EFFECTS OF ONLINE LEARNING TO THE MENTAL HEALTH Of THIRD YEAR AND

FOURTH YEAR CRIMINOLOGY STUDENTS OF PANGASINAN STATE UNIVERSITY

BINMALEY CAMPUS S.Y. 2021-2022

A Thesis Proposal

Presented to the Faculty Members of the

College of Criminal Justice Education

Pangasinan State University

Binmaley Campus

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor of Science in Criminology

Issichar Dela Rosa

Deonie Garibay

Bryan Cabutotan

Alfie Brillantes

January 2022
 CHAPTER I

INTRODUCTION

Background and Rationale of the Study

Technology is a gift of God. After the gift of life, it

is perhaps the greatest of God's gifts. It is the mother of

civilizations, arts, and sciences. Technology has certainly

changed the way we live. It has impacted different facets of

life and redefined living. Undoubtedly, technology plays an

important role in every sphere of life. Several manual tasks

can be automated, thanks to technology. Also, many complex and

critical processes can be carried out with ease and greater

efficiency with modern technology. Thanks to the application

of technology, living has changed, and it has changed for the

better. Technology has revolutionized the field of education.

The importance of technology in schools cannot be ignored.

With the onset of computers in education, it has become easier

for teachers to impart knowledge and for students to acquire

it. The use of technology has made the process of teaching and

learning more enjoyable.(Journal of Applied and Advanced

Research, 2018)

One of the most significant advantages of online classes

is the ability to fit your learning into your existing

schedule. Students of online classes are often given the

freedom to complete lessons any time before a set deadline.

Moreover, students sometimes simply prefer completing their

1
education from the comforts of home. This limits the need to

travel, which also means time and cost savings. Additionally,

students who could easily get distracted by the sounds and

interaction of a regular classroom can set aside quiet space

for study at home. (Brooks, 2019) Katzenstein and Sterni both

recommend staying physically active and eating healthy during

remote learning. While this transition has posed many

challenges, they recommend that students prioritize their

health and sleep. (Balram, Amrita M., 2020)

The COVID-19 pandemic enhanced the role of remote

working, e-learning, video streaming, etc., on a broad scale.

In Online Learning, we can see that the most popular remote

collaboration tools are private chat messages, followed by

two- participant-calls, multi-person meetings, and team chat

messages. Besides, several recommendations to help teachers in

the process of online instruction have appeared. Furthermore,

mobile learning has become an alternative suitable for some

students with fewer technological resources. Regarding the

feedback of e- classes given by students, some studies point

out that students were satisfied with the teacher's way of

delivering the lecture and that the main problem, was a poor

internet connection.(Verklan 2021)

Due to preventive measures against the spread of COVID-

19, the closure of educational institutions has affected the

education, well-being, and functioning of all parties involved

and benefiting from educational systems in the world (Darakhu

2
and Hoxha, 2020). Due to isolation, technology has been

considered the most appropriate alternative to keep

educational systems functional in many parts of the world

during this period. Adapting to this new normal demand more

effort from both students and professors. For instance, one of

the inestimable misfortunes of the COVID-19 pandemic is how it

affected the quality of education and the academe's delivery

of lessons. Getting passing marks at school also becomes more

troublesome compared to before. Due to the shift to online and

modular learning, students now have hard times coping with

online classes. (Li, Cathy 2020

Everyone from young children to young adults, teachers,

and professors is affected by online learning. Virtual classes

may worsen many students' mental health issues. Others can

experience new changes in mental health and mood due to

pandemic and online learning. Although school is primarily a

place of learning, it is also the center of many teenagers'

social lives. Teenagers and young adults can engage with their

peers at school. It's a chance for them to communicate with

others and express themselves. Without daily social contact,

teens can feel isolated, unmotivated, or discouraged as

schools and colleges switch to virtual formats. Along with the

lack of social communication, the online class structure may

have a variety of effects on teenagers and adolescents:

 They may experience increased anxiety about keeping

up with their schoolwork.

3
  Some may have trouble focusing or staying

concentrated while at home.

 For some adolescents and young adults, being on

camera may cause anxiety.

 Students may find it challenging to receive the

extra education support they need to succeed.

