Republic of the Philippines

Pangasinan State University

San Carlos City Campus

A Research Study entitled:

“Perceived Effects of Online Class to

the Mental Health among BEED
Students of Pangasinan State
University, San Carlos Campus”

PSU San Carlos - BEED 3A

Group II

Apellido, Jristel S.
Deocaris, Edhen
Manuel, Jamil
Reyes, Kim

January 2022
 TABLE OF CONTENT

CHAPTER I: INTRODUCTION

Background of the study

Statement of the Problem

Significance of the Study

Scope and Delimitations

Definition of Terms

CHAPTER II: REVIEW RELATED LITERATURE AND STUDIES

Local Literature

Foreign Literature

Theoretical Framework

Conceptual Framework

CHAPTER III: METHODOLOGY

Research Design

Respondent of the Study

Data Gathering Instrument

Data Gathering Procedure

Statistical Treatment of the Data

Data Analysis

CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Presentations, Analysis and Interpretation of Data

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS

Conclusions

Recommendations

References/Bibliography
APPENDICES

A. Letter to the Respondents

B. Letter to the Campus Executive Director

C. Sample Questionaire

D. Curriculum Vitae
 CHAPTER I

INTRODUCTION

Background of the Study

In the beginning of 2020, the novel Coronavirus Disease (COVID-19) caused by

the SARS-CoV-2 virus, became a public health emergency in the Philippines and rapidly

escalated into a global pandemic. Because the COVID-19 virus is highly contagious,

physical distancing was enforced and indoor public spaces, including schools and

educational institutions, were abruptly closed. Due to the global pandemic, education has

evolved and started online learning. It has broadly affected the student’s mental health as

well as academic performance. Online education has drastically changed the way we

study but the year and half of attending online classes from home have led to a string of

mental health issues for the students.

Educational and psychological research has raised concerns about students' mental

health as they have had to suddenly switch to online learning systems and follow classes

under lockdown restrictions. Investigations pointed out that students have experienced an

increase in stress, anxiety, and depression (Aslan et al., 2020; Odriozola-González et al.,

2020; Saravanan et al., 2020; Son et al., 2020), and have felt some negative feelings

intensified, such as fear, worry, or boredom (Aristovnik et al., 2020; Son et al., 2020).

Several studies have highlighted the protective effect that the connection with the rest of

the academic community can have on anxiety, depression, and stress (Elmer et al., 2020;

Magson et al., 2021; Procentese et al., 2020. According to the study there are also

positive effects of Online Class to the Mental Health of the Students, Ability to Focus

Better Being able to study anywhere gives learners the option of choosing an
environment that suits their personality. You can create a space that makes it conducive

for you to absorb the lessons more easily.

A classroom setting can be distracting for many students. Classmates’ chatter can be

bothersome for individuals who need it to be quiet when they’re listening to lectures.Also

it Less Peer Pressure Every individual is unique. When it comes to learning, some take in

information at a slower pace than others. It can be stressful for such students to try and

keep up with lectures in a classroom. You’ll find that many of these individuals are

embarrassed to ask their teachers to repeat what was said because they fear ridicule

from their classmates. This situation makes it more stressful for them to absorb the

information. With online tutorials, these learners will have more confidence in asking

questions because there’s no one to make fun of them. Students also have the comforting

knowledge that they can watch the lesson repeatedly. Being able to pause and rewind the

video whenever necessary assures them that they can pick up what they missed the first

time.

Baguio students plead city-wide academic break. The students said that Sunday is the

only day where students and even teachers can rest and have quality times with their

families and themselves. Published 7 months ago on November 1, 2021 04:50 AMBy

Aldwin Quitasol. BAGUIO CITY — Baguio City college students — through their

respective student governments — pleaded to the local government here to approve their

proposal for a city-wide academic break in order to give the students space to breathe

and rejuvenate. In a letter sent to Baguio City Mayor Benjamin Magalong, Baguio

Representative Mark Go and Sangguniang Kabataan Federation president Lloyd Orcales,

the student councils of Saint Louis University, University of the Cordillera (UC), University
of Baguio and the National Union of Students in the Philippines stressed that students are

already affected by the ongoing coronavirus disease 2019 (Covid-19) crisis and the

recent calamities. They added that the students’ mental health suffers as they struggle

with their academic requirements. “Students’ mental health is affected when they study

for long periods without taking breaks and will compromise their works,” the students

stressed, adding that during and after the onslaught of typhoon “Maring,” students and

faculty members were pressured to pursue academic workloads even though many are

still recovering from the storm. The students noted that because of the workload and

stress of the students, there are an increasing number of suicidal rates and while there

are already two cases being investigated, the incidents are alarming to the educational

institutions and the community. They also complained that there are academic workloads

given out on Sundays. The students said that Sunday is the only day where students and

even teachers can rest and have quality times with their families and themselves.

