COPING MECHANISM OF GRADE 12 STUDENTS OF BIRBIRA HIGH

SCHOOL ON THE FACE-TO-FACE LEARNING MODALITY

DURING SY 2022-2023

A Thesis Paper Presented to

The Faculty of the Senior High School Department

Birbira High School Camiling, Tarlac

In Partial Fulfillment

Of the Requirements of the Subject

Practical Research 2

By:

MAIKE JAN BORJA DELA CRUZ

JUSTINE DAVE JOSE MARIANO
AERON JHAY DANCEL TURLA
SHAENNIAH HERSIE DOMINGO NUEVA
ALYSSA COSTALES SUMAY
DAN ARVIN FLAUTA POLINTAN
JOSHUA SUMERA PUNZALAN
JOYCE GUILLERMO VERGE
January 2023
 INTRODUCTION

Going to school is the most effective public policy tool for improving skills

While school can be enjoyable and can improve social skills and social

awareness the primary economic benefit of attending school is that it increases a

child's ability to control their emotional and behavioral aspects But how do the

Grade 12 students of Birbira High School cope and adjust with the transition from

distance learning modality to the reimplementation of face-to-face learning

modality in their financial, social, and behavioral aspects during this SY 2022-

2023?

During this face-to-face learning modality, students need to adjust with the

new traditional learning setup. According to a study conducted by Joseph A.

Durlak (2011), educators and community agencies serve students with different

motivation for engaging in learning, behaving positively, and performing

academically. Social and emotional learning provides a foundation for safe and

positive learning, and enhances students' ability to succeed in school, careers,

and life.

In relation to this, education under the traditional learning is administered

through face-to-face learning modalities. Face-to-face learning is an instructional

method in which a group of students is taught course content and learning

material in person. Face-to- face learning ensures a better understanding and

retention of lesson content while also allowing class members to bond with one

another. To also put the idea in scrutiny and simplicity, face-to-face learning

modality is the most traditional type of learning instruction.

 After nearly two years of implementing distance learning due to the

COVID-19 Pandemic, many students have already adjusted with the concept of

distance learning modality. And because of these difficulties caused by the

students adjustments and adaptations, the researchers had the urge to study and

investigate the coping mechanisms of the Grade 12 students of Birbira High

School in this school year 2022- 2023 from the financial, social, and behavioral

effects of the face-to-face learning modality to assist not only the students but

also teachers, parents, guardians, or anyone else involved with the situation to

ascertain and picture the difficulties and dilemmas that students are facing and

stumbling upon.

Statement of the Problem

The study aims to investigate the coping mechanisms on face-to-face

learning modality of the Grade 12 students of Birbira High School in this school

year 2022-2023 Specifically, it aims to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Strand

1.2 Age

1.3 Gender

2. How may the Academic Stress of the respondents be described in terms of:

2.1 Teachers’ Stress

2.2 Results Stress

 2.3 Tests Stress

2.4 Studying in Group Stress

2.5 Peer Stress

2.6 Time Management Stress

2.7 Self-Inflicted Stress

3. What are the coping mechanisms or strategies of the respondents in terms of

the following factors?

3.1 Active Problem Coping

3.2 Active Emotional Coping

3.3 Passive Problem Coping

3.4 Passive Emotional Coping

Objective of the Study

The study aims to achieve the following objectives:

1. To describe the profile of the respondents in terms of:

1.1 Strand

1.2 Age

1.3 Gender

2. To determine the level of Academic Stress of the respondents be described in

terms of:
 2.1 Teachers’ Stress

2.2 Results Stress

2.3 Tests Stress

2.4 Studying in Group Stress

2.5 Peer Stress

2.6 Time Management Stress

2.7 Self-Inflicted Stress

3. To identify the coping mechanisms or strategies of the respondents in terms of

the following factors:

3.1 Active Problem Coping

3.2 Active Emotional Coping

3.3 Passive Problem Coping

3.4 Passive Emotional Coping

Significance of the Study

The findings of this study will be extremely beneficial to students,

teachers, or any authorized faculty personnel, parents, and future researchers in

the following manners.

Students. This research will help students cope with uncertainties caused by

the disadvantages of face-to-face classes. This can also somehow assist them
on how to handle, manage, and overcome most of the unexpected situations a

student can encounter in connection to the reimplementation of face-to-face

learning modality. This research will provide them with ideas about the financial,

social, and behavioral effects of the reimplementation of face-to-face learning

modality that can help them adjust to the aftermaths and influences of this

difficult state.

