation in the data.

In conclusion, this research is essential to understanding the cause of

the Mental Stability of the students and identifying an effective strategy to

support their well-being. By filling the knowledge gap on how mental health

status affects the education of students, this research can inform policy and

practice in the education and mental health fields and ultimately improve the

education of the senior high school students at Juan Villablanca Memorial

High School.
 3

CONCEPTUAL FRAMEWORK

PROCESS
 Purposive
Sampling
 Interview
 Data Processing and
Analysis

INPUT
 Root causes of mental health
problems that affect the Grade
11 Senior High student of Juan
Villablanca Memorial High
School Pastrana, Leyte

 Common problems OUTPUT

encountered by the Grade 11
 Provide information
students who experienced
regarding the lived
mental health issues in Juan
experiences of students
Villablanca Memorial High
suffering from Mental Health.
School
 Promote understanding of
the root causes of the
 Ways of coping up with their
mental health problems of
everyday challenges in life
students.

 Let everyone be aware of

the importance of mental
health to our life and society
as a whole.
 4

STATEMENT OF THE PROBLEM

The problem of mental health among Senior High Students, specifically those

students who are currently studying at Juan Villablanca Memorial High School

is a growing concern. Senior High School is a critical time in student’s life

when they are facing academic challenges, social pressure, and transitioning

into adulthood. The stressors of this period can have a significant impact on a

student’s mental health and it got even worse when the COVID-19 pandemic

happened leading to a range of issues such as anxiety, depression, and even

suicidal thoughts.

Addressing the problem of Mental Health issues among Senior High

Students at Juan Villablanca Memorial High School requires a multi-faceted

approach that includes increasing awareness of Mental Health resources,

promoting healthy coping strategies, and creating a supportive school

environment. By doing so, we can help students thrive academically and

personality, and reduce the burden of mental illness on students that are

experiencing different mental health issues.The aim of this study is to address

the mental health issues of the senior high student of Juan Villablanca

Memorial High School SY 2022-2023.

Specifically, the study seeks answers to the following questions:

1. What are the factors that affect the mental health of Senior High

Students of Juan Villablanca Memorial High School SY: 2022-2023?

 2. What are the coping mechanism of the participant in terms of their

mental health issues?

3. How does mental health affect the learning of participants?

SCOPE AND DELIMITATION

Our study will focus on Senior High Students. We will be conducting

this study at Juan Villablanca Memorial High School. The general purpose of

our study is about the Mental Health issues that affect them. This study will

consist of Grade 11 students that are enrolled in this academic year 2022-

2023. The participants will be limited to Five (5) Grade 11-Senior High

students of Juan Villablanca Memorial High School.

Moreover, the participants will be purposely selected by referring to

their grades record to the students with 79 or below. We will be conducting

this research through interviews. The limited time and days for our data

gathering will only consist of 2 days. We will ask different questions that are

necessary for this problem.

SIGNIFICANCE OF THE STUDY

The study shows that having good mental health will give better

learning, student productivity, and better student prosocial behavior and

healthy social interaction. In this study we are expecting the following benefits:

Student. This study will help them manage their stress and be aware

of what to do if they are or if someone is experiencing mental health issues.

 Teacher. This study will help the teacher to easily identify the student

who is experiencing mental health issues. it will understand the important

needs of the student and teachers will help them by understanding the

learning needs of a student.

The School of Education. This study will help to provide an evocative

picture of the current situation of now student who is suffering or experiencing

mental health issues. And also to provide for the basic needs of a student.

Parent. This study will help the parents to give support to their child or

children and them to understand the situation of mental health issues such as

anxiety and depression and other mental health issues.

Future Researcher. This study will help the future researcher to have

an idea about mental health and for them to look for new ideas to help

students who are experiencing mental health problems.

Definition of Terms

Absence. The state of being away from a place or person. (Oxford Dictionary)

Burden. A load, typically a heavy one. (Oxford Dictionary)

Central Tendency. The statistical measure identifies a single value as

representative of an entire distribution.

Complex Continuum. Skills can be classified according to how complex or

difficult the movement is. (Ed BBC)

Multifaceted. Having many aspects or sides. (Merriam-Webster)

Prosocial Behavior. Behavior through which people benefit others.

