Stress Level and Coping Mechanisms of High School Students

In the New Normal

A Classroom-Based Action Research Presented to the

Faculty of the College of Education

Pangasinan State University

Asingan Campus

In partial Fulfillment of the Requirements for the Subject

Prof. Ed. 113 – Teaching Internship

by:

Randolph Glenn G. Tingco

Richelle Arjuna V. Soriano

Jihad L. Casingal

Maricar S. Gaco

Eric B. Ochea

June 2023

i
 APPROVAL SHEET

The Classroom-Based Action Research entitled, “STRESS LEVEL AND

COPING MECHANISMS OF HIGH SCHOOL STUDENTS IN THE NEW NORMAL”

had been prepared and submitted by RANDOLPH GLENN G. TINGCO, RICHELLE

ARJUNA V. SORIANO, JIHAD L. CASINGAL, MARICAR S. GACO, and ERIC B.

OCHEA, in partial fulfillment of the requirements in Prof. Ed. 113 – Teaching

Internship, is hereby recommended for acceptance and approval.

ELSA Q. TERRE, EdD, PhD GINA B. SELGA, EdD, JD

Critic Reader Adviser

Approved by the Committee on Oral Examination:

MARRY ANN E. SOBERANO, MEd

Chairperson, BSE & BTLE Department

Accepted in partial fulfillment of the requirements in Prof. Ed. 113 – Teaching

Internship.

HONELLY MAE S. CASCOLAN, PhD ROSARIO DL. VALENCIRINA, EdD

College Dean of Education Campus Executive Director

ii
 ACKNOWLEDGEMENT

The researchers would like to express their deepest gratitude and appreciation

to the following individuals and entities who have played a significant role in the

completion of this research.

Dr. Gina B. Selga, our research adviser for her guidance, expertise, and

unwavering support throughout the entire research process have been invaluable. Her

commitment to excellence and dedication to intellectual growth has inspired us;

Ariston-Bantog National High School Faculty, Staff, and Students for

granting us permission to conduct the study within the school premises; cooperation

and support have enabled us to gather the necessary data and conduct the research

effectively;

Our family members and friends for your unwavering support and

encouragement. Your love, understanding, and patience have sustained us during the

challenging times, and we are truly grateful for your presence in our lives; and

Last but certainly not least, The God Almighty, our sincerest gratitude for the

blessings, guidance, and strength provided throughout this research journey. Your

divine intervention and grace have been our constant source of inspiration and

motivation.

We offer our heartfelt gratitude to everyone mentioned above and to those who

have supported us in ways beyond words. Without your contributions, this research

would not have been possible. Your belief in our abilities and your unwavering support

have fueled our determination and pursuit of knowledge.

Again, thank you all for being an integral part of their research endeavor.

THE RESEARCHERS

iii
 DEDICATION

This research is dedicated to the individuals and entities who have played an

essential role in our journey of academic inquiry and intellectual growth.

Our families, whose unwavering support and encouragement have been a

constant source of strength, we dedicate this work. Your belief in our abilities and

relentless encouragement have propelled us forward, even in the face of challenges.

Our friends, whose camaraderie and unwavering presence have provided

solace and inspiration, we dedicate this research. Your companionship and intellectual

discussions have expanded our perspectives and enriched our scholarly endeavors.

The Ariston-Bantog National High School Administration, we extend our

heartfelt dedication. Your trust in granting us permission to conduct our study within

the school premises has been instrumental in our research's success. We are grateful

for your commitment to fostering a research-friendly environment.

The respondents of our study, the Grades 10, 11, and 12 students, we

dedicate this research with deep appreciation. Your willingness to participate and

provide valuable insights have significantly contributed to the outcomes and

conclusions of this study.

Lastly, we dedicate this research to the divine presence of the God Almighty.

We acknowledge and express our gratitude for the divine guidance, blessings, and

inspiration bestowed upon us throughout this scholarly pursuit.

May this research stand as a testament to the unwavering support, intellectual

nourishment, and divine influence that have shaped our academic journey.

THE RESEARCHERS

iv
 TABLE OF CONTENTS

Page

TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
ABSTRACT ix
CHAPTER 1 - Introduction
Background of the Study 1
Statement of the Problem 2
Research Hypothesis 3
Scope and Delimitations 3
Significance of the Study 3
Definition of Terms 4
CHAPTER 2 – Review of Related Literature and Studies
Related Literature 6
Related Studies 10
Theoretical Framework 13
Conceptual Framework 14
CHAPTER 3 - Methodology
Research Design 15
Sampling Technique 15
Respondents of the Study 16
Data Collection Instrument 16
Data Collection Procedure 17
Statistical Treatment of Data 17

v
CHAPTER 4 – Presentation, Analysis, and Interpretation of Data
Profile of the Respondents 20
Level of Stress 21
Coping Mechanisms 22
Relationship between the Level of Stress and Coping 23
Mechanisms
CHAPTER 5 – Summary, Conclusions, and Recommendations
Summary 24
Salient Findings 25
Conclusions 26
Recommendations 27
BIBLIOGRAPHY 28
APPENDICES
A. Request Letter to Conduct the Study 32
B. Letter to the Respondents 33
C. Questionnaire 34
CURRICULUM VITAE 37

vi
 LIST OF TABLES

Table Page
1 Likert Scale for Stress Level 18
2 Likert Scale for Coping Mechanisms 18
3 Frequency and Percentage of Respondents’ Personal 20
Profile
4 Stress Level of the Respondents 21
5 Coping Mechanisms of the Respondents 22
6 Relationship between the Level of Stress and Coping 23
Mechanisms

vii
 LIST OF FIGURES

Figure Page
1 The Paradigm of the Study 14

viii
 ABSTRACT

Name of the Researchers: Tingco, Randolph Glenn G.

Soriano, Richelle Arjuna V.
Casingal, Jihad L.
Gaco, Maricar S.
Ochea. Eric B.

Institution: Pangasinan State University

Asingan Campus
Asingan, Pangasinan

Course: Bachelor of Secondary Education

majors in English and Science
Bachelor of Technology and
Livelihood Education

Semester and Academic Year: Second Semester, 2022-2023

Adviser: Gina B. Selga, EdD, JD

Research Title: Stress Level and Coping

Mechanisms of High School
Students in the New Normal

Key Terms: Stress, Coping Mechanism, New

Normal

This study examined the stress levels and coping mechanisms of high school

students at Ariston-Bantog National High School in the new normal. Furthermore, it

investigated whether there is a significant relationship between stress levels and

coping mechanisms. Data were collected from 188 high school students at the

aforementioned Public High School in Pangasinan. The study's findings show how

difficult life in the new normal is due to stressors such as the relationship with

classmates, the relationship with teachers, and the demands of academic study. The

respondents' most common coping techniques were prayer and listening to music.

