Pr1 Research BG and 3

SIGNAL VILLAGE NATIONAL HIGH SCHOOL – SHS
THE IMPACT OF ONLINE LEARNING MODE ON THE PSYCHOLOGICAL

HEALTH OF GRADE 11 SENIOR HIGH SCHOOL STUDENTS
IN SIGNAL VILLAGE NATIONAL HIGH SCHOOL
A Qualitative Research Presented to the

Faculty of Signal Village National High School
Senior High School Department
Taguig City
In partial fulfillment of the requirements in

Practical Research 1
Submitted by:
Cawas, Ericka Abad
Acutillar, Alicia Mae
Bedrio, Jessa Mae Verano
Berdos, Kyla Nicole Cantor
Bongalbal, Franz Marie Bermillo
David, Alexa Grace, Dantes
Loreto, Angelica Gonzales
Molo, Trisha Mae Larazan
Padrigo, Charisma Samson
Submitted to:
DR. REYNALDO A. NAMA
June 2022
1
APPROVAL SHEET
2
ACKNOWLEDGEMENT
Without the continuous encouragement, guidance, and support of many
people, this research would not have been possible, and we would like to extend
our profound gratitude to each and every one of them.
Our first and most heartfelt appreciation goes to The Almighty God, who
has endowed us with a dedicated heart and intelligence, providing us the
courage and confidence to embark on this study.
Furthermore, and perhaps most significantly, we embrace our school,
Signal Village National High School, and especially Dr. Reynaldo A. Nama for his
thorough teaching, enthusiastic help, and suggestions for improvement on our
paper.
We are also appreciative to all of our respondents for sharing their online
learning experiences with us, which allowed us to adequately analyze our study
topic.
Last but not least, we want to express our sincere thankfulness to our
family for their unwavering support and optimism. This thesis would not have
been conceivable without such passion.
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DEDICATION
We sincerely and humbly dedicate this masterpiece
to our beloved parents,
Mary Jane A. Laynesa and Domingo O. Laynesa Jr.
Grace V. Bedrio and Jojie C. Bedrio
Gemma C. Berdos and Nilo P. Berdos
Marites B. Bongalbal and Efren B. Bongalbal
Riza A. Cawas and Joefrey O. Cawas
Mary Grace D. David and Richard S. David
Cherry G. Loreto and Alejo S. Loreto
Irish L. Molo and Edilberto M. Molo
Marie Grace S. Padrigo and Vernand D. Padrigo
To our Subject Specialist,
Dr. Reynaldo A. Nama
To our classmates,
From Grade 11-ABM A
And to our God Almighty.
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ABSTRACT
Title : The Impact of Online Learning Mode on The

Psychological Health of Grade 11
Senior High School Students in Signal
Village National High School
Researchers : Cawas, Ericka Abad
Acutillar, Alicia Mae
Bedrio, Jessa Mae Verano
Berdos, Kyla Nicole Cantor
Bongalbal, Franz Marie Bermillo
David, Alexa Grace, Dantes
Loreto, Angelica Gonzales
Molo, Trisha Mae Larazan
Padrigo, Charisma Samson
Institution : Signal Village National High School

School Year : 2021-2022
Subject Specialist : Dr. Reynaldo Nama
The purpose of this study was to determine the Impact of Online Learning
Mode on the Psychological Health of Grade 11 Senior High School Students in
Signal Village National High School.
Summary of Findings
The findings of the study are follows:
1. Do you think that online learning has a detrimental impact on your
psychological well-being?
5
According to the study, 95 percent of respondents, or 38, agree that online
learning has a detrimental impact on their psychological well-being, which is
95%, or 38.
2. What are the factors contributing to the decline in your psychological well-
being?
The study shows that the majority of students, which is 25% or 10 of the
respondents, answered that social isolation is the factor that declines their
psychological well-being.
3. How tough or simple is it for you to concentrate when you are attending class
online?
Based on the table, the vast majority of them (70%, or 28 out of the
interviewees) find it tough to concentrate when taking online classes.
4. In what ways can spending time in front of a screen while studying affects
your overall mental health?
As per the table, most of the students, which is 22.5% or 9 of the
respondents, feel distracted while studying in front of the class.
5. What Is the most challenging situation for you during distant learning?
According to the table, 17.5%, or 7 of the respondents, struggle with
external distractions and find it more stressful to have less social interaction with
their classmates or friends.
6. How did online learning affect your social interaction with others?
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45% of 40 respondents, or 18 of them, find it less interactive with their
social interactions with their friends and classmates.
7. What advantages does online learning provide in terms of students'
Out of 40 respondents, 45% of them, or 16 of them, said that the
advantages that online learning provides is that they gain knowledge/lesson/skills
despite the challenges they are facing.
8. How did you cope with the rapid adjustments in online learning mode brought
by the pandemic?
32.5% or 13 of the students answered that being guided by their loved
ones is how they cope with the rapid changes during online learning mode
brought by the pandemic.
9. What Psychological Alterations did you observe in yourself as a result of the
online class?
As a result of the online class, 20% or 8 of students feel anxious, stressed,
or depressed as psychological alterations occur to them.
10. What method will you incorporate to enhance your psychological health while
participating in online learning?
According to the table, 20% of the students, or 8 of the respondents, are in
the process of loving themselves in order to improve their psychological health.
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Conclusions
The following conclusions were formed based on the study's findings:
1. The researchers found out that most students think that online learning
has a disturbing or detrimental impact on their psychological state.
2. Most of the students answered that social isolation is the factor that
declines their psychological well-being.
3. Researchers found out that most of the respondents, find it tough and
hard to concentrate during online class.
4. Based on the findings of the study. Most of the students were unable to
concentrate properly and they feel distracted while studying in front of the
screen during online sessions.
5. Most of the students discovered the challenging part of distant learning
which are the external distractions and feeling stressed when they can't be
able to socially interact or having a less social interaction with their
classmates and friends.
6. Most of the respondents answered that they became more distant and had
minimal contact with their friends because of the effect of online learning
on them and to their social skills.
7. Mainly of the students gained knowledge, lesson and skills regardless of
the challenges of online learning brought to them.
8
8. Most of the students answered that the guidance of their loved ones was
the one who helped them to cope with the sudden and rapid changes of
online learning.
9. As a result of online class, the majority of the students answered that they
feel anxious, stressed, or depressed throughout the online learning mode
during the pandemic.
10. The researchers figured out that most of the students are in the process of
loving themselves to help them enhance and give them a better
psychological state.
Recommendation
Based on the findings and conclusions presented the following recommendations
are suggested:
1. The government must take initiatives to support students with inadequate
internet access and devices, which are a necessity for participating in
distance learning.
2. Severe efforts in assisting the psychological aspects of learners through
the engagement of psychologists and counselors.
3. Work on communication and connection mechanisms among students
and between students and teachers.
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TABLE OF CONTENTS
Page
PRELIMINARIES
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS x
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND 1
Introduction 1
Background of the Study 4
Theoretical Framework 7
Conceptual Framework 9
Statement of the Problem 10
Scope and Limitations 11
Significance of the Study 11
Definition of Terms 14
2 REVIEW OF RELATED LITERATURE AND STUDIES 16
Local Literature 16
Foreign Literature 19
Local Studies 21
Foreign Studies 24
Synthesis of Review of Related Literature 31
3 RESEARCH METHODOLOGY 33
Research Design 33
Locale and Population 33
Description of the Respondents 34
Data Gathering Procedure 34
4 DISCUSSION OF RESULTS AND REFLECTION 35
10
5 SUMMARY OF FINDINGS, CONCLUSIONS, AND 52

RECOMMENDATIONS
Summary of Findings 52
Conclusions 54
Recommendations 56
REFERENCES 57
APPENDICES 62
CURRICULUM VITAE 101
REFLECTION 110
11
References 57
Appendices
A Letter to Conduct Study 62
B Questionnaires 63
C Narrative Report 64
D Reflections 66
E Curriculum Vitae 35
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List of Tables
Number Title Page

1 Do you believe that online learning has a 35
detrimental impact on your psychological well-being?
2 What are the factors contributing to the decline in your 36
3 How tough or simple is it for you to concentrate when 38
you are attending an online class?
4 In what ways can spending time in front of a screen 39
while studying effect your overall mental health?
5 What is the most challenging situation for you 41
during distant learning?
6 How did the online learning affect your social interaction 42
with others?
7 What advantages does online learning provide in terms 44
of students' psychological well-being?
8 How did you cope with the rapid adjustments in online 45
learning mode brought on by the pandemic?
9 What psychological alterations did you observe in 47
yourself as a result of the online class?
10 What methods will you incorporate to enhance your 49
psychological health while participating in online learning?
13
List of Figure
Number Title Page
1 Paradigm of the Study 10
14
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The COVID-19 epidemic appears to be having a wide-ranging impact on
people's lives, including education. The majority of schools, universities, and
institutions were suspended, and lecturers were forced to adapt their teaching
techniques promptly. Signal Village National High School (SVNHS) has
completely transformed its pedagogical delivery to online mode, in line with
national initiatives to limit COVID-19 proliferation. Meetings requiring physical
contact should be kept to a minimum in order to prevent the transmission of the
COVID-19 virus. These factors have an impact on the efficacy of the learning
process in higher education.
Students might express both positive and bad experiences as a
result of the rapid transition to online education, as well as the impact on their
physical and mental health. Our findings emphasize the need for providing
emotional and mental health assistance, as well as appropriate programming, to
address physical and mental health concerns that influence the well-being of the
school community. Furthermore, the pandemic is said to impact young and old
people differently. As a result, it was determined that identifying the socio-
demographic indicators of psychological distress on students and their degree of
satisfaction with the ongoing mode of blended learning as a result of such
stressful situations was required.
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The life of a student is generally hard. Emergence of the new coronavirus
disease in 2019 makes it difficult not only for students who are currently studying
but also for the people who are working and living their lives. Policies, protocols,
and lockdowns are put in place to prevent the virus from spreading and as a
result, new educational tactics are established. These changes affect not only
our social, physical, and emotional health, but also our mental and psychological
health. This study shows the different effects and impacts of the changes like
online learning, on the psychological aspects of our school's students. Through
thorough research, we can discover that differences in quality elements between
traditional classroom and online distance learning had a favorable and
substantial impact on student satisfaction.
During an online class, there's information overload plus facing the
screen for prolonged periods is mentally draining. It's more challenging for
students to learn new information and even though they just sit in front of the
computer, they feel like they are physically tired. Virtual learning can cause
fatigue and may lead to anxiety and stress for students. Schools aren't just
places where students learn new things from books, they're also places where
friendships are formed and happy memories are made. Social contacts are the
best way to learn communication and social skills. Students that use online
learning may find social networking sites to be quite beneficial. They can
increase their academic achievement, as well as their mental and emotional well-
being, because they can share information by speaking with a new individual.
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Instead of feeling alone, virtual socialization might help individuals
recognize that they are not alone in their problems, particularly with the
psychological components of online learning. However, since the COVID
outbreak, there has been a dearth of engagement, and students are experiencing
social isolation. This has a significant impact on students’ mental health. Many of
the learners are unfamiliar with this mode of education. Instead of attending to
school, each of them now has access to online education. Others argue that
using this sort of learning approach is easy and convenient. Unfortunately, the
majority of students struggle with it. Loneliness, a lack of motivation, and isolation
are all symptoms of online learning's lack of social engagement. Students were
unable to concentrate adequately in class due to a lack of separation between
home and school life, a lack of adherence to a scheduled schedule, and
distractions at home. Vast majority of students struggle with online learning
because it has an impact on high levels of stress, anxiety, discomfort, paranoia,
having unstable mental and emotional health, and other psychological disorders.
Online education has a negative impact on students because it
lacks expert monitoring. Students have direct contact with a physical teacher
during class. This allows the teacher to read students’ body language and find
out if they understand what they teach in classes. Knowing the body language,
the teacher can teach the student and make them understand in easy ways. In
contrast, online education offers little opportunity for direct interaction.
Furthermore, no one will be able to understand you or keep track of your
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progress. All of those aspects of
health are important, and all of them are mostly affected due to the changes
made because of the virus. Everyone, including students like us, has the right
and responsibility to keep others informed about important issues.
We, the students of Signal Village National High School, are proud to say
that we chose this research topic to educate and raise awareness about the
challenges that each student will or has faced. We hope that as a result of our
efforts, the government and politicians will better understand the students'
situation, giving them the power to resolve conflicts and enabling students to
learn without becoming emotionally or psychologically unwell.
Background of the Study
Due to the COVID-19 pandemic catastrophe, e-learning has become a
critical component across all educational institutions, including schools, colleges,
and universities. Teachers and students must adjust to the online learning
technique in order for it to be carried out as normal, despite problems in a variety
of ways. Some of them suffer from despair and anxiety. The influence of online
learning mode on the psychological elements of Signal Village National High
School students is analyzed in this section. Previous research found that
students are mentally impacted and exhibit signs of depression and anxiety.
Nonetheless, numerous investigations produced contradictory outcomes. This
assessment recommends that the government take the lead in assisting students
4
with limited access to the internet and gadgets, which are required to participate
in online
classes, as well as increasing classroom interaction in virtual learning,
particularly during this crucial epidemic. Teachers and students around the world
have faced many challenges using online platforms for teaching and learning. It
is supported by Shahzad et al. (2020), that the effects of this pandemic are
unpredictable and it gives an impact on the education system; most the countries
had to adapt to the new teaching and learning method.
These sorts of rapid changes could somehow affect their mental health or
well-being. According to Chung et al. (2020a), although it is undeniable that
online learning is considered the best solution to ensure consistency of learning
in the era of the “new norm”, there may be certain setbacks such as loss of
human presence, detecting the incomprehension of students by facial gestures,
cracking small jokes to light up the mood, student participation, and
communication that can be achieved more effectively in class. On the bright side,
this pandemic has opened opportunities for many people, including teachers and
students. Toquero (2020) said that the global pandemic has opened up
opportunities for the nation to update its current methods of education and turn
its focus on utilizing technology. Thus, this paper reviewed the literature on the
issues of psychological impact on students’ online learning during the Covid-19
pandemic.
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Students are frequently disappointed with distant learning in terms of the
study experience, as they lack connections with peers and teachers. Due to the
haphazard structure of online learning and the lower quality of online classes
compared to traditional ones, they regard their academic experience as harder
and
worse than before the pandemic. Furthermore, in some underdeveloped areas, a
lack of Internet infrastructure or unpleasant study settings in the home impede
pupils from fully engaging in online learning. Long durations of screen usage
have been demonstrated to have harmful consequences in research. For an
extended period, you will be in front of a screen. Because students sit in a
stationary position, usually inside, for such a lengthy period, it has been linked to
obesity and sadness. Increased screen time has also been related to headaches
and other health problems. The burden of online lecture tasks is one of the
contributing factors to students’ stress levels, which requires them to use online
media that they have just learned and must immediately understand. This is
reinforced by research that found that public health emergencies can have
psychological effects on students, which can be expressed in the form of anxiety
and fear.
Both parents and students are affected emotionally by this outbreak.
According to Chang et al. and Chang et al., the psychological impact of the public
health crisis is long-lasting. Pandemic worries often diminish in a short period of
time. Acclimating to new settings, on the other hand, may have an effect on
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students' academic achievement. According to Kamaludin et al. (2020), as the
pandemic nears its end, dread and the risk to one's health can gradually go
away. The concept of the disease and the desire to return to a "new normal" will,
nevertheless, have a long-term psychological impact on the students. In
exchange, this may have an impact on the student's academic achievement.
This study is the product of our observations of individuals we met while in
school. Students are also humans, and online learning will often play a significant
role in the psychological elements of their lives. We conducted this research in
the hopes of resolving and saving students from being psychologically unhealthy
and socially avoidant as a result of online learning. Adjusting to these challenging
times may be difficult not only for educators and adults, but also for learners like
us. We are not complaining; rather, we are raising our voices in order to spread
awareness. Don't underestimate our issues just because we're younger than you.
Children are the hope of our future, and if the majority of them are not
psychologically well, we cannot guarantee a better future. Our study is designed
not just to promote public awareness, but also to educate governments. That
they consider the conditions of other kids who come from low-income homes and
those who are facing psychological issues as a result of the administration's
policies.
Theoretical Framework
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Mental health consequences of online learning among students can
include increased anxiety and absenteeism. COVID-19 pandemic worsened
these consequences when educational institutions shifted from face-to-face
activities to mostly online learning modalities. Digital divide stemming from
socioeconomic inequalities can result in mental health disparities among
students. Scholars realized that motivations of students direct their behavior
toward educational achievements and academic success (Van Tilburg and Igou,
2013;
Wigfield and Gladstone, 2019), but psychological pressure in terms of stress,
tension, fear, and various psychosomatic problems are connected with a variety
of destructive outcomes (Naquin and Gilbert, 1996). The psychological pressure
is experienced when physical and emotional requirements of academic activities
do not meet the competencies, needs, and resources of the students (Curran
and Standage, 2017).
E-learning theory is based on cognitive science ideas that show how the
use and design of educational technology can help students learn more
effectively (David, 2015; Wang 2012). Sweller, Van Merrinboer, and Paas (2019)
established the theory using a set of assumptions based on Cognitive Load
Theory. Cognitive Load Theory, according to David (2015), is "the amount of
mental effort engaged in working memory" during a task and can be divided into
germane, intrinsic, and extraneous effort. Because working memory capacity is
limited and learners' brains will be overloaded if they are presented with too
8
much information, inefficient learning will result. Cognitive theory emphasizes the
key role of the mind's cognitions in determining behavior. These cognitions
include a person's thoughts, feelings, beliefs, and perceptions. According to this
theory our dysfunctional thoughts lead to extreme emotions. These extreme
emotions in turn, lead to maladaptive behaviors.
Conceptual Framework
INPUT PROCESS OUTPUT

