i

TAKING A GAP YEAR IN SCHOOL AND ITS EFFECTS ON

THE LEARNING PROGRESS AND MENTAL HEALTH AMONG

THE STUDENTS OF IAU

A THESIS PRESENTED TO THE FACULTY OF

INDIANA AEROSPACE UNIVERSITY

In Partial Fulfillment of the Requirements for Senior High –

Grade 12 ACCOUNTANCY and BUSINESS MANAGEMENT, and

HUMANITIES and SOCIAL SCIENCES

By:

Evardo, Alaissa Nicole T.

Inot, Faith Kimberly P.

Villejo, Jenny Rose V.

Daño, Nicole Ann S.

Heruela, Bob B. Jr.

Danish, Danish

December 2021
 ii

COPYRIGHT 2021

By

Evardo, Alaissa Nicole T.

Inot, Faith Kimberly P.

Villejo, Jenny Rose V.

Daño, Nicole Ann S.

Heruela, Bob B. Jr.

Danish, Danish

No portion on this book may be recopied or reproduced in

books, pamphlets, outlines or notes, or any other form, for
distribution or sale, without the written permission of the author.

Any copy of this book without the corresponding number

and the signature of the author on this page either proceeds
from an illegitimate source or is in possession of one who has no
authority to dispose the same.

No. ____

Printed by:

The Researchers
IAU Town Center, Kagudoy Road
Basak, Lapu –Lapu City, Cebu 6015
Philippines
 iii

APPROVAL SHEET

This thesis entitled “TAKING A GAP YEAR IN SCHOOL

AND ITS EFFECT ON THE LEARNING PROGRESS AND

MENTAL HEALTH AMONG THE STUDENTS OF IAU’’ prepared

and submitted by Evardo, Alaissa Nicole T., Inot, Faith Kimberly

P. Villejo, Jenny Rose V., Daño Nicole Ann S., Heruela Bob

Junior, Danish, Danish in partial fulfillment of the requirements

for the Senior High School – Grade 12, Accountancy, Business,

and Management has been examined and is recommended for

acceptance and approval for the ORAL EXAMINATION.

THESIS COMMITTEE

MR. JASON D. BAGUIO, MA.Ed ELLT MRS. EULALIA O. CAYUDE, M.ED

Adviser Chairman

MS. JOCELYN CINCO, LPT MS. HAZEL PULVERA, M.Ed

Statistician Member

Approved by the committee on Oral Examination with the

grade of PASSED.

_________________________________________
 iv

THESIS COMMITTEE

MR. JASON D. BAGUIO, MA.Ed ELLT MRS.EULALIA O. CAYUDE, M.ED

Adviser Chairman

MS. JOCELYN CINCO, LPT MS. HAZEL PULVERA, M.Ed

Statistician Member

Accepted and approved in partial fulfillment of the

requirements for the Senior High School – Grade 12, Grade 12,

Accountancy, Business, and Management

Date of Oral Examination: December 2021

 v

ACKNOWLEDGEMENT

Our deepest gratitude and heartfelt appreciation to those

who accompanied in finishing this manuscript.

To Our God Almighty, for guiding, give us strength and

power mind to accomplish this study. For letting us through all

the difficulties. We have experienced your guidance day by day.

You are the one who let us finish our manuscript.

To Mr. Jason D. Baguio, research adviser who made this

work possible. His guidance and advice carried us through all the

stages of writing this study. He supports us through the in

planning and making our manuscript.

To the Respondents, who gave their time and efforts in

answering our questionnaire honestly.

To the Supportive family and friends, who gave us

motivation and advice in making our research paper and have

been there since from the beginning of this journey in making

the research paper.

The Researchers
 vi

DEDICATION

I dedicate this research to our Lord God since I could not

accomplish it without Him. I would also dedicate this research to

my friends and family, who have been there for me since the

beginning, motivating me to strive more every day and to

always believe in myself. This is dedicated to my colleagues

beloved Aerospacers who have been trying their best in the face

of the pandemic and to our instructor Sir Jason Dihayco Baguio.

(Evardo, Alaissa Nicole T.)

First, I would like to dedicate this research to Almighty

God who gives us strength to fight what we need to fight and for

guiding us in every path we take. And to my parents who always

supported me I also dedicate this to them. Also I dedicate this

research to our research instructor Sir Jason, thank you for

teaching and guiding us. Lastly, I dedicate this research to the

future researchers and to all people who is around me. (Inot,

Faith Kimberly P.)

This study is wholeheartedly dedicated to my beloved

parents, who have been my source of inspiration and gave me

strength when I thought of giving up, who continually provide

 vii

their moral, spiritual and emotional support. To my brothers,

sisters, friends, classmates and mentors who shared their words

of advice and encouragement to finish this study. And lastly, I

dedicated this book to the Almighty God, thank you for the

guidance, strength, power of mind, protection and skills and for

giving me a healthy life. All of these, I offer to you. (Villejo,

Jenny Rose V.)

I dedicate this study to my beloved parents who have been

working hard and continues to support me throughout my

journey. To my fellow students in Indiana Aerospace University.

(Daño, Nicole Ann S.)

This research goes out for my fellow youth, who have been

struggling on both academic pressure and mental health

awareness in this hard times. By heart we acknowledged their

problems through this research to let them know that they are

not alone in this battle. We also conducted this research to

expand our knowledge on how each and everyone handles the

situation. And lastly, we dedicate this research to our Lord Jesus

Christ, God our savior who gave us wisdom and strength for

everyday in our lives. (Heruela, Bob B. Jr.)

 viii

I would dedicate this research to my parents and teachers

who gives me the support and love and understands me as well

as they do. I would also dedicate my research to my classmates

and friends who helped in my hard times. (Danish, Danish)

 ix

ABSTRACT

Title: “GAP YEAR AND ITS BENEFITS ON THE

LEARNING PROGRESS AND MENTAL HEALTH AMONG THE

SENIOR HIGH SCHOOL STUDENTS OF INDIANA

AEROSPACE UNIVERSITY”

AGES 17- 20 IN LAPU-LAPU AND MANDAUE CITY

Authors: EVARDO, ALAISSA NICOLE T.

INOT, FAITH KIMBERLY P.

VILLEJO, JENNY ROSE V.

DAÑO, NICOLE ANN S.

HERUELA, BOB B. JR.

DANISH, DANISH

School: INDIANA AEROSPACE UNIVERSITY

Course: Senior High – Grade 12 ACCOUNTANCY and BUSINESS

MANAGEMENT, and HUMANITIES and SOCIAL SCIENCES

Date: December 4, 2021

Adviser: JASON D. BAGUIO, MA. Ed ELLT

 x

Gap years propose that individuals take an interval off of

formal education to travel, rest for a period of time or to focus

on career development, and personal growth like gaining skills

and experiences. Gap years intend to give students a chance to

think about what career to pursue in the future. This

descriptive/narrative research project focused on the

researcher’s perception about how the learning progress and

mental health of the students can be affected by taking a gap

year in school and how it could land a positive impact on the

senior high school students of Indiana Aerospace University. The

study population consists of senior high school students chosen

by the researchers by means of purposive sampling. The data

that were used in this study was collected through an online

survey by the chosen respondents. That sample size for the

study were thirty (30), wherein two (2) of whom are grade

eleven (11) and twenty-eight (28) were grade twelve (12). As a

result of the survey, the finding showed that most students tend

to experience mental breakdowns even when having a

supportive environment but still felt unusually stressed in class

and sometimes does not have the right amount of sleep needed.

