Republic of the Philippines

Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

SENIOR HIGH SCHOOL FORMAT FOR WRITING RESEARCH

(Research Proposal Sample)

Title / Cover Page

Grade 12 Learners struggles and their coping mechanism in modular distance learning

A Basic Research Proposal Submitted to

Sir Edgar B. Tomino

April 1, 2021

Submitted by:

Rushle Kye B. Gannaban

12-A HUMSS

Maribec C. Dukey
12-A HUMSS

Jade F. Bulay
12-A HUMSS

Alyssa Mae B. BABSA-AY

12-A HUMSS

Jhundel B. Chag-usen
12-D TVL

Jeny A. Odlos
12-A HUMSS

Alejo M. Pacalso Memorial National High School-Main

Bua, Tuding, Itogon, Benguet
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

Acknowledgement

First and above all, we praise God for providing us with this opportunity and granting

us the strength and courage to continue in this Research. This Basic Research appears in its

present form due to the guidance and support of several people. We are especially indebted

to the following.

Our parents, for the motivation, encouragement and inspiration that cheered us

during the making of this paper.

Mr. Edgar B. Tomino for his invaluable advices and insightful comments that paved

the way to the realization of this work.

Our classmates and friends for their patience and words of inspirations towards the

completion of this work.

Thank you so much!

RK.B.G

M.C.D.

J.F.B.

J.B.C

AM.B.B

J.A.O

Table of Contents
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

TITLE PAGE i

Acknowledgement ii

TABLE OF CONTENTS iii

Chapter 1 The Problem 1
Background of the Study
Conceptual Framework 3
Paradigm of the Study 4
Statement of the Problem 4
Scope and Limitation 4-5

Chapter 2 Related Literature 5

Chapter 3 Research Methodology

Research Ethics 8

Research Design and Methodology 8

Sampling Methods and Procedure 9

Data Collection Instrument and Procedure 9

Data Analysis 9-10

REFERENCES 11

APPENDICES 12

Curriculum Vitae 13

Chapter 1 The Problem

 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

Background of the Study

A pandemic outbreak began in China in December 2019, shutting down most

nations and stopping all transactions, including schools and colleges. With the introduction of
continuous learning, the Philippines pushed for the start of classes on October 5, 2020,
despite the fact that the number of Covid-19 cases in the country continues to rise. To deal
with the pandemic, the government used distance learning with a modular approach as the
most commonly mentioned modality, particularly for remote and underserved areas. Though
many citizens were concerned that the school's inauguration might exacerbate the country's
Covid-19 cases, President Rodrigo Duterte backed the learning system, offering to scrape
the bottom of the barrel for funds. The outbreak of the Covid-19 pandemic has resulted in
several changes in people's lives and the community as a whole. Medicine, trade, and
education are just a few of the industries that have been significantly impacted by the
epidemic. And its extraordinary occurrence put the government's system's preparation and
initiative to the test. In the realm of education, a learning continuity plan has been
established, and steps have been taken to guarantee that learners continue to have access
to education despite the current situation.

The Department of Education's (DepEd) learning continuity strategy involved the

introduction of several learning delivery modes. Face-to-face learning, remote learning,
blended learning, and homeschooling are examples of these modes. To protect the safety of
both students and instructors, only distance learning was authorized to be adopted in public
schools among these modalities. Students study at their own speed at home by answering
modules, attending online classes and completing online examinations and exercises, or
listening to radios and watching educational television shows. This is how our country's
educational system is geared up for the so-called "new normal." This new normal, as its
name indicates, brought many new developments and issues to teachers, parents, and
students.

