CHAPTER 1

The Problem

Introduction

Before internet came into existence it takes long period

of time to communicate to someone else. Sending messages

leaves with two options which are either through phone call

or mailing. But time changes so fast and internet has

revolutionized everything. As the humanity 21st Century

entered, these changes just came our way and continues to

make things possible. It therefore undeniable that the

technological world has invaded the lifestyle of every human

being around the planet.

In the latest internet usage statistics, as of June 17,

the world total number of in internet users increased by 22%

compared to the total number of internet users in the year

2010. After seven years, half of the world’s population is

totally engaged with the subsisting internet access. These

indicates that internet is somehow become part of people’s

want and necessities.

At present, the internet has also been very essential

for the student especially those who were under the K-12

curriculum as it serves as a way for them most especially

1
those in public to easily acquire information they need. In

early 2020, the COVID-19 pandemic forced many higher

education institution across the world to cancel face to face

teaching, close campuses facilities and displace staff

students to work and learn from home. Given the persistent

nature of the pandemic, many higher education institutions

have continued to deliver courses online and or use a blended

learning approach.

At first, it was comfortable and convenient. For

parents, no more driving to school, no more preparing of

snacks, some kids even attend school in their pajamas.

However, in the long run, students, parents, even professors,

and teachers have realized the challenges of online classes,

especially on one’s mental health.

Online classes affect the mental health of students,

parents, and even teachers. For individuals who have existing

mental health problems, it may worsen. Imagine how it like is

for a kid to spend hours every day in front of Zoom without

social interaction and playtime with their friends. Parents

are now acting like teachers and are more involved in their

children’s schoolwork. Teachers and professors have increased

2
workloads and are pressured to deliver quality learning

without face-to-face classes.

There is this newly coined term during the COVID era,

called “Zoom Fatigue”. The term Zoom Fatigue refers to

feelings of exhaustion after long Zoom classes or video

conference calls. It may not be a formal diagnosis, but Zoom

fatigue does exist especially in virtual learning. During an

online class, there’s information overload plus facing the

screen for prolonged periods is mentally draining.

It’s more challenging for students to learn new

information, and even though they just sit in front of the

computer, they feel like they are physically tired. Virtual

learning fatigue is real, and it may lead to anxiety and

stress for both students and professors.

Schools do not only teach new learning from books, it is

where friendship starts and fun memories are created.

Communication and social skills are best learned with social

interactions. Kids, teens, even teachers need to connect with

their friends and socialize. But since the COVID pandemic,

there’s a lack of interaction and students face social

isolation. This greatly impacts a student’s mental health.

3
The lack of social interaction in online learning leads to

feelings of loneliness, lack of motivation, and isolation.

Even adults feel the empty void when they don’t get to

see their friends, right? Young adults need social

interaction in their formative years. Professors need

interaction with their colleagues too. No one wants to feel

alone and isolated. This is one of the main reasons why online

learning can affect mental health.

Statement of the Problem

This study is aimed to determine the impact of online

learning on the mental health of the grade 12 learners of the

University of Northeastern Philippines.

Specifically, it aimed to answer the following problems:

1 What are the personal and demographic profile of the

respondents in terms of their:

1.1 Age

1.2 Gender

1.3 Strand

2 What gadgets did you commonly used for your online

learning?

4
3 What is the effect of Online Learning to the Mental Health

of the Grade 12 learners of the University of Northeastern

Philippines?

4 What are the strategies to avoid the Mental Health Issues

of the students in this time of Online Learning?

5 What policy recommendations can be formulated based on the

finding of the study?

Assumptions

The following assumptions will be considered in the study.

1. The respondents profile may vary along their Age,

Gender, and Strand.

2. The gadgets that the students usually use for their

online learning that can affect the mental health

issues of students.

3. The effect of Online Learning to the Mental Health of

the respondents.

4. There are strategies that can be determine to possibly

avoid the mental health problems of the students.

Significance of the Study

The following persons will benefit from the result of

this study, the students, teachers, school, parents, future

researchers, and researchers themselves.

5
Students. This study will help the students to be more aware

the impact of online learning to the mental health of the

students.

Teachers. The teachers may use this study as a guide for them

to understand how the mental health of the students affect by

the online learning.

School. The result of this study will serve as their basis to

conduct seminars that will help the students to know the

impact of online learning to the students.

Parents. Through this study, parents will be more aware to

the impact of having online learning to mental health of their

children and in this way parents will guide their children to

have a limitations on using the gadgets.

Future Researchers. This research will be a useful reference

for future researchers who would plan to make any related

studies about this topic.

Researchers. The researchers will gain knowledge and be able

to complete the requirements in the said subject.

Scope and Delimitations

This study comprises and focuses only to the Impact of

Online Learning on the Mental Health of Grade 12 Learners of

University of Northeastern Philippines.

6
 This study also limits the correspondent wherein only

senior high school of UNEP is the only one who will be the

correspondents of this research. Junior high school students

are not included and even teachers of the senior high school

department. This study will just limit only the impact of

Online Learning to the Mental Health of the Grade 12 students

of University of Northeastern Philippines wherein the total

populations is about to ninety-three (93) Grade 12 students.

The subject is delimited to the following demographic profile

in terms of age, gender and strand. The conditions were

identified based from the survey from the selected

respondents.

Locale of the Study

University of Northeastern Philippines (UNEP) particularly

the Junior High School students is the locale of the study.

This is one of the prestigious universities in the entire

Bicol region known as the “Home of global achievers”. It is

now the 74th year of providing quality and accessible

education in the region offering complete basic education

program with pre-school, education and the following

programs: commerce, liberal arts and social work, criminology

hotel and restaurant management, nursing and midwifery,

7
technical-vocational programs, engineering and architecture,

maritime, law and past graduate programs.

Mission. Produce world class quality graduates who have faith

in God, love for family, integrity and excellence by

maintaining educational system that is relevant and

responsive to the changing needs and challenges of the country

as well as the global society. Vision. To be a world class

University at the forefront of providing accessible excellent

quality education for all. Goal. Total development of the

human person who shall be globally competitive.

