The ROCK (Regular Online/On-site Conversation and Kumustahan) as Intervention

to address Academic Stress and Coping Mechanism

An Action Research

Prepared by

EMELIA R. PASTORIN
Master Teacher I
[email protected]

VEBERLY D. TORRES
Teacher II
[email protected]

JOEVEE LYN G. LUBUGAN

Substitute Teacher
 ABSTRACT

Purpose: This study examines intermediate learners at Baliwag Elementary

School's level of academic stress and their coping mechanisms to prepare an
intervention for them.

Design/Methodology/Approach: This study involved 90 respondents, or 30

students each grade level, using a mixed method of experimental research. The
variables were measured using adopted instrument.

Findings: Before the intervention, all pupils had very great stress levels (4.52),

with Grade 6 having the highest (4.77), followed by Grade 4 (4.50), and Grade 5

(4.23). However, after the intervention, their stress levels were reported to have

significantly decreased (1.91), with notable improvements shown in Grades 4

(1.83), 6 (1.87), and 6 (2.00). In regards to stress coping, pupils in Grade 4 were

not-much practicing much (1.87), whereas the pupils in Grades 5 and 6 were not

practicing the coping stress (1.80), and the learners in Grade 4 were on a not-

much-practiced level (2.07). However, after the intervention, the learners were

very much practicing (4.33), where Grade 6 reported the highest (4.47), followed

by Grade 5 (4.37) and Grade 4 (4.13). Significant difference existed in the stress

level and in the coping strategies of the pupils after the respondents proving the

effectiveness of the intervention.

Research Limitations/Implications: The study focused on academic stress level

and on coping mechanism of the respondents

Originality/Value: The utilization of the intervention was proven as effective.

Keywords: academic stress, coping mechanism, intervention

 I. Context and Rationale

This New Normal Education brought about by the pandemic has posed great

challenges in the way education shall be delivered in the elementary level. Thus, the

Department of Education issued a DepEd Order encouraging schools to prepare

contextualized learning continuity plans on how they can educate their learners

particularly in the elementary level like Baliwag Elementary School.

While learning delivery becomes a priority (D.O. 12, s. 2020), the mental health of

students and the teachers was taken into consideration particularly that the long

quarantine has given them great amounts of stresses and anxiety since they are humans

that need to interact and socialize with others. DepEd promoted this by providing

webinars on psychosocial support which are attended by school heads, teachers, and

non-teaching personnel with the aim of at least making them aware in identifying learners

who may be developing problems related to their mental well-being.

However, the webinars only dealt with plain awareness but there was no concrete

program clearly stating the action steps to mitigate the problems as when learners are

not psychosocially prepared, they may not be able to cope up with the demands of

learning while under blended learning modalities like what is happening on Baliwag

Elementary School.

According to Hernandez (2020), learners are children and they must not be stolen

of that precious times to be educated and act normally while making sure that they are

safe in the confines of their homes. Thus, under the current blended learning delivery of

the school, problems and issues are observed especially that the parents and the

teachers of Grade 4, 5, and 6 have been reporting that some pupils could not really adjust
and they fear that the academic stresses if not coped properly could lead to further

problems.

Hence, the school head coordinated with the guidance teacher to propose a

Project ROCK (Regular Online/Onsite Conversation and Kumustahan) that the school

sees as the best intervention to determine the academic stress and coping mechanisms

of pupils and on how the parents has given support by the teachers on the provision of

continued psychosocial strategies. If this practice will be deemed very successful, then it

has to be adopted for the whole school year and beyond as addressing primarily the

anxiety level and helping pupils and their families deal with it appropriately could translate

not only on education survival but more on academic performance.

II. Action Research Questions

This study determined the academic stress level and coping mechanisms of

selected Grade 4, 5, and 6 pupils and the effectiveness of conducting Project ROCK as

to their parents or guardians. Specifically, this sought answers to the following.

1. What is the respondents’ level of academic stress prior to and after the

intervention?

2. What is the respondents’ coping strategies prior to and after the intervention for

two months?

3. Is there a significant difference in the level of academic stress prior to and after the

intervention?

4. Is there a significant difference in the respondents’ coping strategies prior to and

after the intervention for two months?

 III. Proposed Innovation, Intervention and Strategy

The researchers selected the affected pupils based on the regular weekly reports

of the parents concerning the academic–related stresses of their children who cannot

cope up with the lessons. They said there seemed to be changes in behavior that they

noticed. The in-charge guidance teacher conducted a face-to-face meeting with the

selected parents to interview them to determine the observed problems.