Varying. Differing in size, amount, degree, or nature.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The review of related literature is a vital aspect of research, and in this

chapter, research and studies done locally and abroad are discussed. This

review focuses on the studied mental health status of different sectors of the

community, especially students, and how it affects the private lives of people.

It aims to provide a general understanding of the mental health of students

and the adverse effects of it.

In the study of Farzan Sasangohar, BA, BCS, MASc, SM, PhD and Et

al.(2020) Student mental health in higher education has been an increasing

concern. The COVID-19 pandemic situation has brought this vulnerable

population into renewed focus. The study aims to conduct a timely

assessment of the effects of the COVID-19 pandemic on the mental health of

college students. They conducted interview surveys with 195 students at a

large public university in the United States to understand the effects of the

pandemic on their mental health and well-being. The data were analyzed

through quantitative and qualitative methods. Of the 195 students, 138 (71%)

indicated increased stress and anxiety due to the COVID-19 outbreak.

Multiple stressors were identified that contributed to the increased levels of

stress, anxiety, and depressive thoughts among students. These included fear
and worry about their own health and of their loved ones (177/195, 91%

reported negative impacts of the pandemic), difficulty in concentrating

(173/195, 89%), disruptions to sleeping patterns (168/195, 86%), decreased

social interactions due to

physical distancing (167/195, 86%), and increased concerns on academic

performance (159/195, 82%). To cope with stress and anxiety, participants

sought support from others and helped themselves by adopting either

negative or positive coping mechanisms. Due to the long-lasting pandemic

situation and onerous measures such as lockdowns and stay-at-home orders,

the COVID-19 pandemic brings negative impacts on higher education. The

findings of our study highlight the urgent need to develop interventions and

preventive strategies to address the mental health of college students.

According to Gerd Schulte-Körne, Prof. Dr. Med, 10–20% of children

and adolescents have a mental health problem of some type. Manifestations

such as attention deficits, cognitive disturbances, lack of motivation, and

negative mood all adversely affect scholastic development. It is often unclear

what factors associated with school affect children’s mental development and

what preventive measures and interventions at school might be effective.

This review is based on systematic reviews, meta-analyses, and

randomized and non-randomized controlled trials that were retrieved by a

selective search in the PubMed, PsycINFO, and Google Scholar databases.

Interventions based on the methods of cognitive-behavioral therapy;

interactive, class-based, and group-based methods, measures directed at

target groups; strengthening of individual resources, exclusively information-

based methods not recommended.

The strengths and difficulties questionnaire (SDQ) is a popular

screening instrument (34– 36) that is used in the previously mentioned

settings of teachers, parents, and professionals in the healthcare sector (37).

In an

epidemiological sample (37) of 7984 students aged 5–15 years, 70% of

students with conduct disorders, hyperactivity, depressive symptoms, and

anxiety disorders were correctly diagnosed by using the SDQ, compared with

the ICD-10 diagnoses.

The prevalence of hyperkinetic disorder is 1–6%. Its main

manifestations are motor hyperactivity, attention deficit, and impulsive

behavior. Learning disorders such as dyscalculia and dyslexia affect 4–6% of

children each, while 4–5% of children and adolescents suffer from depression,

which is twice as prevalent in girls as in boys. Mental health problems

increase the risk of repeating a grade, truancy and dropping out of school.

The risk of developing an internalizing or externalizing mental health problem

can be lessened by changes in the school environment and by the

implementation of evidence-based school programs.

Physicians, in collaboration with school social workers and

psychologists, should help teachers recognize and contend with mental health

problems among the children and adolescents whom they teach, to enable

the timely detection of stress factors at school and the initiation of the

necessary measures and aids. In particular, the school-entrance examination

and screening for risk factors at school can make a positive contribution.

Evidence-based preventive programs should be implemented in schools, and

beneficial changes in the school environment should be a further goal.

Mental health, although not a new concern, has become increasingly

acceptable to discuss in recent years. A growing body of research about

college student mental health concerns underlines the need for educators to

consider

10

how mental health might affect students and what courses of action are

available. This is imperative given how mental illness may hinder students’

success (Breslau, Lane, Sampson, & Kelsser, 2008; Canford, Eisenberg, &

Serras, 2009; Elion, Wang, Slaney, & French, 2012; Keyes, Eisenberg, Perry,

Dube, Kroenke, & Dhingra, 2012; Thompson, Connely, Thomas-Jones, &

Eggert, 2013).

