“A Propose Study on Effects of Mental Distress to the Learning Capabilities of Students”

A Research Paper Presented

To the Faculty of

I-Tech Computer Education Bago City Inc. Senior High School

In Partial Fulfillment of Requirements

For the Subject Inquiry, Investigations, and Immersion

Guenever De la Cruz

Jenny Rose Rebato

Hazel Jean Pedero

Kia Gee Martir

Jessa Mae Montalbo

Junstine Kaye Rodriguez

Anne Justine Pagayunan

Mary Ann Osorio

Ferolin Amacio

Ma. Jana Tingson

 Chapter I

Introduction

This chapter of the paper presents the problem and its setting. It includes the background of the study, the
statement of the problem, significance of the study and scope, delimitation of the study, and definition of terms.

Background of the Study

Mental distress (or psychological distress) is a term used, by some mental health practitioners and users of
mental health services, to describe a range of symptoms and experiences of a person’s internal life that are commonly
held to be troubling, confusing or out of the ordinary. Mental distress can potentially lead to a change of behavior,
affect a person’s emotions in a negative way, and affect their relationships with the people around them. Certain
traumatic life experiences such as: bereavement, stress, lack of sleep, use of drugs or alcohol, assault, abuse or
accidents can induce mental distress. (Zheng H., 2022)

According to World Health Organization (2017), Mental illness is the third most common disability in the
Philippines. Around 6 million Filipinos are estimated to live with depression and/or anxiety, making the Philippines
the country with the third highest rate of mental health problems in the Western Pacific Region

In turn, depression and anxiety often affect memory and concentration, which makes it more difficult to acquire
new knowledge and cope with examination situations. This will often reinforce perceptions of hopelessness and
inadequacy, and in many people, it will sustain the feeling of anxiety and depressed mood in a vicious circle (Rice et
al., 2006; Stallmann, 2008). Depressive disorders result in lowered mood, reduced cognitive function, lack of a sense
of coping and interest in others, as well as lack of energy (Mykletun et al., 2009).

Further, there may be factors associated with both these factors operating on several levels, from individual
factors to interpersonal issues and institutional characteristics. Of individual level factors, previous studies have
reported that emotional problems had a negative effect on study progress and on the dropout rate from higher
education (Robbins et al., 2004; Storrie et al., 2010)

Students who report symptoms of severe mental health problems have about four times the risk of
experiencing low academic self-efficacy compared with those who report few and moderate symptoms of mental
health problems. A situation in which anxiety contributes to worries, motor restlessness, unfounded fear of not
accomplishing things, in combination with procrastination and avoidance behavior, may contribute to students
developing problems in participating actively in learning and study situations. This may in turn contribute to
avoidance, isolation and loneliness, leading to poorer academic- and social inclusion with both fellow students and
staff at the educational institution (Byrd and McKinney, 2012; Salzer, 2012).
Statement of the Problem

This study aims to determine the Effects of Mental Distress to the Learning Capabilities of the Students

1. What is the profile of respondents in terms of

1.1 Gender
1.2 Strand
1.3 Grade Level
2. What are the other factors that affect the students’ learning capabilities.
3. Is there significance in students’ mental distress that affects their learning capabilities.

HO1: There is no significant in students’ mental distress that affects their learning capabilities.

Conceptual Framework

INPUT PROCESS OUTPUT

Socio-Demographic Profile

a. Gender 1. Profiling Mental Distress that

b. Strand 2. Data Gathering affects students
c. Grade level 3. Data Analysis

Figure1. Schematic Diagram of the Conceptual Framework

In this conceptual framework, the input is the baseline information about the respondents. The necessary steps
and procedures are to be implemented to obtain the vital data such as the results and findings of the research.
Furthermore, these findings will be the basis for what are the effects of mental distress to the learning capabilities of
students as the output of the study.

Scope and Delimitations

This general intent of this study is to know the Effects of Mental Distress to Learning Capabilities of Students
outside and inside i-TECH Computer Education Bago City INC. SHS. Either male or female were taken to serve as
respondents in this study.

Significance of the Study

This study is conducted to benefit the following:

To the administrators, this study will assist the administrators to create a program where the students can
enjoy and be stress free.
 To the teachers, teachers can help the students to avoid stress that can affect the learning capabilities of
students.