Coronavirus pandemic had an immediate influence on students' mental health

(McNiff, 2020). Early in the pandemic, in early March, the research found an increase in
melancholy and anxiety, exactly as the institution urged students to leave campus and begin
remote learning. The drop in activity among these students, according to the study, was due
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

to the implementation of lockdown orders during the time. According to research, students
feel stress in some form or another, therefore stress is a natural part of life for students and
can affect how they manage with the demands of student life. As a result, several mental
and physical problems among tertiary students, such as weariness, headaches, and
depression, have been linked to stress in other research. Excessive stress in students leads
to poor academic performance, school dropout, addictions, and criminal behavior, among
other things. Furthermore, according to Soliman (2014), excessive levels of stress can
contribute to not only anxiety and a loss of objectivity, but also to an increase in the
occurrence of mistakes and inappropriate conduct such as exam cheating, fraud, and
neglect. This assumes that a high degree of stress and the ability to manage it have an
impact on students' learning results. How pupils deal with these pressures, on the other
hand, is primarily determined by their personality, perspectives, and prior experiences. Many
studies on the relationship of stress factors among tertiary students and the effects of stress
on their academic performance have been conducted in developed contexts such as the
United States and the United Kingdom, but little is known about stress causes among DE
students in developing contexts such as Ghana. In order to prepare for their professional
career, DE students must adjust to a variety of psychological changes in addition to coping
with academic, social, and job obligations (Shamsuddin et al., 2013). Stress can manifest
itself in a variety of ways, all of which can have an impact on a person's health. There are
several sources of stress; however, the level of stress is mostly determined by physical
health, interpersonal relationships, work obligations, the degree of expectations and
dependencies; and other types of commitment. Most students, even distant education
students, endure some type of stress, particularly while adjusting to new conditions in their
learning environment.

As the number of verified Covid-19 instances continues to climb, students and

instructors at all levels of education are shifting from the classroom to the internet. As
students and educators have realized, not every topic lends itself to a smooth transition to
distant learning. Teachers attempting to adjust to lecturing online have encountered
difficulties. In the Philippines, the same thing had happened. As kids continue their education
outside of the classroom, in their own homes, the epidemic necessitated several adaptations
and shifts. The execution of this move from face-to-face to distant learning was similarly
fraught with difficulties. In reality, the start of classes was postponed twice to allow schools
enough time to prepare for the change. Despite the delays, many students and teachers
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

found it difficult to keep up with the distance learning preparations. Teachers are concerned
that modular distance learning would not benefit some students because, in addition to the
fact that they are unable to read and comprehend on their own, their parents are also unable
to guide them since they are unable to read with comprehension. Furthermore, since the
start of classes on October 5, a number of suicides have been reported, all of which are
thought to be connected to the new usual set-up of education. According to reports on
suicide cases in Bicol, online learning-related issues such as phone signal issues, internet
connection problems, and the expense of buying data load were the most likely causes of
death (Recana, 2020).

The researchers discovered that many students at Alejo M. Pacalso Memorial

National High School, where this study was done, are having difficulties with modular
distance learning. Students are no longer prioritizing actual learning, but rather completing
all of the activities on their Self-Learning Modules, according to feedback from parents and
students acquired in person or by internet and SMS. In light of this situation, the researchers
decided to conduct this study in order to identify the difficulties faced by distance learning
students and to discover the stress coping techniques used by these students to deal with
these difficulties. Furthermore, the researchers wanted to develop an intervention based on
the findings of this study to help students overcome their difficulties. They planned to deploy
the intervention in the third and fourth quarters of the current school year to allow pupils
more time to adjust to the new normal.
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

Conceptual Framework

As illustrated in the process flow below, the researcher investigated three key
guidepost categories in this paper: input, process, and output.

INPUT PROCESS OUTPUT

Learner’s struggles and their Identified the struggles of

coping mechanism in Grade 12 learners and their
modular distance learning. coping mechanism during
Interview Guide
Mechanism of Grade 12 modular learning.

learners to cope up in their Thematic Analysis

Determined coping
studies mechanisms/ strategies to
overcome these struggles
during modular learning

FEEDBACK

Figure 1: Paradigm of the Study

Statement of the Problem

The researcher’s looked at the struggles of students faced in the distance modular
learning, as well as the coping mechanism they used to deal with these struggles. This study
will be conducted among the students in Alejo M. Pacalso Memorial National High School. It
will specifically answer the following questions:

1. What are the struggles of Grade 12 learners in modular distance learning?

2. What are the mechanism of Grade 12 learners to cope up mechanism in their

studies?