Even though mental health supports exist on many campuses,

research shows that these are often insufficient to meet the demands of the

students population (Reetz, Barr, & Krylowiez, 2013; Novotney,

Argues that researchers' reliance on "objective" mental health scales

and disregard for clinical judgment has led to many mistaken conclusions.

Specifically, standard mental health scales appear unable to distinguish

between genuine mental health and the facade or illusion of mental health

created by psychological defenses. Evidence is presented indicating that (1)

many people who look healthy on standard and mental health scales are not

psychologically healthy and (2) illusory mental health (based on defensive

denial of distress) has psychological costs and may be a risk factor for
medical illness. Clinical judges could distinguish genuine from illusory mental

health, whereas "objective" mental health scales could not. The findings call

into question the conclusions of many previous studies that rest on standard

mental health scales. They suggest new ways of understanding how

psychological factors may influence health. Finally, they suggest that clinical

methods (which researchers often malign) may have an important role to play

in meaningful

11

mental health research. (PsycINFO Database Record (c) 2016 APA, all rights

reserved) (Shedler, J., Mayman, M., & Manis, M. (1993).

The promotion of mental health among children and adolescents is a

public health imperative worldwide, and schools have been proposed as the

primary and targeted settings for mental health promotion for students in

grades K-12. This review sought to provide a comprehensive understanding

of key factors involved in models of school education contributing to student

mental health development, interrelationships among these factors, and the

cross-cultural differences across nations and societies. The lessons learned

from previous studies indicate that developing multi-component school

strategies to promote student mental health remains a major challenge. This

review may help establish appropriate school educational models and call for

a greater emphasis on the advancement of student mental health in the K-12

school context among different nations or societies. (Ting Yu, Jian Xu, Yining

Jiang, Hui Hua, Yulai Zhou & Xiangrong Guo)

 12

Chapter III

METHODOLOGY

RESEARCH DESIGN

This Research is a type of Qualitative. Qualitative research is a type of

research that explores and provides deeper insights into real-world problems.

The design that was used by us researchers in this study is

phenomenological. Phenomenology is used to describe the common

characteristic of the phenomena that have occurred through observation and

in-depth interviews. It is relevant since it is used to associate phenomena and

focus on subjective experiences and further understand the structure of those

students who experienced mental health issues.

PARTICIPANT OF THE STUDY

The participants of the study are students who experienced mental health

problems that are currently studying at Juan Villablanca Memorial High

School Pastrana, Leyte.

The participants of the study were chosen through purposive sampling

as the data collection technique. Researchers asked for the list of the

identified students who have low grades in the subject, Personal

Development. As the researchers reach the target sample, there were (5)

participants that are chosen.

13

SAMPLING METHOD

For this study, purposive sampling was utilized by the researchers choosing

five (5) participants out of the entire population in collecting data, the entire

population in gathering data. Purposive sampling is a non-probability sample

that is selected based on the shared experiences of the population and the

objective of the study.

DATA COLLECTION PROCEDURE

The mobile phone interview was used as the essential research

instrument to gather information. As for the list of students that have 80 below

grades in the subject Personal Development which is related to their personal

and mental experiences. As the researchers have the list on hand,

participants were chosen through purposive sampling to reach the target

sample from the entire population. The identified students that have 80 below
 grades were asked several questions that are relevant to the research

questions presented on the statement of the problem. The interview guide

question was prepared to conduct after seeking official permission from the

school principal and the SHS Mentoring Coordinator, their approval is highly

appreciated as it will help the researchers in getting certain information from

the participants. The data gathered was processed and analyzed to arrive at a

reliable conclusion.

14

DATA INTERPRETATION AND ANALYSIS

SIGNIFICANT STATEMENTS FORMULATED MEANINGS

Yes, because it is usually difficult to The participant has been experiencing anxiety

understand usually difficult to do for me, and stress because of difficulty in

which is usually the source of my anxiety understanding all of his subjects. But he is also

and stress. As a student, I feel motivated motivated, excited, curious, and stressed at

and excited, curious, and sometimes stress. the same time. There is also a teacher that

Practical Research is my hardest subject pressures him with academic tasks and

and I don’t have any easy subjects for me all projects at school.

of my subjects are hard. There is a teacher

that gives me a pile of tasks and projects.