Being a teenager or young adult can be difficult, as many

parents know; however, students' added stresses can intensify

normal anxieties and stressors. (Verklan 2021)

Furthermore, students and teachers may become exhausted

from spending a significant amount of time online. "Zoom

fatigue" is a term used to describe this effect. Our minds

can't process information in the way they're used to, which is

one of the reasons why a day full of video interactions is

mentally exhausting. (Ryan,2020)

In this time of pandemic, not all students can easily

adjust to the challenges of online learning. Many students

experience frustrations in connectivity hindering them from

properly joining their classes online, some do not have the

means to acquire gadgets well-suited for online learning and

others are stressed out with the amount of time they must

spend online to attend their class thus, affecting their

mental health. Due to these reasons, the researchers believed

that it is timely to conduct this study on the “Effects of

Online Learning to the Mental Health of Third Year and Fourth

Year Criminology Students of Pangasinan State University -

4
Binmaley Campus S.Y. 2021-2022”. This study sought to

determine the effects of online learning to the mental health

of the said students in terms of their learning participation.

Conceptual/Theoretical Framework

As the coronavirus (COVID-19) pandemic rapidly spread

across the country, schools have shut their doors, and classes

have moved online to slow the spread. The transition to online

learning has impacted teachers, who have had to amend their

courses, and students who have had to adjust to a new learning

environment. One of the major consequences of the transition

to online learning is its effects on student health,

specifically sleep habits. Students in different time zones

than their institutions are now sacrificing sleep to wake up

for Zoom classes. Sleep deprivation causes deficits in the

prefrontal cortex, which normally keeps our amygdala, the

brain's emotional and impulse region, in check. Virtual

learning has inevitably increased the amount of time students

spend on digital devices every day. Increased screen time

usage, especially for non-academic activities, is linked with

increases in depression, anxiety, and perceived attention

problems. In addition to adverse health effects from altered

sleep cycles, increased digital use can affect students'

physical and mental health. (Balram, Amrita M.)

With these concepts, the system approach used in this

study is the Input- Process-Output Model (IPO) as illustrated

5
in Figure 1.

The input variables of the study consist of the

respondents' demographic profile, the effects of online

learning to the mental health of the respondents in terms of

their learning engagement (see Input Box). These input

variables are processed by way of statistically analyzing the

data (see Process Box). The obtained data from the input

variables were used to create a list of the effects of online

learning to the mental health of the respondents.

INPUT PROCESS OUTPUT

1.) The profile of

List of
the respondents in
effects of
terms of the
online
following:
learning to
a) Age
the mental
b) Sex
health of
Descriptive method third year
using survey and fourth
2.) The effect of
questionnaire year
online learning to
Criminology
the mental health of
Students in
third year and
terms of
fourth year
their
Criminology Students
learning
in terms of their
engagement
learning engagement

FEEDBACK

Figure 1. Research Paradigm of the Study

6
Statement of the Problem

This study aimed to assess how online learning affected

the mental health of the third year and fourth year

Criminology students in Pangasinan State University enrolled

in 1st Semester, S.Y. 2021-2022.

Specifically, it sought to answer the following questions:

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

following:

a) age and

b) sex?

2. What are the effects of online learning engagement to the

mental health of third year and fourth year Criminology

Students?

3. Is there a significant difference between male and female

mental health as affected by online classes in terms of

learning engagement?

Assumption of the Study

The researchers of this study assumed the following:

1. The respondents have experienced online classes at least

once.

2. The questionnaire is a valid and reliable tool in

gathering the needed data.

3. The responses from the survey are objectively and

honestly given.

7
Hypothesis of the Study

There is no significant difference between male and

female mental health as affected by online classes in terms of
learning engagement.

Scope and Delimitation of the Study

This study assessed the effects of online learning to the

mental health of 3rd year and 4th year B.S. Criminology

students in terms of their learning engagement. The

respondents were randomly selected among 3rd year and 4th year

B.S. Criminology students enrolled in Pangasinan State

University – Binmaley Campus for 1st Semester, S.Y. 2021-2022.

The study was conducted during the first week up to the last

week of January 2022.