From those reports, the guidance in-charge and the head teacher and the

guidance-in-charge conducted a regular conversation through Project ROCK to teach

them the steps and activities in dealing with behaviors so that they could support their

children by teaching them the steps to make them normal in the stressful circumstances

as a result of the limited activities being experienced by children.

The intervention covered the assessment of academic stress and the coping

mechanism of pupils which they did to address their concerns to be positive in their

studies given their fragile emotional conditions which if not properly considered would

have detrimental effects to their studies. The duration lasted for two months or four weeks.

F-test was used as the basis of the result whether the intervention was effective or

not and the textual interviews from the parents of the identified pupils.

IV. Action Research Methods

The experimental method of research was utilized as the method as an

intervention will be tried out. Although the identification of academic stress levels and the

coping strategies was measured by using an instrument, the focus of the study was on

be the effect of the intervention for two months.

 The researchers administered the assessment of the academic stress and coping

mechanism to the pupils in the presence of their parents either in the school. The

guidance in-charge and the respective advisers assisted them. They also interviewed the

children one-by-one. From the interviews and observations, the researchers prepared the

intervention plan containing the steps and the specific activities in Filipino which were

taught to the parents so they could do it on their own. The researchers conducted the

weekly conversation.

At the end of the two months, the assessment test on academic stress and coping

mechanism was administered again following the same procedure as it was conducted

prior to the intervention. The recorded observations on the prepared notes for each pupil

were also be analyzed. The results of the assessments were subjected to F-test.

As consideration of the ethical issues, the parents of the identified pupils for this

study were oriented on the intervention plan on its purpose and on how it would be

implemented starting the first week of September. The parents were also be informed

regarding the study conducted and their consent were taken for their voluntary

participation.

a. Participants and or Other Sources of Data and Information

The identified 30 pupils each for Grades 4, 5 and 6 and their parents were included

in this study for the duration of two months.

All the data came from the assessment test and from the interviews conducted

from the parents and observations written on the notes for each pupil.
 b. Data Gathering Method

The researcher utilized a portion of the Pandemic Stress and Coping Strategy

Assessment Instrument by Hernandez (2020).

The results prior to and after the intervention were tabulated, coded, and tallied for

statistical treatment as basis for analysis.

c. Plan for Data Analysis

The weighted mean for both pre- and post-intervention which were obtained from

the instrument on academic stress and coping strategy were interpreted based on the

scale below:

Numerical Statistical Coping Mechanism

Academic Stress
Score Limit
5 4.21 – 5.00 Very Great Stress Very Much Practiced
4 3.41 – 4.20 Great Stress Much Practiced
3 2.61 – 3.40 Moderate Stress Moderately Practiced
2 1.81 – 2.60 Lesser Stress Not Much Practiced
1 1.00 – 1.80 Least Stress Not Practiced

The available weighted mean for both academic stress and coping mechanism

results were subjected to F-test using SPSS. At 0.05 level of significance the results

became the basis of the decision whether the intervention was effective or not in

addressing academic stresses and in improving the coping strategies of pupils in dealing

with anxieties and behavioral.

To support the analysis of the textual conversations using thematic analysis,

similar ideas were grouped and were counted for the frequency of occurrences so each

of the ideas in themes could be quantifiable. Same was done for those having other ideas

then a generalization was derived.

 V. Action Research Work Plan and Timetable

ACTIVITIES Month 1 Month 2 Month 3 Month 4 Month 5 Month 6

Shade the corresponding
February March April May June 2023 July 2023
month per 2023
2023 2023 2023
activity
Add rows if necessary
1. Preparation of
proposal

2. Asking for permission

to conduct the
research

3. Identifying the pupils

and their parents

4. Preparation of the
intervention plan

5. Administration of the
assessment

6. Administering on the
intervention

7. Recording of result
and interviews

8. Administration of the
posttest

9. Collecting the data

10. Analyzing the

data
11. Preparing the
research report
 VI. Cost Estimate (in Php)

The following was the itemized estimate which were spent in the conduct of this

action research which amounted to approximately 4,000 Php.

Internal/External Evaluator 500

Statistician 500

Editor 200

Typist 100

Materials for Project 1000

Bond paper 200

Ink jet for the copies of the tests and 500

printing of manuscript

Transportation 200

Food 300

Other Expenses 500

Total 4,000.00

VII. Plans for Dissemination and Utilization

Dissemination of the results would be done through a meeting with the head

teacher, the teachers, and the guidance in-charge in small groups to avoid the spread of

COVID-19. This would be done during the monthly teacher meeting. They would be

oriented by the researchers on how the intervention works and on how the other teachers

could also help parents who might be experiencing the same ordeal so they can support

their children.
 After the orientation, the teacher would be given the formal seminar orientation on

psychosocial support and on the use of the assessment and some techniques so they

can become better advisers of their pupils.