High School Department

The high school department has been accredited by the

Philippine association of colleges and Universities

commission on Accreditation (PACUCOA) to this level II status

last 2015. They had been conducted survey related to the legal

and academic structures educational philosophy curriculum

offerings and programs of the University. The formal visit

which held last March 2015 was instigated by a dialogue with

the PACUCOA accreditation team together with the selected

students from the High School Faculty. The High Scool

Department is headed by Dr. Maria P. Delavega, Principal;

with the supervision for Dr. Eleanor A. Osea, CESO IV, Vice

President for Academic Affairs ad with the help of Mrs. Juvy

8
A. Calabines, secretary; Mrs. Olympia B. Manaog, Academic

Coordinator and Junior High School Coordinator; Mr. Mark

Joevel Villamayor, Senior High School Coordinator (SHS).

University of Northeastern Philippines, high School

Department opens Senior high school program effectively for

s/y 2016-2017 where its main objectives is to more every

senior High School GRADUATE to become better prepared for

college career ready and entrepreneur. The senior high school

department offers all track such as Academic which includes

Science Technology Engineering and Mathematics (STEM),

Accountancy and Business Management (ABMM), humanities and

social science (HUMMS) General academic strand (GAS),

Technical vocational and livelihood (TVL),includes Home

economics which comprises of bartending, beauty and nail care

service and computer programing (2) sports tracks which

consists of baseball, volleyball and basketball (3)arts and

design tracks which will offer courses I graphic or performing

arts,

University Background

The University had its humblest beginning in 1948 when

a young lawyer, Felix Ordas Alfelor Sr. who has become

governor of Camarines Sur later, and his young teacher-wife

9
Dr. Remedios Alfelor, started to operate a school in a small

rented downtown of the municipality of Iriga.

The school known as offer compete Mabini Memorial High

School and degree courses in education and liberal arts. The

very encouraging response of the public of the quality of

instruction and service offered by the new school was

manifested by the ever increasing student enrolment year

after both or High school and college levels.

This enrollment trend promoted the young founder to buy

a 17-hectares swampland, a garbage dumpling are of the

physical development in the newly acquired site went hand in

hand with the containers curricular and instructional staff

development of the school in the few years that followed after

the school, transferred to its new site, the student

enrollment registered tremendous increase with the college

now offering ad expanded and more diversified degree and non-

degree courses.

Total land and physical plan development was complete in

the early 1960. In 1974, the college was granted by the

department of education its University status and become as

the university of northeastern Philippines today, the

University offers post-tertiary of graduate course in

education, business and pubic administrators aside from the

10
tertiary courses in law, nursing, commerce, education,

liberal arts, social work, criminology, engineering,

architectures, midwifery, and other non-degree technical

vocational courses and address the development of technical

skills, especially of the out-of-school-youths. The

University also offers complete High school, Elementary and

kindergarten courses.

11
 Figure 1

Map of University of Northeastern Philippines

12
Definition of Terms

There are some terms needed to be defined in this study

for clarify and further understanding.

Online Learning A method of education whereby students

learn in a fully virtual environment. It is often referred to

as “e- learning” and one type of “distance learning”.

Mental Health This includes our emotional,

psychological, and social well-being. It also helps determine

how we handle stress, relate to others, and make choices.

Gadgets A tool or device, especially one that works

remarkably well for a specific task.

Mental wellbeing A state of well-being in which every

individual realizes his or her potential to cope with the

normal stresses of life, work productively and fruitfully and

be able to make contribution to her or his community.

Learning The acquisition of knowledge through experience

of study. It is the act of knowing new understanding or

gaining new knowledges.

13
 CHAPTER 2

Review of Related Literature and Studies

This chapter presents a discussion of related literature

and studies, theoretical frameworks and its paradigm,

conceptual framework and its paradigm, synthesis of the state

of the art, and gap bridge of the study. The information’s

included here was taken from public studies, other research

output and from the internet. These related study and

literature provides support to the researchers.

Related Literature and Studies

Talerngsri, 2019 web-based teaching and learning

environments can appear acutely distinctive from one another.

Online learning environments can be categorized into three

central groups, fully web-based, blended or hybrid format,

and traditional courses using web-based supplements. Fully

web-based courses are conducted entirely on the Internet with

no face to face interaction, all aspects of the course being

conducted in an online learning environment. Adjusting to

online learning can be difficult for many people. Most of us

are used to learning in a physical space such as a classroom,

library, or even co-working space.

14
 Davies, 2014; WHO, 2013 mental health is a

worldwide concern and there is an increasing awareness

of the need to take a proactive approach to mental

illness prevention and mental health promotion, as well

as a treatment, recovery and rehabilitation This combined

proactive and responsive approach has been well received

in higher education, and various white papers have arisen

supporting the need for a greater emphasis on proactive

approaches.

Houghton & Anderson, 2017; Hughes & Spanner, 2019

spite of this shift towards a proactive approach, many

of the interventions in higher education continue to

position mental health issues as a problem belonging to

an individual, rather than identifying causes or triggers

in the environment. For example, when investigating high

levels of student ‘distress during the examination

period.

Galante et al.’s approach was to provide an 8-week

mindfulness course, rather than identify and mitigate

the causes of the distress. However, it is increasingly

recognized that there are systemic triggers inherent

15
within higher education that have a negative effect on

student mental wellbeing.

Hughes & Spanner, 2019 It stands to reason that

barriers to mental wellbeing that reside within the

higher education culture, systems, structures and

learning environments may be addressed through

intervention in these areas. Furthermore, there is

evidence that inclusive design practices such as

Universal Design for Learning (UDL) that focus on

flexibility and student agency in learning can be

beneficial for student mental health). However, this

recognition that the issue of mental health in higher

education does not reside solely in the student is not

yet commonplace in the higher education mental health

literature or practice.

Synthesis of the State of the Art

The study of Baal, Tenoso and Clorado is similar to

the present study which is the effect of online learning to

the mental health of the students and the recommendations that

can be proposed to come up and to avoid the Mental Health Issues

of the students in this time of Online Learning.

16
Gap Bridge of the Study

Among the studies enumerated above, it was noted that

one had exactly like the present study. It showed

similarities or relevant findings in the aspect of

influencing social norms on personal opinion. This means

that their studies were not the same as the present study

especially on the locale, the process employed, and the

whole content of the study.

