COMMON STRESSORS EXPERIENCE
BY THE GRADE 12 STUDENTS
DURING THE COVID-19 PANDEMIC
ONLINE LEARNING IN BERNARDO
COLLEGE S.Y 2020-2021
Presented by: Group 9
CHAPTER 1
Research Problem
To identify the common stressors that
the Grade 12 students experience.
Research Questions:
1. What are the common stressors that affect the Grade-12 student's online
learning?
2. How many Grade-12 students of Bernardo College are affected by the
common stressors?
3. How stressors affect the Grade-12 students of Bernardo College during online
learning?
Research Questions:
4. How are those common stressors affect the grade 12 students of Bernardo
College?
5. How do students of Bernardo College cope with their common stressors
during online learning?
Research Purpose
The purpose of this study is to determine
what are the common stressors experienced in
online learning during COVID-19 pandemic.
Statement of the Problem
This study sought to answer the following questions.
1. What is the demographic profile of respondents?
2. What are the common stressors among grade 12 students of Bernardo College?
3. How often students feels stress during this time of pandemic?
Statement of the Problem
4. In what way does COVID-19 pandemic affect the way students study?
5. What are the coping mechanisms of grade 12 students of Bernardo College on
their online learning?
Objective of the study
To identify the common stressors caused by the COVID-19 pandemic to the
Grade-12 students of Bernardo College through online learning.
Hypothesis
There is no relationship between the common stressors cause by the
COVID-19 pandemic throughout the online learning of the Grade 12
students in Bernardo College.
Conceptual Framework
STUDENTS
COVID-19
PANDEMIC
ADAPTABILITY PSYCHOLOGICAL
STRUGGLE FACTORS
COMMON STRESSORS
Significance of the study
This following entity will benefit from this study
The Grade-12 students
This research will help them to understand and to be fully aware in their current
situation due to the COVID-19 pandemic and how they will cope up with it. This study
will also help them to identify what are the common stressors that most of the students
experienced.
Significance of the study
The school
This study will determine the common stressors being experienced by the Grade-12
students. This could help them to identify what are the effective coping mechanisms
and improve the current school programs.
Significance of the study
The present researchers
This research may serve as a guideline and reference for conducting a related study.
The future researchers
This research will serve as a valuable guide for future researchers. This can be used
as a basis for conducting studies not only for Grade-12 students but also for other
grade levels.
CHAPTER 2
Research Gap
Throughout the study, there is an evidence that stressors have a big impact on
how the students' study and perform during online learning. (George Essel et al.,)
On the other hand, majority of these studies focused on the effects of online
learning as the COVID-19 arose and faced some changes. (Michael T. Lee et al.,)
Moreover, the other literature reviews focused on various factors (Omar Al Omari
et al.,) as the situation continue to experience by the Grade 12 students.
Research Gap
Furthermore, the researchers become eager in exploring the common
stressors that the students mostly experience in online learning during
this time of pandemic and give them an effective way to cope up with
stress as well as to raise the awareness to the students and teachers as the
online learning continuous happening.
CHAPTER 3
Research Method
The purpose of this study is to gain information and insights about the stressors
that affects the student of Bernardo College and as well as how they cope with it.
A Correlational approach was followed. According to Shona McCombes (2019),
Correlational research design measures a relationship between two variables
without the researcher controlling either of them. It aims to find out whether
there is either Positive correlation, Negative correlation and Zero correlation.
Research Instrument
The instrument used was a researcher-made questionnaire checklist to
gather the needed data for student’s profile. The requirements of
designing a good data collection instrument were considered, statement
describing the issues was toned down to accommodate the knowledge
preparedness of the respondents. Open-ended options were provided to
accommodate free formatted views related to our topic and encourages
open responses to sensitive issues at hand. In addition, the instrument
was validated by our research professor before it laid on to the study.
Data Gathering Procedure
The researchers intend to conduct a survey via Google Forms to reach out
to the targeted respondents for this study. The goal of this research is to
gather all necessary information. After the survey was completed, the
collected data was analyzed and interpreted. The questionnaire is divided
into three sections and distributed to 40 respondents with care.
Data Gathering Procedure
Phase I: The researchers will conduct a survey to (1) Grade 9 and 10, (2) in
Grade 11 and (36) in Grade 12 students of Bernardo College from academic year
2020-2021.
Phase II: The survey questionnaire will be distributed via Messenger to
selected respondents.
Phase III: Collect all relevant information or data.
