New Normal Education

MATAAS NA KAHOY NATIONAL HIGH SCHOOL
Senior High School Department
New Normal Education: Mental Health Impacts on Grade 11 Students
in Mataas na Kahoy National High School”
A SENIOR HIGH SCHOOL RESEARCH
Presented to:
REYVILYN A. RAVINA
SUBJECT TEACHER/RESEARCH ADVISER
Presented by:
CRISZEL JANE D. BAUTISTA

ESTEVAN JAMES S. PAGTACUNAN
EVELYN JOY C. CASTRO
IRISH S. LIMOS
LEO C. MAGTALAS
JENELLE M. PAGTACUNAN
JOHN DENVER C. FAUSTINO
JOSHUA BARON M. ORTIZ
JOVELYN S. PAGTACUNAN
JUSTINE JOY F. NARCISO
PATRICK DELA CRUZ
RYZA KRISIA VALERIE D.C. PERIN
i
APPROVAL SHEET
In partial fulfillment of the requirements in Research in
Daily Life 1, this research paper entitled, "New Normal
Education: Mental Health Impacts on Grade 11 Students in Mataas
na Kahoy National High School” has been prepared by the G12
researchers, namely; Criszel Jane D. Bautista, Evelyn Joy C.
Castro, Estevan James S. Pagtacunan, Leo C. Magtalas, Joshua
Baron M. Ortiz, Irish S. Limos, Jenelle Christine M. Pagtacunan,
Justine Joy F. Narciso, Jovelyn S. Pagtacunan, John Denver C.
Faustino, Patrick Dela Cruz, Ryza Krisia Valerie D.C. Perin,
Vicente C. Magtalas.
BRYAN JAY E. DELA CRUZ LOUISE RUTH A. CABANLONG

Research Adviser English Critique
Approved by:
REYVILYN A. RAVINA
Research Adviser
ii
ACKNOWLEDGEMENT
The researchers would like to acknowledge the following in
this research:
First of all, to God who is present among them and guided
them by the presence of the Holy Spirit and its gifts in doing
this research.
The parents of the researcher who were always there to
love, support, encourage them to be optimistic focus in doing
this research.
The researcher also acknowledges and thank their teachers,
especially Teacher Reyvilyn A. Ravina, the Research in Daily Life
2 Teacher, who teach and guide them from the beginning up to the
end of the study, Teacher Bryan Jay E. Dela Cruz, Teacher Louise
Ruth A. Cabanlong, Teacher Djhoana L. Nagaño, Teacher Ronnie Anne
Joy DC. Perin, the adviser of the researcher, Sir Reynaldo E.
Francisco, the school principal, the panelists and all the
members of the faculty who helped, guided, and inspired them upon
doing this research.
To the Senior High School Students of Mataas Na Kahoy
National High School who become the respondents and cooperate
whole heartedly in this research.
iii
To the future researchers, may this research help and give
them some inspiration and additional knowledge for their future
research and for the things they wanted to know about the New
Normal Education: Mental Health Impacts on Grade 11 Students in
Mataas na Kahoy National High School.
iv
Table of Contents
Title page………………………………………………………………………………………………………………………………… i
Approval Sheet……………………………………………………………………………………………………………………… ii
Acknowledgment……………………………………………………………………………………………………………………… iii
Table of Contents……………………………………………………………………………………………………………… v
Abstract of the study…………………………………………………………………………………………………… viii
CHAPTER 1
Rationale…………………………………………………………………………………………………………………………………… 1
Statement of the Problem…………………………………………………………………………………………… 4
Significance of the study………………………………………………………………………………………… 5
Scope and Limitation……………………………………………………………………………………………………… 7
Theoretical Framework…………………………………………………………………………………………………… 8
Conceptual Framework……………………………………………………………………………………………………… 9
Research Locale ………………………………………………………………………………………………………………… 10
Hypothesis………………………………………………………………………………………………………………………………… 11
Definition of Terms………………………………………………………………………………………………………… 11
CHAPTER 2
Research Design…………………………………………………………………………………………………………………… 12
CHAPTER 3
Methodology……………………………………………………………………………………………………………………………… 19
Research Design…………………………………………………………………………………………………………………… 19
Data Gathering……………………………………………………………………………………………………………………… 19
v
The Respondents…………………………………………………………………………………………………………………… 20
Sampling Design…………………………………………………………………………………………………………………… 20
The Instruments…………………………………………………………………………………………………………………… 21
Data Gathering Procedure…………………………………………………………………………………………… 23
Ethical Consideration…………………………………………………………………………………………………… 23
Statistical Treatment…………………………………………………………………………………………………… 24
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA……………………… 26

CHAPTER 5
Summary of Findings, Conclusion, and Recommendation…………………… 42

Summary of Findings………………………………………………………………………………………………………… 42
Conclusion………………………………………………………………………………………………………………………………… 45
Recommendation…………………………………………………………………………………………………………………… 46
FIGURES
Figure 1. Age of Respondents……………………………………………………………………………………26
Figure 2. Sex of Respondents……………………………………………………………………………………28
Figure 3. Strand of Respondents……………………………………………………………………………30
Figure 4. Occupation of Parent/Guardian of the Respondents……32
Figure 5. Positive and Negative Effects………………………………………………………35
TABLES
Table 1. The Responses of the Respondents (Positive Effect).37
vi
Table 2. The Responses of the Respondents (Negative Effect).39
Table 3. Comparison of Positive Effect and Negative Effect……40
Table 4. Tabulation of Positive and Negative Effect………………………41
vii
ABSTRACT OF THE STUDY
This study entitled New Normal Education: Mental Health