The researchers’ main objective of the study is to determine and

provide information about how gap years may benefit the

 xi

students’ learning progress and mental health and to possibly

help the future researchers in conducting a descriptive/narrative

study about gap years and its advantages to the student’s career

development and personal growth.

 xii

Table of Contents

Page

Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .i

Copyright . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii

Approval Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iii - iv

Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . v

Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi-viii

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix-xi

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii-vx

List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi-xvii

List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xviii

CHAPTER I: THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study . . . . . . . . . . . . . . . . . . . .1-2

Theoretical Background of the Study . . . . . . . . . .3-7

Theoretical Framework of the Study . . . . . . . . . . 7

 xiii

THE PROBLEM

Statement of the Problem . . . . . . . . . . . . . . . . . .8-9

Significance of the Study . . . . . . . . . . . . . . . . . . 9-10

DEFINITION OF TERMS . . . . . . . . . . . . . . . . . 10-11

CHAPTER II: REVIEW OF RELATED LITERATURES AND

STUDIES

Related Literatures . . . . . . . . . . . . . . . . . . . . . . 12-15

Related Studies . . . . . . . . . . . . . . . . . . . . . . . . 16

CHAPTER III: RESEARCH METHODOLOGY

Research Design . . . . . . . . . . . . . . . . . . . . . . . . 17-18

Flow of the Study . . . . . . . . . . . . . . . . . . . . . . . .18-19

Research Environment . . . . . . . . . . . . . . . . . . . . 19-20

Research Respondents . . . . . . . . . . . . . . . . . . . . 21

Research Instruments . . . . . . . . . . . . . . . . . . . . .22

Research Procedures . . . . . . . . . . . . . . . . . . . . . 22-23

Statistical Treatment of Data . . . . . . . . . . . . . . . 23-26

Scoring Procedures . . . . . . . . . . . . . . . . . . . . . . 26-28

Ethical Consideration . . . . . . . . . . . . . . . . . . . . . 28-31

 xiv

CHAPTER IV: PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA . . . . . . . . . . . . . . . . . . . 32-59

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATION.

Summary of Findings . .. . . . . . . . . . . . . . .. . . . . .60-63

Conclusion . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .63-64

Recommendation . . . . . . . . . . . . . . . . . . . . . . . . .64-65

REFERENCES

Webliography . . . . . . . . . . . . . . . . . . . . . . . . . . . .66-67

APPENDICES

Appendix A: Transmittal Letter . . . . . . . . . . . . . . . .68-69

Appendix B: Letter to the Respondents . . . . . . . . 70-73

Appendix C: Questionnaire . . . . . . . . . . . . . . . . . . 74-76

CURRICULUM VITAE

EVARDO, ALAISSA NICOLE T. . . . . . . . . . . . . . . . . 77

INOT, FAITH KIMBERLY P. . . . . . . . . . . . . . . . . . . .78

VILLEJO, JENNY ROSE V. . . . . . . . . . . . . . . . . . . . .79

DAÑO, NICOLE ANN S. . . . . . . . . . . . . . . . . . . . . . 80

 xv

HERUELA, BOB B. JR. . . . . . . . . . . . . . . . . . . . . . .81

DANISH, DANISH . . . . . . . . . . . . . . . . . . . . . . . . 82
 xvi

LIST OF TABLES

Table 1: Distribution of Respondents for Survey . . . . . 21

Table 2: Sample of Computations of Data . . . . . . . . . .24

Table 3: Scoring Procedures . . . . . . . . . . . . . . . . . . . 28

Table 4: Gender of Respondents . . . . . . . . . . . . . . . . 32

Table 5: Year Level of Respondents . . . . . . . . . . . . . . 33

Table 6: Set of goals for each week ready at the

beginning of the week . . . . . . . . . . . . . . . . . . . . . . . .34

Table 7: Make a list of the things I have to

do each day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Table 8: Make time for skills development . . . . . . . . . 38

Table 9: Have a set of goals for the entire year . . . . . .40

Table 10: Set deadlines for other responsibilities . . . . .41

Table 11: Having a breakdown in school works . . . . . .43

Table 12: Have been feeling optimistic

about the future . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Table 13: Have the right amount of sleep . . . . . . . . . 47

 xvii

Table 14: Ever felt unusually stressed while in class . .48

Table 15: Have a supportive environment . . . . . . . . . 50

Table 16: Calm and Peaceful . . . . . . . . . . . . . . . . . . 52

Table 17: Energetic . . . . . . . . . . . . . . . . . . . . . . . . .53

Table 18: Angry . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Table 19: Moody and drained . . . . . . . . . . . . . . . . . .56

Table 20: Irritated and Confused . . . . . . . . . . . . . . . 58

 xviii

LIST OF FIGURES

Figure 1: Schema of the Study . . . . . . . . . . . . . . . . .8

Figure 2: Flow of the Study . . . . . . . . . . . . . . . . . . .18

Figure 3: Map of Indiana Aerospace University . . . . . .20

Figure 4: Research Environment (Indiana

Aerospace University Town Center) . . . . . . . . . . . . . .20

 1

CHAPTER I

THE PROBLEM AT ITS SCOPE

INTRODUCTION

Rationale of the Study

One of the common problems being faced by the students

of Indiana Aerospace University is having to take a year off in

school which is one of the many difficult decisions to make as a

student. Over the years, the number of students taking a gap

year off in school gradually increases, not only in the local level

but all throughout the schools in the country ever since

Academic Institutions were formed. In a study conducted by

(Robert Farrington 2019), gap years provide young people

with time and space to learn about themselves and the world —

much of which they haven’t seen or experienced as a child living

in their parent’s home.

Students, mainly in junior high school and college, suffer

from physical or mental stress which even leads to temporary

absence from school or even stopping. Stress has always been a

major problem for students given different conditions such as

being under a lot of pressure, financial problems, physical

illness, burnout, traumatic experiences, and psychological needs

 2

as a common factor. Prolonged and constant feeling of stress

can negatively affect your health if left untreated and can

possibly lead to Chronic stress. This chronic stress is referred to

as post-traumatic stress disorder or commonly known as PTSD.

It affects parts of your brain that is associated with learning,

memories, concentration, decision making, and social

interaction. Stress makes it harder for people to learn and

remember things which explains why students suffering from

chronic stress don’t do well in school, it also sets the stage for

more serious mental problems, like depression and eventually

Alzheimer’s disease.

The importance of the study is to determine the benefits

of taking a gap year off in school and to know the advantages

and effects on the learning progress and mental health among

the students. The researchers would like to st udy about how

this approach can help us obtain a healthier mindset in order to

achieve greater heights to build a more successful society.

 3

Theoretical Background the Study

This study is supported with 6 major theories. These

theories are, Rational Choice Theory, Social Learning Theory,

Cognitive Development Theory, Academic Mediation Theory,

Structural Strains Theory, and Psychoanalysis Theory.

Rational Choice Theory

The first theory is the Rational Choice Theory by (Adam

Smith 1776), explains that individuals rely on logical

calculations to make reasonable choices that result their mutual

benefit. Students decide whether or not to take a year off. They

have the ability to choose whether to stay in school or drop out.

This theory also includes the students' free will to pick their own

path, allowing them to think about what is good and beneficial to

them in the future. The goal of a suggests assessment is to

examine the situations under that they could result in the

desired end, or perhaps the construct in which they would result

in the desired side, since this state of society that ultimately

resulted from having taken a specific action usually includes

much more than the desired conclusion. Every student has a

different rationale for taking the year off or not based on their

condition.
 4

Social Learning Theory

The second theory is the Social Learning Theory

by (Albert Bandura 1997), which states why students have

interact to other people in order for them connect with one

another. According to Bandura, observation alone may not be

enough to achieve maximum learning and psychological

condition can have an impact on learning. He proposed that

because social experiences make up so much of a person's life,

observing others is a natural way to learn information and

abilities. Taking a year off could also help you observe yourself

and others, giving out realizations for you to apply. Collaborating

can lead to unexpected results. Another hardworking student

may be observed by a student who procrastinates. Students may

be accepted the fact that the student performs better on tests

and receives the approval and incentives that they desire. It

might inspire the child to try to imitate that student.

Cognitive Development Theory

The third theory is the Cognitive Development Theory

by (Jean Piaget (1936) address that the degree of a student's

knowledge varies from an adult, rather than just the amount.

This suggests: youngsters reasoning and see that world from a

 5

different perspective than grownups. Students are constantly

expanding their view of the world. They are really not mindless

beings expecting for someone who can teach them something.

Seeing things from a child's perspective was the best approach

to comprehend their thinking. This theory has 4 stages when it

comes to cognitive development: The Sensorimotor stage,

Preoperational Stage, Concrete Operational stage, and The

Formal Operational stage. These stages explain the development

of each person to think and decide for their lives.