Promote awareness of
Researchers are The researcher obtains
students' behavior or
looking for students data through conducting
emotions, the
who studies online one-on-one interviews
advantages and
specifically at Signal with selected students,
disadvantages of online
Village National High as well as evaluating and
education, and how it
School and experiences analyzing the data
affected their mental
trouble in their collected.
health.
Psychological health
throughout the school
year.
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Figure 1: Paradigm of the Study
The research focused on the psychological aspects of a student who was
involved in an online class. As may be seen from the accompanying image, the
researcher solicited feedback from students at Signal Village National High
School who study online. On the process level, the researcher collects data by
interviewing selected students one-on-one, as well as synthesizing the data
collected. The study's output show how the researcher gathered information and
comprehended the students' behavior or feelings, as well as the advantages and
disadvantages of online classes and how these impacted their mental health.
Statement of the Problem
The purpose of this research was to elucidate The Impact of Online
Learning Mode on the Psychological Aspects of Students at Signal Village
National High School. This study focuses on the following issues:
1. How difficult or easy is it for the student-respondent to stay focused on
their schoolwork?
2. How stressful is distance learning for the students-respondent?
3. What benefits does online learning offer to the student-respondent?
4. What situation is the most stressful to the student-respondent during the
distance learning?
5. What emotions did the student-respondent experience as a result of being
separated from friends and/or loved ones during the pandemic?
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6. Why is it necessary for the students-respondents to interact socially?
7. What is the impact of Online Classes to the mental health of the students-
respondents?
8. What psychological changes did the student-respondent notice in
themselves during the online class?
9. What are the ways to improve the mental health of students-respondents?
Scope and Limitations
The fundamental goal of this study is to examine how online learning
influences the psychological well-being of senior high school students
specifically, Grade 11 ABM students. This research will take place in Signal
Village National High School, a public high school in the Taguig City. The
respondents will be Grade 11 ABM students from Signal Village National High
School, and a total of 40 randomly selected students will be interviewed. The
study's purpose is to evaluate how online learning impacts the mental health of
senior high school students.
Significance of the Study
This research study is focused on the Impact of Online Learning Mode on
The Psychological Aspects of Students in Signal Village National High School,
and will assist the learners in understanding how this distance learning modality
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will significantly alter their mental health and effectiveness in class. This
research paper will be beneficial to school officials, students, parents, instructors,
readers, and future researchers.
School administrators. As administrators, they are frequently regarded
as the first line of leadership in any school, whether online, blended, or
traditional. They have many roles within the school and navigate each one to
create a learning community that is focused on providing high-quality education
and a vision of success for their students. The study's findings and results will
provide school administrators with the data they need to improve their
management of online learning while also assisting students in maintaining their
psychological health. Being aware of the impact of online learning on a student's
psychological health can motivate them to promote mental health programs in
the school.
Students. This study is primarily beneficial to students. The data that we
will collect will give them information about the psychological impacts they may
get from online learning and help them take themselves from it. This study can
assist the student in becoming aware of and avoiding the possibilities that they
May 31, 2022 encounter in their psychological aspect.
Parents. Most parents are concerned about the impact this will have on
their child. But, more importantly, they consider how they can best support their
child while still maintaining their sanity. This study will provide parents with
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sufficient information about the effects of online learning on their children's
psychological aspects. Being aware of the impact of online learning on the
student's psychological aspect can help parents help their child cope with the
negative impact of online learning and also help them understand their child's
behavior, as well as to listen to and respect their feelings.
Educators. Teachers are often the first to notice the physiological health
problems of the students. This study will help them to encourage their students
with their psychological problems. This would provide the educators with a piece
of knowledge on how to teach and reinforce positive behavior and decision-
making to the students and also educate the parents, as well as educate parents
and students on the psychological impact of online learning.
Readers. This study will help readers understand the impact of online
learning on psychological aspects. This research can assist them in preventing
their psychological problem.
Future Researchers. This could be used as a starting point for further
research.
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Definition of Terms
The following definitions are complex and beneficial in the context of this
research to enable readers properly understand the general concept and
relevance of this research:
COVID-19 – Coronavirus disease 2019 is a disease caused by a virus named
SARS-CoV-2 and was discovered in December 2019 in Wuhan, China.
Pedagogical – Pedagogical refers to the method and practices of a teacher. It’s
how they approach their teaching style, and relates to the different theories they
use, how they give feedback, and the assessments they set.
Proliferation – Proliferation is a sudden increase in number or amount; a large
number of a particular thing.
Tremendous – Tremendous means a very great in amount or level, or extremely
good.
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Substantial – Substantial’s meaning is being important, essential, significant;
having substance.
Germane – Germane is related to a matter at hand, especially to a subject under
discussion.
Extraneous – Extraneous is irrelevant or unrelated to the subject being dealt
with.
Intrinsic – Intrinsic means belonging naturally; essential.
Cognizant – Cognizant is being knowledgeable of something especially through
personal experience.
Disparities – Disparities is a noticeable and usually significant difference or
dissimilarity.
Elucidate – Elucidate means to make (something that is hard to understand)
clear or easy to understand.
Resource-scarce – Recourse-scarce is the lack of availability of supplies
required to maintain life, or a certain quality of life.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides an overview of the literature that will be used to
inform the investigation on the importance of the findings. The researchers
perceive that all of the publications and studies cited in this study are relevant to
the current investigation. The researchers relate and separate the analysis based
on the flow of their network analysis from the desired study. The primary goal of
this research is to demonstrate how online learning influences the psychological
characteristics of Signal Village National High School students. Local and
worldwide publications derived from newspapers, books, magazines, journals,
thesis, and other internet-based resources are included in this category.
Local Literature
Filipino culture places a high value on education. For the majority of
Filipinos, the only best thing for a child to acquire and secure a better future is
through education according to a research titled A study on E-Learning for the
Philippines but because of the pandemic, we are all faced with unexpected
changes in our lives including the closing of schools. To address them, the
Department of Education (DepEd) has decided to use distance learning
modalities, which include technology and an internet connection, to ensure
learning continuity. Students can continue their education in this manner in
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remote settings via online/offline platforms, TV and radio, and printed modules
(Childhope organization).
Students eventually responded to the call because the COVID 19
pandemic forced the Philippine educational system to operate online. Noting that
Filipino students are ready to demonstrate adequate computer and internet
abilities (Reyes et al., 2021), a few changes were made, primarily to the teachers'
approaches, modality, and tools used. Students, on the other hand, were not
prepared in terms of learner control, which refers to a student's ability to direct his
or her learning. Although open and distance learning have been documented in
the Philippines since 1952, the country's e-learning system is still in early stages.
Adoption has been slow due to underdeveloped infrastructure, high costs, and
the Filipino trait of resistance to a new and unfamiliar system (Arimbuyutan et al.
2007).
Students felt that repeating online educational resources based on their
needs was the simplest to agree with in terms of learner control. Meanwhile, one
of the 49 difficulties students encountered was avoiding becoming sidetracked by
other online activities while learning online (Reyes et al., 2021). Sources of
distraction such as social media, house chores, family duties, and work
responsibilities pull the learner's focus away from his/her academic tasks,
resulting in loss of productivity. Hence, it is necessary for students to maintain a
healthy school-life balance even while getting educated through m-learning (De
Torres, 2022).
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According to a study by the Phinma Education Network, the pandemic has
taken a toll on the mental health of college students, particularly those from low-
income families, who are more concerned about tuition, gadgets, internet
reliability, and future employment prospects than their more affluent colleagues.
In a December 2021 report published by its analytics groups, Phinma
Education stated, "The lower the income class, the larger the proportion of
respondents experiencing a substantial degree of loneliness, worry, and tension.
This is because their capacity to complete their education was strongly linked to
their income status and household incomes.” The group conducted two surveys
among tertiary students in its nationwide network aged 19 to 23 from various
socioeconomic classes as part of the research, titled "Managing the impact of the
COVID-19 pandemic on college retention: The Phinma experience." However,
those experiencing loneliness, anxiety, and stress increased across all income
segments. According to Phinma, students from higher income classes have the
gadgets and adequate space for learning, whereas students from lower income
classes may have little to no technological resources and a learning environment
that is not conducive to learning: cramped spaces, poor lighting and ventilation,
as well as noisy neighborhoods. Adding to the mental distress is the high level of
uncertainty about how the pandemic will affect their preparedness for
employment. Because of the unpredictable and fast changing future, students
may get distracted or unmotivated," it continued.
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Foreign Literature
Stress is defined by Folkman and Lazarus (1984) as "a specific interaction
between a person and their environment that the person perceives as straining or
exceeding his or her resources and harming his or her well-being". Schools
should anticipate children reacting to the epidemic in a variety of ways, based on
their personal experiences and developmental level; however, negative reactions
are expected to improve over time (Chafouleas et al., 2019). In addition to the
academic requirements that would certainly emerge as a result of the ongoing
closure of the campus or schools, schools must be taught to discuss a wide
range of psychological and physiological effects with pupils.
Studies present the pandemic as a disruptive event causing stress that
negatively affects students' learning performance and psychological well-being.
For example, studies show such adverse effects of lockdowns as increased
levels of students' social avoidance (Al-Rabiaah et al., 2020), anxiety
(Kaparounaki et al., 2020; Kapasiaa et al., 2020), and a decreased quality of
general life (Kaparounaki et al., 2020). Moreover, according to Tang et (2020);
Zhao (2020); Zhou (2020) self-isolating college students suffer from physical and
mental health problems (e.g., insomnia, depression) more than those who do not
self-isolate.
Results of the studies of Henriksen (2020) show that the students perform
much better in online learning than in traditional learning. However, according to
Saghafi, Franz and Crowther (2014), the online learning setting will not replace
19
activities taking place in F2F environments in higher education. Although studies
show positive working-from-home experiences (e.g., Dubey and Tripathi, 2020),
students' experience is generally described as disrupted and leading to feelings
of insecurity, anxiety, and hopelessness (Hajdúk et al., 2020; Wang and Zhao,
2020)
Students are required to switch from in-class instruction to online learning.
According to Sutarto et al. (2020), the learning idea was initially conducted face-
to-face in the classroom, but has been switched to home learning via an online
system or remote learning (Nasir et al., 2018) via the use of various available
media. The students were using online learning for their daily lessons and to
monitor their academic achievement, and it was causing them stress. It is backed
up by Irawan et al. (2020), who state that one of the factors contributing to
students' stress levels is the pressure of online lecture responsibilities, which
force them to use online media that they have merely acquired and must
comprehend instantaneously.
This pandemic has a psychological resonance on both adults and
students. They agreed with Chang et al. (2020a) and Chang et al. (2020b) that
the public health crisis has a long-term psychological impact. Pandemic fears
normally dissipate within a short amount of time. The impact of acclimating to
new situations, on the other hand, may have an impact on pupils' academic
performance. According to Kamaludin et al. (2020), as the pandemic nears its
end, dread and the risk to one's health can gradually go away. The concept of
20
the
disease and the desire to return to a "new normal" will, nevertheless, have a
long-term psychological impact on the students. In exchange, this may have an
impact on the learners' academic achievement.
Local Studies
According to the study Entering a New Academic Year: The Difficulty
Encountered in Online Learning during the COVID-19 Pandemic by Renniel
Jayson Jacinto Rosales and Juan Carlos C. Pagsuyoin, the well-being of the
students is prioritized in their online learning throughout this current crisis. The
COVID-19 pandemic has posed a challenge to the Philippine education system,
both in the public and private sectors, at all levels of education. This difficulty has
a significant impact on the methods employed by teachers and the learning
capacity used by students, based on their analysis. There has previously been
discussion on how the school should support parents' mental health while
encouraging their children to study. The Philippines has already started another
online academic school year as part of the health and safety procedures
throughout this outbreak. However, in addition to all of the challenges, the
education sector is also grappling with the well-being of the instructors, who are
also caught up in this pandemic due to the changes in their
routines brought about by the introduction of online learning. Today, it is vital to
21
emphasize the welfare of teachers, since they, too, are suffering immensely as a
result of the pandemic.
Alvin Gino M. Bautista and Elizabeth S. Manuel performed a study to
measure the mental health and psychological well-being of 500 students from
Nueva Ecija University of Science and Technology's College of Management and
Business Technology during the community quarantine. The CMBT was
constructed at Sumacab, Cabanatuan City, Philippines, which also served as its
site. Students will benefit from the study's findings, in addition to the folks
indicated above. The results of this research will give vital information regarding
a student's mental health, which will be extremely beneficial to the respondents in
better knowing themselves. The outcomes of this study can aid school and
guidance counselors in understanding what the students' key difficulties are and
creating immediate activities to avoid any bad effects that may harm the
psychological health of the children under their supervision. The Philippine
Mental Health Association, Inc. is a non-profit organization that works to improve
mental health in the Philippines. The study's findings will assist them in improving
their stress level promotion and prevention activities.
The pandemic is a global issue that has an influence on higher education
institutions, according to Erick T. Bolaran's research on Students' Knowledge,
Attitudes, Anxiety, and Coping Strategies during the COVID-19 Pandemic. The
breakout provoked a significant reaction from kids who are suffering from anxiety.
According to the findings, pupils had adequate information yet made high-risk
22
decisions. Non-medical prophylactic measures were deemed to be extremely
effective. Despite the fact that numerous gaps remained, the outcomes of this
study revealed that students were aware of the COVID-19 pandemic and had an
acceptable grasp of this global concern. Students were apprehensive to use an
online-blended learning technique in the classroom due to technological and
economical restrictions. During the COVID-19 outbreak, students supported the
government's attempts to contain the virus and were satisfied with the results.
Another research by Jerome V. Cleofas, entitled Self-care Practices and
Online Student Engagement during Covid-19 in the Philippines: A mixed
methods study, looked at how the transformation of educational landscapes from
conventional to online classrooms has exposed students to an elevated risk of
mental health disorders, which can affect their educational engagement and
learning results. This convergent mixed methods study presents unique empirical
data on the intricacies of students' participation in self-care and education, which
can have both a symbiotic and negative interaction with one another.
Surprisingly, qualitative data show that the nature of online education acts as a
hindrance to practicing self-care. The sample's relatively high ratings for both
self-care and online student engagement demonstrate that, despite the
challenges of digital learning, students may find opportunities to practice self-
care, which may eventually translate to greater student performance.
The outburst of the coronavirus poses a threat to society's mental health,
according to research Psychological impact of the COVID-19 pandemic in the
23
Philippines by Michael L. Tee, Cherica A. Tee, Joseph P. Anlacan, Katrina Joy
G. Aligam, Patrick Wincy C. Reyes, Vipat Kuruchittham, and Roger C. Hog. This
study
looked at the prevalence of psychiatric symptoms and the factors that contribute
to their psychological effects. In the Philippines, one-fourth of respondents
expressed moderate-to-severe anxiety, and one-sixth reported moderate-to-
severe depression and psychological effects during the early stages of the
pandemic. The identified factors can be used to create successful psychological
support techniques. When compared to those who are working, students
reported a stronger psychological impact as well as more depressive, anxiety,
and stress symptoms.
Foreign Studies
With the global spread of the coronavirus disease (COVID-19) outbreak,
the psychological issues associated with this pandemic have rapidly increased
the public health burden (Torales et al., 2020). Emerging research on the mental
health implications of COVID-19 has found a higher prevalence of moderate-to-
severe self-reported depressive and anxious symptomatology in the general
population (Wang et al., 2020), reflecting the widespread effects of uncertainty
and health-related fears. However, more research that goes beyond the
population level is needed to understand the individualized disruption of lives and
24
routines caused by COVID-19, as well as the psychological consequences.
Despite studies that show positive working-from-home experiences, students'
experiences are generally described as disrupted, leading to feelings of
insecurity, anxiety, and hopelessness. Students express concerns about societal
economic implications, family and societal health implications, and their own
educational and career plans (Cohen et al., 2020). According to studies, the
pandemic is a disruptive event that causes stress, which has a negative impact
on students' learning performance and psychological well-being.
Although studies show that working from home is beneficial, students'
experiences are generally described as disrupted, leading to feelings of
insecurity, anxiety, and hopelessness. Lockdowns, for example, have been
shown to increase students' social avoidance, anxiety, and overall quality of life.
Furthermore, self-isolating students have more physical and mental health
problems (e.g., insomnia, depression) than non-isolating students. Numerous
studies have found that social isolation can lead to higher rates of negative
outcomes for people's mental and physical health. Face-to-face interactions,
according to other studies, can help reduce depression and anxiety. Reduced
social interaction may exacerbate feelings of social anxiety and pressure.
Along with a lack of social interaction, online class structure can cause
increased stress and anxiety in teens and adolescents. Furthermore, spending a
significant amount of time online can exhaust both students and teachers. This
effect is sometimes referred to as "Zoom fatigue," and it is one of the reasons
25
why a day can be so exhausting. Full of video interactions is so mentally draining
because our brains are unable to process information in the way they are used
to.
Stress during the learning process is thought to enhance memory
formation while at the same time hinders memory retrieval. Together like a
double-edged
sword, stress can have both a positive and negative affect on student outcomes.
Congruently, learning online brings unique challenges to students. Two distinct
groups of learners at a northeastern (USA) college were measured. Each group
was enrolled in the same information technology course. One group received
instructional materials and course content online only, while the other group
received the same learning materials in a traditional classroom. The overall
results show a significant difference in the perceived level of stress associated
with student learning in disparate learning environments. These findings suggest
new avenues for exploring and understanding what aspects of course delivery
modality associated with the student perception of stress and how stress
modifies learning outcomes in various learning environments.
In a study about the impact of online education on anxiety and stress
among undergraduate public affairs students. A questionnaire was distributed
electronically to 6,242 students enrolled in public affairs courses at four
Jordanian universities. When compared to the pre-COVID-19 situation, the
students reported higher levels of anxiety and stress, as well as persistent pain.
26
Several personal and non-personal factors influenced anxiety and stress,
according to multiple regression analyses. After one year of online education,
students were concerned about the quality of in-class learning, adequate training,
and the political skills they could gain, including their ability to build rapport with
instructors, according to an ANOVA analysis. Students' mental health has
suffered as a result of continuing to impose online education as the only way to
deliver classes.
A national survey by America’s Promise Alliance conducted in spring 2020
found almost one third of high school students reported feelings of unhappiness
and depression outside their normal ranges during the first months of the
pandemic. Limited social interaction impacts students’ attention and interest in
school in general, so the reduced interaction through online learning platforms
between students and their peers and teachers has greatly affected students’
relationship with their learning (Wentzel & Wigfield, 1998). Students also struggle
to maintain authentic engagement with their peers and instructors during the
school day. A Texas Education Agency (TEA) report found that 11% of the state
student population (more than 600,000 public school students) were disengaged
from their classwork or unresponsive to teacher and school outreach (2020).
According to the research about Examining psychological aspects in
online discussion by Saemah Rahman, Ruhizan Mohd Yasin, Siti Fatimah Mohd
Yassin and Norazah Mohd Nordin (2011), this research discusses the
psychological aspects evolved in the use of online discussion and supports the
27
asynchronous learning in the form of online discussion. Several psychological
themes have emerged namely: Self-esteem, Self-efficacy, Motivation,
psychological resistance, and academic anxiety which emphasizes the
significance of aspects of psychology that should be considered when
implementing an online learning method.
Researchers found out that this psychological dimension can be divided
into two categories; positive and negative feelings. Further studies found that
positive
and negative feelings had varied trends depending on the phases namely: 1.)
The beginning phase, 2.) The middle phase and 3.) The ending phase.
In the beginning phase, respondents might encounter various emotions,
going from excitement to anxiety and a lack of confidence in their ability to
participate in the online discussion. The majority of students stated that
motivation can be seen in the early phase when they are motivated to try a new
learning method. We have been well aware that taking the first step is always
difficult. The majority of negative feelings in students can be attributed to
academic anxiety and psychological resistance, in which they don't know where
to begin, are uncomfortable with the new learning method, and are worried or shy
to voice their opinions through virtual learning; this negative feeling reflects a lack
of self-efficacy and low self-esteem. The negative feelings began to decrease in
the middle phase, while good feelings began to take place, and students were
more engaged in online learning. At this point, they have gained a lot of
28
confidence in themselves and were ready to participate in the discussion.
Despite the negative effects of online learning on students, it provides
students with a new opportunity to prepare for active participation in online
learning. Students confessed that they do advance reading about the particular
or related topic of the discussion in order to be prepared for the discussion.
Lastly, in the ending phase, the majority of students stated that they were
experiencing more positive feelings, with the majority of students feeling
satisfied, delighted, and more motivated to engage in the online discussion.
This study discovered that most students are anxious in the beginning and
have a challenging time adapting to the new learning method; in terms of
discussion, most of them are also having a difficult time coping with the lessons
and topics. During the middle phase, however, students begin to acclimatize to
their current situation and begin to prepare themselves ahead of time by having
enough time to gather more information and reference materials on the topic that
will be discussed.
As a result of the research, it is necessary to address some of the
students' psychological aspects throughout the online discussion. Some learners
mentioned that they were unfamiliar with this type of new learning method and
that it took them a while to get used to it. The study's findings revealed that online
conversation had advantages over traditional face-to-face learning.
The study supports asynchronous learning in the form of online
discussions, which has certain advantages for students when compared to face-
29
to-face learning. It offers opportunities for students to develop their confidence as
well as participation. However, proper planning is an important aspect of this
learning, which should include self-efficacy and a time frame that is appropriate
for the students.
According to The Johns Hopkins News-letter about How online learning
can affect student health by Amrita Balram (April 20, 2020), the transition to
online learning has impacted not only teachers, who have had to amend their
courses, but also students who have had to adjust to a new learning
environment.
The impact on student health, specifically sleeping habits is one of the
major consequences of the transition to online learning. Students in different time
zone needed to sacrifice their sleep to be able to attend the classes on Zoom.
When virtual learning starts, it begins to increase the time of the students to
spend more time on their digital devices every day. Many international students
who are in different time zone needed to adjust their sleeping cycles in order to
attend their classes.
In addition to adverse health impacts from altered sleep cycles, increased
digital use can affect students' physical and mental health. Jennifer Katzenstein,
director of psychology and neuropsychology at the Hopkins All Children's
Hospital, observed the impact of remote learning on children of all ages. She
explained that students are having difficulties creating an environment that is free
30
of distraction and developing the necessary organizational skills. She also
explained that health effects associated with not sticking to a regular sleep cycle
include difficulties in falling asleep, staying asleep, when waking, and daytime
fatigue. Katzenstein and sterni recommend that students always do prioritize
their health and sleep.
Synthesis of Reviewed Literature and Studies
The virus that is wreaking havoc on our traditional education system has
prompted the Department of Education (DepEd) to implement a system in which
students and teachers engage in distant learning modalities that involve
technology and internet access to assure educational continuity. This method
makes every learner apprehensive and concerned about what they need to do to
fulfill the demands of this modality. According to a research conducted by the
Phinma Education Network, the outbreak has affected students' mental health,
particularly those from low-income households who are anxious about tuition,
gadgets, and the internet. "The lower the income class, the larger the proportion
of respondents experiencing a substantial degree of loneliness, worry, and
tension." According to their research, students born into well-off households do
not have any difficulties in obtaining a gadget, internet access, and studying
places. Those from low-income households, on the other hand, have issues with
their internet connections, lack technical tools, and, most importantly, do not
31
have a space where kids can study effectively. These causes increase students'
mental stress, which eventually leads to them feeling unmotivated, distracted, or
uncertain about their future.
On the other hand, Folkman and Lazarus (1984) define stress as a
specific interaction between a person and their environment that the person
perceives as straining or exceeding his or her resources and harming his or her
well-being. Every student has a different reaction to the changes made by the
government. These emotions are influenced by their living circumstances, mental
health, and issues. The students in this research are under stress, which is
affecting their performance and psychological well-being. Students' social
avoidance, anxiety, and overall quality of life rose when they were stressed.
Studies by Henriksen (2020) resulted in students performing much better
in online learning than in traditional learning. However, according to Saghafi,
Franz, and Crowther (2014), online learning will not replace the activities that are
present in F2F environments. Although studies have indicated that working from
home has a beneficial impact, students, on the other hand, still suffer uncertainty,
worry, and despondency.
Overall, these many research have revealed that the learning modalities
we use have a significant impact on students' psychological well-being. Anxiety,
sadness, hopelessness, stress, social avoidance, insecurity, being uninspired,
distracted, and feeling uncertain are all the outcome of each student's reaction
based on their location in life, personal challenges, and mental health status.
32
CHAPTER 3
RESEARCH METHODOLOGY
This chapter elaborates the study's research methodology. The research
design, study location and population, respondent description, and data
collection technique are all included in this section.
Research Design
This study will employ a descriptive research design, which tries to
effectively and methodically characterize a population, circumstances, or
phenomena. The researchers will be able to assess information using this
approach, which will aid them in creating a thorough knowledge of the study
33
topic. The technique and framework are associated with the numerous
perspectives of the respondents which are used to respond to the questions and
the objective of the research. The study will be carried out after the researchers
have collected and analyzed data from a random sample of people who are
assumed to be representative of the total population of the given area, as well as
analyzing their viewpoint through the use of an online interview.
Locale and Population of the Study
This study was executed in Signal Village National High School located in
Taguig City. The researchers will interview 40 students from Grade 11-ABM
whose psychological well-being had been harmed as a result of online learning.
Description of the Respondents
The study's respondents are Senior High School Students from Signal
Village National High School. They are the forty (40) students from the school
year 2021-2022 that are part of the 11-ABM strand.
Data Gathering Procedure
After receiving the authorized signed letter seeking permission to perform
the study, the researchers can now conduct the interview with the selected
students. The researchers opted to acquire information and responses with
students who have experienced the various effects of online learning on their
34
psychological well-being. The data was acquired by the researchers through an
online interview with students who are presently enrolled in online programs this
school year. The researchers will conduct the interview digitally via conversation
using the Messenger app and will benefit from this method since they will be able
to collect data for their studies.
35
CHAPTER 4
DISCUSSION OF RESULTS AND REFLECTION
This chapter addresses the presentation, analysis, and interpretation of
data in response to the concerns highlighted in Chapter 1. This section
summarizes the research findings, draws conclusions, and offers suggestions as
a result of the research. Overall, our study examined the Impact of Online
Learning on students' psychological well-being, and the data was presented in
tabular form.
Table 1
Tabulated Responses of the Signal Village National High School Grade 11
Students in the Question:
“Do you think that online learning has a detrimental impact on your psychological
well-being?”
Responses f %
Yes 38 95
No 2 5
Total 40 100
Table 1 demonstrates that the vast majority of the students we examined,
95 percent, believe that online learning has a negative influence on their
psychological well–being. There were also two (2) students who did not believe
that online learning had a detrimental effect, accounting for 5% of the sample
size. According to research Psychological impact of the COVID-19 pandemic in
the Philippines by Michael L. Tee, Cherica A. Tee, Joseph P. Anlacan, Katrina