Significance of the Study

This research could be highly significant and beneficial

specifically to the following:

To the Students. Through this study, the students may

assess their mental health. This study may also help the

students reach out to the teachers in whatever problems or

struggles they are facing. The coping mechanisms developed in

this study could also help the students in their online

learning.

8
 To the Teachers. Through this study, they will be

informed and could understand the various problems and

challenges encountered by the students that affect their

academic performances, thus it could help the teacher to

identify more suitable avenue of learning that could help the

students.

To the Administration. This research can help the

administration develop program and activities to help improve

the mental health of the students to help their well-being and

academic performance.

To the future researchers. The results of this study can

be a frame of reference of future researchers by conducting

similar study through expanding the input variables to make

future study more comprehensive.

DEFINITION OF TERMS

The following terms are hereby operationally and

conceptually defined:

Effect – a change which is a result or consequence of an

action or other cause.

Learning Engagement - is a measure that reflects the quality

of a learner’s participation in their courses and every other

aspect of their educational program.

Mental health - affects how we think, feel, and act. It also

helps determine how we handle stress, relate to others, and

make healthy choices.

9
Online Learning - is education that takes place over the

Internet. It is often referred to as “e- learning” among other

terms. However, online learning is just one type of “distance

learning” - the umbrella term for any learning that takes

place across distance and not in a traditional classroom.

PSU-BC – is the acronym for Pangasinan State University –

Binmaley Campus, the locale of the study.

10
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of literatures that have

bearing to this study. The reviewed literature will give the

researchers better insights about the problems of the study.

The review included conceptual and research literatures.

Related Literature

The role of technology in education is four-fold: it is

included as a part of the curriculum, as an instructional

delivery system, as a means of aiding instructions, and as a

tool to enhance the entire learning process. Thanks to

technology, education has gone from passive and reactive to

interactive and aggressive. Education is essential in

corporate and academic settings. In the former, education or

training helps workers do things differently than they did

before. In the latter, education is geared towards creating

curiosity in the minds of students. In either case, the use of

technology can help students understand and retain concepts

11
better.

Related to autonomous learning, many studies have been

performed regarding the concept of self-regulated learning

(SRL), in which students are active and responsible for their

learning process as well as being knowledgeable, self-aware,

and able to select their approach to learning. (Zimmerman BJ.,

2014) Some studies indicated that SRL significantly affected

students’ academic achievement and learning performance.

Researchers indicated that students with strongly developed

SRL skills were more likely to succeed in classrooms and

online learning (Broadbent J., 2017). These studies and the

development of adequate tools for evaluation and self-

evaluation of learners have become especially necessary in the

COVID-19 pandemic to guarantee good performance in e-learning

environments (Ozyurt O., 2014)

As the coronavirus (COVID-19) pandemic rapidly spread

across the country, schools have shut their doors, and classes

have moved online to slow the spread. The transition to online

learning has impacted teachers, who have had to amend their

courses, and students who have had to adjust to a new learning

environment. One of the major consequences of the transition

to online learning is its effect on student health,

specifically sleep habits. Students in different time zones

than their institutions are now sacrificing sleep to wake up

for Zoom classes. Sleep deprivation causes deficits in the

prefrontal cortex, which normally keeps our amygdala, the

12
brain’s emotional and impulse region, in check. Virtual

learning has inevitably increased the amount of time students

spend on digital devices every day. Increased screen time

usage, especially for non-academic activities, is linked with

increases in depression, anxiety, and perceived attention

problems. In addition to adverse health effects from altered

sleep cycles, increased digital use can affect students’

physical and mental health. (Balram, Amrita M.)

On the other hand, one of the most significant advantages

of online classes is the ability to fit your learning into

your existing schedule. Students of online classes are often

given the freedom to complete lessons any time before a set

deadline. Moreover, students sometimes simply prefer

completing their education from the comforts of home. This

limits the need to travel, which also means time and cost

savings. Additionally, students who could easily get

distracted by the sounds and interaction of a regular

classroom can set aside quiet space for study at home.

(Brooks, 2019) Katzenstein and Sterni both recommend staying

physically active and eating healthy during remote learning.

While this transition has posed many challenges, they

recommend that students prioritize their health and sleep.

