Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter presents the summary of findings, conclusion, and recommendations

that were drawn based on the findings of the study.

Summary of Findings

The study aimed to describe the most and least factors affecting the Grade 11

Humanities and Social Sciences students at Tarlac National High School. The researchers

used the descriptive research design to answer the research questions. The respondents are

the Grade 11 Humanities and Social Sciences. They conducted a self-made survey

questionnaire to gather data for the study. The following are the summary of findings from

the study.

1. Learners’ Demographic Profile

1. Grade Level

It was found that out of 65 respondents, 65 or 100% were from Grade 11 (HUMSS)

students. It implies that the respondents are equally distributed.

2. Factors Affecting the Mental Health of Students

2.1 Personal Factors

The study revealed that among the identified personal factors, anxiety ranked the highest

concern with a mean score of 3.92, indicating that respondents frequently experience
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feelings of worry and unease. Meanwhile, difficulties in managing emotions and unhealthy

coping mechanisms both received the lowest mean score of 3.51, yet still fall under the

"Agree" category, signifying that these concerns are common among the respondents.

Overall, the grand mean of 3.67 suggests that students generally believe personal factors

significantly affect their mental health, highlighting the need for improved emotional

management strategies and healthier coping mechanisms to support their well-being.

2.2 Social Relationship

The study revealed that respondents had varied experiences regarding social

relationships and their impact on mental health, with a grand mean of 2.86, categorized as

Neutral. Among the identified concerns, the feeling of loneliness even around people had

the highest mean score of 3.58, indicating that loneliness is a common issue. Conversely,

experiences of online bullying or harassment had the lowest mean score of 2.54, described

as Disagree, suggesting that this factor had minimal influence on the respondents' mental

health. Overall, the results indicate that while social relationships contribute to mental

health concerns, they are not as significant as other factors such as personal issues or

academic pressure.

2.3 Academic Pressure

The study revealed that worrying about future career and college plans emerged as the most

significant academic pressure, with a mean score of 4.23, described as Strongly Agree,

indicating that this concern is a major source of stress among respondents. However,

feeling overwhelmed by academic workloads had the lowest mean score of 2.57,

categorized as Agree, suggesting that while it is a concern, it is less intense compared to

other academic pressures. Overall, the findings indicate that academic pressure
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significantly impacts students' mental health, as reflected by a grand mean of 3.68,

described as Agree, emphasizing that academic demands can be overwhelming and

stressful for respondents.

3. Most and Least Factors Affecting Student’s Mental Health

The study revealed that among the factors affecting the mental health of Grade 11

(HUMSS) students, academic pressure appeared as the most significant, with a mean score

of 3.68, categorized as Agree, indicating that concerns about workload, grades, and future

career plans are major stressors for students. Following closely, personal factors ranked

second with a mean score of 3.67, also described as Agree, highlighting issues such as

anxiety, sleep problems, and ineffective coping mechanisms as key contributors to mental

health challenges. In contrast, social relationships had the least impact, scoring 2.86,

categorized as Neutral, suggesting that while social interactions influence mental health,

they are perceived as less significant compared to academic and personal pressures. The

grand mean of 3.40 reflects an overall agreement among respondents that these factors

collectively have a notable impact on their mental well-being.

4. The implication on the study to Mental Health Education

The study highlights that academic pressure and personal issues significantly impact the

mental health of Grade 11 HUMSS students, emphasizing the importance of prioritizing

Mental Health Education in schools. This can be achieved by integrating lessons on stress

management, anxiety reduction, and emotional well-being practices into the curriculum to

equip students with effective coping strategies. Additionally, training teachers to identify

early signs of mental health concerns is essential for providing timely support. By fostering
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a school environment that actively promotes mental health awareness, students can develop

healthier coping mechanisms and improve their overall well-being.

Conclusions

In light of the findings, the following conclusions are derived from the study:

1. The study revealed that all respondents were Grade 11 HUMSS students, indicating that

the findings are specifically relevant to this academic group.

2. The study found that anxiety, sleep disturbances, and unhealthy coping mechanisms

significantly impact the mental health of students, with anxiety being the most prominent

concern. This highlights the need for interventions that promote anxiety reduction and

improved coping strategies.

3. The study concluded that social relationships have a less significant impact on students'

mental health compared to personal factors and academic pressure. While loneliness is a

common concern, experiences like online bullying were found to have minimal influence.

4. The study identified academic pressure as the most significant factor affecting students'

mental health, with worries about future career plans and academic workloads being major

stressors. This finding emphasizes the need for academic support programs to reduce

student anxiety and improve time management skills.

5. Among the identified factors, academic pressure ranked the highest, followed closely by

personal factors. Social relationships had the least impact, reflecting that while social

dynamics are influential, they are less critical than academic and personal challenges.
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6. The study underscores the importance of integrating mental health education into the

school curriculum. Providing students with stress management techniques, anxiety

reduction strategies, and emotional well-being practices can greatly improve their mental

resilience. Additionally, training teachers to recognize early signs of mental health

concerns is essential for ensuring timely support and fostering a positive school

environment.

Recommendation

Based on the findings and conclusions, the following recommendations are given:

1. There should be consideration by the school principal to introduce focused mental health

initiatives aimed at mitigating academic pressure and personal issues among students.

Such initiatives may consist of counseling services, mental well-being campaigns, and

stress management workshop sessions. The school administration should also provide

resources to establish comfortable environments where students can relax and de-stress

in order to alleviate anxiety and emotional pain.

2. Teachers should be provided with training modules that aim at recognizing early warning

signs of mental health problems in students. They may incorporate mindfulness

exercises, adaptive deadlines, and engaging learning techniques to ease academic stress.

In addition, teachers must create a positive and supportive classroom atmosphere that

promotes open communication and peer support.

3. Students should be made to participate actively in school-based mental health programs.

They may use active coping strategies like mindfulness practices, time management
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skills, and counseling from trusted persons. Peer support groups would also encourage

emotional well-being and increase social connection.

4. Parents can be urged to develop open communication with their children on matters of

academic stress, social interaction, and emotional health. They may attend school-

arranged seminars that offer information on identifying signs of impending mental

health issues. Parents should also create healthy home environments through practicing

positive reinforcement and adopting a healthy balance between school life and free time.

5. Future researchers are also invited to examine other variables that affect the mental

health of students, e.g., family environment, influence of social media, or financial

situations. They might also do intervention-based studies to determine interventions for

lessening academic stress and enhancing social relations. Future researchers should also

look into various school contexts or age ranges to have a better comprehension of mental

health issues in a larger population.