Coping Strategies of PHINMA - Araullo

University students

In Remote and Distance Learning

An undergraduate research
Presented to the

COLLEGE OF MANAGEMENT AND ACCOUNTANCY

PHINMA – ARAULLO UNIVERSITY

In Partial Fulfillment of the

Requirements for the degree of

Bachelor of Science in Business Administration major in

Marketing Management

Presented by:

Antonino, Ana Marie

Dela Cruz, Maureen

Espiritu, Jerico

Nervar, Leonny

Padilla, Lloyd

Salcedo, Mayra

SY 2020-2021
CHAPTER I

THE PROBLEM AND REVIEW OF RELATED LITERATURE AND STUDIES

I. Introduction

“The whole purpose of education is to turn mirrors into

windows.”

— Sydney J. Harris (1917 – 1986)

Technology is constantly changing the way we experience

everyday life, transforming many aspects of human

interaction. Technology is becoming increasingly intertwined

with our everyday life. We rely on it for different aspects

of our life, such as entertainment, learning or

communication. Enables people to exist in a blend of

physical and virtual realities. In education, this vision

involves technologies ranging from smart classrooms to e-

learning, creating greater opportunities for distance

learners, bringing the potential to change the fundamental

nature of universities. It is changing our way to experience

education from one-dimensional (physical) to multi-

dimensional (physical and virtual) education using a

diversity of resources such as web-based platforms

(eLearning), videoconferences, eBooks and innovative

technologies (e.g. mixed reality, virtual worlds, immersive

technology, etc.). This represents bigger opportunities for

universities and educational institutions to collaborate

with partners from around the world and to be part of

today's knowledge economy.

The use of virtual and remote laboratory activities is

an example of the application of some of these concepts. In

this work-in-progress paper we propose a different approach

to the integration of the physical and virtual world by

creating remote mixed reality collaborative laboratory

activities within an Inter Reality Portal learning

environment, thereby extending our previous progress towards

these goals. The learning goal of our mixed reality lab

activity is to produce Internet-of-Things-based computer

projects using combinations of Cross-Reality (xReality) and

Virtual objects based on co-creative and collaborative

interaction between geographically dispersed students.

Unconsciously we live in a multidimensional world, using

technology to help us to connect with both digital and

physical spaces. Distance education has changed dramatically

since its advent in the 19th century. Open and distance

learning students face many challenges in their education

(Van Dorp and Monteros 2010). These challenges relate to

family responsibilities, work, failure to cope with studies,

failure to balance finances and other social

responsibilities. These challenges trigger stressful

events /situations that if not managed it may negatively

affect academic performance and progress.

PHINMA- Araullo University now offers RAD or the Remote

and Distance Learning. A development for students who live

far and need to travel for hours to get to school. The

Remote and Distance Learning is for PHINMA Education

students who can’t come to school because of the distance.

The students continues with the coursework at home,

constantly guided by the teacher through calls. Remote and

Distance Learning is not online learning it is an

alternative for students who wish to continue school. There

will be no face to face classes for Remote and Distance

Learning. Students do their coursework at home using printed

modules. The subject matter and homeroom teacher and a peer

support group.

Remote and Distance Learning will follow a block

schedule, where the semester consists of 4 blocks. One block

consists of at least 2 subjects. These 2 subjects will be

taken every week for 4 weeks. These will be an assessment at

the end of each block. Students get a badge for completing a

subject.

The purpose of the study is to determine how Remote and

Distance Learning students at PHINMA- Araullo University

manage stressful events/situations. The findings of this

study will contribute to knowledge about how Remote and

Distance Learning students cope with stressful events and

results obtained in the research will be used to improve the

management of Remote and Distance Learning students in

PHINMA- Araullo University. This knowledge will also lead to

a new understanding of coping strategies to be used by

students in general. This will help PHINMA-Araullo

University to strengthen their orientation programs for

students and initiate concrete steps in developing good

mechanisms for counseling services for the students. This

study, therefore investigates the causes of stress among

distance education to Remote and Distance Learning students.

Furthermore, the study explores the coping strategies these

students use to reduce stress in the midst of the many

problems they face in their academic pursuit.