To the parents, the parents can encourage and can help reduce the stress of students. They can guide their
children on how to avoid stress.

To the students, this study may help the students to know the effect of stress on their studies. The students
perhaps will be able to avoid stress with the help of this study.

To the future researchers, this study will help the future researchers to clarify and propose studies in relation
to mental distress of students. This study may serve as a source of information about the effects of mental distress to
the learning capabilities of student

Definition of terms

To facilitate understanding of the study the conceptual definition of the following term we provided.

Anxiety. Is an uncontrollable, diffuse, unpleasant, and persistent state of negative affect, characterized by
apprehensive anticipation regarding unpredictable and unavoidable future danger, and accompanied by physiological
symptoms of tension and a constant state of heightened vigilance (Barlow, 2002)

Depression. The grey drizzle of horror,” author William Styron memorably called depression. The mood disorder
may descend seemingly out of the blue, or it may come on the heels of a defeat or personal loss, producing persistent
feelings of sadness, worthlessness, hopelessness, helplessness, pessimism, or guilt. (n.d.

Mental distress. Is a major public health problem that affects society as a whole and it includes mental problems
such as anxiety, depression and somatic symptoms, for example sleeping problems, fatigue, headache and back ache.
(Dachew BA, Azale Bisetegn T, Berhe Gebremariam R, 2015)

Mental illness. Mental health is a state of mind characterized by emotional well-being, good behavioral
adjustment, relative freedom from anxiety and disabling symptoms, and a capacity to establish constructive
relationships and cope with the ordinary demands and stresses of life. (Adapted from APA Dictionary of Psychology,
n.d.)

Stress. The term “stress”, as it is currently used was coined by Hans Selye in 1936, who defined it as “the non-
specific response of the body to any demand for change”
 CHAPTER II

Review of Related Literature

This chapter includes the chapter review with ideas, generalizations, conclusions, and others with assistance
from previous articles. Those included in this chapter help to familiarize with the knowledge that is relevant to the
study.

Family Problem

Family problems seriously affect the performance of the students, in terms of their attendance and
performance. Family problems that involve financial difficulties, relationships and bad habits are the contributing
factors in the performance of the students. Lack of financial support impacts the student’s attendance and compliance
with the school projects and activities. Students choose not to attend the class than to stay hunger one day in school.
Family relationships on the other hand, impact on the student’s emotional level. It impacts their focus in class. Wrong
culture of the family brings out bad behavior and habit to the students. Family problems are inevitable and create a
big impact on the academic performance of the students. This awareness may help the teachers and parents to help
the students who are encountering serious family problems to pursue their students despite those family issues and
challenges. They must develop a positive spirit and positive response in life (Valenzuela et.al.,2019). Additionally,
when parents have positive views, the relationship between them and their children will be considerably better than
when they have negative attitudes (Deng et.al.,2022).

This affects their academic performance as they must divide their focus and attention between work and
their academics. Perman (2019) also mentioned that approximately 59% of students from underprivileged or low-
income families worked for 15 hours and more, and they received a C average or lower for their academics. This does
not only affect the students’ schedule as they not only have to manage their time for classes and assignments, but
they also must manage and plan their part-time job schedule accordingly. This will eventually affect their academic
performance and add to health problems such as fatigue. As the effect of this financial problem, students tend to be
less socializing, skip classes, and take a toll on their health, leading to poor academic performance. According to Asri
et al. (2017), stated that due to financial problems, some students tend to be quiet, unsocialized with their friends
and less interaction in class thus leads to a decrease in their academic performance due to their lack of interaction in
acquiring knowledge. (Norazlan, N., Yusuf, S., & Al-Majdhoub, F.M.H. 2020)

Financial Worries

Financial indicators, such as size of debts and tuition fees and problems paying bills have been shown to be
associated with poorer health outcomes among students in higher education, and low income has been related to
self-harm, suicidal ideation and suicides attempt in this group. Subjective feelings of financial stress and concerns
about financial circumstances have also been linked to mental health problems and mental illness; to more aches,
pains and reduced physical functioning; to sleep problems; and to worse general heath among students.” (Bøe,
Hysing, Lønning, & Sivertsen, 2021)