Sampling size of the Population
The proponent selected the students of Bernardo College to be the
respondents of the study, the sample of the population stood in
different grade level such as in 1 out of 154 students of Grade-9, 1 out
of 126 in Grade-10, 2 out 132 in Grade-11, and 36 out of 178 students
in Grade-12, with a total proponent of 40 students as respondents.
Statistical Treatment of Data
The proponent selected the students of Bernardo College to be the
respondents of the study, the sample of the population stood in
different grade level such as in 1 out of 154 students of Grade-9, 1 out
of 126 in Grade-10, 2 out 132 in Grade-11, and 36 out of 178 students
in Grade-12, with a total proponent of 40 students as respondents.
Statistical Treatment of Data
Formula:
P=f/n X 100
Where:
F = the frequency of each classifying
X = weighted arithmetic mean
N = total number of observations in the sample
CHAPTER 4
Graphical Presentation of Data
This chapter contains the results of the conducted data that has been
collected throughout the data gathering procedure. It is presented in
table and pie graphs and graphical form that shows the analysis of the
data in percentage. The collected information by researchers were
analyzed and interpreted in this form the aim is to determine the
common stressors caused by COVID-19 pandemic to the grade 12
students of Bernardo College.
Age
15 16 15
19 5% 3% 16
13% 17
17 18
30%
19
18
50%
Table 1 Profile Frequency/40 Percentage
15 years old 2 5%
16 years old 1 2.5%
Age 17 years old 12 30%
18 years old 20 50%
19 years old 5 12.5%
Table 2 Profile Frequency/40 Percentage
9 1 2.5%
10 1 2.5%
Grade 11 2 5%
12 36 90%
Grade level
3%
3%
5% Grade 12
Grade 11
Grade 10
Grade 9
90%
Sections
3% Diligence
3% Humility
5% 23% Trustworthy
Wisdom
23%
Knowledge
Lewis
23%
Einstein
23%
Table 3 Profile Frequency/40 Percentage
Lewis 1 2.5%
Einstein 1 2.5%
Knowledge 2 5%
Section Humility 9 22.5%
Diligence 9 22.5%
Trustworthy 9 22.5%
Wisdom 9 22.5%
Strands
STEM
8%
24% HUMSS
21% ABM
GAS
5% H.E
18%
ICT
24%
Table 4 Profile Frequency/38 Percentage
STEM 11 28.9%
ABM 9 23.7%
Strand HUMSS 7 18.4%
GAS 2 5.27%
HE 6 15.8%
ICT 3 7.9%
Table 4 Profile Frequency/40 Percentage
Gender Female 25 62.5%
Male 15 37.5%
Gender
38% Female
Male
63%
1. How often do you feel stress in this time of pandemic?
28% 25%
Always
Often
Sometimes
Never
48%
1. How often do you Percentage Weighted Mean Rank
feel stress in this
time of pandemic?
Always
25%
Often
47.5%
Sometimes
27.5
7
Never
0% 2.23%
2. How do you think your stress started?
3%
3%
10% 20%
Poor time managemrnt
Pressure
13% Deadlines
High Expectations
Personal Matters
Online Class
53%
2. How do you think Percentage Weighted Mean Rank
your stress started?
Poor time 20%
management
Pressure 52.5%
Deadlines 12.55
High Expectations 10%
Personal Matters 2.5%
Online Class 2.5% 3
4.7%
3. How could you rate the stress you experience?
3%
20%
Extreme
40% Severe
Mild
Moderate
38%
4. How could you rate Percentage Weighted Mean Rank
the level of stress you
experience?
Extreme 40%
Severe 37.5%
Mild 20%
2.25% 6
Moderate 2.5%
4. Symptoms
Palpitation 5
Dizziness 15
Heart pumps faster 19
Thoughts become jumbled 26
Focused on worrying 32
Anger 15
Fear 17
Self-doubt 31
Panic 25
Insecurity 21
Nothing at all 1
0 5 10 15 20 25 30 35
4. Check the Percentage Weighted Mean Rank
symptoms that
affects you. (Check
all that are
necessary)
Palpitation 12.5%
Dizziness 37.5%
Heart pumps faster 47.5%
Jumbled thoughts 65%
Focused on worrying 80%
Anger 37.5%
Fear 42.5%
Self-doubt 77.5%
Panic 62.5%
Insecurity 52.5%
Nothing at all 2.5% 30.6% 2
5. Do you feel Percentage Weighted Mean Rank
more stressed
doing
schoolworks
during COVID-
19 pandemic
than the
normal face to
face?