With the aid of the researched literature and studies

relevant to the present study, it gave a wider view of

knowledge needed to comprehend the whole study in the

establishment of the research gap. Findings and

recommendations cited by the previous studies became the

basis of the researchers in finding the relevance of their

present study on some aspects of similarities and

differences. However, there was no duplication of the

researches mentioned.

Theoretical Framework

This Theoretical paradigm of the study was anchored on

the following theories: Cognitive Development Theory (Jean

Piaget, 1980); Common Ground Theory (Clark and Brennan,

1991); Functionalism Theory by Emile Durkheim (1893-1912);

17
Constructivist Theory (Jerome Bruner). Figure 2, shows the

Theoretical Framework.

Cognitive Development Theory (Jean Piaget, 1980) posits

that children learn through actively constructing knowledge

through hands on experience suggested that adults role in

helping the child learn was to provide appropriate material

for their child to interact and construct. The theory deals

with the nature of knowledge itself and how humans gradually

come to acquire, construct, and use it. Moreover, Piaget

claimed that student’s curiosity and quest for learning

caused engagement on how other people let them understand

something and between what they already know and what they

discover in their environment.

Common Ground Theory (Clark and Brennan, 1991). This

theory suggests that when teams are fully collocated, people

can easily establish common ground in their collaborative

works. This suggest that teamwork between the students and

teachers could help to avoid stressing out in studies. Also,

its positive effect on time spent with the quality of good

relationship for the both sides.

Functionalism Theory by Emile Durkheim (1893-1912) is a

theory about the nature of mental states. According to

functionalism, mental states are identified by what they do

18
rather than by what they are made of. This can be understood

by thinking about artifacts like mousetraps and keys.

In particular, the original motivation for functionalism

comes from the helpful comparison of minds with computers.

But that is only an analogy. The main arguments for

functionalism depend on showing that it is superior to its

primary competitors: identity theory and behaviorism.

Contrasted with behaviorism, functionalism retains the

traditional idea that mental states are internal states of

thinking creatures. Contrasted with identity theory,

functionalism introduces the idea that mental states are

multiply realized.

Constructivist Theory (Jerome Bruner) theme that

learning is an active process in which learners construct new

ideas or concepts based upon their current/past knowledge.

The learner select and transform information, construct

hypothesis, and makes decision, relying on a cognitive

structure to do so. In this, with the strategies of the

teachers, students can learn and allow to go beyond the

information given to them.

19
20
Conceptual Framework

Based on the theories cited and literature reviewed a

conceptual framework which interplay the three important

elements: Input, Process and Output. Figure 3, shows the

conceptual paradigm of the study.

Input. Contains the demographic profile of the

respondents in terms of; age, gender and strand. It also

includes the theories, related literature and studies,

research instruments, questionnaire and statistical tools

used to determine the effect of online learning on the mental

health of the learners.

Process. Identify the Profile of the Respondents in

Grade 12. Determining the gadgets that the students commonly

used for online learning. Analyzing the effect on Online

Learning to the Mental Health of students. Determining

strategies to avoid the Mental Health Issues of the students

in this time of Online Learning. Formulating policy

recommendation based from the findings of the study.

Output. Policy recommendations to avoid and prevent the

mental health issues of the students in this time of online

learning.

21
22
 CHAPTER 3

Research Design and Methodology

This chapter presents the detailed discussion of the

method of research used in gathering the data needed in this

study. This study also includes and provides information

about the research design, sampling method, respondents of

the study, research instrument, research procedure and

statistical used in the study.

Research Design

The research design ensures that the gathered data

addresses the research problem effectively and provide

relevant information for the research.

The research utilizes the Qualitative-survey research.

This research uses a survey questionnaire, the importance of

teaching English in students and use of strategies.

This study also used the descriptive-inferential

correlation method of research with documental analysis. The

descriptive method was utilized in describing the personal

and demographic profile of the respondents in terms of age,

gender, strand and the strategies to avoid the impact of

online learning on their mental health of the grade 12

learners of University of Northeastern Philippines.

23
Sampling Technique

The researchers used the Stratified sampling and Simple

Random sampling. In stratified sampling involves a groups

that are liable to subdivision and then taking a simple random

sample or randomized in selecting name from the subdivision

in each group.

Research Respondents

The respondents of this study were Grade 12 Senior High

School Students of University of Northeastern Philippines

that consists of ninety-three total number of students. Table

1 shows the all in all number of respondents in each strand

in Grade 12 Senior High School students composed of five (5)

strands which are composed of STEM, HUMSS, GAS, ABM, and TVL.

The table below shows the percentage of the respondents

to the study. This study comprised of 93 respondents. In the

students of STEM, with three (3) male respondents and six (6)

female respondents; students of ABM with five (5) male

respondents and ten (10) female respondents, students of GAS

with eleven (11) male respondents and eight (8) female

respondents, students of TVL with one (1) male respondents

and three (3) female respondents, students of HUMSS with

twenty (20) male respondents and twenty-six (26) female

respondents.

24
 Frequency Count, Weighted Mean, and Percentage. These

were utilized in determining the acceptability level of the

proposed module.

Table 1

The Respondents of the Study

Respondents Gender Frequency Percent Rank

Male Female (%)

STEM 3 6 9 9.68% 4

ABM 5 10 15 16.13% 3

GAS 11 8 19 20.43% 2

TVL 1 3 4 4.30% 5

HUMSS 20 26 46 49.46% 1

TOTAL 40 53 93 100%

Research Instrument

Survey Questionnaire. This study utilized the survey

questionnaire for Senior High School students from Grade 12

of the University of Northeastern Philippines. The

researcher’s made questionnaire was formulated based from

other related studies and internet. This is the primary

research instrument that was used in the study. The

questionnaire obtains accurate data and information. This

25
gather the profile of respondents, the effect of online

learning to the mental health of respondents and the

strategies to avoid mental health issues.

Table of Specifications

The table represents the number of questions that were

used in the survey questionnaire. The questionnaire was

composed of forty-six (17) items. Three (3) items in part 1,

four (4) items in part 2, there are one ( in part 3 which

question comprises of five (5) items each; part 4 comprises

of five (5) item.