3. What are the strategies to be done to overcome the issues during the modular
distance learning as perceived by the Grade 12 learner?
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

Scope and Limitations

The following factors were predicted to differentiate this study from other studies in
the field and to find its proper position in the vast field of educational research, as well as its
input into the reservoir of knowledge, in the following scope and limitation of this study.

This study focused only on the struggles students had in distance modular learning,
as well as the coping mechanisms they utilized to deal with these struggles. During the
academic year 2021-2022, it was held in Alejo M. Pacalso Memorial National High School in
Bua, Tuding, Itogon. The participants in this study were Grade 12 students from the
Abovementioned School, who were purposefully picked by the researchers based on the
following criteria: taking up modular distance learning, being in Grade 12, and not having any
home partners in learning.

Generally, the following steps were engaged in the conduct of this study: purposive
selection of the participants, obtaining their approval to do the study, interviewing the
participants, and analyzing the data gathered.
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

Chapter 2 Related Literature

Dep-Ed Learning Delivery Modalities for School Year 2020-2021 School

opening will not necessarily mean traditional face-to-face learning in the
classroom. The physical opening will depend on the risk severity grading or
classification of a certain community pursuant to guidelines from the
Department of Health (DOH), the Inter-Agency Task Force (IATF) for the
Management of Emerging Infectious Diseases in the Philippines and the Office
of the President (OP).The learning delivery modalities that schools can adopt may be
one or a combination of the following, depending on the COVID-19 restrictions and the
particular context of the learners in the school or locality.

Recently, there has been an explosion of studies relating to the new normal
in Education. While many focused on national policies, professional development, and
curriculum. Even before the Covid-19 Pandemic, students have been Struggling and coping
with a lot of difficulties in many aspects of their lives. MAZO 2015 observed that students
struggles are found everywhere, at home, friends and in school.

It Simply cannot be avoided because it is a part of a student’s life. In fact many

students experience struggles everyday brought by many factors. The causes and levels of
struggles vary from one person to another and even in family problems were the major
causes of stress and depression to students.

These FACTORS are:

Relation Factors
Environmental Factors
Academic Factors
Personal Factors
These 4 factors are the MAIN cause of stress to the students, in the case of
Environmental Factors. Blona 2005 Said that Students experience stress since some are
trying to cope up with the demands of adapting to the new living ENVIRONMENT, NEWS
PEERS, ACADEMIC PRESSURE and SEXUAL CONCERNS.

In the studies of Kwaah and Essilfie (2017). They said that Students stress are
coping strategies for those who are taking distance Education. As a result, students who are
learning modular studies or distance learning are having a problem on: academic workload,
high frequency of Examinations, financial problems, task management and having some less
sleep. While for those who are coped by seeking academic support, skipping school,
engaging in social and creative diversion, using substances, reducing effort on schoolwork,
and handling problems alone has less likely to have academic success. Those who used
cognitive reappraisal, turning to family, social and athletic diversion has more likely to have
high experience life satisfactions Stress and troublesome circumstances.
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

Richard Lazarus and Susan Folkman Scientifically defined coping as the sum of cognitive
and behavioral efforts, which are Constant changing, that aim to handle particular demands,
whether internal and external, that are viewed as demanding (GUEVARRA & CIMANES
2017).

