Well-Being and Mental Health of Grade 12 Students During Modular Distance Learning in Nabuslot National High School

Well-Being and Mental Health of Grade 12 Students during Modular Distance
Learning in Nabuslot National High School
INTRODUCTION
In light of growing concern about the current Covid-19 pandemic, a growing

number of universities around the world have either postponed or cancelled all campus
events such as workshops, conferences, sports (both intra- and inter-university), and
other activities beginning in March 2020. Universities moved quickly to shift various
courses and programs from face-to-face to online instruction (Sahu 2020). Because of
the ongoing sharp increase in the number of infections, the Swiss Federal Council
declared a "extraordinary situation" as early as March 16, 2020, passing an ordinance
imposing severe restrictions on public life. Primary and secondary schools, as well as
universities, were forced to close immediately. Since June 8, Swiss universities have
been able to resume teaching activities, subject to strict security measures; however,
teaching will remain restricted indefinitely. Colleges and universities must decide how to
continue teaching while keeping their faculty, staff, and students safe from a deadly
virus outbreak that is spreading quickly and is not well understood (Hodges et al. 2020).
In this context, the question of how to deal with the dormant threat of Covid-19
arises. Because pharmaceutical interventions such as vaccines are on the horizon but
not yet available, universities must use nonpharmaceutical interventions such as social
and physical distancing to slow disease spread and prevent the emergence of new
diseases even after the lockdown is lifted. Academics have been debating what will
become the "new normal" for our institutions and teaching practices, and what is the
best way forward, since being thrust into online learning literally overnight (Tesar 2020).
Even so, before the outbreak, the potential of digital technologies to improve
student learning had been well established. The development of digital technologies
along increasingly personalized, remote, adaptive, and data-driven lines has sparked a
lot of interest in recent years. Blended learning, which combines the advantages of
face-to-face and online teaching, is gradually being adopted by institutions, and digital
technologies are clearly integral to the future of university education worldwide.
Though, most faculty members faced unexpected challenges as a result of

Covid-19's sudden appearance, including a lack of online-teaching experience, a lack of
time to prepare distance-learning courses, and figuring out how to use support from
educational technology teams. As a result, students and teachers had difficulties
studying and teaching at home. The literature identifies flaws such as the inadequacy of
online-teaching infrastructures, teachers' lack of experience with new technologies, the
information gap, the complex home environment, and so on. Not to mention, when
studying at home, students face numerous distractions. For example, not everyone can
find suitable spaces for home learning, and studying may be limited by inadequate
hardware and unstable networks.
The findings suggest that the outbreak of Covid-19 may be causing psychological
effects in students and the general population, such as anxiety, fear, and worry, among
other things. In addition, fluctuations in Covid-19 news reporting are linked to a variety
of behaviors, including increased phone usage, decreased physical activity, and fewer
locations visited. According to research published in China in February 2020, college
students' anxiety about the pandemic is linked to their place of residence, parental
income, whether they live with their parents, and whether a relative or acquaintance has
been infected with Covid-19 (Cao et al. 2020). During the Covid-19 crisis, some
students may be more vulnerable to social isolation and the development of mental
health problems. This is especially true for students who live alone, have less direct
contact with close family and friends, receive less social support, and are less well-
integrated into a student social network. Female students appeared to be more
vulnerable to negative mental health consequences (Elmer et al. 2020).
Increased anxiety and absenteeism are two negative mental health

consequences of online learning among students. Increased demand for new
technological skills, productivity, and information overload may be to blame. To combat
the spread of COVID-19, educational institutions shifted from face-to-face activities to
mostly online learning modalities, worsening these consequences (Malolos et al., 2021).
While all students may be affected, students from lower socioeconomic backgrounds
are more likely to experience mental distress due to their limited financial resources to
obtain the necessary gadgets and internet access. Given these factors, a digital divide
resulting from socioeconomic disparities could cause mental health disparities among
students during the pandemic. According to Hou et al. (2020), due to social and cultural
factors, young Chinese students from resource-poor areas may be at risk for mental
disorders during the COVID-19 pandemic. Similar findings were made in the
Philippines, a developing country with limited resources. In the Philippines, children had
a higher risk of poor mental health than adults, owing to their shift to online learning
modalities during the pandemic (Malolos et al., 2021). To mitigate the mental stresses
of online learning, including videoconferencing, measures that take into account the
resources of a developing country are required.
It is not easy to adopt new technologies in general. It is mentally exhausting for

users of videoconferencing technologies for synchronous online learning activities
(Bailenson, 2021). To combat this exhaustion, authors from a study in the United States
suggested opening cameras so that other students in the videoconference could see
them (Peper et al., 2021). While this suggestion may be feasible in developed countries
with good internet connectivity, developing countries with unstable internet connections
may face an additional mental health burden. High stress levels and poor mental health
were discovered among students as a result of connectivity errors and constantly
seeing oneself during videoconferencing. As a result, in developing countries, these
camera openings may become a new source of mental health burden rather than
wellbeing. Instead, ask students to only open their cameras during videoconferences
when absolutely necessary.
It was also suggested that students recreate the work and study environment at
home, including wearing school uniforms (Peper et al., 2021). This suggestion may be
more appropriate in countries with abundant economic and financial resources. Wearing
school uniforms in developing and resource-scarce areas such as the Philippines may
add to an already financially burdened population as a result of economic and social
lockdowns during the COVID-19 pandemic. As a result, it may be necessary to avoid
requiring school uniforms during online classes in order to reduce the cost of
maintaining them. Additional worries and stresses from the pandemic's economic
burden can be alleviated as a result.
To avoid multitasking it was recommended to take a thirty-minute break every