Academic Mediation Theory

The fourth theory is the Academic Mediation Theory by

(Jean Gagnepain (1960) based on Jean Gagnepain rather

than a usually promote framework, the concept that stimuli

affect behavior indirectly through an intervening process.

Mediation is based on the notion that disagreement can help

people become tougher, have more healthy relationships, and

live in better societies. Two processes must work together for

mediation to take place. Peer mediation is widely used in

schools, and it has gained traction in the aftermath of recent

high-profile cases of bullying and violence, which have the

potential to lead to dropout. Students working on group projects

 6

may seek mediation to resolve disagreements over assignments,

leadership, and work accountability.

Structural Strains Theory

The fifth theory is the Structural Strains Theory by

(Robert K. Merton 1938). Individuals are driven to commit

crime or drop out of school by social pressures such as a lack of

income or a lack of quality education, according to this theory.

The significance of emotion in strain-related crime was a key

component of general strain theory, as was the study of a wide

range of conceivable sources of societal pressure that could lead

to a person’s psychological instability. Personal achievement and

happiness, according to Merton, come not only from achieving

goals but also from outperforming competitors. Individuals with

a competitive drive may use several methods to obtain success.

Psychoanalysis Theory

The sixth theory is the Psychoanalysis Theory by

(Sigmund Freud 1901) contends that human conduct is the

product of interactions between the imagination, mind, and

personal unconscious, three components of the mind. His

psychoanalytic theory of ability and potential that character

emerges during development and is critically influenced through

 7

a succession of five psychological development. The rational

mind of the student encompasses all we are aware of, as well as

the part of our mentality that employs logic. When a student

engages in social interaction, representations serve as a

knowledge foundation and help to shape perceptions.

THEORETICAL FRAMEWORK OF THE STUDY

 8

Figure 1: Schema of the Study

THE PROBLEM

Statement of the Problem

It is important to take break from school because many

studies have found that pausing for a moment to relax and

reboot is essential for achieving productivity, success, and a

positive outlook on the future. This is especially true for students

who spend hours huddled in front of a computer. It is very

important very important to maintain our mental health as well.

Students should get the proper amount of sleep at night to help

stay focused, improve concentration, and improve academic

performance. Children and adolescents who do not get enough

sleep have a higher risk for many health problems, including

obesity, type 2 diabetes, poor mental health, and injuries.

1. Do students Cooperate with teachers in online classes?

2. Did students understands everything you teach?

 9

3. Did students faces serious kind of mental health issues

because of online studying?

4. Does online classes affect students’ heath?

5. How does social media online things affect students of Indiana

aerospace university?

6. Lack of interest and motivation?

7. Does students face such as eye strain, tiredness, poor internet

connection, sleep deprivation?

Significance of the Study

The result of this study will greatly benefit the following:

Students. The result are significant to students who are

unaware of their emotional reactions in specific situations leading

to emotional manipulation. Also, the significant relationship

between self-efficacy and emotional manipulative.

 10

Parents. The research benefits the parents of the children

with special needs. As parents enrolled their children in this

institution comes with self-assurance that their children are

given more education.

Teachers. The results can also help the teachers’ training

methods and the administration of higher authorities in the

school. The results around the self-efficacy variable can also be

helpful I the further enhancing or improving their approach to

their future students.

Future Researchers. To future researcher, the result of

this study can give a much wider perspective on what benefits

will you get on taking off/in school and Its impact in our mental

health.

DEFINITION OF TERMS

ADVANTAGE is any condition, circumstances, opportunity,

or means, particularly favorable to success, or any desired end.

DISADVANTAGE is a weakness or undesirable

characteristics.
 11

MOMENTUM unfortunately, this often means you become

distracted from your studies.

SAFETY is the condition of being protected from harm or

other danger.

SAVE MONEY is income now spent, or deferred

consumption. To budget.

CHRONIC STRESS is the response to emotional pressure

suffered for a prolonged period of time in which an individual

perceives they have little or no control.

POSTTRAUMATIC STRESS DISORDER (PTSD) is

a psychiatric disorder that may occur in people who have

experienced or witnessed a traumatic event such as a natural

disaster, a serious accident, a terrorist act, war/combat, or rape

or who have been threatened with death, sexual violence or

serious injury.

STRESS is a feeling of emotional or physical tension. It

can come from any event or thought that makes you feel

frustrated, angry, or nervous.

Self-efficacy refers to an individual's belief in his or her

capacity to execute behaviors necessary to produce specific

performance attainments.
 12

CHAPTER 2

REVIEW OF RELEATED LITERARURES AND STUDIES

RELATED LITERARTURES

Many studies have found that pausing for a moment to

relax and reboot is essential for achieving productivity, and

reducing stress. It also, help the parents of the students to save

money due to pandemic. "The fact is that they're not getting the

education and experience they're paying for because of COVID-

19" says (Robert Famington), founder of the College Investor.

Below are some list of advantages and disadvantages of taking a

year break in school:

Advantages

Safety

The virus has ravaged millions of lives, leveraging our

interconnected and globalized world to spread from Wuhan to

ubiquity. The fact that the virus disproportionally affects older

people is no reason for younger students considering time off to

disregard it, both because there have been modalities in healthy

young people, as well as because by acting carelessly they might

 13

put others who aren't so lucky in grave danger. In general, it

would seem that taking time off is probably safer than going to

school in person.

Save Money

"The pandemic impacted people very differently" says (Brian

O'Leary). In taking a year off in school can save money. This

days of pandemic many students don't have laptops or

computers they only have phones and to those students don't

have laptops or computers they want their parents to buy it for

them, because somehow large devices are required in school and

some parents can't afford to buy it. Some students don't have

Wi-Fi so they need a money to buy load to have data and for

them to be present or to be able access in online learning.

Roughly half on non-retired adults say the economic

consequences of the coronavirus outbreak will make it harder for

them to achieve the financial goals. "The pandemic has reminded

us of the importance of having a budget" says (James Boyd).

Disadvantages

Student's losing momentum in learning

While the imposition of an academic break could bring

relief to students and teachers, this would eventually affect their

 14

motivation for learning. Cornelio said that the possibility of

students losing their "momentum in learning" is high. The

students will lose the momentum of studying. Assuming that it's

one a year.

Delayed graduation impacts on employment opportunities

The academic break would have a domino effect, affecting

student's employment opportunities if they don't graduate on

schedule which would eventually have an impact on the

economy. Those opposing calls for an academic freeze say that a

cancellation or suspension of a term would have an impact on

the number of professionals that the country could produce each

year, with some arguing that this would mean there will be a

year when a number of healthcare workers won't be able to join

the workforce when the country, needs them the most.

Taking a year off in school or breaks, increase their

productivity and provide them with opportunities to develop

creativity and social skills. And there are more benefits to

downtime than increased attention: It decreases stress,

increases productivity, boosts brain function, and provides

opportunities for children to learn social skills.

 15

The COVID-19 pandemic has created the largest disruption

of education systems in human history, affecting nearly 1.6

billion learners in more than 200 countries. Closures of schools,

institutions and other learning spaces have impacted more than

94% of the world’s student population. This has brought far-

reaching changes in all aspects of our lives. Social distancing and

restrictive movement policies have significantly disturbed

traditional educational practices. Reopening of schools after

relaxation of restriction is another challenge with many new

standard operating procedures put in place.

Within a short span of the COVID-19 pandemic, many

researchers have shared their works on teaching and learning in

different ways. Several schools, colleges and universities have

discontinued face-to-face teachings. There is a fear of losing

2020 academic year or even more in the coming future. The

need of the hour is to innovate and implement alternative

educational system and assessment strategies. The COVID-19

pandemic has provided us with an opportunity to pave the way

for introducing digital learning. This article aims to provide a

comprehensive report on the impact of the COVID-19 pandemic

on online teaching and learning of various papers and indicate

the way forward.