According to the students, some academic institutions have already adopted academic

breaks for their students.

Given the above situation the researchers would study the effects of online class to the

mental health among students of Pangasinan State University San Carlos Campus. This

will to provide information on the challenges experience in everyday life of the students.

Statement of the Problem

This Study aims to determine the effect of Online Class to the Mental Health among

BEED Students of Pangasinan State University, San Carlos Campus AY 2021-2022.

Specifically, it seeks to answer the following questions:

1. What is the profile of the students in terms of the following?

a. age

b. sex;

c. year level;

d. civil status;

And e. family monthly income;

2.What are the mental health changes experience by the respondents in terms of:

 Financial Worries

 Academic Pressure

 Physical Pressure

 Socio-Emotional Pressure

 Peer Pressure

3. What is your strategy to maintain healthy stability during online class?

Significance of the Study

The result of the study will be beneficial to the following:

Parents- the findings of this research would help the parents to be aware about the

effects of mental health issues to their child/children because Parent played an important

role in child's mental health. So this research can promote good mental health by the
things you say and do, and through the environment you create at home. They can also

learn about the early signs of mental health problems and know where to go for help.

Teachers- the result of this study can benefit the teachers on how they will assist their

students with metal health issues brought by Online class. Also Mental health awareness

is an important issue for all educators, who are often the first line of defense for their

students. The fact that mental health awareness is finally becoming an important part of a

school's function and curriculum.

Students- this study will can help to empower students with knowledge and encourage

dialogue students will be able to get the help they need. Also Students are invisible,

mental health issues often do not receive much attention. It can be difficult for a student to

explain how he/she is affected by a mental health issue. It is important to ensure that

students who may be at risk are provided with mental health disability resources and

knowledge about accommodations they may need to succeed in school.

Future researchers – this study will serve as basis to future researches on the similar

topic.

Scope and Delimitation

The study aims to identify the effects of Online Class to the mental health of BEED

students in Pangasinan State University, San Carlos City Campus (A.Y. 2021-2022). This

involves a survey questionnaire for the students who are currently studying in Pangasinan

State University, San Carlos City Campus. The chosen respondents are containing of one

hundred (100) respondents from selected BEED students of Pangasinan State University.

Those students are chosen by the researchers because they are suitable and applicable

to the study regardless of their age, gender, course, and year level.
 It delimits that the study may not be generalized to other students who are not

enrolled in Pangasinan State University, San Carlos City Campus and to those who no

longer attending online class.

Definition of Terms

The following terms are defined operationally/ conceptually for the better

understanding of the study:

Anxiety- it is your body’s natural response to stress. It’s a feeling of fear or apprehension

about what’s to come..

Mental Health- includes our emotional, psychological, and social well-being. It affects

how we think, feel, and act. It also helps determine how we handle stress, relate to

others, and make choices. Mental health is important at every stage of life, from childhood

and adolescence through adulthood.

Pandemic- is a disease outbreak that spreads across countries or continents. It affects

more people and takes more lives than an epidemic. The World Health Organization

(WHO) declared COVID-19 to be a pandemic when it became clear that the illness was

severe and that it was spreading quickly over a wide area. In this study, it is the one who

cause the change from face to face to Online Class

Financial Worries- Financial worries is emotional tension of the students that is

specifically related to money.

Academic Pressure- Academic pressure is formally defined as an experience in which a

student is burdened by the demands of time and energy to achieve specific academic

goals.

Peer Pressure- Peer pressure is when you are influenced by other people (your peers) to

act in a certain way.

Physical Pressure- Physical Pressure is a normal reaction of the student's body when

changes occur, resulting in physical, emotional and intellectual responses.

Socio-Emotional Pressure- The concept of socio-emotional aspects refers to a students

initiating, cultivating and responding to others, to form relationships with other people in

their lives such as parents, relatives and friends.

