THE MENTAL HEALTH PROBLEMS OF GRADE 10 AND 11 LEARNERS DURING

NEW NORMAL OF OUR LADY OF MOUNT CARMEL ACADEMY

YEAR 2022 – 2023

A Research presented for the Research Project subject:

By:
Baterina, Mark Clifford V.

Biason, Mary Kate Ashley R.

Mendoza, Kareen N.

Murao, Marc Rojan A.

Salango, Bea Bianca T.

Zabella, Lemharck Jade M.

 ACKNOWLEDGEMENT

The researchers wish to express their deepest appreciation and gratitude to all

the persons who have supported them in this study:

Ms. Angelica Taroma, our subject teacher in Research Project, for her proficient

assistance and support in every stage of the research process.

Ms. Andrea Rose Q. Dacanay, for lending her time in attending our concerns

and questions regarding on our research findings.

To the Grade 10 and 11 Learners of Our Lady of Mount Carmel Academy, who

have been our respondents and had a big role in this research, for their

truthfulness in answering our survey questionnaires and their willingness to

help us in conducting this research.

And above all, to the Almighty Father, who is the legatee of our huge

appreciation.

ii.
 DEDICATION

This study is wholeheartedly dedicated to our beloved parents for their financial

and moral support, to our friends for giving us inspiration and encouragement

toward the accomplishment of this research study, and above all, to our

Almighty God for his limitless blessings and guidance.

Researchers:

Baterina, Mark Clifford V.

Biason, Mary Kate Ashley R.

Mendoza, Kareen N.

Murao, Marc Rojan A.

Salango, Bea Bianca T.

Zabella, Lemharck Jade M.

iii.
 ABSTRACT

Name of the Researchers: Baterina, Mark Clifford V.

Biason, Mary Kate Ashley R.

Mendoza, Kareen N.

Murao, Marc Rojan A.

Salango, Bea Bianca T.

Zabella, Lemharck Jade M

Name and Address Our Lady of Mount Carmel Academy

Of Institution: Poblacion Central, Sison, Pangasinan

Title of the Study: THE MENTAL HEALTH PROBLEMS OF GRADE 10

AND 11 LEARNERS DURING NEW NORMAL OF OUR LADY OF MOUNT CARMEL
ACADEMY

Teacher: Ms. Angelica Taroma

This study explores the Mental Health Problems of Grade 10 and 11 Learners

during New Normal of Our Lady of Mount Carmel Academy Sison, Pangasinan

during the school year 2022 – 2023. Twenty two (22) Grade 10 and 11

Learners were the subject of this study.

.
iv.
The researchers used the dichotomous survey questionnaire and one qualitative

question in gathering data from the respondents. The data was then tabulated,

analysed, and interpreted using the average weighted mean.

It is important to determine the effects of mental health problems among the

senior high school students of Our Lady of Mount Carmel Academy as it is one

of the factors to know the academic performance of one student. This study will

help them determine how mental health affects their social interaction,

behavior, and communication skills. Conclusions and recommendations were

also provided in this study for the students to identify what areas they need to

have adjustments and improvements.

.
v.
 Table of Contents

Title Page……….………………………………………………………………………………………….i
Acknowledgement………………………………………………………………………………………ii
Dedication………………………………………………………………………………………….…….iii
Abstract……………………………………………………………………………………………………iv
Table of Contents………………………………………………………………………………….vi-vii
Chapter 1: The Problem
Background of the Study………………………………………………………….………..……1-2
Statement of the Problem………………………………………………………………….……….3
Significance of the Study…………………….………………………………………………………4
Scope and Delimitations…………………………….……………………………………………….5
Definition of Terms………………….……………………………………………………………..5-6
Chapter 2: Review of Related Literature
Foreign Literature……………………………………………………………………………………...7
Locale Literature………………………………………………………………………………………..8
Locale Studies………………………………………………………………………………………9-10
Foreign Studies…………………………………………………………………………..………11-14
Framework of the Study……………………………………………………………………………15
Chapter 3: Methodologies
Research Design……………………………………………………………………………………...16
Research Method……………………………………………………………………………………..17
Research Environment……………………………………………………………………………..17
Research Instrument………………………………………………………………………………..18
Validity……………………………………………………………………………………………………18
Respondents……………………………………………………………………………………………19
Ethics and Data Gathering Procedures……………………………………………………….19

vi
Data Analysis…………………………………………………………………………………………..19
Frequency Count……………………………………………………………………………………..20
Mean………………………………………………………………………………………………………20
Chapter 4: Presentation, Analysis, and Interpretation of Data
Status of Grade 10 and 11 Learners of Our Lady of Mount Carmel Academy.…21
Demographic profile of the Grade 10 and 11 Learners…………………………………21
Treatment of Data………………………………………………………………………………22-27
Chapter 5: Introduction, Summary, Conclusions and
Recommendations
Introduction…………………………………………………………………………………………….28
Summary……………………………..…………………………………………………………………28
Conclusions……………………………………………..…………………………………………29-32
Recommendations……………………………………..…………………………………..…..32-33
References…………………………………………..…………………………………………....34-35
Curriculum Vitae……………………………………………………..…………………..……..36-41
Letter to the Principal………………………………………………………………………....42-43
Letter to the Respondents………………………………………………………………………..44
Sample Questionnaire…………………………………………………………………..…….45-47

vii
 CHAPTER I
THE PROBLEM
Background of the Study
Pandemics have been linked to deteriorating mental health, according to

previous reports (Hawryluck et al., 2004; McAlonan et al., 2007; Lau et al., 2010;

Xiang et al., 2014). People, notably high school students, are feeling more

stressed and anxious as a result of the COVID-19 pandemic's circumstances (APA

2020; Tandon 2020; Wang et al., 2020). When compared to other pandemics,

Liang et al. (2020) indicate a significantly larger fraction of young people

experiencing psychiatric problems during the COVID-19 pandemic. According to

the American Psychological Association (APA), approximately 81% of Gen Z

youth (ages 13 to 17) face more severe stress as a result of COVID-19, which is

connected to schooling. The APA report, however, skips over the specifics of the

stressors brought on by the changes in schooling brought on by the epidemic.