Impacts on Grade 11 Students in Mataas Na Kahoy National High
School
The research study was conducted in Mataas Na Kahoy National
High School, General Mamerto Natividad, Nueva Ecija during the
school year 2022-2023 which involved 55 participants who were
selected through a simple random sampling method.
Based on the findings, most of the respondents ages 16 years

old where the majority are female and whose parents are working
outside the country have developed mental health issues during
the pandemic which have been rarely addressed. Moreover, it can
be noticed that the mean difference between the tests was -1.49
noting a small gap of experience between positive and negative
effects, where the mean of the positive effect is 39.60, while
the negative effect is 40.89. It also shows that the standard
deviation of positive and negative effects is close to each
other. However, the new normal education has both positive and
negative impacts on students’ mental health.
The results show that the new normal way of learning really
affects the respondents’ mental health positively and negatively.
Among the negative effects are financial worries and a lack of
knowledge caused by COVID-19, leading to depression.
Subsequently, the research findings reveal that it is vital to
implement different coping strategies that will take care of
students' mental health and keep them positive throughout the
crisis. The pandemic will pass, but not without leaving its mark
behind a large number of people vulnerable to a more severe
threat of being infected. Therefore, feasible steps are required
to allow people to accept easily accept and adopt the "new
normal" way of life
viii
ix
CHAPTER I
Problem and its Background
Introduction
The term new normal according to (Christensen 2020) is
originally used in the field of oncology to describe the changes
a person faces as a result of cancer and its treatments. However,
today people use this in connection to the pandemic caused by the
SARS-COV 2 or commonly known as COVID-19. The pandemic started
with its first reported case last December 2019 in Wuhan, China
where the name of the virus was derived because of its emergence
on the said year (WHO, 2020).
Covid 19 has proven to be a major disruptive aspect of human
life across the world. In education, the restrictions have made
it imperative for the adoption of online learning. The Covid- 19
pandemic worsened these consequences when educational
institutions shifted from face-to-face activities to mostly
online learning modalities to prevent spreading of the virus
(Malolos, et al, 2021).
Online learning affects everyone from young children to
young adults, teachers and others. For many students, virtual
classes may worsen existing mental health disorders. For others,
1
the impact of the pandemic and online learning can trigger new
changes in mental health and mood. Blended learning is primarily
described as the merging of classroom and distance learning to
enable students to study independently, interactively, and
collaboratively. To put it another way, the new way of learning
approach redesigns courses that are developed, scheduled, and
implemented using a combination of physical and virtual learning
activities. It has previously been claimed that improves student
happiness, motivation, engagement, and performance. This strategy
encourages active and self-directed learning and has gained favor
in dentistry education as a supplement to standard learning
methods.
Mental health according to (Merriam Webster) is a person’s
condition with regard to their psychological and emotional well-
being. Student mental health is essential for concentration,
problem-solving, and decision-making. On the other hand, a
pandemic disrupts kids' mental stability, affecting their
learning and academic performance. With all of these developing
issues, students' mental health will suffer significantly.
Students' academic performance might be overshadowed by mental
health concerns, and social interactions can jeopardize their
2
future professions and personal possibilities. This present
standard may have a negative impact on students’ mental health.
In some ways, the COVID -19 era seems like exactly the right
time to educate students in how to manage the intense sadness,
isolation, and anxiety they are feeling but during the horrible
natural experiment called coronavirus, is that the right message
to send to students to push hardship, bounce back from failure
and come out stronger.
This study aims to identify the impacts of new normal
Education to the mental health of the Grade 11 Students of Mataas
Na Kahoy National High School.
3
Statement of the Problem
This study aims to assess the impact of new normal education
on the mental health of Grade 12 Students in Mataas Na Kahoy
National High School specifically to seek the answers to the
following queries:
1. How may the profile of the respondents be described in terms
of?
1.1. Age
1.2. Sex
1.3. Strands
1.4. Occupation of parents/ guardian
2. How may the new normal way of learning in the mental health
of the respondents in terms of:
2.1. Positive effect (s)
2.2. Negative effect (s)
3. Are there any implications of the finding of the effects of
the new normal way of learning to the mental health of the
respondents?
4
Significance of the study
As students, having a lot of school works is very
challenging. Given that you are staying at home on the majority
of the day, it is sometimes unavoidable to receive tasks such as
doing household chores. The researchers know that it may have a
huge impact on mental health, especially with the advent of the
new mode of learning. For this reason, the researchers aim to
identify the positive and negative effects of new ways of
learning on the student’s mental health. This study specifically
aims to determine the effects of the new normal way of learning
on the mental health of students. Listed below are the
beneficiaries of the study:
To the Students- The results of this study will provide necessary
pieces of information of the mental health of the students which
could be a great help in understanding themselves.
To the Teachers- The result of this study can help to know what
the main problem of the student is and immediately formulate
actions to avoid possible negative effects that can harm the
well-being of the students under their supervision.
5
To the Parents- In this research, the researcher intends to
notify the parents and make them knowledgeable about how new
learning affects the mental health of their children and their
academic performance in school
To the Other researchers- The results can be used as a reference
for further research or verification of other findings. This
study can also be used as a reference in conducting related
studies.
6
Scope and Limitation
This study will be conducted during the first semester A.Y.
2022-2023 at Mataas na Kahoy. The study focuses on the impacts of
the new normal learning to the mental health of Grade 12 students
of Mataas na Kahoy National High School.
This research will focus on determining the effects of the
new learning style on students' mental health. Furthermore, in
order to discover novel ways to reduce the suffering of pupils
throughout the epidemic.
7
Theoretical Framework
Mental health problems are related to physical, social and
mental environment. Mental health includes subjective well-being,
self-efficacy, autonomy, ability, intergenerational dependence,
intellectual or emotional potential. When there is a problem with
mental health, there will be a decline in subjective well-being
and various negative emotions (such as fear, nervousness,
loneliness, and despair), and symptoms such as mental distress
(such as anxiety, depression, and stress) will appear (Hossain et
al., 2020). Mental health issues are considered as public health
problems that are often affected by factors related to
occupation, employment opportunities, and economic stress (Ali et
al., 2021). Disaster mental health research also shows that
people generally suffer emotional or psychological distress
following a disaster (Pfefferbaum and North, 2020).
8
Conceptual Framework
In recent years, mental health issue has not yet become the
focus of attention. Many do not believe that this is true and not
just an excuse of the people who experience it. The spread of the
Covid-19 worsened the condition of those who already have it
before the lockdown begins due to the safety protocols that have
been implemented such as the ban. The pandemic seems to have
brought this comprehensive issue to the attention it needs to be
addressed.
INPUT PROCESS OUTPUT
Profile of the Problem Effects of the