(Balram, Amrita M., 2020)

Research Literature

This section deals with various research, both foreign

13
and local, on the effects of online learning to mental health.

COVID-19 has rapidly and dramatically altered our lives.

Unfortunately, teenagers and young adults are among those who

may be most impacted as a result of the virus. In the spring

and summer months of 2020, the COVID-19 pandemic drove many

schools to cancel in-person classes and graduation ceremonies.

Now, as we enter fall, many schools and colleges continue to

rely on virtual learning to keep students and teachers safe.

While the safety of students and teachers is of the utmost

importance, online learning can have an effect on the mental

health of teens. We explain how online learning effects teen

mental health, along with ways parents can help their teens

cope while learning remotely. (2020 by High Focus Centers)

COVID-19 befell upon us like impending doom. We have

completed a year in front of our laptops, attending classes.

Initially, it was fun attending classes without getting ready

or rushing to college, but the screen time has now become

overwhelming. It is high time now that we acknowledge it and

act upon it. We are social animals, and we just can’t live in

isolation depending on technology. But the times are so

desperate that we can’t even stand for our loved ones even if

we want to. And amidst this chaos, our classes don’t stop.

With the advent of COVID-19 and total lockdown, classes were

shifted on virtual platforms, as cool as it sounds at first,

it is all the more heart-wrenching. Initially, the teachers

14
and the students had that zeal but with the monotonous

routine, we lost it all. (KritikaNautiyal, 2021)

Due to the COVID-19 pandemic, schools and colleges all

over the U.S. and all over the world transitioned into online

classes. The health and safety of everyone is the utmost

priority during the pandemic, and online schooling is only the

best option during these times. At first, it was comfortable

and convenient. For parents, no more driving to school, no

more preparing of snacks, some kids even attend school in

their pajamas. However, in the long run, students, parents,

even professors, and teachers have realized the challenges of

online classes, especially on one’s mental health.(ky

counseling center, 2020)

Synthesis of the study

The reviewed related literature and related studies are

all about the effects of online learning on students. The

reviewed works included Ozyurt O. in 2014 where they explain

that the role of technology in education is four-fold. Thanks

to technology, education has gone from passive and reactive to

interactive and aggressive.

Also, many studies have been performed regarding the

concept of self-regulated learning (SRL), in which students

are active and responsible for their learning process as well

as being knowledgeable, self-aware, and able to select their

approach to learning. (Zimmerman BJ., 2014)

15
 Having Covid-19 pandemic, we are social animals, and we

just can’t live in isolation depending on technology. With the

advent of COVID-19 and total lockdown, classes were shifted on

virtual platforms, as cool as it sounds at first, it is all

the more heart-wrenching. (KritikaNautiyal, 2021)

Also, all over the world is affected by Covid-19

pandemic, At first, it was comfortable and convenient. For

parents, no more driving to school, no more preparing of

snacks, some kids even attend school in their pajamas. However

the mental health of the students becomes lazy and always stay

at night doing modules. (Ky counseling center, 2020)

All the studies mentioned above were similar to the

present study because they were more focused on effects of

online learning to the students.

16
 Chapter III

Research Design

This chapter presents the research design of the study.

It includes the discussion of the research method, locale of

the study, respondents of the study, instrumentation, data

gathering procedure, and statistical treatment of data.

Research Design

The study utilized quantitative research methods to

determine the effects of online learning to the mental health

of third year and fourth year Criminology students in terms of

their learning engagement. It used numerical analysis and

interpretation of results. The survey questionnaire employed

Likert scales which limited the responses to numerical ratings

with specific descriptors. Specifically, descriptive method

and inferential method were used to describe and generalize

the effects of online learning to the mental health of the

17
said respondents.

Locale of the study

The study was conducted at the Pangasinan State University -

Binmaley Campus (PSU-BC). It is located in Brgy. San Isidro

Norte, Binmaley, Pangasinan and is one of the ten campuses of

Pangasinan State University.