There have been reports of educational problems and their effects in many

different countries (Dolean and Lervag, 2021).

In contrast to popular belief, mental health is conceived as a condition of

well-being in which a person is aware of their own potential, able to deal with

everyday challenges, able to work successfully and fruitfully, and able to

contribute to their community (WHO 2013). According to The World Health

Report 2011, 10% of adults and 25% of children and adolescents encounter

mental disorders and behavioral problems at some point in their life. The

remaining population is made up entirely of children and adolescents. The WHO

1
action plan 2013-2020 on mental health assembly represents a turning point in

realizing the significance of overall population mental health well-being.

All mental problems that can be identified as mental illnesses and "feature

anomalies in cognition, emotion or mood, and the highest integrative aspects of

human behaviour, such as social interactions”. (U.S. Department of Health and

Human Services' 2001 report, p 6) Mental wellness and mental illness can be

understood as two linked concepts that constitute two sides of a spectrum. All

conditions in between mental health and mental illness can be defined as mental

health problems and will compose the scope of this study.

Adolescence is a critical period in the development cycle of a person, where

at this time there were many changes, good changes in biological, psychological

and social change. Phase changes are often triggered conflict between

adolescents with itself and the conflict with the surrounding environment. If

these conflicts cannot be resolved properly then in it development can have

negative impacts, especially on the maturation of teenage characters and not

infrequently lead to mental disorders.

Some students appear anxiety and fear, emotion is too depressed, anxious;

some students are easy to emotional, good mood when dealing with people

subject to changing moods, fair and reasonable, the bad mood, a thousand

liaway. The group’s negative emotion is also the direct maker of the campus

affairs. The student group mood once activated, it is difficult to reason and

school discipline constraints, and once the emotional stability, and regret.

2
1
Statement of the Problem
This study focuses on the Mental Health Problems of Grade 10 and 11

Learners during New Normal of Our Lady of Mount Carmel Academy.

Specifically, it sought to answer the following questions:

1. What is the demographic profile of the learners in terms of:

1.1 Age?

1.2 Gender?

1.3 Year/Grade Level?

2. What causes the mental health problems of Grade 10 and 11 Learners in

terms of:

2.1 Academic Performance?

2.2 Social Interaction?

2.3 Student’s Behaviour?

2.4 Communication Skills?

3. Is there any significant differences about the causes of mental health

problems?

4. How will the Grade 10 and 11 Learners prevent mental health problems?

3
H0 = There is no any significant differences about the causes of mental health

problems in Grade 10 and 11 Learners of our Lady of Mount Carmel Academy.

Significance of the Study

This study focused on the Mental Health Problems of Grade 10 and 11

Learners in Our Lady of Mount Carmel Academy.

Moreover, the results of the study will be beneficial to the following:

School Administration. The result of this study could serve as a helpful

guide towards the development of the school in handling situations regarding

mental health problems.

Guidance Counselor. This study will help in figuring out what the

students need guidance of as well as developing the students’ capabilities.

Students. This study will help the students be aware that mental health

problems are serious issues in the academic field.

Facilitators. The result of this study will help them determine what and

how to handle mental health problem-related situations properly as well as

becoming an emotional support for their students.

Future Researchers. The result of this research will serve as a reference

for the future researchers who will be conducting the same study or any related

study.

4
Scope and Delimitation

This study focuses on the Mental Health Problems of Grade 10 and 11

Learners of Our Lady of Mount Carmel Academy.

Nowadays, there are cases of mental health that many students

experience negative effects such as anxiety, depression and also may lead to

suicide. Students suffering from these conditions face significant barriers to

learning and are less likely to graduate from high school.

The site of the study only talks about the mental problems during new

normal: the trigger and possible solutions of Junior and Senior High School of

Our Lady of Mount Carmel Academy School Year 2022 – 2023.

Definition of Terms

The terms used in the study are operationally defined for purposes of

clarity and better understanding.

Academic Performance. Is the extent to which a student, teacher or

institution has attained their short or long-term educational goals. Completion of

educational benchmarks such as secondary school diplomas and bachelor's

degrees represent academic achievement.

Mental health. Includes our emotional, psychological, and social well-

being. It affects how we think, feel, and act. It also helps determine how we

handle stress, relateto others, and make choices. Mental health is important at

every stage of life, from childhood and adolescence through adulthood.

5
 Misconceptions. A view or opinion that is incorrect because based on

faulty thinking or understanding.

Occupational performance. Means the performance of life skills, roles

and functions, including work, recreation and leisure skills and the activities of

daily living that are affected by sensory, motor, perceptual, cognitive and/or

psycho-social abilities.

Psychotic Disorders. Are severe mental disorders that cause abnormal

thinking and perceptions. People with psychoses lose touch with reality. Two of

the main symptoms are delusions and hallucinations.

Stigma. Is when someone views you in a negative way because you have

a distinguishing characteristic or personal trait that's thought to be, or actually is,

a disadvantage (a negative stereotype).

6
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The concepts, generalizations or findings, methodology, and other study-related

data are all included in this chapter. The resources in this chapter aid in

familiarizing readers with knowledge that is pertinent to and similar to the

current research. This chapter includes relevant literature and studies that

helped the researchers develop the conceptual and theoretical framework for

the current research project.

Related Literature

Foreign Literature

Student mental health has gained attention due to the increasing

number of students experiencing distress (Kirsh et al., 2015)

Universities reported a rising number of students obtaining psychological

services and rising severity of students’ symptoms (Castillo & Schwartz, 2013;

Lipson et al., 2016)

University students reported receiving treatment and diagnosis for

anxiety disorders, depression, eating disorders, learning disabilities, and

other psychotic disorders (Nami et al., 2014)

7
Locale Literature

According to Thesis Notes (2009), related studies are previous studies,

inquiries, or investigations to which the current proposed study is related or

similar. Blended learning is still considered new and emerging in the Philippines.