respondents: Identification new normal way
- Age Data Gathering from of learning to
- Sex the students the mental
involved health of the
- Strand
- Questionnaire Grade 11
Effects on the Students in
Analysis and Mataas na Kahoy
Mental Health
Interpretation of National High
of the Senior
Data School.
High School:
- Statistical
- Positive Treatment
9
- Negative
Drawing Conclusion
and Recommendation
Research Locale
10
The study was conducted at Mataas na Kahoy National High
School at Brgy. Mataas na Kahoy, General Mamerto Natividad, Nueva
Ecija.
Hypothesis of the Study
There is a significant relationship between the demographic
profile and the factors to determine to Grade 11 students of the
effects of the new normal way of learning to their mental health.
Definition of Terms
Mental Health – Can be affected by the new way of learning of the
respondents in this study.
New Normal Education – it is the new way of learning that are the
respondents experiencing.
Covid–19 Pandemic - is an infectious disease caused by a newly
discovered coronavirus.
11
Grade 11 - they are the respondents and the main focus of this
study, a person who studied something.
Lockdown – is a policy that restricts people, communities, or
countries from leaving their current location.
Protocol - formal procedure or collection of laws governing
activities involving the government
CHAPTER 2
Review Related Literature
The impact of social isolation and loneliness due to COVID-
19 on children’s and adolescent’s mental health found that
children and adolescents are more prone towards high rates of
depression and anxiety during and after enforced isolation ends
which might last up to 0.25 to 9 years later. (Loades,2020 et.
Al.)
In the study conducted by Ellis et al., (2020) found that,
in their sample of 14- to 18-year-olds, stress-related to COVID-
19 was associated with more loneliness and higher symptoms of
mental health disorders (e.g., depression).
12
Gendered mental illnesses may be based on the simple reality
that women are more likely to experience internalizing mental
illnesses such as depression and anxiety whereas men are more
likely to experience externalizing mental illnesses such as
substance abuse and conduct disorders. Boysen (2017) et al.
According to World Health Organization (WHO), Sex is one of
the critical determinants of mental health. It determines the
power and controls men and women have over the socioeconomic
determinants of their mental health and lives, their social
position, status and treatment in society. Sex differences occur
particularly in the rates of common mental disorders (depression,
anxiety, somatic complaints). These disorders, in which women
predominate, affect approximately one in three people in the
community and constitute a serious public health problem.
Unipolar depression is twice as common in women. In lifetime
prevalence rate for alcohol dependence is more than twice as high
in men than women (in developed countries, about 1 in 5 men and 1
in 12 women develop alcohol dependence during their lives). Men
are more than three times more likely to be diagnosed with
antisocial personality disorder. No marked gender differences
have been found in the rates of severe mental disorders
(schizophrenia, bipolar disorder). Gender-specific risk factors
13
for common mental disorders that disproportionately affect women
include gender-based violence, socioeconomic disadvantage, low
income, low/subordinate social status and responsibility for the
care of others.
According to Mental health foundation (2014) Women between
the ages of 16 and 24 are almost three times as likely (26%) to
experience a common mental health issue as males of the same age
(9%). Women are twice as likely to be diagnosed with anxiety as
men. 25.7% of women and 9.7% of men aged 16-24 report having
self-harmed at some point in their life.
According to Dennington (2022) The perception of there being
a crisis is around how many students a respondent knows, or
themself, that feels like they have stress and anxiety and have
mental health issues that they don’t feel are being met.
Garrison (2021) found that a lack of on-site schooling has
made it difficult for strict mental health and social services
especially to those senior high school students. Garrison
believes the coronavirus pandemic has affected many students, as
she states, “typically well-functioning” students began
“struggling with social isolation, anxiety, fear of the future,
and depression.”
14
The COVID-19 pandemic and the resulting economic recession
have negatively affected many people’s mental health and created
new barriers for people already suffering from mental illness and
substance use disorders. During the pandemic, about 4 in 10
adults in the U.S. have reported symptoms of anxiety or
depressive disorder, a share that has been largely consistent, up
from one in ten adults who reported these symptoms from January
to June 2019. A KFF Health Tracking Poll from July 2020 also
found that many adults are reporting specific negative impacts on
their mental health and well-being, such as difficulty sleeping
(36%) or eating (32%), increases in alcohol consumption or
substance use (12%), and worsening chronic conditions (12%), due
to worry and stress over the coronavirus. As the pandemic wears
on, ongoing and necessary public health measures expose many
people to experiencing situations linked to poor mental health
outcomes, such as isolation and job loss.
The COVID-19 pandemic has disrupted or halted critical
mental health services in 93% of countries worldwide while the
demand for mental health is increasing, according to a new WHO
survey. The survey of 130 countries provides the first global
data showing the devastating impact of COVID-19 on access to
15
mental health services and underscores the urgent need for
increased funding.
“Good mental health is absolutely fundamental to overall
health and well-being,” said Dr Tedros Adhanom Ghebreyesus,
Director-General of the World Health Organization. “COVID-19 has
interrupted essential mental health services around the world
just when they’re needed most. World leaders must move fast and
decisively to invest more in life-saving mental health programmes
- during the pandemic and beyond.”
