Development and Implementation of Digital Student Wellness Portal with Mental

Health Support for FEU Roosevelt Marikina

A Capstone Project
presented to the faculty of the
Information Technology

In Partial Fulfillment of the

Requirements for the Degree of
Bachelor of Science in Information Technology

By

Chua, Mark Andrei

Limson, Renz Henrick
Peñalosa, Archie
Rodriguez, Jovan

March 2025
 APPROVAL SHEET

This Capstone Project entitled “Development and Implementation of Digital Student

Wellness Portal with Mental Health Support for FEU Roosevelt Marikina”
was prepared and submitted by:

Chua, Mark Andrei

Limson, Renz Henrick
Peñalosa, Archie
Rodriguez, Jovan

has been approved by the REVIEW COMMITTEE as a partial fulfillment of the requirements for
the subject Capstone Project 1.

Kevin Paul Untalan

Adviser
____________________________________________________________________
REVIEW COMMITTEE

Panelist Panelist

Panelist Chair
____________________________________________________________________

Accepted and approved by:

Sarah Andrea Viana

Program Head
Department of Information Technology

Dean Victor Tabuzo

College Dean
FEU Roosevelt

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 TABLE OF CONTENTS
Chapter I. The Problem and Its Background ................................................................................ 1

INTRODUCTION ............................................................................................................................. 1

1.0 Introduction................................................................................................................................. 1

1.1 Project Context ............................................................................................................................ 2

1.2 Objective of the Study ................................................................................................................. 3

1.2.1 General Objective of the Study ............................................................................................ 3

1.2.2 Specific Objectives of the Study ........................................................................................... 3

1.3 Scope and Delimitation of the Study .......................................................................................... 4

1.3.1 Scope ..................................................................................................................................... 4

1.3.2 Limitation ............................................................................................................................. 5

1.4 Significance of the Study ............................................................................................................. 5

Chapter II. Review of Related Literature and Studies ........................................................... 7

REVIEW OF RELATED LITERATURE AND STUDIES ............................................................ 7

2.2 Review of Related Literature and Studies .................................................................................. 7

2.3 Technical Background............................................................................................................... 18

2.3.1 Conceptual Framework of the Existing System ................................................................ 18

2.3.2 Conceptual Framework of the Proposed System .............................................................. 20

2.4 Definition of Terms................................................................................................................... 21

Chapter III. Research Design and Methodology ..................................................................23

RESEARCH DESIGN AND METHODOLOGY ......................................................................... 23

3.1 Research Design ......................................................................................................................... 23

3.1.1 Software Development Life Cycle ..................................................................................... 24

3.1.2 Software Architecture......................................................................................................... 26

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 3.1.3 Data Flow Diagram............................................................................................................. 27

3.1.4 System Flowchart ................................................................................................................ 29

3.1.5 Entity Relationship Diagram ............................................................................................. 34

3.1.6 Use Case Diagram ............................................................................................................... 36

3.1.7 System Screenshots ............................................................................................................. 43

3.2 Statistical Treatment of Data .................................................................................................... 47

3.2.1 Data Gathering Technique ................................................................................................ 25

3.2.2 Setting of the Study ............................................................................................................ 47

3.2.3 Subject of the Study ............................................................................................................ 48

3.2.4 Sampling Technique........................................................................................................... 48

3.2.5 Statistical Treatment of Data. ............................................................................................ 49

Appendices ..............................................................................................................................51

Appendix A: References ...................................................................................................................... 52

Appendix C: Informed Consent ......................................................................................................... 55

LIST OF FIGURES
Figure
Figure 1: Existing Mental Health Services Workflow for Counselors at FEU Roosevelt Marikina 18
Figure 2: Existing Mental Health Services Workflow for Students at FEU Roosevelt Marikina..... 19
Figure 3: The Proposed System of Digital Student Wellness Portal with Mental Health Support . 20
Figure 4. Agile Software Development Life Cycle Model. ................................................................ 24
Figure 5: Software Architecture .......................................................................................................... 26
Figure 6: Data Flow Diagram Level 0 ................................................................................................. 27
Figure 7: Data Flow Diagram Level 1 ................................................................................................. 28

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Figure 8: System Flowchart - Admin .................................................................................................. 29
Figure 9: System Flowchart - Counselor ............................................................................................. 31
Figure 10: System Flowchart - Student ............................................................................................... 32
Figure 11: Entity-Relationship Diagram for the Digital Student Wellness Portal with Mental
Health Support for FEU Roosvelt Marikina ...................................................................................... 34
Figure 12: Entity Relationship Diagram Schema ............................................................................... 35
Figure 13: General Use Case Diagram ................................................................................................ 36
Figure 14: Account Management ....................................................................................................... 37
Figure 15: Appointment Management ............................................................................................... 39
Figure 16: Reports & Analytics ........................................................................................................... 40
Figure 17: Resources ............................................................................................................................ 41
Figure 18: Log in Page - Student ......................................................................................................... 43
Figure 19: Student Dashboard ............................................................................................................ 43
Figure 20: Student User Profile ........................................................................................................... 44
Figure 21: Student Resources Page ................................................................................................... 45
Figure 22: Log In Page - Admin/ Counselor ...................................................................................... 45
Figure 23: Admin Dashboard Page ..................................................................................................... 45
Figure 24: Counselor Dashboard Page ............................................................................................... 46

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 CHAPTER I
INTRODUCTION

1.0 Introduction

In today’s fast-paced academic environment, students face increasing pressures that impact
their mental and physical well-being. Educational institutions, including FEU Roosevelt Marikina,
recognize the need to provide accessible and effective wellness services that support students' overall
development. However, the current system relies on manual and fragmented processes for health
and counseling services, making it difficult for students to seek timely support. Many students also
feel uncomfortable or hesitant about seeking counseling services due to concerns about privacy and
stigma. To address these challenges, this study focuses on the development and implementation of
a Digital Student Wellness Portal with Mental Health Support for FEU Roosevelt Marikina. The
proposed system aims to integrate telemedicine, mental health counseling, wellness programs, and
health education into a single, accessible digital platform.

The importance of digital mental health services has been highlighted in various studies. One
relevant study, "Development of Android-based Application for Mental Health Services in Butuan
City, Philippines" According to Plender-Nabas, Mulig, & Olvido (2024), focused on addressing
challenges faced by both clients seeking mental health services and service providers. The study
introduced a mobile application designed as an intermediary platform, allowing users to
conveniently search for mental health providers, schedule appointments, and locate service centers.
For providers, the app streamlined workflow through appointment and service management,
reducing administrative burdens and improving accessibility. The study conducted a survey among
100 respondents, including potential clients and mental health service providers, to evaluate the
application's effectiveness. Results showed an excellent rating in usability, suggesting that users
found the application intuitive and effective in addressing existing mental health service gaps. The
feedback emphasized the application’s role in enhancing accessibility, efficiency, and engagement
among users (Plender-Nabas, Mulig, & Olvido, 2024).

