THE AFTERMATH: GRADE 11- HUMSS STUDENTS’ EMOTIONAL WELL-

BEING AND ACADEMIC PERFORMANCE AFTER COVID- 19 PANDEMIC

A Research Presented to
Anao High School
Senior High School Department

In Partial Fulfillment of the Requirements to

Practical Research 2
(Quantitative Research)

BERNAL, APRIL JOY

CORPUZ, BERNA JOY B.

LAXAMANA, GYNE DEL B.

YUMOL, KEENE CHURCHILL P.

January 2023
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Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

The World Health Organization declared the Coronavirus Disease 2019 (COVID-

19) outbreak as pandemic in March 11, 2020 (WHO Europe, 2020), leading to worldwide

quarantines or physical isolation to contain the spread of virus. The spread of the virus

brought fear around the world as the number of infected is rapidly increasing every day.

As physical isolation in communities get longer, mental health became one of the major

concerns along with the virus affecting the education system targeting the academic

performance of the students.

The Coronavirus disease (COVID- 19) pandemic has presented many challenges

to students, educators, and parents. Children who are already dealing with mental health

issues have been more vulnerable to the changes and now are learning about the broad

impacts of the pandemic especially when it comes to the education system. As millions

of children across the nation went back to school, many face challenges due to the

impacts of the COVID- 19. Children have impacted by the pandemic, having

experienced this crisis during important periods of physical, social, and emotional

development, and many more.

During the COVID- 19 pandemic, people experience stress, anxiety, fear,

sadness, and loneliness and mental health disorders, including anxiety and depression.

Surveys show a major increase in the number of U.S. adults who report symptoms of
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stress, anxiety, depression and insomnia during the pandemic, compared with surveys

before the pandemic. Concerns about emotional well- being have grown during the

COVID- 19 pandemic including concerns about suicidal idealization. In January 2021,

41% of adults reported anxiety and depressive disorder symptoms.

Since the beginning of the pandemic, children's mental health and utilization of

mental health services has deteriorated. The pandemic disrupted children's routines and

social isolation, which can be associated with anxiety and depression and have long-term

consequences for mental health. Furthermore, research has shown that as economic

conditions deteriorate, children's mental health suffers. In October and November of

2020, parents with young children reported that their children had elevated symptoms of

depression, anxiety, and psychological stress, and that 22% had overall worsened mental

or emotional health.

Recent studies by the Centers for Disease Control and Prevention (CDC) find

children’s emergency department visits increased during the pandemic for mental health-

related emergencies and suspected suicide attempts by children ages 12 to 17. At the

same time, mental health service utilization has declined, with preliminary data for

Medicaid/CHIP beneficiaries suggesting there have been approximately 34% fewer

mental health services when comparing the pandemic months March 2020 – October

2020 to the same months in 2019. Private mental health care claims also decreased from

2019 to 2020. There has been an increase in access to mental health care through

telehealth, but there remain technological and privacy barriers to accessing mental health

services via telehealth for some children.

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According to recent Centers for Disease Control and Prevention (CDC) research,

children's emergency department visits for mental health-related emergencies and

suspected suicide attempts increased during the pandemic. At the same time, mental

health service utilization has decreased, with preliminary data for Medicaid/CHIP

beneficiaries indicating a 34% decrease in mental health services when comparing the

pandemic months of March 2020 to October 2020 to the same months in 2019. Private

mental health care claims fell from 2019 to 2020 as well. Although there has been an

increase in access to mental health care through telehealth, some children continue to

face technological and privacy barriers when seeking mental health services through

telehealth.

Before the pandemic, children that age between 3 to 17 years had anxiety

problems with 7.1%, with behavioral problems peaking at 7.4% and depression at 3.2%

(Ghandour, et al., 2018). In addition, there are also a combination of disorder prevalent in

children with depression with about 73.8% have anxiety in 3 out of 4 children also with

age ranging from 3 to 17, with 47.2% were associated with behavior problems with other

commonly occur together (Ghandour, et al., 2018). In the onslaught of COVID-19, a

study in China where the COVID-19 outbreak started, found out that there are increased

frequency of moderate-severe self-reported depression and anxiety symptoms in the

public (Wang, et al., 2020). In addition, a study conducted in the Philippines resulted that

there are moderate-severe depression, anxiety and psychological impact during the early

phases of the pandemic (Tee, et al, 2020).

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During pandemic, there are over 60% reported mental health services disruptions

to children and adolescents (72%), older adults (70%) and women who require postnatal

services (61%). Moreover, there are 67% disruptions in psychological and counseling

services and 30% reported inaccessibility to substance use medications. Schools and

workplaces also have a partial disruption from 78% and 75% (World Health

Organization, 2020). This means that the mental health support greatly broke down

during pandemic and mental health services fell down. In addition, the COVID-19

pandemic deteriorated mental health negatively affecting it (van Agteren, et al., 2020).

The COVID-19 pandemic has also severely affected the education system as

classes shifted to distance learning with students struggling on coping up to adapt the

“new normal” as many describe today’s way of living life due to the impacts of the

pandemic. Students got affected by the COVID- 19 pandemic especially when it comes to

their academic performance.

According to a study nentitled, “Comparing Student Performance in Online and

Face-to-face Delivery Modalities,” by Jeffrey L. Helms from the Department of

Psychology College of Humanities and Social Sciences in Kennesaw State University, is

that the purpose of the research was to compare student performance in an online or face-

to-face (F2F) required Psychology course on three distinct sets of variables (i.e., pre-

course, course, and post-course variables). Analyses revealed mixed significant and non

significant results. Students did not differ in terms of such variables as hours transferred

to the university from prior schools, total hours earned toward their degrees, and number

of hours currently attempted. However, online students had significantly lower grade

point averages, missed significantly more grade opportunities, and were significantly
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more likely to fail the course compared to their F2F counterparts. These and other results

are discussed in relation to potentially developing a different lens through which to view

student performance in online courses.

Among all students, 38% said having trouble focusing focusing on studies and or

work was most stressful. Then, 74% of students are challenged in maintaining a routine

due to COVID- 19. Then, under stay- at- home orders, 8 in 10 students are struggling

with focus on school or work and avoiding distractions.

According to the World Health Organization (WHO), post-pandemic is defined as

a transition of decrease in pandemic surveillance due to a decrease in pandemic outbreak.

In addition, as cited to the National Library of the Philippines, the transformation of

embracing uncertainty and fostering often unruly, diverse alternatives that allow

economic and social growth following a specific pandemic or virus is known as post

pandemic.

On the other hand, conforming to the BetterUp website, emotional well-being is

an important component of holistic wellness because it influences one’s outlook on life,

relationships, and health. It is the ability to generate positive emotions, moods, thoughts,

and feelings, as well as adapt in the face of adversity and stressful situations.

Emotional well-being is defined as "the ability to practice stress-management

techniques, be resilient, and generate the emotions that lead to good feelings," according

to Psychology Today.
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In consonance to Medical News Today, emotional well-being refers to a person's

awareness and understanding of their emotions, as well as their ability to cope with

various life events.

Moreover, academic performance is the measurement of student achievement

across various academic subjects. Teachers and education officials typically measure

achievement using classroom performance, graduation rates, and results from

standardized tests.

Academic performance refers to the level of performance in written works and

exams and on how students deal with their studies and how they cope with or accomplish

different tasks given to them by their teachers, within this work measured from the

standpoint of academic grades. In pursuant to Joanne Vicente, academic performance is

“how a student is doing in school. This is usually measured by testing and observation.”