The COVID-19 pandemic has led to a dramatic loss of human
life worldwide and presents an unprecedented challenge to public
health, food systems, world of work and also in education.
Because the disruption created by Covid-19 in the educational
sector may remain longer than anticipated, we implemented a
blended learning policy to respond. This is unlike anything
students have ever encountered, and many found online learning
unpleasant and challenging when it was first deployed. The COVID-
19 epidemic impacts not just physical health, but also mental
health and well-being. With the focus on overall health, mental
health suffers in silence. The COVID-19 epidemic has presented a
new set of obstacles and anxieties that have had a significant
influence on mental health and well-being.
16
Exploratory analyses suggest that COVID-19 specific worries,
isolation in social networks, lack of interaction and emotional
support, and physical isolation were associated with negative
mental health trajectories (Elmer, 2020). A number of COVID-19-
specific stressors could further affect individuals’ mental
health. Among those are worries about one’s own physical health,
the health of others, the potential economic impact, and—in the
case of students—the impact of a changed educational environment
on the progress of their studies and future job market
opportunities (Elmer, 2020).
Preliminary data indicate that the impact of remote learning
may have negative consequences on student well-being, as a recent
study reported higher levels of stress and isolation as well as
negative mood during a synchronous online learning experience,
compared to a traditional face-to-face learning environment.
Specifically, students have reported that the experience of
online learning has resulted in significantly higher levels of
stress and isolation as well as negative mood, and significantly
lower levels of relatedness, concentration, focus, motivation,
and performance compared to traditional face-to-face learning
(Patterson,2021).
17
Our data is consistent with findings demonstrating
loneliness as a risk factor for mental health (Banerjee et al.,
2020; Hawkley and Cacioppo, 2010; Okruszek et al., 2020); this is
particularly salient with government directives for social
distancing and isolation.
Feeling cut off from social groups may lead one to feel
vulnerable and pessimistic about one's circumstances, altogether
producing negative mood states and anxiety (Muyan et al., 2016)
that are further heightened during a pandemic. The high levels of
reported loneliness in our sample and its association with
depression, anxiety, and PTSD symptoms underscore the severity of
experiences of young adults during the pandemic (Wong 2020).
The profile of the student, such as age, sex, and strands,
are very relevant and essential in this study in order to
determine if there is any relationship between the new normal way
of learning and mental health. The researchers sought to know the
positive and negative effects of the new normal on the mental
health of the students and if there are any implications of the
finding of the effects of the new normal way of learning on the
mental health of the respondents. Mental health includes
emotional, psychological, and social well-being. all contribute
to mental health. It has an impact on thinking, feeling, and
18
acting. It also influences dealing with stress, interacting with
people, and making decisions. Mental health is essential at all
stages of life, from infancy and adolescence through maturity.
The main goal of this study is to know what is the impact of New
Normal Education has on the mental health of senior high school
students.
Chapter 3
Methodology
19
In order to analyze and interpret the data, this chapter
represents the methods in conducting this study including the
techniques for collecting data.
Research Design
In this study, the researchers will use the descriptive
method in gathering data and the use of a questionnaire as an
instrument.
This method is suited to study to determine if new normal
education has an impact on the mental health of Grade 11 students
in Mataas na Kahoy National High School.
Data Gathering Procedure
The researchers used a questionnaire to gather data. The
researchers asked permission from the respondents to answer the
questionnaire before answering the questionnaire form. The
researchers explained the objectives of the study and why they
use to answer the given questionnaire.
The Respondents
20
The respondents involve being the Grade 11 Senior High
School Students of Mataas Na Kahoy National High School.
Sampling Design
The target of the study was the Grade 11 senior high school
students of Mataas Na Kahoy National High School.
The researchers used simple random sampling techniques as
the sampling design of the study for Grade 11 senior high school
students of Mataas Na Kahoy National High School. The total
population of Grade 11 students in Mataas na Kahoy is 61, and we
used Slovin's formula to determine the sample size of our
respondents, and the result is 55. The total number of Grade 11
students on the list will be selected until the 55 slots to be
respondents are complete.
The Instruments
21
The researchers used a questionnaire in their study to
determine the respondent’s extent of agreement with the
statement.
The following statistical procedures were used to interpret
the data gathered from the study's participants.
Percentage. The percentage of each data set was calculated
to determine the effect of impact of the new normal way in the
student’s mental health in positive and negative ways.
Weighted mean. The researchers calculated the outcomes of
the instruments using a weighted mean. The weighted mean was
calculated by multiplying each data point in a set, by a value
given by some feature of whatever contributed to the data item.
Standard Deviation: A measure of variability that is the
most used indicator of the degree of dispersion and also the most
dependable measure of variability. This statistical measure was
used to show the dispersion of answers of Grade 11 learners in
the positive and negative effects.
Weight/Scale Mean Range Verbal Interpretation
4 3.25 – 4.00 Strongly Agree
3 2.50 – 3.24 Agree

