Republic of the Philippines

Pangasinan State University

Impact of Online Teaching to the Mental Health of Social Studies faculty of Pangasinan

State University, Bayambang Campus

A Research Proposal for Department of Social Sciences

In Partial Fulfillment for the requirements for the subject Research in Social Studies

Prima, James Bryan M.

Ramos, Jennifer P.

Sermonia, Aries R.

Tantay, Jessica C.

Torres, Reynalyn, B.

Vinoya, Donald M.

2021

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 CHAPTER 1

THE PROBLEM

I. BACKGROUND OF THE STUDY

The pandemic has not only affected the mental state of students (Cachón-Zagalaz

et al., 2020) since teachers have also accumulated a high level of stress since the beginning

of the crisis. Recent studies have pointed out that during lockdown, teachers have suffered

stress from having to adapt (in record time) to provide online classes (Besser et al., 2020).

This stress has often been accompanied by symptoms of anxiety, depression, and sleep

disturbance because of the increased workload resulting from home teaching (2007).

Not many studies conducted during the pandemic measure the symptoms of stress,

anxiety, and depression among teachers but the studies that have been carried out suggest

that they have psychological symptoms, and this reinforces the importance of reopening

schools and universities. A recent Arab study has indicated that this crisis has caused

teachers to suffer problems that are often related to a pandemic situation, such as anxiety,

depression, domestic violence, and divorce, all of which restrict their ability to teach

properly (Al Lily et al., 2020). A study carried out in three cities in China during the

pandemic assessed the prevalence of anxiety among teachers and found a prevalence of

13.67%, with women being more anxious than men and the older ones being more

symptomatic (Li et al., 2020). Another study conducted in March also in China showed

that the prevalence of stress symptoms in teachers was 9.1% and that it was important to

support them psychologically (Zhou and Yao, 2020). In a study conducted in Spain at the

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beginning of the pandemic, teachers also reported having workloads, psychosomatic

problems, and exhaustion (Prado-Gascó et al., 2020).

Moreover, previous studies have found that working from home using Information

and Communication Technologies (ICT) can create feelings of tension, anxiety,

exhaustion, and decreased job satisfaction (Cuervo et al., 2018), and in times of a pandemic

these were the only tools that were available to teachers.

United Nations Educational, Scientific and Cultural Organization (UNESCO)

(2020a) has already identified confusion and stress among teachers as being one of the

adverse consequences of school closures, due to the abruptness of such measures,

uncertainty about their duration, and a lack of familiarity with distance education. The

unpleasant work-related emotions associated with the depletion of psychological resources

has long been a topic of frequent discussion among education professionals, policy makers,

and researchers (Kim and Asbury, 2020). This may occur because the long-term nature of

the problem leads to exhaustion by creating less confidence in their ability to do their jobs

and makes it more difficult to manage student behavior (Burić and Kim, 2020).

To this new context, it should be added that the teaching profession has always

brought with it added stress due to excessive workloads, interpersonal communication

problems, insufficient training, and job insecurity (Pérez, 2003). Research carried out in

several countries has revealed that in the teaching profession there have been many

casualties of stress, anxiety, and depression (Ryan et al., 2017; Von der Embse et al., 2019).

In fact, psychological symptomatology has been studied in both primary (Extremera et al.,

2010; Skaalvik and Skaalvik, 2016; Abdullah and Ismail, 2019) and secondary (Betoret,

2006, 2009) educators as well as in university teachers (Malik et al., 2017; Puertas­Molero

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et al., 2018). Although more psychological symptomatology has been detected in

secondary school educators (Arias et al., 2019), in comparison with those working in

primary schools, other variables such as salary, relationships with students, and

relationships with classmates are also important factors (Prieto and Bermejo, 2006). This

stress may have consequences for the health of teachers and, as a result, could lead to

increased instances of sick leave, absenteeism, and poor work performance (Moreno et al.,

2004). Further, it is important to safeguard the emotional health of teachers since, as a

recent study by De la Fuente et al. (2020) highlights, teacher–student relationships are also

stressors for the student, and the teacher’s behavior predicts the emotional well­being and

commitment of the students, which are also important factors for reducing their stress

levels.

Another issue worthy of consideration is the fact that the COVID-19 pandemic has

not only created a health crisis but also an extremely significant global economic downturn,

the effects of which have been particularly harsh in Spain (Torres and Fernández, 2020).

In fact, the job instability of teachers was an issue that had already attracted attention before

the pandemic (García and Martín, 2012) and COVID-19 has only served to exacerbate this

problem with more layoffs and instability (Aunión and Romero, 2020; La Vanguardia.,

2020). Several investigations analyzing the impact of job instability on teachers have

shown that this can have significant psychological consequences (Leibovich, and de

Figueroa, 2006).

Amid this context of uncertainty, the 2020–2021 academic year has approached

without any clear decision on how it will be played out (Zafra, 2020). In fact, since the end

of August, families, students, teachers and educational centers have been expressing their

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 concerns about the uncertainty surrounding the new academic year and the lack of clear

guidelines from the government (Rioja, 2020). On August 27, the Spanish Government and

the Autonomous Communities at the Education Sector Conference agreed on the main

measures that would be adopted for a return to the classroom (Sanchez, 2020). On August

28, the Basque government’s civil protection monitoring commission reported on the

measures to be taken in the new 2020–2021 year (Basque Government Health Department,

2020). However, the way in which these measures could be implemented with the resources

available to the schools emerged as a considerable challenge and source of concern only

one week before the beginning of the school year on September 7 (Lucas, 2020).

In this research we will know how this online teaching really does affects the mental

health of the teachers even if they feel stressed, change of mood and behavior and many

more factors. Within the context of online teaching, the researchers will conduct this study

because in this new normal this can affect really the job of the teachers and as well as the

learning of the students.

The researcher will attempt to answer the problem on what are the impacts of online

teaching to the mental health of the teachers. Also, this study will identify the main factor

that seem so be the cause of the problem.

As a study, the proponents will seek the effects in line with the impact of online

teaching to the mental health of Social Studies Faculty in PSU Bayambang, Campus.

II. STATEMENT OF THE PROBLEM

In this time of pandemic teaching and learning has changed. We know that

education is also known as learning, teaching, and schooling. In general sense, it is an act

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 or experience that has formative effect on the mind, character, and physical ability of an

individual. In its technical sense, education is the process by which society deliberate its

accumulated knowledge, skills, values and facilitating learning from one to another. In

today’s educational set up, we cannot deny the fact that teachers have the big adjustments

with new flexible learning which make it difficult for them to cope up and so to the

students. So that, the recent researchers will conduct a study about the impact of online

teaching to the mental health of the teachers.