This affects their academic performance as they must divide their focus and attention between work and their
academics. Perman (2019) also mentioned that approximately 59% of students from underprivileged or low-income
families worked for 15 hours and more, and they received a C average or lower for their academics. This does not only
affect the students’ schedule as they not only have to manage their time for classes and assignments, but they also
must manage and plan their part-time job schedule accordingly. This will eventually affect their academic
performance and add to health problems such as fatigue. As the effect of this financial problem, students tend to be
less socializing, skip classes, and take a toll on their health, leading to poor academic performance. According to Asri
et al. (2017), stated that due to financial problems, some students tend to be quiet, unsocialized with their friends
and less interaction in class thus leads to a decrease in their academic performance due to their lack of interaction in
acquiring knowledge. Norazlan, N., Yusuf, S., & Al-Majdhoub, F.M.H. (2020). The financial problems and academic
performance among public university students in Malaysia. The Asian Journal of Professional and Business Studies,
Volume 1(2)

Low Academic Self Efficacy

Student life can be stressful and for some students it may cause mental distress. Besides being a major public
health challenge, mental distress can influence academic achievement. Mental distress has been linked to lower
academic self-efficacy and poor study progress, yet underpinning mechanisms are complex and not fully elucidated.
(Eisenberg et al., 2009). Low self-efficacy affects both achievements, ambitions, and motivation (Bandura, 1986;
Dinther et al.2011). Further, Bandura (1997) also linked experiences of persistent overthinking and negative self-
esteem to the development of symptoms of anxiety and depression. Also, students’ ability to handle emotional stress
during their studies was found to be an important factor in preventing academic delay and dropout (Storrie et al.,
2010)

Self-efficacy, trusting one’s abilities and powers for learning and performance, is a key trait for the academic
success of students (Hill, 2002). Gardner (1983) describes a self-efficacious individual as one who believes in “one’s
capabilities to organize and execute the courses of action required to produce given attainments” McCombs &
Marzano (1990) and Martinez-Pons (2002) classify self-efficacy into categories, one of which is academic self-efficacy
and states that it reflects a student’s perceived capability with respect to the tasks a student is expected to perform in
academic domain. Self-efficacy is considered a powerful motivational, cognitive, and affective determinant of student
behavior, with significant influence on their involvement, effort, persistence, self-regulation, and achievement
(Schunk and Pajares, 2010; Honicke and Broadbent, 2016; Ritchie, 2016; Zumbrunn et al., 2019).

Traumatic Experiences

Traumatic events include a vast range of experiences. Jaycox et al. (2009) defined trauma as “a sudden, life-
threatening event, in which an individual feels horrified, terrified, or helpless”. While exposure to, and experiences
with, violence are detrimental to mental health, violence is only one type of experience that is traumatic. Duplechain,
Reigner, and Packard (2008) considered traumatic events to include “hearing gunshots, witnessing muggings,
stabbings, or shootings; or seeing a dead body”. According to Kuban and Steele (2011), traumatic events also include
“medical procedures, drowning accidents, house fires, car fatalities, substance-abusing parents, divorce, and living
with a terminally ill relative”.

Furthermore, children cannot concentrate on their schoolwork when they do not feel safe, and as a result
are anxious, fearful, and focused on suppressing the traumatic memories. Moreover, after being exposed to a
traumatic event, children struggle with motivation, concentration, focus, and personal connections, all of which are
essential in promoting reading achievement.

Exposure to trauma can “impact learning, behavior, and social, emotional, and psychological functioning”
(Kuban & Steele, 2011). Trauma exposure can lead to “impairment in school functioning and aggressive and
delinquent behavior” (Jaycox et al., 2009, pp. 49-50). In terms of achievement, children who have experienced trauma
have “poorer school performance, decreased IQ and reading ability, lower GPA, and more days of school absence”
(Kuban & Steele, 2011).
 According to Bremner, J Douglas. (2006), Traumatic experiences in childhood can hinder a child’s ability to
perform well in school. Neurobiological research has found that trauma impacts brain areas associated with
cognition, memory, and learning. Trauma jeopardizes our brain health, which translates to academic difficulty and
problems with school children’s behavior and relationships. As such, trauma impacts education due to the structural
changes that it creates in the brain and the subsequent issues it causes regarding executive function, emotional
regulation, and behavioral health.