36
Joy G. Aligam, Patrick Wincy C. Reyes, Vipat Kuruchittham, and Roger C. Hog.
This study looked at the prevalence of psychiatric symptoms and the factors that
contribute to their psychological effects. In the Philippines, one-fourth of
respondents expressed moderate-to-severe anxiety, and one-sixth reported
moderate-to-severe depression and psychological effects during the early stages
of the pandemic. The identified factors can be used to create successful
psychological support techniques. When compared to those who are working,
students reported a stronger psychological impact as well as more depressive,
anxiety, and stress symptoms.
Table 2
“What are the factors contributing to the decline in your psychological well-
being?”
Responses f %
Social isolation 10 25
Stress/Anxiety 9 22.5
Discrimination/Trauma 2 5
Weak mental fortitude 3 7.5
School works/tasks 6 15
Lack of motivation 2 5
Pressure 5 12.5
None 1 2.5
Poor coping
2 5
mechanisms
Total 40 100
37
According to Table 2, the majority of students identify social isolation as a
factor that worsens their psychological well-being. This amounts to 25% of the
whole sample. It is followed by stress/anxiety, which accounts for 22.5 percent of
the total. School works/tasks that accumulate to 15% of the sample size. 12.5%
on pressure and 7.5% on weak mental fortitude. Discrimination/trauma, Lack of
motivation, and poor coping mechanisms have the same average of 5%. And
there is one student, which makes up 2.5% of the total, who has no factors that
negatively impact their psychological well-being. It is apparent that online
learning results in a substantial loss of social engagement. Online learning
cannot provide face-to-face human interaction, which is critical for personality
development. For some people who aren't familiar with how to utilize technology
tools, the online learning system can be complicated. Aside from a lack of social
connection, the online class arrangement can induce tension and anxiety in
teenagers and adolescents. Furthermore, a significant amount of time spent
online can exhaust both students and teachers. This is known as "Zoom fatigue,"
and it is one of the reasons why a day can be so exhausting. Full of video
interactions is mentally draining because our brains are unable to process
information in the manner that they are accustomed to.
38
Table 3
“How tough or simple is it for you to concentrate when you are attending time an
online class?”
Responses f %
Tough 28 70
Quite simple/easy 8 20
It depends 4 10
Total 40 100
Table 3 demonstrates that 70% of respondents had difficulty concentrating
when attending an online class. Meanwhile 20% of students found it relatively
simple to focus on their online studies. And four (4) students, or 10% of the
sample size, claimed that it depended on their mood or circumstances. Students
all throughout the world have been affected by dealing with the unforeseen
problems posed by COVID-19. Universities abruptly halted in-person classes,
while students have embarked on a new field of technological learning. While this
protects pupils and helps the virus propagate, it is detrimental to the student’s
education. Many people encounter challenges when learning online, such as
having distractions when studying or attending classes at home. Distractions
from digital technology are numerous. Aside from technological equipment,
background disturbances can be a substantial hindrance to online learning. In
fact, sitting in silence typically emphasizes background noises much more. The
television, family members, pets roaming around the home, or siblings listening
to loud music can all cause interruptions. Moreover, the outbreak has introduced
39
a completely new set of mental diversions. Instead of concentrating on online
schoolwork, students may be worrying about what they don't get to do, anxious
about themselves or loved ones, or fearful of the uncertain future. When working
with technology, there is a good chance you may encounter technical challenges.
Depending on the degree of these concerns, this can be a significant impediment
for students, often interfering with their ability to attend class or do assignments.
Unreliable internet, a broken laptop or computer, poor audio/video quality, and a
lack of awareness about how to utilize technology are all examples of technical
challenges.
Table 4
“In what ways can spending time in front of a screen while studying effects your
overall mental health?”
Responses f %
Distracted 9 22.5
Loneliness 2 5
Eye dryness 5 12.5
Stress 3 7.5
Depression/anxiety 7 17.5
Bored 1 2.5
Isolated 2 5
Sedentary lifestyle 1 2.5
Procrastination/cram 1 2.5
Headache 3 7.5
NONE 2 5
Insomnia 1 2.5
Exhausted 3 7.5
Total 40 100
40
Table 4 demonstrates that 22.5 percent of students are preoccupied while
studying in front of a screen. In addition, 17.5% of the pupils are depressed or
anxious. Too much screen time can lead to obesity, sleep problems, chronic
neck and back problems, depression, anxiety and lower test scores in children.
All the time spent in front of screens can negatively affect a person’s mental and
emotional wellbeing. Experts suggest that higher screen time and depression
could be connected along with an increase in suicidal behaviors and lower one’s
ability to read emotions in general. While attentive (and supervised) use of digital
devices has been attributed to wellbeing, excessive screen time has been linked
to a number of unfavorable mental health consequences, including psychological
issues, low emotional stability, and a higher chance of depression or anxiety
(Allen et al., 2019; Aziz Rahman et al., 2020; Ministry of Human Resource
Development, 2020). When digital usage is impulsive, obsessive, uncontrolled, or
addicted, negative repercussions frequently occur (Kuss and Lopez-Fernandez,
2016). In terms of the relationship between screen usage and both physical and
mental health outcomes, numerous studies have found that increasing levels of
device use in children and adolescents are related with decreased physical
activity, an increased risk of depression, and much worse well-being.
41
Table 5
“What is the most challenging situation for you during distant learning?”
Responses f %
External Distractions 7 17.5
Time Management 6 15
Technical/electricity/
6 15
internet problems
Lack of devices 3 7.5
Excessive Workload 5 12.5
Lack of social
7 17.5
interaction
Losing
4 10
motivation/interest
Unknowledgeable in
2 5
gadgets/apps
Total 40 100%
As shown in Table 5, most of the students which is 17.5% and 7 out of 40
students-respondents struggled in the external distractions and find it more
stressful to have less social interaction with their classmates/friends. While 15%
of the 40 chosen students had a hard time in managing their time and struggled
in facing technical/electricity/internet problems. Out of 40 students, 12.5% had a
tough time in the excessive workloads. 10% and the 4 out of 40 lose their
motivation and interest in online learning. Lastly, the remaining 5% are
unknowledgeable in using gadgets/apps. According to Kimball, L. (2002), the
42
most significant influence on the quality of learning in remote programs is
teaching tactics and style. Facilitating online learning communities necessitates a
fresh approach to managing the teaching and learning process. Effective
professors begin with a whole different perspective on how technology fits into
the equation.
Table 6
“How did the online learning affect your social interaction with others?”
Responses f %
I lost friends 4 10
I gain social anxiety 8 20
I interact less 18 45
Used to being alone 1 2.5
Gain new online

5 12.5
friends
It’s harder to gain

2 5
friends
Didn’t affect me at all 2 5
Total 40 100%
In Table 6, the majority of the 40 respondents, 45% of them, answered
that the online learning affects their social interaction because they became more
distant and interact less with their friends, While the 20% which is 8 out of 40
43
gain social anxiety and became more afraid in socializing. 12.5% of the 40
chosen
students gain new online friends because they feel more expressive in online
than in physical. The 10% noticed that they lost some of their friends. There are
two 5%; the first 5% of the chosen students find it harder to gain friends, the
second 5% answered that social interaction in online learning doesn’t affect them
at all and still have the same bond with their friends as usual. The remaining 1
out of 40, 2.5%, is used in being alone. In order to learn, social interaction is
crucial. Interacting with other people has been shown to help learners organize
their thoughts, reflect on their learning, and identify holes in their thinking Okita
S.Y. (2012). Many instructors overlook the sensation of isolation that online study
can create among students, yet it is a component that can make the difference
between a successful and poor online learning environment for many students.
The significance of understanding the learners' social background is emphasized,
as is the concept of the 'virtual self' that individuals may choose to present during
online interactions McInnerney & Roberts (2004).
44
Table 7
“What advantages does online learning provide in terms of students'
psychological well-being?”
Response f %
Gained new
16 40
knowledge/lesson/skills
Have more time for myself 15 37.5
Secured from the threat of