The study is to be conducted at Anao High School- Senior High School

department for the S. Y. 2022-2023. Anao High School- Senior High School department

is located at San Francisco East, Anao, Tarlac and was built on 2016. It offers Academic

and Technical Vocational Livelihood track for the senior high school students. The

Academic track includes four strands: Accountancy Business and Management (ABM),

General Academic Strand (GAS), Humanities and Social Sciences (HUMSS), and

Science Technology Engineering and Mathematics (STEM). While on the Technical

Vocational Livelihood (TVL), its specializations are the following: Agricultural Crops

Production, Beauty Care, Care giving, and Bread and Pastries. The respondents on this

study are the grade 11- Humanities and Social Sciences (HUMSS) students of Anao High

School.
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Statement of the Problem

Generally, this study aims to determine the grade 11- Humanities and Social

Sciences (HUMSS) students’ emotional well- being and academic performance after the

COVID- 19 pandemic. This study is to be conducted during the S. Y. 2022- 2023 at Anao

Senior High School department located at San Francisco East, Anao, Tarlac.

Specifically, this research seeks to answer the following questions:

1.What is the profile of the respondents in terms of:

1. 1. Age?

1. 2. Sex?

1. 3. Socioeconomic Status? and

1. 4. Academic Standing?

2. What is the level of emotional well- being and academic performance and level of

emotional well- being and profile variables of the students?

3. Is there a significant relationship between the level of emotional well- being and the

profile variables of the grade 11- HUMSS students?

4. What intervention plan can be proposed to address the post pandemic impacts to the

emotional well- being and academic performance of the students?

Null Hypotheses

 There is no significant relationship between the level of emotional well- being and

the profile variables.

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 There is no significant relationship between the academic performance and profile

variables of grade 11- HUMSS students.

Scope and Delimitation

This study will determine the grade 11- HUMSS students’ emotional well- being

and academic performance after the COVID- 19 pandemic. This study is to be conducted

during the S. Y. 2022- 2023 at Anao Senior High School department located at San

Francisco East, Anao, Tarlac.

This study focuses on four major variables: post pandemic, emotional well- being,

academic performance, and profile variables. Post pandemic pertains to the decrease in

pandemic surveillance as pandemic outbreaks decline. Emotional well-being is an

important component of holistic wellness because it influences your outlook on life,

relationships, and health. Next, academic performance is the measurement of student

achievement across various academic subject. Then, profile variables are the

demographic variables collected routinely about respondents including age, sex,

socioeconomic status, and many more.

The study will determine as well the level of post pandemic emotional well- being

and academic performance of grade 11- HUMSS students of Anao High School and the

significant relationship between the emotional well- being and the profile variables and

between the academic performance and profile variables of the respondents. The profile

of the respondents is limited to their age, sex, socioeconomic status, and academic

standing.
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This study will be done face-to-face and will employ a descriptive- correlational

comparative approach. The data will be gathered using researchers’ made survey-

questionnaires. Part I of the survey- questionnaire involves the respondents' profile. Then,

part II includes questions about the level of the emotional well- being of the respondents

after the COVID- 19 pandemic. Furthermore, the collected data will be analyzed using

statistical tools.

Significance of the Study

This study will be conducted to determine the post pandemic impacts to the

emotional well- being and academic performance of Grade 11- HUMSS students of Anao

High School. The researchers believe that the result of the study would benefit the

following stakeholders:

To the students, this study may raise students' awareness of the post pandemic

impacts of the COVID- 19 on their emotional well- being and academic performance.

This may also serve as motivation to aid and deal with the mental health issues and

academic challenges brought by the pandemic.

To the parents, this study may help them orient themselves in assisting their

children, family members, and relatives to cope with mental health, and scholastic issues

during the pandemic.

To the school, this study may assist institutions develop post pandemic

intervention plans to address the emotional well- being and protect students' academic

performance after the COVID- 19 pandemic .

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To the teachers, this study may help them deal with and aid their learners who

are dealing with emotional well- being and academic challenges after the COVID- 19

pandemic.

To the future researchers, this study may use as a reference for further

elaboration and as a guide in their future investigations to help measure and determine the

post- pandemic impacts to the students' emotional well- being and academic performance.
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Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies related to the emotional well- being

and academic performance of grade 11- HUMSS students of Anao High School after the

COVID- 19 pandemic. The related literature and studies were gathered from books,

academic journals, articles, and previous researches. These materials provided the

researchers with the essential baseline knowledge to start with this study.

Related Literature

In Profile Variables,

based from the book written by Sorbing et al., (2022) entitled “The Consequences

of COVID-19 on the Mental Well-being of Parents, Children, and Adolescents” examines

the effects of COVID-19 on the mental health of parents, children, and adolescents. It

discusses how parents, children, and teenagers cope with the pandemic, the effects of the

pandemic on scholastic outcomes, the effects of the pandemic on social relationships and

isolation, and many other topics. This book aims to correlate the pandemic's effects on

numerous features in people of various ages, such as parents, children, and teenagers.

According to the book written by Bourbeau (2022) entitled “A Multidisciplinary

Approach to Pandemics: COVID-19 and Beyond” demonstrates the direct and indirect

effects of pandemic on men's and women's health, labor and economic effects of

pandemic on men and women, social and security effects of pandemic on men and
 12

women, and even men's and women's pandemic responses. Simply put, this book

discusses the effects of the pandemic on men and women in numerous dimensions.

As cited from the book of Charles et al., (2022) entitled “The Implications of

COVID-19 for Children and Youth: Global Perspectives” demonstrates how the

pandemic's disproportionate impact on low-income communities, particularly African

American and Indigenous communities in the United States, further challenges many

parents' ability to provide safe, stable, and loving environments for their children in terms

of food, housing, and even financial support for education.

Based in the book of Munyao (2022) entitled "Online Learning, Instruction, and

Research in Post Pandemic Higher Education," the pandemic had mixed effects on

students' academic performance. While most students' academic performance remained

the same as before COVID-19, 20.8% reported that their performance had slightly

declined.

In Post Pandemic,

based from the handbook witten by Fayed & Cummings (2022) entitled "Teaching

in the Post COVID-19 Era: World Education Dilemmas, Teaching Innovations, and

Solutions in the Age of Crisis" highlights extraordinary educational responses in

extraordinary times. The scholarly text discusses useful innovations for teaching and

learning in the COVID-19 era and beyond. It investigates effective teaching models and

methods, technological innovations and improvements, learner engagement strategies,

novel approaches to teacher education and leadership, and critical mental health and

counseling models and supports.

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As cited from the book written by Magee (2021) entitled “Restart: Designing a

Healthy Post Pandemic Life” suggests ways to establish norms that will help readers

manage their anxiety, hesitancy, and over eagerness about re-entering an interactive

world after a pandemic.

In a book written by Brown & Luzmore (2021) entitled "Educating Tomorrow:

Learning for the Post Pandemic World" explored what a post-Covid 'blank slate'

education system could look like. The book addressed economic and social changes

caused by the Coronavirus disease (COVID-19).

Based from the book written by Counted et al., (2021) entitled "Place and Post-

Pandemic Flourishing: Disruption, Adjustment, and Healthy Behaviors" rekindles the

well-known link between people and place in the context of a global pandemic. It

addresses the various disruptions, adjustments, and behaviors caused by the coronavirus

disease in this section (COVID- 19). Simply put, it discussed the effects of the pandemic

on human life and relationships.

In Emotional Well- Being,

according to a timely volume edited by White & McCallum, (2021) entitled

"Well- being and Resilience Education: COVID-19 and Its Impact on Education" appeals

to academics, initial teacher educators, postgraduate students, school leaders, and

policymakers interested in the fields of wellbeing, resilience, education, schools, and

schooling.