 16

Related Studies

In taking an academic break gives many pros and cons in

your educational status and mental health. As we know now that

online class is evidently different from physical classes. Because

of this pandemic, students are asked to learn independently in

their home. The government view the alternative of physical

class known as Online Learning system as beneficiary for

students. It extends learning to their individual homes. But that

type of learning system isn’t really doing much help for students,

rather than it overloaded students and overwhelmed them with

so much work. To the point where students are doing school

works for the sake of passing rather than learning. That’s why

some of the students took an academic break to save up the

money and see no purpose in attending online class. Mental

health is also a must to look after to. Our mental health greatly

affects our performance in our everyday life and also for our

school. But with the system of online classes, students are

getting pressured and are having a hard time coping up with the

tasks. Which leads them to depression or high risk of anxiety,

not knowing what to take care first, their task or their mental

health.
 17

CHAPTER III

RESEARCH METHODOLOGY

This chapter contains the research methodology that

includes the research design, flow of the study, the research

environment, research respondents, research instrument,

research procedures, statistical treatment of data, scoring

procedures that will guide the researchers in knowing the Effects

on the Learning progress and Mental Health Among the students

of Indiana Aerospace University.

Research Design

The researchers used the Causal-Comparative research

design to accomplish this conducted quantitative research. After

an action or event has occurred, a causal-comparative design is

used to look for correlations between independent and

dependent variables.

As a result, neither can say with certainty that these

variables had a true cause-and-effect relationship. As we can see

we based it to our title which is “The Effects of the Learning

progress and mental health of the students. We used causal

comparative because it falls under the category of conclusive

 18

research because it involves investigation of cause-and-effect

relationship between two variables.

Flow of the Study

PRELIMINARY
Constructing hypothesis, determining objectives of research and
corresponding respondents, research environment and getting
research approval.

DATA COLLECTION
Constructing Research instruments
-Interview
-Survey questionnaires
-Determine the benefits of taking a gap year off in school
-Determine the advantages and effects on the learning progress
and mental health among the students.

DATA ANALYSIS
- Identify the most frequent response of students of benefits of
taking a gap year off in school
- Identify the least repeated response on the advantages and
effects on the learning progress and mental health among the
students.
TOOLS:

WM – Weighted Mean
N – Total number of respondents
f – Frequency
 19

FINDINGS

SUMMARY OF FINDINGS

CONCLUSION

END

Research Environment
 20

Figure 3: Map of Indiana Aerospace University

Figure 4: Research Environment (Indiana Aerospace

University Town Center)

The study was conducted in Indiana Aerospace

University/Indiana Learning Center located at Kagudoy Rd.,

Basak, Lapu-Lapu City, Philippines 6015. It is an institution of

learning which offers Basic and Tertiary levels of quality

Education. It is where the investigation started and will soon

ended in the same environment. Details of their phone number

which is (032) 236 2771/505-7445, or fax number (6332) 236-

9788. Their website IAU.com.ph gives more information about

the institution.
 21

Research Respondents

The participants involved in this study are two Grade 11

Students and 28 Grade 12 Students of Indiana Aerospace

University. The method used by the researchers for the selection

of respondents is through probability sampling in which a

condition must be met by the participants. The participant will

sign a consent form prior to the interview and must meet one

condition:

The participant must be currently enrolled as a Senior High

School Student of Indiana Aerospace University. With re

respondent’s cooperation, the researcher will be able to fully

assess the effects the learning progress of the students.

N=30

Respondents
Female Male Total
(Survey)

Grade 11 4 0 4

Grade 12 16 10 26

Table 1: Distribution of Respondent for Survey

 22

Research Instrument

The researchers employed two tools in this study:

a. Survey

b. Questionnaire

Researchers can utilize these instruments to collect data for

further information given by the respondents. Researchers would

also send the instruments to the respondents via social media

platform namely: Messenger, Google Mail and Instagram. We

researchers able to present, evaluate, and interpret our data

with information fully as a result of this.

Research Procedures

Sir Jason D. Baguio, our research teacher, first led a

discussion about the Quantitative Research so as its strengths

and weaknesses. Following that, the researchers thought up

three titles with their corresponding problems. The researchers

then handed over the three titles to the research teacher, who

checked and approved them. The title of the research paper was

then chosen by the researchers. Sir Jason D. Baguio performed a

brief review after selecting the title to reassure its researchers of

 23

the commonalities and contrasts among both previous and

present research, as well as what is in the research paper. After

that, the researchers started Chapter 1 with the help of Sir

Baguio’s discussion, handed it over to the research teacher, who

checked the papers and corrected it. The researchers will

therefore move on to Chapter II, which is the research technique

of the research paper, and have the research teacher review it

for errors. Upon that, the researchers will create a questionnaire

for either the survey or interview, which will be done in an online

platform and used by the researchers to collect data from the

respondents. After Chapter II then Chapter III, which is the

presentation, analysis, and interpretation of the data being

gathered. Following Chapter III comes Chapter IV, in which the

researchers synthesize the data gathered from their survey and

interviews. The researchers then should provide a conclusion and

recommendations based on the findings.

Statistical Treatment of Data

These are the following formulas involved:

 Formula in getting the weighted mean:

WM= (∑fw)

(N)
 24

WM – Weighted Mean

N – Total number of respondents

f – Frequency

x – Ratings

∑fx – Summation of the productof f and x

N=64

Frequenc Percentage Weighted

Rating fx
y Mean

5 25 125 39.06% 1.95

4 17 68 26.56% 1.06

3 12 36 18.75% 0.56

2 7 14 10.94% 0.21

1 3 3 4.69% 0.04

TOTAL 64 100% 3.82

Table 2: Sample of Computations of Data

(5∗25)
WM Rating 5 =
64

125
=
64
 25

=1.95

( 4∗17)
WM Rating 4 =
64

68
=
64

=1.06

(3∗12)
WM Rating 3 =
64

36
=
64

=0.56

(2∗7)
WM Rating 2 =
64

14
=
64

=0.21

(1∗3)
WM Rating 1 =
64

3
=
64

=0.04

The researchers used the weighted mean in getting the

trend.
 26

 Formula in getting the percentage

f
%= x 100
N

% - is the response percentage

25
Percentage Rating 5 = x 100
64

=39.06%

17
Percentage Rating 4 = x 100
64

=26.56%

12
Percentage Rating 3 = x 100
64

=18.75%

7
Percentage Rating 2 = x 100
64

=10.94%

3
Percentage Rating 1 = x 100
64

=4.69%

Scoring Procedures
 27

The researchers have chosen the respondents and decided

to use specific statistical tool for the fifty respondents needed for

the study who will share their ideas and opinions to broaden the

learning of the researchers in solving the research problem. The

researchers used weighted mean as the statistical treatment of

data.

The data gathered will be interpreted and analyze using

the following categorical response.

POINTS STATISTICAL DESCRIPTIV

RANGE E

EQUIVALENT

RATING

5 4.21-5.00 Strongly The statement is strongly

Agree confirmed or approved

by the respondents

4 3.41-4.20 Agree The statement is

confirmed or approved

by the respondents.

3 2.61-3.40 Neither / Nor The statement/question

Agree is neither agreeable or

disagreeable by the
 28

respondents.

2 1.81-2.60 Disagree The statement is

disapproved by the

respondents.

1 1.00-1.80 Strongly The statement is strongly

Disagree disapproved by the

respondents.

Table 3: Scoring Procedures

ETHICAL CONSIDERATIONS

Title of the Study: “EFFECTS ON THE LEARNING PROGRESS

AND MENTAL HEALTH AMONG THE STUDENTS OF INDIANA

AEROSPACE UNIVERSITY”

INVESTIGATORS: Villejo, Jenny Rose V., Dano , Nicole,

Evardo , Alaissa Nicole T., Danish, Danish, Heruela , Bob Junior,

Inot , Faith Kimberly, Accountancy, Business and Management,

Senior High School, Indiana Aerospace University.

Purpose and Background: The goal of this study is to

understand more about the effects of learning progress on

 29

students' mental health at Indiana Aerospace University. The

researchers seek to discover, whether factors might have an

impact on any of these and help students to maintain their good

mental health.

Procedures: If I accept to take part in this research, the

following will occur:

1. The researchers will be present during the interview in

order to help the interviewee understand his or her

response.

2. I will be able to teach and impact others on how to handle

their mental health properly.

Benefits: As a student, I will not only learn but also reflect if my

decisions are valid and good for my future. Nowadays, mental

issues are important for us to be able to move forward and aim

for success.

Risks: There will be no physical, psychological, sociological or

economic risk involved to consider if I participate in the study

Reimbursement: I will willingly participate in the conduction of

the study and will not receive any form of financial agreement

for my participation in this study.