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1.1 Project Context

FEU Roosevelt provides mental health and wellness services to students mainly through the
e-Guidance and Wellness programs. These services are accessed via the school's Canvas platform and
Microsoft Forms, where students can book consultations, view health tips, and access educational
materials. Counseling sessions are available both face-to-face and online (through MS Teams). To
request support, students either manually sign up at the guidance office by filling out a log sheet or
submit an online form via Canvas.
In addition to individual counseling, the Guidance Office also provides other important
wellness services. They post health care tips, mental health awareness materials, and self-help
resources such as coping strategies, educational articles, and videos. Their support covers three major
areas: socio-emotional development (mental health and emotional well-being), academic guidance
(helping students manage learning concerns), and career planning assistance (preparing students for
future career decisions). These services are promoted both physically, such as on bulletin boards, and
digitally, through Canvas.
The guidance counselors at FEU Roosevelt Marikina campus cater to a large number of
students from Grade 7 to Grade 10 (Junior High School), Senior High School, and the Tertiary
Education Department (TED). Despite balancing both manual and semi-automated systems, the
wide coverage of student levels increases the volume and complexity of data that counselors must
manage.
After a student submits a consultation request — either manually or online — counselors
check their availability and reach out within one to two days to set a schedule. Although the number
of consultations per week is manageable in terms of volume, the breadth of students across multiple
academic levels makes the manual tracking and management of mental health data more challenging.

Despite these efforts, several problems in the current system have been observed:
• Difficulty in Access: Students, especially those using mobile phones, struggle to navigate
Canvas and locate consultation forms easily. Health services are embedded within modules,
making them hard to find immediately.

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 • Manual and Slow Scheduling Process: The semi-manual system of logging appointments
and managing case notes leads to delays in matching schedules and responding to
consultation requests. Counselors have to manually type session notes and maintain Excel-
based records, which increases the risk of missed information, inefficiency, and delayed case
management.
• Low Student Engagement and Awareness: Many students do not check Canvas
regularly, causing them to miss announcements or wellness service updates. Dissemination
of information remains a major challenge.
• Stigma and Confidentiality Concerns: Some students hesitate to reach out for help
because of mental health stigma and fear that their private information might not stay
confidential.
• System Limitations: The current process focuses only on gathering basic information like
names and schedules. It lacks features such as self-assessment tools and tracking of user
engagement with the services.

1.2 Objective of the Study

1.2.1 General Objective of the Study

The aim of the current research is to create and launch a Digital Student Wellness Portal
with accessible technology-enabled mental wellness assistance for students in FEU Roosevelt
Marikina. The system will furnish the students with fundamental wellness aids, expert intervention,
and personal intervention tools that help enhance students' mental wellbeing.

1.2.2 Specific Objectives of the Study

1. To develop a user-friendly, interactive wellness portal for students who can easily get
mental health services on demand. This addresses the difficulty students experience when
navigating the current Canvas system, especially on mobile devices.

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 2. To centralize all wellness services in one accessible platform. This solves the issue of
fragmented access across multiple platforms, ensuring that students can easily find all mental
health and wellness services in a single location.
3. To embed self-assessment instruments that support students in checking their emotional
and psychological health. This addresses the lack of readily available self-help tools in the
existing system, helping students privately assess their well-being and encouraging early
intervention without the fear of stigma.
4. To include a virtual online portal for booking counseling sessions and managing case
notes more efficiently. This resolves the current slow and partly manual process by allowing
students to conveniently schedule consultations while enabling counselors to document and
track student cases securely, reducing delays and improving case management workflows.
5. To compile, arrange, and categorize mental health materials including articles, video
content, coping techniques, and self-help therapy. This addresses the scattered posting of
wellness resources across different platforms, making it easier for students to find reliable
materials for mental health support.
6. To maintain data security and privacy through encryption and access controls to secure
student data. This addresses student hesitations regarding confidentiality, ensuring that their
personal information and consultations are protected within the portal.
7. To assess the usability of the portal through system testing, user engagement and user
feedback, ensuring efficiency and usability. This ensures that the system is functional,
accessible, and continuously improved based on the actual needs and experiences of users.

1.3 Scope and Delimitation of the Study

1.3.1 Scope
The proposed project “Digital Student Wellness Portal with Mental Health Support”
creates a web-based portal providing comprehensive mental health support for students of FEU
Roosevelt Marikina. It implements user authentication for students’ counselors and administrators,
secure student profile management capturing needs and preferred services, and mental health-related
information. The system will have built-in chat, voice, and video call features APIs Integration for

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online counseling. This setup is safer and lowers the risk of outside attacks, since everything happens
inside the portal. The portal will also include an administrative dashboard for monitoring student
requests, striving for 24/7 accessibility to support and resources with the goal of improving mental
health outcomes and promoting open conversations about mental health among students.

1.3.2 Limitation
The capstone project “Digital Student Wellness Portal with Mental Health Support” limits
its coverage to the following:

Campus Scope. The system is developed exclusively for FEU Roosevelt Marikina. Other
FEU Roosevelt campuses are not included in the scope of this project.

Target Users. The system is designed for use by students from Junior High School (Grade
7) to College (TED) at FEU Roosevelt Marikina.

Crisis Intervention. The portal is not designed to handle immediate mental health crises
(e.g., suicidal ideation, self-harm).

Diagnosis. The purpose of the system is to offer support and resources, leaving diagnosis
to qualified professionals.

Specific Medical Condition. The services and resources offered only cover psychological
conditions.

24/7 Availability of Counseling. While the portal aims for 24/7 access to resources, live
counseling support may be limited to specific hours due to staffing constraints.

1.4 Significance of the Study

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 The researchers aimed to enhance student wellness by developing a Digital Student Wellness
Portal with Mental Health Support for FEU Roosevelt Marikina. By integrating telemedicine,
mental health counseling, and wellness programs into a single platform, the system addresses the
challenges of fragmented and manual health services. This initiative not only improves student access
to confidential and timely support but also benefits school counselors, faculty, and administrators
by improving wellness services.

Students. They are the primary beneficiaries as they will have access to a centralized,
confidential, and user-friendly digital wellness platform. This will provide them with better mental
health support, telemedicine services, and wellness programs, ensuring their overall well-being.

School Counselors. The platform will simplify their work, making it easier to manage
student cases, schedule appointments, and provide timely support.

School Administration. The study would be beneficial to the school administration

because they will have a more efficient and organized wellness support system, aligning with their
digital transformation initiatives and enhancing their reputation for student welfare.

Faculty and Staff. They would benefit from a healthier, more engaged student body,
leading to improved academic performance and classroom dynamics.

Parents and Guardians. While not directly using the system, they will benefit indirectly as
students receive better mental health support, leading to improved academic performance and
overall well-being.

Future Researchers and Other Institutions. The outcome of this research would be
beneficial to future researchers because they can adapt to improve student wellness support services
in their own institutions. It can serve as a reference for the data in this research, which has been
thoroughly examined and verified for accuracy by the researchers.

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 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the ideas and concepts relevant to the present study by reviewing
related literature and previous studies. A thorough examination of existing research helps establish a
foundation for the development of the proposed Digital Student Wellness Portal with Mental
Health Support.

