THE MENTAL HEALTH

PROBLEMS OF GRADE 10
AND 11 LEARNERS DURING
NEW NORMAL OF OUR LADY
OF MOUNT CARMEL
ACADEMY
 ACKNOWLEDGEMENT
The researchers wish to express their deepest
appreciation and gratitude to all the persons who
have supported them in this study:
Ms. Angelica Taroma, our subject teacher in
Research Project, for her proficient assistance and
support in every stage of the research process.
Ms. Andrea Rose Q. Dacanay, for lending her time
in attending our concerns and questions regarding
on our research findings.
To the Grade 10 and 11 Learners of Our Lady
of Mount Carmel Academy, who have been
our respondents and had a big role in this
research, for their truthfulness in answering
our survey questionnaires and their
willingness to help us in conducting this
research.
And above all, to the Almighty Father, who is
the legatee of our huge appreciation.
 CHAPTER I:
THE PROBLEM
 BACKGROUND OF THE STUDY
Pandemics have been linked to deteriorating
mental health, according to previous reports
(Hawryluck et al., 2004; McAlonan et al., 2007;
Lau et al., 2010; Xiang et al., 2014). People,
notably high school students, are feeling more
stressed and anxious as a result of the COVID-19
pandemic's circumstances (APA 2020; Tandon
2020; Wang et al., 2020).
 When compared to other pandemics, Liang
et al. (2020) indicate a significantly larger
fraction of young people experiencing
psychiatric problems during the COVID-19
pandemic.
According to the American Psychological
Association (APA), approximately 81% of Gen
Z youth (ages 13 to 17) face more severe
stress as a result of COVID-19, which is
connected to schooling.
 The APA report, however, skips over the
specifics of the stressors brought on by the
changes in schooling brought on by the
epidemic. There have been reports of
educational problems and their effects in
many different countries (Dolean and Lervag,
2021).
 CHAPTER II:
REVIEW OF RELATED
LITERATURE AND
STUDIES
 FOREIGN LITERATURE

Student mental health has gained

attention due to the increasing
number of students experiencing
distress (Kirsh et al., 2015).
 LOCALE LITERATURE
Three major themes emerged from the findings: anxiety
and depression as serious consequences of the
pandemic, God/Higher Being as the first and/or last
source of support, and the importance of self-awareness
and self-acceptance in improving mental health. These
contextualized themes hope to contribute to future
research in the formulation of effective interventions and
strategies in the fight against the negative effects of the
pandemic, particularly for the welfare of college
students. (Correro 2022)
 LOCALE STUDIES
Cornelio Banaag Jr., M.D. Professor
Emeritus of Child and Adolescent
Psychiatry at the University of the
Philippines- Philippine General Hospital
(UP-PGH) noted that even before the
pandemic, there was an alarming global
increase in mental health problems.
 According to him, the World Health
Organization (WHO) estimates that 10 to
20% of children and adolescents suffer
from various forms of mental disorders,
with the majority occurring in adults
beginning at the age of 14 and going
unnoticed until it's too late. Suicide is
most common between the ages of 15
and 24.
 FOREIGN STUDIES
2011 National Summit on the Mental Health of
Tertiary Students website states: Students are
seeking out university counseling and health
services in greater numbers.
Services, such as those for kids who present with
self-harming and mental illness suicidal thoughts
and behavior. The image is intricate and calls for
fresh new replies and interpretations.
 Academic problems alone could result in
personal issues, which in turn could become
out of control and necessitate direct action in
addition to replies related to academic and
study skills. (Jonathan Norton 2010)
 FRAMEWORK OF THE STUDY
Determinants Mechanism Mental Health Outcomes Coping Behavior

• Availability of • Planful problem • Mental distress Individual

social support solving (anxiety, BehaviorChange
• Finding social depression, • Resistive
• Increased class
reinforcement pressure) Behavior
workload • Stress Behavior
• Distancing • Nervous
• Missing too • Avoidance Coping
• Self - control • Loneliness
many classes • Isolation Behavior
• Deceased grade • Fear • Protective
than anticipated Behavior
• Substitution
Behavior
Social, emotional, and behavioural difficulties
comprise a broad spectrum of behaviours
that school children can develop to varying
degrees, and that may be either internalizing
(directed at the self), or externalizing
(directed at the external environment)
(Achenbach et al., 2017; Cooper, 2017).
 In schools, interventions to prevent
behavioural, emotional, and social
problems usually target such conditions
as depression, anxiety, social withdrawal,
substance use, self-harm, rule-breaking,
delinquency and aggressive behaviour
(Anderson et al., 2018; Cooper & Jacobs,
2011).
 CHAPTER III:
METHODOLOGIES
 RESEARCH METHOD
To summarize the information on
methodological factors for mental health
research, an integrative review was done.
The World Health Organization's (WHO)
definition of mental health has been used
as the review's compass.
 According to the WHO, mental health is "a
condition of well-being in which one realizes
one's own potentials, ability to cope with
everyday pressures, functionality and work
productivity, as well as the ability to
contribute meaningfully to community life"
[20].
 RESPONDENTS
The researchers considered the Grade 10
and 11 Learners of Our Lady of Mount
Carmel Academy comprising of 22
respondents. They are the chosen one
because the title of the study focuses on
the Mental Health Problems of Grade 10
and 11 Learners.
 ETHICS AND DATA GATHERING
PROCEDURES
A letter of request was sent to the Principal
of Our Lady of Mount Carmel Academy to
administer the survey instrument. The
researchers immediately distribute the google
forms containing the checklist. The answered
copies of instruments were retrieved and the
responses were tallied, tabulated, analyzed
and interpreted.
 Confidentiality of the respondents was
maintained by not identifying their names
of the concerned teachers and students
in the discussion. Only the data for the
study based on the factors and variables
were gathered without necessarily giving
some clues or identifiers of the persons
involved.
 CHAPTER IV:
PRESENTATION, ANALYSIS
AND INTERPRETATION OF
DATA
TABLE 1. DEMOGRAPHIC PROFILE OF THE
GRADE 10 AND 11 LEARNERS
Age Gender Grade Level