II. Review of Related Literature

Foreign literature

Stress and Coping Strategies among Distance Education

Students at the University of Cape Coast, Ghana

Dr. Christopher Yaw KWAAH, Gabriel ESSILFIE

Related study

Distance education has come to complement the efforts

of increasing access to tertiary education in Ghana.

However, this study has revealed that high academic work,

high frequency of examinations, financial and family

problems combined with other social responsibilities are the

major causes of stress distance education students. The work

and academic load combination has been the major source of

stress to students which goes to point to the fact that most

employees do not inform their employers when they are

enrolling on a distance education program hence continue to

hold on to their tight schedules at work with academic work.

This situation could affect their academic performance

resulting in stress in most cases or even some students’

dropping out eventually. While majority of the students

irrespective of gender were using positive coping strategies

such as praying, taking action to negate stressors, seeing

something good in what was happening and learning from

experience and getting emotional support from friends and

family, many were also learning to live with the stress

situation and accepting it. It however, came to light that

minority of the students used tobacco/alcohol/drug to

address stress situation.

Causes of stress among distance education by gender

1. Academic related

 High academic workload

 Dissatisfaction with lectures/face-to-face

 High frequency of examinations

 Poor performance in examinations

 Lack of learning materials/resources

 Difficulty reading and understanding modules

2. Psychosocial

 Inability to manage time

 Inability to concentrate during lecture

 Anxiety about performance in exams

 High parental expectations

 Worries about future

 Loneliness

 Financial problems
 Lack of time for relaxation

3. Health-related

 Lack of healthy diet/irregular eating habit

 Sleep problems

 Illness/ health problems

 Problems with lectures during face-to-face

Coping strategies used by distance education students

Coping strategy

1. Active coping

 Doing something about the situation

 Taking action to negate stressor

2. Positive reframing

 Seeing something good in what is happening

 Learning from experience

3. Alcohol/tobacco/substance abuse

 Using tobacco/alcohol/drug to feel better

4. Humor
 Making fun of the situation

5. Given up coping

 Giving up the attempt to do anything about the situation

6. Emotional support

 Getting emotional support/advice from friends and family

7. Instrumental support

 Getting help and advice from lectures or tutors

8. Self-distraction

 Doing something to take my mind off the situation such as

watching TV, movies, shopping, listening to music

9. Religion

 Praying/meditating

10. Venting

 Expressing negative feelings: showing anger at things/people

11. Acceptance

 Learning to live with the situation, accepting it

12. Denial
 Refusing to believe it happened

 Not accepting the situation

Coping mechanisms used by students in open and distance

learning (ODL) in response to stressful events. A case study

of the Zimbabwe Open University (ZOU)

Nyatsanza, Taurai D, Mtezo, Justina Z

Related study

Open and distance learning students face many

challenges in their education (Van Dorp and Monteros 2010).

These challenges relate to family responsibilities, work,

failure to cope with studies, failure to balance finances

and other social responsibilities. These challenges trigger

stressful events /situations that if not managed may

negatively affect academic performance and progress. ODL

students need to adopt coping mechanisms to help them manage

succeed in education. The stressful events become objective

and subjective burdens, which are detrimental to physical

and mental well-being of the student. While some studies

provide valuable coping strategies by students in

conventional institutions and some distance learners, a

closer look at the Zimbabwean context will provide home

grown strategies for coping with stressful situations.

The purpose of the study was to determine the coping

mechanisms used by ZOU Harare Region ODL students. All

respondents reported having used some form of coping

mechanism in handling stressful events. The students self-

rated their ability to deal with stressful events as quite

effective. The findings noted that all the students had used

some form of coping mechanism during the more than two years

stay at the institution. All respondents were able to cope

with stressful events that occurred during their education

with the aid of some form of support system. Respondents

recorded wide use of six of the eight coping mechanisms.

Distancing and escape-avoidance were significantly

unpopular. These were planful problem solving, self-

controlling, seeking social support, positive reappraisal,

accepting responsibility, confrontive coping. The other two

distancing and escape avoidance were least used.

Planful problem solving was the highest frequently used

coping mechanism. This is a strategy that protects self-

esteem. Students would like to be recognized as organized.