2.2 Review of Related Literature and Studies

Mental Health Interventions in Educational Settings

Bantjes et al. (2023) explored crisis stories in university students who had depression, anxiety,
and suicidal tendencies. The research highlighted the importance of creating well-balanced wellness
interventions that incorporate crisis response and also preventive mental care among university
students. Additionally, it underscored resilience and coping abilities to be enhanced among
university students.

Choi (2024) conducted a systematic review of school mental health services and established

best practices and areas of improvement. The key findings of the study included early intervention,

technology integration, and teacher-mental health collaboration.

Nygaard et al. (2023) compared teachers' views of the availability and effectiveness of mental

health services in primary schools. The study found that teachers were in the lead when it came to

recognizing early warning signs of mental distress and emphasized the need for increased training

and web-based support systems to assist them.

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 Villarino et al. (2022) designed an online well-being intervention program for students in

universities. The study indicated that online guided wellness programs improve mental health status,

reduce stress, and improve academic performance.

The reviewed studies collectively guide the structure and purpose of the proposed Digital

Student Wellness Portal for FEU Roosevelt Marikina. Bantjes et al. (2023) highlight the importance

of integrating both crisis response and preventive measures in mental health support, suggesting that

while the portal may not handle emergencies directly, it can include reflection tools, mental wellness

education, and surveys to determine about their mental health status to help students before issues

escalate, also the researchers include features for students with urgent cases.

Choi (2024) supports this by identifying best practices for school-based mental health

services, such as the use of digital screening tools, wellness workshops, and faculty engagement

programs, all of which can be integrated into the portal for a more holistic approach.

Nygaard et al. (2023) emphasize the crucial role of educators in early intervention, implying

that the portal should also include training modules for faculty to help them recognize signs of

distress and respond effectively.

Finally, Villarino et al. (2022) demonstrate the success of structured, online wellness

programs in improving mental health and academic outcomes, reinforcing the inclusion of wellness

plans, goal-setting tools, and stress management resources in the portal. Altogether, these studies

provide strong support for a comprehensive, accessible, and proactive mental health portal tailored

to the needs of university students.

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Technology Impact in Mental Health System

Shin, Durocher, and Lo (2023) investigated the effect of the utilization of a mental health

patient portal on perceptions of care and compassion by patients. The research employed a mixed-

methods framework in assessing patient experience and established that online mental health portals

improve engagement, trust, and ease of access, along with decreasing the stigma of accessing

psychological care. Patients reported heightened senses of empathy and support from healthcare

professionals when utilizing online mental health services.

Framil (2024) determined the impact of need-based education on students' knowledge and

use of online health portals. The research indicated that proper training and provision of

information enhance students' interaction and optimize the use of the portal.

Dietvorst, de Vries, and Vreeker (2024) systematically reviewed eHealth interventions and

concluded the most important factors accounting for their efficacy to be interactive participation,

gamification, and need-tailored feedback.

The additional literature further strengthens the foundation of the Digital Student Wellness

Portal for FEU Roosevelt Marikina by emphasizing user experience, accessibility, and engagement.

Shin, Durocher, and Lo (2023) underline the value of creating an empathetic and user-focused

portal, where students feel heard and are more likely to seek support through engaging and

responsive tools. Personalized mental health resources and communication features will align the

portal with global best practices in digital mental health care. Framil (2024) highlights the

importance of orientation programs, suggesting that onboarding guides, interactive tutorials, and

awareness campaigns should be included to encourage students to explore and use the portal’s

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services effectively. Meanwhile, Dietvorst, de Vries, and Vreeker (2024) focuses on enhancing

engagement through interactive features like self-assessment tools, gamified wellness activities, and

personalized feedback, which can make mental health support more appealing and relatable to

students. Together, these findings reinforce the need for a student-centered, intuitive, and

interactive digital wellness platform that not only provides mental health resources but also

encourages consistent use and active participation.

Web-Based Mental Health Management Platforms

Khalil, Serhier, and Othmani (2024) investigated the adoption of mental health e-services

among patients in Morocco, examining the factors that affect user adoption. It was found that

convenience, perceived usefulness, and privacy issues had a significant influence on patients'

intention to use online mental health services. The study employed quantitative methods, collecting

data from the users of mental health services for identifying determinants of e-service adoption.

Taylor et al. (2024) outlined a digital mental health intervention that was meant to improve

the social, emotional, and learning competencies of adolescents. The experiment entailed evaluating

an interactive system that was to offer self-help materials, mental health literacy, and guided wellness

activities. The effectiveness and usability of the system were measured by user responses, showing its

beneficial effect on mental health and school performance.

Pourrazavi, Azimi, and Fakhari (2024) surveyed user needs and expectations of a mental

health education portal. Their research applied qualitative research to investigate the aspects and

functionalities users consider most important in online mental health platforms. The main findings

10
were the necessity for easy-to-use interfaces, credible information, and interactive learning tools that

facilitate mental health literacy.

Lashari, Amin, and Lashari (2021) developed the ‘IKIGAI’ web portal, designed to assess

and enhance the psychological well-being of university students. The study examined various factors

contributing to student mental health and proposed an integrated digital platform that offers

psychological assessments, self-help resources, and wellness recommendations based on individual

responses.

Elkhodr, Gide, and Pandey (2024) explored a digital model that was intended to provide

integrated mental health care for international students in higher education. The study emphasized

the unique needs of international students, such as cultural adaptation, language issues, and social

loneliness, which impact their mental health. The proposed model incorporated digital technologies,

such as virtual counseling, peer support groups, and self-help resources, to provide accessible and

culturally responsive mental health care.

According to Evans et al. (2022), an online portal with the intent of coordinating students'

care at the school level according to their social-emotional-behavioral student needs was developed.

It involved educators, school counselors, and medical professionals working together to offer

multilayered support to students with varying needs for support. A student tracking, intervention,

and warning feature also comprised components of the program.

Joseph et al. (2024) surveyed online single-session therapy training for mental health

professionals and confirmed its efficacy in the preparation of professionals for the provision of fast

and effective interventions. The research also underscored the promise of how online training

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systems can enhance the provision of mental health services through enhanced access to trained

professionals.

Sari and Yahfizham (2024) designed an online counseling management system to increase

convenience and accessibility in student counseling services. In their study, they highlighted the

importance of secure data management, user-friendliness, and automatic scheduling features in

online counseling systems.

Lutz-Kopp et al. (2021) designed and tested an online portal for mental health among

students. The research established that online platforms have a tremendous impact on students'

utilization of mental health resources and promote healthy proactive self-care behavior. The

evaluation also emphasized usability and accessibility in the development of effective wellness

portals.

The collected findings from various studies provide a comprehensive blueprint for designing

a Digital Student Wellness Portal tailored to the needs of FEU Roosevelt Marikina. Khalil, Serhier,

and Othmani (2024) emphasize that an easy-to-use interface and strong data protection are essential

in building trust, encouraging students to seek help without fear of exposure. Similarly, Taylor et al.