5 12.5
Covid-19
None 4 10
Total 40 100%
As shown in Table 10, 40% of the students gained knowledge/lesson/skills
despite of the challenges in online learning. While the 37.5% loved to have more
time for themselves which lead to their self-growth. The 12.5% feel secured from
the threat of Covid-19. Lastly, the remaining 4 out of 40 which is 10% answered
that there are no advantages in online learning to their psychological well-being.
The present epidemic has changed how education, learning, and technology
interact. The use of technology for educational purposes raises the question of
whether online learning is as beneficial as learning in a traditional classroom
setting. Within schools, the present epidemic has changed how education,
learning, and technology interact. The use of technology for educational
purposes raises the question of whether online learning is as beneficial as
learning in a traditional classroom setting. Higher intents to use social media
45
reduced the negative impacts of communication apprehension on perceived
learning, according to the study. Interestingly, when students encountered higher
levels of psychological stress, perceived learning showed a substantial positive
association with psychological well-being (eustress) Krishna (2021).
Table 8
Tabulated Responses of the Grade 11 Students in the Question:
“How did you cope with the rapid adjustments in online learning mode brought by
the pandemic?”
Responses f %
Being guided by their loved ones 13 32.5
Being positive thinker 1 2.5
Being Courageous 3 7.5
By trusting themselves 4 10
By accepting reality 6 15
By finding new interest 2 5
By practicing time management 4 10
Still adjusting 6 15
No answer 1 2.5
Total 40 100%
In Table 8, the majority of the students which is 32.5% and 13 out of 40
chosen students learned to cope with the rapid changes by the guidance of their
loved ones. While 15% of the 40 chosen students just admit the fact of reality
46
and the other 15% are still adjusting. Out of 40 students, 10% chose to trust
themselves and another 10% chose to practice time management in order to
cope with the rapid adjustments. 7.5% and the 3 out of 40 chosen students
became courageous facing the changes, adjusting to it and did just fine. 5% of
the 40 chosen students tried to find new interest in order to divert their attention
to other things rather than stressing themselves to sudden changes. 2.5% and 1
out of 40 chosen students coped with it by having a positive mindset and the
other 2.5% didn’t answer at all. Stress, anxiety, and unpleasant emotions affect
people in different ways. Some kids' behavior and outcomes may be explained
by coping differences. Coping is a complicated and ubiquitous psychological
process that is intimately connected in a network of cognitive, attitude, and
behavioral components (Lazarus & Folkman, 1984). Individuals' coping
techniques must be accounted for by a coping model that reflects the complexity
of these interconnected dimensions (Duhachek, 2005). Duhachek (2005)
developed and evaluated a three-dimensional higher-order coping model that
included active, expressive, and denial/avoidance coping techniques. The current
study views these coping techniques as typical responses in higher education
among the numerous coping responses (Pariat et al., 2014; Pierceall & Keim,
2007). Coping is an important tool for university students to avoid a poor
academic outcome (Tavolacci et al., 2013). As a result, the authors look into the
consequences of these three coping methods (Tsarenko & Strizhakova, 2013) on
47
students' feelings of shared duty toward the university, as well as the mediating
role of shared responsibility in this process.
Table 9
“What Psychological Alterations did you observe in yourself as a result of the
online class?
Responses f %
Irritable 3 7.5
Constant Mood Swings 3 7.5
Unmotivated 3 7.5
Anxious, Stressed, and/or Depressed 8 20
Drained 5 12.5
Denial 2 5
Procrastinating 3 7.5
Shy 2 5
Dependent 1 2.5
More Mature 3 7.5
More Focused 2 5
More Confident 4 10
More Motivated 1 2.5
None 1 2.5
Total 40 100%
48
In Table 9, the majority of the 40 chosen students, 20% of them, observe
themselves as anxious, stressed and/or depressed, While the 12.5% feel drained
of learning in the online mode. 10% of the 40 chosen students are recognizing
themselves as a person who is more confident than they are before the
pandemic. The 5 7.5% realized that they are Irritable, constantly having mood
swings, Unmotivated, Procrastinating, and the last feels like they are more
mature than they are before. There are 3 5%; the first 5% of the chosen students
are in the denial stage of their struggles, the second 5% are noticing themselves
shy around people, and lastly, the other 5% are feeling more focused on their
goals and future. 2.5% are feeling dependent on other things such as social
media and technology. The other 2.5% is feeling motivated and the other 2.5%
doesn’t observe any changes in themselves.
This pandemic has an emotional impact on both adults and students. They
acknowledged with Chang et al. (2020a) and Chang et al. (2020b) that the public
health crisis has a long-term psychological impact. Pandemic fears normally fade
away after a period of time. The impact of adapting to new situations, and that
may have an impact on pupils' academic performance. According to Kamaludin
et al. (2020), as the pandemic nears its end, fear and the risk to one's health can
gradually fade. The concept of the disease and the desire to return to a "new
normal" will, nevertheless, have a long-term psychological impact on the
students. In exchange, this may have an impact on pupils' academic
achievement. Students must switch from traditional classroom instruction to
49
online learning. According to Sutarto et al. (2020), the learning process was
originally conducted face-to-face in the classroom, but has since been switched
to home learning via an online system or remote learning (Nasir et al., 2018) via
the use of various available media. The students used online learning for their
daily lessons and to analyze their academic achievement, and it caused them to
become worried. It is backed up by Irawan et al. (2020), who state that one of the
elements contributing to students' stress levels is the pressure of online lecture
duties, which force them to use online media that they have merely learnt and
must comprehend immediately.
Table 10
“What methods will you incorporate to enhance your psychological health while
participating in online learning?”
Response f %
Trusting Myself 6 15
Loving Myself 12 30
Knowing My purpose 3 7.5
Boosting Confidence 3 7.5
Finding and doing something interesting 8 20
Meditating 4 10
Staying connected with loved ones 3 7.5
Talking to God 1 2.5
Total 40 100%
50
In Table 10, 30% of the students are in the process of loving themselves
as a method of enhancing their psychological health. While the 20% are diverting
their attention, finding and doing something that captures their interest. The 15%
chose to trust themselves in the process. 10% of the 40 chosen students
meditate and take a rest as a method. The 3 7.5% are Knowing their purpose,
boosting their confidence, and the other percentage chose to maintain the
communication with their loved ones. The remaining 2.5% chose to talk to God in
order to accomplish the enhancement of their psychological health. The term
"psychological well-being" refers to a person's emotional well-being and general
functioning. Psychological well-being is defined by the author of a study
published in Applied Psychology: Health and Well-Being as "the combination of
feeling well and working efficiently." Researchers have also discovered that the
absence of discomfort does not always imply a person's psychological well-
being. Feeling pleased and doing well are two aspects of psychological well-
being. People who have high psychological well-being describe themselves as
capable, cheerful, well-supported, and content with their lives. In recent years,
there has been a lot of talk on student mental health in higher education, as
evidence reveals that mental health issues have a significant impact on students'
achievement, development, and study outcomes (Evans et al., 2018; Hughes &
Spanner, 2019; Sick et al., 2019; Thorley, 2017). Students with mental health
issues are less likely to complete and/or pass a course or module (Mojtabai et
al., 2015; Richardson, 2015), are more likely to drop out of university (Brown,
51
2016; Mojtabai et al., 2015; Richardson, 2015), and are less likely to achieve
higher grades (Brown, 2016; Mojtabai et al., 2015; Richardson, 2015).
(Eisenberg et al., 2009). Furthermore, students are more likely than non-students
to encounter or acquire mental health disorders, showing that studying and
university culture are key contributors (Brown, 2016; Ribeiro et al., 2018; Tinklin
et al., 2005; Winzer et al., 2018). Mental health is a global issue (Lozano et al.,
2012), and there is growing recognition of the need to take a proactive approach
to mental illness prevention, promotion, treatment, recovery, and rehabilitation
(Davies, 2014; WHO, 2013). This proactive and responsive strategy has been
highly embraced in higher education, and several white papers have been
published to underscore the need for more proactive tactics (Houghton &
Anderson, 2017; Hughes & Spanner, 2019).
52
CHAPTER 5
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter provides an overview of the research work completed, the
conclusions reached, and the recommendations made as a result of the study.
The purpose of this study is to determine how Online Learning Impacts the
Psychological Aspects of Grade 11 Students at Signal Village National High
School.
Summary of Findings
The findings of the study are follows:
1. Do you think that online learning has a detrimental impact on your
According to the study, 95 percent of respondents, or 38, agree that
online learning has a detrimental impact on their psychological well-
being, which is 95%, or 38.
2. What are the factors contributing to the decline in your psychological
well-being?
The study shows that the majority of students, which is 25% or 10
of the respondents, answered that social isolation is the factor that
53
3. How tough or simple is it for you to concentrate when you are
attending class online?
Based on the table, the vast majority of them (70%, or 28 out of the
interviewees) find it tough to concentrate when taking online classes.
4. In what ways can spending time in front of a screen while studying
affects your overall mental health?
As per the table, most of the students, which is 22.5% or 9 of the
respondents, feel distracted while studying in front of the class.
5. What Is the most challenging situation for you during distant learning?
According to the table, 17.5%, or 7 of the respondents, struggle
with external distractions and find it more stressful to have less social
interaction with their classmates or friends.
6. How did online learning affect your social interaction with others?
45% of 40 respondents, or 18 of them, find it less interactive with
their social interactions with their friends and classmates.
Out of 40 respondents, 45% of them, or 16 of them, said that the
advantages that online learning provides is that they gain
knowledge/lesson/skills despite the challenges they are facing.
8. How did you cope with the rapid adjustments in online learning mode
brought by the pandemic?
54
32.5% or 13 of the students answered that being guided by their
loved ones is how they cope with the rapid changes during online
learning mode brought by the pandemic.
9. What Psychological Alterations did you observe in yourself as a result
of the online class?
As a result of the online class, 20% or 8 of students feel anxious,
stressed, or depressed as psychological alterations occur to them.
10. What method will you incorporate to enhance your psychological
health while participating in online learning?
According to the table, 20% of the students, or 8 of the
respondents, are in the process of loving themselves in order to
improve their psychological health.
Conclusions
The following conclusions were formed based on the study's findings:
1. The researchers found out that most students think that online learning
has a disturbing or detrimental impact on their psychological state.
2. Most of the students answered that social isolation is the factor that
3. Researchers found out that most of the respondents, find it tough and
hard to concentrate during online class.
55
4. Based on the findings of the study. Most of the students were unable to
concentrate properly and they feel distracted while studying in front of the
screen during online sessions.
5. Most of the students discovered the challenging part of distant learning
which are the external distractions and feeling stressed when they can't be
able to socially interact or having a less social interaction with their
classmates and friends.
6. Most of the respondents answered that they became more distant and had
minimal contact with their friends because of the effect of online learning
on them and to their social skills.
7. Mainly of the students gained knowledge, lesson and skills regardless of
the challenges of online learning brought to them.
8. Most of the students answered that the guidance of their loved ones was
the one who helped them to cope with the sudden and rapid changes of
online learning.
9. As a result of online class, the majority of the students answered that they
feel anxious, stressed, or depressed throughout the online learning mode
during the pandemic.
10. The researchers figured out that most of the students are in the process of
loving themselves to help them enhance and give them a better
psychological state.
56
Recommendation
Based on the findings and conclusions presented the following recommendations
are suggested:
1. The government must take initiatives to support students with
inadequate internet access and devices, which are a necessity for
participating in distance learning.
2. Severe efforts in assisting the psychological aspects of learners
through the engagement of psychologists and counselors.
3. Work on communication and connection mechanisms among students
and between students and teachers.
57
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62
APPENDIX A
Letter to Conduct the Study with the Approval of the Coordinator of SHS
May 27, 2022
DR. NOEMI O. BAYLE
Principal IV
Signal Village National High School
Ballecer St., Zone 2 Central Signal Village, Taguig City
Dear Dr. Bayle,

Greetings of peace!
In partial fulfillment of our requirements for our subject Practical Research
I, we are grade 11 students of section ABM A from Signal Village National High
School and we are currently working on our research entitled "THE IMPACT OF
ONLINE LEARNING MODE ON THE PSYCHOLOGICAL HEALTH OF GRADE
11 SENIOR HIGH SCHOOL STUDENTS IN SIGNAL VILLAGE NATIONAL HIGH
SCHOOL".
In line with this, we would like to respectfully request your permission to
fully equip and utilize the information requested in the attached questions for our
interview. It is presumed that all information gathered will be kept confidential and
used solely for academic purposes.
We believe that you are with us in our enthusiasm to finish the
requirement as compliance for our subject and to develop our well-being. We
look forward to hearing from you on this humble topic. Your approval to conduct
this study will be greatly appreciated.
Respectfully yours,
ERICKA CAWAS
Group Leader
Noted by:
DR. REYNALDO A. NAMA
Subject Specialist
Approved by:
DR. NOEMI O. BAYLE
Principal IV
63
APPENDIX B
Informed Consent
Dear Respondents,
The researchers are currently conducting research on the “The Impact of
Online Learning Mode on The Psychological Health of Grade 11 Senior
High School Students in Signal Village National High School." The
researchers would appreciate your time and effort in addressing the interview
questions in this context. This may encourage you become more cognizant of
your psychological well-being while studying online, empowering you to more
successfully overcome challenges and achieve your life objectives. Please try
responding to each item, and be assured that your answers will be kept
completely confidential. Every documentation obtained through this research
method will be used solely for the purposes of this study.
Thank you for your time and consideration.
Yours sincerely,
The Researchers
64
APPENDIX C
Interview Questions
THE IMPACT OF ONLINE LEARNING MODE ON THE PSYCHOLOGICAL
HEALTH OF GRADE 11 SENIOR HIGH SCHOOL STUDENTS IN SIGNAL
VILLAGE NATIONAL HIGH SCHOOL
Good day! We are the researchers from Signal Village National High
School's 11-ABM A, and we are now doing a research study to determine Impact
of Online Learning Mode on the Psychological Aspects of Signal Village National
High School's Students. Please respond accurately to the following questions.
1. Do you believe that online learning has a detrimental impact on your
being?
3. How tough or simple is it for you to concentrate when you are attending an
online class?
4. In what ways can spending time in front of a screen while studying effect
your overall mental health?
5. What is the most challenging situation for you during distant learning?
6. How did the online learning affect your social interaction with others?
65
8. How did you cope with the rapid adjustments in online learning mode
brought on by the pandemic?
9. What psychological alterations did you observe in yourself as a result of
the online class?
10. What methods will you incorporate to enhance your psychological health
while participating in online learning?
66
APPENDIX D
1. Do you believe that online learning has a detrimental impact on your
Respondent 1: Yes, I believe that this new learning setup affects my character.
One common phenomenon is the change in my socializing skills, I am friendly
and referred to as an extrovert by peers, but now I find it hard to reach out to new
people and stay with my old friends.
Respondent 2: Yes, I do believe the sudden change of our learning system force
me to adjust. and I can say that adjusting is not easy since I’m not use in using
internet as a way of learning. So attending online classis a bit stressful,
especially when my gadget and internet is not functioning.
Respondent 3: Yes, I believe that online learning has a detrimental impact on
psychological well-being, like leading to feelings of anxiety and depression. As a
student, a lot of adjustments have taken place because of having an online class
and I experienced struggles in my studies which affect psychological well-being.
Respondent 4: I think yes. If I compare myself before online classes happened, I
have become lazier than before.
Repondent 5: Yes. Online learning really shapes my psychological well-being.
Unfortunately, it leads to social isolation and distancing myself.
Respondent 6: Yes.
Respondent 7: Yes.
Respondent 8: Yes.
Respondent 9: Yes, I do believe that online learning has detrimental impact on
my mental health
Respondent 10: Yes.
Respondent 11: Yes, personally it affected me. I’ve learned the hard way to
realize how mental draining this online class is.
Respondent 12: Yes.
Respondent 13: Yes.
Respondent 14: Yes.
Respondent 15: Yes, I believe that online learning has a detrimental impact on
my psychological well-being.
Respondent 16: Yes
Respondent 17: I feel that online learning has both beneficial and negative
consequences, depending on how the person or student approaches the online
classes. According to certain research, utilizing gadgets often over a lengthy
period of time has a significant impact on your psychological well-being.
Respondent 18: Unfortunately, yes, since I started online learning, I seemed to
be uninterested and neglected to my study and I’m also starting to isolate myself
and lose interest in communicating with my classmates as well as with my
friends.
Respondent 19: Yes.
67
Respondent 20: Yes, I do believe that online learning has an impact on my

psychological health.
Respondent 21: Yes, I do believe that online learning has a detrimental impact
on my psychological well-being.
Respondent 22: Yes, Online learning has a detrimental impact on our
psychological well-being.
Respondent 23: Online learning had no detrimental impact on my psychological
well-being. I do not believe it can cause any harmful impact especially if the
student was provided with the resources needed for online classes and the home
environment is comfortable enough that the individual can focus on studying,
which is what I am experiencing.
Respondent 24: Yes, I often have heightened anxiety about keeping up with my
schoolwork, and sometimes I just feel hopeless, as if there is no end to this kind
of feeling.
Respondent 25: Yes.
Respondent 26: For me, yes, when this pandemic happened. I was in 10th grade
at that time. And it's my first experience with online classes. In the first two
grades of grade 10, there was no night I didn't cry. I was anxious and stressed at
that time.
Respondent 27: Yes.
Respondent 28: Yes, I believe that because online learning for me is new and
overwhelming. It's like a new specification that is added to a one system, so I
think it's normal to feel a detrimental impact in doing this learning mode.
Respondent 29: For me, yes, I can see the expanse of the impact on my
psychology, especially on others. like me the size of the effect on me.
Respondent 30: No.
Respondent 31: Yes.
Respondent 32: Yes.
Respondent 33: Yes. it's been almost 2 years since pandemic happened and
schools switched to online learning systems. i can clearly say that i have
experienced an increase in stress, anxiety, and have felt some negative feelings
intensified, such as fear, worry, or boredom.
Respondent 34: Yes.
Respondent 35: Yes.
Respondent 36: Yes, it does since it is primarily shown with my increasing stress
level due to school works, rise of anger management issues when it comes to
distraction, and anxiety caused by this distance learning.
Respondent 37: Yes, ever since we started doing online learning I noticed some
negative changes on my psychological because it lessened my physical
interaction with other people due to the absence of traditional face-to-face
classes.
Respondent 38: Yes. This is because I tend to set higher expectations for myself
since this mode of learning became more academically challenging for me. Most
68
of the time, it’s the pressure that I feel that causes me to view things negatively;
and this mindset caused me a negative impact on my psychological well-being.
Respondent 39: Yes, I believe that online learning has a negative impact on my
mental health. We have direct interaction with our teachers during face-to-face
classes. However, online education presently provides very few opportunities for
interaction. Furthermore, no one will be able to understand the teachers, and we
currently spend an average of over six hours or more every day online for online
classes and entertainment. As a result, I spend most of my day attached to
screens without being supervised or guided, which stresses us even more due to
the abundance of activities.
Respondent 40: Yes, this pandemic had a negative impact on my way of coping
up with schoolwork’s because of various factors that affected my mental and
psychological health.
being?
Respondent 1: The most challenging situation in my distant learning is coping