Teachers and School Administrators. This study can help teachers somehow

ease the anxiety and disorientation their students are experiencing during these

trying times for this can serve as their guide and support on making their

students completely adjusted and comfortable.

Parents. This study can help parents assist their children with their adaptation

and adjustments to the reimplementation of face-to-face classes. This can also

serve as an eye-opener for parents to be more mindful of what their children may

experience and face as a result of the reimplementation of face-to-face learning

modality.

Future Researchers. This study would help the future researchers on

conducting research related to this study as this can serve as their basis and

assistance for their future studies. It can provide baseline data, needed details

and information the conductors are seeking for.

Scope and Delimitation of the Study

This study, entitled "Coping Mechanism of Grade 12 students of Birbira

High School on the Face-to-Face Learning Modality During School Year 2022-
2023," is conducted with Grade 12 Students of Birbira High School during the

School Year 2022- 2023 as respondents during the Face-to-Face Learning

Modality.

This study aims to investigate the coping mechanisms used by the

respondents as they face academic challenges in the reopening of classes after

the pandemic. The respondents involved in the study are the Grade 12 students

enrolled at Birbira High School in this school year. These students will be given

questionnaires that will gather data about their coping mechanisms.

Definition of Terms

For clarification purposes the following terms are defined operationally:

Academic Stress. It is a term related to academic problems, frustrations, or

problems faced in schools that can result in an inability to adjust or in unhappy

or problematic physical and mental phenomena.

Active Emotional Coping. Refers to individuals adopting an attitude of

emotional adjustment first when faced with stress.

Active Problem Coping. It is an instance when individuals face stress and solve

their problems by looking at the center of the problem and either assisting

themselves or searching for assistance

Behavioral. It is a term that relates to behavior. It pertains to reactions made in

response to social stimuli behavioral problems behavioral similarities Half of all

potential guide dogs don't get final clearance because of medical or behavioral

issues.

Covid-19. Coronavirus disease (COVID-19) is an infectious disease caused by

a newly discovered coronavirus. Most people who fall sick with COVID-19 will

experience mild to moderate symptoms and recover without special treatment.

Face-to-face Learning. It is an instructional method where course content and

learning material are taught in person to a group of students. This allows for a

live interaction between a learner and an instructor. It is the most traditional type

of learning instruction.

Financial. It is a fiscal monetary pecuniary that refers to matters concerned with

money. Financial usually refers to money matters or transactions of some size or

importance a financial wizard. Fiscal is used especially in connection with

government funds, or those of any organization: the end of the fiscal year.

Mental. It is a term related to the mind specifically of or relating to the total

emotional and intellectual response of an individual to external reality mental

health b of or relating to intellectual as contrasted with emotional activity mental

acuity.

New Normal. It is a state to which an economy, society, etc. settles following a

crisis, when this differs from the situation that prevailed prior to the start of the

crisis

Pandemic. It is a term defined as "an epidemic occurring worldwide, or over a

very wide area, crossing international boundaries and usually affecting a large
number of people". The classical definition includes nothing about population

immunity, virology or disease severity.

Passive Emotional Coping. It is a passive situation that appears when an

individual faces stress.

Passive Problem Coping. It refers to individuals adopting procrastinating

and evasive behaviors when facing stress.

Peer stress. Refers to academic competition, peer interference, etc.

Self-Inflicted stress. It is a term relating to the self-expectations and interests

of course selection.

Social. Relating to or involving activities in which people spend time talking

to each other or doing enjoyable things with each other.

Stress from teachers. It means stress resulting from teaching materials,

lessons, and exercise items.

Stress from results. It means having stress from parents, conflicts between

expectations and opinions and drops in grades.

Stress from tests. Means worrying about how to prepare for a test and redoing

the compulsory courses.

Studying in group settings. It is a term which means being stressed with

exercise reports, grouping, etc.

Time management stress. Means to the social activities and student

associations, time management and choices, etc.

Conceptual Framework

The concept for this study is anchored to Cooley’s “Symbolic Interaction

Theory” as adapted by Basibas (2000), and Sevilla’s (1988) “General Adaptation

Syndrome.” The Symbolic Interaction Theory asserts that Individuals are capable

of devising answers to their own issues. It holds that social processes, such as

"stress," influence and shape the "self," as well as the ability to cope with them.

Human action is caused by complex interaction between and within individuals.

People engage in dynamic social activities, and they act in accordance with how

they define the circumstance.

Relating to this study, it means that as everyone has the ability to find

ways and means to handle stress, therefore, students can generate methods to

cope up with the stress they encounter.