(2024) and Pourrazavi, Azimi, and Fakhari (2024) support the inclusion of interactive learning

modules, guided mental health programs, and educational content, which not only boost

engagement but also promote self-directed learning. Lashari, Amin, and Lashari (2021) add to this

by recommending self-reporting tools and personalized wellness plans, helping students assess their

mental health and receive individualized guidance. In Elkhodr, Gide, and Pandey (2024), the

importance of inclusion and cultural sensitivity is highlighted, recommending the integration of

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peer support systems, self-help materials, and virtual counseling to serve a diverse student body,

including international students.

Evans et al. (2022) proposes a collaborative care model, where students, faculty, and

counselors can coordinate within the portal, allowing early intervention and progress tracking

through intelligent features. Meanwhile, Joseph et al. (2024) supports web-based training for peer

supporters and counselors, ensuring that the support provided is competent and sensitive to student

needs. Study Sari and Yahfizham (2024) suggests practical functionalities like secure appointment

booking, case management, and real-time chat support, which can streamline and professionalize the

mental health services offered. Lastly, Lutz-Kopp et al. (2021) reinforces the portal's goal of being

simple, student-centered, and contextually relevant, maximizing participation and making

psychological support more accessible. Altogether, these studies confirm the need for a secure,

inclusive, interactive, and educational mental health portal that responds directly to the needs of

FEU Roosevelt Marikina students.

Mobile Based Mental Health Management Platforms

Plender-Nabas (2024) performed research on the Android-based mental health service

application development in Butuan City, Philippines. The research emphasized the growing

demand for accessible mental health services and suggested a mobile app that acts as an intermediary

between clients and mental health providers. The use facilitated users in searching for service

providers, appointment booking, and service center visitation effectively. The usability test revealed

a user satisfaction rate high enough to substantiate its functionality in filling the gaps in the delivery

of mental health services, particularly in unserved populations.

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 Rahmani et al. (2020) proposed a Personal Mental Health Navigator based on data analytics,

personal health models, and cybernetics that aimed to boost psychological well-being. The system

took advantage of real-time data to make personalized mental health interventions and

recommendations. The research shed light on the increasing importance of data-driven

interventions in boosting mental health outcomes.

Plender-Nabas (2024) and Rahmani et al. (2020) offer vital contributions to the

development of the Digital Student Wellness Portal for FEU Roosevelt Marikina, emphasizing the

use of technology to enhance both accessibility and personalization of mental health services.

Plender-Nabas (2024) shows how online platforms, particularly Android-based applications, can

serve as models for integrating essential features such as scheduling and appointment booking—

ensuring that students can easily connect with mental health professionals. It also underscores how

user-friendly design and smooth navigation significantly impact the likelihood of students using

such services. Meanwhile, Rahmani et al. (2020) presents the importance of data analytics in

improving mental health interventions. By tracking user behavior and mental wellness patterns, the

portal can offer personalized mental health insights, progress monitoring, and tailored support

plans. Integrating these tech-driven elements into the portal will not only boost efficiency but also

ensure that the mental health support provided is relevant, timely, and responsive to individual

student needs.

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AI System Integration

The study by Van Der Maden et al. (2023) proposed a framework for developing AI-driven

systems that enhance community wellbeing. Their study examined how artificial intelligence can be

integrated into digital platforms to personalize user experiences, improve accessibility, and foster

engagement. The research also emphasized the role of data-driven insights in optimizing mental

health interventions, ensuring that users receive timely and relevant support.

Jhamba, Ndlovu, and Dube (2024) examined the use of blockchain technology in mental

health care management, with a focus on secure and transparent data handling. Their paper

illustrated how patient portals implemented on blockchain technology can increase data security,

safeguard patient confidentiality, and enhance the overall effectiveness of mental health service

delivery. The decentralized system ensures that sensitive information becomes tamper-proof and

accessible to intended parties only.

Van Der Maden et al. (2023) and Jhamba, Ndlovu, and Dube (2024) provide important

guidance for enhancing the Digital Student Wellness Portal of FEU Roosevelt Marikina through the

integration of advanced technologies and strong security practices. Van Der Maden et al. (2023)

emphasizes the role of AI-based features such as chatbots, personalized mental health suggestions,

and predictive analytics. These tools allow the portal to offer real-time support, adaptive self-help

resources, and proactive mental health monitoring, making the system more responsive and effective

in meeting student needs. On the other hand, Jhamba, Ndlovu, and Dube (2024) underscore the

critical importance of data privacy and security, especially in handling sensitive mental health

information. By adopting robust encryption methods, secure access controls, and privacy-focused

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systems, the portal can build student trust and ensure that all interactions remain confidential.

Together, these studies support the integration of AI-powered functionality and strong data

protection measures to deliver safe, smart, and student-centered mental health support.

Synthesis

Given the increasing concern for mental health challenges among university students and

the fragmented delivery of support services, this capstone project proposes the development and

implementation of a web-based Digital Student Wellness Portal designed for the FEU Roosevelt

Marikina campus. Drawing from a wide body of related literature, the system aims to provide

accessible, proactive, and preventive support tailored to the mental health needs of the student

population.

Bantjes et al. (2023), Choi (2024), Nygaard et al. (2023), and Villarino et al. (2022) stress the

importance of integrating crisis-responsive and preventive features, early intervention tools, and

guided online wellness programs that support not just mental stability but also academic

performance. These studies form the backbone of the proposed portal's structure, combining

student-directed reflection tools, educational materials, and stress management resources to foster

coping and resilience.

In terms of user engagement and design, Shin, Durocher, and Lo (2023), Framil (2024), and

Dietvorst et al. (2024) emphasize empathy-driven and interactive interfaces, onboarding support,

and gamified features to reduce stigma and increase portal usage. The proposed system reflects these

principles by incorporating interactive tutorials, personalized dashboards, and wellness tracking

tools—all designed to promote continued participation and user comfort.

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 Critically, the project adopts a web-based platform rather than a native mobile application.

This decision is supported by Khalil et al. (2024), Sari and Yahfizham (2024), and Lutz-Kopp et al.

(2021), whose findings affirm that a browser-accessible system—designed to be mobile-responsive—

removes the barrier of requiring app downloads, ensures broader accessibility across devices, and

aligns with students’ daily browsing behavior. This setup also enhances platform stability and ease

of maintenance. While Plender-Nabas (2024) and Rahmani et al. (2020) argue for app-based mental

health systems, this project argues that requiring downloads may discourage usage due to storage

constraints and app fatigue among students, which is why the portal will remain browser-based yet

optimized for mobile viewing.

In terms of AI integration, this project takes a cautious, practical stance. While Van Der

Maden et al. (2023) and Jhamba et al. (2024) propose the inclusion of AI and blockchain for

personalization and enhanced data security, the capstone prioritizes human-guided services and

manual data management, especially considering ethical, financial, and data governance challenges.

The use of predictive analytics, AI chatbots, and machine learning, though powerful, may introduce

complex biases and increase data security risks that require more advanced infrastructure and legal

compliance. Instead, the project aligns with Lashari et al. (2021) and Evans et al. (2022) in promoting

collaborative care and progress monitoring through direct human support, ensuring that students

receive personable and contextually aware assistance.