Figure 2. Site Map of PSU Binmaley Campus

18
Respondents of the study

There is a total of 404 Criminology students enrolled in

PSU - BC for the 1st Semester, S.Y. 2021-2022 (as per the

registrar’s record). Out of the total population, 201 students

were chosen as the respondents for this study through random

selection. In determining the number of samples for this

study, the Slovin’s formula with margin error of 5% or 0.05

was utilized. Here is the Slovin’s formula:

n = N
1 + (N x e2)
Where: n = number of samples

N = total population

e = error of margin

n = 404
1 + (404 x 0.052)

n = 404
1 + (404 x 0.0025)

n = 404
1 + 1.01

n = 404
2.01

n = 201

Instrumentation

The researchers provided a two-part self-administered

survey-questionnaire (via Google Forms) to obtain the needed

data. The first part was the demographic profile of the

19
respondents. The second part was the descriptive survey that

made use of Likert scale for measuring the effects of online

learning to the mental health the respondents in terms of

their learning engagement.

Data Gathering Procedure

First, the researchers prepared letters to the experts

for validation or evaluation of the crafted research

questionnaire. After which, a letter of permission to conduct

the study and float the questionnaire to the students through

Google Forms was given to the College of Criminal Justice

Education in PSU – BC. After the permission was granted, the

questionnaires in Google forms were sent to the randomly

selected third year and fourth year students enrolled in B.S.

Criminology. A week was given to accomplish the questionnaire

and thereafter, the responses of the respondents were tallied,

analyzed and interpreted.

Data Analysis

The gathered data were tallied and tabulated using

statistical methods for analysis and interpretation of

findings.

Sub-problem no.1

To determine the profile of the respondents, namely

age and sex, frequency counts and percentage distribution

was employed in the study.

20
 The Formula for percentage is:

P= Fx100/ n

where: P = Percentage

F = Frequency

N = Total Number of Respondents

Sub-problem no. 2

To determine the effects of online learning to the

mental health of third year and fourth year Criminology

students in terms of their learning engagement, the data

were analyzed and interpreted using Average Weighted Mean

(AWM) through Microsoft Excel with the following mean

scale range and descriptive ratings.

Scale Scale Limit Descriptive

Rating
5 4.21 – 5.00 Always
4 3.41 – 4.20 Often
3 2.61 – 3.40 Sometimes
2 1.81 – 2.60 Rarely
1 1.00 – 1.80 Never

Sub-problem no.3

In order to find out if there is a significant

difference between the male and female mental health as

affected by online learning in terms of their learning

engagement, T-test for independent samples was employed

using Microsoft Excel.

21
 CHAPTER 4

PRESENTATION, ANALYSIS OF DATA, AND INTERPRETATION OF FINDINGS

This chapter presents the gathered data, analysis of

data, and interpretation of findings in accordance with the

objectives of the study stated in the first chapter.

Variable Categories Frequency Percentage

1. Age 20 17 8.5
21 67 33.8
22 88 43.3
23 22 10.9
24 4 2
25 3 1.5
Total 201 100.0
2. Sex Male 102 50.7
Female 99 49.3
Total 201 100.0

Table 1: Profile of the Respondents

22
 PROFILE OF THE RESPONDENTS

The table 1 above presents the profile of the third year

and fourth year criminology students of Pangasinan State

University Binmaley Campus S.Y. 2021-2022 in terms of age, and

sex, to wit:

Age

The table 1 shows that the majority of respondents were

in the age of 22 years old (f=88 or 43.3 %) followed by the

age of 21 years old (f=67 or 33.8 %), 23 years old (f=22 or

10.9%), lastly are 20 years old (f=17 or .8.5%), 24 years old

(f=4 or 2%) and 25 years old (f=3 or 1.5%).

Apparently, the data revealed that most of the third year

and fourth year criminology students of Pangasinan State

University - Binmaley Campus S.Y. 2021-2022 were aged 21 to 22

years old.

Sex

In terms of sex, male respondents had a frequency of

f=102 or 50.7% which is higher than female respondents having

a frequency of f=99 or 49.3%. Based on the data most of the

respondents are male but did not go far with the number of

female respondents. This indicates that criminology program is

a course both for males and females.