Whether the students are really organized or not is subject

to further research. Escape-avoidance was the least used

coping mechanism. This mechanism shows low confidence in

ability to cope with stressful situations

Learning from a Distance: The Experience of Remote Students

Janet Owens, Lesley Hardcastle and Ben Richardson

Related Study

The term 'distance education' is used to describe

education delivered to distant or remote locations “via

print, audio, video (live or prerecorded) and/or computer

technologies, including both synchronous and asynchronous

instruction” (Cain, Marrara, Pitre, & Armour, 2003, p. 42).

While there has been research into the provision of

'distance' and 'off campus' education, both in relation to

technology and to curriculum, there has been a paucity of

research on the experiences of students studying in

geographically remote locations, where the remoteness has

been an aspect of investigation.

This study aimed to investigate the experiences of such

students, and to suggest strategies to support them. The

students recruited for this project were undergraduate and

postgraduate students from remote locations around Australia

who had studied at an Australian university between 2003

through 2007. They were interviewed by telephone. The three

key issues identified by participants were a sense of

isolation, the attitudes and knowledge of the teaching

staff; and students' knowledge and use of learning

technologies.

Many of the issues reported by participants in the

study relate to distance study in general, rather than being

specific to studying in a remote location, although no

comparison between the two kinds of off-campus study has

been made. These general issues include feeling isolated,

missing face-to-face contact with staff, and lacking

confidence in managing the technology associated with study.

The issues that appear to be specific to remote students

include lack of orientation to study, provision for

assignment submission, barriers to engagement with

synchronous learning activities, and staff ignorance of

these barriers.

The barriers to synchronous learning were identified as

time differences between eastern and western Australian

states, internet connection failures and lack of staff

knowledge and/or commitment to these learning technologies.

While the logistical challenges of conducting synchronous

sessions in different time zones can be overcome with

creative scheduling, staff expertise and awareness of the

issues for remote students’ needs more attention. More

training of staff and students in the use and the advantages

of on-line teaching and learning would improve the study

experiences of all students, on-campus, off-campus and

remote off-campus.

Local literature

College students share remote learning woes as classes shift

online

By Gab Jopillo - Rappler.com September 4, 2020

The classes are now online, university and college

students struggle with the challenges of remote learning,

left with no choice but to adapt during the pandemic, said

by Commission on Higher Education (CHED)

According to the article, the Ateneo de Manila

University (ADMU) getting praise on social media for its

attempts to make education inclusive. An interview with

Kyrron Jarred Rodriquez and Keith Adrian Santos, both

Computer Science majors, they said they struggle with

unstable internet connections, have difficulty focusing on

lectures, and are burning out from the distortion of their

work-life balance.

However, they also said that Ateneo and their

professors are making efforts to provide a conducive

learning environment during the pandemic.

Additionally from the article, they said Ateneo has

sent out surveys to assess the situation of students,

provided laptops and internet access to those in need,

offered extra stipends to scholars, and engaged in

"Kamustahan sessions" between the department heads and the

student body, which would be done throughout the semester.

During the interview, Santos also added that "All in

all, I can clearly see how ADMU is doing their best to help

in these trying times,"

Moreover, it also stated that Students of De La Salle

University have also encountered problems apart from

unstable internet connections. "There were many times when I

had no choice but to find out more about the lesson on my

own, because the videos and modules still weren't enough,"

shared Accountancy student Stephanie Poon in a mix of

Filipino and English.

She also said that her classmates no longer listen to

their online classes seriously as their lessons could

already be found on other sites.

It also stated that DLSU is helping the students

through the Lasallian Welfare Student Program (LSWP), by

providng emergency relief assistance and technology support

to students, and financial assistance to those in need

through the St La Salle Financial Grant, said by Joshua Sta

Ana, a Management student. He also added "Aside from these,

the students are also helping by providing student-led

financial aid programs, technology assistance programs, and

much more,”

An interview with Lalaine Ramos, a Political Science

student from the Polytechnic University of the Philippines

(PUP) she claimed that PUP has not done much to ensure the

inclusivity of its education system.

According to her, after enrollment, she waited weeks

for an announcement on PUP’s page. She was waiting for

information on when classes would start and how they could

contact their professors. But after weeks of waiting, there

was still no word until her friend mentioned that their

summer classes may have already started.