In essence, this Digital Student Wellness Portal is designed to shift FEU Roosevelt Marikina

from a reactive to a proactive, tech-enabled wellness environment—without over-relying on

emerging tech or mobile-only access. By combining evidence-based digital design, inclusive access,

educational resources, and human-centered care, the portal promises to deliver responsive, secure,

17
and empowering mental health support that meets students where they are—on any device, at any

time, without needing to download an app or rely on complex AI tools.

2.3 Technical Background

2.3.1 Conceptual Framework of the Existing System

Present below is the conceptual model of the existing system. The model outlines the process
flow of the Existing Mental Health Services Workflow for FEUR Marikina. It is as follows:

Figure 1: Existing Mental Health Services Workflow for Counselors at FEU Roosevelt
Marikina

Figure 1 illustrates the current manual workflow followed by the guidance office in handling
student wellness and counseling requests at FEU Roosevelt Marikina. The process begins with the
collection of paper-based forms, online submissions, and emails from students seeking support.
Counselors then conduct manual assessments and maintain physical records to track individual
cases. Appointments are scheduled manually, and counseling sessions are either done face-to-face or
through platforms like MS Teams. All student progress is logged using physical files. Finally,
feedback and emotional support are provided to students, and all records are stored for future

18
monitoring. This traditional approach reflects the institution’s efforts to support student wellness
but also highlights inefficiencies that the proposed digital portal aims to address.

Figure 2: Existing Mental Health Services Workflow for Students at FEU Roosevelt
Marikina

Figure 2 illustrates the current experience of students seeking counseling or participating in

wellness programs at FEU Roosevelt Marikina. The process typically starts with students manually
visiting the guidance office, filling out paper-based forms, or sending emails to request assistance.
Information about mental health activities is primarily communicated through posters, bulletin
boards, Canva posts, and social media.
Once a request is made, students wait for manual appointments scheduled by counselors.
Counseling services are then delivered either face-to-face or via platforms like MS Teams or chat.
Any follow-up on the student's mental health progress is also handled manually. The outputs of this
system include students receiving emotional support, updates about wellness programs through
offline or online channels, and the storage of personal records in physical files or spreadsheets. This
manual workflow reveals limitations in efficiency, tracking, and accessibility, which the proposed
digital wellness portal aims to improve through automation and centralized access.

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 2.3.2 Conceptual Framework of the Proposed System
Present below is the conceptual model of the proposed system. The model outlines the
process flow of the proposed Digital Student Wellness Portal with Mental Health Support. It is as
follows:

Figure 3: The Proposed System of Digital Student Wellness Portal with Mental Health
Support

Figure 3 illustrates the Input-Process-Output (IPO) model of the proposed Digital Student
Wellness Portal with Mental Health Support for FEU Roosevelt Marikina. The model outlines the
flow of data and activities across three main phases, structured according to the system modules.
In the Input phase, various types of data are entered into the portal, including admin account
creation, user login credentials, student appointment requests, assessment responses, wellness
materials, portal usage data, and tech support concerns. These inputs are provided by students,
counselors, and administrators, reflecting the real-world interactions with the portal.

20
 The Process phase features the core system modules responsible for handling the inputs.
These modules include User Account Management for creating and managing user profiles,
Authentication and Security for secure access, Appointment Booking for scheduling counseling
sessions, Self-Assessment for administering and scoring wellness tests, Resources for organizing and
publishing wellness content, Tracking and Analytics for monitoring system usage, and Tech
Support for addressing technical issues. Each module ensures that the portal functions efficiently,
securely, and responsively based on user roles.
In the Output phase, the system delivers tangible outcomes to users. Students receive
personalized access, appointment confirmations, assessment results, and access to wellness resources.
Counselors gain organized appointment records and student assessment insights, while
administrators receive analytics reports and manage technical support requests. These outputs aim
to enhance student wellness engagement, streamline counselor workflows, and maintain portal
integrity.

2.4 Definition of Terms

To establish a clear understanding of key concepts used in this study, the following terms are
defined:
• Administrative Dashboard: A module by which administrators and counselors can track
student requests, monitor usage, and disseminate wellness activities.
• Appointment Booking System: A feature within the portal that enables students to
schedule counseling sessions with available guidance counselors.
• Counseling Appointment System: A scheduled application where students can book on-
campus or online counseling sessions with mental health counselors.
• Data Privacy: Controls and protocols to protect students' personal and mental health
information against unauthorized access or disclosure.
• Digital Wellness Portal: A web-based platform offering centralized mental health and
wellness support services for students.
• Encryption: A security method used to convert sensitive student information into a secure
digital format, protecting it from unauthorized access.

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• Health Resource Repository: A curated collection of articles, videos, coping strategies,
and self-help therapy resources available within the portal.
• Crisis Intervention: The system’s inability to directly intervene during mental health
crises, instead of referring students to emergency services.
• Mental Health Awareness Initiative: Programs and campaigns intended to promote
mental health literacy and reduce stigma among students.
• Mental Health Counseling: Expert psychological support offered to individuals
experiencing emotional distress.
• Self-Assessment Tools: Built-in digital tools that allow students to evaluate their emotional
and mental health status based on predefined criteria.
• Telemedicine: The remote diagnosis, consultation, and treatment of patients through
telecommunications technology.
• User Authentication: Security protocols that ensure only verified and authorized users can
access specific system functionalities.
• WebRTC (Web Real-Time Communication): A technology that enables real-time audio,
video, and data sharing directly between web browsers without needing external plugins.
• Wellness Activity Tracking: A feature for monitoring students' participation in wellness
programs, health activities, and self-care routines.

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 CHAPTER III
RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research design and methodology used in the development and
implementation of the Web-Based Digital Student Wellness Portal with Mental Health Support for
FEU Roosevelt Marikina. It includes detailed system and program documentation such as Software
Architecture, Data Flow Diagram, System Flowchart, Entity Relationship Diagram, Use Case
Diagram, and System Screenshots. These visual and technical artifacts are essential in understanding
the inner workings and flow of the proposed system.

Furthermore, this chapter describes how data was collected to evaluate the system’s usability,
accessibility, and effectiveness. It discusses the setting of the study, respondents, sampling method,
and the statistical tools used to analyze the data. These methods were applied to ensure that the
system was properly assessed and that the results reflect the actual experience of the users of FEU
Roosevelt Marikina.

3.1 Research Design

To evaluate the Digital Student Wellness Portal with Mental Health Support for FEU
Roosevelt Marikina, the researchers used mix methods of quantitative and qualitative research
design. This method involves distributing a semi structured interview, documents analysis, survey
questionnaire that contains rating-based questions focused on the system’s usability, accessibility,
functionality, and overall user satisfaction.

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 3.1.1 Software Development Life Cycle

Figure 4. Agile Software Development Life Cycle Model.