However, the findings indicated that there is no correlation between stress levels and

coping mechanisms. Theoretical and practical implications are discussed.

ix
 Chapter 1

INTRODUCTION

This chapter presents the context, research problems, research hypothesis,

scope and delimitations, and the significance of this study.

Background of the Study

The COVID-19 pandemic has had a massive worldwide impact. It has

transformed educational activities worldwide from a physical learning style to blended

learning through the usage of modules and various online platforms. High school

students are not spared from this significant change. With the spread of the COVID-

19 illness, more than 1.5 billion adolescents and young people worldwide were

compelled to stay at home owing to school and university closures, causing immense

fear and uncertainty (Husain, 2021; UNESCO, 2020).

The abrupt and unexpected changes brought about by the coronavirus

outbreak are overwhelming for both adults and children, creating stress and provoking

negative feelings such as dread, anxiety, and despair in many populations

(Bhattacharjee, & Ghosh, 2021). Researchers paid little attention to coping techniques

during the COVID-19 epidemic, and few measures were taken to examine university

students' coping strategies, particularly following the closure of their institutions

(Baloch, et al., 2022).

Proclamation no. 922 by then-President Rodrigo Roa Duterte, Declaring a State

of Public Health Emergency Throughout the Philippines, such declaration would

facilitate the implementation of the relevant provisions of RA No. 11332 to address the

Covid-19 threat, including but not limited to mandatory reporting, intensify government

response and measures, and enforce quarantine and diseases control prevention

measures (Official Gazette, 2020).

1
 Republic Act No. 11332 An Act Providing Policies and Prescribing Procedures

on Surveillance and Response to Notifiable Diseases, Epidemics, and Health Events

of Public Health Concern, and Appropriating Funds Therefor, Repealing for the

Purpose Act No. 3573, Otherwise Known as the "Law on Reporting of Communicable

Diseases", the State recognizes epidemics and other public health emergencies as

threats to public health and national security, which can undermine the social,

economic, and political functions of the State The State also recognizes disease

surveillance and response systems of the Department of Health (DOH) and its local

counterparts, as the first line of defense to epidemics and health events of public health

concern that pose risk to public health and security (LawPhil, 2019).

Hence, the objectives of the study are to assess the level of stress and coping

mechanisms among high school students of Ariston-Bantog National High School

(ABNHS), Bantog, Asingan, Pangasinan while adopting the new normal, and stress

level and coping mechanism relationships.

Statement of the Problem

This study aimed to assess and evaluate the stress level and coping

mechanisms of high school students of Ariston-Bantog National High School for the

School Year 2022-2023 to identify the relationship between stress levels and coping

mechanisms.

Specifically, it sought to answer the following questions:

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

a) age;

b) sex;

c) civil status;

d) religion; and

2
 e) household monthly income.

2. What is the stress level of the students in the new normal?

3. What are the coping mechanisms adopted by the students in the new normal?

4. Is there a significant relationship between stress levels and coping

mechanisms?

Research Hypothesis

1. There is a significant relationship between stress levels and coping

mechanisms with the new normal education.

Scope and Delimitation

This study is quantitative research focusing on the stress level and coping

mechanisms with the new normal of high school students of Ariston-Bantog National

High School for the School Year 2022-2023. The duration of this study is five (5)

months (January to June 2023 for the Academic Year 2022-2023). The researchers

used simple random sampling as their sampling technique to calculate the number of

respondents for the study. The total number of respondents was 188 students from

Grades 10, 11, and 12 of ABNHS.

Furthermore, the study delimits itself to stress levels and coping mechanisms

of high school students who are experiencing or have experienced unfavorable

dispositions and distressing situations. This study assessed the level of stress and

how students managed distress during this pandemic.

Significance of the Study

This study highlighted the issue of identifying the stress level and coping

mechanisms that students adopt in order to challenge these stressful situations with

3
the new normal because of COVID-19. The study's findings and input will provide

insight and ideas for the following:

For the Institution and School Administrators

The findings will help university and school administrators implement

assessments of students' social adjustment in order to determine the potential need

for emotional, social, and psychological support, as well as establish psychological

consultation points for students who require such support.

For the Teachers

The findings will give teachers ideas on how to intervene if a similar situation

arises in the future.

For the Students

The findings of the study can be used by the students to create a system of

assistance and self-support solutions during this pandemic.

For the Parents

The findings of the study will give parents ideas on how they might help their

children perform better.

For the Community

The study's findings will give the community ideas on how to address or provide

a response to the problem.

For the Future Researchers

The findings may serve as a basis and as inputs if and when there will be future

researchers to do the same research.

Definition of Terms

For a better understanding of the study, the following terms were defined

operationally as they were used in this study:

4
 Students. People who study and cope with stress.

Coping Mechanisms. Students use their cognitive and behavioral approaches

to deal with distressing situations.

New Normal Education. Its adaptability allows students to learn at their own

pace via online blended learning.

Stress. The students feeling of being overloaded and unable to cope with

mental or emotional pressure.

Covid-19 Pandemic. An ongoing worldwide pandemic crisis due to the Covid-

19 virus.

5
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter goes over related literature on stress levels and coping

mechanisms in the new normal, as well as previous studies that helped the researcher

design the current study.

Related Literature

The pandemic has been producing a state of emergency in Italy since February

2020, notably in the country's northern regions (Istituto Superiore di Sanità, 2021).

Approximately 200,000 persons in Italy are currently affected (Protezione Civile,

2021). Faced with such a severe scenario, the government adopted drastic measures

to stem the spread of the virus (Decreto del Presidente del Consiglio degli Ministri, 11

Marzo 2021). Because of constraints on travel and social contact, everyone's life

changed in this challenging situation.

COVID-19, also known as coronavirus disease, was discovered for the first time

in Wuhan, China, in December 2019. It was declared a "Public Health Emergency of

International Concern" by the World Health Organization. Over 365,000 confirmed

cases were reported worldwide by October 2020. Depression, anxiety, and stress

have all increased during the COVID-19 pandemic. The rate of post-traumatic stress

disorder in the general population increased from 23.88 percent to 24.84 percent.

Abbott (2022) investigated the stress caused by the COVID-19 pandemic and its

consequences, discovering that the pandemic increased the prevalence of stress,

anxiety, and depression in the US population from 11% to 42%. The introduction of

new COVID-19 covariant cases corresponds to an increase in stress levels.

Coping strategies are not only urgently required, but they must also be targeted

to university students, who will require an emergency strategy decided by

6
policymakers. COVID-19 coping strategies must be long-term. There may be a long-

term latency since additional waves of COVID may emerge. While experts are always

attempting to provide the finest medicine, immunizations, and rehabilitation

procedures, little research has been done on Chinese students' coping mechanisms.