22
2 1.75 – 2.49 Disagree
1 1.00 – 1.74 Strongly Disagree

A Likert scale is a rating scale used to assess opinions,
attitudes, or behaviors.
It consists of a statement or question, followed by a series
of four or five answer statements. Respondents select the option
that best describes how they feel about the statement or
question.
Likert scales are great for capturing respondents' level of
agreement or their feelings about a topic in a more nuanced way
because they present them with a range of possible answers.
However, Likert scales are prone to response bias, in which
respondents either agree or disagree with all of the statements
due to fatigue or social desirability, or have a tendency toward
extremes.
23
Data Gathering Procedure
The researchers sent the letter of request for the conduct of the
research to the principal of Mataas Na Kahoy National High
School. The approved requests were endorsed to the adviser of the
participants.
The data to be gathered with the questionnaires were explicitly
compared and carefully evaluated to draw the whole picture of the
results of the "New Normal Education: Mental Health Impacts on
Grade 11 Students in Mataas na Kahoy National High School”
Ethical Consideration
In this research, the researcher discussed all the data
clearly and honor the authors of the article we get information.
Researchers experienced being more responsible, especially the
on-time set. The researchers respect our colleagues in sharing
their knowledge and ideas and the privacy of our respondents.
The researchers considered the ethical consideration and the
safety of the respondents while conducting the survey and
maintaining the confidentiality of every respondent's
information.
24
Statistical Treatment
The researchers used the following statistical tools such as
weighted mean, weighted frequency, and frequency and percentage
distribution.
Weighted Mean was used to describe the degree of the
respondents’ responses on the four-point rating scale in the
questionnaire.
The formula for this is:
WM = TWF/N
Where:
WM = weighted mean
N = total number of respondents
F = frequency
TWF = total weighted frequency
Weighted Frequency refers to the frequency with the
weight applied which generally can be thought of as the estimated
count in the population with the combination of values.
WF = W x F
25
Where:
WF = weighted frequency
W = degree of response
F = frequency
Frequency and Percentage Distribution were used to determine
the percentage usually for data on profile (e.g., age, gender,
etc.), and also, we used this to determine the percentage to
analyze the data we gathered.
f
p= x 100
n
Where:
p = percentage
f = frequency
n = number of respondents
26
Chapter IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of
data gathered through the use of a questionnaire whose main
objective is to determine the mental health impacts on Grade 11-
students in Mataas Na Kahoy National High School. Results of data
analysis are interpreted in relation to and in the order of
research questions stated in Chapter 1.
DISTRIBUTION OF RESPONDENTS ACCORDING TO

AGE
30
27
25 24
20
15
10
5 3
1
0
15 years old 2% 16 years old 49% 17 years old 44% 18 years old 5%
FIGURE 1. AGE OF RESPONDENTS
In figure 1, it shows the age distribution of the Grade 11
students in Mataas Na Kahoy National High School. The
27
distribution of respondents according to their age shows that 49%
of the student respondents are in the age of 16 years old, the
student in the age of 17 was got 44%, the student in the age of
18 was got 5%, and the age of 15 was got 2%. This finding
revealed that most of the respondents are in the 16 years old at
Mataas na Kahoy National High School. Age has a significant role
in defining mental health since aging causes changes in some
aspects of mental functioning. Dr. Berger V. (2017) found a
strong relationship between the physical and mental health of
older persons. For example, people with physical conditions like
diabetes and heart disease are more likely to experience
developmental health issues 10–20% of teenagers and young people
worldwide, according to the World Health Organization in 2016
experience mental health disorders and seventy-five percent of
all mental diseases begin before the age of 14, and fifty-five
percent by the mid-20s.
28
DISTRIBUTION OF RESPONDENTS ACCORDING

TO SEX
31
30
30
29
28
27
26
25
25
24
23
22
Female 55% Male 45%
FIGURE 2. SEX OF RESPONDENTS
The distribution of the respondents by their sex
in the figure 2 where it shows that the respondents are
inequitable. The total number of female respondents are 55%,
while the male respondents total 25%. It indicates male and
female respondents are unequal who participated in the survey.
(Elmer et al. 2020) Female students appeared to be
at higher risk of facing negative mental health consequences. Sex
differences in the prevalence of mental disorders vary across age
groups. Conduct disorder is the commonest psychiatric disorder in
childhood, with three times as many boys as girls being affected.
During adolescence, girls have a higher prevalence of depression
and eating disorders and engage more in suicidal ideation and

29
suicide attempts than boys, who are more prone to engage in high-
risk behaviors and commit suicide more frequently. In adulthood,
women had a higher prevalence of most affective disorders and
non-affective psychosis, and men had higher rates of substance
use disorders and antisocial personality disorder. Men may
develop alternative disorders in response to stress, such as
antisocial behavior and alcohol abuse. They may be more likely to
have been socialized to express anger or act out, whereas women
may be more likely to have been socialized to express dysphoria
in response to stress. In support of this, studies have shown
that higher male rates of alcohol abuse and drug dependency
balanced out expected gender differences in depressive disorders.
30

STRAND
28.2
28
28
27.8
27.6
27.4
27.2
27
27
26.8
26.6
26.4
GAS 51% TVL 49%
FIGURE 3. STRAND OF RESPONDENTS
In the figure 3, it shows the strand distribution of the
Grade 11 students in Mataas Na Kahoy National High School. Based
on the gathered data, the total of gas respondents is 51%, while
the TVL respondents total are 49%. It indicates GAS and TVL
respondents are unequal who participated in the survey.
As the educational system of the Philippines changes by
adding K–12 programs, there are certain things that students need
to do. A junior high school graduate or grade 10 completer must
take their next step by choosing an academic strand or track for
senior high school program. One factor that influences students'
career choices is a variety of factors or reasons that can also
31
affect their mental health. Academic stress is often associated
with high school students as they prepare for college, but the
reality is that younger students experience it as well. Students
of all ages have to juggle the pressure to perform well
academically with extracurriculars, homework, and standardized
testing. Choosing a career is difficult in and of itself, but
senior high school prepares you to make crucial decisions that
will impact your future.
32