CHAPTER III

METHODOLOGY

This chapter reveals the methods of research to be employed by the researcher in conducting the study which
includes the research design, population of the study, research instrument, and its development establishing its
validity and reliability, data gathering procedures, and the appropriate statistical treatment of data.

Research Design

The researcher used quantitative method to conduct this investigation. The researcher aimed to find solutions
to the difficulty while also justifying and satisfying the study’s aims. Similarly, it aimed to learn about the various
effects on their way of life.

According to Sis International Research (n.d.), quantitative research is an organized method of collecting and
interpreting data from many sources. To obtain results, quantitative research employs computational, statistical, and
mathematical tools. It achieves its goal by attempting to quantify the problem and establish how widespread it is by
looking for projective findings to a bigger population.

Locale

This study was conducted at i-tech Computer Education Bago City Inc. Senior High school located at Ramon
Gonzaga Compound, 1084 Araneta St., Brgy. Poblacion, Bago City.

Respondents of the Study

The respondents of the study are composed of students of i-Tech Computer Education, Bago City INC. SHS year
2023. One of the most important processes to keep this study successful. All these participants where each member
of the population has the capability to become part of the sample.

The chosen respondents are fifty-one (51) students from selected strand in i-Tech SHS. The academic strand of
Science, Technology, and Mathematics (STEM), Accountancy, Business, and Management (ABM), Humanity and Social
Science (HUMSS), and General Academic Strand (GAS). Those strands were chosen by the researchers because they
are suitable and applicable to the study.

Research Instrument

In this study, the questionnaire was used as the data-gathering instrument. The questionnaire is a set of
questions prepared to be answered by a group of students in our school. The first part of the questionnaire is the
personal profile which includes their age, sex and their grade level and strand.

The second part is the questions needed to be answered by the respondents. The instrument was structured as
a scale ranges 1-5. Where in the (1) strongly disagree, (2) disagree, (3) neutral, (4) agree, (5) strongly agree. This will
help the researchers to analysis the result of conducting data-gathering.

Data Gathering Procedure

After determining the validity and reliability of how data is collected, questions relevant for the study are
developed, and any necessary changes are made to the chosen respondent. Fifty-one (51) copies of the distributed
surveys will be successfully completed and returned.

As a result, their related answer to the question is retained in accordance with the respondents’ and researchers’
agreement. In this stage, the data was organized and tabulated based on the statistical treatment results.

Statistical Tool

To analyze and interpret the data, statistical procedure:

1. Frequency and Percentage

Will help the researcher to easily tally the date that they gathered. This frequency and percentage will be a big
help in the researchers to analysis the data.

2. Frequency, weighted mean and percentage.

This tool was used to provide answer to the questions.

The formula is:

P=F/N

WM= TF/N
Ethical Consideration

This document certifies that this study’s purpose is to determine the level of cadmium and lead in I-tech
Computer Education Bago City Inc. Senior High School as a part of the requirements of the research. The researchers
will give an oral and written explanation to the students of the purpose of the research, their right to refuse to
participate, the understanding of the boundaries of confidentiality of this study. And their right to have a copy of the
results of the study if they so wish it. The owners will sign a consent form as proof of their willingness to cooperate,
and that they are not coerced in any way.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contains the presentation of all the data gathered, respondents of the sampling design, research
instruments, procedures and the use of statistical instrument

Frequency and Percentage Table

SEX f %
MALE 57 56%
FEMALE 45 44%
TOTAL 102 100%
In the table 1 shown above, Sex bracket is present as well as the number of population and percentage form
according to their Sex. The total number of one hundred two respondents (102) of I-TECH COMPUTER EDUCATION
BAGO CITY INC. SENIOR HIGH SCHOOL Academic year 2022-2023 in which the males consist of 45 respondents and
females are consists of 57 respondents. In the total of respondents of the research, females got the highest number in
percentage which is 56% while males only got 44%

TABLE 2

STRAND, FEMALE f %
ABM 7 12%
 GAS 20 35%
STEM 18 32%
HUMSS 12 21%
TOTAL 57 100%
In the table 2 shown that the female respondents of strand, ABM got 7 respondents that is equivalent of 12%,
GAS got 20 respondents equivalent of 35%, STEM got 18 respondents equivalent of 32%, in addition HUMSS got 12
respondents that is equivalent of 21%. In the total of 57 respondents, GAS got the highest respondents while ABM got
the lowest which is 7 respondents.