For the development of the Digital Student Wellness Portal at FEU Roosevelt Marikina, the
team adopted the Agile Software Development Life Cycle (SDLC) model. This model was chosen
for its flexibility, iterative process, and strong emphasis on collaboration, which align well with the
dynamic requirements and user-driven goals of the portal.
The process begins with the Planning phase, where project goals, user needs, and required features
are identified based on consultations with the guidance office and potential users. This is followed
by the Design phase, during which wireframes and interface layouts are created to establish a clear
and user-friendly system structure.
In the Development phase, the team builds the core functionalities using front-end
technologies such as HTML5, CSS, and JavaScript, and back-end technologies including PHP and
MySQL. Agile allows each feature to be developed incrementally, enabling early detection and
resolution of issues through immediate Testing.
After testing ensures usability, security, and performance, the portal moves to the
Deployment phase, where it is launched for real-world use. Feedback is collected continuously to
guide further refinements. Finally, the Maintenance phase involves ongoing updates and bug fixes
based on actual user input and system performance.
By focusing on continuous feedback and iteration, the Agile SDLC helps ensure that the
portal not only meets its initial objectives but can also adapt to future needs. This method is

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particularly effective for student-led initiatives where collaboration, flexibility, and timely delivery
are crucial to success.

Planning

3.2.1 Data Gathering Technique

In this capstone project, the researchers will employ a quantitative and qualitative data
gathering technique to ensure a comprehensive understanding of user needs, satisfaction, and system
usability for the Web-Based Digital Student Wellness Portal.
The primary tool that will be used is a survey questionnaire, distributed to students of FEU
Roosevelt Marikina. This questionnaire consists of closed-ended questions using a 5-point Likert
scale (ranging from Poor to Excellent) for feedback. The closed-ended items assessed system usability,
interface design, accessibility, and perceived effectiveness of the mental health support features.
A stratified random sampling technique will be applied, specifically targeting enrolled
students who are available and willing to participate during the testing and evaluation phase. This
practical approach will ensure relevant and accessible feedback from actual users within the school
community.
Additionally, semi structured interviews and documentation analysis were conducted with
the school’s guidance counselors to gain expert insight into the current mental health support
processes, which informed the system’s functional requirements and wellness tools.
By combining survey responses, professional input, and observational feedback from the
testing phase, the researchers will ensure that the data gathered served as a strong foundation for
refining and enhancing the student wellness portal.

25
Designing

3.1.2 Software Architecture

Figure 5: Software Architecture

Figure 5 illustrates the Software Architecture of the Digital Student Wellness Portal with
Mental Health Support for FEU Roosevelt Marikina. The system is structured around three main
user roles: students, counselors, and administrators. Students are able to log in, access wellness
resources, take self-assessments, schedule counseling appointments, and update their profiles.
Counselors manage appointments, review student self-assessments, record session notes, and
maintain their profiles. Administrators are responsible for user account management, system
monitoring, and providing technical support. All activities and data are managed through a
centralized database, ensuring secure storage of user profiles, session records, appointment data, and

26
portal usage logs. The system adopts a role-based access control model to ensure that users only
access functions appropriate to their roles, promoting security, efficiency, and ease of navigation.
This architecture enables the portal to deliver streamlined, accessible, and confidential mental health
support to the students of FEU Roosevelt Marikina.

3.1.3 Data Flow Diagram

Figure 6: Data Flow Diagram Level 0

Figure 6 presents a Level 0 Data Flow Diagram (DFD) that illustrates the primary data
exchanges within the Online Counseling Booking System and its interactions with the main external
entities: Students, Counselors, and Administrators. The central process, labeled "0: Online
Counseling Booking System," serves as the system's core, facilitating the flow of information among
these key stakeholders. Students interact with the system by submitting booking details for
counseling sessions, completing self-assessment tools, and providing feedback or comments. In
response, the system generates and delivers appointment notifications, self-assessment results, and
general system updates. Counselors contribute by reviewing and managing student feedback,
uploading relevant educational materials, and setting their availability for counseling sessions. The

27
system, in turn, supplies counselors with detailed reports regarding their scheduled appointments,
as well as data derived from student self-assessments, either in aggregate or on an individual basis.
Administrators are responsible for configuring user roles and managing user accounts, while the
system furnishes them with comprehensive reports concerning platform utilization and overall
performance. This high-level representation underscores the system’s function as an integrated
platform that efficiently manages communication and data flow among students seeking support,
counselors providing services, and administrators ensuring the system’s smooth operation.

Figure 7: Data Flow Diagram Level 1

Figure 7 presents a Level 1 Data Flow Diagram, offering a more detailed representation of
the internal operations of the Online Counseling Booking System by breaking down the core system
into distinct sub-processes. This diagram outlines the specific data exchanges between these sub-
processes and the external entities: Students, Counselors, and Administrators. Key functionalities
illustrated include the reception and processing of student booking information (1.0), the

28
generation of appointment reports for counselors (2.0), the management and moderation of student
feedback and comments (3.0 and 4.0), the administration of self-assessment tools and the generation
of corresponding recommendations (5.0 and 6.0), as well as the administrative oversight of user roles
(7.0), user accounts (8.0), and educational resources (9.0). The data flows clearly define how
students interact with the system by submitting personal input and receiving timely responses, how
counselors manage appointment-related data and student communications, and how administrators
uphold the structural and operational integrity of the platform. This refined view of the system’s
architecture provides a comprehensive understanding of the data pathways that facilitate each
functional component and underscores the system’s capacity to support seamless interactions
among its diverse user groups.

3.1.4 System Flowchart

Figure 8: System Flowchart - Admin

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 Figure 8 illustrates the administrative workflow within the Digital Student Wellness Portal.
The process initiates with the administrator accessing the system, which presents a Login Page. The
administrator is then required to input their credentials. Upon successful login, the system grants
access to the Counselor Dashboard. Conversely, in the event of an unsuccessful login attempt, an
"Invalid Credentials" message is displayed, and the administrator is provided with the option to
recover their password via the Display Recovery Page. A successful password recovery subsequently
redirects the administrator to the Login Page.
Upon gaining entry to the Counselor Dashboard, the administrator is presented with several
key management functions. They can choose to click on the student's section, which leads to the
display of student management features. Alternatively, they can click on the Counselor section to
access counselor management features. Furthermore, the administrator has the option to click on
Reports & Analytics to view relevant system data. At any point after logging in, the administrator
can press the Logout button, which terminates their session and returns them to a state where they
can either press the exit button to end the system entirely or navigate back to the initial Login Page.
This flowchart outlines the primary administrative operations within the portal, focusing on user
management and data analysis.

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 Figure 9: System Flowchart - Counselor
Figure 9 illustrates the counselor’s workflow within the Digital Student Wellness Portal. The
process commences with the counselor accessing the system, which initially presents a Login Page.
The counselor is then prompted to input their credentials. Upon successful login, the system
displays the Counselor Dashboard. Conversely, an unsuccessful login attempt triggers the display of
an "Invalid Credentials" notification, offering the counselor the option to recover their password via
the Display Recovery Page. A successful password recovery sequence subsequently redirects the
counselor to the Login Page.
Upon gaining access to the Counselor Dashboard, several key functionalities become
available. The counselor can choose to click on the Appointments section, which then displays
appointment-related features. Alternatively, they can navigate through categories, sub-categories,
posts, pages, and comments, each leading to the display of features specific to those sections. At any
point after logging in, the counselor has the option to press the Logout button, which terminates
their session and returns them to a point where they can either press the exit button to end the system
entirely or navigate back to the initial Login Page. This flowchart outlines the primary operational

31
pathways and available features for counselors within the portal, emphasizing appointment
management and content moderation capabilities.