OCCUPATION OF PARENTS/GUARDIANS
25
22
20
20
15
13
10
0
OFWs 36% Farmers 24% Others 40%
FIGURE 4. OCCUPATION OF PARENT/GUARDIAN OF THE RESPONDENTS
Based on the gathered data, the distribution of respondents
according to their parent occupation and guardians shows that 36%
of their parents are OFWs, 24% of their parents and guardians are
farmers and in other occupations, their parents are 40%. This
finding revealed that most of the student’s parents and guardians
at Mataas na Kahoy National High School are OFWs.
Family relationships rely heavily on the time they spend
together as a whole, as this is one of the major factors that
contribute to their bond. An occupation or job varies depending
on a person's field of specialization and will differ in wage,
time consumption, etc. Many experts suggest that the occupation
of parents doesn't just affect their children through financial
aid but also through time loss and other variables. According to
33
the Centers for Disease Control and Prevention (2022), children’s
mental health is connected to their parent’s mental health. A
recent study by an external organization found that 1 in 14
children has a caregiver with poor mental health. Fathers and
mothers—and other caregivers who have the role of parent—need
support, which, in turn, can help them support their children’s
mental health. Parents already know how important it is to be
involved in their children’s lives. Among other benefits, strong
parental support is linked to better behavior in school as well
as higher levels of academic achievement. The link between
parental involvement and mental health isn’t as well known, but
it may be the most important reason to focus on strong family
ties.
During the middle school and high school years, kids often
want more independence. They may try to discourage their parents
from becoming involved in their education and their relationships
with peers. However, new research shows that these years can be
the most treacherous—and this is the period when parental
involvement makes a critical difference in children’s mental
health
34
Also, it was observed that the students who've experienced
less quality time with their parents have developed a sense of
independence and are conditioned to handle responsibilities. In
addition, they have also embodied their parents' different work
ethics, which have been beneficial for them as individuals and
for their future endeavors. However, this has caused emotional
stigma, which in turn resulted in them being distant and less
likely to reveal personal problems, which takes a toll on the
emotional well-being of the student and their relationship.
Furthermore, students have used the cognitive coping mechanism,
which means that they occupied themselves with other things, such
as hobbies and other forms of entertainment, which causes them to
temporarily forget about their family problems.
35
Positive and Negative Effects

3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Positive Negative
FIGURE 5. POSITIVE AND NEGATIVE EFFECTS
In figure 5, it shows that students’ mental health is
affected by the new normal education in both positive and
negative ways. Although some students have benefited from the new
normal education, their mental health has suffered more as a
result. According to Choi, Van Merrinboer, and Paas (2014), a
high-quality physical environment has a positive impact.
favorable impact on emotions and the willingness to work hard to
learn, as well as that emotional state, mood, and the mediating
variables between the physical environment and the academic
environment, are motivation and motivational performance. A bad
physical environment might have a negative impact on one's
emotional well-being. Learners may experience discomfort or a

36
decline in their willingness to study as a result of these
factors. Physical activity, as studies have shown, has a
significant impact on sustaining health and happy moods, as well
as enhancing learning.
37
THE RESPONSES OF THE RESPONDENTS

TABLE 1
A. POSITIVE
STATEMENT WM RANKING VERBAL
INTERPRETATION
1. I didn't feel any stress about my 2.29 15 DISAGREE
schoolwork during this time of the
pandemic.
2. I feel motivated and not overwhelmed 2.64 8 AGREE
by any school work that I have during
the time of the pandemic because I
always manage my time for doing my
work.
3. I am happy doing school work during 2.62 9 AGREE
this time of the pandemic.
4. I am always prepared when having 2.56 13 AGREE
online learning.
5. I always do my hobbies to keep myself 2.87 1 AGREE
away from my issue negative impacts
of mental health issues.
6. I always share with my friends what I 2.56 13 AGREE
feel to help me what I feel inside.
7. I can easily understand and follow 2.73 4 AGREE

our teacher’s directions.
8. I felt good about myself in this kind 2.73 4 AGREE
of new way of learning.
9. I do not have any problems with my 2.58 11 AGREE
daily life due to my mental health.
10. I normally have a good quality 2.67 7 AGREE

of sleep.
11. I really enjoy this new way of 2.60 10 AGREE

learning at the same time I learned a
38
lot.
12. I think new normal way of 2.73 4 AGREE

learning has a positive effect on my
mental health.
13. Sharing what I feel to my 2.71 6 AGREE
friends help me lessen the burden
that I feel inside.
14. I spend a lot of time in my 2.56 13 AGREE
study.
15. I always browse social media 2.75 2 AGREE
for several hours to divert my
difficulties in managing my mental
health.
This shows the respondents in statement no.5 got the highest
weighted mean of 2.87 and statement no.1 got the lowest weighted
mean which is 2.29. These findings revealed that the majority of
the respondents agreed about the positive sides of a new normal
way of learning.
39
TABLE II
B. NEGATIVE
STATEMENT WM RANKING VERBAL
INTERPRETATION
1. I feel stressed in this new normal. 2.96 1 AGREE
2. I experience difficulties sleeping and 2.65 12 AGREE

have an abnormal sleeping pattern.
3. I still fear the effect of Covid-19 on 2.69 10 AGREE

my life, others, and especially on my
loved ones.
4. I have been overwhelmed with the amount 2.78 5 AGREE
of work that I receive, which has
changed ever since the pandemic began.
5. New normal way of learning has a 2.71 8 AGREE
negative effect on my mental health.
6. I feel depressed every time I hear the 2.51 14 AGREE
word Covid-19.
7. Covid-19 pandemic made me anxious for 2.87 4 AGREE
the future and the life of my loved
ones.
8. I have problems with my strands. 2.44 15 DISAGREE
9. I feel down, depressed, and hopeless in 2.58 13 AGREE

doing activities at home.
10. Feeling bad about new learning 2.69 10 AGREE
ways of education.
11. I experienced changes in my 2.89 3 AGREE
behavior during this time of crisis.
12. I have trouble in focus and 2.91 2 AGREE
concentrating during this time.
40
13. I am easily irritated at this 2.75 7 AGREE

pandemic.
14. I experienced mood swings during 2.76 6 AGREE

this COVID-19 pandemic.
15. I feel empty and restless with 2.69 10 AGREE

this new normal imposed.
This shows the respondents in statement no.1 got the highest
weighted mean 2.96 and statement no.8 got the lowest weighted mean
which is 2.44. These findings revealed that the majority of the
respondents agreed about the negative sides of a new normal way
of learning.
Table III. Comparison between the Positive Effect and Negative