This study of recent researchers was intended to answer the following questions:

1.What are the profile of the selected teachers in Pangasinan State University, Bayambang

Campus in terms of:

1.1 Gender,

1.2 Age,

1.3 Years of teaching,

1.4 Location

2.What are the consequences and effects of online teaching?

3.What will be the outcome regarding the academic performance of the students

considering new normal learning?

4.What are the different teaching methods and strategies applicable for teaching online?

III. SCOPE AND DELIMITATION

The study focus on the impact of online teaching to the mental health of Social

Studies Faculty of Pangasinan State University, Bayambang Campus. The mental health

issues that investigated were anxiety and depression, the stress.It covers the profile of the

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 selected teachers of the said school.This study aims to identify the facts that can affect the

ambiance of schooling of the students especially the teachers.

The study does not cover the non-teaching staff but only covers the teaching staff

and personnel.It is limited to the teachers of Social Sciences Department of Pangasinan

State University..

IV. SIGNIFICANCE OF THE STUDY

The study will be undertaken to find out the effects on the mental health of the

flexible learning among teachers and what will be the consequences to the academic

performance of the students at PSU Bayambang.

This study is of significant help to the field of education especially to the teaching

staffs of the said school who are teaching in a new normal way.

The results of this study aim to find meaning and significance to the following

beneficiaries.

Teachers. The results of the study will be helpful to the teachers as it will give

applicable and effective ideas that could be used regarding this new way of teaching. This

study will also serve as a guide for teachers to easily create a method in teaching and

understand the necessities of online teaching and handle the effects on their mental health.

It also enables the teachers to cope up with the new normal and to be able to build a good

relationship to their students.

Students. Through this study, students are able to enhance their performance as

they learn to cope up with the method of teaching they undergo due to this pandemic and

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 to this new normal. The learners having different abilities and skills are given opportunity

to understand and improve their knowledge to different matters.

School. The results of this study would enable the school to avoid facing any

conflict regarding the education of many. It would also help the school to progress as it is

able to understand the effectiveness of the study and be later applied.

Future Researchers. The effects of online class in the mental health among

teachers is common but it may also be a basis for them to develop and to suggest more

effective strategies to reduce the case. Also, this research can contribute to give a clear

definition of effects of online teaching in the mental health among teachers as a source for

future researchers. It will also serve as a standard in order to improve another research.

V. DEFINITION OF TERMS

Anxiety Disorders.Agroup of mental health disorders that includes generalized anxiety

disorders, social phobias, specific phobias (for example, agoraphobia and claustrophobia),

panic disorders, obsessive compulsive disorder (OCD) and post-traumatic stress disorder.

Untreated, anxiety disorders can lead to significant impairment on people’s daily lives.

Depression.A mood disorder characterized by lowering of mood, loss of interest and

enjoyment, and reduced energy. It is not just feeling sad. There are different types and

symptoms of depression. There are varying levels of severity and symptoms related to

depression. Symptoms of depression can lead to increased risk of suicidal thoughts or

behaviors.

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Faculty.A faculty is a division within a university or college comprising one subject area

or a group of related subject areas, possibly also delimited by level. It is also part of the

study.

Flexible Learning.A of learning where students are given freedom in how, what, when

and where they learn. Learning can take place in a variety of settings, including in the

classroom, at home via the Internet, while commuting or as part of a work-study program.

Mental Health.Refers to cognitive, behavioral, and emotional well-being. It is all about

how people think, feel, and behave. People sometimes use the term “mental health” to

mean the absence of a mental disorder. It is the main problem of this study.

Online class.A course conducted over the Internet. They are generally conducted through

a learning management system, in which students can view their course syllabus and

academic progress, as well as communicate with fellow students and their course

instructor. It is the focus as a specific aspect of a larger topic.

PSU.Stands for Pangasinan State University. It is a school located in Bayambang,

Pangasinan. The scope of the study.

Teachers.A teacher is a person who helps other to acquire knowledge, competencies or

values. They will be the focus of this study.

Social Studies. A part of a school or college curriculum concerned with the study of social

relationships and the functioning of society and usually made up of courses in history,

government, economics, civics, sociology, geography, and anthropology.

Stress. A feeling of emotional or physical tension. It can come from any event or thought

that makes you feel frustrated, angry, or nervous. Stress is your body's reaction to a

challenge or demand.

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Students.A student is a learner, or someone who attends an educational institution. They

will also serve as the respondents of this study.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

LOCAL

COVID-19 has become a global health crisis. As of October 6, 2020, almost 36 million

people have been infected and over one million have died. In the Philippines, this translates into

almost 325,000 infected and 6,000 deaths (Worldometer, 2020). To curb the spread of COVID-19,

most governments have opted to employ quarantine protocols and temporarily shut down their

educational institutions. Therefore, more than a billion learners have been affected worldwide.

Among this number are over 28 million Filipino learners across academic levels who must stay at

home and comply with the Philippine government’s quarantine measures (UNESCO, 2020).

To respond to the needs of learners, especially of the 3.5 million tertiary-level stud ents

enrolled in approximately 2,400 HEIs, certain HEIs in the country have implemented proactive

policies for the continuance of education despite the closure. These policies include modified

forms of online learning that aim to facilitate student learning activities. Online learning might be

in terms of synchronous, real-time lectures and time-based outcomes assessments, or

asynchronous, delayed time activities, like pre-recorded video lectures and time independent

assessments (Oztok et al., 2013). Case in point are top universities in the country, viz., De La Salle

University (DLSU), Ateneo de Manila University (ADMU), the University of Santo Tomas (UST),

and the state-run University of the Philippines, Diliman (UPD).

DLSU has resorted to remote online learning, which combines both synchronous and

asynchronous activities. For students who cannot participate in online learning, there are flexible

options for completing course requirements throughout the academic year (De La Salle University,

2020a). ADMU has suspended synchronous online classes but continued asynchronous online

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learning so that “all students can learn at their own pace” (Villarin, 2020). UST, like DLSU, has

opted to continue with synchronous and asynchronous online classes, and a flexible grading of

student outputs and assessments (University of Santo Tomas, 2020). Other private universities and

institutions such as STI College, St. Scholastica’s College, Adamson University, Far Eastern

University, the University of the East, Ateneo de Davao University, and the University of San

Carlos have continued with their online classes as well.