with the pile of schoolwork. It is hard to deal with your responsibilities in school
and at home. Not only am I a student, but I'm also a child of my parents. I cannot
disregard one of the two because my school and role in the house are valuable.
Respondent 2: Everything for me is challenging. At first we don’t have Wi-Fi so
the only to have an internet access is data. So I need to load, for 50 pesos daily.
And for people like me consuming a hundred pesos for load every single week is
expensive. I also feel like I’m alone because we have face to face I can ask my
classmates when I have questions and can have fun with them. Though, I can
still ask them and talk to them virtually, personal interaction with them is quite
different from virtual. cause in person I can feel more their emotions. Doing my
activities is Quite challenging also. Sometimes I need to sleep late at night just to
finish a single activity.
Respondent 3: My thoughts on the matter are developing a time management
strategy is possibly the most challenging situation for me as a student to face
because it is fully dependent on self-motivation. I must take my education
seriously, know how to control my time, set a daily plan, and study despite many
distractions.
Respondent 4: I remember two months ago; I was really stressed because of our
financial plan in our entrepreneurship subject. As a student who lacks skills in
terms of computers, I waste a lot of time while using Excel, but I'm still grateful
because now I already know how to use it.
Respondent 5: To keep my focus on the screen as the online class is so lacking
in engagement with the students.
Respondent 6: Probably the unstable internet connections. I can't count how
many times I had to go to the store and buy load just so I can attend my online
69
classes and sometimes even with data, the signal is bad. It's hard to listen and
focus when it happens.
Respondent 7: It is when I was naive about using platforms that we use during
distance learning, and the capability to be emotionally stable because you don’t
have someone to accompany you.
Respondent 8: The most difficult situation for me is when I have to accomplish

several things at once while also suffering from brain fog, in which my mind is
unable to operate correctly due to the numerous of negative thoughts. Because I
am unable to regulate my emotions, as a result, I've been unable to apply my
creativity to a school project or output.
Respondent 9: Finding Motivation.
Respondent 10: I think whenever I see and hear news that my fellow
schoolmates can’t cope up with the costly demands of online classes. It affects
me knowing how unfair this system is.
Respondent 11: It is when I’m losing motivation and can’t process and
concentrate during class time.
Respondent 12: The most difficult issue I've encountered during online classes is
when our internet becomes inconsistent, and then when it's time for our group to
present our report, the wife became unstable, and I lost connection to our online
meeting.
Respondent 13: The most challenging situation I experienced during distance
learning is when I got sick, I feel drained but I can't take a rest because I have a
lot of deadlines to meet.
Respondent 14: I think the most challenging is having a hard time reaching out to
people. During face-to-face classes, every time I'm having a hard time, I would
always talk to my friends about it but I think during distance learning, it became
much harder for me to communicate with them.
Respondent 15: Lacking the materials required to do a specific task.
Respondent 16: Perhaps when it comes to time management, particularly during
sleeping hours. It impacts my concentration before classes begin, as well as my
confidence in engaging in class activities, making you feel unmotivated to
concentrate and study.
Respondent 17: For me the most challenging situation is when every time we
have a group projects and reporting’s. It was so hard for me to know how can I
approach and communicate to my groupmates since I didn’t talk to them that
much.
Respondent 18: For me the most challenging situation during distance learning is
my distractions.
Respondent 19: For me, the most challenging situations are those in school that
require interaction, such as groupings, experiments, and so on.
Respondent 20: The most difficult situation for me is the lack of physical distance
between students and teachers as a result of the online learning environment,
which has made it difficult for me to connect with my teachers.
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Respondent 21: I think the most challenging is that managing our time because
we all have different responsibilities both being a daughter and student and It's
so difficult to reach out to my friends not like when face-to-face, we always
having fun and chatting.
Respondent 22: It was a hard challenge attending online classes if your internet
connection is slow. I had an experience where I was frustrated trying to connect
to our neighbor's Wi-Fi because ours aren't working and so, I had to borrow
another device from my brother because I couldn't use my desktop at home.
Respondent 23: The most difficult situation for me during distance learning, I
believe, is receiving an excessive workload from the teachers, which makes it
difficult for me to manage my time.
Respondent 24: The most challenging to me in a distance learning would be
having time management, I often end up cramming.
Respondent 25: For me, facing my phone or computer for a long time makes me
lose my concentration, and it always results in me becoming stressed and getting
angry over anything.
Respondent 26: I can’t ask or approach any of my classmates easily to ask a
certain lesson discussed that I didn’t understand quite well, unlike if it’s “face to
face”.
Respondent 27: In my perspective, one of the most challenging situation in
distant learning is how to focus and learn easily by just attending a class session.
It is really difficult to learn because of so many distractions that can disrupt your
concentration in your class and also there are so many obstacles in distant
learning that is really making it difficult such as internet interruptions, technical
difficulties, shortage of materials and lack of knowledge in this kind of learning
mode.
Respondent 28: To me the most difficult situation is distant learning especially if
the school you are attending is far away and hassle as well.
Respondent 29: When it comes to groupings. I can say that it is more challenging
for me due to the fact that sometimes there is a miscommunication called kapag
hindi sa personal nag uusap.
Respondent 30: Staying at home to complete your tasks while also dealing with
disturbances in my neighborhood, I believe, would be the most challenging for
me.
Respondent 31: Too many outputs compared to face to face class.
Respondent 32: Staying focused on online classes is a challenge. separating
home life and class time, not following a routine schedule, the distractions at
home, caused me not to able to concentrate well with my classes. as a result, i
tend to cram, procrastinate, and set things aside. this causes pressure, stress,
and anxiety to me. moreover, it’s more challenging for me to learn new
information, and even though i just sit in front of the laptop, i feel like i am
physically tired.
Repondent 33: For me, the most challenging situation during the distant learning
is that having lack of device and internet connection.
Respondent 34: Dealing with external distractions while studying.
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Respondent 35: The most challenging situation for me will be me managing my
time. During this distant learning, I experienced having tons of school works, org
responsibilities to finish, alongside the burden of household chores which is really
hard to deal with.
Respondent 36: For me, the most challenging part of our new learning set-up is
how to cope up with the stress, anxiety, and depression from having a lot of back
logs. Distant learning is quite tough for students like me who are struggling to
focus on their online classes due to different distractions they at home. Finishing
a single task usually takes a long time for me to accomplished since I am having
a hard
time to be motivated to do it because I’m always distracted so my thoughts are
scattered sometimes.
Respondent 37: It is the most challenging when the electricity goes out. Without
it, I am unable to power the devices I use for online learning. It makes our house
fall into complete darkness. It is also extremely inconvenient for me to work
without electricity. To put it simply, it completely prevents me from doing almost
anything, and this is why it is such a huge challenge for me.
Respondent 38: I think it’s having no proper place to study and communicate. It
is hard to focus on studying when you have no proper place to do it, just like me.
I often go to different locations in our house just to find a space where I can do
my homework to avoid distractions and noise. Communication is also a big
challenge because some don’t have stable internet or signal to communicate
online.
Respondent 39: The most difficult circumstances for me during distance learning
are separating home life and class time, not following a routine schedule, and the
distractions at home that caused us, students, not to be able to concentrate well
with our classes. As a result, we students tend to procrastinate and set things
aside, then deadlines are missed. This causes pressure, stress, and anxiety to
us.
Respondent 40: Pressure and Anxiety.
3. How tough or simple is it for you to concentrate when you are attending an
online class?
Respondent 1: It is not hard to focus in class if you are willing. You can disregard
distractions as long as you are genuinely interested.
Respondent 2: It’s very difficult especially I need to wake up early in the morning.
Furthermore, we got a lot of kids in the house so sometimes my surrounding is
loud they were playing. And also because of present distraction in my
environment. Like my Phone, television and of course some loud speaker playing
around.
Respondent 3: It's difficult to concentrate online class because there are so many
distractions. You concentrate on a lot of different things when learning, not simply
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the topic. To learn, you adopt all of these factors. Most of the time when we
attending an online class, all of these aspects are missing, making learning much
more difficult.
Respondent 4: It feels tough sometimes because there are so many distractions
like household chores, noise from my family, and loud music from my neighbor.
Respondent 5: It is as tough as solving a thousand-piece puzzle
Respondent 6: There are times where I can concentrate easily and times where I
get distracted. It depends upon my mood that day but on average I feel it is quite
simple.
Respondent 7: Depending on the surroundings whether it is quiet or some
neighbors try to play music.
Respondent 8: Because of the noise from my neighbors or family members, I find
it difficult to concentrate online. Distractions such as phone notifications and the
temptation to play online games are also there.
Respondent 9: It’s tough, especially when the subject is not fitted on your
preference, considering that it’s online, you can’t really feel the ambiance of
learning space.
Respondent 10: It is easy for me to listen but at times there are instances that
distracts me in listening well.
Respondent 11: It is tough; I am not able to listen attentively at sometimes due to
some distractions.
Respondent 12: For a student like me, who is used to attending face-to-face
classes, I would say that it is very tough or hard for me to concentrate when
studying through an online class. There are so many distractions around me
when I am studying online, like technical problems, background noises, and so
on.
Respondent 13: It is hard compared to face-to-face classes because you can
focus when you have an interaction with your teacher.
Respondent 14: Personally, it's tough to focus or concentrate on classes
because of the noise not just inside our house, but also outside. Another reason
is not having a good quality of connection. Sometimes, in the middle of the class,
I would be disconnected or the gadget that I'm using would lag because of the
poor connection, causing me to lose my concentration.
Respondent 15: I could concentrate well in my online classes as long as no noise
could distract me while listening to the lesson.
Respondent 16: Developing a time management system is possibly the most
challenging I've faced because it is entirely dependent on self-motivation. But I
recommend it the most since it is the most effective way to help you focus on the
entire discussion you are attending.
Respondent 17: Sometimes it is tough and sometimes it is simple for me to
concentrate in online class. And honestly it all depends on how fast or slow the
internet connection, the noise from my neighbors and how I easily understand
the lessons and how the way our teachers discuss the lessons.
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Respondent 18: It is tough for me because of the background noises that I hear
every day outside of our house, as well as the distractions around our house
such as my pets, gadgets, and children.
Respondent 19: It's difficult for me since it's difficult for me to refocus after being
interrupted in class.
Respondent 20: As a student, it is tough for me to concentrate because of the
distraction around me such as background noises, notifications, gadgets,
technical difficulties etc.
Respondent 21: It's very tough to focus because of poor internet connection,
people inside the house are noisy and problems that distracting you.
Respondent 22: It's totally simple for me to concentrate in online classes
because I usually charge or distance myself with other devices to avoid
distraction. I also wear headset which I think is one of the reasons why I listen
keenly to my teachers.
Respondent 23: It's difficult to concentrate in an online class because there are
so many distractions that divert my attention away from the class. There are
numerous distractions at home, like my phone, television, family members talking
with you, and a noisy environment.
Respondent 24: I’m really having a hard time focusing on class, it is often caused
by lack of sleep as well as the distracting environment.
Respondent 25: I think the factors are stress and fear of not completing my
homework on time.
Respondent 26: It depends on; how much I slept, the time of the class, if there
will be people around me (Ask me something about chores or something else).
Respondent 27: For me it is a little bit tough because of so many distractions
around you during a class session such as noise, social media and house chores
that will really make it really hard to concentrate in your class.
Respondent 28: For me, it's hard to concentrate on the online class, especially if
the area around your house is noisy. It's stressful for me because there are
classes and many are ordered, so it's hard to focus on the online class.
Respondent 29: Great, When I get up in the morning I really put in my mind that,
Focus on my goal and study more to be able to graduate soon.
Respondent 30: The fact that we’re studying at home, it’s not simple to
concentrate during online classes because of disturbances happening inevitably.
Respondent 31: It's easy if I'm interested in the subject, but it is hard to focus
when I don't understand the subject.
Respondent 32: attending online classes for me is hard. it really takes willpower
to force me to focus on what my teachers are saying as well as in doing school
works. since i just sat at home, there are so many things that distracts me and
one of which is that I’m drawn to other online things that i could spend just a
minute checking.
Respondent 33: Sometimes it's tough when I'm thinking way too much about the
things I need to do for that day and I can't concentrate when my surrounding is
messy and rowdy.
Respondent 34: I get easily distracted due to unnecessary noises.
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Respondent 35: It is very tough, if I'm allowed to scale from 1-5 with 5 being the
toughest, it's 5, since in this set up there are many distractions, chores, lack of
self-discipline, and other household activities to accomplish that affects my
concentration.
Respondent 36: It is indeed tough for me to concentrate attending online class
due to different distractions we have at home such as loud noises coming from
our neighbors, family members frequently asking questions, and animal noises
which distracts me from focusing on my online classes.
Respondent 37: It isn’t very difficult for me to focus during online class.
Concentrating during class is an easy thing for me to do because I study in a
quiet & comfortable place that is suitable for studying. I conduct online learning in
an ideal learning space and that’s why I don’t encounter any obstacles that can
hinder me to concentrate.
Respondent 38: Honestly, it is hard for me to focus online as I see many
distractions at home and, nowadays, it is so hot in the Philippines that it causes
me to lose focus. It is hard to focus on studying if you don’t have a proper place
to study.
Respondent 39: Attending an online class is usually difficult for me, especially
when my internet connection is unstable. I also feel pressured to engage in
recitation at times.
Respondent 40: It's really hard because of several factors like noise from my
surroundings and a non-stable internet.
4. In what ways can spending time in front of a screen while studying effect your
overall mental health?
Respondent 1: Spending time in front of a screen for half a day gives a feeling of
loneliness, our previous learning environment with the outside world, and
physical moments with peers, classmates, and teachers. Now, it is silent solitude
inside our rooms and gadgets.
Respondent 2: I think spending too much time in front of screen can cause eye
dryness and irritation It can also cause sleeping problems and headache that
why we are getting more stress.
Respondent 3: Spending time in front of a screen while studying or use of digital
devices is linked with well-being and effect mental health. Too much screen time
is associated with a range of negative mental health outcomes such as
psychological problems, low emotional stability, and greater risk for depression or
anxiety.
Respondent 4: For my mental health, sometimes I feel distracted, have social
media fatigue, and exhausted while studying.
Respondent 5: It is detrimental as I indulge myself in something so unproductive
and it affects me to become so idle.
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Respondent 6: Studying all day in front of a screen seems isolating and there's
this feeling of loneliness and pressure.
Respondent 7: Spending more time on screen can make me bored and it is not
easy to read emotions in general.
Respondent 8: Online learning is a self-learning method in which you have no
one to talk to if you're having trouble, which can have a negative effect on our
mental health since we feel isolated. At the same time, I find that reading on a
screen does not help me retain information; I prefer hardcopy books.
Respondent 9: It can lead to a sedentary lifestyle.
Respondent 10: Well first of all, I’ve developed astigmatism in the course of 2
years under online classes but for mental health, I think it affected me so much to
the point I am questioning my existence.
Respondent 11: It leads into procrastination and makes me cram all day.
Respondent 12: Our mental health is one of the most common problems in online
learning. For me, stress and anxiety are the effects on my mental health. Many of
us can't focus on online learning because of responsibilities that we have to fulfill
while we are at home, lack of time management, inability to focus because of
social media, etc.
Respondent 13: Spending time in front of a screen for a long while studying will
distract your mind. A lot of things will try to attempt to enter your mind resulting in
scattered thoughts.
Respondent 14: Maybe it affects my mental health because I'm not really a fan of
looking at the screen for too long. Just the fact that it is needed that I look at my
screen for too long is giving me headaches and frustration.
Respondent 15: Not really.
Respondent 16: It bothers you and makes your focus poor while you are listening
to hours of discussion while facing a screen that radiates your eyes. It also
makes you dizzy, especially if you don't get enough sleep.
Respondent 17: Actually spending time in front of a screen while studying is
making me more feel nervous and worried because I don’t know what was the
impression of my classmates to me and I also can’t read or see their emotions.
Respondent 18: I think spending much time in screen caused me a stress
because of dizziness.
Respondent 19: Spending time in front of a screen while studying effect my
mental health in a way that making me exhausted and stress.
Respondent 20: I experience insomnia as a result of spending too much time in
front of a screen; I believe it is due to radiation.
Respondent 21: Spending time in front of a screen more than an hour causing
the students to have headache and physical strain to your eyes and body.
Respondent 22: Spending too much time studying in front of a screen can
negatively affect your mental health and it depends on the student's device.
Probably, if you're using a phone, you'll most likely feel easily tired because you
think that you have a lot to study or read since the space of a phone's screen is
too small compared to laptops or computers.
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Respondent 23: Even though I only sit in front of a computer, the feeling of
exhaustion after long online classes has been extremely draining. Furthermore,
social isolation, stress, and loneliness caused by spending time in front of screen
while studying increased feelings of anxiety and lack of motivation.
Respondent 24: We utilize not only our hands and eyes, but also our minds while
we learn; if spending time in front of the screen while studying is quite long, our
minds become exhausted.
Respondent 25: I didn't have a problem concentrating on online learning because
I have a quiet and nice place.
Respondent 26: Due to the overwhelming exposure of screen time. It affects my
peace, I suffer from panic that there are instances that I don't know what exactly I
should do.
Respondent 27: One way it can affect is by having a mental breakdown out of
nowhere when you're studying because of a realization or you're being
overwhelmed by the pile of schoolwork that you need to do. It can also affect in a
way of overthinking so many things that will really lead you to imagine things and
outcomes that seem impossible to happen.
Respondent 28: Studying in front of the screen affects my mental health,
especially when you're on the phone. It's a bit painful for the eyes, so I have time
to darken
my vision because I'm focused on the screen all day because of doing the
assignment.
Respondent 29: None.
Respondent 30: It affects my individuality in a way that makes me exhausted and
burned out. Class after class, we still have a lot of given tasks to finish and it's
difficult to take time away from any gadgets since our means of passing
homework is digital.
Respondent 31: Looking into the screen non-stop can tire and sore my eyes,
thus making myself believe that I am over studying.
Respondent 32: Online learning was more likely to interrupt our studies and felt
more socially isolated which results to the risk of depression and anxiety. During
an online class, there’s information overload plus facing the screen for prolonged
periods is mentally draining.
Respondent 33: It can negatively affect my mental and emotional health because
it increases the risk for my anxiety and stress.
Respondent 34: Excessive screen time has worsened my anxiety.
Respondent 35: Spending time studying in front of a screen affects my mental
health by giving me a silent battle against myself. A battle as to where I have 2
choices, the urge to study or the temptation to play video games. It also affects
my self-esteem since we're now just communicating online, and in times of
isolation, gaining confidence is a hard thing to do.
Respondent 36: Well, for me, too much spending time in front of my
laptop/cellphone indeed affect my mental health as it increases my anxiety and
depression. I also noticed that I developed an anger issue since I get easily
frustrated and irritated when someone disturbed me while I’m studying.
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Respondent 37: It drains me in a way that it causes me to lose my motivation to
study. Since almost every academic activity in this mode of learning are held
online, I tend to force myself to keep working despite having my energy drained.
My mental health is the one that is mostly affected by this behavior of mine.
Respondent 38: For me, studying while on screen is fine, but studying for too
long in front of a screen for a long time causes my head to hurt. With my
experience with online, every time a class ends, even though I am only sitting for
the whole class, I feel really exhausted.
Respondent 39: Studying in front of a screen has a negative impact on my
mental health since it overburdens my senses, reduces my capacity to focus, and
disrupts my attention span.
Respondent 40: It affects my mental health in a negative way. I always feel like I
am always alone and I need to do it perfectly which pressures me and drains me
all the time.
5. What is the most challenging situation for you during distant learning?
Respondent 1: The most challenging situation in my distant learning is coping