The questionnaire was divided into 4 parts which are

composed of the following:

Part 1. Comprised of the personal demographic profile

of the respondents of the Senior High School in terms of their

age, gender and strand.

Part 2. Comprised of the gadgets commonly used in

online learning of the respondents of Senior High School.

Part 3. Comprised of the effect of online learning to

the mental health of the respondents of Senior High School

Part 4. Comprised of the strategies to avoid the

Mental Health Issues of the respondents.

26
 Table 2

Table of Specification

Indicators No. Items Percentage

of Placement (%)
Items
Part I. Personal and 3 1-3 12%
Demographic Profile

Part II. Gadgets used in 4 4-7 16%

online learning.

Part III. Effect of online 9 8-16 36%

learning to the mental
health of respondents.

Part IV. Strategies to 9 17-25 36%

avoid the Mental Health
Issues of the respondents.

TOTAL 25 100%

Scale

Five-Point Rating Scale. This used to quantify and

interpret each indicator, with the following

interpretations:

On analyzing the effect on Online Learning to the Mental

Health of students and on determining strategies to avoid the

Mental Health Issues of the students in this time of Online

Learning.

27
Scale Rating Verbal Interpretation

5 4.5-5.00 Very Much Agree (VMA)

4 3.5-4.49 Much Agree (MA)

3 .5-3.49 Agree (A)

2 1.5-2.4 Disagree (DA)

1 .0-1.49 Not at all (NA)

Formulation and Validation of the Instrument

The instrument that used in this study was validated by

individuals. They were ask to answer the items that used in

determining the effects and strategies to avoid the impact of

online learning on the mental health of Grade 12 Senior High

School students. This suggestion were reflected in the

instrument that researcher printed and shown to the adviser

who have more ideas and recommendation that led to revision

and a development of the instrument.

The instrument was distributed to the chosen respondents

of this study coming from the Grade 12 Senior High School

students of UNEP.

28
Realibility

The draft were submitted to the adviser for process of

validation and reliability. After the adviser’s suggestions

were reflected, the questionnaire were printed in the first

form and had been verified and were distributed among the

students-respondents

Research Procedure

The step by step procedure followed in the conduct of

this study are:

1. Formulating a research title.

2. Present the research title and problems to the

research adviser.

3. Finding theories, related literature and studies.

4. Present the Locale of the study and its history

background.

5. Defining terms needed.

6. Submission of Chapter 1.

7. Making a Questionnaire.

8. Gathering review and related literature along the

synthesis, the gap briged and stating the theoretical

and conceptual paradigm.

9. Submission of Chapter 2.

10. Distributing of the questionnaire.

29
11. Gathering the data collected from the

questionnaire.

12. Forming and tabulating the data.

13. Submission of Chapter 3.

30
 Research Procedure Sept Oct Nov Dec

1. Formulated the research title and its

specific problems.

2. Present the research title and problems

to the research adviser.

3. Finding theories, related literature and

studies.

4. Present the Locale of the study and

its history background.

5. Defining terms needed.

6. Submission of chapter 1.

7. Making a Questionnaire.

8. Gather items for chapter 2.

9. Submission of chapter 2.

10. Distributing of the

questionnaire.

11. Gather the data collected.

12. Submission of chapter 3.

Figure 4

The Gantt Chart of the Study

31
Statistical Tools Used

The researcher utilized several tools to treat the data

gathered. The responses of the respondents were classified

and tabulated systematically according to different variables

included in the study. Various statistical tools such as

Frequency Count, Ranking, Percentage, Slovin’s Formula and

Weighted Mean.

Frequency Count

This was used to determine the total respondents,

percentage of each response, and the interpretation of the

data including the Five-Point Scale.

Ranking

This was used to determine the relative displacement or

arrangement of measures in a series according magnitude,

value, or quantity from highest to lowest.

Percentage

In Percentage Technique utilized in quantifying the

profile of the respondents. The formula in this study:

∑ × (100)
𝑃 =
𝑁

Where:

P = Percentage

32
 ∑× = Observed Cases

N = Total no. of respondents

100= Constant

Slovin’s Formula

This was used to calculate the sample size given the

population size and the margin of error. If a sample is taken

from a population must be used to consider confidence level

and margins of error. The formula can be stated as:

𝑁
𝑛=
1 + 𝑁𝑒 2

Where:

n = Sample Size

N = Population Size

e = Margin of Error

Weighted Mean

Instead of each data point contributing to final mean,

some data point contributes more weight than others. The

formula for this is:

∑𝑓𝑥
𝑊𝑥 =
∑𝑥

33
Where:

Wx = Weighted Mean

∑fx = Summation of the frequency and weight

∑x = Total no. of weight

34
 CHAPTER 4

This chapter mainly focuses on the presentation,

analysis, and interpretation of the data which were taken for

the results of the test administered to the research subjects.

These data were statistically treated, analyzed, and

interpreted in accordance with the specific topics sought in

the study. The data presented in a textual manner and

elaborated the specific indicators with the corresponding

text and figures. Likewise, tabular forms used to visualize

and presented graphically were utilized.

Specifically, the gathered data are presented in the

following sequence of the study:

The following topics were discussed:

1. The personal and demographic profile of the respondents:

1. Age

2. Gender

3. Strand

2. The gadgets commonly used by the respondents for their

online learning.

3. The effect of Online Learning to the Mental Health of

the respondents.

4. The strategies to avoid the Mental Health Issues of the

students in this time of Online Learning.

35
 5. The policy recommendations that can be formulated based

on the finding of the study.

The Profile of the Respondents

The personal and demographic profile of the respondents

were gathered and analyzed to describe the status of the

respondents on these three aspects.

Age. Table 3 shows that there are a total of 46 respondents

who are under the age of 17 yrs. old, a total of 20 respondents

who are ages under 18 yrs. old and 6 respondents who are under

the age of 19 yrs. old. Meanwhile, there were only 4

respondents who are under the age of 20 yrs. old and above.