 CHAPTER II

Reviews of Related Literature and Studies

This Chapter includes ideas, finished thesis, generalization or conclusions,

methodologies and others. Those that were included in this chapter helps in familiarizing

information that are relevant and similar to the present study.

Local Literature

According to Elsevier the creator of COVID 19 resource centre, since January 2020

there are available information in English and Mandarin on the novel coronavirus COVID-

19 and it is free. He grants permission to make all its COVID-19-related research that is

available on the COVID-19 resource centre - including this research.

The negative mental health consequences of online learning among students can

include increased anxiety and absenteeism. These can stem from the increased demand

for new technological skills, productivity, and information overload (Poalses and

Bezuidenhout, 2018). The COVID-19 pandemic worsened these consequences when

educational institutions shifted from face-to-face activities to mostly online learning

modalities to mitigate the spread of COVID-19 (Malolos et al., 2021). While all students

may be affected, students from lower socioeconomic localities have higher mental

distress due to their limited financial capacity to obtain the necessary gadgets and

internet connectivity. Given these, a digital divide stemming from socioeconomic

inequalities can result in mental health disparities among students during the pandemic

(Cleofas and Rocha, 2021). In a recent article, Hou et al. (2020) noted that young

Chinese students from resource-scarce localities may be at risk for mental disorders

during the COVID-19 pandemic due to social and cultural factors. Similar observations

were noted in the Philippines, a developing and resource-scarce country. Children had a

higher risk for poor mental health compared to adults in the Philippines partly due to their

shift to online learning modalities during the pandemic (Malolos et al., 2021). Thus,

measures cognizant of the resources of a developing country are needed to mitigate the

mental stresses from online learning including videoconferencing.

 Open the Camera only when necessary

 Avoid requiring school uniforms during online class

 Take regular classroom breaks and avoid multitasking

 Mental Promotions training for teachers

 Promote selfcare activities

Generally, learning that considers the child's mental health should take cognizance of the

circumstances that children faced in their daily social environment. While there is

evidence that specific actions contribute to better mental health among children, the

outcomes are contingent on context. In the case of a developing country context, teaching
children in the COVID-19 era requires the consideration of existing social inequalities and

economic constraints to safeguard their mental health in the online learning environment.

Foreign Literature

Due to the COVID-19 pandemic, schools and colleges all over the U.S. and all over the

world transitioned into online classes. The health and safety of everyone is the utmost

priority during the pandemic, and online schooling is only the best option during these

times.

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 is it

like 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 workloads and are

pressured to deliver quality learning without face-to-face classes.

Virtual Learning Can Cause Fatigue

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.

Lack of Interaction and Social Isolation

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. 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. Kids needs play dates with the kids

their age to learn how to socialize. 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.

Increased Anxiety and Stress

In the traditional classroom setup, students follow a routine schedule during school days.

When it’s time to wake up, time to go to school, time for class, time to do homework,

lunchtime to interact with friends and attend extra-curricular activities. It’s never the same

with online learning. Staying focused on online classes is a challenge. Separating home

life and class time, not following a routine schedule, the distractions at home, caused

students not to able to concentrate well with their classes. As a result, students tend to

procrastinate and set things aside, then deadlines are missed. This causes pressure,

stress, and anxiety to both students and their parents.

The Parent’s Mental Health Get Affected Too

Online learning does not only affect the students but parents as well. Parents have now

become proxy educators, tutors and are getting more involved with schoolwork to ensure

their kids learn well and maintain good grades.

Even the Teachers and Faculty Get Stressed Out Too

They have years of experience inside the classroom, but teaching using technology

devices has not been their best asset. There’s also the pressure and worry of teachers

losing their jobs because there are some schools that are closing. There’s also the

additional workload to ensure they deliver quality education to their students. These are

all causing anxiety and it’s been challenging in the mental health of teachers too.

This COVID-19 pandemic indeed imposed a great challenge for all of us. Face-to-face

classes may not be returning soon for some states, and all we have to do is to adjust to

their challenges. Along with the ways to take care of your mental health mentioned above,

also consider seeking help from a mental health professional.

Foreign Literature

Despite the potential for virtual classes to impact a teen’s mental health negatively, there

are still some positive benefits. For some students, being home and around family,

particularly during the COVID-19 pandemic, can offer feelings of safety and reassurance.