TABLE 3

STRAND, MALE f %
ABM 4 9%
GAS 16 36%
STEM 15 33%
HUMSS 10 22%
TOTAL 45 100%
In the table 3 shown that the male respondents of strand, ABM got 4 respondents that is equivalent of 9%, GAS
got 16 respondents equivalent of 36%, STEM got 15 respondents equivalent of 33%, in addition HUMSS got 10
respondents that is equivalent of 22%. In the total of 45 respondents, GAS got the highest respondents while ABM got
the lowest which is 4 respondents.

TABLE 4

GRADE LEVEL f %
GRADE 11 60 59%
GRADE 12 42 41%

TOTAL 102 100%

In the table 4 shown above, the grade level bracket is present as well as the number of population and
percentage form according to their grade level. The total number of one hundred two respondents (102) of I-TECH
COMPUTER EDUCATION in CITY INC. SENIOR HIGH SCHOOL Academic year 2022-2023 in which the grade 11 consists
of 45 respondents and grade 12 are consists of 57 respondents. In the total of respondents of the research, females
got the highest number in percentage which is 56% while males only got 44%

ABM (Accountancy Business and Management)

TABLE 5.1
 Factors that Affect your WM VERBAL
Learning Capabilities as INTERPRETATION
Student that Experiencing
Mental Distress
Family Problem 3.2 Neutral
Financial Worries 3.7 Agree
Academic Performances 2.8 Neutral
Traumatic Experiences 3.3 Neutral
TOTAL 13 Strongly Agree
According to the portion above that shows the different factors that affect the learning capabilities that mental
distress in ABM ( Accountancy Business and Management), financial worries got the highest mean of 3.7 with a
verbal interpretation of agree experienced by students followed by traumatic experiences with a mean of 3.3 and a
verbal interpretation of neutral next is family problem with a mean of 3.2 with a verbal interpretation of neutral and
the last is academic performances with a mean of 2.8 and a verbal interpretation of neutral experience mental as
student.

TABLE 5.2

The impact of mental distress MEAN VERBAL

that affects the learning INTERPRETATION
capabilities of the students
Low academic self-efficacy 3.4 Neutral
Destruct from their learning abilities 3.3 Neutral
Reduces your motivation to do the school 3.3 Neutral
task
Impacts your overall academic achievements 3.5 Agree
Increases your odd of dropping out 3.2 Neutral
TOTAL 16.7 Strongly Agree
According to the portion above that shows the impact of mental distress to the learning capabilities of the
student in ABM (Accountancy Business and Management); impacts your overall academic achievement got the
highest mean of 3.5. Followed by low academic self- efficacy with the results of 3.4; destruct from their learning
abilities and reduces your motivation to do the school task with a 3.3; Lastly got the lowest mean of 3.2 with a verbal
interpretation of disagree is increases your odd of dropping out.

GAS (General Academic Strand)

TABLE 6.1

Factors that Affect your Learning MEAN VERBAL

Capabilities as Student that INTERPRETATION
Experiencing Mental Distress

Family Problem 2.3 Disagree

Financial Worries 2.9 Neutral
Academic Performances 3.3 Neutral
Traumatic Experiences 2.3 Disagree
TOTAL 10.8 Strongly Agree
According to the portion above that shows the different factors that affect the learning capabilities that mental
distress in GAS (General Academic Strand), academic performances got the highest mean of 3.3 with a verbal
interpretation of neutral experienced by students followed by financial worries with a mean of 2.9 and a verbal
interpretation of disagree next is family problem and traumatic experiences with a mean of 2.3 with a verbal
interpretation of disagree that experience mental as student.