Yes, I experienced anxiety and depression The participant have been experiencing

and also being stressed. I’m also tired and anxiety, depression and stress. When we

stressed. For me, the hardest subject is asked him how is he, he said he is tired and

Statistic and Probability and also it gives me stressed. He also said that his hardest subject

stress. While my easy subject is is Statistic and Probability because it gives him

Contemporary Arts, and yes there is also stress. After that he also said that his easy

teachers that gives pressure to me student. subject is Contemporary Arts, and he also said

that he has a teachers that gives pressure to

him.

15

Yes, because it is usually difficult to The participant has been experiencing anxiety

understand usually difficult to do for me, and stress because of difficulty in

which is usually the source of my anxiety and understanding all of his subjects. But he is

stress. As a student, I feel motivated and also motivated, excited, curious, and stressed

excited, curious, and sometimes stress. at the same time. There is also a teacher that

Practical Research is my hardest subject and pressures him with academic tasks and

I don’t have any easy subjects for me all of projects at school.

my subjects are hard. There is a teacher that

gives me a pile of tasks and projects.

Yes, sometimes I have activities that I don’t The participant sometimes doesn’t have an

want to answer and sometimes there is also interest to answer her activities. Sometimes

a family problem. Yes, I’m experiencing she can manage her stress, but at the
stress at the moment but can manage it. moment she is not okay and feel down

Right now I feel down and I’m not okay. My because of having a lot of academic task, that

hardest subject is Statistics and Probability some teachers give her and pressures her a

because honestly, I’m really weak in math lot. Her hardest subject is Statistic and

subject. And for me, my easiest subject is Probability because this is the subject that

Reading and Writing because it is easy to she can’t understand, she also said that she

understand. Yes, I have a teacher that is slow in the subject math. But she also has

pressures me and gives me a lot of school her easiest subject which is the Reading and

works. Writing.

16

Yes, I’m experiencing stress every day but as The participant is stressed everyday but she

a SHS student, I don’t experience anxiety didn’t feel or experienced anxiety yet. She

and depression. At the moment I’m has a teacher that gives them a lot of

exhausted because of a lot of school works academic tasks, which9 is why she is

that our teachers give us. My hardest subject exhausted and stressed at the moment. All

is Statistics and Probability because I cannot her subjects is hard for her one of it is

understand them and I’m not good at in the Statistics and Probability.

subject mathematics. And for me all of my

subjects are hard there is no easy one. I

have a teacher that pressures me a lot that

causes me to be stressed every day because

she gives us a lot of school work.

EMERGENT THEME

POOR UNDERSTANDING

UNABLE TO COMPREHEND

17

ANXIETY AND STRESS

FAMILY PROBLEM

ACADEMIC DEMAND
 18

CONCLUSIONS

In conclusion, the mental stability of grade 11 Senior High students at

Juan Villablanca Memorial High School is influenced by several key factors.

Firstly, academic pressure plays a significant role in impacting their mental

health. The rigorous curriculum, demanding coursework, and high

expectations contribute to heightened stress level among students. The social

environment within the school also affects their mental stability. Pressure,

competition, and the desire to fit in can lead to feelings of anxiety and stress.

Personal factors like self-esteem, self-confidence, and resilience also

impact the mental well-being of grade 11 students. Those with low self-
esteem may be more susceptible to negative thoughts and feelings of

inadequacy, while students with higher levels of resilience may be better

equipped to cope with stressors.

Addressing these factors requires a comprehensive approach involving

educators, parents, and the school administration. Implementing strategies

such as stress management programs, promoting a positive school culture,

providing mental health support services, and fostering open communication

channels can help enhance the mental stability of the Grade- 11 Senior High

Students at Juan Villablanca Memorial High School.

19

RECOMMENDATIONS

Researchers recommended improving human well-being and reducing

health care costs. Exclusive collection dedicated to improving the

conversation around mental illness with anxiety and depression on the rise

among students and considering that research has demonstrated mental

health as integral to student success, it is in the best interest of institutions to

meet mental health needs of students, including those who will continue to

live a peaceful mind without anxiety, depression or stress, especially to those

students already feel this kind of situation. Efforts should include reaching out

to and promoting vigilance toward those most at risk for mental health issues.