However, the growing demand for blended learning brings with it issues and

challenges worth investigating, particularly in emerging higher education

institutions, which impede effective and efficient delivery of teaching and

learning.

The threat posed by the Corona Virus, or COVID-19, had a significant impact not

only on the economic, tourism, and health sectors, but also on the global

education system. This pandemic crisis, in particular, caused Philippine higher

education institutions to abruptly shift to emergency remote teaching (ERT) in

response to the call for continued education despite the global health threat.

(Alvarez, 2020)

Three major themes emerged from the findings: anxiety and depression as

serious consequences of the pandemic, God/Higher Being as the first and/or last

source of support, and the importance of self-awareness and self-acceptance in

improving mental health. These contextualized themes hope to contribute to

future research in the formulation of effective interventions and strategies in the

fight against the negative effects of the pandemic, particularly for the welfare of

college students. (Correro 2022)

8
Local Studies

Cornelio Banaag Jr., M.D. Professor Emeritus of Child and Adolescent

Psychiatry at the University of the Philippines- Philippine General Hospital (UP-

PGH) noted that even before the pandemic, there was an alarming global

increase in mental health problems.

According to him, the World Health Organization (WHO) estimates that 10 to

20% of children and adolescents suffer from various forms of mental disorders,

with the majority occurring in adults beginning at the age of 14 and going

unnoticed until it's too late. Suicide is most common between the ages of 15 and

24.

The Philippine Development Plan for 2017-2023 highlights children as one

of society’s most vulnerable population groups, including them in risk reduction

and adaptive capacity strengthening strategies.

Filipinos under the age of 18 account for roughly 40% of the total Philippine

population. Despite the fact that a large portion of the Philippine population has

been designated as vulnerable, issues involving them continue to exist and go

unaddressed. Mental health problems affect 10% to 15% of Filipino children

aged 5 to 15. The World Health Organization (WHO) reports that 16.8% of

Filipino students aged 13 to 17 attempted suicide at least once in the year

preceding the 2015 Global School-based Student Health survey.

9
This is just one of many indicators indicating the mental health of these children.

These statistics about children’s mental health are concerning because childhood

is a critical period in which most mental health disorders begin. Efforts should be

made to identify these issues early in order to provide proper treatment and

avoid negative health and social outcomes. Childhood mental and developmental

disorders frequently persist into adulthood, increasing the likelihood of

compromised growth, increased need for medical and disability services, and

increased risk of involvement with law enforcement agencies. In this context, the

COVID-19 pandemic threatens to worsen these numbers, affecting the delivery

of health care services in the Philippines, including those for children’s mental

health.

In the Philippines, mental health conditions are the third most prevalent

cause of morbidity, according to the National Statistics Office (NSO).

Children's mental illnesses were reported to be prevalent in 16% of cases in the

assessment of the Philippine mental health system.

It is interesting to observe how the Philippines is now addressing this issue given

the frightening number of cases. Currently, there are only five government

hospitals with pediatric psychiatric units, 84 public hospitals with such units, and

46 outpatient clinics, only 11 of which are reserved for kids and teenagers. Only

60 child psychiatrists are now working in the Philippines, and the bulk of them

are located in urban regions like the National Capital Region.

10
Thousands of youngsters are put in a situation where the future is unknown as

the pandemic persists and is compounded by the threat of typhoon season.

Youth age and students are among those significantly associated with a larger

psychological burden as a result of the epidemic, according to a local study.

In addition, according to UNICEF, children now confront a trifecta of challenges,

including the disease's own direct effects, disruptions of crucial services, and

rising poverty and inequality. All of these factors may contribute to increased

stress, anxiety, and depressive symptoms.

Foreign Studies

The 2019 Annual Report of the Center for Collegiate Mental Health

reported that anxiety continues to be the most common problem (62.7% of

82,685 respondents) among students who completed the Counseling Center

Assessment of Psychological Symptoms. Consistent with the national trend,

Texas A&M University has seen an increase in the number of students seeking

services for anxiety disorders over the last few years. Given the vulnerability of

this population during the pandemic, there is a critical need to assess the mental

health of college students in order to address concerns in a timely manner.

2011 National Summit on the Mental Health of Tertiary Students website

states: Students are seeking out university counseling and health services in

greater numbers.

11
Services, such as those for kids who present with self-harming and mental illness

suicidal thoughts and behavior. The image is intricate and calls for fresh new

replies and interpretations. Academic problems alone could result in personal

issues, which in turn could become out of control and necessitate direct action in

addition to replies related to academic and study skills. (Jonathan Norton 2010)

Increasing concern regarding students' mental health and adaptability is also

seen in media stories concerns. (e.g. Anderson 2007; Collins 2010a; Collins

2010b)

According to Bertills, Karin, there were 37 reviews that satisfied the quality

standards; these reviews were judged as having excellent quality 27% (10/37),

medium quality 46% (17/37), or low quality 27% (10/37). Results Three

categories of content—the relationship between learning and mental health

problems, learning and good elements of mental health, and indirect

relationships between school variables and mental health and learning—emerge

from the extensive research. Only 8% (3/37) of the products are of sufficiently

high grade; this is a significantly low percentage. There is a positive relationship

between school climate, outcome, and mental health at the school level, where

the teacher plays a significant role. At the individual level, self-efficacy, or the

will and capacity to perform, can be identified as a factor of major importance to

school outcome.

12
Previous research has highlighted the overall benefits of good social contacts for

mental health (Nearchou et al. 2020) and the negative effects of social isolation

on both physical and mental health (Pietrabissa and Simpson 2020). However,

research has also shown that social connections in the classroom are

advantageous for students' learning (Hurst et al. 2013; Okita 2012). In general,

academic social interactions help students feel a feeling of belonging; without

that sense of belonging, students may be less motivated to complete their

academic obligations (Yeager et al. 2013). Recent studies show that students

generally experience loneliness during the pandemic (Labrague et al. 2021), and

that the lack of in-person social interactions during the pandemic can

significantly increase students' stress levels (Dumitrache et al. 2021; Son et al.