Table 3
Age of the Respondents

Age STEM ABM GAS TVL HUMSS TOTAL

f % f % f % f % f % f %
17 yrs. 4 52.14 6 50 8 50 2 66.67 26 68.42 46 60.53%
old
18 yrs. 2 28.57 4 33.34 5 31.2 1 33.33 8 21.05 20 26.32%
old 5
19 yrs. 1 14.2 1 8.33 1 6.25 0 0 3 7.89 6 7.89%
old
20 yrs. 0 0 1 8.33 2 12.5 0 0 1 2.64 4 5.26%
old and
above
TOTAL 7 100% 12 100% 16 100% 3 100% 38 100% 76 100%

36
80

70

60

50

40

30

20

10

0
STEM ABM GAS TVL HUMSS

17 yrs. old 18 yrs. Old

19 yrs. Old 20 yrs. Old and above

Figure 5

Age of the Respondents

37
Gender. Table 4 and Figure 6 presents the data about the

gender distribution of the respondents. The gender of the

respondents was taken into account for the researchers to

have an idea of what gender the respondents was common in

this study.

Table 4 revealed that there were 3 male respondent and

4 female respondents in STEM; followed by 3 male respondents

and 9 female respondents in ABM, followed by 7 male

respondents and 9 female respondents in GAS, followed by 1

male respondents and 2 female respondents in TVL, and followed

by 14 male respondents and 24 female respondents in HUMSS.

There were a total of 28 male respondents and 48 female

respondents.

Table 4
Gender of the Respondents

STEM ABM GAS TVL HUMSS Total

Gender f % f % f % f % f % f %

Male 3 42.86 3 25 7 43.75 1 33.33 14 36.84 28 36.84%

Female 4 57.14 9 75 9 56.25 2 66.67 24 63.16 48 63.16%

Total 7 100% 12 100% 16 100% 3 100% 38 100% 76 100%

38
80

70

60

50

40

30

20

10

0
STEM ABM GAS TVL HUMSS

Male Female

Figure 6

Gender of the Respondents

39
Strand. Table 5 and Figure 7 present the strand of the child

of the respondents. The strand of the child of the respondents

was taken into account for the researchers to have information

about what strand the respondents belong to.

Table 5 exhibits that there were 7 respondents in STEM;

followed by ABM with 12 respondents, GAS with 16 respondents,

TVL with 3 respondents, and HUMSS with 38 respondents. There

were a total of 76 respondents in the Grade 12 Senior High

School students.

Table 5
Strand of the Respondents

Respondents Total Frequency Percentage

STEM 9 7 9.21 %

ABM 15 12 15.79 %

GAS 19 16 21.05 %

TVL 4 3 3.95 %

HUMSS 46 38 50 %

Total 93 76 100

40
60

50

40

30

20

10

0
STEM ABM GAS TVL HUMSS
Respondents

Figure 7

Strand of the Respondents

41
Gadgets Commonly Used by the Respondents

Table 6 and Figure 8 presents the gadgets commonly used

by the respondents for their online learning. The gadgets

used by the respondents was taken into account for the

researchers to have an idea of what gadgets the respondents

was commonly used in this study. Table 6 revealed that there

were a total 46 respondents who are using mobile phones, 18

respondents who are using laptops, 4 respondents are using

computers and 8 respondents are using tablets/iPads for their

online Learning.

Table 6

Gadgets Commonly Used by the Respondents

STEM ABM GAS TVL HUMSS Total

Gadgets
f % f % f % f % f % f %

Mobile 3 42.86 8 66.67 9 56.25 2 66.67 24 63.16 46 60.53%

Phones

Laptop 2 28.58 2 16.67 4 25 1 33.33 9 23.69 18 23.68%

Computer 1 14.28 1 8.33 0 0 0 0 2 5.26 4 5.26%

Tablet/ 1 14.28 1 8.33 3 12.50 0 0 3 7.89 8 10.53&

iPad

Total 7 100% 12 100% 16 100% 3 100% 38 100% 76 100%

42
80

70

60

50

40

30

20

10

0
STEM ABM GAS TVL HUMSS

Mobile Phones Laptops Computer Tablets/Ipads

Figure 8

Gadgets Commonly Used by the Respondents

43
Effects of Online Learning to the Mental Health of the

Respondents

Table 7 presents the effect of online learning to the

mental health of the respondents. It was noted based from the

indicators that “It causes virtual learning fatigue” garnered

the highest average weighted mean of 3.97, with the initial

of Much Agree. “Lack of interaction and social isolation"

garnered the second-highest average weighted mean of 3.92,

with the initial of Much Agree. Followed by “I feel isolated”

with an average weighted mean of 3.46, with the initial of

Agree. "Online Learning gives me unfamiliar emotions” and “I

sometimes feel exhausted" garnered the average weighted mean

of 3.08, with the initial of Agree. Followed by "Online

learning triggers my anxiety" with an average weighted mean

of 2.90, with the initial of Agree. "My mood changes a lot

while using mobile phone or other gadgets" garnered the

average weighted mean of 2.77, with the initial of Agree.

Followed by "I get easily irritated" with an average weighted

mean of 2.74, with the initial of Agree. “I sometimes

experienced panic attack while learning online" ranked last

with an average weighted mean of 1.85, with the initial of

Agree.

44
 Table 7
Effects of Online Learning to the Mental Health of the Respondents

STEM ABM GAS TVL HUMSS Average

Indicators
Wx R INT Wx R INT Wx R INT Wx R INT Wx R INT Wx R INT
1. Online
learning
3.29 5 A 3.83 1.5 MA 2.88 6 A 2.33 8 DA 2.16 9 DA 2.90 6 A
triggers my
anxiety
2. I sometimes
experience
panic attack 1.71 9 DA 2.08 9 DA 1.69 9 DA 1.67 9 DA 2.26 8 DA 1.85 9 DA
while learning
online
3. My mood
changes a lot
while using 2.86 6 A 2.92 6 A 3.06 5 A 2.67 6.5 A 2.32 7 DA 2.77 7 A
mobile or other
gadgets
4. I get easily
2.71 7 A 2.67 7 A 2.13 8 DA 3.33 4 A 2.84 5.5 A 2.74 8 A
irritated
5. Online
learning gives
3.57 4 MA 2.50 8 A 2.44 7 DA 3.67 3 MA 3.21 4 A 3.08 4.5 A
me unfamiliar
emotions
6. I feel
4 3 MA 3.83 1.5 MA 3.50 4 MA 2.67 6.5 A 3.32 3 A 3.46 3 A
isolated
7. It causes
virtual
2.57 8 A 3.42 4.5 A 3.56 3 MA 3 5 A 2.84 5.5 A 3.08 4.5 A
learning
fatigue
8. I sometimes
4.43 2 MA 3.50 3 MA 3.75 2 MA 4.33 1 MA 3.82 1 MA 3.97 1 MA
feel exhausted
9. Lack of
interaction and
4.71 1 VMA 3.42 4.5 A 3.88 1 MA 4 2 MA 3.58 2 MA 3.92 2 MA
social
isolation
AVERAGE
3.32 3.13 2.99 6.70 2.93 3.09
WEIGHTED MEAN