 30

Alternatives: There are no specific alternatives for the

respondents to answer in the given research questions for the

interview.

Confidentiality: The respondents are not required to say their

names in interviews. All information involved in this study is held

confidential by the researchers and will be used for the study

only. If ever the respondents have any questions towards this

study, they will be able to contact the researchers through

Facebook messenger.

Right to Refuse or Withdraw: Your participation in this study

is not compulsory. You are given the right to refuse or withdraw

from participating in this interview.

Consent: You agree to act as a participant of this study and will

be interviewed accordingly by the procedure.

Signature of the Participant: Date Signed:

1.________________________ ______________

Signature of Investigator/Witness:

JENNY ROSE V. VILLEJO

Research Member

NICOLE ANN S. DAÑO

 31

Research Member

BOB B. JR. HERUELA

Research Member

DANISH CHAMDAL

Research Member

FAITH INOT

Research Member

Noted By:

MR. JASON D. BAGUIO

Research Adviser
 32

CHAPTER IV

PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

This chapter contains the presentation, analysis and

interpretation of data that would help the researchers in knowing

the Taking a gap year in school and its effects on the learning

progress and mental health among the Senior High School

Students of Indiana Aerospace University.

N=30

Gender Frequency % Percentage

Male 10 33.33%

Female 20 66.67%
 33

Table 4: Gender of Respondents

The data above shows the gender data of our 30 total

respondents. The data collected don’t have equal respondents of

both female and male respondents. Male respondents have

33.33% and Female respondents have 66.67% which clearly

showcase that both gender sides have different opinion and

thoughts.

N=30

Year Level Frequency % Percentage

Grade 11 4 13.33%

Grade 12 26 86.67%

Table 5: Year Level of Respondents

The data above shows the number of student respondents

according to year level. Out of 30 student respondents

participated on the survey conducted by the researchers, 4 or

13.33% are Grade 11 students, while 26 or 86.67% are Grade

12 students. Both grade level has their own opinion, thoughts

and knowledge about the questionnaire.

Time Planning
 34

Academic Context 1

N=30

Response Rating Frequency fx % WM

Percentage

Always 5 8 40 26.67% 1.33

Often 4 9 36 30% 1.2

Sometimes 3 10 30 33.33% 1

Rarely 2 2 4 6.67% 0.13

Never 1 1 1 3.33% 0.03

Total 30 100% 3.69

Table 6: Set of goals for each week ready at the beginning

of the week

On the statement regarding the respondents’ view of set of

goals for each week ready at the beginning of the week as time

planning, 26.67% respondents answered always to the

statement, 30% of the respondents answered often to the

statement, 33.33% of the respondents answered sometimes to

the statement, 6.67% of the respondents answered rarely to the

 35

statement, and 3.33% of the respondents answered never to the

statement.

The research output had a validity rating of 3.69, high

validity. This implies that setting a goal for each week is

important to students.

Based on the table above, 10 respondents which serves as

the highest frequency on setting a goal for each week ready at

the beginning of the week. This means that almost half of the

respondents believe on setting a goal for each week ready at the

beginning of the week for Senior High Students in Indiana

Aerospace University is important. The lowest frequency is 1

which the respondent answered never, that setting a goal for

each week is not necessary. This means that only 1 respondent

don’t believe that setting a goal for each week ready at the

beginning of the week is not important. Based on the results

were formulated, the researchers assume that setting a goal for

each week ready at the beginning of the week is important.

Time Planning

Academic Context 2

N=30

Response Rating Frequency fx % WM

 36

Percentage

Always 5 7 35 23.33% 1.17

Often 4 12 48 40% 1.6

Sometimes 3 8 24 26.67% 0.8

Rarely 2 3 6 10% 0.2

Never 1 0 0 0% 0

Total 30 100% 3.77

Tabel 7: Make a list of the things I have to do each day

On the statement regarding the respondents’ view of

making a list of the things I have to do each day as time

planning, 23.33% of the respondents answered always to the

statement, 40% of the respondents answered often to the

statement, 26.67% of the respondents answered sometimes to

the statement, 10% of the respondents answered rarely to the

statement, and 0% of the respondents answered never to the

statement.

The researcher output had a validity rating of 3.77, high

validity. This implies that making a list of the things I have to do

each day is important and necessary to students.

 37

Based on the table above, 12 respondents which serves as

the highest frequency on making a list of the things I have to do

each day as time planning to students. This means that a few of

the respondents often that making a list of the things I have to

do each day is quite necessary and important for Senior High

Student in Indiana Aerospace University. The lowest frequency is

0% which none of the of the respondents select never to the

statement. This means that all the respondents believed in

making a list of the things I have to do each day is important

and necessary to students. Based on the results that were

formulated, the researchers assume that make a list of the

things I have to do each day is important to students.

Time Planning

Academic Context 3

N=30

Response Rating Frequency fx % WM

Percentage

Always 5 3 15 10% 0.5

Often 4 10 40 33.33% 1.33

Sometimes 3 13 39 43.33% 1.3

 38

Rarely 2 4 8 13.33% 0.27

Never 1 0 0 0% 0

Total 30 100% 3.4

Table 8: Make time for skills development

On the statement regarding the respondents’ view make

time for skills development as time planning, 10% of the

respondents answered always to the statement, 33.33% of the

respondents answered often to the statement, 43.33% of the

respondents answered sometimes to the statement, 13.33% of

the respondents answered rarely to the statement, and 0% of

the respondents answered never to the statement.

The research output had a validity rating of 3.4, moderate

validity. This implies that making time for skills development is

likely to be a moderate time planning in students.

Based on the table above, 13 respondents which serves as

the highest frequency on make time for skills development in

time planning. This means almost half of the respondent

sometimes make time for skills development in time planning.

The lowest frequency is 0 which never make time for skills

 39

development in time planning. This means that none of the

respondents do not believe that make time for skills

development is a time planning to students. Based on the results

that were formulated, the researchers assume that make time

for skills development is likely in time planning.

Time Planning

Academic Context 4

N=30

Response Rating Frequency fx % WM

Percentage

Always 5 9 45 30% 1.5

Often 4 8 32 26.67% 1.07

Sometimes 3 8 24 26.67% 0.8

Rarely 2 3 6 10% 0.2

Never 1 2 2 6.66% 0.7

Total 30 100% 4.27

Table 9: Have a set of goals for the entire year

 40

On the statement regarding the respondents’ view of have

a set of goals for the entire year as a time planning, 30% of the

respondents answered always to the statement, 26.67% of the

respondents answered often to the statement, 26.67% of the

respondents answered sometimes to the statement, 10% of the

respondents answered rarely to the respondents, and 6.66% of

the respondents answered never to the statement.

The research output had a validity rating of 4.27, very high

validity. This implies that have a set of goals for the entire year

is necessary in time planning in students.

Based on the table above, 9 respondents which serves as

the highest frequency on have a set of goals for the entire year

as a time planning to students. This means that few of the

respondents always have a set of goals for the entire year is

necessary in time planning for Senior High School Students in

Indiana Aerospace University. The lowest frequency is 2 which

never have a set of goals for the entire year in time planning.

This means that some respondents believe that have a set of

goals for the entire year is not necessary in time planning to

students. Based on the results that were formulated, the

researchers assume that have a set of goals for the entire year is

necessary to students.
 41

Time Planning

Academic Context 5

N=30

Response Rating Frequency fx % WM

Percentage

Always 5 16 80 53.33% 2.67

Often 4 8 32 26.67% 1.67

Sometimes 3 3 9 10% 0.3

Rarely 2 2 4 6.67% 0.13

Never 1 1 1 3.3% 0.03

Total 30 100% 4.8

Table 10: Set deadlines for other responsibilities

On the statement regarding the respondents’ view of set

deadlines for other responsibilities as a time planning, 53.33% of

the respondents answered always to the statement, 26.67% of

the respondents answered often to the statement, 10% of the

respondents answered sometime to the statement, 6.67% of the

 42

respondents answered rarely to the statement, and 3.3% of the

respondents answered never to the statement.

The research output had a validity rating of 4.8, high

validity. This implies that, set deadlines for other responsibilities

is helpful to students.