TABLE 6.2

The impact of mental distress MEAN VERBAL

that affects the learning INTERPRETATION
capabilities of the students

Low academic self-efficacy 3.1 Neutral

Destruct from their learning abilities 3.1 Neutral
Reduces your motivation to do the school task 3.3 Neutral
Impacts your overall academic achievements 3.4 Neutral
Increases your odd of dropping out 2.6 Neutral
TOTAL 15.5 Strongly Agree
According to the portion above that shows the impact of mental distress to the learning capabilities of the
student in GAS (General Academic Strand); impacts your overall academic achievement got the highest mean of 3.4.
Followed by reduces your motivation to do the school task with the results of 3.3; destruct from their learning
abilities and low self-efficacy with a 3.1; Lastly got the lowest mean of 2.6 with a verbal interpretation of neutral is
increases your odd of dropping out.

STEM (Science, Technology, Engineering, Mathematics)

TABLE 7.1

Factors that Affect your MEAN VERBAL

Learning Capabilities as INTERPRETATION
Student that Experiencing
Mental Distress
Family Problem 3.4 Neutral
Financial Worries 3.3 Neutral
Academic Performances 3.2 Neutral
Traumatic Experiences 3.3 Neutral
TOTAL 13.2 Strongly Agree
According to the portion above that shows the different factors that affect the learning capabilities that mental
distress in STEM (Science, Technology, Engineering, Mathematics), family problem got the highest mean of 3.4 with a
verbal interpretation of agree experienced by students followed by financial worries and traumatic experiences with
a mean of 3.3 and a verbal interpretation of neutral next is academic performances with a mean of 3.2 with a verbal
interpretation of neutral experience mental distress as student.

TABLE 7.2

The impact of mental distress MEAN VERBAL

that affects the learning INTERPRETATION
capabilities of the students
Low academic self-efficacy 2.8 Neutral
Destruct from their learning abilities 2.8 Neutral
Reduces your motivation to do the school 2.8 Neutral
task
Impacts your overall academic achievements 2.9 Neutral
Increases your odd of dropping out 2.8 Neutral

TOTAL 14.1 Strongly Agree

 According to the portion above that shows the impact of mental distress to the learning capabilities of the
student in STEM (Science, Technology, Engineering, Mathematics); impacts your overall academic achievement got
the highest mean of 3.5. Followed by low academic self- efficacy with the results of 2.9; followed by low academic
self-efficacy, destruct from their learning abilities, reduces your motivation to do the school task and increases your
odd of dropping out got the mean of 2.8 which is neutral.

HUMSS (Humanities and Social Sciences)

TABLE 8.1

Factors that Affect your MEAN VERBAL

Learning Capabilities as INTERPRETATION
Student that Experiencing
Mental Distress
Family Problem 2.9 Neutral
Financial Worries 3.3 Neutral
Academic Performances 2.1 Disagree
Traumatic Experiences 3.4 Neutral
TOTAL 11.7 Strongly Agree

According to the portion above that shows the different factors that affect the learning capabilities that
mental distress in HUMSS (Humanities and Social Sciences), traumatic experiences got the highest mean of 3.4 with
a verbal interpretation of neutral experienced by students followed by financial worries with a mean of 3.3 and a
verbal interpretation of neutral next is family problem with a mean of 2.9 with a verbal interpretation of neutral and
the last is academic performances with a mean of 2.1 and a verbal interpretation of disagree experience mental as
student.

TABLE 8.2

The impact of mental distress MEAN VERBAL

that affects the learning INTERPRETATION
capabilities of the students
Low academic self-efficacy 3.5 Agree
Destruct from their learning abilities 3.4 Neutral
Reduces your motivation to do the school 3.3 Neutral
task
Impacts your overall academic achievements 3.5 Agree
Increases your odd of dropping out 2.5 Neutral
TOTAL 16.2 Strongly Agree

According to the portion above that shows the impact of mental distress to the learning capabilities of the
student in HUMSS (Humanities and Social Sciences); low academic self-efficacy and impacts your overall academic
achievement got the highest mean of 3.5. Followed by destruct from their learning abilities with the results of 3.4;
reduces your motivation to do the school task with the results of 3.3 Lastly got the lowest mean of 2.5 with a verbal
interpretation of disagree is increases your odd of dropping out.
 Chapter V

Conclusion, Recommendation, and References

This chapter presents conclusion, implication and contribution. The significance of this research in the
immediate context of Effects of Mental Distress to the Learning Capabilities of Students. Recommendations and
references for further research end the chapter.