with the pile of schoolwork. It is hard to deal with your responsibilities in school
and at
home. Not only am I a student, but I'm also a child of my parents. I cannot
disregard one of the two because my school and role in the house are valuable.
Respondent 2: Everything for me is challenging. At first we don’t have Wi-Fi so
the only to have an internet access is data. So I need to load, for 50 pesos daily.
And for people like me consuming a hundred pesos for load every single week is
expensive. I also feel like I’m alone because we have face to face I can ask my
classmates when I have questions and can have fun with them. Though, I can
still ask them and talk to them virtually, personal interaction with them is quite
different from virtual. cause in person I can feel more their emotions. Doing my
activities is Quite challenging also. Sometimes I need to sleep late at night just to
finish a single activity.
Respondent 3: My thoughts on the matter are developing a time management
strategy is possibly the most challenging situation for me as a student to face
because it is fully dependent on self-motivation. I must take my education
seriously, know how to control my time, set a daily plan, and study despite many
distractions.
Respondent 4: I remember two months ago; I was really stressed because of our
financial plan in our entrepreneurship subject. As a student who lacks skills in
terms of computers, I waste a lot of time while using Excel, but I'm still grateful
because now I already know how to use it.
Respondent 5: To keep my focus on the screen as the online class is so lacking
in engagement with the students.
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Respondent 6: Probably the unstable internet connections. I can't count how
many times I had to go to the store and buy load just so I can attend my online
classes
and sometimes even with data, the signal is bad. It's hard to listen and focus
when it happens.
Respondent 7: It is when I was naive about using platforms that we use during
distance learning, and the capability to be emotionally stable because you don’t
have someone to accompany you.
Respondent 8: The most difficult situation for me is when I have to accomplish
several things at once while also suffering from brain fog, in which my mind is
unable to operate correctly due to the numerous of negative thoughts. Because I
am unable to regulate my emotions, as a result, I've been unable to apply my
creativity to a school project or output.
Respondent 9: Finding Motivation
Respondent 10: I think whenever I see and hear news that my fellow
schoolmates can’t cope up with the costly demands of online classes. It affects
me knowing how unfair this system is.
Respondent 11: It is when I’m losing motivation and can’t process and
concentrate during class time.
Respondent 12: The most difficult issue I've encountered during online classes is
when our internet becomes inconsistent, and then when it's time for our group to
present our report, the wife became unstable, and I lost connection to our online
meeting.
Respondent 13: The most challenging situation I experienced during distance

learning is when I got sick, I feel drained but I can't take a rest because I have a
lot of deadlines to meet.
Respondent 14: I think the most challenging is having a hard time reaching out to
people. During face-to-face classes, every time I'm having a hard time, I would
always talk to my friends about it but I think during distance learning, it became
much harder for me to communicate with them.
Respondent 15: Lacking the materials required to do a specific task.
Respondent 16: Perhaps when it comes to time management, particularly during
sleeping hours. It impacts my concentration before classes begin, as well as my
confidence in engaging in class activities, making you feel unmotivated to
concentrate and study.
Respondent 17: For me the most challenging situation is when every time we
have a group projects and reporting’s. It was so hard for me to know how can I
approach and communicate to my groupmates since I didn’t talk to them that
much.
Respondent 18: For me the most challenging situation during distance learning is
my distractions.
Respondent 19: For me, the most challenging situations are those in school that
require interaction, such as groupings, experiments, and so on.
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Respondent 20: The most difficult situation for me is the lack of physical distance
between students and teachers as a result of the online learning environment,
which has made it difficult for me to connect with my teachers.
Respondent 21: I think the most challenging is that managing our time because
we all have different responsibilities both being a daughter and student and It's
so difficult to reach out to my friends not like when face-to-face, we always
having fun and chatting.
Respondent 22: It was a hard challenge attending online classes if your internet
connection is slow. I had an experience where I was frustrated trying to connect
to our neighbor's Wi-Fi because ours aren't working and so, I had to borrow
another device from my brother because I couldn't use my desktop at home.
Respondent 23: The most difficult situation for me during distance learning, I
believe, is receiving an excessive workload from the teachers, which makes it
difficult for me to manage my time.
Respondent 24: The most challenging to me in a distance learning would be
having time management, I often end up cramming.
Respondent 25: For me, facing my phone or computer for a long time makes me
lose my concentration, and it always results in me becoming stressed and getting
angry over anything.
Respondent 26: I can’t ask or approach any of my classmates easily to ask a
certain lesson discussed that I didn’t understand quite well, unlike if it’s “face to
face”.
Respondent 27: In my perspective, one of the most challenging situation in
distant learning is how to focus and learn easily by just attending a class session.
It is really difficult to learn because of so many distractions that can disrupt your
concentration in your class and also there are so many obstacles in distant
learning
that is really making it difficult such as internet interruptions, technical difficulties,

shortage of materials and lack of knowledge in this kind of learning mode.
Respondent 28: To me the most difficult situation is distant learning especially if
the school you are attending is far away and hassle as well.
Respondent 29: When it comes to groupings. I can say that it is more challenging
for me due to the fact that sometimes there is a miscommunication called kapag
hindi sa personal nag uusap.
Respondent 30: Staying at home to complete your tasks while also dealing with
disturbances in my neighborhood, I believe, would be the most challenging for
me.
Respondent 31: Too many outputs compared to face to face class.
Respondent 32: Staying focused on online classes is a challenge. separating
home life and class time, not following a routine schedule, the distractions at
home, caused me not to able to concentrate well with my classes. as a result, i
tend to cram, procrastinate, and set things aside. this causes pressure, stress,
and anxiety to me. moreover, it’s more challenging for me to learn new
information, and even though i just sit in front of the laptop, i feel like i am
physically tired.
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Repondent 33: For me, the most challenging situation during the distant learning
is that having lack of device and internet connection.
Respondent 34: Dealing with external distractions while studying.
Respondent 35: The most challenging situation for me will be me managing my
time. During this distant learning, I experienced having tons of school works, org
responsibilities to finish, alongside the burden of household chores which is really
hard to deal with.
Respondent 36: For me, the most challenging part of our new learning set-up is
how to cope up with the stress, anxiety, and depression from having a lot of back
logs. Distant learning is quite tough for students like me who are struggling to
focus on their online classes due to different distractions they at home. Finishing
a single task usually takes a long time for me to accomplished since I am having
a hard time to be motivated to do it because I’m always distracted so my
thoughts are scattered sometimes.
Respondent 37: It is the most challenging when the electricity goes out. Without
it, I am unable to power the devices I use for online learning. It makes our house
fall into complete darkness. It is also extremely inconvenient for me to work
without electricity. To put it simply, it completely prevents me from doing almost
anything, and this is why it is such a huge challenge for me.
Respondent 38: I think it’s having no proper place to study and communicate. It
is hard to focus on studying when you have no proper place to do it, just like me.
I often go to different locations in our house just to find a space where I can do
my homework to avoid distractions and noise. Communication is also a big
challenge because some don’t have stable internet or signal to communicate
online.
Respondent 39: The most difficult circumstances for me during distance learning
are separating home life and class time, not following a routine schedule, and the
distractions at home that caused us, students, not to be able to concentrate well
with our classes. As a result, we students tend to procrastinate and set things
aside, then deadlines are missed. This causes pressure, stress, and anxiety to
us.
Respondent 40: I struggle self-studying that's why It's really hard for me to come
up with the lessons and activities.
6. How did the online learning affect your social interaction with others?
Respondent 1: Socializing online can be awkward at times. Online socializing

makes me feel shy to reach out to my classmates online unless I ask them
something related to our class.
Respondent 2: In face to face set up I feel like I have a lot of people at my back
because I can feel the support of my friends and classmates whenever I need
them. but now in online learning I only communicate 3 to 5 person a day. I just
message them if I have clarifications about academics. I just felt sad because I
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could not experience the bonding that I experience in my previous school year
because of our online learning set-up.
Respondent 3: With the present of Covid-19 pandemic, many students are
learning that school is not only for learning, but also for social interaction. Most of
us feel that the lack of social interaction might lead to loneliness and lack of
motivation. I feel lonely when I don’t get to see my friends. No one wants to feel
alone and isolated. This actively demonstrates that online learning affects our
mental and physical health. Spent on online usage has been associated with
negative outcomes like depression and behavior problems. I think this is one of
the main reasons why online learning can affect social interaction with others.
Respondent 4: To be honest, online learning affects my social interactions
because every single day I become distant, and now I am able to know who truly
stays. And now I understand what they said about quality over quantity.
Respondent 5: It created a wall for me to freely communicate with others, being
an introvert it is already awkward for me to speak with strangers but this
environment gave me a lot more reason to stay in and never interact with people.
Respondent 6: In terms of social interaction, I can say that It's not the best for
you only get to talk to classmates through video call and messages. Sometimes
they don't even respond and events are harder to organize and get the class to
come together as opposed to face to face classes.
Respondent 7: It affects the way that I tend to hide my emotions and become
lonelier than the usual.
Respondent 8: I'm used to being alone that’s why I find it difficult to express how I
feel about some situation. And because I'm not good at expressing my emotions,
I'm frequently misunderstood by other people, and sometimes I’m having social
anxiety I'm not at ease when there are a lot of people in front of me.
Respondent 9: Got shyer, especially with classmates that you met only through
online.
Respondent 10: Well because of online learning, I’ve been constantly
communicating with my friends through social media only though.
Respondent 11: Due to this distant learning, I am interacting with my friends thru
social media platforms.
Respondent 12: My social interaction with others is highly influenced by my

online studies. In terms of interaction, it does not prove to be helpful to me.
Because of my shyness, I don't have much interaction with my classmates during
online sessions, and I don't get to know them as well as I would in person.
Respondent 13: Online learning negatively affects my social interaction with
others, as days go by I feel distant from my friends, and so I isolate myself from
others.
Respondent 14: Just like what I said, it became much harder for me to
communicate with other people, such as my friends, causing my social
interaction with others to decline too.
Respondent 15: It helped me in the sense that I was able to interact with my
classmates, whom I did not know personally.
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Respondent 16: I can contribute their opinions on numerous subjects through
social engagement through online learning. Student-led online discussions can
lead to a greater comprehension of course themes and theories, as well as
interesting personal applications. As a result, my social abilities improved and I
had more knowledge about it.
Respondent 17: It was like a double edge sword for me, it can be good or bad
affect to my social interaction. First in a good affect, it is helping me to overcome
my social disadvantages and social isolations, it starting to develop my way of
communicating with others specially with my classmates. Then in bad affect, I
begun to feel anxious and worried to every word or my way of approaching my
classmates since this kind of learning platform is new to me.
Respondent 18: Online learning affects my social interaction because I don’t
really get opportunities to talk to my classmate on google meet.
Respondent 19: It affects my social interaction because I become more introvert.
Respondent 20: I am unable to share my thoughts and ideas on various subjects
with my classmates.
Respondent 21: It made me harder to communicate, causing my social
interaction with others to decline too.
Respondent 22: Online learning helped me improve my social skills. I became
more socially interactive when the mode of learning had changed. I always
enjoyed what would occur in donut conversations, educational classes, or
organizational meetings. It was easier for me to make new friends and establish
connections with other people when we are communicating through screens.
Respondent 23: Since the online class began, I haven't had many opportunities
to talk with my classmates and teachers because of issues such as a slow
internet connection, a lack of communication skills or confidence, and so on.
Respondent 24: Online learning really had a big impact on my social interaction
with others, I became anxious and not talkative like I used to.
Respondent 25: When our Wi-Fi loses its connection, for example, when my
teacher gives an exam during his/her time and then our Wi-Fi loses connection,
that situation is so frustrating, and I think that's the most challenging situation in a
distant learning environment.
Respondent 26: It didn’t affect my social interaction.
Respondent 27: It affect so much in my social interaction, especially with our new
classmates. It is really hard to communicate with them, especially in group works
and activities. It's really hard to socialize or communicate with them because you
only know each other in distance. One example is an online meeting of you
group for an activity and most of your group mates are transferred. It will be a
quiet room because you will be the only one speaking with no response from
them.
Respondent 28: For me, social media doesn't affect me when it comes to
communicating with other people, especially interactions with other people
because of the excessive thickness of my face. Everyone is my friend, so I'm
close to everyone.
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Respondent 29: Sometimes good, sometimes bad. It depends on the people who
I am talking with.
Respondent 30: In the beginning, I was uncomfortable interacting with others, but
I've adjusted and now can participate in group discussions.
Respondent 31: I became distant to my new classmates compared when we're
on the face to face situation, I think we would be really close.
Respondent 32: for me, this lack of social interaction and the accompanying
need to be self-motivated to get our work done has led to feelings of isolation. not
having enough interaction with teachers and peers is among the biggest
challenges of studying online.
Respondent 33: Through online learning I was able to express my thought, ideas,
feelings about the things around me. It allows me to communicate with my
friends and classmates even they're far away with me.
Respondent 34: Distant learning deprived me of peer interaction thus my social
battery easily decreases when I meet people in-person.
Respondent 35: Online Learning caused my social interaction with others to go
into a major downfall. With the lack of face to face interaction, my confidence
level declined, affecting my socializing skills with others.
Respondent 36: Honestly, I think that my social interaction got so much worse
than pre-pandemic years because ever since online learning became our new
learning modality, I rarely go out and talk with other people aside from my family
which badly affects my social interaction. I got very anxious and conscious
talking with other people nowadays since I got used to being alone throughout
quarantine period, so I think that’s an aftermath of pandemic in my social
interaction.
Respondent 37: I can say that it limited my communications with a lot of people.
Before online learning, I used to interact with a bigger number of people. But with
the current mode of learning, I only speak with a few friends that are close to me.
My interactions with people are reduced and our relationship definitely
deteriorated.
Respondent 38: I’m having a hard time making new friends because I don’t
interact with others physically. I am also not into chatting or calling too much.
making me only interact online most of the time for schoolwork.
Respondent 39: For me, unlike the face-to-face classes where social interaction
occurs, online study can be less spontaneous. The lack of social interaction in
online learning feels me loneliness, lack of motivation, and isolation. However,
Social interaction in online learning allows us, students, to share our ideas on
various subjects with each other.
Respondent 40: These days, I'd rather stay at my room alone and not talk to
anyone including online. I've become way more introverted than before.
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Respondent 1: I believe online learning saves students from face-to-face
embarrassment. When a teenager experiences an unforgettable embarrassing
moment, they tend to treat this as a trauma that can lead to anxiety. But online
learning does not always require opening cameras and informing the students if
they were to perform anything. The students are free from facing events that
might traumatize them.
Respondent 2: For me advantage that it gave me is the comfort and feeling of
secured from the threat of Covid-19 since we are just staying home we don’t
need to go to school and interact with other people.
Respondent 3: Despite the potential for online learning to impact a student's
mental health negatively, there are still advantages of online learning in terms of
psychological well-being. As a student, being home and around family during the
COVID-19 pandemic, might provide protection and reassurance. It has the
potential to become a secure learning environment in which I am more
productive. Furthermore, while school provides opportunities for us to connect
and make friendships, not all social contacts are beneficial. Students may
become victims of bullying at school and online learning provides an escape from
depression and anxiety brought on by the fear of being bullied.
Respondent 4: Online learning really taught me to become wise about other
things, so I am now more responsible and organized.
Respondent 5: It doesn't provide any advantages at all as there were teachers
who aren't capable of adopting such changes and so the students
Respondent 6: Through online classes, students don't have to worry about
contracting the virus and it helps improve their relationship with themselves, work
at their own pace and explore other digital medias to express their creativity
through outputs.
Respondent 7: It helps students to be more creative in doing activities and we
have more time to research the topic that we have to discuss.
Respondent 8: The benefit of online learning for me is that you can train yourself
how to study quickly and retain information in your brain. Because learning does
not happen quickly, you will need tactics to help you remember the information
you must have in your daily life.
Respondent 9: You can spend time on your own, or do things at your own pace.
Respondent 11: Better time management and self-paced learning.
Respondent 12: The benefit of being in a familiar and comfortable environment,