Because COVID-19 is unexpected, neglecting to employ coping techniques may have

a major impact on students' academic achievement (Nurunnabi et al., 2020).

NEW NORMAL EDUCATION

The COVID-19 pandemic has had a global influence on various populations,

sectors, and institutions. High school students have been impacted by school closures,

moves to online study, and the reduction of social and networking possibilities, among

other things. Rodriguez-Planas (2020) discovered that low-income students in the City

University of New York system were more likely to experience stress and difficulty with

online learning.

Online learning is defined as a learning environment that makes use of the

Internet as well as other technical devices and resources for synchronous and

asynchronous instructional delivery and academic program administration (Usher &

Barak, 2021; Huang, 2019).

It is an effective method for honing hard talents but not so much for soft skills.

It also enabled us to identify critical aspects of professional personnel training that

should be considered as part of a strategy for harmonizing on-campus and online

education through curricula diversification using various pedagogical technologies and

digital tools, as well as incorporating social interactions into classroom activities

(Garnova et al., 2022).

7
STRESS

Stress affects your emotions, behavior, and cognition in addition to your

physical reaction (Dangi et al., 2020). As a result of the pandemic epidemic, many

pupils suffered psychological disorders that are hurting their academics as well as their

overall personality (WHO, 2021).

Stress is defined as a circumstance in which demands outnumber an

individual's ability to respond, and it can have harmful bodily and psychological effects.

It is usually a combination of two factors: the incapacity to satisfy the obligations placed

on the individual or the individual's perception of being unable to meet the demands.

Exposing oneself to moderate pressures with periods of recovery in between,

according to the theory of mental toughness, can help one become mentally and

physically stronger (Abouammoh et al., 2021).

ACADEMIC STRESS

One of the most common types of stress in the student learning process has

been identified as academic stress. It is without a doubt one of the most critical

difficulties that the current student body is facing during COVID 19. It's also becoming

a subject of concern for both instructors and students. Without a doubt, stress

management has been a phrase for students' dedication to their academic

accomplishment, student relationships with fellow students, and the more they try or

worry, the less efficiently they can study (Albers et al., 2019).

In terms of student stress, a range of circumstances can lead to stress in a

student's life, such as a mismatch between the student and the teacher, which can

cause tension and stress. The attacks on all students have also been blamed on a

lack of parental attentiveness. Children are more prone to stress since they do not pay

8
attention to their eating habits. Furthermore, lack of sleep is a common source of stress

for students all around the world (Hena et al., 2021).

Academic accomplishment is another cause of stress for students. You may

feel pushed to attain specific grades in your classes for a variety of reasons, including

meeting the expectations of teachers, parents, and even yourself. Good grades allow

you to continue your education and seek your desired career. You may study

incessantly, yet when it comes time to take an exam, you feel so worried that you are

unable to do so properly (or, in some situations, to take the test at all). One of the

causes of exam anxiety is the fear of not studying enough. Furthermore, due to

increased workload and course difficulty, balancing your schooling, family

responsibilities, work schedule, and social life may be difficult (Hena, et al., 2021).

COPING MECHANISMS

Religion and social support have been proposed as adaptive coping methods

among the resources utilized to deal with important life events (Imperatori et al., 2021;

Martnez et al., 2021). A few Italian researchers identified optimistic attitude and

problem resolution as functional coping styles, while avoidance tactics were identified

as negative coping styles related with increased emotional discomfort (Foà et al.,

2019; Flesia et al., 2020).

Previous research has focused on the association between stress and coping

mechanisms (Cai et al., 2021), because stress affects many people in stressful

conditions. Coping mechanisms are behavioral and cognitive efforts used to alleviate

the stress of a stressful circumstance when its demands exceed individual resources

(Martnez, Méndez, Ruiz-Esteban, Fernández-Sogorb, and Garca-Fernández, 2021).

Stress levels were reduced when coping mechanisms were used (Yin, Huang, and Lv,

2019; Martnez et al., 2020).

9
 Coping methods differ between the sexes, according to available knowledge on

stress and coping strategies. Women are more emotion-focused than men and utilize

negative avoidant coping methods more frequently (Abouammoh et al., 2021).

Related Studies

In their study "Coping strategies of students for anxiety during the COVID-19

pandemic in China: a cross-sectional study," Nurunnabi et al. (2020) discovered that

Lebanese undergraduate students are being psychologically pushed by e-learning

approaches to finish their education and meet university demands during the

pandemic, which could harm their learning and academic progress if left untreated.

Meanwhile, Babicka-Wirkus et al. (2022) conducted a study titled "University students'

strategies of coping with stress during the coronavirus pandemic: Data from Poland"

in which they claim that the switch to online teaching was announced without prior

notice, which radically changed students' daily functioning in Poland. This incident

clearly demonstrated the pupils' powerlessness and difficulty coping with this new,

stressful condition, which had previously been addressed in other studies. Anxiety,

despair, and stress were experienced by this group as a result of a sudden and

significant shift in daily functioning. The most often utilized coping mechanisms among

Polish students were acceptance, planning, and seeking emotional support. During

the COVID-19 pandemic, age, gender, and place of residence all influenced the use

of certain stress-coping mechanisms. The studies also found that the most vulnerable

students were the youngest. The data confirm the hypothesis that students'

maladaptive stress coping techniques, particularly during the epidemic, may have

long-term effects on their psychophysiological health and academic performance.

Banerji et al. (2022) conducted research titled "Challenges and Strategies for

Effective Stress Management in the New Normal- An Empirical Study," which

10
investigated the New Normal's impact on the education sector and how it has impacted

people's perceptions of education. The majority of kids and teachers are stressed as

a result of the new normal. According to this study, stress can be managed by

employing adequate coping skills, which are divided into two categories: a) personal

strategies and b) organizational strategies.

The study by Barrot et al. (2022) titled "Students' online learning challenges

during the pandemic and how they cope with them: The case of the Philippines"

indicated that the types and intensity of online learning challenges faced by high

school students differed. Their greatest obstacle was related to their learning

environment at home, whereas technical literacy and proficiency were their least

challenging. The findings also suggested that the COVID-19 epidemic had the biggest

impact on the quality of learning and the emotional health of students. The most often

used tactics by students were resource management and utilization, help-seeking,

technical aptitude upgrading, time management, and learning environment control.

The implications for classroom practice, policy development, and future study are

highlighted.