45
Legend:
WX – Weighted Mean 4.5 – 5.00 – Very Much Agree (VMA)
R – Ranking 3.5 – 4.49 – Much Agree (MA)
I - Interpretation 2.5 – 3.49 – Agree (A)
1.5 – 2.49 – Disagree (DA)
1.0 – 1.49 – Not-At-All (NAA)

46
 5

4.5

3.5

2.5

1.5

0.5

0
1 2 3 4 5 6 7 8 9

STEM ABM GAS TVL HUMSS

Figure 9

Effects of Online Learning to the Mental Health of the

Respondents

47
Strategies to Avoid the Mental Health Issues

Table 8 presents the strategies to avoid the mental

health issues in this time of online learning of the

respondents. Based from the indicators that ranked first is

“Encourage healthy habits” that garnered the highest average

weighted mean of 4.57, with the initial Very Much Agree.

“Socialize more" garnered the second-highest average weighted

mean of 4.50, with the initial of Very Much Agree. Followed

by “Follow a regular schedule” with an average weighted mean

of 4.45, with the initial of Much Agree. "Keep a positive

attitude and open communication" garnered the average

weighted mean of 4.36, with the initial of Much Agree.

Followed by "Go easy on yourself" with an average weighted

mean of 4.15, with the initial of Much Agree. "Get Mindful"

garnered the average weighted mean of 4.14, with the initial

of Much Agree. Followed by "Practice meditation" with an

average weighted mean of 4.05, with the initial of Much Agree.

"Take mini breaks" garnered the average weighted mean of 4.03,

with the initial of Much Agree. “Ask for help" ranked last

with an average weighted mean of 3.79, with the initial of

Much Agree.

48
 Table 7
Strategies to Avoid the Mental Health Issues

STEM ABM GAS TVL HUMSS Average

Indicators
Wx R INT Wx R INT Wx R INT Wx R INT Wx R INT Wx R INT
1. Keep a
positive
attitude and 4.14 4 MA 4.08 6.5 MA 4.63 3 VMA 4.67 2.5 VMA 4.29 6 MA 4.36 4 MA
open
communication
2. Go easy on
3.86 6.5 MA 4.25 3.5 MA 4.31 4.5 MA 4 6.5 MA 4.34 5 MA 4.15 5 MA
yourself
3. Socialize
4.29 2.5 MA 4.33 5 MA 4.69 2 VMA 4.67 2.5 VMA 4.50 2.5 VMA 4.50 2 VMA
more

4. Get mindful 3.86 6.5 MA 3.92 8 MA 3.75 9 MA 5 1 VMA 4.18 8 MA 4.14 6 MA

5. Encourage
4.71 1 VMA 4.50 2 VMA 4.81 1 VMA 4.33 5 MA 4.50 2.5 VMA 4.57 1 VMA
Healthy habits
6. Follow a
regular 4.29 2.5 MA 4.58 1 VMA 4.25 6 MA 4.67 2.5 VMA 4.47 4 MA 4.45 3 MA
schedule
7. Practice
4 5 MA 4.08 6.5 MA 4.31 4.5 MA 3.33 9 A 4.55 1 VMA 4.05 7 MA
meditation
8. Take mini
3.71 8.5 MA 4.25 3.5 MA 4.06 7.5 MA 4 6.5 MA 4.11 7 MA 4.03 8 MA
breaks

9. Ask for
3.71 8.5 MA 3.75 9 MA 4.06 7.5 MA 3.67 8 MA 3.76 9 MA 3.79 9 MA
help

AVERAGE
4.06 4.19 4.32 4.26 4.3 4.23
WEIGHTED MEAN

49
Legend:
WX – Weighted Mean 4.5 – 5.0 – Very Much Agree (VMA)
R – Ranking 3.5 – 4.49 – Much Agree (MA)
I - Interpretation 2.5 – 3.49 – Agree (A)
1.5 – 2.49 – Disagree (DA)
1.0 – 1.49 – Not-At-All (NAA)

50
6

0
1 2 3 4 5 6 7 8 9

STEM ABM GAS TVL HUMSS

Figure 10

Strategies to Avoid the Mental Health Issues

51
 CHAPTER 5

Summary, Findings, Conclusion, and Recommendations

This chapter presents a summary of the findings,

conclusions, and recommendations based on the findings.

Summary

The current study focused on the IMPACT OF ONLINE

LEARNING ON THE MENTAL HEALTH OF THE GRADE 12 LEARNERS OF

UNIVERSITY OF NORTHEASTERN PHILIPPINES

Specifically, this study aims to answer the following

questions:

1. What are the personal and demographic profile of the

respondents:

1.1 Age

1.2 Gender

1.3 Strand

2. What gadgets did you commonly used for your online

learning?

3. What is the effect of Online Learning to the Mental

Health of the Grade 12 learners of the University of

Northeastern Philippines?

4. What are the strategies to avoid the Mental Health

Issues of the students in this time of Online

Learning?

52
 5. What policy recommendations can be formulated based

on the finding of the study?

The study used quantitative evaluative-survey method

research. The quantitative method was used to get the number

of respondents in terms of age, gender, strand and the gadgets

that the respondents commonly used in their study.

Purposive Sampling was used by the researchers in the

choice of the locale of the study which is the University of

Northeastern Philippines, Iriga City, more particularly the

students of the Grade 12 Senior High School. The statistical

tools used in the treatment of data were Frequency Count,

Weighted Mean, Percentage Technique, and Rank Method.

This research utilizes Quantitative-survey research.