Arguably, the HEIs’ pivot to modified forms of online learning attempts to concretize the

government’s stance to continue learning despite the pandemic. As the Philippine’s Department

of Education (DepEd) Secretary, Leonor Briones quipped, “Education must continue even in times

of crisis whether it may be a calamity, disaster, emergency, quarantine, or even war” (Department

of Education, 2020). The Philippines’ Commission on Higher Education (CHEd), on the other

hand, advised HEIs to continue the “deployment of available flexible learning and other alternative

modes of delivery in lieu of on campus learning” (Commission on Higher Education, 2020). These

pronouncements aim to encourage the continuance of learning. Without implementing rules and

regulations, however, private HEIs are left to make their own policies.

chastised the proactive online learning measures by these our cookie clicking on

"Accept All" or on "Cookie Setting ".HEIs. For example, through an online petition based on

student and faculty sentiments, student governmentsAccept Cookie from different universities

urged CHEd to mandate the cancellation of online classes, stating that “while we understand the

need for learning to continue, the different circumstances of students across universities are not

ideal and conducive for such.” The petitioners argue that “access to the internet connection and

learning devices continued to be a privilege up to this day, placing those with poor internet access

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at a disadvantage when it comes to online classes.” [For a better picture, 45% of Filipino citizens

(46 million) and 74% (34,500) of public schools do not have access to the internet (Jones, 2019)].

Furthermore, “adding more workload for the students increases their burden and

contradicts the purpose of the lockdown, which is to help their families prepare and adjust to the

situation at hand.” Finally, there is an issue about the “lack of environments conducive to learning

at home and the effectiveness of the online lectures”

(Bagayas, 2020). Social media hashtags like, #NoStudentLeftBehind,

#NoSchoolLeftBehind, #EndOnlineClasses, #EndTheSem, and #NoToOnlineClasses strengthen

these sentiments further.

In consideration of such petitions, the state-run University of the Philippines-Diliman

(UPD) suspended all modes of online learning. In his message to the academic community on

March 17, 2020, UPD Chancellor Fidel Nemenzo announced the cancellation of online classes

due to (I) emergency concerns as “caring for our families and for ourselves comes first,” (ii)

“unequal access to personal computers and the internet exists among our community,” and (iii)

“the shift to online classes has also not been smooth for our faculty, who have had to learn new

skills and revise their syllabi overnight” (Nemenzo, 2020).

It is quite understandable that some of the backlash’s stem from the stresses caused by the

pandemic. The other concerns, however, have already been noted by experts in the field of distance

education. First, there is the issue of social integration and peer culture, and the possibility of

transmission of values in a “virtual” classroom. Since there is a lack of human interaction in the

learning process, students may learn less in such a set-up as opposed to those in the traditional

classroom (Edge and Loegering, 2000; Gamage et al., 2020). Second, there is also an issue on the

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unnaturalness and the results of online learning, since it goes against how natural teaching and

learning supposedly take place (Larreamendy­Joerns and Leinhardt, 2006; Adnan and Anwar,

2020). The lack of face-to-face human interaction in the online learning space and process appears

disconcerting to both educators and learners alike.

On top of these concerns, however, there are deep socio-economic concerns for online

learning in a developing country like the Philippines. Students in far-flung areas in the country do

not even have roads or electricity, let alone access to computers and the internet. Moreover, given

current internet infrastructure, even students in urban areas may have limited internet access. This

then results in a “digital divide” between those who do have access and those who do not.

Furthermore, there is also an issue of social policy. The Philippines does not have a national

policy dealing directly with online platforms such as Massive Open Online Courses (MOOCs),

Open Distance eLearning (ODel), and Open Educational Resources (OERs). While there are laws,

like the Open Distance Learning Act (Sixteenth Philippine Congress, 2014), which provide legal

bases for funding such platforms, they are not enough as “some national policies will have to be

put in place to sustain the growth” of these online platforms (Bandalaria, 2019).

At the time of quarantines and viral outbreaks, online learning is the only viable way to

continue learning at a distance. This, however, seems to rest on a mistaken assumption. It should

be emphasized that online learning is just one mode of distance education.

Distance education is broadly characterized as any form of learning experience where the

learner and the instructor are physically separated from each other (not only by place but also by

time). Arguably, such a dislocation is “the perfect context for free-flowing thought that lets us

move beyond the restricted confines of a familiar social order” (hooks, 2003). Moreover, this type

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of education is a way of providing learning opportunities to every learner, whatever their

circumstances might be. This means that distance education may extend access to education

through distribution and economies of scale (Guri­Rosenblit, 2005; Owusu­Agyeman and

Amoakohene, 2020).

One may claim that the main thrust of distance education is to bring education to those

who are unreachable, under resourced, less privileged, and inaccessible (Biana, 2013). Taken as

such, distance education “reaches out to students wherever they live or wish to study”

(Guri-Rosenblit, 2005). This kind of flexibility gives students more freedom to actively participate

in learning (Guri­Rosenblit, 2005; Daniel, 2016). Students learn even if they are separated from

their instructors by space and/or time (Edge and Loegering, 2000). In the time of COVID-19,

distance learning became a necessity for learners and educators all over the world (Ali, 2020).

Such a form of education, however, need not be limited to online learning (Baggaley,

2008). Some have suggested using cell phones and (SMS) texting technology to facilitate learning

(Flores, 2018). Others urge to employ TV programs, radio broadcasts, and other non-internet based

media (Punzalan, 2020). Perhaps, some teachers might go back to basics and distribute annotated

physical textbooks to their students through courier services. If the education sector is engaged,

teachers and students have ample support, the curriculum and content of the learning modules are

well defined and personalized, technological limitations are acknowledged, and user-friendly and

enjoyable materials are present, education will continue one way or another (Ramos et al., 2007;

Ali, 2020). Such support presupposes a collaboration between teachers and policy makers and

authorities to develop the relevant referenced programs as well.

Notwithstanding the various stresses it brings, the outbreak of COVID-19 not only forced

us to think about the technologies for delivering education (Kim, 2020), it also compelled us to

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rethink the very nature of education itself. The government should create and implement concrete

policies that will support a new breed of distance educators. Educators in turn need to innovate to

ensure that education remains inclusive and accessible, and that distance learning is not limited to

pure online learning.

Several months after the initial backlash in March 2020, CHEd Chairperson, Prospero De

Vera qualified the idea of flexible learning as “more encompassing than online learning.” De Vera

explains that while online learning requires internet access, flexible learning does not necessarily

require connectivity. Instead, it “focuses on the design and delivery of programs, courses, and

learning interventions that address the learners’ unique needs in terms of pace, place, process, and

products of learning” (Parrocha, 2020).