According to the findings of the study "The New Normal of Education:

Depression, Anxiety, Stress, and Academic Performance of Tertiary Students"

conducted by Artiola et al. (2022), the severity of the students' sadness, anxiety, and

stress had no effect on their academic performance. Despite their high feelings of

despair, concern, and stress, they are able to complete and manage their academic

responsibilities while keeping the desired grade point average.

Furthermore, Baloran (2021) conducted a similar study on "Knowledge,

Attitudes, Anxiety, and Coping Strategies of Students During COVID-19 Pandemic" in

the Southern Philippines, which measured high school students' knowledge, attitudes,

11
anxiety, and personal coping methods during the COVID-19 pandemic. The COVID-

19 pandemic's psychological and emotional impact has been clear since its inception.

People are worried about its onset and spread, which increases anxiety (Roy et al.,

2021). The COVID-19 crisis impacted the educational landscape in the Philippines.

Classes were rescheduled due to the lockdown. Most colleges and universities are

also dealing with modern virtual learning issues (Talidong & Toquero, 2021).

According to Kwaah and Essilfie (2019), pupils used a number of stress-coping

mechanisms. They mostly pray or meditate and participate in self-distracting activities

like watching TV or listening to music. Family, friends, and teachers provided

emotional and instrumental support, which were also important stress coping

techniques.

Furthermore, Clabaugh et al. (2022) studied Academic Stress and Emotional

Well-Being in US High school students Following the Onset of the COVID-19

Pandemic. Students reported high levels of stress and difficulty coping with COVID-

19 disruptions, as well as high levels of uncertainty about their academic futures in this

study. These outcomes were associated with higher levels of negative affectivity and

external self efficacy. Students of color expressed significantly higher levels of worry

and anxiety about their academic futures than White students, and female students

reported significantly lower levels of emotional well-being than male students. These

findings show that some students may be especially prone to academic stress and

poor emotional wellness as a result of the epidemic, underlining the importance of

timely intervention and preventative activities.

Abdu et al. (2022) found that "Perceived Stress and Coping Strategies Among

Undergraduate Health Science Students of Jimma University Amid the COVID-19

Outbreak: Online Cross-Sectional Survey" found that more than one-third of the

12
participants reported significant levels of perceived stress, and the majority of them

used effective stress coping strategies. The daily number of COVID-19 cases/deaths

in Ethiopia, rare online talk/chat with friends, the presence of confusion due to

inconsistent strategies developed by health/government authorities in light of scientific

recommendations, and decreased household income following the COVID-19

pandemic were the predicting factors of high perceived stress level. Denial, self-blame,

planning, and religious coping strategies were associated with high felt stress among

the coping strategy subscales.

Furthermore, Okoro, Emeka (2020) researched and evaluated the coping

methods utilized by high school students, revealing that active coping was the most

prevalent coping style among the participants. The denial strategy was the least used.

In general, female students were more stressed than male students.

Theoretical Framework

This study is based on Lazarus and Folkman's Transactional Theories of Stress

and Coping. Lazarus and Folkman (1987) defined coping as a phenomenon involving

both cognitive and behavioral responses that individuals use in an attempt to manage

internal and/or external stressors perceived to exceed their personal resources

(Echemendia & Gonzales, 2019). Lazarus and Folkman's (1984) transactional theory

of stress and coping has had a considerable impact, and it remains the foundation of

psychological stress and coping research in a range of domains. Stress was described

as an imbalance between perceived external or internal demands and perceived

personal and social resources to meet them. Coping, on the other hand, was defined

as cognitive and behavioral efforts to deal with stressful experiences by the authors.

It is a framework that focuses evaluation in order to analyze harm, threat, and issues,

which results in the process of dealing with stressful events.

13
Conceptual Framework

The conceptual framework provided in demonstrates the investigation's focus.

Figure 1 depicts the study's conceptual paradigm. The purpose of this study was to

look at the relationship between respondents' stress levels and the coping

mechanisms they use in the new normal.

COPING
STRESSORS
MECHANISMS

Figure 1. Paradigm of the Study

14
 Chapter 3

METHODOLOGY

This chapter reveals the methods of research to be employed by the

researchers in conducting the study which includes the research design, respondents

of the study, research instrument and its development establishing its validity and

reliability, data gathering procedures, and the appropriate treatment of data.

Research Design

The researchers used a quantitative correlational approach to conduct this

study. The researchers aimed to find solutions to the aforementioned difficulty as well

as to justify and achieve the study's goals. In the same way, it tried to figure out how

different aspects of their lives affected them.

Correlational research is a type of non-experimental research in which the

researcher measures two variables and assesses the statistical relationship (i.e., the

correlation) between them with little or no effort to control extraneous variables

(Chiang, Jhangiani, Price, 2015).

Sampling Technique

The researchers used simple random sampling as their sampling technique to

calculate the number of respondents for the study. A simple random sample is a

randomly selected subset of a population. In this sampling method, each member of

the population has an exactly equal chance of being selected. This method is the most

straightforward of all the probability sampling methods since it only involves a single

random selection and requires little advanced knowledge about the population

(Thomas, 2020).

15
 To calculate the number of respondents for the study, the researchers used an

online sample size calculator with a confidence level of 95%; a margin of error of 5%;

a population proportion of 50%; a and total population of 364. The total number of

respondents is 188 students from Grades 10, 11, and 12 respectively for the School

Year 2022-2023.

Respondents of the Study

The respondents of the study were the Grade 10, 11, and 12 students of

Ariston-Bantog National High School, Bantog, Asingan, Pangasinan for the School

Year 2022-2023. The students were selected randomly by grade level and section.

Data Collection Instrument

In collecting data, a questionnaire was used in identifying the stress level and

coping strategies among Grade 10, 11, and 12 students of Ariston-Bantog National

High School, Bantog, Asingan, Pangasinan for the School Year 2022-2023 which was

adopted from the studies Zurlo, et al. (2020) and Mazo (2015). The questionnaire was

used as the main data collection instrument.

The first part of the questionnaire aimed to gather information about the

demographic profile of the respondents such as age, gender, civil status, religion, and

household income. The second part of the questionnaire measured the level of stress

of the respondents. There was a checklist with corresponding statements that will be

identified by checking whether it is normal, mild, moderate, severe, or extremely

severe. The third part identified what kind of coping mechanisms they adopt during the

new normal by answering yes or no to the corresponding statements. A Five-point

Likert Scale was also incorporated into the instrument.

16
Data Collection Procedure

The researchers requested the assistance of the Administrative Assistants for

Junior and Senior High Schools for the total number of enrollees in Grades 10, 11,

and 12 students. Permission to conduct the study was sought from the office of the

School Head to allow the researchers to administer the questionnaire to the Grade 10,

11, and 12 students. Upon approval, a questionnaire was administered to the

respondents and the purpose of the study as well as their participation in the study is

voluntary was discussed at the same time. The answered questionnaire was carefully

collected and compiled as one for data analysis since the response of one’s subject

may impact the result of the whole study.