For these students, their home can become a safe learning environment where they feel

more productive.

In addition, while school is a place for teens to socialize and form friendships, not all

social interactions are positive. Students may become victims of bullying at school. For

these students, virtual learning offers an escape from depression and anxiety caused by

the fear of being bullied. For other students, virtual classes can also provide an escape

from the constant weight of peer pressure.

How To Help Your Teen Cope

Helping your teen cope with the stress of virtual classes is challenging; however, there

are ways that you can help your teen cope. We share some strategies below.

Create A Designated Workspace

The home is full of distractions. It’s important to create a space for your child to focus and

feel productive. Fortunately, there are a number of ways to minimize distractions:

Designate a quiet area of your home specifically for classes and homework
If necessary, use room dividers, furniture, or clear out storage space to create a

distraction-free area

When possible, consider encouraging your teen to occasionally change to a new area

throughout the day.It may also help to encourage your child to do schoolwork in an area

they don’t associate with rest or entertainment. In addition, try to limit the use of devices

until the end of the school day as a normal classroom would.

Encourage Healthy Habits

Teens aren’t known for having the best sleep or dietary habits. With disruptions to their

daily routine from virtual classes, it’s more important than ever to encourage healthy

habits. A good night of sleep, a healthful diet, and regular exercise can help boost your

teen’s mood and have a positive impact on their mental well-being.

Be sure your child follows a regular sleep schedule and has routine wake-up times. This

is especially true for young adults in college. With classes spaced out through the day, it

can be easy for a college student taking virtual classes at home to fall into the trap of late

nights followed by sleeping in too late. Encourage your child to get a healthy amount of

sleep.

As for exercise, there are plenty of both indoor and outdoor options to keep your kids

active. Walks and bike rides are great ways to stay active while maintaining appropriate

social distance from others.

Set a Positive Tone In Your Home

In some cases, parents may be working from home alongside their children. Adults are

susceptible to many of the same stressors and anxieties as teens, however it’s important

for parents to set a healthy tone for the home.

Although it may be challenging in times of extra stress and uncertainty, set a positive

example. Maintain an upbeat attitude and encourage healthy conversation within the

household. Remember, teens and young adults still look to their parents for support and

guidance. Provide encouragement and hopefulness.

Cultivating a positive attitude within your home can make a considerable difference in the

mental health of the entire family

Theoretical Framework

Effects of Online Class to the Mental Health among BEED Students of Pangasinan

State University San Carlos City Campus

This, research was based on the study of Edward Thorndike and John B. Watson where

they stated that Behaviorism. Also known as Behavioral psychology, is a theory of

learning based on the idea that all behaviors are acquired through conditioning.

Conditioning occurs through interaction with the environment. Behaviourists believe that

our responses to environmental stimuli shape our actions. The main idea behind the

Behavioral perspective on personality is that all behaviour is learned and therefore can be

modified through conditioning. Conditioning is the process of encouraging desired

behaviour and discouraging unwanted behaviour through a system of rewards and

punishments. The behaviourist perspective is concerned with how environmental factors

(called stimuli) affect observable behaviour (called the response).

John B. Watson promoted a change in psychology through his address, Psychology as

the Behaviourist Views It (1913), delivered at Columbia University. Through his

behaviourist approach, Watson conducted research on animal behaviour, child rearing,

and advertising while gaining notoriety for the controversial “Little Albert” experiment.

Immortalized in introductory psychology textbooks, this experiment set out to show how

the recently discovered principles of classical conditioning could be applied to condition

fear of a white rat into Little Albert, an 11-month-old boy. Watson and Rayner (1920) first

presented to the boy a white rat and observed that the boy was not afraid. Next they

presented him with a white rat and then clanged an iron rod. Little Albert responded by

crying. This second presentation was repeated several times. Finally, Watson and Rayner

presented the white rat by itself and the boy showed fear. Later, in an attempt to see if the

fear transferred to other objects, Watson presented Little Albert with a rabbit, a dog, and a

fur coat. He cried at the sight of all of them. This study demonstrated how emotions could

become conditioned responses.

In this study, Behavioral Perspective explained How a certain people response to

environmental stimuli or the observed behaviour like the situation we facing right now.