Similarly, DepEd sets a distance learning approach that utilizes three methods: (1) delivery

of printed modules to students, (2) access to DepEd Commons, an online education platform

DepEd developed to support alternative modes of learning, and (3) delivery of lessons or

self-learning modules via radio and television. The specific guidelines on the implementation of

distance learning, however, are still under review (Magsambol, 2020).

Private universities and institutions have likewise adapted to the limitations imposed by

the pandemic and are poised to go either fully online, blended learning, or scheduled in person

classes in case the government lifts quarantine measures. In July 2020, DLSU adopted an alternate

mode of education that is technology enabled dubbed Lasallians Remote and Engaged Approach

for Connectivity in Higher Education (R.E.A.C.H). R.E.A.C.H emphasizes the importance of

engagement between faculty and students and offers three different delivery modes: (1) fully

online (synchronous and asynchronous), and whenever possible (2) hybrid (blending of online and

face-to-face), and (3) face-to-face. All online academic tools and materials are organized and made

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accessible via the university’s learning management system (LMS), AnimoSpace (De La Salle

University, 2020b).

Similarly, ADMU piloted the Adaptive Design for Learning (ADL). ADL combines three

different modes of delivery: (1) online, and, whenever possible, (2) blended, and (3) face-to-face;

and offers uniquely designed courses that suit faculty style and respond to learner’s needs and

contexts. The curricula materials are hosted in AteneoBlueCloud, an online platform branded as

the university’s virtual campus (Ateneo de Manila University, 2020).

Meanwhile, UST through its learning management platform, UST Cloud Campus

implemented an Enriched Virtual Mode (EVR) that combines both online (synchronous and

asynchronous) and offline strategies to ensure accessibility and flexibility in learning. Other than

team-teaching, the approaches in EVR include a combination of the following: (1) complementing

of professional competencies with industry partners and alumni interactions, (2) collaborative

online learning with foreign partner institutions, and (3) remote encounters with community

partners (Alejandrino, 2020).

Finally, the University of the Philippines System shifted to blended learning using already

existing platforms like University Virtual Learning Environment (UVLE), and UP Open

University (UPOU). UPOU maximizes online learning and distance education and offers free

special courses in online learning. UP College of Education presented an Education Resilience

and Learning Continuity Plan (ERLCP) to help schools transition to an alternative learning

environment. ERLCP recommends enacting flexible learning options that are learner centered and

are made available in various modes of delivery such as face-to-face instruction, remote learning,

and blended learning (University of the Philippines - College of Education, 2020).

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 The Philippines is not the only country facing these problems. Its Southeast Asian

neighbors have creatively responded to the same challenges and started to pivot to a new era of

education. Indonesia, Thailand, and Vietnam have initiated some form of distance learning as early

as May 2020. Thailand’s Education Ministry originally planned to implement a learning program

using a Distance Learning Television (DLTV) platform. Seventeen television channels were set

up to broadcast educational courses, vocational education, non-formal and informal education

(Praphornkul, 2020). The approach combines television or on-air learning and online learning. The

rollout, however, was met with criticisms due to broadcasting problems and poor connectivity

(Bangkok Post, 2020a). The ministry adjusted its plan and focused instead on preparing for schools

to reopen nationally after a survey found that 60–70% of students are not ready for TV education

(Bangkok Post, 2020b).

As Thailand universities move their operations online, the Ministry of Higher Education,

Science, Research, and Innovation (MHESI) provided more than 60,000 educators and 2 million

students access to Microsoft applications (Microsoft, 2020b). Universities have also taken key

initiatives and partnerships to ensure that the transition to digital is successful. Chulalongkorn

University has launched its own learning platform called the Learning Innovation Center (LIC)

which contains resources, information, tools, and methods to support online learning

(Chulalongkorn University, 2020). Mahidol University has partnered with Siam Commercial Bank

to create an improved virtual platform for both students and teachers (Siam Commercial Bank,

2020). Thammasat University partnered with Skill Lane to launch a degree program on data

science. Some universities like Chiang Mai University also offer MOOC to encourage online

learning (Phongsathorn, 2020).

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 Indonesia’s Education and Culture Ministry, in collaboration with TVRI, a state-owned

broadcaster, released

their own distance learning program called “Learning from Home” (Jakarta Globe, 2020).

The program focuses on improving literacy, numeracy, and character building for all levels of

elementary and high schools. The implementation, however, proved to be challenging given issues

like uneven access to the internet, the disparity in teacher qualifications and education quality, and

the lack of Information and Communications Technology (ICT) skills (Azzahra, 2020). A survey

of 1,045 students found that most students who responded, 53.7%, cited concerns about online

learning due to poor streaming, limitation in network quota and reception. Though the reactions

are mixed, in general, there seems to be a positive response to online learning in Indonesia (Yamin,

2020). Ninety five percent of Indonesian universities carry out online learning using the Online

Learning System Program (SPADA) (Yamin, 2020). SPADA supports LMS across all tertiary

education hosting online lectures and course materials made freely available to students.

Vietnam’s Ministry of Education and Training (MOET) hosted a national online

conference with 300 live meeting hubs to find ways to improve online learning before launching

its educational program (Nguyen and

Pham, 2020). The conference was attended by HEI leaders, technology and technical

service providers including Viettel Group, VNPT, MobiFone, Vietnam bile, Microsoft, Google,

Amazon, and FPT (Nguyen and Pham, 2020). MOET reported that 110 out of 240 HEIs in Vietnam

had initiated online training. However, not all HEIs have a fully developed LMS (Nguyen and

Pham, 2020). Recognizing that they are presented with a unique opportunity to work together and

enhance digital teaching and learning, the delegates started working out plans to implement online

education long-term and not simply as a response to COVID-19. Notable partnerships and

19
initiatives seemingly inspired by this collaborative discourse include MOET’s partnership with

Microsoft which equipped education institutions with digital tools to implement remote learning

(Microsoft, 2020a), Viettel’s offer of free 3G and 4G data to teachers and students using their

eLearning platform called Viettel Study, and VNPT’s launch of its online learning solution called

VNPT eLearning which also comes with free 3G and 4G data (Lich, 2020).

After months of experimenting, online teaching is now recognized as a formal method in

Vietnam, an interesting development considering that any proposal to formally conduct online

learning before COVID-19 had been poorly received by the country’s academic community

(Nguyen and Pham, 2020). Minister of Education and Training Phung Xuan Nha admitted,

however, that issues like connectivity problems, especially in remote areas, as well as some

pedagogical concerns, like management of student performance, need to be sorted out for the

program to succeed.