Statistical Treatment of Data

To analyze and interpret the data, the researchers used the following statistical

procedure to properly analyze the findings and respond to the study's challenges.

To establish the demographics of the respondents, the researchers took

frequency counts and percentages from the respondent's profiles, using the formula:

𝑓
%= × 100%
𝑛

where, % – percentage of profile;

f – frequency of respondent; and

n – total number of respondents.

The researchers utilized the Likert scale with the Frequency Weighted Mean

formula to determine the respondents' stress levels and coping mechanisms with

formula:

17
 𝛴𝑓𝑥
𝐹𝑊𝑀 =
𝑛

where, FWM – Frequency Weighted Mean;

Σfx – the sum of all the products of f and x;

f – frequency of respondents;

x – point value of classification; and

n – total number of respondents.

The respondents' replies were interpreted using the following five-point Likert scale:

Table 1.
Likert Scale for Stress Level
Point Value Mean Scale Range Descriptive Rating
5 4.20-5.00 Extremely Stressful
4 3.40-4.19 Very Stressful
3 2.60-3.39 Stressful
2 1.80-2.59 Moderately Stressful
1 1.00-1.79 Not at all Stressful

Table 2.
Likert Scale for Coping Mechanisms
Point Value Mean Scale Range Descriptive Rating
5 4.20-5.00 Always
4 3.40-4.19 Often
3 2.60-3.39 Seldom
2 1.80-2.59 Sometimes
1 1.00-1.79 Never

The researchers used chi-square in determining if there is a significant

relationship between the stress level and coping mechanisms of high school students

in the new normal. Using the formula:

2
= ∑ (𝑂𝑖 − 𝐸𝑖)2
𝑥
𝐸𝑖

18
 where,

𝑥 = 𝑐ℎ𝑖 𝑠𝑞𝑢𝑎𝑟𝑒𝑑

𝑂𝑖 = 𝑜𝑏𝑠𝑒𝑟𝑣𝑒𝑑 𝑣𝑎𝑙𝑢𝑒

𝐸𝑖 = 𝑒𝑥𝑝𝑒𝑐𝑡𝑒𝑑 𝑣𝑎𝑙𝑢𝑒

19
 Chapter 4

Presentation, Analysis, and Interpretation of Data

This chapter discusses the result of the structured questionnaire responded to

by 188 participants. Furthermore, the respondents have also been given the

assurance that all the data they provided are used for the purpose of the research and

that the identities of the respondents are confidential.

I. Profile of the Respondents

Table 3.
Frequency and Percentage of Respondents` Personal Profile
n=188
Indicators Frequency (f) Percentage (%)
Age Range
13-14 23 12.23%
15-16 73 38.83%
17-18 79 42.02%
Sex
Female 139 74%
Male 49 26%
Civil Status
Single 188 100%
Married 0
Separated 0
Widowed 0
Religion
Agnostic 1 1%
Baptist 8 4%
Born Again Christian 30 18%
Crusaders of the Divine 1 1%
Church of Christ
Iglesia Filipina 1 1%
Independiente
Iglesia ni Cristo 15 9%
Jehovah's Witnesses 1 1%
MCGI 2 1%
Members Church of God 1 1%
International
Pentecost 1 1%

20
 Roman Catholic 111 60%
The Church of Jesus 5 3%
Christ of Latter-Day
Saints
The Salvation Army 1 1%
Union Espiritista Cristiana 1 1%
de Filipinas Incorporada
Wesleyan 1 1%
Baptist 8 4%
Household Monthly Income
Below Php 10,000 128 68%
Php 10, 001-15, 000 37 20%
Php 15, 001-20,000 13 7%
Php 20,001-50,000 6 3%
Php 50, 001 and above 4 2%

Above tables present that the majority of the respondents are 17 to 18 years

old (42.02%). In terms of sex, females are the majority of respondents in the study at

74%. In terms of civil status, all respondents are single. In terms of religion, the majority

of the respondents are Roman Catholic (60%). In terms of monthly income, the table

shows that the majority of the respondents have below Php10, 000 being at 68%.

II. Level of Stress

Table 4
Stress Level of the Respondents
n = 188
Indicators Mean Remarks
Risk of Contagion 3.23 Stressful
Imposed Social Isolation 3.27 Stressful
Relationships with Relatives 3.10 Stressful
Relationships with Classmates 3.70 Very Stressful
Relationship with Teachers 3.67 Very Stressful
Academic studying experience 3.86 Very Stressful
Overall Mean 3.47 Very Stressful
Legend
Point Value Mean Scale Descriptive Rating
5 4.20 – 5.00 Extremely Stressful
4 3.40 – 4.19 Very Stressful
3 2.60 – 3.39 Stressful
2 1.80 – 2.59 Moderately Stressful
1 1.00 – 1.79 Not at all Stressful

21
 The table shows the stressors and the level of stress that the respondents

experienced in the new normal. On one hand, it can be seen that the relationship with

classmates, relationship with teachers, and the academic studying experience brought

about by the Covid-19 pandemic with mean values between 3.40 to 4.19, were

perceived to be very stressful by the respondents. On the other hand, the respondents

perceived risk of contagion and imposed social isolation, and relationship with relatives

2.60 to 3.39. The overall mean was computed to be 3.42 which means that the general

average perception of the respondents with their experiences in the new normal was

very stressful.

III. Coping Mechanisms

Table 5
Coping Mechanisms of the Respondents
n = 188
Coping Mechanisms Mean Remarks
Pray to God 4.71 Always
Listen to music 4.36 Always
Spend some time being alone 3.98 Often
Hide my reaction/emotion 3.81 Often
Accept the situation 3.74 Often
Keep myself busy 3.80 Often
Watch television/movies 3.73 Often
Control my emotions 3.71 Often
Face and solve the problem at once 3.48 Often
Talk to my special someone 3.70 Often
Ask the help of parents/relatives 3.19 Sometimes
Ask the advice of friends/classmates 3.17 Sometimes
Ignore the problem/issue 3.12 Sometimes
Use the computer 2.61 Sometimes
Go out with friends 2.91 Sometimes
Sleep early 2.77 Sometimes
Complain/argue 2.99 Sometimes
Seek the help of a guidance/peer counselor and/or 2.88 Sometimes
teacher
Drink alcohol and smoke 1.38 Never
Take drugs (illegal drugs) 1.04 Never
Overall Mean 3.25 Seldom

22
Legend
Point Value Mean Scale Descriptive Rating
5 4.20 – 5.00 Always
4 3.40 – 4.19 Often
3 2.60 – 3.39 Seldom
2 1.80 – 2.59 Sometimes
1 1.00 – 1.79 Never

The table shows the coping mechanisms of the respondents and how frequently

each was used to cope with the stresses brought on by the Covid-19 pandemic. Based

on the computed average of each coping mechanism, the top five most frequently

used were praying to God, listening to music, spending some time being alone, hiding

emotions, and accepting the situation with mean values ranging from 3.80 to 5.00.