According to the coping theory of Lazarus and Folkman (1984) coping is the
constantly changing efforts, both cognitive and behavioral, of a person to manage external
and internal demands that are considered conduct and provide school-based seminar for the
students. This seminar shall include the practices and coping mechanisms in order students
to be aware and prepared for the stress they are going to encounter.
This idea was backed by Guevarra and Cimanes (2017) who also recommended that
the teachers play in part in helping students cope with their struggles. They further stated
that the teachers may serve as a stress coping mechanism of the students. So, they must be
open for their students by giving them advice on what is right thing to do. Schools can be
also helping the students by creating programs and activities for the students that will
enhance their coping strategies when dealing with the stress.
Although the students in this time of the pandemic are in their homes continuing their
education, it does not mean that they are out of the teachers can still extend their sympathy
and concern by helping the students effectively cope with the struggles they are
experiencing as they are trying to survive the demands of the new normal in education.
Since the taxing or exceeding the resources of a person. It is the conscious and
unconscious efforts that a person puts in a situation to solve problems and reduce stress.
The theory further posits that coping is highly individualized and dependent on the
personality patterns and perceptual experience of a person.
Lazarus and Folkman’s model stated that successful coping mechanisms depend on
the emotional functions related to the problem. Lazarus classified these eight emotional
functions as; self-control; confrontation; social support; may be set aside and ignored. Giving
utmost attention to it from the very start of the symptoms is necessary and taking proper
action is a must to avoid its worst effect (MAZO,2015). Essel and Owuso (2017) added that
students struggle can however be managed through the introduction of a stress
management course and engaging in extracurricular activities.
All studies mentioned above proved that students go through a lot of struggles in
their lives. Some are school related while others are not but all these struggles affect their
performance and how they perceived while those relying on creative diversions, reduce
effort on schoolwork, handle problems alone, and deterioration were less likely to have high
life satisfaction.
The identification of functional and dysfunctional adolescent coping strategies may
facilitate the prevention and intervention of mental health concerns in youth, as coping
contributes to the extent to which psycho pathological symptoms develop from stress. It is
necessary to explore the extent to which high achieving students employ different types of
coping strategies in response to their intense academic factor causing stress among
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

students, whereas class workload was the main element of stress with regard to the
academic factors. In the category of personal factors, financial problems cause most stress
to students.
It is important for students to develop different coping strategies in order encounter
and manage stressful conditions. If not handled well the stressors that originated from
financial problems, sleep deprivation, social activities, and many more. No Person is free
from it, regardless of how privileged, reasonable, clever, and intelligent he/she can be.
Every Students will be challenged at many times by frustrations, failures, losses,
changes and conflicts. The common Causes of students struggles include their academic
subjects, requirements and projects, oral and written examinations announced or
unannounced quizzes and graded recitations, finances, issues with parents and guardians,
love life, their professors and instructors, and many more.
Stress comes in different forms to an individual’s daily life. Stress is a bio-
psychosomatic model that refers to the consequence of failure of an organism to respond
adequately to mental, emotional or physical demands, whether actual or imagined cited in
Al-Sowygh, (2013).
According to Akhlaq, Amjad and Mehmood (2010), stress is seen as a psycho-
physiological process, which results from the interaction of the individual with the
environment and results in disturbances caused to the physiological, psychological and
social systems, depending upon individual characteristics and psychological processes. The
individual characteristics may include factors such as sex, health status, heredity, and
socioeconomic background. Psychological processes refer to such factors as attitudes,
values and various personality dimensions. (Gormathi, Kadayam, Soofia & Ahmend, 2013;
William et al.,2010). For an undergraduate student, stress may be caused by failure in
academic work, financial problems, health problems, loss of a family member or friend and
other social problems (Hung & Care, 2011; Smith, Rosenberg, & Timothy Haight, 2014).
Such events that bring stress are called stressors and a sudden change in these stressors
may affect the persons’ physical or mental health. Studies conducted on university students
in the USA, UK and Saudi Arabia reveal high academic workload, difficulty reading
textbooks, family related problems, health related problems and financial problems as most
of the sources of students stress (AlSowygh, Alfadley, Al-Saif, & Al-Wadei, 2013; Chao,
2012; Saklofske, Austin, Mastoras, Beaton, & Osborne, 2012). These studies used regular
undergraduate students as their study participants who had varied background
characteristics compared to distance education studies who majority are matured and are in
the working-class group. Distance education 123 students do not enjoy privileges such as
access to library resources, computer laboratories, students support services interactions
with academic counselors which make them disadvantage compared to regular and –
campus students. Other reported studies on stress among tertiary students (Akhlaq et al.,
2010; Al-Sowygh, Alfadley, Al-Saif, & Al-Wadei, 2013;Gormathi, Kadayam, Soofia Ahmend,
2013) have grouped stressors among university students under a broad categories such as
‘self-efficacy beliefs’ (e.g. fear of failing a course or insecurity concerning professional
future); ‘workload’ (e.g. difficulty of class work, overloaded course content), ‘faculty and
administration’ (e.g. lack of input into the decision-making process of school), ‘social
stressors’ (e.g. financial responsibilities). All these studies were done with mostly regular
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