The framework used in this study is the Input-Process-Output Model (IPO)

which indicates the inputs, required process, and the output. This approach is

seated on the premise of acquiring essential information by converting inputs into

outputs through the required processing steps in obtaining the result.

Input Process Output

Grade 12 Students 1. Questionnaire 1. Academic
Profile Stressed
2. Analysis of Data experienced by the
1. Strand with the use of %, respondents.
Frequency, and
2. Age Weighted Mean. 2. Coping Strategies
3. Gender used by the
3. Presentations and respondents.
discussion of results.

Figure 1
 Paradigm of the Study

The model illustrates the relationship between the three major parts of the

research paradigm namely the input, process, and output.

The input is about the Grade 12 students' profile which includes their

strand age gender. These inputs will be needed as variables to come up with the

output.

The process involves the use of questionnaire, analysis of data with the

use of percentage, frequency and weighted mean to come up with the results.

The output or the outcomes of the study are the academic stress

experienced by the respondents and coping strategies used by the respondents.

 REVIEW OF RELATED LITERATURE AND RELATED STUDY

This chapter presents the related literature about the impacts of the

reimplementation of face-to-face learning modality to the well-being of Grade 12

students of Birbira High School and what mechanism they use in order to cope.

The gathered studies are all related to the chosen topic which establish

and explain the situation and coping mechanisms of the students in the

reimplementation of face-to-face learning modality. The collected related studies

also highlight the battle and adjustments caused by the aftermaths of the

transition from distance learning modality to face-to-face learning modality that

most students are currently facing.

Related Literature

Global daily life was severely impacted by the COVID-19 epidemic. Many

governments stopped schools for several weeks or months as one of many steps

used to stop the virus's spread. The impact of COVID-19-related school closures

on student academic achievement and learning disparities has drawn the

attention of many educators and researchers, despite the fact that closing

schools is thought to be one of the most effective interventions to stop the virus'

spread (Haug et al., 2020), The COVID-19 epidemic was one of the most

extraordinary disruptions and life- altering events that brought global activity to a

halt in 2020. The pandemic has altered the way universities around the world

operate. In reality, many students face difficulties on a daily basis. There could
be several reasons for this. Struggle is experienced differently by each person,

as are its origins and intensity.

Covid-19 pandemic has had a greater negative impact on students from

less fortunate families (Aucejo et al. 2020). The students' academic lives have

been hampered by decreased family income, limited access to digital tools, and

expensive internet connectivity.

Students have been dealing with a lot of challenges in various areas of

their lives long before the Covid-19 pandemic Mazo (2015) noted that difficulties

experienced by children can be found anywhere, including at home, with friends,

at school and in the classroom. In a few steps, round the corner. Due to the fact

that it is a reality of student life, it cannot be avoided. No person is free from it, no

matter how sensible, privilege cunning, or intelligent he may be. Every student

will occasionally face difficulties due to disappointments, mistakes, losses,

changes, and disputes.

Stress is one of the psychosocial issues that have become common, as

shown by the numerous research that have shown the high frequency of

psychiatric symptoms connected with this period of schooling (Blanco et al.,

2008, Kim et al., 2015) (Deasy et al., 2014, American College Health

Association, 2018; Gustems-Carnicer et al., 2019) University students must deal

with a wide range of responsibilities in their everyday life both academic and

extracurricular, that may have an impact on their well-being. Academic pressures

include adjusting to a new environment, being overworked, not having enough

time to complete their assignments, studying for and taking tests, and feeling
under pressure to perform (Beiter et al., 2015; Vizoso and Arias, 2016; Erschens

et al., 2018; Webber et al., 2019). Non-academic demands include change of

where they live, the desire to forget new social connections, disagreements with

partners, family, or friends, financial issues, and fears about the future of their

employment (Howard et al., 2006; Galatzer-Levy et al., 2012; DeRosier et al.,

2013; Beiter et al., 2015).

According to Rogers and Yassin (2003, cited in Guevarra & Cimanes,

2017), it is important for students to cultivate a variety of coping mechanisms in

order to deal with stressful situations. The ability of students to perform might be

impacted if pressures like financial difficulties, lack of sleep, social activities, and

others are not well managed.

Methods for dealing with trying and stressful situations are referred to as

coping strategies or coping mechanisms. According to Richard Lazarus and

Susan Folkman, coping is the total of continually changing cognitive and

behavioral efforts that are made to address specific demands, whether they be

internal or external (Guevarra & Cimanes, 2017).