2020, iv-Beirevi et al. 2021). The absence of social connections can be felt in a

variety of social contexts, including those related to education, raising the

question of how the absence of customary academic exchanges and social

context cues may affect students' learning and adaptation to online study.

People in the Winter 2020 term were more sedentary, worried, and sad than

they had been in previous academic terms. Variations in COVID-19 news

reporting were linked to a wide range of behaviors, including increased phone

use, decreased physical activity, and fewer places visited. Although this

widespread change in mental health and behavior is not unexpected, it is crucial

13
to understand it in order to develop strategies to lessen the effects of potential

catastrophic events on the general public's mental health.

The purpose of this study was to look into the communication abilities of Al-Quds

University undergrads. The researcher received feedback from (193) B.A.-

enrolled undergraduate students. program. The researcher employed the

Hamidat (2007) questionnaire, which was made up of (32) statements grouped

into four categories: speaking, listening, understanding others, and controlling

emotions. University students have a good degree of communication abilities in

all three aspects (listening, speaking, and understanding others), according to

the data. It also demonstrated a moderate amount of emotional regulation.

Additionally, the outcomes demonstrated that there were no notable variations in

communication ability levels by gender, faculty, or academic year.

14
FRAMEWORK OF THE STUDY

Determinants Mechanism Mental Health Outcomes Coping

Behavior

● Availability ● Planful ● Mental distress Individual

Behavior
of social problem (anxiety, Change
support solving depression,
pressure) ● Resistive
● Increased ● Finding social
● Nervous Behavior
class reinforcemen
workload t ● Stress
● Loneliness
● Missing too ● Distancing Behavior
● Isolation ● Avoidance
many
● Self - control
classes ● Fear Coping
● Deceased Behavior

grade than ● Protective

anticipated Behavior
● Substitution
Behavior

Social, emotional, and behavioural difficulties comprise a broad spectrum

of behaviours that school children can develop to varying degrees, and

that may be either internalizing (directed at the self), or externalizing

(directed at the external environment) (Achenbach et al., 2017; Cooper,

2017). In schools, interventions to prevent behavioural, emotional, and

social problems usually target such conditions as depression, anxiety,

social withdrawal, substance use, self-harm, rule-breaking, delinquency

and aggressive behaviour (Anderson et al., 2018; Cooper & Jacobs,

2011).

15
 CHAPTER III

METHODOLOGIES

Research Method

To summarize the information on methodological factors for mental

health research, an integrative review was done. The World Health

Organization's (WHO) definition of mental health has been used as the review's

compass. According to the WHO, mental health is "a condition of well-being in

which one realizes one's own potentials, ability to cope with everyday pressures,

functionality and work productivity, as well as the ability to contribute

meaningfully to community life" [20]. To fully grasp a troubling situation, the

integrative review allowed for the simultaneous integration of several approaches

(such as experimental and non-experimental studies) and viewpoints [21, 22]. In

order to create a comprehensive grasp of methodological issues in mental health

research, the review also makes use of a variety of data sources. The research

process is divided into five stages: problem identification, literature review, data

evaluation, data analysis (data reduction, display, comparison, and conclusions),

and presentation. Problem identification involves making sure that the research

question and purpose are clearly defined (synthesising findings in a model or

theory and describing the implications for practice, policy and further research).

16
Research Design

To characterize the problem’s current state in detail, the researchers used

a descriptive study design. It entails summarizing, organizing, and displaying

data in tables and graphs. To complete the study, the researchers used a

checklist, Grade 12 GAS, Grade 12 members, and employment capabilities.

Research Environment

Sison is a town in Pangasinan, Philippines. It is also referred to as

“Bagoong Making” and “Salt Making” in the Philippines. Sison is located in Region

I-Ilocos Region. It is a 3rd class municipality in the province of Pangasinan,

Philippines. The town’s original name was “Alava”. In the municipality of Sison,

The Our Lady of Mount Carmel Academy is the only catholic school there is.

17
Research Instrument

The survey and focus group analysis yielded 14 questions about stressors,

controls, and mental health estimators. The supplements contain the complete

survey administered to the participants. Our survey began with a consent

question that influenced mental health and was identified through a literature

review. Furthermore, the questions addressed stressors associated with

academic, social, behavior and communication that were identified during our

focus group discussions. Our instrument included four controls to account for any

pre - existing mental health issues that may not be related to COVID-19 but may

be exacerbated by the pandemic. The survey then included mental health

estimators questions to assess mental well-being before and during the

pandemic. The survey was administered during the pandemic and hence, the

question on mental health prior to the pandemic is subject to recall bias, similar

to other investigations. Because the survey was conducted during the pandemic,

the question about mental health prior to the pandemic is subject to recall bias,

as in other studies.

Validity

The researchers drafted the research instrument. It’s content is founded

on the desired data to answer the problems of the study. The research team was

shown the draft. There was also a consultant on hand to offer suggestions for

18
enhancements. In response to feedback, the instrument was revised. The survey

questionnaire that was used by the researchers is adapted from publish research.

Respondents

The researchers considered the Grade 10 and 11 Learners of Our Lady of

Mount Carmel Academy comprising of 22 respondents. They are the chosen one

because the title of the study focuses on the Mental Health Problems of Grade 10

and 11 Learners.

Ethics and Data Gathering Procedures

A letter of request was sent to the Principal of Our Lady of Mount

Carmel Academy to administer the survey instrument. The researchers
immediately distribute the google forms containing the checklist. The answered
copies of instruments were retrieved and the responses were tallied, tabulated,
analyzed and interpreted.

Confidentiality of the respondents was maintained by not identifying their names

of the concerned teachers and students in the discussion. Only the data for the

study based on the factors and variables were gathered without necessarily

giving some clues or identifiers of the persons involved.

Data Analysis

The researchers employed the following statistical approach based on the

purpose of the study.

Table 1.1 Shows the given options and the description

19
 Options Description

Yes Agree

No Disagree

Table 1.1 shows the given options and descriptions of the checklist. Option “Yes”

is under the description “Agree” and Option “No” is under the description

“Disagree”.