Figure 10: System Flowchart - Student

Figure 10 illustrates the procedural framework governing student interaction within the
Digital Student Wellness Portal. Upon initial access, the student is presented with a Landing Page,
serving as the primary point of entry. From this juncture, several functional pathways are available:
the student may elect to examine extant resources, which navigates them to the Display Resources
interface; they possess the option to initiate an appointment scheduling process, a prerequisite of
which necessitates authentication via the Display Login Page; or they can engage with administrative
support through the Contact Us/Message Page.

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 Upon electing to schedule an appointment, the student will be prompted to furnish their
authentication credentials via the Login Page. Then, after successful validation of these credentials,
access is granted to their individualized Contractor Dashboard. Conversely, an unsuccessful
authentication attempt results in the presentation of an "Invalid Credentials" notification,
concurrently offering the student the mechanism to retrieve their access credentials via the Display
Recovery Page. A successful password recovery sequence subsequently redirects the student to the
Login Page.
Following successful authentication and access to the Contractor Dashboard, the student
retains the capacity to engage with the Resources module, thereby displaying pertinent materials.
Alternatively, they may interact with the Announcement section to view disseminated notifications
or system features. At any juncture post-login, the student has the option to terminate their active
session via the Logout function, which returns them to a state where they may either conclude their
system interaction via the exit function or revert to the Landing Page. This procedural flowchart
elucidates the principal interactional modalities and available functionalities for students within the
portal, with a focus on resource acquisition, appointment scheduling, and account access
management.

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 3.1.5 Entity Relationship Diagram

Figure 11: Entity-Relationship Diagram for the Digital Student Wellness Portal with
Mental Health Support for FEU Roosvelt Marikina
The Digital Student Wellness Portal is designed to support the mental health and well-being
of students. As shown in the diagram, students are the primary users of the system, with access to
view self-help resources and book appointments. They can also take mental health assessments,
which are provided by counselors. Counselors are responsible for handling appointments, managing
appointment schedules, and supplying relevant assessments and resources. Admins oversee the
entire platform, including creating accounts for both students and counselors, monitoring portal
usage, and supporting technical maintenance tasks. The admin’s role ensures that the system remains
functional and responsive, while system maintenance is handled to support uninterrupted service
delivery. This ERD reflects a role-based access model to ensure each user only interacts with
functions relevant to their responsibilities.

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 Entity-Relationship Diagram Schema

Figure 12: Entity Relationship Diagram Schema

This Entity Relationship Diagram (ERD) illustrates the database schema for the Mental
Wellness and Student Health Portal. It captures the core entities including users with distinct roles
(students, counselors, and admins), mental wellness resources, appointment scheduling, and
interactive features such as comments, saved resources, and messaging. The diagram defines the
relationships between entities, how students engage with resources and counselors, how counselors
manage their schedules and contribute content, and how admins oversee platform activities through
moderation and administrative actions. This structured representation helps to understand the
system’s data architecture, ensuring efficient data management, role-based access, and seamless user
interactions within the portal.

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 3.1.6 Use Case Diagram
General Use Case Diagram

Figure 13: General Use Case Diagram

The General Use Case Diagram for the Digital Student Wellness Portal, depicted in Figure
13, illustrates a high-level representation of the system's core functionalities and the associated actors.
Three primary actors are defined: Student, Counselor, and Administrator. The Account
Management use case facilitates the management of user profiles and system access privileges for all
three actor types. The Appointment Management use case encompasses the processes by which
Students schedule appointments, Counselors manage their availability, and Administrators oversee
the appointment scheduling system. There are sources primarily enable Students to access
informational materials, with potential contributions from Counselors and administrative oversight
performed by Administrators. Finally, the Reports & Analytics use case provides the capability to

36
generate analytical insights into the portal's operations. This includes the production of reports
pertaining to student appointment activity, specifically the volume of confirmed and cancelled
bookings, as well as data regarding counselor time and date availability, accessible to Administrators
for monitoring and strategic decision-making. This diagram delineates the fundamental use cases of
the Digital Student Wellness Portal and the roles of the constituent actors within the system.

Account Management

Figure 14: Account Management

Figure 14 illustrates the Account Management use case within the Digital Student Wellness
Portal. The central Login use case enables students, counselors, and administrators to access the
system directly. Unlike typical systems that require users to register themselves, this portal operates
on a school-based account provisioning model. Students are not required to create or register their

37
own accounts, as the school FEU Roosevelt will generate and provide the login credentials for each
student. The admin is responsible for managing these accounts through the Create/Delete User
Accounts use case, ensuring that account creation is handled centrally and securely. The Login use
case is extended by Display Login Error, which provides users with system-generated feedback in
case of failed login attempts, and by Forgot Password, which allows students and counselors to
recover access. The Forgot Password process includes the Send OTP use case, where the system sends
a one-time password to verify the user’s identity.
Administrative tasks such as Add Roles, Create/Delete User Accounts, and View Account
Details are exclusive to the admin actor and function independently of other use cases. This structure
provides a secure and efficient approach to managing access within the portal, highlighting the
specific roles and interactions involved in the system

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 Appointment Management

Figure 15: Appointment Management

Figure 15 provides a detailed view of the Appointment Management use case within the
Digital Student Wellness Portal. The central Book Appointment functionality allows students to
schedule meetings with available counselors directly, without extending or including other use cases.
The Cancel Appointment use case, initiated by students, extends the Book Appointment
functionality, enabling the cancellation of scheduled appointments, potentially under specific
conditions or within certain timeframes. For counselors, the Tracking & Analysis use case allows for
the monitoring and analysis of their appointment schedules.
This functionality is further extended by the Generate Reports on Cancellations & No-
Shows use case, enabling counselors to specifically analyze appointment cancellations and student

39
no-shows. The View Draft Booking use case can be utilized by both counselors and administrators
to review appointments in a preliminary state before finalization, potentially for quality assurance
or management purposes. Lastly, the Manage Counselor Availability use case is exclusive to the
Counselors actor, allowing them to configure and maintain the working hours and availability of
them within the system. This detailed breakdown clarifies the specific workflows and actor-specific
capabilities within the appointment management subsystem.

Reports & Analytics

Figure 16: Reports & Analytics

Figure 16 describes the Reports & Analytics use case within the Digital Student Wellness
Portal. This feature provides data visualization and analysis of student appointment activity,

40
specifically tracking confirmed bookings and canceled bookings to monitor service utilization
trends. Additionally, it offers analytics on counselor time and date availability, enabling
administrators to optimize scheduling and resource allocation. These reporting functions provide
valuable insights into appointment management, allowing for data-driven decisions to enhance the
efficiency and effectiveness of the portal's counseling services.