There’s a lot of behaviour we could observed with this Online Class. The behaviourist

explanation states that mental illnesses can be learnt through classical conditioning,

whereby an individual may, for example, associate a negative experience with a particular

object/situation and develop a phobia. A lot of students are unaware with their mental

health during this Online class, Some students having stress, anxiety, overthinking,

depression affects their daily lives and with this Behaviourist Perspective we could

possibly know how a certain people especially students of Pangasinan State University

on how they were response or behave with this Online class and how it affect our mental

health
 Conceptual Framework

The main purpose of this study is to find out the perceive effects of online class to

the mental health among the students of Pangasinan State University, San Carlos City

Campus.

It integrates the profile of the respondents. In order to gather data and information

regarding mental health condition of the students of Pangasinan State University, San

Carlos City Campus before and during Online Class in terms of stress, anxiety and

depression the researchers will use survey questionnaire through Google Forms to gather

the responses of the respondents.

INDEPENDENT VARIABLE
Profile of the respondents in DEPENDENT VARIABLE
terms of; Effects of online class to the
a. age mental health among the
BEED student of Pangasinan
b. sex; State University San Carlos
c. year level; Campus

d. civil status
e. family income
What are the mental health
changes experience by the
respondents in terms of:
 Financial Worries
 Academic Pressure
 Physical Pressure
 Socio-Emotional
Pressure
 Peer Pressure

What is your strategy to

maintain healthy stability
during online class?
 CHAPTER III

METHODOLOGY

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

in conducting the study which includes the research design, population of the study,

research instrument and its development establishing its validity and reliability, data

gathering procedures, and the appropriate statistical treatment of data

Research Design

This study was made by the means of quantitative methods of researcher. The

researcher attempted to get the answers to the aforementioned problem and to justify

and satisfy the objectives of the study. Likewise, it also attempted to know the different

impact to their life style.

The Respondents of the study

The respondent of the study is composed of BEED students in Pangasinan State

University San Carlos Campus school year 2021-2022. One of the vital processes
to keep this study successful. All of these participants were selected through

random sampling. This quota method is conducted where each member of a

population has a capability to become part of then sample. The chosen respondents are

containing of seventy (70) respondents from selected BEED students of Pangasinan

State University. Those students was chosen by the researchers because they are

suitable and applicable to the study.

Data Gathering Instrument

The questionnaire was used as the main data-gathering instrument. The

instrument to be prepared focused on answering the statement of the problem. The

questionnaire contains of sixteen (16) questions. The questionnaires will be distributed to

the respondent.

The date gathering instrument was structured as a scale ranging from 1-4.

Where in the (4) always, (3) sometimes, (2) Rarely (1) never, and an essay form. This

legend will help the researchers to analysis the result of conducting data-gathering

Data Gathering Procedure

After establishing the validity and reliability on how gather-data, formulating

questions appropriate for the study and all doing necessary modification to the chosen

respondent. The copies of questionnaires distributed through google forms will be

successfully completed and returned. Thus their corresponding answer to the question

are kept in accordance with the agreement of the respondents and the researchers.

The date gathered was organized and tabulated according to the result of the
statistical treatment done. In this stage, the service of a statistical consultant

was

needed.

Statistical Treatment of the Data

To analyze and Interpret the data, the researcher employed the following

statistical procedure:

Frequency, percentage and ranking

Will help the researcher to easily tally the data that they gathered. This

percentage and ranking will a big help in the researchers to analysis the data.

Data Analysis

In this study, descriptive data analysis will be used, and it will come within the category of

descriptive data analysis.

In a certain situation, a straightforward interpretation utilizing frequency and percentage

methodologies is possible. In a data sequence, a category is a group of data.

Questionnaires will be distributed to respondents through email, messenger to respond to

certain issues The data was gathered and analyzed. The data was categorized,

tabulated, and processed with a percentage formula.

 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results, the analysis and interpretation of data gathering from

the answers to the questionnaire distributed to the field.

PRESENTATION OF THE DATA

TABLE 1.1

AGE OF THE RESPONDENTS

AGE FREQUENCY PERCENTAGE RANK

17-20 26 34.7% 2

21-30 46 61.2% 1

31- up 3 4% 3
 TABLE 1.2

GENDER OF THE RESPONDENTS

GENDER FREQUENCY PERCENTAGE RANK

Male 6 7.9% 2

Female 69 92% 1

According to Table 1, the majority of the participants in this study are females between

the ages of 21 and 30. The profiles of these individuals indicates the active responses

that the researchers has uncovered

TABLE 2.1

FINANCIAL WORRIES

ALWAYS SOMETIMES RARELY NEVER

1. I don’t have enough money to 8 53 13 1

buy load for my online class

2. I am worried about my finances 29 37 9 0

because of my requirements of

online class.