Frequency Count

The tool was used to count the number of respondents used in the study.

This was use as a preliminary tool for determining the occurrence of similar data

in either simple or relative frequencies.

Mean

All the data collected in relation to the investigation's problems were

centralized using the descriptive tool. In order to determine whether there is a

significant difference or link between or among the measured variables, the

weighted mean was employed as preliminary data.

20
 CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPPRETATION OF DATA
This chapter deals with the presentation, analysis, and interpretation of the

data gathered.

Status of the Grade 10 and 11 Learners of Our Lady of Mount Carmel

Academy
The status of the Grade 10 and 11 Learners of Our Lady of Mount

Carmel Academy in this study was determined by an analysis of the obtained

data about their personal profile that shows the problems that affect the mental

health of the learners.

Table 1. Demographic profile of the Grade 10 and 11 Learners

Age Gender Grade Level

M F 10 11

15 2 5 7

16 8 4 5 7

17 1 2 3

TOTAL 22 12 10

Table 1. shows the demographic profile of the Grade 10 and 11 Learners which

contains the Age Bracket of 15 to 17, with Male (M) and Female (F) as Genders

and 10 and 11 as Grade Level. There are 2 males and 5 females whose age are

15 years old, 8 male and 4 female are 16 years old, and lastly 1 male and 2

21
 female are 17 years old. The total number of Grade 10 Learners are 12 while

the Grade 11 has a total of 10 Learners. To sum up the total of the both

grades, there are 22 respondents.

Treatment of Data

Table 1.1

A. ACADEMIC PERFORMANCE Percentage

Yes No

1. Does support for behavioral 20 (90.9%) 2 (9.1%)

difficulties aim identify obstacles
for learning and participation
school structures and cultures as
well as school practices?

2. Does your teacher encourage 21 (95.5%) 1 (4.5%)

you to perform better?

3. Does your teacher guide you 21 (95.5%) 1 (4.5%)

in selling personal targets and
developing strategies to achieve
your target?

TOTAL 62 (93.97%) 4 (6.03%)

Table 1.1 shows the questions under the variable Academic Performance.

93.97% is the total percentage of the answer "YES" in this variable. 20 Learners

(90.9%) have answered yes to the first question, 21 (95.5%) to the second

question, and 21 (95.5%) in the last question. Meanwhile, 2 Learners (9.1%)

have answered "NO" to the first question, 1 (4.5%) to the second question, and

1 (4.5%) to the last question, presenting a total of 6.03%.

22
To further explain this table, it indicates that most learners (93.97%) are

encouraged and guided by the teachers, especially inside an academy to do and

show their best performance academically. However, there are 6.03% showing

that they are not encouraged or guided by the said subjects.

Table 1.2

B. SOCIAL INTERACTION Percentage

Yes No

1. Do you feel close in other 15 (68.2%) 7 (31.8%)

people?

2. Do you feel responsible for 19 (86.4%) 3 (13.6%)

helping others to overcome
difficulties in class?

3. When not sure about 19 (86.4%) 3 (13.6%)

something, do you ask
questions?

TOTAL 53 (80.33%) 13 (19.67%)

Table 1.2 is under the variable "Social Interaction" with 3 questions, relating to

the said variable. In this table, there are 15 (68.2%) learners who answered

"YES" to the first question, 19 (86.4%) learners to the 2nd question and 19

(86.4%) learners to the last question, summing up a total of 80.33% for this

option. Meanwhile, 7 (31.8%) have answered "NO" to the first question, 3

(13.6%) to the second question, and 3 (13.6%) to the last question, presenting

a total of 19.67%.

23
To further explain this table, it indicates that most learners (80.33%) are more

into social interaction when having trouble or when they need help. However,

there are 13(9.67%) showing that they don’t like to interact with others when

having trouble with something.

Table 1.3

C. STUDENT'S BEHAVIOR Percentage

Yes No

1. Do you have energy to spare? 19 (86.4%) 3 (13.6%)

2. Do you feel loved? 18 (81.8%) 4 (18.2%)

3. Have you been thinking 17 (77.3%) 5 (22.7%)

clearly?

TOTAL 54 (81.83%) 12 (18.17%)

Table 1.3 is under the variable "Student behavior" with 3 questions, relating to

the said variable. In this table, there are 19 (86.4%) learners who answered

"YES" to the first question,18 (81.8%) learners to the 2nd question and, 17

(77.3%) learners to the last question, summing up a total of 81.83%.

Meanwhile, 3 learners (13.6%) have answered "NO" to the first question, 4

(18.2%) to the second question, and 5 (22.7%) to the last question, presenting

a total of 18.17%.

To further explain this table, it indicates that most learners (81.83%) have

optimism in their behaviors. However, there are 12 (18.17%) showing that they

24
don’t feel loved, have not been thinking clearly and don’t have the energy to

spare for doing activities and such.

Table 1.4

D. COMMUNICATION SKILLS Percentage

Yes No

1. Do you become impatient with 18 (81.8%) 4 (18.2%)

people who do not express their
thoughts and opinions clearly?

2. Does effective communication 20 (90.9%) 2 (9.1%)

can be achieved simply by taking
turns talking?

3. Do you listen carefully to what 22 (100%)

someone is saying to you?

TOTAL 60 (90.9%) 6 (13.65%)

Table 1.4 is under the variable "Communication skills" with 3 questions, relating

to the said variable. In this table, there are 18 (81.8%) learners who answered

"YES" to the first question, 20 (90.9%) learners to the 2nd question and, 22

(100%) learners to the last question, summing up a total of 90.9%. Meanwhile,

4 (18.2%) learners have answered "NO" to the first question, 2 (9.1%) to the

second question, presenting a total of 13.65%.

To further explain this table, it indicates that most learners (90.9%) believe that

communication is a great way to understand each other and to know and to

avoid the things that can affect both parties However, there are 6 (13.65%)

25
 showing that they less believe on the effectiveness of communication with

others.

Qualitative Question:

How will the Grade 10 and 11 learners prevent mental health

problems?