residential students on university campuses; hence there is a gap to fill in the literature as to
the sources and management of stress among distance education students in developing
context.
Coping strategies to reduce stress is a necessary condition for preventing the
harmful effects of prolonged stress (William et al., 2010). Coping strategies refer to the
specific efforts that people use to master, reduce or minimize stressful event. Coping is
multi-dimensional and involves various strategies of which some are functional than others.
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

Chapter 3 Research Methodology

Research Ethics

Before performing the study, the researcher obtained approval from the Public
Schools District Supervisor and the AMPMNHS School Head. The responders and their
parents were provided consent papers voluntarily. The respondents' anonymity was
guaranteed by not recording any identifying information about them. The recorded interview
through internet / messenger will be removed as soon as the research is completed and
approved. All information gathered was kept private and will only be used for interventions
and school policy making.

Research Design and Methodology

Themes analysis and qualitative research methodology were utilized in this study to
assess the problems and experiences of grade 12 students during the modular distance
learning program.

Sampling

Themes analysis and qualitative research methodology were utilized in this study to assess
the problems and experiences of grade 12 students during the modular distance learning
program.
Data Gathering Collection

The information acquired as a result of adhering to research guidelines. To begin, the

researchers obtained authorization to perform the study from the School Head of Alejo M.

Pacalso Memorial National High School. Because face-to-face interviews were not

permitted, the interview was conducted online. It was recorded using a Microsoft word and

transcribed for analysis and results. The major goal was to find out about grade 12 A

students' experiences and struggles with the modular learning approach. The questions

centered on the data that led to the research challenges' solutions. In addition, because of

the pandemic, the Municipal Inter-Agency Task Force's health regulations were closely

followed. The information acquired as a result of adhering to research guidelines. The

 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

questionnaire has three (3) parts. The first part are the experiences and struggles of grade

12 A HUMSS Students. The second part gathered the respondents’ mechanism to cope up

with modular distance learning. The third part was the result of coping mechanisms in their

studies.

Plan for Data Analysis

The researchers will use thematic analysis as a means to gain insight and knowledge

from data gathered through interview. The method will enable the researchers to develop

deeper appreciation of the results of the interview in every statement of the problem to be

researched. By using thematic analysis to extract data, the researchers will determine a

broad pattern of emerging themes based from the verbal narratives from the participants and

not imposed or predetermined by the researchers. Further, after determining emerging

themes, the researchers may use statistical analysis to validate themes. This is done by

comparing the number of participants with ‘the same’ emerging themes over the total

number of participants. It can also be validated via focus group discussion through zoom or

any online platforms available. The validity and truthfulness of the emerging themes will be

done by the researchers through correspondence with the respondents to verify the

consistency of transcription and interpretation made by the researchers.