3. I can’t attend my online class 3 29 20 23

regularly because we don’t have

internet.
 TABLE 2.2

PHYSICAL PRESSURE

ALWAYS SOMETIMES RARELY NEVER

1. Inability to 6 58 10 1

concentrate during

online class.

2. I am pressured to 15 45 13 2

attend online class

even though I am

not feeling well.

3. I am not satisfied 13 43 17 2

with my academic

performance in

online classes.

TABLE 2.3
 ACADEMIC PRESSURE

ALWAYS SOMETIMES RARELY NEVER

1. I am not able to do 5 32 22 16

my assignments

and activities.

2. I am not able to 5 34 27 9

attend my classes

on time.

3. I am not able to 7 39 24 5

make a clear

report and

presentation

during online

class.

TABLE 2.4

SOCIO-EMOTIONAL PRESSURE

ALWAYS SOMETIMES RARELY NEVER

1. I Feel that I am 8 35 22 10

worthless and

helpless.

2. I always woke up 18 30 19 8

in the middle of
 the night and

having trouble

falling asleep.

3. I am worried that I 24 37 9 5

maybe judge or

scrutinized by

others.

TABLE 2.5

PEER PRESSURE

ALWAYS SOMETIMES RARELY NEVER

1. I am not able to 6 34 19 16

actively

participate in

group activity in

online class.

2. I am afraid to 17 44 11 3

recite during

online class.

3. I am afraid of 24 40 9 2

making mistakes

while in online

class.
 CHAPTER V

Conclusion and Recommendations

Conclusion

Based on the above findings presented in this study, the researchers arrived at the

following conclusions:

1. It displays that the respondents are sometimes concerned about their finances. When

taking an online lesson, people frequently rely on internet rather than the load, which

is far more difficult and expensive to obtain. The chart demonstrated that online

classes had a financial impact on the mental health of the students

2. It states that virtually more of the respondents reported that they sometimes felt

academic pressure as a result of online classes. Generally, the table indicates that

Online class may impose a lot of pressure in Academics and may take different

forms. It's a direct display that it impacts everyone differently from specific levels

3. The respondents are frequently experience the load of physical pressure when taking

Online Classes. Almost everyone has anxiety and distress when they present or show

up in class and are unable to accomplish their full potential

4. It depicts the socioemotional strain that students face with this class style; we can see

that many pupils are unable to cope with this new method.
5. It illustrates the pupils' lack of confidence in the face of peer pressure. Being stranded

without being able to communicate face to face might build a barrier between you and

others.

Recommendation

With thorough analysis of findings and the conclusions of this study, the

researchers propose the following recommendations:

1. In Financial worries, based on the results of a survey in which we asked

students on how they manage their financial worries, more on answered

sometimes. So as we can see sometimes they are worried about their

financials because all students not they same regarding of financials. So, as we

suggested that the school need to give a load allowance to the students who

needs support.

2. It is recommended that the BEED students should learn to practice positive

self-talk for them to be able to practice replacing negative thoughts with

thoughts that are helpful and inspiring regarding on their academics. It is also

strongly recommended that the BEED students should learn on how to manage

their time properly when it comes to their academics.

3. In Physical pressure a lot of BEED students answered sometimes. Almost

everyone has an anxiety regarding on the online class. We recommend that

give time for the students to have a break for them to rest their body so that we

can re start our bodies and give us a chance.

 4. In Socio-emotional pressure, there are a lot of students answered sometimes

because other students worried by the judgement of other people and they feel

that worthless. So, we recommend that give students a motivation to their

selves for them to be active in online class.

5. In Peer pressure a lot of BEED students answered sometimes because of peer

pressure they are able to participate in recitations and also, they are afraid to

making mistakes while on online class. So, we recommend that give time to the

students to know each other and to motivate each other.

References:

https://opentextbc.ca/introductiontopsychology/chapter/2-3-behaviourist-psychology/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8457633/

https://www.researchgate.net/publication/348417479_The_Effect_of_Online_…

https://www.psychreg.org/positive-effect-online-lectures/?

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