According to the survey data we gathered, students in grades 10 and 11 can

prevent mental health issues by interacting or socializing with people they feel

comfortable around as well as by letting go of the things they can't control and

focusing on what they can. It's important that you express your emotions and

protect your mental health.

Local Studies

Cornelio Banaag Jr., M.D. Professor Emeritus of Child and Adolescent

Psychiatry at the University of the Philippines- Philippine General Hospital (UP-

PGH) noted that even before the pandemic, there was an alarming global

increase in mental health problems.

According to him, the World Health Organization (WHO) estimates that 10 to

20% of children and adolescents suffer from various forms of mental disorders,

with the majority occurring in adults beginning at the age of 14 and going

26
unnoticed until it's too late. Suicide is most common between the ages of 15 and

24.

Based on the results of the data we collected and gathered, it shows that most

of the learners have their way to cope up in experiencing difficuties, mentally

and emotionally. However, there are still a few of them that are in need of

support and guidance in dealing with their own emotions and situations. The

researchers can relate it to the study of Mr. Cornelio Banaag Jr. Who states that

there are some children, ages 14 and above, who are experiencing mental health

problems that is alarming and can be letal if unnoticed.

27
 CHAPTER V

INTRODUCTION, SUMMARY, CONCLUSIONS, AND

RECOMMENDATIONS

Introduction
The conclusions drawn from the study's findings on the mental health

issues experienced by students in grades 10 and 11 during the New Normal at

Our Lady of Mount Carmel Academy are detailed in this chapter. The

conclusions were drawn in light of the study's objectives, research questions,

and findings. There will also be an explanation of the ramifications of these

findings and the recommendations that follow. Recommendations were based

on the study's findings and objectives.

Summary
The objectives of the study were to:

 Identify the cause of mental health problems of the Grade 10 and 11

Learners during New Normal of Our Lady of Mount Carmel Academy

 To know how will the Grade 10 and 11 Learners prevent mental health

problems

The survey was designed as a quantitative descriptive survey. To gather

information from a convenient sample of 12 Learners in Grade 10 and 10

Learners in Grade 11 at Our Lady of Mount Carmel Academy, the researchers

employed a questionnaire comprising open- and closed-ended questions.

28
 Learners in Grades 10 and 11 who have had some issues maintaining a healthy

mental state in terms of academic performance, social interaction, student

behavior, and communication skills were included in the sample. Google forms

were used to collect the data over the course of a week.

Consistency in administering the questionnaires and the researchers being the

only ones who collected the data helped to assure reliability. By incorporating a

significant number of questions on the understanding that learners in Grades 10

and 11 need to be mentally stable in order to socialize and perform properly,

content validity was attained. Data analysis was conducted using Google Forms.

Codification and statistical analysis of the data using percentages were done.

Conclusions
In Grade 10-11 Students, the survey showed that age 15 has a

frequency of 7 or equivalent of 31.8%, while age 16 has a frequency of 12 or

equivalent of 54.5%, and age 17 has a frequency of 3 or equivalent of 13.6%

with the total frequency of 22 or equivalent of 100%. The findings of this study

revealed that in the variables:

1. "Academic Performance", it indicates that most learners (93.97%) are

encouraged and guided by the teachers, especially inside an academy to do and

show their best performance academically. However, there are 6.03% showing

29
that they are not encouraged or guided by the said subjects. *According to

Bertills, Karin, there were 37 reviews that satisfied the quality standards; these

reviews were judged as having excellent quality 27% (10/37), medium quality

46% (17/37), or low quality 27% (10/37). Results Three categories of content—

the relationship between learning and mental health problems, learning and

good elements of mental health, and indirect relationships between school

variables and mental health and learning—emerge from the extensive research.

Only 8% (3/37) of the products are of sufficiently high grade; this is a

significantly low percentage. There is a positive relationship between school

climate, outcome, and mental health at the school level, where the teacher plays

a significant role. At the individual level, self-efficacy, or the will and capacity to

perform, can be identified as a factor of major importance to school outcome.

2. "Social Interaction", it indicates that most learners (80.33%) are more into

social interaction when having trouble or when they need help. However, there

are 13(9.67%) showing that they don’t like to interact with others when having

trouble with something. *Previous research has highlighted the overall benefits

of good social contacts for mental health (Nearchou et al. 2020) and the

negative effects of social isolation on both physical and mental health

(Pietrabissa and Simpson 2020). However, research has also shown that social

connections in the classroom are advantageous for students' learning (Hurst et

al. 2013; Okita 2012). In general, academic social interactions help students feel

30
a feeling of belonging; without that sense of belonging, students may be less

motivated to complete their academic obligations (Yeager et al. 2013). Recent

studies show that students generally experience loneliness during the pandemic

(Labrague et al. 2021), and that the lack of in-person social interactions during

the pandemic can significantly increase students' stress levels (Dumitrache et al.

2021; Son et al. 2020, iv-Beirevi et al. 2021). The absence of social connections

can be felt in a variety of social contexts, including those related to education,

raising the question of how the absence of customary academic exchanges and

social context cues may affect students' learning and adaptation to online study.

3. "Student's Behavior", it indicates that most learners (81.83%) have

optimism in their behaviors. However, there are 12 (18.17%) showing that they

don’t feel loved, have not been thinking clearly and don’t have the energy to

spare for doing activities and such. *People in the Winter 2020 term were more

sedentary, worried, and sad than they had been in previous academic terms.

Variations in COVID-19 news reporting were linked to a wide range of behaviors,

including increased phone use, decreased physical activity, and fewer places

visited. Although this widespread change in mental health and behavior is not

unexpected, it is crucial to understand it in order to develop strategies to lessen

the effects of potential catastrophic events on the general public's mental health.