As cited from the book written by Khader et al., (2021) entitled “How To Prepare

for The Next Pandemic: Behavioral Sciences Insights for Practitioners and Policy
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Makers” focuses on COVID-19 reactions. The topics covered in this book are societal

resilience and psychological well-being.

According to the book written by the National Research Council, Institute of

Medicine, Board on Children, Youth, and Families (2015), entitled "Investing in the

Health and Well-Being of Young Adults” focuses on investing in the health and well-

being of young adults in order to provide a road map for improving outcomes for this age

group as they transition from adolescence to adulthood.

In a book written by Haas (2021) entitled “COVID-19 and Psychology: People

and Society in Times of Pandemic” discusses emotional well- being in times of

pandemic. This book discusses life in a post-pandemic society, including what to expect

from anxiety-related conditions and how to cure them.

As cited from the book written by Sokolowska et al., (2021) entitled “Coronavirus

Disease (COVID-19): Psychological Reactions to the Pandemic” discusses the

psychological reactions of people to the Coronavirus Disease 2019 (COVID-19)

pandemic. It talked about anxiety, depression, and other mental health issues.

Based from the book written by Taylor (2019) entitled “The Psychology of

Pandemics: Preparing for the Next Global Outbreak of Infectious Disease” discusses the

effects of a pandemic on a person's psychological health. This book investigates the

emotional and social disruption that disease can create, as well as the impact that

psychological factors play in areas such as vaccine non-adherence. Taylor also discusses

how these difficulties might be critical in dealing with societal issues linked with

pandemics, such as spreading fear and stigma.

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In Academic Performance,

based from the book written by Yip (2017) entitled “Cognition, Meta- cognition,

and Academic Performance: An East Asian Perspective” provides a comprehensive

assessment of current research on the links between cognition, meta- cognition, and

academic performance from an East Asian perspective.

According to the book written by Nchindila & Corrigan (2020) entitled “The

Essence of Academic Performance” is a collection of reviewed and relevant research

chapters discussing the developments within the essence of academic performance field

of study. The book contains scholarly contributions from diverse writers and is edited by

a group of specialists in the relevant subject of study.

In a book written by Brick et al., (2018) entitled “Academic Success: A Student's

Guide to Studying at University” is about academic communication; it explores the

attitudes, values, and ways of behaving that are shared by people who teach, research, or

study in universities, and the ways that these attitudes shape the language and structure of

the texts that university students are likely to be asked to read and write.

Synthesis

The review of related literature, both local and foreign, supports the current study,

which is about "The Aftermath: Grade 11- HUMSS Students’ Emotional Well- Being and

Academic Performance after the COVID- 19 Pandemic." The supplied review of related

literature delves deeper into the study's major variables which are the following: profile

variables such as age, sex, socioeconomic status, and academic standing, post pandemic,

emotional well- being, and academic performance all sum up and strengthen the current
 16

study. The given review of related literature provide sufficient information to build a

strong foundation for the study. Furthermore, the review of related literature is important

in the creation of the study.

Related Studies

In Profile Variables,

according to Sieberer et al., (2021), entitled “Impact of the COVID-19 Pandemic

on Quality of Life and Mental Health in Children and Adolescents in Germany,” the

COVID-19 pandemic has caused unprecedented changes in the lives of 1.6 billion

children and adolescents. The first non-representative studies from China, India, Brazil,

the United States, Spain, Italy, and Germany found a negative impact on mental health.

The current study is the first nationwide representative study to look at the impact of the

COVID-19 pandemic on children's and adolescents' health-related quality of life

(HRQoL) and mental health in Germany from the perspective of the children themselves.

Between May 26 and June 10, a representative online survey of 1586 families

with children and adolescents aged 7 to 17 was conducted. The survey used

internationally recognized and validated instruments to assess HRQoL (KIDSCREEN-

10), mental health issues (SDQ), anxiety (SCARED), and depression (CES-DC). The

findings were compared to those of the nationwide, longitudinal, representative BELLA

cohort study (n = 1556), which was conducted in Germany prior to the pandemic. The

COVID-19 pandemic had a significant impact on two-thirds of the children and

adolescents. They had lower HRQoL (40.2% vs. 15.3%), more mental health issues
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(17.8% vs. 9.9%), and higher anxiety levels (24.1% vs. 14.9%) before the pandemic.

Children with low socioeconomic status, migration background and limited living space

were affected significantly more. Health promotion and prevention strategies need to be

implemented to maintain children’s and adolescents’ mental health, improve their

HRQoL, and mitigate the burden caused by COVID-19, particularly for children who are

most at risk.

Both studies would like to know the relationship of the pandemic in the mental

health. In addition, the previous study gave emphasize to the age of its respondents such

as the children and adolescents same to the current one wherein the researchers would

like to know if there is a significant relationship between the age and the impacts of the

pandemic in the mental health. On the other hand, the difference of the previous and the

current study is that the research locale of the previous one was in Germany while the

current one will be at Anao Senior High School, San Francisco East, Anao, Tarlac.

In the study of Kucera et al., (2021) entitled “Impacts of the COVID-19 Pandemic

on the Mental Health of Working Adults in the Czech Republic: Analysis of Self-Report

Psychological Data in a One Year Perspective” presents research evidence on the

psychological impacts of the COVID-19 pandemic on the economically active Czech

population aged 18-64 (n = 1603; 365 men and 1238 women) in a one-year perspective.

The goal is to characterize the disparities in reported mental health indicators (anxiety,

depression, and distress) for women and men across four age groups, two working status

groups (continuation of work/interrupted working status), and two epidemic periods

(March to May 2020 and September 2020 to February 2021). The findings indicate

heightened levels of negative mental health indicators (anxiety, depression, and distress)
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among several categories. More unfavorable experiences in a pandemic condition were

discovered, particularly among women, those under the age of 35, and those with

interrupted employment status. The findings also show that symptoms worsened over

time during the outbreak.

The previous and the current study both tackles about the impact of the

COVID-19 in the emotional well- being of the students. On the other hand, it only

differ in the respondents and research locale.

Based from the study of George et al., (2021) entitled “Potential Socioeconomic

Effects of the COVID-19 Pandemic on Neural Development, Mental Health, and K-12

Educational Achievement,” The Novel Coronavirus (COVID-19) pandemic can have far-

reaching consequences for a child's biological health. Lack of in-person education and

increased stress can have an impact on neuron-development, mental health, and long-term

consequences, particularly for pupils from low socioeconomic status (SES) households.

Neuroscience insights into child development highlight probable neurological pathways

and educational results that may be affected by the pandemic—and how this would

disproportionately affect low-income children. These educational and emotional effects

can be mitigated by three policies: more access to online resources, investments in social-

emotional health, and improved access to summer/out-of-school learning. Integrating the

historically distinct domains of neuroscience and educational research will be important

for establishing and evaluating the most effective programs to promote the well-being and

educational attainment of our most disadvantaged children.

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The previous and the current study only differ in the respondents Wherein the

other study’s respondents were the low income American students, whereas the current

study, the respondents will be the Grade 11- HUMSS students of Anao High School .