Based on the table above, 16 respondents which serves as

the highest frequency on set deadlines for other responsibilities

as time planning. This means half of the respondents strongly

agreed that setting a deadline for other responsibilities in time

planning is helpful and easy to students to manage their time.

The lowest frequency is 1 which never set deadlines for other

responsibilities. This means that 1 respondent do not believe in

setting a deadline for other responsibilities is not helpful. Based

on the results that were formulated, the researchers assume

that setting a deadline for other responsibilities is helpful to

students.

Mental Health

Academic Context 6

N=30

Response Rating Frequency fx % WM

Percentage
 43

Always 5 8 40 26.67% 1.33

Often 4 5 20 16.66% 0.67

Sometimes 3 14 42 46.67% 1.4

Rarely 2 3 6 10% 0.2

Never 1 0 0 0% 0

Total 30 100% 3.6

Table 11: Having a breakdown in school works

On the statement regarding the respondents’ view of

having a breakdown in school works, 26.67% of the respondents

answered always to the statement, 16.66% of the respondents

answered often to the statement, 46.67% of the respondents

answered sometimes to the statement, 10% of the respondents

answered rarely to the statement, and 0% of the respondents

answered never to the statement.

The research output had a validity rating of 3.6, moderate

validity. This implies that having a breakdown in school works is

likely in mental health.

Based on the table above, 14 respondents which serves as

the highest frequency on having a breakdown in school is likely a

 44

mental health. This means that almost half of the respondents

sometimes having a breakdown in school works is a mental

health in Senior High School Student in Indiana Aerospace

University. The lowest frequency is 0 which never have a

breakdown in school works. This means that none of the

respondents do not experience having a breakdown in school

works. Based on the results that were formulated, the

researchers assume that having a breakdown in school works is

likely a mental health.

Mental Health

Academic Context 7

N=30

Response Rating Frequency fx % WM

Percentage

Always 5 9 45 30% 1.5

Often 4 8 32 26.67% 1.07

Sometimes 3 7 21 23.33% 0.7

Rarely 2 6 12 20% 0.4

Never 1 0 0 0% 0
 45

Total 30 100% 3.67

Table 12: Have been feeling optimistic about the future

On the statement regarding the respondents’ view of have

been feeling optimistic about the future as mental health, 30%

of the respondents answered always to the statement, 26.67%

of the respondents answered often to the statement, 23.33% of

the respondents answered sometimes to the statement, 20% of

the respondents answered rarely to the statement, and 0% of

the respondents answered never to the statement.

The research output had a validity rating of 3.67, high

validity. This implies that feeling optimistic about the future is

most likely in mental health.

Based on the table above, 9 respondents which serves as

the highest frequency on have been feeling optimistic about the

future as mental health. This means that almost half of the

respondents have been feeling optimistic about the future of the

Senior High School Students in Indiana Aerospace University.

The lowest frequency is 0 which never have been feeling

optimistic about the future. This means that none of the

respondents do not feel in being optimistic about the future.

 46

Based on the results that were formulated, the researchers

assume that feeling optimistic about the future is a mental

health.

Mental Health

Academic Context 8

N=30

Response Rating Frequency fx % WM

Percentage

Always 5 4 20 13.33% 0.67

Often 4 2 8 6.67% 0.27

Sometimes 3 11 33 36.67% 1.1

Rarely 2 10 20 33.33% 0.67

Never 1 3 3 10% 0.1

Total 30 100% 2.81

Table 13: Have the right amount of sleep

On the statement regarding the respondents’ view of have

the right amount of sleep as mental health, 13.33% of the

respondents answered always to the statement, 6.67% of the

 47

respondents answered often to the statement, 36.67% of the

respondents answered sometimes to the statement, 33.33% of

the respondents answered rarely to the statement, and 10% of

the respondents answered never to the statement.

The researcher output had a validity rating of 2.81,

moderate validity. This implies that have the right amount of

sleep is most likely to mental health.

Based on the table above, 11 respondents which serves as

the highest frequency on have the right amount of sleep-in

mental health. This means that almost half of the respondents

likely to have the right amount of sleep. The lowest frequency is

2 which often have the right amount of sleep. This means that

some of the respondents believed that have the right amount of

sleep is likely a mental health. Based on the result that were

formulated, the researchers assume that have the right amount

of sleep is moderate in mental health to students.

Mental Health

Academic Context 9

N=30

Response Rating Frequency fx % WM

Percentage
 48

Always 5 10 50 33.33% 1.67

Often 4 7 28 23.33% 0.93

Sometimes 3 9 27 30% 0.9

Rarely 2 4 8 13.33% 0.27

Never 1 0 0 0% 0

Total 30 100% 3.77

Table 14: Ever felt unusually stressed while in class

On the statement regarding the respondents’ view of ever

felt unusually stressed while in class as mental health, 33.33%

of the respondents answered always to the statement, 23.33%

of the respondents answered often to the statement, 30% of the

respondents answered sometimes to the statement, 13.33% of

the respondents answered rarely to the statement, and 0% of

the respondents answered never to the statement.

The research output had a validity rating of 3.77, high

validity. This implies that, ever felt unusually stressed while in

class is most likely in mental health.

Based on the table above, 10 respondents which serves as

the highest frequency on ever felt unusually stressed while in

 49

class to mental health. This means that almost half of the

respondents always felt unusually stressed while in class. The

lowest frequency is 0 which never ever felt unusually stressed

while in class. This means that none of the respondents do not

feel stress while in class. Based on the results that were

formulated, the researchers assume that, ever felt unusually

stressed while in class is a mental health to students.

Mental Health

Academic Context 10

N=30

Response Rating Frequency fx % WM

Percentage

Always 5 8 40 26.67% 1.33

Often 4 8 32 26.67% 1.07

Sometimes 3 9 27 30% 0.9

Rarely 2 5 10 16.66% 0.33

Never 1 0 0 0% 0

Total 30 100% 3.63

 50

Table 15: Have a supportive environment

On the statement regarding the respondents’ view of have

a supportive environment, 26.67% of the respondents answered

always to the statement, 26.67% of the respondents answered

often to the statement, 30% of the respondents answered

sometimes to the statement, 16.66% of the respondents

answered rarely to the statement, 0% of the respondents

answered never to the statement.

The research output had a validity rating of 3.63, high

validity. This implies that, have a supportive environment is

helpful to students.

Based on the table above, 9 respondents which serves as

the highest frequency on have a supportive environment as

mental health. This means few respondents find this supportive

environment helpful to Senior High School Students in Indiana

Aerospace University. The lowest frequency is 0 which means

that none of the respondents disagree on have a supportive

environment is not helpful. Based on the results that were

formulated, the researchers assume that have a supportive

environment is helpful to students.

 51

Often Experience of Students

Academic Context 11

N=30

Response Rating Frequency fx % WM

Percentage

Always 5 4 20 13.33% 0.67

Often 4 12 48 40% 1.6

Sometimes 3 12 36 40% 1.2

Rarely 2 2 4 6.67% 0.13

Never 1 0 0 0% 0

Total 30 100% 3.6

Table 16: Calm ang Peaceful

On the statement regarding the respondents’ view of calm

and peaceful as experience of students, 13.33% of the

respondents answered always to the statement, 40% of the

respondents answered often to the statement, 40% of the

respondents answered sometimes to the statement, 6.67% of

 52

the respondents answered rarely to the statement, and 0% of

the respondents answered never to the statement.

This research output had a validity rating of 3.6, moderate

validity. This implies that calm and peaceful is likely to be a

moderate experience to students.

Based on the table above, 12 respondents which serves as

the highest frequency on calm and peaceful experience to

students. This means that almost half of the respondents did not

experience much calm and peaceful. The lowest frequency is 0

which none of the respondents answered never. this means that

none of the respondents did not experience calm and peaceful.

Based on the results that were formulated, the researchers

assume that experiencing calm and peaceful is often to students.