Summary

This study is aimed to find the effects of mental distress to the learning capabilities of students. Student life
can be stressful, causing mental distress for the learners. Aside from being a huge public health issue, mental distress
has an impact on academic ability.

The literature review was concentrated on the mental distress that affects the studies of every learner that is
experiencing it. It was found that family problems, financial worries, low academic self-efficacy, and traumatic
experiences have an impact on senior high schools’ learners. The researcher used descriptive quantitative method to
conduct this investigation. Questionnaire was used as the data-gathering instrument. A survey was conducted at I-
Tech Computer Education Senior High School, containing 102 respondents, was asked to answer the following: 1.
Factors that affect your learning capabilities as student that experiencing mental distress; 2. The impact of mental
distress that affects the learning capabilities of the students. A scale type questionnaire was used by the researchers;
Likert 5-point scale.

Conclusion

This study aims to determine the factors and effects of mental distress on the students of I-tech Computer
Education Bago City Inc. Senior High School.

Implication and Conclusion

This chapter relates the findings of this study to existing research and highlights the study’s contributions and
implications upon mental distress. Mental distress is a major public health problem which includes anxiety,
depression and somatic symptoms such as sleeping problems, fatigue and headaches. Students are consistently
reported to have higher levels of mental distress compared to the general population. Although students with mental
distress have significantly impaired cognitive functioning, learning disabilities and poor academic performance, the
burden of this problem is unknown (B. Mboya, 2020). This study implies that students with higher proportion of
mental distress are likely to experience negative consequences such as low academic self-efficacy, destruct from
learning abilities, no motivation to do school task, substance abuse, higher risk of depression as well as anxiety
disorder.
Contribution

In this study, family issues, financial concerns, poor academic performance, and traumatic experiences were
linked to mental distress in students. This study suggests raising awareness and offering counseling to kids who are
experiencing mental health problems like mental distress. Education institutions should think about creating student
drop-in facilities that will offer counseling to students dealing with various mental health difficulties. Students’ stress
and disappointments with their studies and their lives in general can often be significantly reduced by the social and
recreational opportunities available at their school.

Summary

This chapter presents the summary of the study.

This study shows the significance of mental distress to the learning capabilities of students. Mental health
problems affect society as a whole and no group is immune to mental disorders; however, students have significantly
higher level of mental distress than their community peers. The study revealed that financial distress was strongly
associated with mental distress. Those students who have financial distress and have no pocket money were more
likely to experience mental distress. The rising cost of stationary materials and photocopy services may create
stressful situation in students. Moreover, students with financial difficulty experience anxiety, frustration, and sense
of helplessness and trouble of sleeping which may further lead students mentally distressed. Other factors like family
problems and traumatic experience can lead to poor academic performance, learning disabilities and worse increases
the odd of dropping out. Therefore, it is recommended that mental distress needs due attention and remedial action
from school institutions, parents, students and other concerned bodies. Programs aimed at preventing mental
distress need to address these identified factors of mental distress against students.

Recommendation

This study revealed the effects of mental distress to the learning capabilities of students. Thus, the following
recommendations are hereby presented:

Since the effectiveness of mental distress to the learning capabilities of students has proven, teacher should help
the students to avoid stress that can affect the learning capabilities of students.

Parents should encourage and help reduce the stress of student. They can guide their children on how to avoid
stress. This study may help the students to know the effect of stress to their studies.

The students perhaps will be able to avoid stress with the help of this study.
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https://doi.org/10.3389/fpsyg.2020.00841

Innocent B. Mboya, (2020) Factors associated with mental distress among undergraduate students in northern
Tanzania

Khironclinic (2021) The Impact of Trauma on Education

Kirsti Grøtan (2019) Mental Health, Academic Self-Efficacy and Study Progress Among College Students – The SHoT
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