4. "Communication Skills", it indicates that most learners (90.9%) believe

that communication is a great way to understand each other and to know and to

avoid the things that can affect both parties However, there are 6 (13.65%)

31
showing that they less believe on the effectiveness of communication with

others. *The purpose of this study was to look into the communication abilities

of Al-Quds University undergrads. The researcher received feedback from (193)

B.A.-enrolled undergraduate students. program. The researcher employed the

Hamidat (2007) questionnaire, which was made up of (32) statements grouped

into four categories: speaking, listening, understanding others, and controlling

emotions. University students have a good degree of communication abilities in

all three aspects (listening, speaking, and understanding others), according to

the data. It also demonstrated a moderate amount of emotional regulation.

Additionally, the outcomes demonstrated that there were no notable variations in

communication ability levels by gender, faculty, or academic year.

Recommendations
Based on the findings of this study, the following recommendations are

made with reference to mental health awareness, education and research:

1. Include student leaders on cross-campus COVID-19 Response Task

Forces.

Student participation in programs and decisions that affect them on mental

health policies results in stronger campus communities. According to research,

student involvement improves student academic performance and retention,

raises knowledge of and use of campus health services, leads to novel ideas and

successful long-term outcomes. Adapt and innovate mental health services.

32
2. Develop a clear, comprehensive communications plan that addresses

student concerns, particularly academic and mental health needs.

According to a poll by Active Minds, the main worries of students soon after the

pandemic in the United States started were confusion regarding academic

adjustments and flexibility as well as the accessibility of mental health resources.

It is advised that any accessible academic accommodations and mental health

resources be made known, frequently, and via a variety of channels.

3. Support staff and faculty well-being.

In these uncertain times, faculty and staff are leading the charge by serving and

assisting students. One of the best ways for leaders to help kids is by offering

support. The expectations for production may need to be adjusted, and there

should be more flexibility.

4. Support student-driven programming and maintain opportunities

for social connection.

For many, the value of the college experience involves the chances they get to

connect with other students and grow personally through their residential,

extracurricular, and non-academic experiences. Through student groups, social

media, and retaining a feeling of shared experience with other peers (such as

virtual new student orientation and first-year experience, conversations,

commencement ceremonies, etc.), students report greatly appreciating

opportunities to interact with peers electronically.

33
 References:

1. Golberstein E, Wen H, Miller BF. Coronavirus disease 2019 (COVID-19) and

mental health for children and adolescents. JAMA Pediatr. 2020;174(9):819–
20. doi: 10.1001/jamapediatrics.2020.1456. [PubMed] [CrossRef] [Google
Scholar]

Mental health and well-being of children in the Philippine setting during the
COVID-19 pandemic: Mental health and well-being of children in the
Philippine setting during the COVID-19 pandemic - PMC (nih.gov)

2. R.M. Holm-Hadulla et al.

Mental health of Students in a globalized world: Prevalence of complaints and

disorders, methods and effectivity of counseling, structure of mental health
services for students

Mental Health & Prevention (2015)

Students mental health and multistage prevention programme: The Russian

experience - ScienceDirect

3. Barrot, Jessie S., Ian I. Llenares, and Leo S. del Rosario. 2021. Students’
online learning challenges during the pandemic and how they cope with them:
The case of the Philippines. Education and Information Technologies 28: 1–18.
[Google Scholar] [CrossRef]

Social Sciences | Free Full-Text | The Lack of Academic Social

Interactions and Students’ Learning Difficulties during COVID-19
Faculty Lockdowns in Croatia: The Mediating Role of the Perceived Sense
of Life Disruption Caused by the Pandemic and the Adjustment to Online
Studying (mdpi.com)

4. Anderson, M., Werner-Seidler, A., King, C., Gayed, A., Harvey, S. B., & O’Dea,
B. (2019). Mental health training programs for secondary school teachers: A
systematic review. School Mental Health, 11(3), 489-508.
https://doi.org/10.1007/s12310-018-9291-2
5. WHO–AIMS Report on Mental Health System in the Philippines. World
Health Organization. 2007. Available
from: https://www.who.int/mental_health/evidence/philippines_who_aims_
report.pdf. Accessed Jan 9, 2021.

1 34
6. UNICEF. Listen to children’s experiences of COVID-19 - UNICEF [press
release] (2020 Nov 19). Available
from: https://www.unicef.org/philippines/press-releases/listen-childrens-
experiences-covid-19-unicef..Accessed Dec 29, 2020.
7. Philippine statistics authority -- republic of the Philippines. Available
from: https://psa.gov.ph/statistics/children. Accessed May 18, 2021.
8. Situation Analysis of Children in the Philippines: A Summary Report
[Internet]. UNICEF Philippines; 2018. Available
from: https://www.unicef.org/philippines/media/556/file. Accessed May 18,
2021.

CURRICULUM VITAE
Personal Data

1 35
 Name: Bea Bianca T. Salango

Address: Tara-Tara, Sison, Pangasinan

Birthdate: August 22, 2004

Phone No.: 09195197303

E-mail Address: beabianca.ts@gmail.com

Educational Background
Senior High School: Our Lady of Mount Carmel Academy

Poblacion Central, Sison, Pangasinan

S. Y. 2022-2023

Junior High School: Our Lady of Mount Carmel Academy

Poblacion Central, Sison, Pangasinan

S. Y. 2019-2020

Elementary: Our Lady of Mount Carmel Academy

Poblacion Central, Sison, Pangasinan

S. Y. 2016-2017

Personal Data

1 36
 Name: Mary Kate Ashley R. Biason

Address: Poblacion Norte, Sison, Pangasinan

Birthdate: October 24, 2005

Phone No.: 09274536774

Email: biasonashley0@gmail.com

Educational Background
Senior High School: Our Lady of Mount Carmel Academy
Poblacion Central, Sison, Pangasinan
S. Y. 2022-2023

Junior High School: Sison Central Integrated School

Poblacion Norte, Sison, Pangasinan
S.Y. 2019-2020

Elementary: Sison Cenral Integrated School

Poblacion Norte, Sison ,Pangasinan
S. Y. 2016-2017

Personal Data

1 37
 Name: Kareen N. Mendoza

Address: Asan Norte, Sison Pangasinan

Birthdate: October 28, 2005

Phone No.: 09518684792

Email: mendozakareen78@gmail.com

Educational Background
Senior High School: Our Lady of Mount Carmel Academy
Poblacion Central, Sison, Pangasinan
S. Y. 2022-2023