Based from the study of Nursamsu et al., (2021) entitled “Education for All:

Assessing the Impact of Socioeconomic Disparity on Learning Engagement During the

COVID-19 Pandemic in Indonesia” Assessed the Impact of Socioeconomic Inequality on

Learning Engagement in Indonesia tries to shed light on the impact of socioeconomic

disparity on learning engagement in Indonesia during the COVID-19 epidemic. We

undertake descriptive analysis, an event study, and difference-in-difference estimations

using search intensity data from Google Trends, school data from Dapodik (Education

Core Database), and socioeconomic data from the National Socioeconomic Survey. First,

school quality varies according to geography, particularly between western and eastern

Indonesia. However, offline classroom availability is often lower in highly inhabited and

well-developed places. Furthermore, the quality of public schools is often lower than that

of private institutions”. Second, our estimation results suggest that only online-classroom

search intensity increased significantly after school closures on March 16, 2020, not self-

learning search intensity. The analysis also reveals that socioeconomic disparities within

provinces worsen the gap in online learning engagement, albeit with limited evidence

from per capita expenditure. Surprisingly, provinces with higher inequality and a rural

population have higher self-learning related search intensity due to pupils' need to

compensate for poor school learning quality. Furthermore, technology adoption does not

appear to raise online-classroom related search intensity substantially, but it does

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contribute to reduced self-learning related search intensity due to increasing academic

distraction.

The previous and the current study only differ in the respondents and research

locale. Wherein the other study was conducted in Indonesia, whereas the current study

will be conducted in Anao Senior High School.

In Post Pandemic,

from the study of Estrellado (2021) entitled "Transition to Post-Pandemic

Education in the Philippines: Unfolding Insights” focused on the rallying cry in the

Philippines' transition to post-pandemic education. The country was the last to reopen

after a series of lockdowns that resulted in the prolonged closure of school premises for

more than eighteen months. Select schools have led the priming for the gradual transition

as steps to conduct and resume limited in-person classes, but the implications of

readapting educational landscapes remain an emerging challenge to be addressed.

Subtopics were articulated to limit the discussion of educational reviews, which are as

follows: Integration of health in education, hybrid learning, online learning space,

assessment and evaluation methods, and enhancing data security. This paper reiterates the

need for curriculum recalibration at both the elementary and secondary levels, as well as

the campaign for proactive thinking among curriculum planners. It also emphasizes the

importance of online and hybrid learning as the country adjusts and awaits the end of the

COVID-19.

The above mentioned study and this study tackles both about the post pandemic

education in the Philippines. They only differ to the respondents. Wherein Estrellado's
 21

study reiterates both elementary and secondary levels while this study focuses only to the

Grade 11 HUMSS students of Anao High School.

In accordance to the study of Bashir et al. (2021) entitled "Post-COVID-19

Adaptations; Shifts Towards Online Learning, Hybrid Course Delivery, and the

Implications for Biosciences Courses in the Higher Education Setting" investigates the

impact of the COVID-19 pandemic on the educational and personal experiences of

United Kingdom-based Biosciences undergraduate students during the first United

Kingdom lockdown. The findings revealed differences in student experiences before and

during the lockdown. This includes the course delivery, their health, and their overall

quality of life. The purpose of this study was to address the scarcity of research with

bioscience undergraduates so that we could tailor our course delivery and provision to

improve future student experiences and maintain high student satisfaction scores.

Both the previous study and the current study address the post-pandemic effects

on students' academic performance and emotional well-being. They only differ in terms

of respondents and research locale. The previous respondents were Biosciences

undergraduate students from the United Kingdom, whereas the current respondents are

Anao High School Grade 11 HUMSS students. Furthermore, the above-mentioned study

was conducted in the United Kingdom, whereas the current one is being conducted at

Anao Senior High School Department in San Francisco East, Anao, Tarlac.

Based from the study of Munir (2021) entitled "Reshaping Sustainable University

Education in a Post-Pandemic World: Lessons Learned from an Empirical Study," the

COVID-19 outbreak has affected people all over the world. To stop the spread of the

virus, governments had no choice but to place people in self-isolation. As a result, all
 22

businesses and educational institutions have begun to work or study from home. The

study's goal is to look into the impact of COVID-19 on student teaching and learning at

Malmo University. In addition, the study makes recommendations for long-term post-

pandemic education at Malmo University. The research consists of ten semi-structured

interviews with students, followed by a workshop with ten senior lecturers who teach

bachelor's and master's courses. Snowball sampling is used in the study to select students

for interviews and senior lecturers for the workshop. Thematic analysis, a qualitative data

analysis technique, is used to analyze data collected from student interviews and the

workshop with senior lecturers. According to the study's findings, online education

provides students with several advantages, including better time management, higher

lecture attendance, flexibility, and discipline in their studies. However, the shift to online

education has resulted in a breakdown in communication between students and teachers.

Depression, anxiety, and stress are all exacerbated by a lack of social interaction with

other students. The recommendations for post-pandemic education include a unified

selection of digital learning tools across courses, a dedicated budget for digital learning

tools, training support, and hybrid learning environments.

Both the previous study and the current study address the post-pandemic effects

on education. Whereas it entails in both studies the impact of the pandemic on the

students' emotional well-being and academic performance. On the other hand, it only

differs in terms of respondents and research locale. The respondents in the previous study

were Malmo University students, whereas the current study's respondents were Anao

High School Grade 11 HUMSS students.

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In Emotional Well- Being,

based from the study Yim et al., (2022) entitled "Secondary Students' Mental

Well-Being After the Pandemic—An Analysis Based on Location and Study Levels”

examined the prevalence of depressive symptoms with the abridged Beck Depression

Inventory II and surveyed 1547 secondary school students' mental health when they

resumed in-person classes. The Chi-square test found a significant association between

location and depression levels, with a higher proportion of rural students reporting a

higher depression level. One-way ANOVA found significant differences within

secondary class levels, with final year students having higher depressive levels. As

schools prepare to transition from pandemic to endemic status, the study identified

specific students who require special attention specific programs to specific groups and

improve resource efficiency.

The previous study is similar to the current study. First and foremost, it addresses

the students' mental health after the pandemic, as does the current study. Both the

previous and current one respondents are students. They only differ in terms of the

research location. Because the previous study was carried out in Malaysia, the current one

will be carried out in the Philippines, specifically at Anao High School.

Based from the study of Min et al., (2022) entitled “The Aftermath: Post-

pandemic Psychiatric Implications of the COVID-19 Pandemic, a South Korean

Perspective,” the coronavirus disease 2019 (COVID-19) pandemic has caused havoc in

our daily lives. Along with the fear of becoming infected or having loved ones become

infected, the pandemic's lifestyle changes and socioeconomic consequences have a

significant impact on the general population's mental health. While many studies on the
 24

immediate psychological responses to COVID-19 have been published, there has been

little discussion of its possible long-term consequences. In this study, we systematically

reviewed and meta-analyzed longitudinal studies that looked at general population mental

health before and during the pandemic. Furthermore, using data from South Korea, we

investigated the long-term psychiatric implications of the pandemic. Our analysis

revealed that the number of suicidal deaths during the pandemic was lower in many

countries than in previous years, in contrast to increased depression, anxiety, and

psychological distress in the general population in South Korea and other countries. We

propose the possibility of delayed impacts to explain this phenomenon. The post-

traumatic stress, long-term consequences of social restrictions, and maladaptive response

to the “new normal” are discussed in the paper. COVID-19 being an unprecedented

global crisis, more research and international collaboration are needed to understand, to

treat, and to prevent its long-term effects on our mental health.

The previous study is comparable to the current one. It discusses the effects of the

pandemic, particularly on an individual's mental health and emotional well-being. The

difference between the two studies, the previous one and the current one, is that the

previous one was conducted in Korea, whereas the current study will be conducted at

Anao High School in the Philippines.