Learning Engagement

The table 2 below presents the learning engagement

23
 in the online class of the third year and fourth year

criminology students of Pangasinan State University Binmaley

Campus S.Y. 2021-2022, to wit:

Table 2: Learning Engagement

Always Often Sometimes Rarely Never Descriptive

QUESTIONS Mean Ranking
(5) (4) (3) (2) (1) Rating
2.5 When I see
notifications from our
90 74 34 3 0 4.25 Always 1
teachers/group chats, I
feel nervous.
2.15. My old/low-
quality gadget stresses
me out because I could 62 71 63 4 1 3.94 Often 2
not keep up to the
phase of the class

Always Often Sometimes Rarely Never Descriptive

QUESTIONS Mean Ranking
(5) (4) (3) (2) (1) Rating

2.11. I feel more

confident in presenting
my work/answer to the 66 65 54 11 5 3.88 Often 3
class online rather
than face-to-face
2.12. I feel worried
when I couldn’t hear
the teacher’s 62 58 66 9 6 3.80 Often 4
discussion well due to
poor connection
2.7. I feel optimistic
that I can accomplish a
task because being
connected to the 44 76 47 28 6 3.62 Often 5
internet helps me in
searching the
information I need
2.10. While doing a
task, I open my social
media accounts such as 7 17 88 68 21 2.61 Sometimes 6
Instagram, Facebook,
Twitter
2.14. I am at ease
because while in a
class, I can visit
11 21 56 85 28 2.51 Rarely 7
different learning
sites that help me in
my tasks
2.2 It makes me feel
low whenever I missed a
class or could not 11 19 58 85 28 2.50 Rarely 8
attend on time due to
poor connection.

24
 2.9. Long discussions
get me bored so I open 11 21 47 93 29 2.46 Rarely 9
other browsing sites
2.3. The voice of our
teacher discussing
10 17 62 78 34 2.46 Rarely 10
online activates my
brain
2.13. Because of online
learning, I feel more
enabled because I have
7 21 56 84 33 2.43 Rarely 11
more time to work on my
tasks and submit them
on time
2.1. I get excited when
our teacher sends the
9 16 57 87 32 2.42 Rarely 12
Google Meet link/ Zoom
link
2.6. I lose
concentration in doing
9 11 58 95 28 2.39 Rarely 13
school tasks because I
browse something else
2.8. I look down on
myself that is why I
turn off my camera
7 9 61 90 34 2.33 Rarely 14
almost every time
whenever we have
meeting
2.4. I enjoy going
online because I can do 0 1 42 69 89 1.78 Never 15
online shopping

It can be gleaned from Table 2 how online

learning affected the mental health of third year and fourth

year Criminology Students of PSU – BC. Based on the highest to

lowest weighted arithmetic mean, the effects of online classes

to their learning engagement aspect were manifested most in

indicator “when I see notifications from our teachers/group

chats, I feel nervous” (indicator no.2.5) having a 4.25

weighted arithmetic mean value which has descriptive rating of

“Always”. The indicator “my old/low-quality gadget stresses me

out because I could not keep up to the phase of the class”

(indicator no. 2.15) has a weighted arithmetic mean of 3.94

which describes as “Often”, ranked second. The indicator “I

25
feel more confident in presenting my work/answer to the class

online rather than face-to-face” (indicator no. 2.11) ranked

third with 3.88 weighted arithmetic mean which also describes

as “Often“. On the fourth rank, the indicator “while the I

feel worried when I couldn’t hear the teacher’s discussion

well due to poor connection” (indicator no.2.12) has a 3.80

weighted arithmetic mean and describes as “Often“. The

indicator “I feel optimistic that I can accomplish a task

because being connected to the internet helps me in searching

the information I need” (indicator no.2.7) ranked fifth with

3.62 weighted arithmetic mean and has a descriptive equivalent

of “Often”.