 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

References

McNiff, S. (2020, August 11). Students’ Struggle with Mental Health in Pandemic. WebMD.
Retrieved March 21, 2022, from
https://www.webmd.com/lung/news/20200811/mental-health-woes-spiraled-among-
college-students-early-in-pandemic

Recaña, P. (2020). Three students die from suicide due to education-related problems.
Heraldo Filipino. Retrieved March 21, 2022, from https://heraldofilipino.com/three-
students-die-from-suicide-due-to-education-related-problems/

Shamsuddin, K., Fadzil, F., Ismail, W. S. W., Shah, S. A., Omar, K., Muhammad, N. A.,
Jaffar, A., Ismail, A., Mahadevan, R. (2013). Correlates of depression, anxiety and
stress among Malaysian university students. National Library of Medicine. Retrieved
March 21, 2022, from https://pubmed.ncbi.nlm.nih.gov/23810140/

Soliman, M. (2014, March 1). Perception of stress and coping strategies by medical students
at King Saud University, Riyadh, Saudi Arabia. ScienceDirect. Retrieved March 21,
2022, from https://www.sciencedirect.com/science/article/pii/S1658361213000814

Mazo, G. (2015). Causes, effects of stress, and the coping mechanism of the Bachelor
of Science in Information Technology Students in a Philippine university. Journal of
Education and Learning, 9(1), 71-78. Retrieved from
https://media.neliti.com/media/publications/71952-EN-causes-effects-of-stress-
and-the-coping.pdf

Blona, R. (2005). Coping with stress in a changing world. The McGraw Hills Companies. Inc.

Essel, G. & Owusu, P. (2017). Causes of students’ stress, its effects on their academic
success, and stress management by students (Master’s thesis, Seinäjoki University
of Applied Sciences, Finland). Retrieved from
https://www.theseus.fi/bitstream/handle/10024/124792/Thesis%20Document.pdf;
jsessionid=96BAAB84DE65115D5178AE56097852AC?sequence=1

Guevarra, R. & Cimanes, R. (2017). Stress coping mechanism and its impact to their age
among Senior High School students at Parañaque National High School- Baclaran.
International Journal for Innovative Research in Multidisciplinary Field, 3(7). Retrieved
from https://www.ijirmf.com/wp- content/uploads/2017/08/201707011.pdf

Abdullah, N. A. & Dan Mohd, S. (2011). A study of stress level among part-time students in a
higher institution in Kuala Lumpur, Malaysia. Journal of Global Management, 3(1)1–34.
Al-Sowygh, Z. H. (2013). Academic distress, perceived stress and coping strategies among
dental students in Saudi Arabia. The Saudi Dental Journal, 25(3), 97–105.
doi:10.1016/j.sdentj.2013.05.002
Akhlaq, M., Amjad, B. M., & Mehmood, K. (2010). An evaluation of the effects of stress on
the job performance of secondary school teachers. Journal of Law and Psychology, 43–
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

APPENDICES
Appendix A

Interview Guide

General Instructions: Please provide the appropriate information on the space provided.

Part 1: Personal Information

Name: (optional)__________________________________________

Part 2: Unstructured Interview Questionnaire

I. Struggles faced by learners in Modular Distance Learning:

1. What are the struggles/ difficulties that you are encountering or experiencing in
Modular Distance Learning?
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________

2. What field/fields in the Modular Learning Distance you are having/experiencing hard
time/s the most?
_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________

II Coping Mechanisms:

1. How did you overcome the challenges in using the Modular Distance Learning?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________

2. What remedies did you do as a learner?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________________

III. What are the positive impact that you realize/experience in Modular Distance
Learning?
_________________________________________________________________________
_________________________________________________________________________
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

_________________________________________________________________________
_______________________________________________________________

IV. Suggestions:

1. As a grade 12 Learners, what strategies can be employed to improve the

implementation of the coping mechanism in Modular Distance Learning?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

Appendix B

Letter of Permission to the Public Schools District Supervisor to Conduct the Study

April 01, 2022

JOSEPH A. PACPACO, EdD

Public Schools District Supervisor
Itogon I District

Dear sir:

Greetings!