Regular data collection shall be done for monitoring and evaluation for

sustainability purposes.

VIII. Results and Discussion

The following are the results and the discussion of the data gathered for purposes

of answering the identified problems in this action research.

1. Respondents’ level of academic stress prior to and after the intervention

Prior to Intervention After the Intervention

Indicators G4 G5 G6 WM D R G4 G5 G6 WM D R
I. 1. No available gadgets 4.01 5.00 4.98 4.66 VGS 3 3.20 3.00 2.50 2.90 MS 1
for learning
II. 2. Unstable internet 4.00 4.50 4.95 4.48 VGS 5 2.20 2.21 2.40 2.27 LS 2
facility to connect for
online sessions and
researching for
additional knowledge
III. 3. Difficulty in catching 4.90 4.40 5.00 4.77 VGS 1 1.50 2.00 1.85 1.78 LS 6
up on the discussions
4.Too many activities 5.00 4.10 4.51 4.54 VGS 4 1.10 2.20 2.30 1.87 LS 5
and requirements
IV. 5.Grades not 4.00 4.20 4.55 4.25 VGS 10 1.02 2.10 1.60 1.57 LtS 8
commensurate to effort

V. 6. Lack of time to 4.94 4.11 4.31 4.45 VGS 6 1.40 1.70 1.01 1.37 LtS 10
communicate or
interact with teachers
7.Difficulty adapting to 5.00 3.65 4.50 4.38 VGS 9 1.50 1.50 1.20 1.40 LtS 9
the mode of distance
learning
8.Difficulty meeting the 4.40 3.90 4.98 4.43 VGS 7.5 2.40 2.01 2.00 2.14 LS 4
deadlines of
submissions
9.Lack of knowledge or 4.80 3.50 5.00 4.43 VGS 7.5 2.50 2.00 2.10 2.20 LS 3
ability of parents to
discuss lessons
10.Lack of socialization 4.40 4.98 4.88 4.75 VGS 2 1.50 1.60 1.78 1.63 LtS 2
among classmates
Total Weighted Mean 4.50 4.23 4.77 4.52 VGS 1.83 2.00 1.87 1.91 LS
*Legend: 1.00-1.80: LtS – Least Stress. 1.81-2.60” LS – Lesser Stress, 2.61-3.40:MS – Moderate Stress, 3.41-4.20:GS – Great
Stress, 4.21-5.00: VGS – Very Great Stress, WM – Weighted Mean, D – Description, R - Ranking
 Data in the table shows the academic stress levels of the respondents prior to and

after the intervention.

Clearly, a very great stress level is reported at 4.52 where highest was among the

Grade 6 pupils followed by the Grade 4 then by the Grade 5. Specifically, difficulty in

catching up with the lesson brings about the stress at 4.77. Next is lack of socialization

among classmates with a reported mean of 4.75. Notably, however, the pupils also wary

about their grades and the adaption to the distance learning ranked as ninth and tenth

although both are still on very great stress levels from the reported mean of 4.38 and 4.25

respectively.

Considering the results, it suggests that all pupils are having difficulty in catching

up for their lessons although this is the second year that face to face is being

implemented. Hernandez (2020) supported these notions as children should associate

with one another which is denied to them due to the pandemic. Interestingly, while pupils

must also look for their grades based on their efforts, they placed it in lower ranks but are

very great stressors too.

The interviews validated the results as parents were reporting that their children

really are having a hard time. As to helping the pupils in their studies, the parents too are

saying they are experiencing great challenges so they can’t fully assist making the

matters worst. However, they keep motivating the children to pursue learning.
 Respondents’ coping strategies prior to and after the intervention for two months