The Philippines, Thailand, Vietnam, and Indonesia are on the same economic and

socio-cultural boat and are now facing the same COVID-19 challenges in education. What comes

with these problems, however, is the opportunity to improve the way we think about education

and implement permanent and sustainable changes that will enhance the quality of our educational

systems.

Moving forward, the Philippines needs a clear set of policies and guidelines based on an

innovative educational framework. This requires a careful and sincere assessment of the country’s

readiness to offer learning programs that demand more than the traditional requirements.

As the Philippines ventures into a new mode of learning, several factors need to be

considered. This includes teacher capacity, situation and context of the learner, and efficiency of

20
the learning environment. These are, of course, on top of the more obvious issues of internet speed,

cost of materials, and mode of delivery. The best way to move forward is to take a step back and

design a strategy that engages teachers, students, parents, school administrators, and technology-

based companies. This collaborative response based on a collective vision is the kind of creative

solution this novel problem warrants.

As the new academic year begins this October, CHEd seems confident in its prescribed

flexible learning mode. Stressing the “spirit of bayanihan,” or the unique Filipino value of

communal unity, De Vera states that we must find ways to cope with the pandemic during these

challenging times and ensure that while “learning must continue,” “we learn as one, we are ready”

(De Vera, 2020b).

In support of such statements, CHEd together with HEIs sought to provide the following

mechanism: (1) free training and capacity building for faculty members on flexible learning, (2)

launch of the online resource PHL CHEd CONNECT, and (3) putting up of the CHEd Hi-Ed

Bayanihan digital community of educators to “explore innovative responses in the context of

Philippine HEIs.” The CHEd Hi­Ed Bayanihan is a partnership between the government and

various HEIs in the country -it is said to be the first of its kind in CHEd history. Through this

effort, De Vera claims that the challenges in education brought about by the COVID-19 pandemic

may only be surpassed “if we altogether educate and learn as one” (De Vera, 2020a). These

learning innovations, however, should be grounded on a deeper understanding of distance

education and should be sensitive to the call of the times.

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FOREIGN

Carly Evans never missed her weekly appointment with her therapist. She called it her

“maintenance” – it kept everything in her life running smoothly. That changed in September, when

Evans, a high school English and drama teacher and mother of three, found herself juggling an

impossible burden: educating students in a pandemic while stewarding her own family through the

crisis. “I wish I could say ‘I’m handling it so well and am on it every day,'" she said. “I’m not.”

Experts are concerned that the challenges, isolation, and stress of remote education are

weighing heavily on teachers and affecting their mental health. Evans’ district in Sudbury,

Massachusetts, has been operating since September on a hybrid model of teaching, so she splits

her time between working on campus and remotely from home. Her two youngest children, who

are in second and third grade, need adult supervision with their own online schooling, a

responsibility she splits with her mother, who lives with the family. (Evans’ husband, also a

teacher, must show up in person for his job at a private school.)

Evans, 42, keeps a color-coded daily schedule to make sure nothing falls through the

cracks. But, of course, things do. And top of the list? Taking care of herself. Since September,

Evans said, she has canceled more therapist appointments than she has kept. With everything going

on, she said, “it’s that much harder to justify giving myself that hour every week.” She is not

sleeping. Before the pandemic, she suffered migraines every few months and called in sick on

those days. Now, she has one a week, an increase she attributes to stress. She makes herself work

through the pain – there are not enough substitute teachers to go around, and already, she said, “I

have so little time” with her students. She is exhausted, she said, but she must keep going.

“You power through and do what you’ve got to do,” she said. “I keep telling my own

children this is temporary. It doesn’t feel like it, but it is.” Since summer, experts have warned that

22
the mental health of the nation’s teachers – a category dominated 3-1 by women – could suffer

when school resumed. That prediction appears to be bearing out. Many say their psychological

well-being is suffering in ways they have hardly ever experienced.

Because of the pandemic, about three - fourths of the 100 largest school districts opted for

complete remote learning, an October study found, and a little over a quarter of all districts began

the year with a hybrid approach. But as COVID-19 case counts climb, districts across the country

have ricocheted from remote to in - person to hybrid models, and many that started with even a

semblance of in - person learning have fallen back to remote education.

Between the unpredictability, the isolation, and the newfound challenges in reaching their

students – who mental health experts worry are also struggling – what little mental health support

is extended to teachers feels like nowhere near enough.

“I spend all day staring at a screen and kind of generating enthusiasm into the void that

Zoom is, and I end the day so tired, and so done, and so frustrated,” said Emma Wohl, a middle

school teacher in Washington state whose district has been fully remote this year. “The moments

of joy I used to have are so much rarer.”

Last August, the National Education Association, a major teachers union, found that 28%

of educators said the pandemic made them more likely to leave teaching. A study from Louisiana

tracked early childhood educators’ mental health last spring, finding that rates of depression almost

doubled, with more than a third of those educators indicating depressive symptoms. In a survey

from August to September by the National Board for Professional Teaching Standards, many

teachers reported working longer hours, and only a quarter said their school offered adequate

support for mental health.

23
 Still, there is little data tracking depression or anxiety among teachers, especially over the

past few months, meaning there is no clear picture of just how educators are faring. Experts say

all signs point to a crisis on par with the kind of trauma experienced after national disasters.

“I saw that kind of level of strain and stress because of natural disasters creating havoc. I

saw it after 9/11 in New York City. You see it after crises,” said Randi Weingarten, president of

the American Federation of Teachers, describing what she has heard from members of her union.

“The only time we’ve seen it on a sustained level like this is obviously when you had a war.”

Research shows that high stress can trigger symptoms of anxiety and depression. Already,

women were at greater risk for both conditions. As of the end of November, about 48% of all

women exhibited symptoms of one such condition, an increase of 8 percentage points from this

April and above what is normally seen, according to data collected by the federal Centers for

Disease Control and Prevention. About 37% of men reported the same.

“Teachers have reached out to me and said, ‘For the first time in my life I have to see a

therapist,’” said Amy Bintliff, an assistant teaching professor at UCLA, who has been trying to

track teacher mental health since the pandemic began.

But therapists covered by teachers’ insurance plans may not have evening hours, and they

do not necessarily have the time – or spare money – for weekly appointments.

“There are access issues to mental health services,” Bintliff said.