The undersigned are presently conducting a basic research a titles “Grade 12 Learners
struggles and their coping mechanism in modular distance learning” part of the
continuous improvement and professional development program of the Department of
Education. In this regard, may we request permission to conduct the study in our school.
Particularly, may we request permission to conduct interview to Grade 12 learners of Alejo
M. Pacalso Memorial National High School.

Rest assured that during the interview minimum health protocols is strictly observed and all
gathered information will be kept with strictest confidence.

Thank you very much and hoping for a positive response on the matter.

Respectfully yours,

RUSHLE KYE B. GANNABAN MARIBEC C. DUKEY

Student Student

JADE F. BULAY JHUNDEL B. CHAGUSEN

Student Student

ALYSSA MAE B. BABSA-AY JENY A. ODLOS

Student Student

Approved:

NELSON ASIONG, OIC

Public Schools District Supervisor
Itogon I
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

Appendix C
Letter of Parent Consent

Dear Parents;

Greetings!

The undersigned are presently conducting a basic research title “Grade 12

Learners struggles and their coping mechanism in modular distance learning”
as part of the continuous improvement and professional development program of the
Department of Education. In this regard, may we request permission to allow your child /
ward to be one of our respondents in the said study.

Rest assured that all gathered information will be kept with strictest confidence.

Thank you very much and hoping for a positive response on the matter.

Respectfully yours,

RUSHLE KYE B. GANNABAN MARIBEC C. DUKEY

Student Student

JADE F. BULAY JHUNDEL B. CHAGUSEN

Student Student

ALYSSA MAE B. BABSA-AY JENY A. ODLOS

Student Student

Approved:

EDGAR B. TOMINO
Master Teacher III
Signature Over Printed Name
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

Appendix D
Letter of Permission to the School Head to Conduct the Study

April 01, 2022

BIVIAN B. CUH-ING
School Principal II
Alejo M. Pacalso Memorial National High School
Bua, Tuding, Itogon, Benguet

Madame:

Greetings!

The undersigned are Teachers of this respective school who are presently conducting a
basic research “Grade 12 Learners struggles and their coping mechanism in modular
distance learning” as part of the continuous improvement and professional development
program of the Department of Education.

In this regard, may we request permission to conduct the study to the Grade 10 learners in
our school particularly, permission to:

(a) conduct the unstructured interview to the grade 12 Learners.

Rest assured minimum health protocols with be observed and that all gathered information
will be kept with strictest confidence.

Thank you very much and hoping for a positive response on this matter.

Respectfully yours,

RUSHLE KYE B. GANNABAN MARIBEC C. DUKEY

Student Student

JADE F. BULAY JHUNDEL B. CHAGUSEN

Student Student

ALYSSA MAE B. BABSA-AY JENY A. ODLOS

Student Student

Approved:
BIVIAN B. CUH-ING
School Principal II
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

Appendix E

CONSENT FORM
Researcher: Rushle Kye B. Gannban
Maribec C. Dukey
Jade F. Bulay
Jhundel B. Chagusen
Alyssa Mae Babsa-ay
Jeny A. Odlos
Title of Research: “Grade 12 Learners struggles and their coping
mechanism in modular distance learning”

We are asking for your voluntary participation in our research. Please read the following
information about the project. If you would like to participate, please sign in the appropriate area
below.

Purpose of the project: To determine the struggles of Grade 12 learners and

their coping mechanism.

If you participate, you Participate in the conduct of the interview

will be asked to:

Time required for participation: March 2022 to April 2022

Potential Risks of There are no identified potential risks of the study

Study:

Benefits:

How confidentiality will Real will not be included in the study so are other
be maintained: personal information such as home address.

Voluntary Participation:
Participation in this study is completely voluntary. If you decide not to participate there will not
be any negative consequences. Please be aware that if you decide to participate, you may stop
participating at any time and you may decide not to answer any specific question.

By signing this form I am attesting that I have read and understand the information above and
I freely give my consent/assent to participate or permission for me to participate.