Often Experience of Students

Academic Context 12

N=30

Response Rating Frequency fx % WM

Percentage

Always 5 5 25 16.67% 0.83

Often 4 9 36 30% 1.2

 53

Sometimes 3 10 30 33.33% 1

Rarely 2 3 6 10% 0.2

Never 1 3 3 10% 0.1

Total 30 100% 3.33

Table 17: Energetic

On the statement regarding the respondents’ view of

energetic as experience of students, 16.67% of the respondents

answered always to the statement, 30% of the respondents

answered often to the statement, 33.33% of the respondents

answered sometimes to the statement, 10% of the respondents

answered rarely to the statement, and 10% of the respondents

answered never to the statement.

The research output had a validity rating of 3.33,

moderate validity. This implies that energetic is a moderate in

experience to students.

Based on the table above, 10 respondents which serves as

the highest frequency on energetic experience to students. This

means almost half of the respondents already experience not

being energetic. The lowest frequency is 3 which some students

 54

rarely and never have experience to be energetic. Based on the

results that were formulated, the researchers assume that

energetic experience to students is rare.

Often Experience of Students

Academic Context 13

N=30

Response Rating Frequency fx % WM

Percentage

Always 5 1 5 3.33% 0.17

Often 4 5 20 16.67% 0.67

Sometimes 3 16 48 53.33% 1.6

Rarely 2 8 16 26.67% 0.53

Never 1 0 0 0% 0

Total 30 100% 2.97

Table 18: Angry

On the statement regarding the respondents’ view of angry

as experience of students, 3.33% of the respondents answered

always to the statement, 16.67% of the respondents answered

 55

often to the statement, 53.33% of the respondents answered

sometimes to the statement, 26.67% of the respondents

answered rarely to the statement, and 0% of the respondents

answered never to the statement.

The research output had a validity rating of 2.97,

moderate validity. This implies that experiencing anger is

moderate to students.

Based on the table above, 16 respondents which serves as

the highest frequency on angry experience to students. This

means that half of the respondents is likely to experience anger.

The lowest frequency is 0 which never experience angry. This

means that none of the respondents did not experience angry.

Based on the results that were formulated, the researchers

assume that angry experience is moderate to students.

Often Experience of Students

Academic Context 14

N=30

Response Rating Frequency fx % WM

Percentage

Always 5 7 35 23.33% 1.17

 56

Often 4 11 44 36.67% 1.47

Sometimes 3 10 30 33.33% 1

Rarely 2 2 4 6.67% 0.13

Never 1 0 0 0% 0

Total 30 100% 3.77

Table 19: Moody and drained

On the statement regarding the respondents’ view of

moody and drained as experience of students, 23.33% of the

respondents answered always to the statement, 36.67% of the

respondents answered often to the statement, 33.33% of the

respondents answered sometimes to the statement, 6.67% of

the respondents answered rarely to the statement, and 0% of

the respondents answered never to the statement.

The research output had a validity of 3.77, high validity.

This implies that moody and drained is likely to be experience of

students.

Based on the table above, 11 respondents which serves as

the highest frequency on moody and drained experience of

students. This means that almost half of the respondents are

 57

experiencing moody and drained often. The lowest frequency is 0

which never experience moody and drained. This means that

none of the respondents did not experience moody and drained.

Based on the results that were formulated, the researchers

assume that moody and drained as experience of students is

common.

Often Experience of Students

Academic Context 15

N=30

Response Rating Frequency fx % WM

Percentage

Always 5 7 35 23.33% 1.17

Often 4 8 32 26.67% 1.07

Sometimes 3 11 33 36.67% 1.1

Rarely 2 4 8 13.33% 0.27

Never 1 0 0 0% 0

Total 30 100% 3.61

Table 20: Irritated and confused

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On the statement regarding the respondents’ view of

irritated and confused as experience of students, 23.33% of the

respondents answered always to the statement, 26.67% of the

respondents answered often to the statement, 36.67% of the

respondents answered sometimes to the statement, 13.33% of

the respondents answered rarely to the statement, and 0% of

the respondents answered never to the statement.

The research output had a validity rating of 3.61, high

validity. This implies that irritated and confused is most likely to

be experience to students.

Based on the table above, 11 respondents which serves as

the highest frequency on irritated and confused experience of

students. This means that almost half of the respondents are

most likely experience irritated and confused. The lowest

frequency is 0 which never of the respondents experience

irritated and confused. This means that none of the respondents

did not experience irritated and confused. Based on the results

that were formulated the researchers assume that irritated and

confused is most likely experience to students.

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CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATION

This chapter contains the summary of findings, conclusion

and recommendation that will explain Taking a gap year in

school and Its effects on the learning progress and mental health

among the Senior High School Students of IAU.

SUMMARY OF FINDINGS
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The purpose of this research project was to identify the

benefits of gap years and its effects on the mental health of the

students. Having said, the researchers were able to collect the

data using the survey questionnaires. The study is sought to

answer the following questions:

1. Set of goals for each week ready at the beginning of the

week.

2. Make a list of the things I have to do each day.

3. Make the schedule of activities I do on schooldays.

4. Have a set of goals for the entire semester.

5. Set deadlines for myself for completing school works.

6. Having a breakdown in school works

7. Have been feeling optimistic about the future

 61

8. Have the right amount of sleep

9. Ever felt unusually stressed our while in class

10. Have a supportive environment

11. How often do you experience being?

a) Calm and peaceful

b) Energetic

c) Angry

d) Moody and drained

e) Irritated and confused

On the data collected by the researchers, from question one

(1) to E, almost half of the respondents voted for always, often,

and sometimes consistently. The highest frequency on the

survey was “Sometimes” with 16 (53.33%) votes. This means

that at least half of the students tend to organize their school

duties and responsibilities in life.

 62

The intended audience for this study is the Senior High

School students and is limited to the Senior High School enrollee

of Indiana Aerospace University for the school year 2021-2022.

Chapter one is the introduction to the study. Its main

concern was the purpose of the study, the importance of it and

stating the problem of the chosen research. The research design

and significance of the study were also explained.

Chapter two was dedicated to the literature review of the

study. In this chapter, the advantages and disadvantages of

taking a gap year from school for the students were perceived.

Chapter three described the methodology and the design

of the research project. It emphasizes the flow of the study from

introduction to the end, the environment and the statistical

procedures. The researchers conducted an online survey to

gather the needed data for the study through probability

sampling.
 63

Chapter four focused on the analysis of data that led the

researchers to the findings, conclusion and recommendation

needed to support the study.

CONCLUSION

The study was completed effectively, and it resulted in

great data. The researchers discovered the concept of balance

within or outside of the university. Setting objectives, managing

our time, and looking after our mental health are the best

defenses for every Indiana Aerospace University student who

want to thrive in their studies. Students who are more easygoing

and do not set goals are more likely to develop mental health

problems. Students who seem to be overly engaged in learning

performance have a propensity to overthink situations. There are

various aspects that influence students' academic performance.

As a result, the researchers come to the conclusion that a

student should be able to equalize everything in order to

understand the big picture of life. Overall, every student is

capable of doing things in extraordinary way, if they will set their

goals and put everything in moderation.

RECOMMENDATIONS
 64

The study “Gap Year and Its Effect on the Learning Process

and Mental Health among the Students of IAU” lead us to a

success where recognized that students of IAU focuses more on

their mental health and a healthy lifestyle. The researchers

recommend the following who will benefit the study:

To the students who feel suffocated on the tasks given,

should take an unwinding trip that would clear up their mind. It

helps them balance things that are too heavy to bear and to set

things free.

Sleep early, not only does it help you on your physical

health, but also it prevents you from scrolling or seeing internet

sources that would add problems to your mental health.

Teenagers nowadays who stay up all night long for media

satisfaction, see’s stuff on their internet that increases their

insecurities, on self, lifestyle, and etc.

Eat healthily, intaking good foods boost up your body to

keep you going. Eating in wrong times can do so much wrong to

your body, it is important to eat at the right time.

Positive sources, looking up inspirational quotes, reading

motivational books can help for your mental health too, feeding

up positive things leads up to positive actions and thinking.

 65

To the researchers, knowing your skills as a

student and your boundaries, to be able to identify your

strengths and shortcomings, is to be pushed to one's limits.

The future Researchers should add more questions

to the survey to be able to look at various causes and elements

of stress, as well as how people manage with it. The idea is to

figure out what's causing it and how to prevent it in the future.