In a study done by Dumlao (2020) entitled “Influence of Pandemic in Mental

Health Among Grade 12 Students of St. Rose Catholic School, Inc.” addresses how the

COVID-19 pandemic has terrified the entire world, with countries enacting quarantines

and physical isolation protocols for several months. As quarantines lengthened, mental

health issues became a concern alongside the virus. As a result of the COVID-19 atrocity,
 25

mental health issues are predicted to occur. As a result, the purpose of this research is to

identify the impact of the pandemic on mental health.

Both Dumlao's study and the current study are quantitative. They also share two

variables: the pandemic and mental health. Dumlao's research participants are the grade

12 students of St. Rose Catholic School. To collect data, self-created standardized

questionnaires were employed. The data was collected online using Google Forms. On

the other hand, the current study's respondents are the grade 11 HUMSS students of Anao

High School. Adapted survey-questionnaire will be used. The current study will be

conducted face-to-face, particularly in terms of data collection. In contrast to Dumlao's

study, which placed no focus on academic performance, the current study has three

primary variables. Dumlao's study took place in 2020, whereas the current study takes

place in 2022.

According to Changwon Son et al (2020), student mental health in higher

education is becoming a growing concern. The COVID-19 epidemic has refocused

attention on this vulnerable group. College students are a population that is thought to be

particularly prone to mental health issues. This study's findings highlight the effects of

pandemic-related transitions on the mental health and well-being of this specific

demographic. Our findings indicate that the COVID-19 pandemic has had a significant

negative influence on a variety of academic, health, and lifestyle outcomes. We

discovered that the majority of participants were experiencing heightened stress and

anxiety as a result of COVID-19 by conducting online survey interviews in the midst of

the epidemic.

The prior study and the current study share the same goal: to determine the
 26

impacts of the pandemic on the mental health of the students. However, academic

performance was not included as a variable in the prior study. Furthermore, they differ

from respondents. The prior study used students from a large university system in Texas,

United States, whereas the present study will involve grade 11-HUMSS students. They

differ in research locale also. The prior study was carried out at a university in Texas,

USA, but the present one is being carried out in Anao Senior High School.

In Academic Performance,

based from the study written by Talsma et al., (2021) entitled “COVID-19 Beliefs,

Self-Efficacy, and Academic Performance in First-Year University Students: Cohort

Comparison and Mediation Analysis” discussed that students' learning contexts can

influence their learning beliefs and academic performance outcomes. As a result, students

studying during the COVID-19 outbreak may be at risk of negative impacts on their

academic self-efficacy and subject They may also hold specific ideas regarding the

impact of COVID-19-related changes on their ability to perform, which could have an

impact on self-efficacy and academic performance. All analyses were conducted in

jamovi (The jamovi project, 2020). Preliminary independent-samples t-tests indicated that

the self-efficacy, COVID-19 beliefs and academic performance outcomes of Australian

students did not differ significantly from those of students with other nationalities, and

there were no differences between males and females. For the self-efficacy scale, both

Cronbach’s α and McDonald’s ω (argued to be a better alternative; Peters, 2014; Deng

and Chan, 2017) for the current sample were 0.93.

 27

Participants in the prior study were 89 first-year undergraduate students (69

female) studying introductory psychology at a regional Australian institution in semester

1, 2020. Participants' ages ranged from 18 to 51, with an average age of 23.5 years,

whereas the current study's responses are Anao High School grade 11 HUMSS students

aged 16- 17 years old. In the previous study, participants were invited via email to

complete an online questionnaire containing the following measures, which took around

15 minutes to complete, but the current one will use appropriate survey-questionnaires.

Theoretical Framework

This study is anchored on the theory of educational productivity by Herbert J.

Walberg. Walberg’s theory (1981) addresses the factors on learning that affect a student's

academic success. It is an investigation into academic achievement in which Walberg

employed a range of methodologies to uncover the characteristics that influence a

student's academic performance. He analyzed his theory with the help of different

theorists and integrated his study with over 3000 studies. Walberg’s theory of academic

achievement postulates that individual students' psychological characteristics and their

immediate psychological environments influence educational outcomes such as cognitive,

behavioral, and attitudinal. Further, Walberg’s research identified nine critical elements

that influence educational outcomes such as student ability or prior achievement,

motivation, age/developmental level, quantity of instruction, quality of instruction,

classroom climate, home environment, peer group, and exposure to mass media outside

of school.
 28

Different representations of the variables are used. The first three variables

(ability, motivation, and age) indicate student characteristics. The fourth and fifth

variables (amount and quality of instruction) reflect instruction, while the final four

variables (classroom climate, home environment, peer group, and media exposure)

describe components of the psychological environment. He added that these variables

have particular consequences that may cause problems with students' academic

achievement if they are not appropriately guided. Giving weight to a certain characteristic

can have a significant impact on a student's academic achievement. Several studies have

been conducted to discover issues affecting students' academic achievement. Students'

academic performance is influenced by a variety of socioeconomic factors such as the

presence of trained teachers in school, the teacher-student ratio, class attendance, the

gender of the student, family income, the education of the student's mother and father,

and the distance between schools.

Walberg's theory of educational productivity and the current study share

characteristics such as mental health, academic success, and profile variables. Walberg's

theory identified nine key variables that influence educational outcomes, including

student ability or prior achievement, motivation, age or developmental level, quantity of

instruction, quality of instruction, classroom climate, home environment, peer group, and

outside-of-school exposure to mass media. In the current study, pandemic could be

included in the factors that influence academic performance. Walberg's theory and the

current study are both investigating the effects of the aforementioned factors on a

student's academic progress. They both incorporate the same sub-variables into the
 29

current study, e.g., age, gender, socioeconomic status, and academic standing are all

factors to consider.

On the other hand, the Theory of Academic Performance (ToP) emanates from

Elger (2007), and the author described ‘perform’ as an ability to produced a valued result

and ‘performer’ as an individual or group that engages in collaboration while the level of

performance as a location in an academic journey. According the Elger ( 2007), there are

six components of performance levels, and they are: level of knowledge, level of skills,

level of identity, personal factors, and fixed factors and proposed three axioms for

effective performance as performer’s mindset, immersion in an an enriching environment,

and engagement in reflective practice.

The theory of performance challenges educators to improve their performance

through empowerment to help others learn effectively and grow. This type of learning

will foster quick success and produce knowledge that will influence society. Inferring

from the study of Wiske (1998), performance indicates learning-for-understanding.

Higher academic performance produces results that lead to an academic quality.

This process creates an environment where performance exceeds the expectations of the

academic community stakeholders. There will also be a decrease in cost; that is, the

financial resources involve in producing the desired will be reduced. Higher academic

performance will also increase capability, capacity, knowledge, skills, and motivations.

This development is a good signal for the university publicity and acceptance.

Applying the academic performance theory to the Private University results, the

performer will need to stabilized the students at the forefront and encourage the backing

students to improve drastically. The performer can set a challenging goal for the students
 30

from the beginning of the semester and allows failure as a part of the rubrics to motivate

high performance. This intervention should be gradual process.

Research Paradigm

Predictor Criterion

Post Pandemic Emotional Well- Being

Profile Variables Academic Performance

- Age

- Sex

- Socioeconomic status

- Academic standing

Figure 1. Paradigm of the Study- PC Model about the Impacts of the pandemic in the

Mental Health and Academic Performance of Grade 11 HUMSS Students of AHS

This study will utilize a PC model (Predictor- Criterion Model). This model is use

when relating and assessing the influence between two or more variables. PC model

focuses on relationships, association, differences, and impacts will benefit from this

model. The current study is about the Impacts of Pandemic in the Mental Health and

Academic Performance of the Grade 11- HUMSS Students of AHS. Wherein, the

variables such as the post pandemic, emotional well- being, and academic performance of
 31

the grade 11- HUMSS Students of AHS will relate and assess the relationship of each

other. Technically, if it is directly proportional or not.