Coping is multifaceted and involves a variety of tactics, some of which are

more effective than others (Gnilka, Chang, & Dew, 2012). Chao (2012) mentions

social support and dysfunctional coping mechanisms as two key methods for

stress management. Social support, such as asking for help from friends and

family, naturally aids with stress management. Dysfunctional coping strategies

include students are not fond of privileges like computer labs, library resources,
student assistance programs, or interactions with academic counselors, which

puts them at a disadvantage compared to campus and normal students.

According to Kwaah and Essilfie (2017), students used a variety of stress-

coping strategies, including praying, meditation, and self-distracting activities like

watching TV and listening to music. Emotional and instrumental support from

family, friends, and lecturers were also important stress coping strategies.

Because of the reimplementation of the Face-to-Face Learning Modality

that the Grade 12 students of Birbira High School are now facing-for they don't

have choice but to continue or to stop a lot of people have been thrown into a

suffering state of hardships and difficulties. And to connect it to this research

topic, the researchers want to highlight the effects of the reimplementation of

face-to-face learning to the coping strategies of the Grade 12 students of Birbira

High School in this School Year 2022-2023.

Related Studies

Due to the closing of educational institutions, a pressing need to swiftly

move from traditional learning to a remote learning environment arose (Kapasia

et al. 2020). All students, regardless of age group, have been impacted by this

quick evolution on such a huge scale (Hasan and Bao 2020). Students'

education, social lives, and mental health are anticipated to be significantly

impacted by the disease's continuous spread, travel restrictions, and the closure

of educational institutions across the nation (Odriozola- González et al 2020).

 According to (Lee 2020), 1.5 billion students worldwide are currently

denied access to a basic education, which has a negative psychological effect on

their health. Additionally, the students' mental health has been impacted by

changes in their daily routine, such as a lack of outdoor activity, disrupted sleep

habits, and social withdrawal. The 7-item Generalized Anxiety Disorder Scale

(GAD-7) is a diagnostic instrument used by (Cao et al, 2020) to evaluate anxiety

disorders, panic disorders, and social phobia. Additionally, to deal with

psychological symptoms, (Ye et al. 2020) analyzes the mediating roles of

resilience, coping, and social support.

In accord with Schwab's (2014) findings, students' social participation is

largely influenced by their social skills and social behavior. Students' social

interactions (such as spending time together while working on a project or during

breaks), peer acceptance, friendships, and self-perceptions of social inclusion

(such as feeling lonely) are all core themes that are included under the umbrella

term "social participation," which encompasses pertinent social aspects of

inclusion (see the reviews of Koster et al., 2009; Bossaert et al. 2013). Many

factors can influence students' social participation, including factors within the

student, factors within the educational environment (educational processes), and

classroom-related or contextual factors Improving individual student variables,

such as students' attitudes and/or social behavior, is an important way to

encourage students' social participation.

Students' behavior and attitudes in the new normal have an impact on

their learning process. The adjustment reflects their learning behavior and
attitude in both the traditional learning process and the new normal process.

Students' behavior and attitudes address the future and possible directions,

various outcomes, and implications of new normal classes and advanced

technology in the learning process by increasing interaction and communication

in the learning process.

Since the Covid-19 outbreak, studies have examined the psychological

effects of the pandemic on college students as well as coping mechanisms. For

instance, the Covid-19 epidemic has caused academic process disturbances that

have exacerbated student anxiety (Wang et al, 2025), especially for students

who lack sufficient social support (Cao et al 2020). There have been reports of

eating disorder symptoms, alcohol and drug us and depression among German

university students (Kohls et al., 2020).

As a result, students who are less mentally healthy are more stressed out

about their schoolwork and have lower levels of self-efficacy, contentment with

their education and a sense of belonging at their university (Capone et al 2020)

Additionally, has been discovered that stress lessens medical students’

motivation to study and practice medicine after graduating (Ya et al., 2020).

Additionally, the epidemic has increased uncertainty about the end of the

semester, and ambiguity surrounding study demands, all of which have raised

stress levels (Stathopoulou et al., 2020; Van de Velde et al., 2020). These

students have also described feeling lonely, uneasy, and unhappy because of

the restricted social Me during the pandemic (Essadek and Rabeyron 2020).
 Education seeks to help students develop positive behaviors as well as to

rehabilitate undesirable student behaviors (Zer, Bozkurt, & Tuncay, 2014). Ada

and Baysal (2018) and Zal & Bayndr (2008) both discuss how behavior involves

affective intellectual and psychomotor responses to stimuli, as well as overt

physical actions and hidden mental states and mental processes.

Students sometimes experience financial difficulties because they lack the

money to pay for their everyday expenses, which makes them anxious After

then, financial issues will have an effect on your physical and emotional health.