Meanwhile, the top 5 least frequently used coping mechanisms were sleeping early,

using the computer, seeking the help of a guidance/peer counselor and/or teacher,

drinking alcohol and smoking, and taking illegal drugs with mean values between 1.00

to 2.80. Overall, the mean was computed to be 3.25 which means that the respondents

generally used coping mechanisms in the new normal.

IV. Relationship between Stress Level and Coping Mechanisms

Table 6
Relationship between Stress Level and Coping Mechanisms
Chi-Square p-value df Remarks

0.85 16 No Significant
Relationship

The table shows that there is no significant relationship between the level of

stress and the coping mechanisms of the respondents since the computed chi-square

p-value is 0.85 which is higher than the critical p-value of 0.05.

23
 Chapter 5

Summary, Conclusions, and Recommendations

This chapter summarizes the findings, the conclusions reached, and the

recommendations based on the findings.

SUMMARY

The purpose of this study is to measure and evaluate the stress levels and

coping mechanisms of high school students at Ariston-Bantog National High School

in the New Normal, as well as to determine the relationship between stress levels and

coping mechanisms.

The specific issues focused on the respondents' age, gender, civil status,

religion, and household monthly income. Another factor is the level of stress

experienced by high school students in the new normal, as well as the coping

techniques employed by education students in the new normal. Also, whether there is

a link between stress levels and coping mechanisms.

The quantitative method was used in this study, with a set of questionnaires

serving as the primary data collection instrument. The Five-point Likert scale was

employed so that respondents can objectively measure their stress levels, utilized

coping mechanisms, and the relationship between stress levels and coping

techniques.

The study's participants are students from Ariston-Bantog National High

School, high school students, who were chosen randomly by grade level.

The frequency counts and percentage distribution and the average weighted

mean are the statistical tools used in the analysis of data.

24
SALIENT FINDINGS

1. Profile of the Respondents

The majority of the respondents are 17 to 18 years old (42.02%). In terms of

sex, females are the majority of respondents in the study at 74%. In terms of civil

status, all respondents are single. In terms of religion, the majority of the respondents

are Roman Catholic (60%). In terms of monthly income, the table shows that the

majority of the respondents have below Php10, 000 being at 68%.

2. Stress Level of the High School Students

The relationship with classmates, relationship with teachers, and the academic

studying experience brought about by the Covid-19 pandemic with mean values

between 3.40 to 4.19, were perceived to be very stressful by the respondents. On the

other hand, the respondents perceived risk of contagion and imposed social isolation,

and relationship with relatives 2.60 to 3.39. The overall mean was computed to be

3.42 which means that the general average perception of the respondents with their

experiences in the new normal was very stressful.

The COVID-19 pandemic is an urgent threat, its duration is unknown, and there

are numerous unanswered issues about its impact. Several anecdotal reports from

healthcare experts indicate that the COVID-19 pandemic causes anxiety and tension

in individuals, particularly because of the uncertainty brought on by COVID-19 (Chen,

A., et al. 2022). In the context of the COVID-19 pandemic, fear of infection has become

a concern because it impairs emotion, cognition, and behavioral responses (Garg, S.,

et al., 2022).

3. Coping Mechanisms being Adopted by the High School Students

The top five most frequently used were praying to God, listening to music,

spending some time being alone, hiding emotions, and accepting the situation with

25
mean values ranging from 3.80 to 5.00. Meanwhile, the top 5 least frequently used

coping mechanisms were sleeping early, using the computer, seeking the help of a

guidance/peer counselor and/or teacher, drinking alcohol and smoking, and taking

illegal drugs with mean values between 1.00 to 2.80. Overall, the mean was computed

to be 3.25 which means that the respondents generally used coping mechanisms in

the new normal.

Humans tend to resort to religion for consolation and explanation during times

of distress. The COVID-19 pandemic is no different. Because of the pandemic,

religiosity has increased globally, with probable long-term ramifications for a variety of

socioeconomic outcomes (Bentzen, J. S., 2022).

4. Significant Relationship between Stress Level and Coping Mechanisms of the

High School Students

In terms of the Relationship between the Level of Stress and Coping

Mechanisms, it shows that there is no significant relationship between the level of

stress and the coping mechanisms of the respondents since the computed chi-square

p-value is 0.85 which is higher than the critical p-value of 0.05. The respondents'

degrees of stress are not comparable. Their coping strategies have nothing to do with

the stress they are experiencing. There was no significant relationship between stress

levels and positive reframing, acceptance, humor, or religion as coping mechanisms

(Saahene, 2020).

CONCLUSIONS

Based on the findings of the study, the following conclusions were drawn:

1. Most respondents are within the age bracket of 17-18 years old (42.02%).

There is a dominance of female respondents. Most of the respondents are

single (100%). On the other hand, 60% of the respondents were Roman

26
 Catholic. On a household monthly income basis, below ₱10,000 covers 68% of

the respondents.

2. Academic studying experience was perceived to be as very stressful by the

students.

3. Covid-19 Pandemic was perceived to be as stressful by the majority of the

respondents.

4. The most commonly used coping mechanisms among students include praying

to God, listening to music, and spending time alone and are considered to be

the most popular coping mechanisms.

RECOMMENDATIONS

Based on the conclusions of the study, the following recommendations are

hereby offered:

1. Academic institutions should impose academic breaks and/or reliefs.

2. Students should cope with and manage stress well.

3. Students should consider adapting and utilizing stress coping mechanisms

such as praying to God, listening to music, and spending time alone.

4. Students are also advised to seek assistance from a guidance/peer counselor

and/or a teacher.

27
 BIBLIOGRAPHY

Abed, Y., et al. (2016). A review of the effectiveness of stress management skills

training on academic vitality and psychological well-being of high school

students. JML Journal of Medicine and Life. doi: PMC5319270

Abdut, S., et al. (2022). Perceived Stress and Coping Strategies Among

Undergraduate Health Science Students of Jimma University Amid the COVID-

19 Outbreak: Online Cross-Sectional Survey. frontiers in Psychology. doi:

10.3389/fpsyg.2021.639955

Abouammoh, N., et al. (2021). Stress coping strategies among medical students and

trainees in Saudi Arabia: a qualitative study. BMC Medical Education. doi:

10.1186/s12909-020-02039-y

Artiola, A., et.al. (2022). The New Normal of Education: Depression, Anxiety, Stress

and Academic Performance of Tertiary Students.