Consider providing mental health resources were concerns among students

about their mental health illness in Juan Villablanca Memorial High School. It

is recommended that mental health resources and any academic

accommodations available are communicated clearly and often.

20

REFERENCES

Gerd Schulte-Körne, Prof. Dr. med. (2016) “Mental Health Problems in a

School Setting in Children and Adolescents.” Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4850518/?

fbclid=IwAR3QqJMJFNIU_K_nUPuhyOl0k2x1KU6SRI8iKw-

S8_RpayJTO4Tz1ZRlsf0

Justin Hunt M.D., M.S. a, Daniel Eisenberg Ph.D.(2009) “Mental Health

Problems and Help-Seeking Behavior Among College Students.”

Retrieved from
https://www.sciencedirect.com/science/article/abs/pii/S1054139X090034

01?

fbclid=IwAR2mGuqvpPk2WylfpaP1Ve1ImWJa6c8Bt4a0gCTj5eudVymayu

f4XDQkX_U

Ladelle Kaye Gunio & Zynarik Tabelisma (2019) ”Evidence for Action:

The Mental Health Status of Senior High School Students” Retrieved

from

https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/11694?

fbclid=IwAR1bQpDyA40GLaVsw_Eg98g4lI87udvxnpWbqJy8xWIgu-

eI8wXH0ptzNrQ

https://welcome.dropbiohealth.com/?

fbclid=IwAR2W9yC4cYh9iNnxwmNkMroqW8n8qJjG7M1XAs6i-

cik_FsjIGxOBxnMF1A
 APPENDICES

22

INTERVIEW GUIDE QUESTIONS:

1.How old are you?

2.Are you a working student?

3.Did you experience any depression or anxiety as a Senior High School

student? Why? 4.Have you experienced stress?

5.How have you been feeling today mentally?

6.What subject is the hardest for you, does it cause stress? And why?

7.What subject is the easiest for you? Why?

8.Is there any of your subject teachers, who is giving you a lot of task that

causes stress and pressure? How?

25

1 PENNAME: EJAY

2 is a 19 years old Grade – 11 Student. Currently studying at Juan

3 Villablanca Memorial High School. The interviewer asked if he is

4 A working student and he said, “Diri po ako working student.” The

5 Researcher asked if he experienced any depression or anxiety as

6 A Senior High Student. He answered “Yes”. The interviewer then

7 Asked why? And he said, “Because it is usually difficult to understand

8 And usually difficult to do for me which is usually the source of my

9 anxiety and stress”. And we also asked him if he’d experienced

stress,

10 and he said “Yes”. The researchers asked How have he been feeling

11 today mentally. He answered, “As a student my feel motivated,

excited

12 curious, and sometimes stress.” The researchers also asked what

13 what subject is the hardest for him, does it cause him his stress? And

14 why? He answered, “Tak makuri nga subject kay Practical Research,

15 oo kay makuri na subject asya na stress ako.” The researchers also

16 asked what subject is the easiest for him, and he answered, “Waray,

17 tanan makuri actually”. We asked him our last question if is there any

18 of his subject teachers, who is giving him a lot of task that causes

19 stress and pressures him and How? He answered, “Reading and

20 Writing, kay nag hatag hiyan tulo nga project proposal, resume,

college

21 Admission letter” (feeling sad).

26

22 PENNAME: NIKKO

23 Is a 17 years old Grade- 11 Student, currently studying at Juan

24 Villablanca Memorial High School. The researchers asked him

25 If he is a working student, and he answered “No” (slightly laughed).

26 The researchers asked if he experienced any depression or anxiety

27 As a Senior High Student, He replied, “Oo, naka experience naak

28 hitun.” The researchers asked him another question, How about

29 stress? And he answered “Yes”. We also aksed him How he have

30 been feeling today mentally. He said, “I’m tired and stressed”.

31 The researchers also asked him what subject is the hardest and

32 easiest for him, he answered, “Tak makuri nga subject kay Statistic

33 and Probability kay makuri na stress ak, tas tak masayon na subject

34 liwat kay Contemporary arts.” The researchers then asked him

35 another question if there is any of his subject teachers, who is giving

36 him a lot of task that causes him stress and pressures him a lot. He

37 said, “Yes, mayda ko mga teachers nga sugad.”