It is a theme that has emerged repeatedly since March, said Laura Wangsness Willemsen

and Elisheva Cohen, two researchers who have been tracking teachers since the coronavirus

pandemic began, focusing on a cohort of elementary school teachers in Minnesota. Their research

24
did not initially focus on mental health, they said, until teachers kept bringing up the topic on their

own.

The level of stress is not sustainable, they said. Teachers have been operating in crisis mode

since spring. By now, any surge of energy that fueled them through the pandemic’s initial months

has been depleted.

“We see a deeper exhaustion going into the school year, and that hasn’t resolved,”

Wangsness Willemsen said.

The sources of stress and fatigue are complex. Many teachers have had to switch back and

forth between in person and online learning, often with only a few days’ notice.

Evans said she has heard as late as Saturday that a recent student exposure to COVID-19

means her Monday lesson is switching from in - person to virtual. She used to plan her lessons out

a month in advance but now gives herself only a week at a time. It is simply not worth the chance

that she may have to change things at the last minute.

Teaching from home is also a fundamentally different exercise, one that is simultaneously

more invasive but also lonelier. Students on Zoom lessons often have their cameras off, and

microphones muted, making it harder to engage or connect with them. Normally, teachers can rely

on their colleagues for consistent emotional support in quick lunchroom chats. That sort of

spontaneous support is not an option right now.

The challenges are greater for mothers. Research has shown that in many families, moms

are more often the ones supervising a child’s virtual education. Teachers experience that dynamic

two times over – instructing their students virtually while also working as the primary parent to

ensure that their own children do not fall behind in their own distance learning.

25
 Herda’s younger daughter, who is 8, frequently comes to her for help with assignments –

often while Herda is in the middle of a Zoom session with her own students. “We’ve had to learn

how to work with accepting those moments, and just say this is what it means to be working from

home,” she said.

And all the while, many teachers carry the knowledge that their students – who often rely

on in - person school for meals or for social support – are struggling, too.

Research has shown that teachers’ mental health declines when their students are doing

poorly.

Districts and teachers’ unions have put forth benefits and programs meant to help support

teachers’ psychological well­being. American Federation of Teachers launched a “trauma benefit”

this year, which includes counseling for teachers who have experienced events including “infection

by contagious disease” or “major disaster.” There are mental health webinars, wellness town halls

and even online yoga.

In practice, though, it is all scratching at the surface. The trauma benefit has been used by

some teachers, Weingarten said, but not as much as she had hoped, which she attributes to stigma

against recognizing mental health problems and a lack of awareness that the resource exists.

For teachers who are stretched thin, those kinds of offerings provide little recourse. They

require time and energy, which are in short supply.

“I don’t want to go to a webinar to think about my mental health,” Wohl said. “In my

(school) building, people try to organize a get-together after school, but it’s over Zoom, and I’m

done with Zoom for the day.”

26
 Other resources that might once have been available, and that could have provided some

relief – calling in sick, for instance, if a teacher is feeling physically ill or needs a mental health

day – are no longer tenable, teachers said.

In many districts, there simply aren’t enough substitute teachers to meet the need.

Substitutes are typically retired teachers, and for districts using any hybrid or in- person model,

the risk of coronavirus exposure poses a heightened threat. And especially in a pandemic that is

straining everyone’s mental health, teachers said, the chance to see one’s students is too precious

to abandon.

“These kids, they only get to come so much of the time, and they want to see me. They

don’t want to see a sub,” Evans said.

For schools that are remote, getting a substitute set up for online learning poses its own set

of logistical challenges – getting a Zoom, transferring it over, making sure the substitute is

comfortable navigating online learning software. For many, that burden factors in when

determining whether to call in sick.

Herda took one day off in October, and “it was more stress than imaginable,” she said. Her

district still has not developed a clear system for arranging substitute teachers over video chat. So,

she had to alert human resources, tech support and her principal a week in advance of her absence.

And still, she was fielding questions from the school on her supposed day away.

With that in mind, she said, the idea of taking a day off for mental health is difficult to

conceive.

“I don’t feel confident there’s any measures in place that would help make sure my students

have anything guaranteed to help them, that would take the pressure off of me,” she said. “It would

still rely on me doing all of the work even if I was very sick.”

27
 Meanwhile, federal support has lagged. Outlining his own health agenda, President- elect

Joe Biden vowed to make it safe for schools to reopen by the end of his first

100 days in office – assuming Congress and state and local governments took measures to

support schoolteachers and to curb the coronavirus spread.

But those are tremendous assumptions and promise a safe return to the classroom only

when the school year has almost ended. News of a vaccine could offer some hope that, even if

things are bad now, they will eventually improve. A top CDC panel, the Advisory Committee on

Immunization Practices, has recommended that teachers be part of the next wave of Americans

vaccinated, meaning they could be immunized by some time in February.

But for many, it feels too far away to really make a difference, especially as winter looms.

“It’s like that trauma response where you cannot look forward. You just live day to day,”

Herda said. “That’s the way I’m making it through.”

REVIEW OF RELATED STUDIES

LOCAL

The unexpected occurrence of the COVID-19 outbreak has undeniably disrupted the

normalcy of life. Stress has become an important concern in education since the COVID -19

outbreak. This descriptive-correlational online survey administered in August 2020 utilized the

COVID-19 Perceived Stress Scale (COVID-19 PSS-10) to assess the COVID-19 perceived stress

among employed Filipino teachers. Whitney U and Kruskal–Wallis tested for differences while

Spearman’s rho was used to analyze correlation between variables. Results demonstrated that more

than half of teachers experienced moderate COVID-19 stress. Females experienced significantly

28
higher COVID-19 stress compared to males. A negative correlation was noted between self -rated

health and COVID-19 stress while a positive correlation was found between perceive risk of

getting COVID-19 infection and COVID-19 stress. This study highlights that step must be

undertaken to help teachers deal with the stress of the COVID-19 crisis as well as they must be

provided or taught with stress management interventions during this pandemic. This study could

be used as a baseline for future research to assess the impact of COVID-19 stress among

professional teachers.

FOREIGN

Schools in Spain were closed in March 2020 to prevent the spread of COVID-19. In

September 2020, most schools and universities in Spain reopened and teachers felt great

uncertainty due to this unprecedented situation. Teachers have accumulated psychological

symptoms since the beginning of the pandemic. During the lockdown they had to introduce online

teaching and in view of the reopening of schools they have shown great concern for the

unprecedented new teaching situation. The present study aims to measure the symptomatology

shown by teaching staff in the Basque Autonomous Community at the time when schools were

reopened. To do this, we recruited a sample of 1,633 teachers who were given an online

questionnaire which, in addition to collecting socio- demographic data, measured stress, anxiety

and depression using the DASS-21scale. The results revealed that a high percentage of teachers

showed anxiety, depression, and stress symptoms.