Resources

Figure 17: Resources

Figure 17 details the Resources use case within the Digital Student Wellness Portal. The
Access Self-Help Materials use case allows students to explore and utilize a diverse range of self-help
resources, including articles, guides, videos, and frequently asked questions. The Use Interactive

41
Tools use case enables students to engage with interactive features such as self-assessment quizzes,
mood trackers, and guided exercises available within the portal. Additionally, the View PubMats &
Canvas Resources use case provides students with access to specific materials related to PubMats,
likely publications or marketing materials, as well as integrated resources from the Canvas learning
management system. For content management, the Upload Self-Help Materials use case allows
counselors to contribute new resources, such as documents, links, and videos, for student access.
Finally, the Create Interactive Tools use case empowers counselors to develop and configure
new interactive features within the portal, such as quizzes and surveys, to enhance student
engagement. This detailed view underscores the system's role in offering students readily available
self-help resources and interactive tools, supported by the collaborative content contribution and
management efforts of counselors and administrators.

42
3.1.7 System Screenshots

Figure 18: Log in Page - Student

Figure 19: Student Dashboard

43
Figure 20: Student User Profile

44
 Figure 21: Student Resources Page

Figure 22: Log In Page - Admin/ Counselor

Figure 23: Admin Dashboard Page

45
 Figure 24: Counselor Dashboard Page

Development

The user interface will be developed using HTML, CSS, JavaScript, and Bootstrap to ensure
the portal is responsive, visually clean, and user-friendly across all devices. HTML provides the
structural foundation for content, CSS handles styling and layout, while Bootstrap enables mobile
responsiveness and faster UI development. JavaScript enhances interactivity and client-side logic.
To enable real-time communication features such as video call, voice call, and live chat
during counseling sessions, the system will also utilize AJAX and JavaScript. These technologies will
facilitate asynchronous communication between users and the server, allowing seamless, real-time
interactions without requiring full page reloads.
For the back end, PHP will serve as the main server-side scripting language. It will manage critical
functionalities including user authentication, session handling, appointment scheduling, secure data
processing, and implementing role-based access control to distinguish between students, counselors,
and administrators.
The database will be managed using MySQL, a robust relational database management
system. It will securely store all essential data, such as user accounts, counselor profiles, mental health
resources, self-assessment results, session records, and chat logs. The database design will ensure data
consistency, accuracy, and adherence to institutional privacy policies.

46
 The portal will be hosted on Hostinger, a reliable and scalable web hosting provider.
Hostinger supports PHP and MySQL, and ensures fast load times, high uptime, and secure data
storage—providing a stable environment for 24/7 system access. Security is prioritized throughout
the development. The system will include user authentication, input sanitization, role-based access
control, and data encryption to protect sensitive information and maintain platform integrity.
System development will follow an incremental process with continuous evaluation. Unit
testing and integration testing will be conducted throughout to ensure each module works
independently and collectively as intended. This approach allows the system to evolve with user
needs while maintaining functionality and performance.

Testing

3.2 Statistical Treatment of Data

3.2.2 Setting of the Study

The capstone project, Development and Implementation of a Digital Student Wellness
Portal with Mental Health Support, was conducted at FEU Roosevelt Marikina Campus. This
setting was selected because of the university’s ongoing efforts to provide digital wellness services,
such as telemedicine, eHealth, and mental health programs, to its student population.

47
 The study specifically focuses on the students from Junior High School to College (TED)
levels within the Marikina campus. This location serves as the testbed for implementing the web-
based portal and evaluating its impact on students’ access to wellness resources, counseling services,
and self-help tools.
FEU Roosevelt Marikina’s supportive environment, digital infrastructure, and commitment
to student welfare made it an ideal setting for testing the system. The feedback gathered from this
location helped shape the portal’s features to match the actual needs of the students and guidance
counselors on campus.

3.2.3 Subject of the Study

The subject of this capstone project focuses on the development and implementation of a
Digital Student Wellness Portal with Mental Health Support for students at FEU Roosevelt
Marikina. The main subjects are students from Junior High School, Senior High School, and
College (TED) levels who are the intended users of the portal. These students will be chosen because
they are the direct beneficiaries of the system’s wellness features, such as online counseling, self-
assessment tools, and mental health resources.
Additionally, the study involves school counselors and administrative staff, who play
important roles in providing services, managing appointments, and overseeing wellness activities
through the portal. Their insights help shape the functionality and relevance of the platform.
The participation of both students and school personnel is essential in evaluating how effective,
accessible, and user-friendly the portal is. Their feedback directly influences the design
improvements, ensuring the system meets the real needs of the campus community.

3.2.4 Sampling Technique

The researchers will use Stratified Random Sampling for all participants of the study,
including students, counselors, and administrators. For the student population, stratification will
be based on educational levels: Junior High School (Grades 7–10), Senior High School (Grades
11–12), and College (Tertiary Education Department - TED). Students will be grouped according
to these strata, and from each group, respondents will be randomly selected. This ensures that

48
students from all academic levels are proportionally and fairly represented, considering that they
may have different needs, levels of access, and engagement with wellness services.
Similarly, stratified random sampling will be applied to the school personnel involved in
the portal — specifically counselors and administrators. The participants will be divided into two
strata: the Counselor group and the Administrator group. Random sampling within each group
will be done to ensure that insights from both operational and administrative perspectives are
captured objectively.
By applying stratified random sampling across both student users and school personnel,
the researchers aim to achieve a balanced, unbiased, and comprehensive representation of all
stakeholders in evaluating the usability, functionality, and effectiveness of the proposed Digital
Student Wellness Portal.

3.2.5 Statistical Treatment of Data.

The researchers will use a structured approach to analyze the data gathered from the survey
responses. Each item on the questionnaire, employing a 5-point Likert scale ranging from “Poor” to
“Excellent,” will be numerically coded, with “Poor” assigned a value of 1 (representing the lowest
rating) and “Excellent” assigned a value of 5 (representing the highest rating).
The central tendency of the responses for each item will be determined by calculating the
weighted mean (𝑥̄). The weighted mean will provide an overall indication of the participants'
perceptions regarding the system's usability, accessibility, and effectiveness. The weighted mean will
be computed using the formula:

Where:
• ƒ = frequency of each rating
• x = weight assigned to each rating
• N = total number of responses

49
 Furthermore, the frequency (f) of each response option will be tabulated to ascertain the
distribution of ratings across the Likert scale. These frequencies will be converted into percentages
(P) using the formula:

where N represents the total number of respondents.

To assess the degree of variability or consensus in the participants' responses, the standard
deviation (σ) will be computed for each questionnaire item. This measure will indicate the dispersion
of scores around the mean, showing whether the responses are closely grouped or widely spread out.
The results of these statistical analyses will be visually presented through appropriate tables.
These visual aids will serve to highlight key patterns, identify emerging trends, and pinpoint specific
areas requiring potential improvement. This systematic approach to data analysis ensures that system
enhancements are informed by empirical evidence derived from the feedback provided by students,
counselors, and administrators.

50
APPENDICES

51
 APPENDIX A
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 APPENDIX C
INFORMED CONSENT

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