Prior to Intervention After the Intervention

Indicators G4 G5 G6 WM D R G4 G5 G6 WM D R
VI. 1.Maintaining to be a 1.70 1.35 1.90 1.65 NP 8 4.02 4.80 4.50 4.44 VMP 3
normal kid in times of
anxious moments by
saying one’s feelings
2.Having a personal 1.80 2.20 2.10 2.03 NMP 3 4.25 4.50 4.25 4.33 VMP 4
conviction to comply
and finish the lessons
to pass the subjects
3. Practicing time 2.51 2.60 2.50 2.54 NMP 1 4.51 4.20 4.01 4.24 VMP 7
management in the
use of internet if
possible and available
only
4.Becoming 2.30 1.80 1.60 1.90 NP 5 4.20 4.10 4.66 4.32 VMP 5.5
responsible in doing
independent study.
5.Borrowing gadgets 1.60 1.23 1.40 1.41 NP 10 4.00 4.40 4.19 4.20 MuP 8
from family members
when needed
6.Asking a family 2.65 1.20 1.23 1.69 NP 7 3.75 4.30 4.50 4.18 MuP 9
member for help in
the assignments
7.Getting busy in 1.22 1.77 1.40 1.46 NP 9 3.80 4.29 4.35 4.15 MuP 10
other home tasks to
help the family
8.Going to classmates 2.01 2.00 1.90 2.26 NMP 4 4.10 4.27 4.60 4.32 VMP 5.5
with family members
following the health
protocols to ask for
help

9.Messaging the 2.89 2.00 1.90 2.26 NMP 2 4.52 4.47 4.77 4.59 VMP 1
teachers via text or
chats
10.Playing with 1.99 1.60 2.02 1.87 NMP 6 4.19 4.37 4.89 4.48 VMP 2
siblings to distract
one’s self when afraid
or anxious

Total Weighted 2.07 1.80 1.80 1.87 NMP 4.13 4.37 4.47 4.33 VMP
Mean
*Legend: 1.00-1.80: NP – Not Practiced, 1.81-2.60: NMP – Not Much Practiced, 2.61-3.40:MP – Moderately Practiced, 3.41-4.20:
MuP – Much Practiced, 4.21-5.00: VMP – Very Much Practiced, WM – Weighted Mean, D – Description, R - Ranking

Data in the table above shows the coping strategies among Grades 4, 5, and 6

pupil-respondents before and after the two-month intervention.

 It is very clear that the Grades 5 and 6 pupils are not practicing the coping

strategies from the equal mean of 1.80 and the Grade 4 pupils reported a not-much-

practiced level from the mean of 2.07. In totality, the overall mean of 1.87 suggests that

three groups are actually not much in their practice of the coping strategies.

Specifically, practicing time management (2.54, NMP), contacting the teachers

(2.26, NMP), and having the personal conviction to finish tasks (2.03) were the top three

things that the pupils do not do when they are stressed. However, getting busy (1.46, NP)

and borrowing gadgets from family members (1.41, NP) were not practiced by the pupils.

The result could have been explained by the fact that children were not that adept

in the use of their time management skills that is why a weekly home learning plan is

deemed important to guide them in the studies. Also, communicating with teachers under

a modular delivery learning is difficult especially if they do not have gadgets and

considering that their age group is not allowed by Facebook to have an account so their

parents accounts will be used instead. Similarly, in a place where the pupils are living,

gadgets seem not be a priority because they are in a blended learning class.

After the intervention however, it is remarkable that the coping strategies have

improved as revealed by the mean of 4.33 described as very much practiced where the

Grade 6 reported the highest (4.47) followed by Grades 5 (4.37) and Grade 4 (4.13).

Going to particulars, messaging the teachers (4.59), playing with siblings to distract

one’s attention when afraid or anxious (4.48), and maintaining to be normal when anxious

by saying one’s feelings (4.44) were the three indicators that have gained remarkable

increase in practice.
 On the other hand, asking family members for help in making assignments (4.16)

and getting busy in other home tasks to help (4.15) were ranked 9th and 10th out of the 10

indicators although on the not-much-practiced level

The above results are good since students focused on their family members

especially their brothers and sisters which is a good act creating better bonding. Also,

trying to be normal kids although it is difficult is a better action as Hernandez (2020)

mentioned that the situation has somehow brought them enough stresses. Children who

say what they feel are normal as they are fragile beings which mean they need help.

The responses from the parents are notable as some of them said that their

children prior to the intervention were really not at ease and are worrying much about

their studies. In fact, 10 parents mentioned that “I am troubled by my Grade 4 son’s

behavior as he is not doing good in his blended studies and was often crying.” 7 parents

also corroborated as they remarked “My daughter is having so much difficulty and doesn’t

like to study anymore.” However, after the intervention, they say that there were

noticeable changes and their views toward schooling becomes positive. All parents were

thankful because of the intervention

Significant difference in the level of academic stress prior to and after the

intervention

Academic Group of Mean P<0.05 Critical Computed Decision Interpretation

Stress Respondents Value F
(Two
Tailed)
Grade 4 4.50
Prior Grade 5 4.23
Grade 6 4.77 0.02 1.948 0.110 Reject Significant
Post Grade 4 1.83 H0
Grade 5 2.00
Grade 6 1.87
 The above table shows the F-test result among the pupil-respondents is 0.11 with

critical value of 1.948 at p<0.02 which is less than 0.05 level of significance. The null

hypothesis of no significant difference in terms of academic stresses among the

respondent groups is rejected. There is a significant difference in the academic stress

levels of the pupil-respondents before and after the intervention.