Definition of Terms

For the purpose of clarification, the important terms used in this study have been

defined.

Academic Performance. The assessment of student achievement in a variety of

academic subjects.

Academic Standing. The General Weighted Average (GWA) of a student determines his

or her academic standing. The GWA is calculated by dividing the number of units

attempted by the number of grade points earned in courses that assign letter grades.

Age. A time in a person's life counted in years from birth, usually marked by a certain

stage or degree of mental or physical development and involving legal responsibility and

capacity.

Coronavirus Disease. Also known as the COVID-19, is a global pandemic caused by

severe acute respiratory syndrome coronavirus 2. (SARS-CoV-2). COVID-19 symptoms

range from non-existent to fatal, but the most common are fever, dry cough, and fatigue.

Emotional Well- Being. An important component of holistic wellness because it

influences your outlook on life, relationships, and health.

HUMSS. Stands for Humanities and Social Sciences; it is a strand that encompasses a

wide range of disciplines that investigate and inquire into human situations by employing
 32

empirical, analytical, and critical ways of examining human behavior and societal

developments.

Post Pandemic. Pertains to the decrease in pandemic surveillance as pandemic outbreaks

decline.

Profile Variables. Are the demographic variables collected routinely about respondents

including age, sex, socioeconomic status, and many more.

Sex. Is the classification either male or female

Socioeconomic Status. Defined by a mix of social and economic factors such as income,

amount and kind of education, occupation type and prestige, place of residence, and in

some civilizations or sectors of society, ethnic origin or religious background.

 33

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the procedures to be followed in conducting the research.

Specifically, it presents the research design, research locale and subjects of the study,

sampling population and procedures, research instruments, data gathering procedures, and

statistical treatment.

Research Design

This study will use a Non-experimental research design, which is defined as one

of the types of research design, wherein the researchers lack manipulation of the

independent variable. Under Non- Experimental research, the researchers will utilize

descriptive- correlational design. Descriptive design is a sub- classification of Non-

Experimental research design that is used to accurately portray a population that has been

chosen because of some specific characteristics.

On the other hand, Correlational Design is another sub- classification of Non-

Experimental research design that is used to investigate the direction and magnitude of

relationships among variables in a particular population. Descriptive approach will be

used to describe the profile of the respondents, the factors that affect the level of

academic performance and the mental health of the grade 11- HUMSS students.

On the other hand, This approach will be utilized to test the significant

relationship between the emotional well- being and the profile variables of the

respondents and between the profile variables and academic performance of the

respondents. This study aims to identify the post pandemic impacts to the emotional well-
 34

being and academic performance of the Grade 11- HUMSS students of Anao High

School.

Research Locale and the Subject of the Study

This study will be conducted at Anao High School- Senior High School located at

Brgy. San Francico East, Anao, Tarlac during the First semester of S. Y. 2022- 2023. The

subjects of this study are the Grade 11- HUMSS students of Anao High School.

Figure 2. Location of Anao High School- Senior High School

Sample Population and Sampling Procedures

 35

This study involves the grade 11 HUMSS students of Anao High School. In this

study, the researchers will use non- probability sampling and make use of purposive

sampling technique wherein the researchers will give a standard in choosing respondents.

According to Scribbr, non-probability sampling entails a non-random selection

based on convenience or other criteria, making it possible to collect data more easily. It is

a method of selecting respondents in which not all members of the population have an

equal chance of being chosen as samples.

Table 1.
Respondents of the study.
Grade and Section Male Female

11 HUMSS- 1 28 18

11 HUMSS- 2 25 18

Total 53 36

Research Instrument

The researchers will use documentary analysis and researchers’ made survey-

questionnaire to gather data in order to provide reliable result.

Documentary Analysis is a systematic procedure for reviewing or evaluating

documents, both printed and electronic material. In this study, with the use of materials

like grading and attendance sheet and records of the teachers, the researchers must assess

and analyze the documents.

 36

The researchers’ made survey- questionnaire is divided into two parts. Part I

includes the respondents' profile, which includes their name (optional), age, sex,

socioeconomic status, and academic standing. Part II includes questions about the post

pandemic level of emotional well- being of the respondents. Wherein the respondents had

to pick from a range of scores basing on four scales in determining the levels of

agreement in which each range corresponds to a certain level of agreement on the

statements found in the survey-questionnaire (1) Strongly Disagree, (2) Disagree, (3)

Agree and (4) Strongly Agree. The score in each item will be determined by mean. The

scoring guidelines are shown as follows:

Interpretation of mean variables.

Range of Mean Agreement Interpretation

2.25- 4.00 Strongly Agree to a Great Extent

3.50- 3.24 Agree to a moderate Extent

1.75- 2.49 Disagree to a little extent

1.00-1.74 Strongly Disagree to a very Extent

A Survey-questionnaire, according to the International Encyclopedia of Human

Geography (2009), is a technique for gathering statistical information about a

population's attributes, attitudes, or actions through a structured set of questions.

A Likert scale, according to Scribbr, is a type of rating scale that is used to assess

opinions, attitudes, or behaviors. It is made up of a statement or a question. Respondents

select the option that best expresses their feelings about the statement or question.
 37

Constructive Validity and Reliability

The researchers’ made survey- questionnaire was content validated by four expert

validators. Moreover, it was found that the survey- questionnaire, “The Aftermath: Grade

11 HUMSS students’ Emotional Well- Being and Academic Performance After the

COVID- 19 Pandemic” was feasible to use after doing necessary revisions .

Furthermore, in terms of reliability, the result showed a __________ Cronbach’s α

implying that the survey- questionnaire had an excellent internal consistency as shown in

the appendices.

Data Gathering Procedure

The researchers prepared a letter of approval to ask permission to the school

principal of Anao High School, expert validators, and the advisers of the respondents in

the study. With their approval to allow the researchers to conduct the study, copy of the

1st Quarter grading sheet of S. Y. 2022-2023 of the respondents will be involve in the

study. The researchers will ask for help of the concerned teachers in gathering and

collecting information from the respondents needed for the study. This includes their

average performance in the school.

The researchers will utilize researchers' made survey- questionnaire which will be

used in gathering data. Distribution of survey- questionnaires and retrieval of the results

will be conducted in three days and one hundred percent of the questionnaires are

expected to retrieved in the alloted day.

 38

Statistical Treatment

The researchers will use the following statistical tools to process data.

Descriptive Statistics is short informational coefficients that summarize a given

data set, which can be a representation of the entire population or a sample of the

population. Measures of central tendency and measures of variability are two types of

descriptive statistics (spread), cited from (Investopedia, 2022). Descriptive statistics

describe, show, and summarize the basic features of a dataset found in a given study,

presented in a summary that describes the data sample and its measurements. It helps the

researchers to understand the data better.

Weighted mean is calculated by multiplying the weight (or probability)

associated with a specific event or outcome by the quantitative outcome and then

summing the results. It is extremely useful when calculating a theoretically expected

outcome where each outcome has a different probability of occurring, which is the key

difference between the weighted mean and the arithmetic mean, alluded from (Corporate

Finance Institute, 2022).