Survey research uses survey questionnaire, age, gender, and

strand; the gadgets commonly used by the respondents for their

online learning; the effect of Online Learning to the Mental

Health of the respondents; the strategies to avoid the Mental

Health Issues of the students in this time of Online Learning

and the policy recommendations that can be formulated based

on the finding of the study.

53
Findings

From statistical treatment of the data with the

corresponding analysis and interpretations there is the
following findings were surfaced:

1. Personal Demographic Profile of the Respondents

1.1 Age. The age of the respondents are stated. It
is indicated that there are more respondents who
are 17 years old which has a total of sixty point
fifty-three percent (60.53%), followed by 18
years old which has a total number of twenty-six
point thirty-two percent (26.32%), followed by
respondents ages 19 years old which has a total
number of seven point eighty-nine percent
(7.89%) and the respondents ages 20 years old
and above which has a five point twenty-six
percent (5.26%) with a total population of
seventy-six (76) number of respondents.
1.2 Gender. Gender of the respondents are stated. It
is indicated that there are more Female
respondents than Male. Female respondents have a
total of forty-eight (48) number of the
respondents and have a percentage of sixty-three
point sixteen percent (63.16%) of the total
population of the respondents, while the male
respondents have a total of twenty-eight (28)
number of respondents and have a percentage of
thirty-six point eighty-four percent (36.84%) of
the total respondents population.
1.3 Strand. The number of strand of the respondents

are stated, where there are seven (7) STEM

54
 respondents with a percentage of 9.21%, 24% are

Grade Eight, twelve (12) are ABM with a

percentage of 15.79%, there are sixteen (16)

respondents from GAS with a percentage of 21.05%,

three (3) are respondents from TVL with a

percentage of 3.95% and thirty-eight respondents

are from HUMSS with 50% from the total

respondents. The HUMSS respondents population is

half from the total respondents of Grade 12

Senior High School students.

2. The Effects of Online Learning to the Mental Health

of the Respondents

It was noted that “It causes virtual learning

fatigue” garnered the highest average weighted mean

of 3.97, with the initial of Much Agree. “Lack of

interaction and social isolation" garnered the

second-highest average weighted mean of 3.92, with

the initial of Much Agree. Followed by “I feel

isolated” with an average weighted mean of 3.46, with

the initial of Agree. "Online Learning gives me

unfamiliar emotions” and “I sometimes feel exhausted"

garnered the average weighted mean of 3.08, with the

initial of Agree. Followed by "Online learning

triggers my anxiety" with an average weighted mean of

55
 2.90, with the initial of Agree. "My mood changes a

lot while using mobile phone or other gadgets"

garnered the average weighted mean of 2.77, with the

initial of Agree. Followed by "I get easily irritated"

with an average weighted mean of 2.74, with the

initial of Agree. “I sometimes experienced panic

attack while learning online" ranked last with an

average weighted mean of 1.85, with the initial of

Agree.

3. The Strategies to Avoid the Mental Health Issues of

the Students in this time of Online Learning
This shows that the most effective strategies to

avoid the impact of online learning to the mental

health of students based from the indicators that

ranked first is “Encourage healthy habits” that

garnered the highest average weighted mean of 4.57,

with the initial Very Much Agree. “Socialize more"

garnered the second-highest average weighted mean of

4.50, with the initial of Very Much Agree. Followed

by “Follow a regular schedule” with an average

weighted mean of 4.45, with the initial of Much Agree.

"Keep a positive attitude and open communication"

garnered the average weighted mean of 4.36, with the

initial of Much Agree. Followed by "Go easy on

56
 yourself" with an average weighted mean of 4.15, with

the initial of Much Agree. "Get Mindful" garnered the

average weighted mean of 4.14, with the initial of

Much Agree. Followed by "Practice meditation" with an

average weighted mean of 4.05, with the initial of

Much Agree. "Take mini breaks" garnered the average

weighted mean of 4.03, with the initial of Much Agree.

“Ask for help" ranked last with an average weighted

mean of 3.79, with the initial of Much Agree.

4. Recommendation Formulated from the response of the

respondents in the findings of the study

In the light of the findings of the study, the

following policy recommendation were formulated:

1. Encourage Healthy habits.

2. Socialize more to prevent lack of interaction
and social isolation.
3. Follow a regular schedule.
4. Keep a positive attitude and open communication.
5. Get mindful to have a positive learning
environment.
6. Take mini breaks and have a time management.
7. Practice meditation to prevent panic attacks
while learning online.
8. Go easy on yourself to not get easily irritated
and have a feeling of exhausted.
9. Ask for help if it triggers anxiety, stress and
experiencing severe mental health symptoms.

57
Conclusions

Based on the results and the findings of the study, the

conclusions are down:

1. The students profile varies in different aspect such as

their age, gender and strand.
2. Therefore, online learning have an impact and affects
the mental health of the students.
3. Majority of the respondents very much agree that having
a healthy habits is the best strategy to prevent and
avoid mental health issues in learning online.
4. A better strategies to avoid symptoms and issues of our
mental health is very needed for a better and effective
learning knowledge of the students.
5. The recommendation that were considered very much
necessary to establish in order enhance or should we say
that be more effective in every students and in school.

The Policy recommendation formulated based from the findings

of this study were:

1. The students should have a better healthy habits and

keep a positive attitude and open communication to
handle the impact and effect of online learning to their
mental health.
2. The teacher and school should assess and provide support
to the students in preventing the impact of online
learning to the mental health and also to their studying
like giving students the opportunities to interact.
3. The students should take a break if they are having a
hard time in studying and if it triggers severe symptoms
of mental health issues by having mini breaks and have
a good time management of their schedule.

58
Recommendations

Based on the findings and conclusions thus the following

were recommended:

1. Students should have mini breaks and encourage healthy

habits. Talk to your classmates, teachers, and their
family to lessen the pressure. Practice meditation part
of your life.
2. The teacher and school administration must monitor the
students if they are having a hard time in learning
online, they must check if the students are having mental
health issues.
3. It must give attention to every students and know if
they are struggling or having a hard time to come up
with others and in their study.
4. Giving students opportunities to interact with their
classmates through group and pair work.
5. Teacher should understand that students are struggling,
adjust lesson plans and expectations when needed.
6. Show empathy to the students emotional and mental
health.
7. Help the students to gain confidence in their abilities.
8. Encourage them to have a healthy habits: healthy snacks,
rest, and physical activity.
9. Provide a distraction-free space study and a positive
attitude and open communication.
10. Be aware of the signs and deteriorating mental
health and assist them in learning whether online or in
person.