Furthermore, variables such as gender, age, job stability, the level of education at which

they teach, and parental status also influence this symptomatology. We argue for the need to

29
safeguard the mental health of teachers to improve both the quality of teaching and the mental

health of students.

SYNTHESIS OF REVIEWED LITRATURE AND STUDIES

The Review of Related Literature shows various studies from the different perspective that

contains the effects of online teaching to the mental heath of the teachers.

The spread of COVID-19 virus has greatly impact our country not only economically, but

also in education. Different universities in the Philippines have implemented different kinds of

ways to learn in order to not neglect the education of the next generation. It affects the student’s

learning method and the teacher’s approach in teaching. It becomes a burden not only to students

but also to teachers.

From the interview with the recent study, Carly Evan, a high school English and drama

teacher and mother of three, found herself juggling an impossible burden: educating students in a

pandemic while stewarding her own family through the crisis. What is more, she asks for a

therapist to consult her issue and she is not sleeping. Before the pandemic, she suffered migraines

every few months and called in sick on those days.

Now, she has one a week, an increase she attributes to stress. She makes herself work through

the pain – there are not enough substitute teachers to go around. While Emma Wohl, a middle

school teacher in Washington State whose district has been fully remote this year had shared that

she feels frustrated after staring at the screen. Experts are concerned that the challenges, isolation,

and stress of remote education are weighing heavily on teachers and affecting their mental health.

About three ¬ fourths of the 100 largest school districts opted for complete remote learning,

an October study found, and a little over a quarter of all districts began the year with a hybrid

30
approach. While the National Education Association, a major teachers union, reported that last

August they found that 28% of educators said the pandemic made them more likely to leave

teaching. A study from Louisiana tracked early childhood educators’ mental health last spring,

finding that rates of depression almost doubled, with more than a third of those educators indicating

depressive symptoms. In a survey from August to September by the National Board for

Professional Teaching Standards, many teachers reported working longer hours, and only a quarter

said their school offered adequate support for mental health.

Research shows that high stress can trigger symptoms of anxiety and depression. Already,

women were at greater risk for both conditions. As of the end of November, about 48% of all

women exhibited symptoms of one such condition, an increase of 8 percentage points from this

April and above what is normally seen, according to data collected by the federal Centers for

Disease Control and Prevention.

There is little data tracking depression or anxiety among teachers, especially over the past

few months, meaning there is no clear picture of just how educators are faring. Experts say all

signs point to a crisis on par with the kind of trauma experienced after national disasters.

CONCEPTUAL FRAMEWORK

The world is at speed in its changes. These changes include knowledge, science and

technology, politics, and economics to mention a few. All these changes have gradually more

challenged the field of education especially that we are now in the “New Normal” to address the

demands for relevance, quality, and equity.

Teaching is one of the most stressful professions. An educator work-life survey of FTE

teachers across the US found 1.86 million described their mental health as ‘not good’. 61%

reported they are always, or often managing high levels of stress over a 30-day period. Given the

31
pressures teachers are required to work under — economic inequality, increasing mental health

issues for students, declining resources, and increasing demands of their job — it is not surprising

many teachers struggle with their own mental health along with that of their students.

The poor mental health of teachers is not only a personal concern for them, but it also

adversely affects their student’s levels of achievement and increases costs for schools. Given the

important role that teachers play in the lives of children, young adults, and wider society, it is

imperative that their mental health is supported to prevent issues and help is provided when

problems do arise.

Mental illness affects many teachers today. Pressures from home, their studies, and financial

responsibilities can cause teachers to feel overwhelmed and become so anxious, education becomes

a struggle. According to research, one in four teachers have a diagnosable mental illness, yet 40%

don’t seek help.

Our mental health has a direct impact on our ability to take in new information, understand

new concepts and master new skills. When struggling with depression, anxiety, or other mental

health issues, working on assignments, and attending classes can become impossible. According to

the Association for University and College Counseling Centre Directors (AUCCCD), depression is

the number one reason why teachers can’t perform in school.

While a certain level of anxiety and stress cannot be helpful for teachers in prompting and

performing in class.

32
RESEARCH PARADIGM

INPUT PROCESS OUPUT

Mental Health
Issues
Survey-
a. Stress Questionnaire Impact of Online
b. Depression
Teaching to the
c. Anxiety
Mental Health of
Descriptive Method
Social Studies at

Pangasinan State

University,

Bayambang Campus.
In-depth analysis of

data on Social Studies

Faculty mental health.

33
 CHAPTER 3

In this chapter, we will discuss the research design, subject and sampling procedure, locale

of the study, data collection procedure, instrumentation and validation, data gathering procedure

and treatment of the data.

RESEARCH DESIGN

This study will use the descriptive method of research. The researcher will consider the

collective assertion of Best (1994), Aquino (1992), Leedy (1993), and Rivera & Rivera (2007) that

the descriptive method is the most appropriate method in this study for gathering data because it

is used to discover facts on which professional judgment could be based. The purpose of

descriptive research is not only to describe a given situation as fully as possible (Abulencia, 2001)

nor to describe a phenomenon or a condition but also to und erstand the same to be able to create

theories and analyses (Mark 1996; Green 2001).

This study will use descriptive-survey research design. A descriptive survey will use when

the subjects vary among themselves, and one is interested to know the extent to which different

conditions and situations are obtained among these subjects.

Since this study will focus on determining the impact of online teaching to the mental

health of social studies faculty of Pangasinan State University, Bayambang Campus. Thus, t he

research will depend on the perceived descriptions of the teachers; descriptive research is the most

appropriate method used.

34
SUBJECT AND SAMPLING PROCEDURE

For some studies, the population may be small enough to warrant the inclusion of all of

them in the study. But a study may entail a large population which cannot all be studied. That

portion of the population that is studied is called a sample of the population (Nworgu 1991:69). A

sample in this study is, therefore, a smaller group of elements drawn through a definite procedure

from an accessible population. The elements making up this sample are those that are studied.

The sample of the population of this study is 14 teachers of social studies faculty of

Pangasinan State University, Bayambang Campus.

A convenience sampling procedure will be used for selecting the participants in this study.