ResearchGate. doi: 10.6084/m9.figshare.15086250

Babore, A., et al. (2021). Psychological effects of the COVID-2019 pandemic:

Perceived stress and coping strategies among healthcare professionals.

ScienceDirect. doi: 10.1016/j.psychres.2020. 113366

Baloch, G.M., et al. (2021). Coping strategies of students for anxiety during the

COVID-19 pandemic in China: a cross-sectional study.

F1000Research. doi: 10.12688/f1000research.25557.1

Baloran, E. T., (2021). Knowledge, Attitudes, Anxiety, and Coping Strategies of

Students during COVID-19 Pandemic. Taylor & Francis

Online. doi: 10.1080/15325024.2020.1769300

Banerji, P. K., et al. (2022). Challenges and Strategies for Effective Stress

Management in the New Normal- An Empirical Study. Books.

28
 Retrieved from

https://books.google.com.ph/books?hl=en&lr=&id=egVDEAAAQBAJ&oi=fnd&

pg=PA1&dq=a%20study%20on%20stress%20level%20among%20and%20co

ping%20strategies%20with%20the%20new%20normal%20Education%20am

ong%20%20students%20&ots=UniwMjGY2l&sig=My9fm2kEXefnvkS-

GCeMhho9H9

Barrot, J. S., et al. (2022). Students’ online learning challenges during the pandemic

and how they cope with them: The case of the Philippines. Springer Link. doi:

10.1007/s10639-021-10589-

Bentzen, J. S., (2022). In crisis, we pray: Religiosity and the COVID-19 pandemic.

PubMed. doi: 10.1016/j.jebo.2021.10.014.

Bhattacharjee, A., & Ghosh, T. (2022). COVID-19 Pandemic and Stress: Coping with

the New Normal. SAGE journals. doi: 10.1177/26320770211050058

Chen, A., et al. (2022). High school students’ stress and health in the COVID-19

pandemic: The role of academic workload, separation from school, and fears

of contagion. PLoS ONE doi: 10.1371/

Chiang, I-C. A., et al. (2019). Research Methods in Psychology - 2nd Canadian

Edition. BCcampus. Retrieved from https://opentextbc.ca/researchmethods/

Clabaugh, A., et al. (2020). Academic Stress and Emotional Well-Being in United

States High school students Following Onset of the COVID-19 Pandemic.

frontiers in Psychology. doi: 10.3389/fpsyg.2021.628787/full

Echemendia, R. J., & Gonzales, G. (2020). Assessment in sports: psychological and

neuropsychological approaches. ScienceDirect. doi: 10.1016/B978-0-12-

802203-0.00009-2

29
Essilfie G., & C.Y., KWAAH (2019). Stress and Coping Strategies among Distance

Education Students at the University of Cape Coast, Ghana. Turkish Online

Journal of Distance Education. ERIC. doi: EJ1147588

Fawaz, M., et al. (2022). COVID-19 quarantine stressors and management among

Lebanese students: a qualitative study. SpringerLink. doi: 10.1007/s12144-

020-01307-w

Garg, S., et al. (2022). Fear of COVID 19 Infection Across Different Cohorts: A Scoping

Review. Front Psychiatry. doi: 10.3389/fpsyt.2021.708430

Garnova, N., et al. (2022). E-learning challenge studying the COVID-19 pandemic.

emerald insight. doi: 10.1108/IJEM-06-2021-0257

Hena, Y., et al. (2021). COVID 19: Stress Management among Students and Its

Impact on Their Effective Learning. ERIC. doi: EJ1286695

Huang, Q. (2020). Comparing teacher’s roles of F2f learning and online learning in a

blended English course. ResearchGate. doi: 10.1080/09588221.2018.1540434

Kozlowski, P. et al. (2022). University students’ strategies of coping with stress during

the coronavirus pandemic: Data from Poland. PLoS ONE. doi: 10.1371/

LawPhil. (2019). REPUBLIC ACT No. 11332 An Act Providing Policies and

Prescribing Procedures on Surveillance and Response to Notifiable Diseases,

Epidemics, and Health Events of Public Health Concern, and Appropriating

Funds Therefor, Repealing for the Purpose Act No. 3573, Otherwise Known as

the "Law on Reporting of Communicable Diseases". Retrieved from

https://lawphil.net/statutes/repacts/ra2019/ra_11332_2019.html

Logel, C., et al. (2022). Experiences and Coping Strategies of High school students

During the COVID-19 Pandemic. NBER NATIONAL BUREAU of ECONOMIC

RESEARCH. doi: 10.3386/w28803

30
Official Gazette. (2020). PROCLAMATION NO. 922 DECLARING A STATE OF

PUBLIC HEALTH EMERGENCY THROUGHOUT THE PHILIPPINES.

Retrieved from https://www.officialgazette.gov.ph/2020/03/08/proclamation-no-

922-s-2020/

Okoro, E. (2019). Assessment of Stress Related Issues & Coping Mechanisms

among High school students. ProQuest. Retrieved from

https://www.proquest.com/openview/0a60fd5e50bc786e8e35921a42c89979/1

?pqorgsite=gscholar&cbl=18750&fbclid=IwAR1MPK_KY1CpQdVVeRQ_jWPT

n___iXIk1X2QUd_2tmAVtksw6iex79ioYQ

Saahene, N. A., (2020). Assessment of Perceived Levels of Stress and Coping

Mechanisms Among University Students. Cornerstone. Retrieved from

https://cornerstone.lib.mnsu.edu/etds/927/

Thomas, L. (2021). Simple Random Sampling. Scribbr. Retrieved from

https://www.scribbr.com/methodology/simple-random-sampling/

31
 APPENDICES
APPENDIX A
REQUEST LETTER TO CONDUCT THE STUDY

32
 APPENDIX B

LETTER TO THE RESPONDENTS

COLLEGE OF EDUCATION
BSE & BTLEd DEPARTMENT

02 June 2023

Our dearest respondents:

Greetings!

The undersigned is recently conducting a research study entitled Stress Levels and Coping Mechanisms
of High School Students.

Attached herewith is a questionnaire for you to complete. Your cooperation in answering the
questionnaire is very beneficial to the completion of the study.

The information gathered will be treated with the utmost confidentiality. Rest assured that it will only
be used solely for the study.

Thank you and keep safe.

Richelle Arjuna V. Soriano Randolph Glenn G. Tingco Maricar S. Gaco

Researcher Researcher Researcher

Jihad L. Casingal Eric B. Ochea

Researcher Researcher

33
 APPENDIX C

QUESTIONNAIRE

INFORMED CONSENT
Attached herewith is a questionnaire that attempts/intends to gather information regarding your Stress
Levels and Coping Mechanisms.