59
Recommendation for Future Research

Based on the recommendation, the researcher suggested

the following topics for future research:

1. The struggles that the students experiencing in online

learning.
2. A study that can enhance more the student’s ability in
studying in online learning.
3. A research on problems encountered by the students on
distance learning.
4. Additional research or information to evaluate more the
strategies in preventing mental health issues of
students in online learning.

60
 Bibliography

Website

 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5885977/#
:~:text=Symptoms%20of%20depression%2C%20anxiety%2C%20a
nd,and%20lower%20future%20occupational%20performance.
 https://www.jmir.org/2020/9/e21279/
 https://www.tandfonline.com/doi/full/10.1080/02680513.
2021.1899907#:~:text=Mental%20health%20is%20a%20worldw
ide,Anderson%2C%202017%3B%20Hughes%20%26%20Spanner%2C%
202019).
 https://files.eric.ed.gov/fulltext/EJ1154566.pdf
 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5885977/#
:~:text=Symptoms%20of%20depression%2C%20anxiety%2C%20a
nd,and%20lower%20future%20occupational%20performance.
 https://www.jmir.org/2020/9/e21279/
 https://www.tandfonline.com/doi/full/10.1080/02680513.
2021.1899907#:~:text=Mental%20health%20is%20a%20worldw
ide,Anderson%2C%202017%3B%20Hughes%20%26%20Spanner%2C%
202019).
 https://files.eric.ed.gov/fulltext/EJ1154566.pdf
 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5885977/#
:~:text=Symptoms%20of%20depression%2C%20anxiety%2C%20a
nd,and%20lower%20future%20occupational%20performance.
 https://www.jmir.org/2020/9/e21279/
 https://www.tandfonline.com/doi/full/10.1080/02680513.
2021.1899907#:~:text=Mental%20health%20is%20a%20worldw
ide,Anderson%2C%202017%3B%20Hughes%20%26%20Spanner%2C%
202019).
 https://files.eric.ed.gov/fulltext/EJ1154566.pdf

61
 University of Northeastern Philippines
Senior High School Department
Website: www.unep.edu.ph
Tel. No. 299-18-00
S/Y 2018-2019

LETTER TO CONDUCT THE STUDY

December 2021

Mr. Mark Joevel P. Villamayor

SHS Coordinator
University of Northeastern Philippines

Sir,

In partial fulfilment of the requirements of Practical Research 1

of General Academic Strand Students. We are conducting research entitled,
“THE IMPACT OF ONLINE LEARNING ON THE MENTAL HEALTH OF GRADE 12 LEARNERS
OF UNIVERSITY OF NORTHEASTERN PHILIPPINES”.
We are in the process of gathering data through survey that will be
used in our study. Regarding this issue, we would like to ask your
permission to distribute our survey questionnaire to the Grade 12 Students
that will help us to obtain information, we need in relation to our topic.
We would greatly appreciate your consent at our request. Thank you
for your time and positive action.

Respectfully yours,

Jamellah N. Azur

Achel Kayze R. Nasayao

Jhuana Jane N. De Lima

Researchers

Noted by: Approved By:

Maria P. Dela Vega,PhD Mr. Mark Joevel P. Villamayor

Research Adviser SHS Coordinator

62
 University of Northeastern Philippines
Senior High School Department
Website: www.unep.edu.ph
Tel. No. 299-18-00
S/Y 2018-2019

Survey Questionnaire

Dear Respondents,

Greetings of Peace and Prosperity!

We are the Grade 12 students of the University of

Northeastern Philippines who are enrolled in General Academic
Strand. Presently, we are conducting a study entitled “THE
IMPACT OF ONLINE LEARNING ON THE MENTAL HEALTH OF GRADE 12
LEARNERS OF UNIVERSITY OF NORTHEASTERN PHILIPPINES”.

In the regard, we are asking for your precious time, and

effort to answer all of the questions in the questionnaire
that are important and helpful for the completion of the
study.

Rest assured that all data gathered from you will be

kept in the highest level of confidentiality. Your positive
response in this request will be valuable contribution for
the success of the study and highly appreciated.

Thank you very much for your cooperation.

Respectfully yours,

The Researchers

63
Part I. Demographic Profile of the Respondents

Name: (optional) __________________________________

Age:

17 years old and below

18-19 years old
20 years old and above
Sex:

Female
Male

Strand:

STEM
ABM
GAS
TVL
Other/s (please specify): __________________________

Part II. Gadgets Commonly Used by the Respondents for their

Online Learning
Mobile Phones
Laptops
Computers
Tablets/iPads

Part III. Effects of Online Learning to the Mental Health of

the Respondents
Check (/) the boxes according to your answer. Kindly answer
the questionnaire honestly.
5 - VERY MUCH AGREE 2 – DISAGREE
4 – MUCH AGREE 1 – NOT AT ALL
3 - AGREE

What are the effects of online

learning to your mental health?
5 4 3 2 1

64
 1. Online Learning triggers
my anxiety

2. I sometimes experienced
panic attack while learning
online

3. My mood changes a lot while

using mobile phones or other
gadgets

4. I get easily irritated

5. Online learning gives me

unfamiliar emotions

6. I feel isolated

7. It causes virtual learning

fatigue

8. I sometimes feel exhausted

9. Lack of Interaction and

social isolation

Other/s (please specify):

__________________________

Part IV. Strategies to Avoid the Mental Health Issues

65
Check (/) the boxes according to your answer. Kindly answer
the questionnaire honestly.
5 - VERY MUCH AGREE 2 – DISAGREE
4 – MUCH AGREE 1 – NOT AT ALL
3 - AGREE

What strategies you do to avoid

the mental health issues while
your studying online? 5 4 3 2 1

1. Keep positive attitude and

open communication

2. Go easy on yourself

3. Socialize more

4. Get mindful

5. Encourage Healthy habits

6. Follow a regular schedule

7. Practice meditation

8. Take mini breaks

9. Ask for help.

Other/s (please specify):

__________________________

66