This technique was employed to ensure an equal representation of the variables for the study. This

non – probability sampling method is used when there are only few available members of the target

population who can become the participants in the survey.

LOCALE OF THE STUDY

The study will be conducted at Pangasinan State University, Bayamabang Campus. The

Campus comprises of College of Teacher Education, College of Arts and Sciences and Technology

and College of Nursing. In College of Teacher Education there are Bachelor of Secondary

Education Majors in (Science, Math, Social Studies, Communication Arts – English,

Communication Arts English), Bachelor of Elementary Education major in General Education,

Bachelor of Early Childhood Education, Bachelor of Physical Education and Bachelor of

Technology Livelihood Education. In College of Arts and Sciences and Technology there are

Bachelor of Arts in English Language, Bachelor of Public Administration, Bachelor of Science

Business Administration major in Marketing and Bachelor of Science in Information Technology.

35
DATA COLLECTION PROCEDURE

The questionnaires will be distributed through link of google forms to the social studies

faculty. Before conducting the interview, the researchers will explain the purpose of the study to

the respondents and will assure them of confidentiality through Zoom. The interviewer/ moderator

will read out each question to the respondents/ participants and checked the correct answer in the

instrument for the close ended items while for the open – ended, brief field notes will be taken.

INSTRUMENTATION AND VALIDATION

The researchers designed an interview schedule as one of the data collections instruments

for this study. The social studies faculty will be interviewed through Zoom. The interview

questions will aim at eliciting relevant information concerning their online teaching that affects

their mental health. Questions relating to methodology and material for mental health specifically

in stress, depression, and anxiety perceived problems of online teaching as well as possible

strategies that could be adopted to control these mental health issues that they are experiencing

will be ask during the interview schedule.

An online survey was designed using the depression, anxiety, and stress scale (DASS-21)

questionnaire. The content of the instrument was based on the findings of the interview conducted

with the social studies faculty of Pangasinan State University, Bayambang Campus as well as on

the information from the literature reviewed.

The questionnaire has five sections: A, B, C, and D:

• section “A”, is on personal data of the respondents.

• section “B” contains questions on the perceived problems on online teaching that affects

their mental health. It has 19 items.

36
 • section “C”, on the other hand is on the methodology and materials for this study has 17

items: and

• finally, section “D”, made up of 21 items to measure the emotional states of depression,

anxiety, and stress.

The DASS-21 should not be used to replace a face-to-face clinical interview. If you are

experiencing significant emotional difficulties, you should contact your GP for a referral to a

qualified professional.

The Depression, Anxiety and Stress Scale - 21 Items (DASS-21) is a set of three self-report

scales designed to measure the emotional states of depression, anxiety, and stress. Each of the

three DASS-21 scales contains 7 items, divided into subscales with similar content. The depression

scale assesses dysphoria, hopelessness, devaluation of life, self-deprecation, lack of interest /

involvement, anhedonia, and inertia. The anxiety scale assesses autonomic arousal, skeletal muscle

effects, situational anxiety, and subjective experience of anxious affect. The stress scale is sensitive

to levels of chronic nonspecific arousal. It assesses difficulty relaxing, nervous arousal, and being

easily upset / agitated, irritable / over-reactive and impatient. Scores for depression, anxiety and

stress are calculated by summing the scores for the relevant items.

The DASS-21 is based on a dimensional rather than a categorical conception of

psychological disorder. The assumption on which the DASS-21 development was based (and

which was confirmed by the research data) is that the differences between the depression, anxiety

and the stress experienced by normal subjects and clinical populations are essentially differences

of degree. The DASS-21 therefore has no direct implications for the allocation of patients to

discrete diagnostic categories postulated in classificatory systems such as the DSM and ICD.

37
 Recommended cut-off scores for conventional severity labels (normal, moderate, severe)

are as follows:

NB Scores on the DASS-21 will need to be multiplied by 2 to calculate the final score.

Depression Anxiety Stress

Normal 0-9 0-7 0-14

Mild 10-13 8-9 15-18

Moderate 14-20 10-14 19-25

Severe 21-27 15-19 26-33

Extremely Severe 28+ 20+ 34+

The questionnaire designed for the study was subjected to a validation process for face and

content validity. Face and content validity have been defined by McBurney (1994:123) as

following:

• Face validity is the idea that a test should appear superficially to test what it is supposed to

test; and

• Content validity is the notion that a test should sample the range of behavior represented

by the theoretical concept being tested.

In the validation process of this study, copies of the questionnaire and copies of the research

questions will be given to some psychologist. These experts went through the research questions

and the questionnaire carefully to ascertain the appropriateness and adequacy of the instrument.

This was done to see:

• how the subject will react to the questionnaire.

38
 • whether the items are clear enough and easily understood.

• whether there is the need to include more items in certain areas; or

• whether there are some items to which they would not like to respond; as well as

• to determine the workability of the proposed method of data analysis for the study.

However, from the pilot test, the researcher was able to understand the ambiguity of some

items and so had to modify it to the level of the questionnaire. That is, the researcher resorted to

using simple English.

DATA GATHERING PRCOEDURE

After the pilot testing and all necessary modifications, the questionnaires will be

administering directly to the chosen sample for the study through google forms. Fourteen copies

of the questionnaire given out were successfully completed and returned. The possibility of

retrieving back all the questionnaire was because of the researchers’ colleagues who offered a

helping hand. The opposite could have been the case if the researcher had taken the lonely task of

going round the schools to collect the questionnaire.

TREATMENT OF THE DATA

To interpret the date effectively, the researcher will employ the following statistical

treatment. The Percentage, Weighted Mean and T-test are the tools use to interpret data.

1. Percentage

This will employ to determine the frequency counts and percentage distribution of personal

related variables of the respondents.

39
 % is the percentage

F is the Frequency

N is the total number of respondents

100 is a constant value

2. Average Weighted Mean

This will be use to determine the assessment of the respondents with regards to their

personal profiles.
𝐹𝑥
Formula: 𝑋 = 𝑁

X is the weighted mean

F is the frequency

x is the weight of each item

N is the number of cases

3. Analysis Of Variance (ANOVA)

This will helpful in making comparison of two or more means which enables a researcher

to draw various results and predictions about two or more sets of data.

Steps in ANOVA

1. First step is to compute the total sum of the squares.

2. Second step is to compute the squares between columns.

3. The third step is to compute for the sum of squares within the column

4. To complete the ANOVA table, calculate the mean of sum of squares

4. Pearson-r
Likert scale
1. Level of stress, depression, and anxiety.
2. Interpretation table for the psychological factors.

40