5. Do you feel more stressed doing school works
during COVID-19 pandemic than the normal face Yes 70%
to face class?
No 10%
8
2.5% 9
Neither 20%
Yes
No
4 Neither
28
6. In what way does COVID-19 pandemic affect the way you study?
18%
35% Out of focus
Thinking negatively
Losing urge to study
Small learning gains
30%
18%
6. In what way does Percentage Weighted Mean Rank
COVID-10 pandemic
affect the way you
study?
Out of focus 35%
Thinking negatively 17.5%
Losing the urge to 30%
study
Small learning gains 17.5%
2.7% 8
7. What are the common stressors that affect the Grade-12
students online learning in Bernardo College?
3%
20% 25% New class routine
Examinations
Class schedule
Performances
Deadlines
23% Personal matters
23%
8%
7. What are the Percentage Weighted Mean Rank
common stressors
that affect the
Grade-12 students
online learning in
Bernardo College?
New class routine 25%
Examination 22.5%
Class schedule 7.5%
Performances 22.5%
Deadlines 20%
4.03% 4
Personal Matters 2.5%
8. In what aspect does stress affect you the
most
13% 3% Mental
5% Physical
Emotional
Social
80%
8. In what Percentage Weighted Mean Rank
aspect does
stress affect
you the most
Mental 80%
Physical 5%
Emotional 12.5%
Social 2.5% 2.88% 5
9. How do you cope up with stress? Kindly check that are all
necessary.
Sleeping
Eating
1% Watching television
5% 16% Exercise and balace diet
10%
Playing online games
Listening to music
11% 11%
Thinking positive
Finishing tasks
8% 8% Cleaning
3% Watching anime
17% 12% Talking to someone or isolat-
ingmyself
9. How do you cope Percentage Weighted Mean Rank
up with stress?
Kindly check that are
all necessary. (Please
specify if others)
Sleeping 75%
Eating 52.5%
Watching television 37.5%
Exercise and balance
diet 15%
Playing online games
Listening to music 57.5%
Thinking positive
Relaxing 80%
Finishing tasks 37.5%
Cleaning 52.5%
Watching anime 47.5%
Talking to someone or 19%
isolating myself in my 2.5%
room 2.5%
3.68% 1
10. Does seeking for help to someone is somehow that will
help you to cope up with stress?
8%
Yes
No
93%
10. Does seeking Percentage Weighted Mean Rank
for help to
someone is
somehow that will
help you to cope
up with stress?
Yes 92%
1.93% 10
No 8%
CHAPTER 5
Summary of Findings
The purpose of this study is to gain information and insights about the stressors
that affects the student of Bernardo College and as well as how they cope with it.
A Correlational approach was used. According to Shona McCombes (2019),
Correlational research design measures a relationship between two variables
without the researcher controlling either of them. It aims to find out whether
there is either Positive correlation, Negative correlation and Zero correlation.
Summary of Findings
In all, data were collected from the Grade 9 to Grade 12 students of Bernardo
College. Based on the results, the students started to feel severe stress in this
time of pandemic due to pressure. Moreover, the results also revealed that school
performances, examinations and new class routine affects the students during
online class hours. Listening to music, sleeping, playing online games and seeking
help to someone help them to cope with stress.
Conclusion
The correlation between the two variables which are common stressors and
COVID-19 pandemic online learning clearly shows that the common stressors
greatly affect the academic performances of the students in Bernardo College.
Due to the negative effects of stress on students' lives, such as ineffective
studies, low academic performance, and general wellbeing, implementing effective
stress management strategies is essential to their academic success and overall
well-being. This is done by identifying the main causes of stress which includes
new class routine, examinations, class schedule, performances, deadlines and
personal matters.
Recommendation
The study strongly made the following recommendations for future
researcher in the field of common stressors experience by the grade 12
students during COVID-19 pandemic in Bernardo College. Recommendation
based on the findings of the study.
1. Students should read this study to gain a better understanding of the
common stressors encountered in online learning, according to the
researchers.
2. Recommend this study to the teachers therefore they can help their
students by providing insights and understanding.
Recommendation
3. The researchers recommend this study to the parents therefore they
know the common stressors experience by the students.
4. Recommend this study to the school principals therefore they can
implement programs and seminars to address the problems.
5. Future researchers should use this study as one of their sources in
future research to improve generalizability and gain a better understanding
of the common stressors faced by students, according to the researchers.
AUTHORS:
Flores, Sarah Mariella C.
Sibug, Samantha D.
Sapungan Juliana May
Gonzales, Jules Ingrid B.