Effect
Mean
Test Mean SD
Difference
Positive 0.130606
39.60
Effect
-1.49
Negative 0.147389
40.89
Effect
The table above shows that there is a significant difference
between the results of the positive effect and the negative
effect in the completed survey of the participants of the study.
It can be noticed that the mean difference between the tests was
-1.49 noting a small gap of experience among positive and
negative effects, where the mean of the positive effect is 39.60,
41
while the negative effect is 40.89. It also shows that the
standard deviation of positive and negative effects is close to
each other. Moreover, the new normal education has both positive
and negative impacts on students’ mental health. There are
students who have had a positive effect of the new normal
education, but more than the positive effect has had a negative
effect on their mental health. Students, educators, and parents
have faced numerous challenges as a result of the COVID-19
pandemic. Children who are already dealing with mental health
issues have been especially vulnerable to the changes, and now
learning about the broad effects on students as a result of
school closures, physically distancing guidelines and isolation,
and other unexpected changes in their lives.
Table IV. Tabulation of Positive and Negative Effect
Weighted
Test Description
Mean
Positive Effect 2.64 Agree
Negative Effect 2.73 Agree
Overall Weighted
2.69 Agree
Mean
42
Chapter V
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
This chapter contains the summary of findings, conclusions,
and recommendations of the study based on the gathered data and
information from the respondents.
Summary of Findings
Students comprise a population that is considered
particularly vulnerable to mental health concerns. Mental health
is more than the mere lack of mental disorders. The positive
dimension of mental health is stressed in the WHO’s
definition of health as contained in its constitution. Health is
a state of complete physical, mental, and social well-being and
not merely the absence of disease or infirmity.
The findings of this study bring into focus the effects of
pandemic-related transitions on this population's mental health
and well-being. Our findings show that there is a negative impact
the COVID-19 pandemic in academic, health, and lifestyle of the
respondents. By conducting a questionnaire survey, we found that
43
a majority of the participants are experiencing increased stress
and anxiety due to COVID-19. In addition, the researchers’ survey
questionnaire showed that there is a moderate stress levels among
the respondents.
These are the effects of pandemic being identified, the most
prominent are worries about one’s health and the health of loved
ones, followed by difficulty in concentrating. These findings are
in line with recent studies in China that also found concerns
relating to the health of oneself and of family members to be
highly of concern among the general population during the
pandemic. Difficulty in concentrating as the second effect
affects the students negatively because it lowers their
confidence in themselves. This has known correlations to
increased stress and mental health. To lessen the stress and
anxiety among senior high school students, it appears that
countermeasures that were put in place against COVID-19, such as
shelter-in-place orders and social distancing practices, may have
underpinned significant changes in students’ lives. For example,
a vast majority of the participants noted changes in social
relationships, largely due to limited physical interactions with
their families and friends.
44
Although the majority of participants expressed concerns
regarding academic performance, interestingly, almost half of the
participants reported lower stress levels related to academic
pressure and class workload since the pandemic began.
Participants who returned to their parental home reported
concerns about distractions and independence, students might have
benefited from family support and reduced social
responsibilities. Therefore, the increased stress due to the
pandemic may have been offset, at least to some extent.
Alarmingly, based on the findings, most of the respondents
ages 16 years old where the majority are male and whose parents
are working outside the country have developed mental health
issues during the pandemic which have been rarely addressed.
The results show that the new normal way of learning really
affects the mental health of the respondents positively and
negatively. Among the negative effects are financial worries and
a lack of knowledge caused by COVID-19 which led to depression.
Subsequently, the research findings reveal that it is vital to
implement different coping strategies that will take care of
students' mental health and keep them positive throughout the
crisis. The pandemic will pass, but not without leaving its mark
45
behind a large number of people vulnerable to a more severe
threat of being infected. Therefore, feasible steps are required
to allow people to easily accept and adopt the "new normal" way
of life.
Conclusion
In this research, the researchers conclude that:
 Most of the Grade-11 GAS students of Mataas Na Kahoy
National High School view new normal way of learning as a
challenging one.
 Students in Mataas na Kahoy National High School prefer
face-to-face interaction to fully understand their lessons.
 Low-quality of printed materials, poor internet connection
and lack of allowance for cellphone load negatively affect
their academic performance.
 One of the struggles the G-11 GAS students have encountered
in modular learning during the pandemic is they can’t fully
focus in accomplishing their modules because they are also
doing household chores.
 30 out of 55 respondents say that they keep away themselves
from the negative impacts of mental health through engaging
in different hobbies.
46
 Based on the survey 30 out of 55 respondents consider new
normal way of learning stressful.
47
Recommendation
In this research, the researchers recommend that:
 Outdoor activities like camping and sports activities,
listening to favorite music or watching the favorite movies
to relax and that can be applied to explore their thoughts,
feeling and behavior to improve mental health awareness such
keep themselves oriented on ways on how to cope up with
stress and how to deal with the new normal way of living.
 Understanding and empathy of the parents, teachers, friends,
and school community to the student who are experiencing or
struggling due to difficulties in academic performance
because of the pandemic will help.
 Programs, policies, and school organization such as Campus
Youth Ministry (CYM), no homework policy, time reduction to
meditate before the start of the class, and integrated
performance task will help and guide students to adapt to
the new normal way of learning.
 Consistency in conducting psychosocial activities will help
the students recover from the negative effects of pandemic.
 Open communication between parents and teachers provides
awareness on how to address the negative impact on
children’s mental health.
48
 Spend time to talk and listen to their children before and
after class.
49
DEAR SIR,
Greetings with peace and love!
We are the Grade 12 GAS of the MATAAS NA KAHOY NATIONAL HIGH
SCHOOL who are enrolled in the subject Practical Research 2. One
of the requirements in the said subject is to conduct research
that will benefit and improve the current situation in our school
and society. Thus, we came up with a descriptive study entitled,
"NEW NORMAL EDUCATION: MENTAL HEALTH IMPACTS ON GRADE 11 STUDENTS
IN MATAAS NA KAHOY NATIONAL HIGH SCHOOL” to comprehensively
identify and study the impacts of new normal education on the
mental health of students.
The purpose of this study aims to know and identify what are
the factors that affect the students' mental health. The
researchers believe that the participation of students in
classroom settings is an important feature of quality learning
and teaching. Through this study anyone especially the students
and teachers will know how to extend their knowledge beyond the
core required materials for their class that will help with the
mental health of students. They will engage themselves in
collaborative learning with other students to improve the quality
of the learning experience for all of them. Furthermore, to apply
the higher cognitive skills associated with critical thinking
50
with their academic and professional work. The respondents of
this study would comprise 55 Grade 11 students who are enrolled
at the Mataas Na Kahoy Senior High School Department, where we
can gather pertinent and in-depth data.
Anchored on the above-mentioned, we would like to ask your
good office for the approval of the conduct of the research in
the school with the said respondents at their most convenient
time to ensure that our research would gain comprehensive and
competent results.
Rest assured those ethical principles in the conduct of the
research are highly observed and imbibed.
Thank you very much for your unending support and guidance in all
our undertakings.
Very truly yours,
RYZA KRISHA VALERIE D.C. PERIN
ESTEVAN JAMES S. PAGTACUNAN
CRISZEL JANE D. BAUTISTA
51
JOHN DENVER C. FAUSTINO
JUSTINE JOY F. NARCISO
JENELLE M. PAGTACUNAN
JOVELYN S. PAGTACUNAN
EVELYN JOY C. CASTRO
IRISH S. LIMOS
RESEARCHERS
NOTED:
REYVILYN A. RAVINA
Subject Teacher, Practical Research 2
APPROVED:
ROMMEL T. NARCISO
Principal
52