Formula: WM= Σfx

N
Where:

WM- Weighted Mean

Σfx- Sum of the products of the frequency with weights

N- Sample size

Spearman's Rank Correlation Coefficient assesses the strength and direction of

the relationship between two ranked variables. It essentially provides a measure of the

monotonicity of the relationship between two variables, i.e., how well the relationship
 39

between two variables can be represented by a monotonic function, cited from

(Simplilearn.com, 2022). Spearman’s Rank Correlation Coefficient will be used to

describe the relationship between the profile variables and the emotional well- being and

between the profile variables and the academic performance of the grade 11- HUMSS

students of Anao High School.

Formula:

Where: = Spearman's rank correlation coefficient

= difference between the two ranks of each observation

= number of observations
 40

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 43

APPENDICES
 44

APPENDIX A: Letter to the Principal

Republic of the Philippines

Department of Education
Region III
Schools Division of Tarlac
Anao High School
Senior High School
San Francisco East, Anao, Tarlac

January 04, 2023

RAQUEL G. BAUTISTA, PhD

Secondary School Principal I
Anao High School

Dear Madam:

Greetings!

We are undergoing a study entitled “THE AFTERMATH: GRADE 11- HUMSS STUDENTS’
EMOTIONAL WELL- BEING AND ACADEMIC PERFORMANCE AFTER COVID- 19
PANDEMIC. ” The respondents of this study are the Grade 11- Humanities and Social Sciences (HUMSS)
students of Anao High School.

In this regard, we would like to ask permission from your good office to allow us to float our
survey- questionnaire.

Rest assured that the data gathered will be treated with utmost confidentiality.

Your positive gesture to this request will surely help me in the completion of my study. We are
very grateful for the help you would extend to this request.

Respectfully yours,

(Sgd.) BERNA JOY B. CORPUZ

(Sgd.) APRIL JOY BERNAL

(Sgd.) GYNE DEL B. LAXAMANA

(Sgd.) KEENE CHURCHILL P. YUMOL

Researchers

Noted:

(Sgd.) PRINCESS KAYE M. LIM

Research Adviser
 45

(Sgd.) MONETTE B. GARINGO

OIC / SHS Focal Person

APPENDIX B: Letter to the Expert Validators

Republic of the Philippines

Department of Education
Region III
Schools Division of Tarlac
Anao High School
Senior High School
San Francisco East, Anao, Tarlac

January 04, 2023

JULIE ANN L. BAGAMASPAD

Teacher II
Anao High School

Dear Madam:

Greetings!

We, Berna Joy B. Corpuz, April Joy Bernal, Gyne Del B. Laxamana, and Keene Churchill P.
Yumol, from 12 HUMSS- 1 are currently working with a study entitled “THE AFTERMATH: GRADE
11- HUMSS STUDENTS’ EMOTIONAL WELL- BEING AND ACADEMIC PERFORMANCE
AFTER COVID- 19 PANDEMIC. ” At present, we are in the process of validating the instrument to be
used in our study.

With your expertise, we are humbly asking your permission to validate the attached researchers’
made questionnaire for our study using the attached rating tool.

Your positive gesture to this request will surely help us in the completion of our study. We are
very grateful for the help you would extend to this request.

Respectfully yours,

(Sgd.) BERNA JOY B. CORPUZ

(Sgd.) ARIL JOY BERNAL

(Sgd.) GYNE DEL B. LAXAMANA

(Sgd.) KEENE CHURCHILL P. YUMOL

Researchers

Noted:
 46

(Sgd.) PRINCESS KAYE M. LIM

Research Adviser

Republic of the Philippines

Department of Education
Region III
Schools Division of Tarlac
Anao High School
Senior High School
San Francisco East, Anao, Tarlac

January 04, 2023

JAYBERT G. MERCULIO
Teacher II
Anao High School

Dear Madam:

Greetings!

We, Berna Joy B. Corpuz, April Joy Bernal, Gyne Del B. Laxamana, and Keene Churchill P.
Yumol, from 12 HUMSS- 1 are currently working with a study entitled “THE AFTERMATH: GRADE
11- HUMSS STUDENTS’ EMOTIONAL WELL- BEING AND ACADEMIC PERFORMANCE
AFTER COVID- 19 PANDEMIC. ” At present, we are in the process of validating the instrument to be
used in our study.

With your expertise, we are humbly asking your permission to validate the attached researchers’
made questionnaire for our study using the attached rating tool.

Your positive gesture to this request will surely help us in the completion of our study. We are
very grateful for the help you would extend to this request.

Respectfully yours,

(Sgd.) BERNA JOY B. CORPUZ

(Sgd.) ARIL JOY BERNAL

(Sgd.) GYNE DEL B. LAXAMANA

(Sgd.) KEENE CHURCHILL P. YUMOL

Researchers

Noted:

(Sgd.) PRINCESS KAYE M. LIM

Research Adviser
 47

Republic of the Philippines

Department of Education
Region III
Schools Division of Tarlac
Anao High School
Senior High School
San Francisco East, Anao, Tarlac

January 04, 2023

GLAIZA D. FLORES
Teacher II
Anao High School

Dear Madam:

Greetings!

We, Berna Joy B. Corpuz, April Joy Bernal, Gyne Del B. Laxamana, and Keene Churchill P.
Yumol, from 12 HUMSS- 1 are currently working with a study entitled “THE AFTERMATH: GRADE
11- HUMSS STUDENTS’ EMOTIONAL WELL- BEING AND ACADEMIC PERFORMANCE
AFTER COVID- 19 PANDEMIC. ” At present, we are in the process of validating the instrument to be
used in our study.

With your expertise, we are humbly asking your permission to validate the attached researchers’
made questionnaire for our study using the attached rating tool.

Your positive gesture to this request will surely help us in the completion of our study. We are
very grateful for the help you would extend to this request.

Respectfully yours,

(Sgd.) BERNA JOY B. CORPUZ

(Sgd.) ARIL JOY BERNAL

(Sgd.) GYNE DEL B. LAXAMANA

(Sgd.) KEENE CHURCHILL P. YUMOL

Researchers

Noted:

(Sgd.) PRINCESS KAYE M. LIM

 48

Research Adviser

Republic of the Philippines

Department of Education
Region III
Schools Division of Tarlac
Anao High School
Senior High School
San Francisco East, Anao, Tarlac

January 04, 2023

MONETTE B. GARINGO
OIC / SHS Focal Person
Anao High School

Dear Madam:

Greetings!

We, Berna Joy B. Corpuz, April Joy Bernal, Gyne Del B. Laxamana, and Keene Churchill P.
Yumol, from 12 HUMSS- 1 are currently working with a study entitled “THE AFTERMATH: GRADE
11- HUMSS STUDENTS’ EMOTIONAL WELL- BEING AND ACADEMIC PERFORMANCE
AFTER COVID- 19 PANDEMIC. ” At present, we are in the process of validating the instrument to be
used in our study.

With your expertise, we are humbly asking your permission to validate the attached researchers’
made questionnaire for our study using the attached rating tool.

Your positive gesture to this request will surely help us in the completion of our study. We are
very grateful for the help you would extend to this request.