as well as the morale boost from my family, increases when I attend lectures
online. Knowing that I can reach them at any time can help me relax while I'm
studying.
Respondent 13: I think the only advantage that online learning provide in the
psychological well-being of students is that they have their personal space while
studying.
Respondent 14: Well, personally, it's much easier to access the learning modules
than during face-to-face classes but I believe there were others who doesn't have
the same luck as I have.
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Respondent 15: I can't think of the advantages that the online class contributed
to my psychological well-being.
Respondent 16: In terms of psychological benefits, online learning promotes self-
esteem growth, social terms, and perhaps most importantly, critical thinking.
Even though it was held online, these three features will be observed and used
effectively to assist students in their future endeavors.
Respondent 17: For me online learning helps students to be a wise, have a
positive relationship to classmates and to a friends, and to have or learn self-
acceptance, self-love and manage our self-growth.
Respondent 18: The advantages of online learning in terms of my psychological
well-being is that I don’t feel pressurized and not experiencing an unhealthy
competition.
Respondent 19: Being at home surrounded by loved ones provides me a safe
environment that will help enhance mental health while allowing to thrive when it
comes to academics.
Respondent 20: The benefits of online learning for me are that I have more time
to take care of myself, and it also promotes self-esteem growth.
Respondent 21: The Advantages of online learning provide is that modules are
can easily access by the students than during our face-to-face classes.
Respondent 22: Educational apps like Quizzes and Class Energizers are proof
that online learning can be interesting. Teachers or facilitators try to lighten the
spirits of the people within the meeting so the advantage online learning provides
is that there are activities which do not just help in the nourishment of our brains,
it also aims to bring joy. It may cause anxiety for some but the memes and silly
questions included in the Quizzes app or the fun games prepared for the Class
Energizer creates a positive psychological impact.
Respondent 23: Being at home and around family, especially during the COVID-
19 pandemic, can provide feelings of safety and reassurance for some students.
For these students, their home can serve as a safe learning environment in
which they can feel more productive. Furthermore, we are aware that not all
students enjoy social interactions. Virtual learning provides an escape from
depression and social anxiety for these students.
Respondent 24: For me, online learning sometimes helps us to learn about a
certain topic, we have more time to search and study for something that can
make us less stressed because we are more confident in our topic.
Respondent 25: It did help in a lot of ways. I think it helped me in socializing with
people, especially those people I really don't know. And also, it helped to have
the courage to talk with my group mates when giving suggestions or
recommendations.
Respondent 26: Honestly? None.
Respondent 27: One of the advantages for me is less overthinking of time
management for your schoolwork because now you don't need to go to school to
attend a class, it seems like you have more free time than before to do your
requirements, activities, etc.
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Respondent 28: For me, the positive effect of online learning on a student's
health is to pass early and finish a task.
Respondent 29: I think, it's more improving on yourself to become better, to
become stronger and focus on your own doing. Kasi hindi naman lahat ng tao ay
sanay sa pakikipag socialize. So, Improving yourself better first, before others.
Respondent 30: It would give students more time to assess what they want to do
first and they can attend classes anywhere as long as they have cellular data or
a stable internet connection.
Respondent 31: It's easy to look up things on the internet so it is less frustrating
on the mind.
Respondent 32: By attending lectures online, individuals benefit from being in a
familiar and safe environment and the morale boost from their family. knowing
that they can turn to someone anytime they want can put learners' minds at ease
while they study. being able to study anywhere gives learners the option of
choosing an environment that suits their personality.
Respondent 33: It helps me to adapt to new things and improves my coping
skills. It teaches me how to learn independently.
Respondent 34: Less expenses for food and fare.
Respondent 35: Students managed to developed themselves. I'm an introvert. I
love being alone and quiet and during this pandemic, I learned to love myself and
learned the basics of life. I managed to accept my flaws, and that somehow
lowered my fear on this cruel world.
Respondent 36: I think, for me, one of the advantages of online learning in terms
of my psychological well-being is that it gives me more time to focus on myself. It
also helps me to became more independent since now I have to do all the things
all by myself and sometimes even do self-learning which boosts my productivity.
Respondent 37: It provided students like me a longer time to relax since classes
only take 2 hours a day. According to my personal experience, I had more time to
myself when online classes became a thing. The more time I spend with myself,
the more I get to heal from the stress I receive during online learning.
Respondent 38: I think if a student has proper time management, this online
class can be our advantage to have more time for ourselves than before. For me,
online classes are an advantage for people who don’t like to talk without
structuring fully what’s on their mind, and for me, online classes help me talk
more in class because I can prepare myself to answer.
Respondent 39: Many students find online learning to be comfortable and

convenient. It also benefits students with social anxiety, including myself,
because we don't have to interact with other people.
Respondent 40: For me, it's convenience. Attending classes sitting or lying on my
bed is so convenient.
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8. How did you cope with the rapid adjustments in online learning mode brought
on by the pandemic?
Respondent 1: I cope with the new changes in my learning environment by

following the instructions of our teachers and avoiding thinking negative should
not matter as long as I acquire new valuable learnings.
Respondent 2: I always tell to myself that whatever I do today will reflect in my
future. So even online learning is challenging for me I push myself and find
inspiration through watching productive videos in Youtube. I just always put on
my mind that education is in important and it will help me to build my own career.
Respondent 3: I was able to cope with it by trusting myself even though
sometimes I lose interest for my studies but I still think that it is for my good
especially in my future. The adjustment in online learning brought on by the
pandemic has been rapid also due to having time management and get
organized despite all the distractions around me. Socialize with other students
through online and get help if I need it.
Respondent 4: With the help of my family and friends, online learning has
become easy.
Respondent 5: I didn't cope with it but all I know is I have to strive to learn and
pass assignments on time.
Respondent 6: I think what helped me the most was knowing I wasn't alone trying
to adjust to the new setup. I had my friends to rely on and we helped each other
adjust.
Respondent 7: At first, I acknowledge my feelings, then take small but tangible
actions to work through them.
Respondent 8: My coping mechanisms include assuring myself that I can
manage everything and that I'm getting close to accomplishing my goal. And I
also watch comedy videos to distract myself from my schoolwork.
Respondent 9: By accepting the reality and also by the help of my family.
Respondent 10: I think, personally I didn’t cope but I suffered to realize how to sit
in and adjust to very best and accept how this is the new normal.
Respondent 11: Thru acceptance, like it is what it is and it’s irrevocable.
Respondent 12: The thing that I do to cope with the online learning during the
pandemic is that I always practice time management by taking notes of what I
have to finish or to do in order for me to not be stressed.
Respondent 13: I haven't adjusted yet. I'm still having a hard time with online
learning, I just do my requirements and take quizzes, and I only learn a little.
Respondent 14: I think being able to find a hobby is the reason why I was able to
cope despite the rapid adjustments. Though wouldn't lie, it was still hard. It was
hard for me to find a hobby but eventually, I was able to enjoy doing arts,
watching docuseries, and reading stories.
Respondent 15: In the first week of online classes, the teacher’s guide us on how
the online class will proceed.
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Respondent 16: It was tough to acclimate at first due to the limited number of
gadgets available, the lack of internet connectivity, and the distracting
background noise. But you'll just have to live with it during the experience, as you
encourage healthy habits, and you'll soon realize that you're coping and adjusting
perfectly.
Respondent 17: I was able to adjust to online learning with the support of my
family particularly my parents, friends, and daily prayer to God, as well as by
giving my best and efforts to my goals, which is to complete my studies.
Respondent 18: I cope up by making a study habits, practicing time management
and treating online class as real class.
Respondent 19: By the help of my loved ones and by helping myself.
Respondent 20: By Setting time to study, communicate regularly for group
projects and Participate as much as possible.
Respondent 21: To be honest, until now I’m still adjusting by reading more
online, watching movies and studying online. It's so hard but it takes time to
adjust.
Respondent 22: I made a new hobby when the quarantine started so I coped with
the rapid adjustments in online learning by watching animes. It was my stress
reliever, instead of complaining or wanting for an academic break, I accepted and
thought that "whatever happens, happens."
Respondent 23: These are the actions I took to deal with the pandemic's rapid
changes in online learning mode: First, I taught myself how to deal with stress,
which starts with something as simple as getting enough sleep. Second, from
getting up early and prioritizing tasks to avoiding distractions and setting goals,
managing my time wisely has proven to be extremely beneficial. Third, taking a
break is a simple way for me to manage my stress. Last but not least, even
though social interaction is limited in online classes, I make sure that I can
communicate with someone, whether it's a family member, friend, teacher, or
classmate, if I need assistance or if there are problems.
Respondent 24: I'm still in the process of adjusting; I've become accustomed to
feeling the strain and doing what I can.
Respondent 25: I think it helps us, students, cope with the situation we're dealing
with. Teachers give advice or stories while teaching. For me, it's very helpful,
especially to those people who really struggle with online learning.
Respondent 26: More communication with friends.
Respondent 27: I cope with it by accepting it over time, and also by looking at it
positively that maybe this kind of learning mode will bring out more about me,
what can I do and to know more about myself.
Respondent 28: I passed it because I didn't want to fall to the level of my
expectations in the online class because it was super hard to adjust because I
was used to face to face learning but I tried it until I was used to online learning
somehow I was able to adjust but it was also difficult. manage especially if you
lose the internet.
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Respondent 29: Actually, I am just overwhelmed kasi nakapag adjust ako, mas
naka-focus ako sa school ko at nagagawa ko pa agad gusto ko after the 1st
subject. And then, I can sleep as well.
Respondent 30: I had to accept the fact that online classes would be the norm
and just deal with it like everyone else.
Respondent 31: I just think that at the end of the day, this would all be over and I
will finish studying and make my parents proud.
Respondent 32: having a conversation with my family and friends have helped
me reduced my negative thoughts with regards the switch in distance learning.
they made me realized to look on the bigger picture and brighter side. i seek out
social support and talk to my close teachers about my stress and shared
experience.
Respondent 33: I was able to cope up with the rapid adjustments by staying
organized and setting my schedule in doing my tasks.
Respondent 34: As much as possible, I stay connected with my family and
friends. I regularly talk to them to vent out my emotions and ward off stress.
Respondent 35: It's just a matter of acceptance. I have no choice but to cope up
because if I'll not adjust, my academic performance will suffer.
Respondent 36: I had a hard time coping up with the rapid adjustments in online
learning, but I still able to manage it by seeking help from my friends when I am
struggling with school-related tasks. Talking with someone who understands my
struggle really helps me to cope up faster and appreciate the privileges I have for
being able to continue learning amidst the pandemic.
Respondent 37: As for me, the changes brought by the sudden change of
learning mode was a challenge that is hard to overcome. To cope with the
changes, I relied on my family & friends for moral support during the times that I
struggled to adapt to the adjustments. The teachers were also open for help, and
their support helped me to overcome the struggles I faced cause by the rapid
adjustments.
Respondent 38: I keep in touch with my friends and vent my frustrations to them
so that it won’t bottle up to the point that I can no longer take it.
Respondent 39: I am capable of coping with the frequent changes in online
learning thanks to the encouragement of my friends and my willingness to
continue studying for my dreams and for my family.
Respondent 40: I encouraged myself and took advice from my parents and
friends.
9. What psychological alterations did you observe in yourself as a result of the
online class?
Respondent 1: As mentioned, I am noticeably shy now than before. I may be the

same with my close peers, but I find it hard to act friendly and outgoing with new
people.
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Respondent 2: I think my perspective in some area of life change. Me, I am not
coming from a wealthy family. Still I am fortunate because I have resources that I
can use in online learning. I became more focus in my studies and always try my
best to be creative and productive in doing my works.
Respondent 3: The impact of the online learning mode that I observe about
myself is losing interest in studying because of distractions and having problems
at home. Also, it comes with the chance of decreasing self-confidence and
pressure, so I feel a mental breakdown and difficulty sleeping. There were many
adjustments because of the online class and I was struggling with my schoolwork
that I needed to pass on time.
Respondent 4: I think I have a hard time focusing and listening to online classes.
That's why I always force myself to focus while taking an online class.
Respondent 5: I prefer speaking with people online than in person because they
wouldn't be able to witness the awkward body gestures that awakened in me
because of the long deprivation of human interactions.
Respondent 6: I became more confident in reciting and in my individual
capabilities thanks to online classes plus I can manage my time better. I was
more outgoing and gained a few friends in the process.
Respondent 7: I gain more confidence and I can manage my time well.
Respondent 8: I've gotten grumpy since I'm always at home with a lot of
schoolwork, and I don't see surroundings that can lighten up my mood, unlike in
a face-to-face setting when after class I'm going around to see different places
that can divert my mind away from my difficulties.
Respondent 9: Being too dependent on technology.
Respondent 10: I’ve became matured in some ways; I now make decisions that
benefits me not just for leisure. I choose necessities over wants.
Respondent 11: I am slowly coping and growing at the same time.
Respondent 12: I easily get stressed by small things and my mood swings easily
changed.
Respondent 13: Psychological alteration that I observe in myself as a result of
the online class is that I experience severe stress because of schoolwork and I
feel more distant from others. I don't find learning fun anymore.
Respondent 14: I observe having too many frustrating moments. I am usually a
person who is patient enough but because of the sudden change, I faced this
kind of psychological alteration.
Respondent 15: I crammed schoolwork more than I did in face-to-face classes,
and I believe I've become less productive.
Respondent 16: The psychological changes I noticed during this new normal
allowed me to communicate with my friends and family online faster and more
smoothly, and I was able to improve my emotional well-being by controlling it
depending on the phenomenon. And I'm not simply thinking in terms of parts.
Respondent 17: At first it causing me to develop self-isolation, lose to participate
in online discussion, unable to develop self-esteem, and self-confidence but now
online learning taught me to overcome these disadvantages.
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Respondent 18: The psychological alternation that I observe is that I feel lonely
because of the lack of communication.
Respondent 19: I observe in myself that I easily get stressed by small things
Respondent 20: I notice in myself that I am maturing slowly and am overly reliant
on technology.
Respondent 21: Observing myself that I'm became shy, I usually talk and talk to
people but It all changed because of this kind of psychological alteration.
Respondent 22: Decrease of Mental Awareness is the only psychological
alteration I observed in myself as a result of online class. I always didn't notice
that the food being cooked is burning because I was always focused on thinking
about the answers for recitation. I do not immediately react or take action even if
I notice signs like the burning smell of rice. I'm only late at realizing that the
situation in my surrounding is bad.
Respondent 23: I've noticed that the increased screen time of online classes and
the lack of face-to-face interaction has increased my social anxiety, that mood
swings are often occurring as a result of too many assignments, and that my lack
of self-confidence has worsened.
Respondent 24: I've observed that I've changed significantly; I'm more quickly
drained than before, I'm more anxious, and the strain I'm under has increased.
My mental health is indeed deteriorating while I’m in this phase.
Respondent 25: Every time I get stressed, it's when I get angry easily over simple
things. And I don't feel like talking with someone, or I don't feel like eating. which
is really bad, and I always tried not to become stressed.
Respondent 26: I noticed that I procrastinate more now compared to before.
Respondent 27: One psychological alteration that I observed is I become more
confident in participating in our classes. Now I have more trust in myself than
before.
Respondent 28: For me, the change that I noticed in the recipe that was done in
the online class seemed to be 50/50 to me because it was difficult and easy
because the subject was always difficult, but I just heard that there was a part
that was difficult for me like that.
Respondent 30: As a result of online classes, I have observed that I’m not that
enthusiastic in pursuing given tasks and I find it as an obligation rather than
learning itself.
Respondent 31: I spend too much time studying and making outputs and haven't
got time to bond with my family.
Respondent 32: I always procrastinate in my school works. i tend not to review
anymore when exams are approaching since i know that i can just search every
question in google. i lack in motivation and concentration. i overthink a lot and
stressed out over school works.
Respondent 33: As an individual who have existing mental health problems, it
worsens my psychological, mental and emotional well-being. Being in denial
because the human mind has primitive ego defense mechanism that negates all
realities that produces too much stress for the brain to handle. It's called denial.
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Respondent 34: Since there is no distinct division between school and home, I
typically get mentally-drained from school works.
Respondent 35: I experienced changes with my attitude. I had anger
management issues and I get irritated easily.
Respondent 36: As what I’ve said in question 2, I’ve noticed that my anxiety and
depression got worse due to being isolated for more than 2 years because of
pandemic. Online learning isn’t really an ideal learning modality for me as it
lessened my chance of being connected with other people physically. I also
noticed that I am having frequent mood swings as a result of too much spending
time in front of my screen during online classes.
Respondent 37: I noticed that my self-esteem deteriorated even more as a result
of online class. My self-confidence was at its lowest. This is because I became
more cautious during the online mode of learning since I tend to think that I’m
always prone to mistakes; and I don’t like making mistakes. My motivation to
continue learning started to lack, and my mental health became worse.
Respondent 38: I think it’s often having mood swings and being unenthusiastic
than before.
Respondent 39: I become easily irritated, especially when my internet connection
is unstable, and I also have low self-esteem when it comes to participating in
class or recitations.
Respondent 40: I became lazier and often doze a lot.
10. What methods will you incorporate to enhance your psychological health
while participating in online learning?
Respondent 1: Practice facing my problems and consulting my friends. I need to