Date Reviewed & Signed: _______________________________

Research Participant Printed Name: _________________________________
Signature: ________________________________
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

CURRICULUM VITAE

Personal Data:

Name: Rushle Kye B. Gannaban

Birth Place: Balinciagao, Pasil, Kalinga

Birth Date: May 31, 2003

Civil Status: Single

Parents:
Father: Rafael B. Gannaban(+)

Mother: Eljane B. Gannaban

Educational Background:

Secondary

Senior High: Alejo M. Pacalso Memorial National High School

Itogon, Benguet

Junior High: Alejo M. Pacalso Memorial National High School

Itogon, Benguet

Elementary: Balinciago, Elementary School

Balinciagao Norte Pasil Kalinga

Eligibility: NCII for Beauty Care

Baguio City
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

CURRICULUM VITAE

Personal Data:

Name: Jade F. Bulay

Birth Place: Baguio General Hospital

Birth Date: May 15, 2004

Civil Status: Single

Parents:
Father: Jerome F. Bulay

Mother: Nympha F. Bulay

Educational Background:

Secondary

Senior High: Alejo M. Pacalso Memorial National High School

Itogon, Benguet

Junior High: Grade 9-10 Alejo M. Pacalso Memorial National High School
Itogon, Benguet
Grade 7-8 Saint Louis High School of Antamok

Elementary: Grade 1-2 Goldcreek Elementary School

Grade 3-6 Tuding Elementary School
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

CURRICULUM VITAE

Personal Data:

Name: DUKEY, MARIBEC CODOD

Birth Place: Benguet General Hospital La Trinidad Benguet

Birth Date: June 23, 2003

Civil Status: Single

Parents:
Father: Martin Tucdaden Dukey Sr.

Mother: Araceli Codod Dukey

Educational Background:

Secondary

Senior High: Alejo M. Pacalso Memorial National High School

Itogon Benguet

Junior High: Alejo M. Pacalso Memorial Natiobal High School

Itogon Benguet

Elementary: Tuding, Elementary, School

Tuding, Itogon, Benguet

Eligibility: NCII for Cookery

AMPMNHS
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

CURRICULUM VITAE

Personal Data:

Name: Jhundel B. Chagusen

Birth Place: Itogon

Birth Date: June 25, 2000

Civil Status: Single

Parents:
Father: Allen William Chagusen

Mother: Jocilyn Palki Bangawan

Educational Background:

Secondary:

Senior High: Alejo M. Pacalso Memorial National High School

Itogon Benguet

Junior High: Alejo M. Pacalso Memorial National High School

Itogon Benguet

Elementary: Baguio Higher Ground Christian School

Eligibility: NCII Holder

AMPMNHS
 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

CURRICULUM VITAE

Personal Data:

Name: Alyssa Mae B. Babsa-ay

Birth Place: Luban, Labueg, Kapangan Benguet

Birth Date:. May 23,2003

Civil Status:. Single

Parents: Father: Roger Babsa-ay

Mother: Jercy Babsa-ay

Educational Background:

Secondary:

Senior High: Alejo M. Pacalso Memorial National High School

Itogon Benguet

Junior High: SAINT THERESITA'S HIGH SCHOOL OF KAPANGAN INC.

Elementary: LONGBOY ELEMENTARY SCHOOL

 Republic of the Philippines
Department Of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
School ID: 305125

CURRICULUM VITAE

Personal Data:

Name: Jeny A. Odlos

Birth Place: Tram, Antamok, Ucab, Itogon, Benguet

Birth Date: January 9, 2002

Civil Status: Single

Parents:
Father: Moises B. Odlos Sr.

Mother: Evelyn A. Odlos

Educational Background:

Secondary

Senior High: Alejo M. Pacalso Memorial National High School

Itogon Benguet

Junior High: Alejo M. Pacalso Memorial Natiobal High School

Itogon Benguet

Elementary: Ucab Elementary School

Ucab, Itogon, Benguet