Junior High School: Our Lady of Mount Carmel Academy

Poblacion Central, Sison, Pangasinan
S. Y. 2019-2020

Elementary: Don Valentin Torres Integrated School

Asan Norte, Sison, Pangasinan
S. Y. 2016-2017

Personal Data

1 38
 Name: Mark Clifford V. Baterina

Address: Poblacion Sur, Sison, Pangasinan

Birthdate: October 07, 2005

Phone No.: 09518684792

Email: baterinamarkclifford6@gmail.com

Educational Background
Senior High School: Our Lady of Mount Carmel Academy
Poblacion Central, Sison, Pangasinan
S. Y. 2022-2023

Junior High School: Sison Central Integrated School

Poblacion Norte,Sison, Pangasinan
S.Y. 2019-2020

Elementary: Sison Central Integrated School

Poblacion Norte, Sison, Pangasinan
S. Y. 2016-2017

Personal Data

1 39
 Name: Marc Rojan A. Murao

Address: Bila, Sison, Pangasinan

Birthdate: June 27, 2005

Phone No.: 09813253486

Email: marcrojanmurao@gmail.com

Educational Background
Senior High School: Our Lady of Mount Carmel Academy
Poblacion Central, Sison Pangasinan
S. Y. 2022-2023

Junior High School: Our Lady of Mount Carmel Academy

Poblacion Central, Sison Pangasinan
S. Y. 2019-2020

Elementary: Bila Elementary School

Bila, Sison, Pangasinan
S. Y. 2016-2017

Personal Data

1 40
 Name: Lemharck Jade M. Zabella

Address: Poblacion Sur, Sison, Pangasinan

Birthdate: April 02, 2005

Phone No. 09707245885

E-mail: lemharckzabella02@gmail.com

Educational Background

Senior High School: Our Lady of Mount Carmel Academy

Poblacion Central, Sison, Pangasinan
S. Y. 2022-2023

Junior High school: Sison Central Integrated School

Poblacion Central, Sison, Pangasinan
S. Y. 2019-2020

Elementary: Sison Central Integrated School

Poblacion Central, Sison, Pangasinan
S.Y. 2016-2017

1 41
 LETTER TO THE PRINCIPAL

OUR LADY OF MOUNT CARMEL ACADEMY

SISON, PANGASINAN

S.Y 2022 - 2023

February 11, 2023

Mrs. Lany C. Adan

School Principal

Our Lady of Mount Carmel Academy

Dear Ma’am,

Warm Greetings!

In partial fulfilment of the requirements in our subject Research Project, we,

Group 3 Grade 12 GAS Learners of Our Lady of Mount Carmel Academy would
like to conduct a research study entitled, “The Mental Health Problems of Grade
10 and 11 Learners during New Normal of Our Lady of Mount Carmel
Academy”.

We are in the process of gathering data through questionnaires that will be

utilized for our study. Regarding this matter, we would like to ask for your
permission to conduct a questionnaire to the Grade 10 and 11 Learners of your
institution. By doing so, we believe that this will help us obtain the information
needed for our study.

We would greatly appreciate your consent to our request.

1 42
 Thank you for your time and positive action. God Bless!

Respectfully Yours,

Baterina, Mark Clifford V.

Biason, Mary Kate Ashley R.

Mendoza, Kareen N.

Murao, Marc Rojan A.

Salango, Bea Bianca T.

Zabella, Lemharck Jade M.

Noted by:

Ms. Andrea Rose Q. Dacanay

Researcher Adviser

1 43
 LETTER TO THE RESPONDENTS

February 11, 2023

Dear respondents:
Good day,
Our group is conducting a survey in line with our research study
entitled "The Mental Health Problems of Grade 10 and 11 Learners
during New Normal in Our Lady of Mount Carmel Academy". This study
aims to determine the Mental Health of Grade 10 and 11 learners under the
variables of "Academic Performance", "Social Interaction", "Student's
Behavior", and "Communication Skills".
We would like to ask for your cooperation by answering the
questionnaire honestly and completely. Any information you will provide shall
highly appreciated and we assure that all information will be treated with
utmost confidentiality.

Thank you.

Salango, Bea Bianca T.

Group Leader

Noted by:

Ms. Andrea Rose Q. Dacanay

Research Adviser

1 44
 SAMPLE QUESTIONNAIRE

The Mental Health Problems of Grade 10-11 Learners in Our Lady of

Mount Carmel Academy

We are Grade 12 Students of Our Lady of Mount Carmel Academy and we

would like you to participate in our research study which aims to know The
Mental Health Problems of Grade 10 - 11 Learners at Our Lady of Mount Carmel
Academy. Your answers are anonymous and will be used for our research
study. Thank you for your participation.

Name:_________________________________________________________
Grade and Section:____________________Age:_______Gender:__________

Questions:

A. ACADEMIC PERFORMANCE

YES NO

1. Does support for behavioral difficulties aim identify

obstacles for learning and participation school structures and
cultures as well as school practices?

2. Does your teacher encourage you to perform better?

3. Does your teacher guide you in selling personal targets

and developing strategies to achieve your target?

1 45
B. SOCIAL INTERACTION

YES NO

1. Does your teacher guide you in selling personal targets

and developing strategies to achieve your target?

2. Do you feel responsible for helping others to overcome

difficulties in class?

3. When not sure about something, do you ask questions?

C. STUDENT’S BEHAVIOUR

YES NO

1. Do you have energy to spare?

2. Do you feel loved?

3. Have you been thinking clearly?

D. COMMUNICATIONS SKILLS

YES NO

1. Do you become impatient with people who do not express

their thoughts and opinions clearly?

2. Does effective communication can be achieved simply by

taking turns talking?

3. Do you listen carefully to what someone is saying to you?

QUALITATIVE QUESTION:

How will the Grade 10 and 11 learners prevent mental health

problems?

1 46
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
______________________________________________.

1 47