Further analysis would suggest that the meaningful difference could account for

the weekly kumustahan intervention that was provided by the school. This could be seen

in the comparison of the means prior to the intervention and after it. It may also be

attributed to the manner by which the teacher-advisers were able to provide the

necessary steps and the parents really cooperated making the result significant.

Significant difference in the respondents’ coping strategies prior to and after the

intervention for two months

Coping Group of Mean P<0.05 Critical Computed Decision Interpretation

Strategies Respondents Value F
(Two
Tailed)
Grade 4 2.07
Prior Grade 5 1.80
Grade 6 1.80 0.02 1.948 0.758 Reject Significant
Post Grade 4 4.13 H0
Grade 5 4.37
Grade 6 4.47

The table above presents the F-test result of 0.758 with critical value of 1.948 at

p<0.02 which is less than 0.05 level of significance. The null hypothesis of no significant

difference on the coping strategies of the students prior to and after the intervention is
rejected. Hence, there is a significant difference in the coping strategy of the pupil-

respondents after the two-month long weekly conversation.

It can be observed in the means that from lower values in the pre-survey, they all

went up to a much higher level which may have been the reason of the meaningful

difference. This could mean that the intervention has really helped the children a lot and

the parents and the teachers show great cooperation which is another factor leading to

the result.

IX. Conclusions

All pupils prior to the intervention experienced very great stress levels especially

among Grade 6 followed by Grade 4 and last by Grade 5. However, after the intervention,

a remarkable decrease in their stress levels were reported to be lesser stress where

significant improvements were observed among Grades 4, 6, and 5.

The same is observed in the coping strategies. Hence, from the result, it is very

safe to say that the weekly conversation is an effective intervention that must be

sustained.

X. Recommendation

Since the findings revealed a reduction on levels of academic stress among

Grades 4. 5, and 6 pupils and an improvement on how they cope up with the identified

academic stressors, the conduct of the weekly conversation must be continued all through

out as it has been proven by this study to be an effective one.

 XIII. References

DepEd Order No. 012, series 2020. Adoption of the basic education learning continuity

plan for school year 2020-2021 in light of the covid-19 public health emergency

Hernandez, F.K.D. (2020). Maintaining children’s emotional resilience and protecting

mental health by addressing academic stress and strengthening their coping

mechanism during the COVID-19 pandemic. Seminar Lecture.

Attachment

Instrument

Name of Child: ____________________

Grade: _________________
Part I. Academic Stress

Direction. From your observation of your child, kindly rate him or her based on the
indicators

5 Very Great Stress

4 Great Stress
3 Moderate Stress
2 Lesser Stress
1 Least Stress

Indicators 5 4 3 2 1
1.Maintaining to be a normal kid in times of anxious
moments
2.Having a personal conviction to comply and finish the
lessons to pass the subjects
3. Practicing time management in the use of internet if
possible and available only
4.Becoming responsible in doing independent study.
5.Borrowing gadgets from family members when needed
6.Asking a family member for help in the assignments
7.Getting busy in other home tasks to help the family
8.Going to classmates with family members following
the health protocols
9. Messaging the teachers via text or chats
10.Playing with siblings to distract one’s self when afraid
or anxious
Part II. Academic Stress Coping

Direction. Based on how you observe your child, kindly rate his or her coping strategies
with the following indicators.

5 Very Much Practiced

4 Much Practiced
3 Moderately Practiced
2 Not Much Practiced
1 Not Practiced

Indicators 5 4 3 2 1
1.Maintaining to be a normal kid in times of anxious
moments
2.Having a personal conviction to comply and finish the
lessons to pass the subjects
3. Practicing time management in the use of internet if
possible and available only
4.Becoming responsible in doing independent study.
5.Borrowing gadgets from family members when needed
6.Asking a family member for help in the assignments
7.Getting busy in other home tasks to help the family
8.Going to classmates with family members following
the health protocols
9. Messaging the teachers via text or chats
10.Playing with siblings to distract one’s self when afraid
or anxious