know my issues and think of solutions to fix myself. Additionally, I need my
friends' support, opinions, and presence to ease my negative emotions and
thoughts. My priority is to learn. Therefore, the environment or style.
Respondent 2: My first method is, I think of education as a gift because if we
always think that education is hard and stressful we will learn. Second method is
to create a better plan in managing time. I am not just a student I am also a
daughter and sister so I got a lot of things to do every day so it’s important to
balance my roles at home and roles as a student. Lastly, don’t forget to have
time for yourself. It is important that we keep our mind, soul and our body healthy
no matter what. Because if we are weak in this aspects we weren’t able to do our
roles as a student.
Respondent 3: The methods I will incorporate to enhance my psychological
health while participating in online learning is by developing a sense of meaning
and purpose in life. Always stay positive and it's important to try to have a
positive outlook. Also, take care of my physical health, since my physical and
mental health are connected. Some ways to take care of my physical health
include being physically active. Exercise can reduce feelings of stress and
93
depression and improve my mood to do better in my studies. Also, connecting
with others with
good social support against the harms of stress. Lastly, it is important to make
sure that you have a regular sleep schedule and get enough quality sleep every
night.
Respondent 4: Increasing and boosting my confidence, staying focused and
motivated are my methods that really help me to participate in online learning.
That's why I am very proud of myself that I survived every chapter of this online
learning.
Respondent 5: I read books to keep my psychological health progressing so it
won't rust for a long time, as I read I expand my vocabulary and as a practice, I
use those words in a sentence to keep the brain functioning and enhance my
memorization skills.
Respondent 6: The methods I use was meditating. It's as simple as taking a 5-
15-minute break to tune in to the world around me and acknowledge myself and
my situation. It helped me think and calm down my anxiety and stress levels.
Respondent 7: Eat, get 8 hours of sleep, do your assignments that you can finish
quickly, and lastly do not stress yourself over your homework.
Respondent 8: Because online classes are exhausting, watching uplifting videos
that will make us feel good, influences our mentality to be optimistic despite the
difficulties we may face.
Respondent 9: Prioritizing myself and planning everything/ time management.
For example, after doing 2-3 activities I should do something that I want or house
chores, so that my mind will freshen through a new environment.
Respondent 10: I think reading books and enjoying the sun in my home is the
break I need after a tiring day of online class.
Respondent 11: Reading books and watching movies, more like k-dramas.
Respondent 12: The methods that I use are meditation and journaling for me to
be able to enhance my psychological health while I am in an online class.
Respondent 13: I will meditate and reflect on what happens during the day at
night. With a calm mind, I think I'll be able to enhance my psychological health
little by little.
Respondent 14: I think I'll continue finding new hobbies to spend my time on, just
so my time wouldn't be wasted. And also, I think it's very important that I start
reaching out to my friends every time I'm struggling.
Respondent 15: Getting enough rest. I think that this will aid us in keeping our
concentration while taking an online class.
Respondent 16: These are my plans to reduce the harmful impacts of online
learning on our mental health as much as feasible. To begin, establish a
dedicated workplace. Distractions abound in the home. It's critical to provide a
setting where students can concentrate and feel productive. Second, we must set
a positive tone in our home since cultivating a happy attitude in your home can
have a significant impact on your entire family's mental health. Finally, but
certainly not least, encourage healthy practices. Students are noted for their
good sleeping or eating habits. Because virtual classes disrupt their regular
94
routine, it's more crucial than ever to foster good practices. A good night's sleep,
a nutritious diet, and regular exercise can all enhance your mood and mental
health.
Respondent 17: I think the simple ways is to try to participate in every discussion,
answer the questions even though you are not confident that your answers are
correct, be more active in every group activity, try to communicate to your
groupmates, classmates or even to your friends even though your conversations
are not connected to the lessons and I think in that small act will lead you to have
or develop self-esteem, self-confidence, social interaction and will bring you to
have enjoyments and fulfillments again in your life and little you don’t know, you
don’t feel stress, worried, and lonely.
Respondent 18: The methods that I incorporate to enhance my psychological
health are doing things that makes me entertain like watching, playing mobile
games, and also motivating myself or rewarding myself.
Respondent 19: I incorporate myself to improve my psychological health by
motivating myself and staying focused while taking online classes.
Respondent 20: Staying connected with my classmates, paying attention and
staying focused on my teacher, and learning new skills are all methods I use to
improve my psychological health.
Respondent 21: I guess I'll keep looking for new interests to keep myself busy so
that my time isn't squandered. Also, I believe it is better to begin reaching out to
my friends whenever I am at my lowest.
Respondent 22: Taking time to rest is an important method every student must
prioritize now that we are learning online. We have different circumstances so
online classes either affect a student's psychological health in a positive or
negative manner. Having time for yourself is important as daily activities
influence our mind and behavior. Simply completing three meals a day or making
sure that you've had enough slept is essential in enhancing our psychological
health.
Respondent 23: I believe that getting enough rest, taking breaks, and asking for
help will significantly improve my psychological health while taking an online
class.
Respondent 24: I stay in touch especially with friends, because I've learned that
it's easier to get things done when you have someone to lean on in these
challenging times. I also try to get adequate sleep and take breaks when I know I
need them.
Respondent 25: The one method I could think of is to pray before entering an
online course. I think it's the best way to start off your day and also to have a
good day. And for me, it helps me more to focus and concentrate in an online
class.
Respondent 26: Play outside once a week with your family. Go on a road trip out
of town and bask in the peace it provides.
95
Respondent 27: One of the methods that I will incorporate is by not overthinking
so many things at the same time, just go with the flow and try to calm down as
always and also by having time management in your to do work. It will really help
you to not rush or procrastinate the things you need to do so that you will avoid
overthinking at times like that.
Respondent 28: What I do is to prepare myself and fix it. Especially my health
while participating in the online class is to pray because it also makes you
nervous, especially when you make a mistake as if you think you will be judged.
just like that.
Respondent 29: First, establishing a productive learning environment. Second,

seek virtual interactions with your peers. Third, try to increase your interest in the
work.
Respondent 30: In light of the fact that attending online classes can be
exhausting and tiring, it is absolutely essential to take breaks and get sufficient
rest.
Respondent 31: I will read psychological motivation and treatments on the
internet to make my mind health better and engage in social activities even if it's
virtually to relieve some of my stress.
Respondent 32: practicing mindfulness through breathing exercises, guided
imagery meditation, and other methods to help relax your body and mind. allow
my body to rejuvenate properly by going to bed at a reasonable time that gives
me seven to nine hours of sleep. socialize and being around others who make
me happy, gives me something to look forward to, and encourages me to think
about something other than my worries. take breaks, make time for fun, set goals
and reward myself, and ask for help or assistance from others.
Respondent 33: First is to have enough sleep. Second is to stay healthy by
drinking enough water and preparing healthy foods. Last is building personal
connection with my classmates and friends online.
Respondent 34: Taking a break in between studying to avoid burn out.
Respondent 35: I'm socializing thru online platforms, discord to be more specific.
With these I can gain a much clearer mind, better social skills, and a better
psychological state. I'm also listening to podcast about mental health, and listen
to music to relieve stress.
Respondent 36: One thing that I want to incorporate to enhance my
psychological health while participating in online classes is doing self-care. I
realized that online classes can be so draining to the point where it exhausts me
not only physically but also mentally. Self-care doesn't necessarily mean taking
care of myself only to improve my appearance, it also means giving myself a
break from all my schoolwork without feeling guilty. I've learned that it's not bad
to give myself a time to relax and make fun for a while to avoid being burn-out.
Respondent 37: I will take periodic breaks more and I will try to lessen the
pressure I put on myself. I will seek help from people available so that I will avoid
keeping all my problems to myself. I will enjoy online learning more instead of
setting too much expectations and pressuring myself to meet them.
96
Respondent 38: I think time management, meditation, and sharing what I feel will
help me to enhance my physiological health. With the help of these methods, I
would be able to relieve and calm my stress from online class.
Respondent 39: I assume that the strategies I will use to improve my
psychological health while participating in online learning are to avoid delays in
activities to minimize stress, as well as to have more patience with internet
connections, and practice everyday participation in class.

Respondent 40: Time management. Being able to manage my time will help me
to surpass this academic year with a high and passing grade.
APPENDIX E
NARRATIVE REPORT
The second semester has begun, and 11-ABM A students have a new set
of courses to learn as well as new teachers to become familiar with. Along with
this, Dr. Reynaldo Nama, the subject specialist, will be introducing Practical
Research 1. After teaching the students various lessons and pointers they
97
needed to know to establish and conduct a research project, Dr. Nama allowed
them choose their group members and research title during the first online
meeting. Because there are 35 pupils in the class, three groups will have nine
members each, while the last group will have eight members. He directed the
pupils to provide him with three research titles from which he may select which
topic he would approve.
Given the arrangement, the teacher instructed each group to write an
introduction and problem statement for the title they had generated, which would
be included in Chapter 1. Dr. Nama also instructed each group to create their
own research proposal, for which he provided a template for the students to
follow as a guide. The students are still learning how to write a decent research
paper, which is why they have so many revisions to do in their first chapter.
Dr. Nama reviewing every Group’s Research Proposal

98
However, with the guidance of their teacher, they were able to organize the
proper framework and select appropriate information for each chapter.
99
The students then worked together in every group project they had as they
progressed from chapter 1 to chapter 3. They used several methods to obtain
information, such as browsing for a book, searching on various websites, reading
articles relating to their subject, and utilizing previous research papers as a
guide. After compiling chapters 1 to 3, it is now time for the students to conduct
their interview but before that, Dr. Nama made sure to check every groups
interview question together with their statement of the problem. After approving
all of the interview questions, the students now began on conducting their
interviews. Because there is still a pandemic in the Philippines, group 3 decided
to conduct their interview via online through a famous online app that everybody
use which is called messenger. Each member interviewed 4-5 senior high school
students from Signal Village National High School whose mental health was
affected during online learning.
100
After extensively analyzing the components of chapters 4 and 5, students
are now focused on completing the final two chapters of their research project, as
well as the appendices and reflection. The pupils worked with enthusiasm but
also apprehension for their impending defense because it was their first time
doing so.
Dr. Nama checking every Group’s Interview Questions
Discussion of Chapter 4 and 5
With the current state of ambiguity, it is difficult for teachers to provide
clear recommendations on how students should proceed with their research and
capstone projects. There is no doubt that doing a research study is extremely
challenging. It requires time, brainstorming, and patience all at once to complete
101
all of the tasks that must be accomplished. Everyone in the group is capable of
expressing their ideas and expertise on the subject they selected. Frequent
communication is essential for both keeping the study going and keeping the
team's mental health in check. With necessary participation from each member,
the group was able to complete their study while also gaining new knowledge
and experiences for their future.
CURRICULUM VITAE
Contact Information
Name Alicia Mae Acutillar
Blk 93 Lot16 Phase 6 Saguingan

Address
St. Upper Bicutan, Taguig City
Mobile
09463548180
number
Email acutillaraliciame@gmail.com
Personal Information
Date of birth October 07, 2003
Place of birth Fabelia, Philippines
Citizenship Filipino
Civil status Single
Gender Female
Mother’s
Mary Jane A. Laynesa
name
102
Father’s
Domingo O. Laynesa Jr.
name
Educational Attainment
Secondary Signal Village National High School
Elementary Silangan Elementary School
103
Contact Information
Name Jessa Mae V. Bedrio
#77 Ranger St. Ext. New Lower

Address
Bicutan, Taguig City
Mobile
09481210762
number
Email jessabedrio8@gmail.com
Date of birth August 14, 2004
Place of birth Taguig City, Philippines
Civil status Single
Gender Female
Mother’s
Grace V. Bedrio
name
Father’s
Jojie C. Bedrio
name
Elementary EM’s Signal Village Elementary School
104
Contact Information
Name Kyla Nicole C. Berdos
10 Airforce road extension Zone

Address
4 Signal Village, Taguig City
Mobile
09150884954
number
Email berdoskyla@gmail.com
Date of birth September 28, 2004
Place of birth Manila, Philippines
Civil status Single
Gender Female
Mother’s
Gemma C. Berdos
name
Father’s
Nilo P. Berdos
name
Elementary D.F Tinkerbell School
105
Contact Information
Name Franz Marie B. Bongalbal
11 Germany St. Pinagbuklod

Address
New Lower Bicutan, Taguig City
Mobile
09184233583
number
Email bongalbalfranz@gmail.com
Date of birth April 26,2005
Civil status Single
Gender Female
Mother’s
Marites B. Bongalbal
name
Father’s
Efren B. Bongalbal
name
106
Contact Information
Name Ericka A. Cawas
#1 Camias St., Zone 1 Barangay

Address
North Signal Village Taguig City
Mobile
09473737248
number
Email erickaabadcawas7@gmail.com
Civil status Single
Gender Female
Mother’s
Riza A. Cawas
name
Father’s
Joefrey O. Cawas
name
Elementary EM’s Signal Village Elementary School
107
Contact Information
Name Alexa Grace D. David
#15 Bernardo St. Central Signal

Address
Village Taguig City
Mobile
09672052684
number
Email davidalexa014@gmail.com
Place of birth Tondo Medical Hospital
Civil status Single
Gender Female
Mother’s
Mary Grace D. David
name
Father’s
Richard S. David
name
108
Contact Information
Name Angelica G. Loreto
63 Caramay Ext. Ornai Hagonoy

Address
Taguig City
Mobile
09451973970
number
Email angelicaloreto504@gmail.com
Place of birth Manila, Philippines
Civil status Single
Gender Female
Mother’s
Cherry G. Loreto
name
Father’s
Alejo S. Loreto
name
Elementary Children's Intergrated Learning System
109
Contact Information
Name Trisha Mae L. Molo
Blk 180 Lot 5 Plaza 11 Central

Address
Signal Taguig City
Mobile
09308722660
number
Email molotrishamae@gmail.com
Date of birth December 05, 2004
Place of birth Quezon City, Philippines
Civil status Single
Gender Female
Mother’s
Irish L. Molo
name
Father’s
Edilberto M. Molo
name
Elementary Children's Intergrated Learning System
110
Contact Information
Name Charisma S. Padrigo
Blk 132 Lot 16 Sitio Imelda Upper

Address
Bicutan Taguig City
Mobile
09288098593
number
Email padrigochrisna@gmail.com
Date of birth January 02, 2005
Place of birth Cabatuan, Iloilo
Civil status Single
Gender Female
Mother’s
Marie Grace S. Padrigo
name
Father’s
Vernand D. Padrigo
name
Elementary Silangan Elementary School
111
REFLECTION
Name: Alicia Mae Acutillar
112
Name: Jessa Mae V. Bedrio
113
Name: Kyla Nicole C. Berdos
114
Name: Franz Marie B. Bongalbal
115
Name: Ericka A. Cawas
116
Name: Alexa Grace D. David
117
Name: Angelica G. Loreto
118
Name: Trisha Mae L. Molo
119
Name: Charisma S. Padrigo
120
121

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SIGNAL VILLAGE NATIONAL HIGH SCHOOL – SHS

THE IMPACT OF ONLINE LEARNING MODE ON THE PSYCHOLOGICAL

A Qualitative Research Presented to the

In partial fulfillment of the requirements in

DR. REYNALDO A. NAMA

Without the continuous encouragement, guidance, and support of many

our profound gratitude to each and every one of them.

has endowed us with a dedicated heart and intelligence, providing us the

courage and confidence to embark on this study.

Furthermore, and perhaps most significantly, we embrace our school,

thorough teaching, enthusiastic help, and suggestions for improvement on our

been conceivable without such passion.

We sincerely and humbly dedicate this masterpiece

to our beloved parents,

Mary Jane A. Laynesa and Domingo O. Laynesa Jr.

Grace V. Bedrio and Jojie C. Bedrio

Gemma C. Berdos and Nilo P. Berdos

Marites B. Bongalbal and Efren B. Bongalbal

Riza A. Cawas and Joefrey O. Cawas

Mary Grace D. David and Richard S. David

Cherry G. Loreto and Alejo S. Loreto

Irish L. Molo and Edilberto M. Molo

Marie Grace S. Padrigo and Vernand D. Padrigo

To our Subject Specialist,

Dr. Reynaldo A. Nama

From Grade 11-ABM A

And to our God Almighty.

Title : The Impact of Online Learning Mode on The

Institution : Signal Village National High School

Mode on the Psychological Health of Grade 11 Senior High School Students in

Signal Village National High School.

The findings of the study are follows:

1. Do you think that online learning has a detrimental impact on your

According to the study, 95 percent of respondents, or 38, agree that online

learning has a detrimental impact on their psychological well-being, which is

interviewees) find it tough to concentrate when taking online classes.

your overall mental health?

As per the table, most of the students, which is 22.5% or 9 of the

respondents, feel distracted while studying in front of the class.

According to the table, 17.5%, or 7 of the respondents, struggle with

their classmates or friends.

45% of 40 respondents, or 18 of them, find it less interactive with their

social interactions with their friends and classmates.

7. What advantages does online learning provide in terms of students'

Out of 40 respondents, 45% of them, or 16 of them, said that the

advantages that online learning provides is that they gain knowledge/lesson/skills

despite the challenges they are facing.

32.5% or 13 of the students answered that being guided by their loved

brought by the pandemic.

9. What Psychological Alterations did you observe in yourself as a result of the

As a result of the online class, 20% or 8 of students feel anxious, stressed,

or depressed as psychological alterations occur to them.

participating in online learning?

According to the table, 20% of the students, or 8 of the respondents, are in

the process of loving themselves in order to improve their psychological health.

The following conclusions were formed based on the study's findings:

has a disturbing or detrimental impact on their psychological state.

declines their psychological well-being.

hard to concentrate during online class.

screen during online sessions.

5. Most of the students discovered the challenging part of distant learning

able to socially interact or having a less social interaction with their