REFERENCES

Webliographies

 https://www.forbes.com/sites/robertfarrington/

2019/06/10/heres-every-reason-you-should-take-a-gap-

year-before-college/?

sh=63e049321ac8&fbclid=IwAR0d0MxcMCs0WSknJ2M41j

MRGPXMYC9m5XIxXwV1PPz6WM01PRmAXYDy4EA

 https://www.bestcolleges.com/blog/what-is-a-gap-year/?

fbclid=IwAR0hUJL4UmmZAqhZxoPaksU8njJFqqA1sZRictrO

BahUTSKP6l8F0FnPUPY
 66

 https://www.globalcitizenyear.org/content/why-take-a-

gap-year/?

fbclid=IwAR27k5K7BuZwcNiycr3KyKU9MT3nVsOOlZARqSO

skEUyoopgxL6HHYu4Zpk

 https://www.verywellmind.com/piagets-stages-of-

cognitive-development-2795457

 https://www.goabroad.com/articles/gap-year/taking-a-

gap-year-during-covid?

fbclid=IwAR0hUJL4UmmZAqhZxoPaksU8njJFqqA1sZRictrO

BahUTSKP6l8F0FnPUPY

 https://time.com/nextadvisor/in-the-news/gap-year-

coronavirus/

 https://www.rappler.com/newsbreak/iq/pros-cons-

academic-break-philippines-during-covid-19-pandemic/?

fbclid=IwAR3s8vrUtp3TJH80Mw3GJCLOZVlV-

3RKPXjLR112E8T24JxksrreiM2VQ9A
 67

APPENDIX A

LETTER TO RESPONDENTS

Transmittal Letter – Respondents

January 15 , 2019

Greetings in Peace!

We, the students of Indiana Aerospace University, studying

ACCOUNTANCY and BUSINESS MANAGEMENT, and HUMANITIES

and SOCIAL SCIENCES, Senior High School, are conducting a

research study in partial fulfillment of the school’s requirements.

 68

With this, we would want you to be part of our research

and we have chosen you to become one of the respondents in

which you will be answering a survey and will interview you with

your profile and answers. Each of your answers will be used as

reference in making our research proposal. Rest assured your

responses will be treated with utmost confidentiality.

Your active participation in this research survey would be highly

appreciated.

Respectfully,

Heruela, Bob B. Jr.

Evardo, Alaissa Nicole T.

Villejo, Jenny Rose V.

Daño, Nicole Ann S.

Inot, Faith Kimberly P.

Danish, Danish

Researchers

Indiana Aerospace University

 69

APPENDIX B

CONSENT OF THE RESPONDENTS

Title of the Study: “TAKING A GAP YEAR IN SCHOOL AND ITS

EFFECTS ON THE LEARNING PROGRESS AND MENTAL HEALTH

AMONG THE STUDENTS OF INDIANA AEROSPACE UNIVERSITY”

INVESTIGATORS: Villejo, Jenny Rose V., Dano , Nicole,

Evardo , Alaissa Nicole T., Danish, Danish, Heruela , Bob Junior,

Inot , Faith Kimberly, Accountancy, Business and Management,

Senior High School, Indiana Aerospace University.

 70

Purpose and Background: The goal of this study is to

understand more about the effects of learning progress on

students' mental health at Indiana Aerospace University. The

researchers seek to discover, whether factors might have an

impact on any of these and help students to maintain their good

mental health.

Procedures: If I accept to take part in this research, the

following will occur:

1. The researchers will be present during the interview in

order to help the interviewee understand his or her

response.

2. I will be able to teach and impact others on how to handle

their mental health properly.

Benefits: As a student, I will not only learn but also reflect if my

decisions are valid and good for my future. Nowadays, mental

issues are important for us to be able to move forward and aim

for success.

Risks: There will be no physical, psychological, sociological or

economic risk involved to consider if I participate in the study

 71

Reimbursement: I will willingly participate in the conduction of

the study and will not receive any form of financial agreement

for my participation in this study.

Alternatives: There are no specific alternatives for the

respondents to answer in the given research questions for the

interview.

Confidentiality: The respondents are not required to say their

names in interviews. All information involved in this study is held

confidential by the researchers and will be used for the study

only. If ever the respondents have any questions towards this

study, they will be able to contact the researchers through

Facebook messenger.

Right to Refuse or Withdraw: Your participation in this study

is not compulsory. You are given the right to refuse or withdraw

from participating in this interview.

Consent: You agree to act as a participant of this study and will

be interviewed accordingly by the procedure.

Signature of the Participant: Date Signed:

1.________________________ ______________

Signature of Investigator/Witness:
 72

JENNY ROSE V. VILLEJO

Research Member

NICOLE ANN S. DAÑO

Research Member

BOB B. JR. HERUELA

Research Member

DANISH CHAMDAL

Research Member

FAITH INOT

Research Member

Noted By:

MR. JASON D. BAGUIO

Research Adviser
 73

APPENDIX C

QUESTIONNAIRES

SURVEY QUESTIONNAIRES

GAP YEAR AND ITS EFFECT ON THE LEARNING PROGRESS

AND MENTAL HEALTH AMONG THE STUDENTS OF IAU

Name: ___________________

Grade &Section___________________

Male: Female:

I. Student-related Factors
 74

Direction: Please check () and rate yourself honestly

based on what you actually do given the statements

using the following scales:

5 – Always 4- Often 3 – Sometimes 2- Rarely

1 – Never

Time Planning 5 4 3 2 1

1 Set of goals for each week ready at the

beginning of the week

2 Make a list of the things I have to do each

day

3 Make time for skills development

4 Have a set of goals for the entire year

5 Set deadlines for other responsibilities

Mental Health

6 Having a breakdown in school works

7 Have been feeling optimistic about the

future
 75

8 Have the right amount of sleep

9 Ever felt unusually stressed while in class

10 Have a supportive environment

How often do your experience below?

11 Calm and peaceful

12 Energetic

13 Angry

14 Moody and drained

15 Irritated and confused

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CURRICULUM VITAE

Name: Alaissa Nicole T. Evardo

Age: 17 Years Old

Gender: Female

Address: Blk 1 lot 1, Abuno, Lapu Lapu City

Birthdate: July 31, 2004

 77

Primary: Abuno Elementary

School

Junior High School: Nissi Academy

International School

Senior High School: Indiana Aerospace University

Contact Number: +63690632916

E-Mail: [email protected]

Name: Faith Kimberly P. Inot

Age: 19 years old

Gender: Female

Address: Okra 1 Paknaan Mandaue City

Birthdate: August 08, 2002

Primary: Basak Elementary School

 78

Junior High School: Saint Learning

Center of Mandaue Incorporated

Senior High School: Indiana

Aerospace University

Contact Number: 0917 251 3701

E-Mail: [email protected]

Name: Jenny Rose V. Villejo

Age: 20 Years Old

Gender: Female

Address: Sitio Teves Vito, Minglanilla Cebu

 79

Birthdate: October 26, 2001

Primary: Minglanilla

Central School

Junior High School: Immaculate

Heart of Mary Academy

Senior High School: Indiana Aerospace University

Contact Number: +639351330997

E-Mail: [email protected]

Name: Nicole Ann S. Daño

 80

Age: 19 Years Old

Gender: Female

Address: Blk 10 lot 9,

ibabao Agus, Lapu

Lapu City

Birthdate: September 30, 2002

Primary: Indiana Learning Center

Junior High School: Indiana Learning Center

Senior High School: Indiana Learning Center

Contact Number: +639369034643

E-Mail: [email protected]
 81

Name: Bob Heruela B. Jr.

Age: 17 Years Old

Gender: Male

Address: Mantawe Rd.

Poblacion LLC

Birthdate: December 6, 2003

Primary: Marie Ernestine School

Junior High School: St. Alphonsus Catholic School

Senior High School: Indiana Aerospace University

Contact Number: +639329308217

E-Mail: [email protected]
 82

Name: Danish, Danish

Age: 19 Years Old

Gender: Female

Address: Mandaue City Labugan Dona Rosario

Village

Birthdate: November 15, 2002

Primary: St. Francis Convent School

Junior High School: Indiana Aerospace University

Senior High School: Indiana Aerospace University

Contact Number: +639459632512

E-Mail: [email protected]
83