The following are the results

that ranked after the first five with the highest frequency

and weighted arithmetic mean: “While doing a task, I open my

social media accounts such as Instagram, Facebook, Twitter”

(indicator no.2.10) has 2.61 weighted arithmetic mean which

has a descriptive equivalent of “Sometimes”; “I am at ease

because while in a class, I can visit different learning sites

that help me in my tasks” (indicator no.2.14) has 2.51

weighted arithmetic mean which describes as “Rarely”; “It

makes me feel low whenever I missed a class or could not

attend on time due to poor connection” (indicator no.2.2) has

2.50 weighted arithmetic mean which also describes as

“Rarely”; “Long discussions get me bored so I open other

browsing sites” (indicator no.2.9) has 2.46 weighted

26
arithmetic mean which has a descriptive equivalent of

“Rarely”; “The voice of our teacher discussing online

activates my brain” (indicator no.2.3) has 2.46 weighted

arithmetic mean which has a descriptive equivalent of

“Rarely”; “Because of online learning, I feel more enabled

because I have more time to work on my tasks and submit them

on time” (indicator no.2.13) has 2.43 weighted arithmetic mean

which has a descriptive equivalent of “Rarely”; “I get excited

when our teacher sends the Google Meet link/ Zoom link”

(indicator no.2.1) has 2.42 weighted arithmetic mean which has

a descriptive equivalent of “Rarely”; “I lose concentration in

doing school tasks because I browse something else” (indicator

no.2.6) has 2.39 weighted arithmetic mean which has a

descriptive equivalent of “Rarely”; “I look down on myself

that is why I turn off my camera almost every time whenever we

have meeting” (indicator no.2.8) has 2.33 weighted arithmetic

mean which has a descriptive equivalent of “Rarely”; “I enjoy

going online because I can do online shopping” (indicator

no.1.78) has 2.33 weighted arithmetic mean which describes as

“Never”.

Difference Between Male and Female Mental Health as

Affected by Online Classes in Terms of Learning

Engagement

27
 The Table 3 below presents the difference

between mental health of male and female third year and fourth

year criminology students of Pangasinan State University

Binmaley Campus as affected by online classes in terms of

their learning engagement.

Table 3: Difference Between Male and Female Mental Health as

Affected by Online Classes in Terms of Learning Engagement

t df Sig. (2-

tailed)

Male-Female 0.312 199 0.755

Group

The table 6 indicates that after testing the

hypothesis at 0.05 level of significance, male and female

group has a t-value of 0.216, degree of freedom of 199, and a

significant value of 0.755. This implies that there is no

significant difference between male and female mental health

as affected by online classes in terms of their learning

engagement.

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 Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of results, the

conclusions made, and the recommendations offered with regards

to the study conducted.

SUMMARY

The purpose of this study was to determine the effects of

online learning to the mental health of 3rd year and 4th year

Criminology students enrolled in 1st Semester, S.Y. 2021-2022

in terms of their learning engagement, and was conducted at

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Pangasinan State University – Binmaley Campus.

The study made use of google forms as an instrument for

data gathering floated virtually to the respondents from

January 8-17, 2022. Through this, the study found out the list

of effects of online class to the mental health of 3rd year and

4th year Criminology students enrolled in 1st Semester, S.Y.

2021-2022.

The questionnaire used in gathering information was

composed of two parts. The first part collected basic

demographic profile, namely: age and sex. The second part

assessed the way online classes affected the mental health of

respondents in terms of their learning engagement. A total of

201 respondents took the survey. For the statistical treatment

data, the researchers used the descriptive analysis such as

frequency counts and percentage and the weighted arithmetic

mean alongside with .

FINDINGS

Most respondents were in the age of 19 to 21 years old

(f=87 or 72.5 %). In terms of sex, there was a very small

difference between male respondents (f=102 or 50.7%) and

female respondents (f=99 or 49.3%). This means that B.S.

Criminology course in PSU-BC is for both male and female.

With the overall results, the mental health of

the respondents in terms of their learning engagement was

really affected by online learning. The highest frequency

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indicator went to “when I see notifications from our

teachers/group chats, I feel nervous” having a 4.25 weighted

arithmetic mean value which has descriptive rating of

“Always”. This means that by just receiving any notification

from the teacher or from any class group chats, it makes the

students feel nervous even without having fully read the

message.