thirty minutes to improve concentration and avoid burnout from online learning activities.
In long videoconferencing sessions, doing these can help reduce mental stress and
screen fatigue (Peper et al., 2021). Curricular learning activities can be modified to
include regular breaks and focused activities to accomplish these goals.
Several studies conducted prior to the COVID-19 pandemic found that improving
teachers' attitudes, beliefs, and behavior toward mental illness is necessary for fostering
a mentally healthy school environment. Previously, mental health literacy campaigns,
workshops, and seminars were used to accomplish this (Weist et al., 2017). With the
potential for an increase in mental health burden among young students and limited
mental health resources in developing countries like the Philippines (Malolos et al.,
2021), it may be necessary to renew efforts among teachers to promote mental health.
While the pandemic reoccurs, traditional field education and learning is not
guaranteed in the long run in Oriental Mindoro. At this stage, education is rapidly
shifting from traditional classroom sessions to online classroom sessions, from face-to-
face classes to virtual classes, and from seminars to webinars, as social distance is
essential to keep all communities safe. The impact of the pandemic has entered an era
of fundamental technological change as the digitization of the global higher education
system accelerates. As a result, it is critical for students and lecturers to take advantage
of digital technology, as research indicates that online education is an effective and
efficient learning environment, with advantages such as accessibility, opportunities for
lifelong learning, improved quality, and cost-effectiveness of educational resources.
Meanwhile, lecturers can use this period of digital transformation to improve their skills
while expanding capacity in new subject areas and maintaining a healthy work-family
balance. Not only does online education provide a safe way to avoid the spread of
COVID-19 without the need for face-to-face interaction, but it also improves student-
centeredness by allowing lecturers to customize to students' needs while also providing
flexibility in terms of time and location for both parties. For lecturers to adopt new
technology and be more innovative in their pedagogical delivery, a variety of online tools
and digital technology are available. Importantly, online education facilitates a
collaborative and interactive learning environment in which educators can communicate
with their students through a combination of audio, video, and text.
CONCEPTUAL MODEL
INDEPENDENT VARIABLES DEPENDENT VARIABLES

Factors affecting students' well-being Impact of modular learning on:
- social collectedness -students' intellectual health
- physical illness - stress tolerance
- productivity - decision making
This is the independent and dependent variables of this study. The independent
variables are social connectedness, physical illness and productivity. This variable is the
cause or reason of the another variable. The dependent variables are students’
intellectual health, stress tolerance and decision making. This variable is the effect of
the manipulated variable. Given that, this format of the conceptual model has been used
to easily show and present the variables essential to the study.
RESEARCH QUESTION
This study aims to address the following questions on how modular distance learning
affects students' well-being and mental health:
1. What is the extent of well-being of the students during the modular distance
learning in terms of:
Social connectedness;
Physical illness;
Productivity?
2. What is the level of mental health of the students during modular distance
learning in terms of:
Intellectual health;
Stress tolerance;
Decision making?
3. Is there a significance relationship between extent of well-being and level of
mental health of grade 12 students during the modular distance learning in terms
of its indicators?
THEORETRICAL FRAMEWORK
COGNITIVE
 Explain how internal and external factors influence an individual’s mental

processes to supplement learning.
 Delays and difficulties in learning are seen when cognitive processes are not
working regularly. These processes are such as attention, observation, retrieval
from long-term memory, and categorization.
 Jerome Bruner, a researcher, have made significant contributions to this theory
and he focused on how mental processes are linked to teaching.
 Jean Piaget recognized that the environment plays a huge role and also focused
on changes that take place in the internal cognitive structure.
 Observational learning is the process of learning others’ desirable and
undesirable behaviors through observation.
HUMANISTIC
 Maslow, a psychologist, said that the human beings strive for self-actualization,
or realization of their full potential.
 People were born knowing how to be healthy and were naturally drawn towards
making healthy choices.
 These healthy natural impulses were thwarted by parents, teachers, religious
leaders and other authorities acting on variety of unhealthy (dysfunctional)
culturally endorsed convictions or (more sadly) from abusive motives.
 The direction of growth should be driven from the inside (rather than according to
society’s needs) so that every human being is able to (if they are lucky and do
the necessary work) to become all they were born to be.
 This approach is a critical reaction to the technical emphases of both
psychodynamic and behaviorist learning approaches to psychology.
THE BROADEN & BUILD THEORY OF POSITIVE EMOTIONS
 Positive emotions don’t demand specific action tendencies in the same way that
negative emotions do, and this does not align with most models of emotions
forwarded by theorists.
 Unlike emotions like anger or guilt, one could do just about anything while in a
state of joy.
 Positive emotions appear to be linked with a state of “free activation” that invites
experimentation, aimlessness, and willingness to pursue whatever opportunities
present themselves.
 Negative emotions narrow thought-action repertoires, positive emotions broaden
these repertoires, enabling us to draw on a wide array of possible cognitions and
behaviors in response to emotional stimuli.
 Positive emotions leave us free to be creative, playful, curious , and
experimental, and from these behaviors flow opportunities to gain new physical,
social, and intellectual resources.

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Well-Being and Mental Health of Grade 12 Students during Modular Distance

Learning in Nabuslot National High School

In light of growing concern about the current Covid-19 pandemic, a growing

Though, most faculty members faced unexpected challenges as a result of

Increased anxiety and absenteeism are two negative mental health

It is not easy to adopt new technologies in general. It is mentally exhausting for

To avoid multitasking it was recommended to take a thirty-minute break every

INDEPENDENT VARIABLES DEPENDENT VARIABLES

 Explain how internal and external factors influence an individual’s mental

THE BROADEN & BUILD THEORY OF POSITIVE EMOTIONS

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