Halliday Wynes (2014) asserts that a student's financial situation will have an

impact on their commitment to studying, which will have an impact on their

academic performance.

Financial difficulties can also have an impact on a student's mental health,

causing them to experience depression and anxiety. When a college student is

under constant financial stress, it affects their personal life, such as sleep

problems where they are worried about their financial situation and cannot fall

asleep. (Thomas Richardson, 2013) asserts that there is a direct link between

financial difficulties and depression.

Financial problems are a significant problem that must be addressed

because they lead to a variety of problems, including health issues and academic

performance. Dang and Bulus (2015) argue that because education is a high-

cost social service, inadequate financial support will make it difficult for students

to improve their academic performance.

 RESEARCH METHODOLOGY AND PROCEDURES

This chapter presents in detail the procedure the researcher will follow in

gathering data, which includes a mixed-method study, and the data will be

analyzed using statistical technique.

In addition, the chapter sets out the procedures to collect, analyze, and

report data, with ethical considerations taken into account. And the conclusion

will provide insights on the coping mechanisms that are effective in managing

stress and maintaining academic performance among Grade 12 students in face-

to-face learning modality.

Research Design

This study is a quantitative research that will utilize a descriptive approach

in its design. This research is descriptive since it is used to "describe" conditions,

behaviors, situations, subjects, or even a phenomenon, where statistical analysis

will be used in processing data. This study will describe the level of the coping

mechanisms of the Grade 12 students at Birbira High School as they respond to

the academic stress brought about by the reimplementation of the in-person

classes.

Location of the Study

This study will be conducted at Birbira High School in Barangay Birbira

Camiling, Tarlac.
Respondents of the Study

The respondents of the study will be the Grade 12 students of Birbira High

School who are currently enrolled in this School Year 2022-2023, where 100%

in-person classes are implemented.

Sampling Design Technique

Slovin's Formula will be used to determine the appropriate sample size for

this study. Once the sample size is identified, Quota sampling technique will be

used. It enables researchers make sure of equal or proportionate representation

of subjects depending on which trait is considered as basis of the quota which in

this study is the strand of the respondents.

Upon determining how many sample will be taken from each strand, the

respondents will be chosen through convenience sampling. Convenience

sampling is a type of non-probability sampling that involves the sample being

drawn from that part of the population that is close to hand.

Data Gathering Instrument

The researchers will utilize a 3-part questionnaire for the study; the first

part consists of close-ended questions which will collect the strand, age, and

gender of the respondents.

Academic stress was assessed using the Academic Stress Inventory Tool

prepared by Lin and Chen (2009). Some terms in the questionnaire were slightly

modified to suit locally and contextually to the needs of this study. This
questionnaire contained 34 items which were designed in a five point Likert

scale. The responses in the scale were “completely disagree,” “disagree,”

“neutral,” “agree,” and “completely agree”, with scores ranging from one to five

points respectively. Cumulative scores ranging from 35 to 81, 82 to 128 and 129

to 175 were considered as mild, moderate and severe levels of academic stress

respectively.

The coping techniques employed by the respondents were assessed

using the Academic Stress Coping Style Inventory developed by Lin and Chen

(2010). It consists of 28 questions designed again in Likert’s five-point scale.

Scores were ranging from 5 for “completely agree” to 1 for “completely disagree”.

Data Gathering Procedure

Before the researchers gathered data and information, they will initially

seek permission and consent from the school’s authorities. After the confirmation

of informed consent, the questionnaires will immediately be distributed to each

respondent involved in the study. The procedure of administration and retrieval of

the data gathering instrument will be conducted during the times where

interruption in their face-to-face classes is avoided. After collecting the filled up

instruments, the researchers will fully scrutinize and interpret the answers of the

respondents for the thoroughness of the study.

Data Analysis

For the objective no. 1 that is to identify the students’ profile in terms of

their strand, age, and gender. Frequency and Percentage will be used.
Formula of Percentage:

Where:
P= percentage
f = frequency
n = number of respondents

Frequency is the number of count in appearance of certain responses.

For the objectives no. 2 and no. 3, that are to describe the level of

academic stress of the respondents and to identify their coping mechanism or

strategies, weighted mean will be used with the following formula:

Σ (f x w) f ₁ w ₁+f ₂ w ₂+ fзwзf ₁ w ₁+ fnwn

x̄ ¿ n
¿
n

where:
x̄ ¿ weighted mean
Σ (f x w) = summation of the product of each frequency and the assigned
weight
n ¿number of respondents

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