Respectfully yours,

(Sgd.) BERNA JOY B. CORPUZ

(Sgd.) ARIL JOY BERNAL

(Sgd.) GYNE DEL B. LAXAMANA

(Sgd.) KEENE CHURCHILL P. YUMOL

Researchers

Noted:
 49

(Sgd.) PRINCESS KAYE M. LIM

Research Adviser

Appendix C: Survey Questionnaire

SURVEY FORM
The Aftermath: Grade 11- HUMSS Students’ Emotional Well- Being and Academic
Performance after COVID- 19 Pandemic

I. Respondent’s Profile

Direction: Please read and accomplish the survey- questionnaire by indicating your
answer with a check (✔) under the appropriate column.
Name (Optional): _____________________________

Age: ( ) 15 ( ) 16 ( ) 17 ( ) 18 and above

Sex: ( ) Male ( ) Female

Socioeconomic Status: ( ) 10, 000- 20, 000

( ) 20, 001- 30, 000
( ) 30, 001 and above

Academic Standing: ( ) With Honors ( ) With High Honors

( )With Highest Honors ( ) None

II.Post pandemic level of emotional well- being of the respondents

Direction: Carefully read and analyze the statements. Rate your level of agreement on
each statement using the four- point rating scales from 4- Strongly Agree as the highest to
1- Strongly Disagree as the lowest. Please SELECT your response according to your
level of agreement in the statements. PLEASE ANSWER THE QUESTIONNAIRE
THRUTHFULLY AND LEGIBLY. The rating is shown as follows:

4= Strongly Agree 3= Agree 2= Disagree 1= Strongly Disagree

 The post pandemic impacts to the Strongly Agree Disagree Strongly
level of emotional well- being of the Agree Disagree
students (4) (3) (2) (1)
50
1. I manage my time precisely.
2. I became shy after the pandemic.
3. I always overthink since the pandemic
begun.
4. I feel sense of hopelessness after the
pandemic.
5. I always feel productive.
6. I always feel sad.
7. I feel unmotivated to do my backlogs.
8. I work effectively with others.
9. I easily feel so drained.
10. I feel isolated with others.
11. I participate in group activities.
12. I always get a high score.
13. I am scared with the judgment of
others.
14. I am scared of failing.
15. I feel comfortable with the
surrounding and the people around.
16. I am always eager to listen.
17. I feel the sense of belonging in the
classroom.
18. I always feel disappointed.
19. I feel insecure.
20. I lose interest to my studies after the
pandemic.
21. I feel excited going to school.
22. I always doubt myself.
23. I got seldom of friends.
24. I enjoy going to school.
25. I cry so easily.
26. I engage myself in recitations.
27. I am lazy to do my tasks.
28. I feel less pressure.
29. I always have the energy to do and
finish a task.
30. I lose my confidence lately.
31. I am more satisfied with my
performance.
32. I feel so exhausted lately.
33. I feel motivated everyday.
34. I am more confident than before.
35. I easily get distracted.
36. I worry less about my backlogs.
37. I feel excluded with my peers.
 51

APPENDIX D: Letter to the Advisers

Republic of the Philippines

Department of Education
Region III
Schools Division of Tarlac
Anao High School
Senior High School
San Francisco East, Anao, Tarlac
 52

December 13, 2022

ROSE ANN G. DOMINGO

Teacher III/ 11 HUMSS- 1 Adviser
Anao High School

Dear Madam:

Greetings!

We, Berna Joy B. Corpuz, April Joy Bernal, Gyne Del B. Laxamana, and Keene Churchill P.
Yumol, from 12 HUMSS- 1 are currently working with a study entitled“THE AFTERMATH: GRADE
11- HUMSS STUDENTS’ EMOTIONAL WELL- BEING AND ACADEMIC PERFORMANCE
AFTER COVID- 19 PANDEMIC. ” At present, we are in the process of validating the instrument to be
used in our study.

Moreover, we, the researchers, are humbly requesting a copy of the 1 st Quarter grade sheets of the
Grade 11- Humanities and Social Sciences (HUMSS)- 1 for this S. Y. 2022- 2023 as this will enhance our
study.
Your positive gesture to this request will surely help us in the completion of our study. We are
very grateful for the help you would extend to this request.

Respectfully yours,

(Sgd.) BERNA JOY B. CORPUZ

(Sgd.) ARIL JOY BERNAL

(Sgd.) GYNE DEL B. LAXAMANA

(Sgd.) KEENE CHURCHILL P. YUMOL

Researchers

Noted:

(Sgd.) PRINCESS KAYE M. LIM

Research Adviser

(Sgd.) MONETTE B. GARINGO

OIC / SHS Focal Person

Republic of the Philippines

Department of Education
Region III
Schools Division of Tarlac
Anao High School
Senior High School
San Francisco East, Anao, Tarlac
 53

December 13, 2022

BABYLEN V. NOVESTERAS
Teacher II/ 11 HUMSS- 2 Adviser
Anao High School

Dear Madam:

Greetings!

We, Berna Joy B. Corpuz, April Joy Bernal, Gyne Del B. Laxamana, and Keene Churchill P.
Yumol, from 12 HUMSS- 1 are currently working with a study entitled “THE AFTERMATH: GRADE
11- HUMSS STUDENTS’ EMOTIONAL WELL- BEING AND ACADEMIC PERFORMANCE
AFTER COVID- 19 PANDEMIC. ” At present, we are in the process of validating the instrument to be
used in our study.

Moreover, we, the researchers, are humbly requesting a copy of the 1 st Quarter grade sheets of the
Grade 11- Humanities and Social Sciences (HUMSS)- 2 for this S. Y. 2022- 2023 as this will enhance our
study.
Your positive gesture to this request will surely help us in the completion of our study. We are
very grateful for the help you would extend to this request.

Respectfully yours,

(Sgd.) BERNA JOY B. CORPUZ

(Sgd.) ARIL JOY BERNAL

(Sgd.) GYNE DEL B. LAXAMANA

(Sgd.) KEENE CHURCHILL P. YUMOL

Researchers

Noted:

(Sgd.) PRINCESS KAYE M. LIM

Research Adviser

(Sgd.) MONETTE B. GARINGO

OIC / SHS Focal Person

Appendix E: Rating tool for the validation of researchers’ made questionnaire

Direction: This tool asks for your evaluation of the questionnaire to be used in the data
gathering for the investigation stated above, to establish its validity. You are requested to
give your honest assessment using the criteria stated below; please check (/) only one
from the selection.
 54

Scale Interpretation Description

5 Very highly valid
4 Highly valid
3 Valid
2 Less valid
1 Not valid at all
The questionnaire is valid and can provide unbiased
data for the investigation, allowing 0-5% error
The questionnaire is valid and can provide unbiased
data for the investigation, allowing 8-10% error
The questionnaire is valid and can provide unbiased
data for the investigation, allowing 11-15% error
The questionnaire is valid and can provide unbiased
data for the investigation, allowing 16-20% error
The questionnaire is valid and can provide unbiased
data for the investigation, allowing 21-25% error

VALIDATOR’S QUESTIONNAIRE ASSESSMENT

Indicators Rating
1 2 3 4 5
The indicators in the questionnaire consistently and
accurately measure each variable of the investigation.
The questionnaire fits with the variables under
investigation, thus measuring what it intends to measure.
The questionnaire has the capability to measure items of
variables within a given time frame.
The questionnaire has the ability to distinguish the
characteristics or the properties of differing attributes of
the subjects under study.
The questionnaire has the ability to gather factual data,
eliminating biases and subjectivity.
Quick and complete data can be generated by the
questionnaire within the time frame allowed to obtain the
data.
The questionnaire has no influence on the variables
being measured.
The questionnaire is framed in a clear, simple, in order to
avoid risk of error.
The questionnaire is capable of generating data that will
be of value and practical use to the sectors concerned in
the investigation.

Comments and suggestions

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________
 55

____________________________________
Signature over printed name of the validator

THE AFTERMATH: GRADE 11- HUMSS STUDENTS’ EMOTIONAL WELL-

BEING AND ACADEMIC PERFORMANCE AFTER COVID- 19 PANDEMIC
 56

A Research Presented to
Anao High School
Senior High School Department

In Partial Fulfillment of the Requirements to

Practical Research 2
(Quantitative Research)

January 2023