In line with this, we have chosen you to be one of our respondents in this study. Please answer all items
in all honesty. Rest assured that all data and information gathered from this will be treated with utmost
confidentiality.

CONSENT: By signing this consent form, I confirm that I have read and understood the information
and have had the opportunity to ask questions. I understand that my participation is voluntary and that
I am free to withdraw at any time, without giving a reason and without cost. I understand that I will be
given a copy of this consent form. I voluntarily agree to take part in this study.

Signature: Date:

DATA PRIVACY NOTICE

By signing and answering this questionnaire, you agree to give the researchers permission to keep and
process your information in accordance with the existing provisions of R.A. 10173, otherwise known
as the Data Privacy Act of 2012, and its Implementing Rules and Regulations (IRRs).

Stress Levels and Coping Mechanisms of High School Students

Part I: Socio-Demographic Profile
Directions: Please supply the necessary information in the proper space provided for the items where
options are given; indicate with the check mark (✓). Kindly answer all the items.

1. Name (Optional): ______________________________________

2. Gender:
 Male
 Female
 LGBTQIA+
3. Age Range:
 13-14
 15-16
 17-18
4. Civil Status:
 Single
 Married
 Separated
 Widowed
5. Religion:
 Iglesia ni Cristo
 Baptist
 Methodist
 The Church of Jesus Christ of Latter-Day Saints
 Seventh Day Adventist
 Born Again Christian

34
 
Roman Catholic
Others: (please specify)
6. Household Monthly Income:
 Below Php 10,000
 10,001-15,000
 15,001-20,000
 20,001-50,000
 50,001 and above

Part II: Stress Level

Directions: The five levels of assessment with their corresponding points are indicated for your
guide. Please indicate your answer with a check mark (✓).

Numerical Rating Descriptive Equivalence

5 Extremely Stressful
4 Very Stressful
3 Moderately Stressful
2 Somewhat Stressful
1 Not at all Stressful
Level of Perception
Indicators
5 4 3 2 1
1. How do you perceive the risk of contagion of Covid-19
in the New Normal?
2. How do you perceive the relationships with your
relatives in the New Normal?
3. How do you perceive the relationships with your
classmates in the New Normal?
4. How do you perceive the relationships with your
teachers in the New Normal?
5. How do you perceive your academic studying experience
in the New Normal?

Part III: Coping Mechanism

Directions: The five levels of assessment with their corresponding points are indicated for your
guide. Please indicate your answer with a check mark (✓).

Numerical Rating Descriptive Equivalence

5 Always
4 Sometimes
3 Seldom
2 Often
1 Never
Level of Perception
Indicators
5 4 3 2 1
1. Go out with friends
2. Drink alcohol and smoke
3. Ask the advice of friends/classmates

35
4. Watch television/movies
5. Talk to my special someone
6. Use the computer
7. Take drugs (illegal drugs)
8. Keep myself busy
9. Control my emotions
10. Ignore the problem/issue
11. Ask the help of parents/relatives
12. Listen to music
13. Spend some time being alone
14. Pray to God
15. Complain/argue
16. Sleep early
17. Accept the situation
18. Face and solve the problem at once
19. Hide my reaction/emotion
20. Seek the help of a guidance/peer counselor and/or teacher

36
 CURRICULUM VITAE

A. PERSONAL DATA

Name : Randolph Glenn G. Tingco

Contact Number : 09605492879

Email Address : 19as0462_ms@psu.edu.ph

Age : 22 y/o

Date of Birth : 04 March 2001

Address : 107 Talogtog, Laoac, Pangasinan

Civil Status : Single

B. EDUCATIONAL BACKGROUND

Elementary : Don Rufino Tabayoyong Central School

Poblacion, Laoac, Pangasinan

Secondary : Laoac National High School (Junior High School)

Agbayani Rd., Poblacion, Laoac, Pangasinan

Pangasinan State University (Senior High School)

San Vicente, Urdaneta City, Pangasinan

Tertiary : Pangasinan State University

Domanpot, Asingan, Pangasinan

37
 CURRICULUM VITAE

A. PERSONAL DATA

Name : Richelle Arjuna V. Soriano

Contact Number : 09266452094

Email Address : 19as0493_ms@psu.edu.ph

Age : 36 y/o

Date of Birth : 12 February 1987

Address : Purok Tibker, Domanpot, Asingan, Pangasinan

Civil Status : Married

B. EDUCATIONAL BACKGROUND

Elementary : Don T. Bauzon Elementary School

Macalong, Asingan, Pangasinan

Secondary : Angela Valdez Ramos National High School

Macalong, Asingan, Pangasinan

Tertiary : Pangasinan State University

Domanpot, Asingan, Pangasinan

38
 CURRICULUM VITAE

A. PERSONAL DATA

Name : Jihad L. Casingal

Contact Number : 09074252849

Email Address : casingaljihad03@gmail.com

Age : 27 y/o

Date of Birth : 23 June 1995

Address : Casantamariaan San Quintin, Pangasinan

Civil Status : Married

B. EDUCATIONAL BACKGROUND

Elementary : Rosales South Central School

Brgy. Zone 2, Rosales, Pangasinan

Secondary : Rosales National High School

San Antonio Village, Rosales Pangasinan

Tertiary : Pangasinan State University

Domanpot, Asingan, Pangasinan

39
 CURRICULUM VITAE

A. PERSONAL DATA

Name : Maricar S. Gaco

Contact Number : 09073511351

Email Address : maricargaco@gmail.com

Age : 22 y/o

Date of Birth : 05 March 2001

Address : Poblacion West, Asingan, Pangasinan

Civil Status : Single

B. EDUCATIONAL BACKGROUND

Elementary : Narciso R. Ramos Elementary School

Poblacion West, Asingan, Pangasinan

Secondary : Luciano Millan National High School

Poblacion West, Asingan, Pangasinan

Tertiary : Pangasinan State University

Domanpot, Asingan, Pangasinan

40
 CURRICULUM VITAE

A. PERSONAL DATA

Name : Eric B. Ochea

Contact Number : 09774947371

Email Address : ericochea3@gmail.com

Age : 30 y/o

Date of Birth : 06 September 1992

Address : Aragaag, Bantog, Asingan, Pangasinan

Civil Status : Single

B. EDUCATIONAL BACKGROUND

Elementary : Narciso R. Ramos Elementary School

Poblacion West, Asingan, Pangasinan

Secondary : Luciano Millan National High School

Poblacion West, Asingan, Pangasinan

Tertiary : Pangasinan State University

Domanpot, Asingan, Pangasinan

41