38 PENNAME: CHESTER

39 Is a 19 years old Grade-11 student. Currently studying at Juan

40 Villablanca Memorial High School. The researcher asked him if he’s

41 A working student. And he said “No”. The researchers asked the

42 participant if did he experienced any depression and anxiety as a

43 Senior High Student. He answered, “Yes, because of the project

44 Activities and damo pa”. We also asked him if he is also experiencing

45 Stress. The participant said “Yes”. We also asked him How he had

27

46 been feeling today mentally. The participant answered, “For now, I’m

47 feeling good.” The researchers asked him, “What is your hardest

48 subject? Does it causes you stress? The participant answered, “Tak

49 makuri nga subject kay Math an Statistic and Probability, madagmit

50 ko hiya maintindihan basta maupay it ka explain Haakon.” The

51 researchers asked him What is his easiest subject, and he answered,

52 “Waray ko masayon nga subject, tanan hira makuri, nakakstress

53 gad.” We researchers also asked him if, is there any of his subject

54 teachers that who is giving him a lot of task that causes him stress

55 and pressures him a lot. The participant answered, “Yes, mayda ko

56 teacher na mahatag hin araydon sunod-sunod, danay tag tulo (3),

57 tapos makuti pagud, tapos need pa hin kwarta para la maka provide.”

58 PENNAME: FREDRICK

59 Is an 18 years old Grade- 11 student. Currently studying at Juan

60 Villablanca Memorial High. The interviewers asked the participant if

61 he is a working student, the participant answered “Yes”. The

62 researchers asked him if, did he experienced depression and anxiety

63 as a Senior High Student? And Why? He answered, “Yes, because

64 sometimes I have activities that I won’t answer, and sometimes there

65 are also family problems.” We asked him if he is also experiencing

66 stress, and he said “Yes”. We also asked the participant if How he

67 had been feeling today mentally? He answered “I feel down myself

68 right now (sad).” The researchers asked him if what subject is the

69 hardest for him does it cause him stress? And why? He answered,

28

70 “Tak makuri nga subject kay Math (Statistics and Probability),

71 because honestly I’m weak at math subject.” The researchers then

72 asked what is his easiest subject, the participant said, “For me my

73 easiest subject is the “Reading and Writing” kay masayon la

74 intindihon para haak.” The researchers also asked if, is there any of

75 his subject teachers that gives him a lot of task that causes him

76 stress and pressures him? And How? The participant answered, “Oo

77 mayda, like the practical research that give me pressure every day.”

78 PENNAME: ALTHEA

79 Is a 17 years old Grade-11 student. Currently studying at Juan

80 Villablanca Memorial High School. The researchers asked her if

81 She is a working student, she said “No”. We asked her if she

82 experienced any depression and anxiety as a Senior High Student?

83 and How? She answered “Waray pa man ak nakaexperience hin

84 depression ngan anxiety.” We also asked her “How about stress?”

85 She answered,”Yes, stress lugod nakakexperience ak hitun every

86 Day.” The researchers aksed the participant how she had been

87 Feeling today mentally? According to her, “Today I’m feeling tired

88 And exhausted at the same time, makapoy tas naapektohan gihap

89 Tak mental health tungod ka stress ko tam research.” We also asked

90 The participant what subject is the hardest for her does it causes her

91 Stress and why? She answered, “Tak makuri nga subject kay

92 Statistics and Probability, because I’m not good at mathematics.”

93 We researchers also asked her, “What subject is the easiest for

29

94 her? And why? According to the participant, “Para haak waray

95 masayon na subject tanan hira makuri basta usa adto nga

96 Mathematics tak pinaka makuri nga subject (laughing).

97 The researchers asked the participant, “Is there any of your subject
98 teachers who is giving you a lot of task that causes her stress and

99 pressures her a lot and How?” The participant said, “Yes, mayda ko

100 teacher na gintatagan kami hin damo na trabahuon tas buas na it

101 pagpass asya na prepessure ako kay ha tungod na kadamo diak

102 maaram kun ano tak uunahon.”