M F 10 11

15 2 5 7

16 8 4 5 7

17 1 2 3

TOTAL 22 12 10
TABLE 1.1
A. ACADEMIC PERFORMANCE Percentage
Yes No
1. Does support for behavioral 20 (90.9%) 2 (9.1%)
difficulties aim identify obstacles
for learning and participation school
structures and cultures as well as
school practices?
2. Does your teacher encourage you 21 (95.5%) 1 (4.5%)
to perform better?
3. Does your teacher guide you in 21 (95.5%) 1 (4.5%)
selling personal targets and
developing strategies to achieve
your target?
TOTAL 62 (93.97%) 4 (6.03%)
TABLE 1.2
B. SOCIAL INTERACTION Percentage

Yes No

1. Do you feel close in other people? 15 (68.2%) 7 (31.8%)

2. Do you feel responsible for 19 (86.4%) 3 (13.6%)

helping others to overcome
difficulties in class?

3. When not sure about something, 19 (86.4%) 3 (13.6%)

do you ask questions?
TOTAL 53 (80.33%) 13 (19.67%)
TABLE 1.3
C. STUDENT'S BEHAVIOR Percentage

Yes No

1. Do you have energy to spare? 19 (86.4%) 3 (13.6%)

2. Do you feel loved? 18 (81.8%) 4 (18.2%)

3. Have you been thinking clearly? 17 (77.3%) 5 (22.7%)

TOTAL 54 (81.83%) 12 (18.17%)

TABLE 1.4
D. COMMUNICATION SKILLS Percentage

Yes No

1. Do you become impatient with 18 (81.8%) 4 (18.2%)

people who do not express their
thoughts and opinions clearly?
2. Does effective communication 20 (90.9%) 2 (9.1%)
can be achieved simply by taking
turns talking?
3. Do you listen carefully to what 22 (100%)
someone is saying to you?
TOTAL 60 (90.9%) 6 (13.65%)
 Qualitative Question:
How will the Grade 10 and 11
learners prevent mental health
problems?
CHAPTER V: INTRODUCTION,
SUMMARY, CONCLUSIONS
AND RECOMMENDATIONS
 INTRODUCTION
The conclusions drawn from the study's findings on
the mental health issues experienced by students in
grades 10 and 11 during the New Normal at Our Lady
of Mount Carmel Academy are detailed in this
chapter. The conclusions were drawn in light of the
study's objectives, research questions, and findings.
There will also be an explanation of the ramifications
of these findings and the recommendations that
follow. Recommendations were based on the study's
findings and objectives.
 SUMMARY
The objectives of the study were to:
• Identify the cause of mental health
problems of the Grade 10 and 11 Learners
during New Normal of Our Lady of Mount
Carmel Academy
• To know how will the Grade 10 and 11
Learners prevent mental health problems
 CONCLUSIONS
In Grade 10-11 Students, the survey showed
that age 15 has a frequency of 7 or
equivalent of 31.8%, while age 16 has a
frequency of 12 or equivalent of 54.5%, and
age 17 has a frequency of 3 or equivalent of
13.6% with the total frequency of 22 or
equivalent of 100%. The findings of this
study revealed that in the variables:
1. "Academic Performance", it indicates that
most learners (93.97%) are encouraged
and guided by the teachers, especially
inside an academy to do and show their
best performance academically. However,
there are 6.03% showing that they are not
encouraged or guided by the said subjects.
2. "Social Interaction", it indicates that
most learners (80.33%) are more into
social interaction when having trouble or
when they need help. However, there are
13(9.67%) showing that they don’t like
to interact with others when having
trouble with something.
3. "Student's Behavior", it indicates
that most learners (81.83%) have
optimism in their behaviors. However,
there are 12 (18.17%) showing that
they don’t feel loved, have not been
thinking clearly and don’t have the
energy to spare for doing activities
and such.
4. "Communication Skills", it indicates
that most learners (90.9%) believe that
communication is a great way to
understand each other and to know and
to avoid the things that can affect both
parties However, there are 6 (13.65%)
showing that they less believe on the
effectiveness of communication with
others.