Other results that affected the mental health of

the respondents which had a descriptive rating of “Often” are

as follows: “my old/low-quality gadget stresses me out because

I could not keep up to the phase of the class” with a weighted

arithmetic mean of 3.94, “I feel more confident in presenting

my work/answer to the class online rather than face-to-face”

with 3.88 weighted arithmetic mean, “I feel worried when I

couldn’t hear the teacher’s discussion well due to poor

connection” with 3.80 weighted arithmetic mean, “I feel

optimistic that I can accomplish a task because being

connected to the internet helps me in searching the

information I need” with 3.62 weighted arithmetic mean. These

results mean that having low quality gadgets and poor internet

connection cause worry and stress, while on the other hand,

online learning makes them confident in presenting answers and

makes them feel positive because of the help it could offer

while accomplishing a task.

The online learning affecting the mental health

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in terms of learning engagement of male and female third year

and fourth year Criminology students of PSU – BC showed no

significant difference, evident by having t-value of 0.216,

degree of freedom of 199 and a significant value of 0.755 for

male and female group. These imply that the effects of online

learning mentioned above are all experienced by both groups

and the sex difference does not discriminate the resulting

indicators.

CONCLUSIONS

Based on the findings, the following conclusions were

drawn. To wit:

1. Majority of the third year and fourth year Criminology

students in Pangasinan State University – Binmaley

Campus were in the age of 19 to 21 years old and there

was a negligible gap between their sexes.

2. Third year and fourth year Criminology students always

feel nervous upon receiving any notification coming

from their teachers/class group chats. They are often

stressed when they cannot keep up with the phase of the

class due to low/poor quality gadget. They often feel

more confident in presenting their answers in online

classes than in face-to-face set up. They often feel

worried when they could not hear the discussion due to

poor internet connection. They often feel optimistic

because having online classes gets them connected to

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 the internet and it helps them search for information

they need in accomplishing a task.

3. There is no significant difference between the mental

health of male and female Criminology students as

affected by online classes in terms of their learning

engagement.

RECOMMENDATIONS

Based on the conclusions, the following

hereby recommended by the researchers:

1. Pangasinan State University – Binmaley Campus

professors should schedule specific dates in a week

when to give announcements or reminders about school

activities so other days will not be deemed by the

students as worrisome days, too.

2. Provision/creation of printed learning materials as an

alternative for online discussion to cater those

students who have low-quality gadget and poor internet

connection.

3. B.S. Criminology curriculum in Pangasinan State

University – Binmaley Campus should add more online

learning activities that further boost the confidence

of the students and maximizing information sourcing

using the web.

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 Appendix A

SURVEY QUESTIONNAIRE

This survey is for research aimed at finding out the

effects of online learning to the mental health of third year
and fourth year Criminology students of Pangasinan State
University – Binmaley Campus. All the data you disclose will
be kept private. In any sort of report we make public, we will
not include information that will make it possible to identify
you.

Direction: Answer the following questions by placing a check

mark (/) on space provided or writing the needed information.

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PART I: DEMOGRAPHIC PROFILE
Name: (optional) ______________________
Age: ___________
Sex: ( )Female ( )Male

PART II: Online Learning Engagement

Direction: Please answer the following questions honestly by

placing a check (/) mark. If you think the situation applies
always, mark (5), if often (4), if sometimes (3), if rarely
(2), if never (1).

QUESTIONS 5 4 3 2 1
I get excited when our teacher sends the
Google Meet link/ Zoom link.
It makes me feel low whenever I missed a
class or could not attend on time due to
poor connection.
The voice of our teacher discussing
online activates my brain.
I enjoy going online because I can do
online shopping.
When I see notifications from our
teachers/group chats, I feel nervous.
I lose concentration in doing school
tasks because I browse something else.
I feel optimistic that I can accomplish
a task because being connected to the
internet helps me in searching the
information I need.
I look down on myself that is why I turn
off my camera almost every time whenever
we have meeting.
Long discussions get me bored so I open
other browsing sites.
While doing a task, I open my social
media accounts such as Instagram,
Facebook, Twitter.
I feel more confident in presenting my
work/answer to the class online rather
than face-to-face.

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I feel worried when I couldn’t hear the
teacher’s discussion well due to poor
connection.
Because of online learning, I feel more
enabled because I have more time to work
on my tasks and submit them on time.
I am at ease because while in a class, I
can visit different learning sites that
help me in my tasks.
My old/low-quality gadget stresses me
out because I could not keep up to the
phase of the class.

References

36
Curriculum Vitae

37