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MATAAS NA KAHOY NATIONAL HIGH SCHOOL

Senior High School Department

New Normal Education: Mental Health Impacts on Grade 11 Students

in Mataas na Kahoy National High School”

A SENIOR HIGH SCHOOL RESEARCH

SUBJECT TEACHER/RESEARCH ADVISER

MATAAS NA KAHOY NATIONAL HIGH SCHOOL

CRISZEL JANE D. BAUTISTA

In partial fulfillment of the requirements in Research in

Daily Life 1, this research paper entitled, "New Normal

Education: Mental Health Impacts on Grade 11 Students in Mataas

na Kahoy National High School” has been prepared by the G12

researchers, namely; Criszel Jane D. Bautista, Evelyn Joy C.

Castro, Estevan James S. Pagtacunan, Leo C. Magtalas, Joshua

Baron M. Ortiz, Irish S. Limos, Jenelle Christine M. Pagtacunan,

Justine Joy F. Narciso, Jovelyn S. Pagtacunan, John Denver C.

Faustino, Patrick Dela Cruz, Ryza Krisia Valerie D.C. Perin,

BRYAN JAY E. DELA CRUZ LOUISE RUTH A. CABANLONG

The researchers would like to acknowledge the following in

First of all, to God who is present among them and guided

The parents of the researcher who were always there to

love, support, encourage them to be optimistic focus in doing

The researcher also acknowledges and thank their teachers,

especially Teacher Reyvilyn A. Ravina, the Research in Daily Life

Ruth A. Cabanlong, Teacher Djhoana L. Nagaño, Teacher Ronnie Anne

Joy DC. Perin, the adviser of the researcher, Sir Reynaldo E.

Francisco, the school principal, the panelists and all the

doing this research.

To the Senior High School Students of Mataas Na Kahoy

National High School who become the respondents and cooperate

whole heartedly in this research.

To the future researchers, may this research help and give

them some inspiration and additional knowledge for their future

Normal Education: Mental Health Impacts on Grade 11 Students in

Mataas na Kahoy National High School.

Abstract of the study…………………………………………………………………………………………………… viii

Statement of the Problem…………………………………………………………………………………………… 4

Significance of the study………………………………………………………………………………………… 5

Scope and Limitation……………………………………………………………………………………………………… 7

Research Locale ………………………………………………………………………………………………………………… 10

Data Gathering Procedure…………………………………………………………………………………………… 23

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA……………………… 26

Summary of Findings, Conclusion, and Recommendation…………………… 42

Figure 1. Age of Respondents……………………………………………………………………………………26

Figure 2. Sex of Respondents……………………………………………………………………………………28

Figure 3. Strand of Respondents……………………………………………………………………………30

Figure 4. Occupation of Parent/Guardian of the Respondents……32

Figure 5. Positive and Negative Effects………………………………………………………35

Table 1. The Responses of the Respondents (Positive Effect).37

Table 2. The Responses of the Respondents (Negative Effect).39

Table 3. Comparison of Positive Effect and Negative Effect……40

Table 4. Tabulation of Positive and Negative Effect………………………41

ABSTRACT OF THE STUDY

This study entitled New Normal Education: Mental Health

Based on the findings, most of the respondents ages 16 years

Problem and its Background

The term new normal according to (Christensen 2020) is

originally used in the field of oncology to describe the changes

a person faces as a result of cancer and its treatments. However,

today people use this in connection to the pandemic caused by the

SARS-COV 2 or commonly known as COVID-19. The pandemic started

on the said year (WHO, 2020).

Covid 19 has proven to be a major disruptive aspect of human