Additional from Ramos, Both the students and the

professors are struggling. She also said that this is a big

adjustment for all of us since this is the first time this

has happened

Lastly from the article, despite efforts to prepare for

the digital shift, challenges for PUP students and their

professors remain, including unstable internet connections,

time limitations on classes done through Zoom's free

version, and the strain on mental health.

Will distance learning work in PH?

Philippine Daily Inquirer August 03, 2020

According to the article published by Philippine Daily

Inquirer, that is the big question as the country is faced

with the challenge of restarting school in the face of the

rampant COVID 19 pandemic.

The article also added, that some teachers in the

provinces have expressed their reservations, saying more

time and resources are needed for them to adjust. They may

not be prepared to handle the new systems. Another problem

is the lack of access to a stable internet connection, if it

is available at all. Likewise wary are families who are

reeling financially from the pandemic; requiring children to

have online classes would be an extra burden.

It also stated, Assuming internet connectivity is there,

the bigger challenge is content, and the method to be used

in delivering it. There are concerns about the quality and

accuracy of the learning modules to be used, and the

effectivity of the implementation process.

SOURCE: Will distance learning work in PH? Philippine Daily

Inquirer retrieved August 03, 2020 from

Remote learning: Not just uploading lectures

By DR. BENSON TAN - manilatimes.net July 5, 2020

Remote learning has become the new norm in the

education sector as the coronavirus disease 2019 (Covid-19)

pandemic rages said by Dr. Benson tan

According to the article, having online classes is not

a completely effective device for learning despite it being

a good alternative to physical classes, while it offers

convenience and safety in a way, remote learning still

presents challenges that hinders students from obtaining

high-quality education.
The article also added the individualized learning,

where it is an approach where the curriculum and learning

materials are arranged depending on the student’s needs.

This allows students to study at their own pace while

following the same learning experience that other students

are getting.

It also states that some educational institutions have

applied individualized learning in their systems to help

students keep up without putting much burden on them.

The FEU (Far Eastern University) Institute of

Technology, FEU Alabang and FEU Diliman are one of those who

are using the individualized learning, from the article,

they said that they have a new digitalized educational

system called Mastery-based Individualized Learning

Enhancement System (Miles).

Additionally, FEU said they designed the Miles to help

students study anywhere at their own pace and secure

learning materials either online or by requesting soft or

hard copies for a minimal fee. The system benefits students

from all walks of life, including those with limited

internet connection.
Moreover, the article also stated that miles is also

unique because of its utilization of the “Mastery Network,”

where students would stay in one module until they learned

the skills and knowledge necessary to move on to the next

module.

Lastly from the article, Dr. Benson Tan, the senior

executive director of the FEU Institute of Technology, said

that "in this way we are able to promote higher learning, as

well as encourage students to produce higher knowledge

output". He also added that it also reimagines the formula

of the country’s traditional education system, which

typically allows students to move on to the next subject

just by getting a passing grade, which doesn’t necessarily

mean they mastered that subject.

III. Conceptual frame work

The researchers used the IV-DV (independent variable

dependent variable) model. The input was derived from the

review of literature.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

 General Profile of
the Respondents
- Age
- Gender Coping strategies of
- Marital status Remote Distance
of respondents Learning students
- Year and Course
FIGURE 1.

Paradigm of the Study

Figure 1, Paradigm of the study shows the way how the

research was being conducted.

IV. Statement of the Problem

This study aims to determine the different coping

strategies of PHINMA-Araullo University students who are

under the Remote and Distance learning.

Specifically, it seeks to answer the following

questions:

1. How may the demographic profile of the respondents be

described in terms of:

1.1 Age

1.2 Gender

1.3 Marital Status of Respondents

1.4 Year level and Course

2. How may the coping strategies of PHINMA-Araullo University

students under Remote and Distance Learning in terms of the

following causes of stress:

2.1 Academic related

2.2 Psychosocial and Health issues

3. Is there a significant difference between the gender and

marital status of the students and the coping strategy of

PHINMA-Araullo University students in Remote and Distance

Learning?

4. Is there a significant relationship between the age, courses

and year level of the students and the coping strategy of

students?

V. Hypothesis of the study

The researchers hypothesized that:

1. There is no significant difference between the gender

and marital status of the students and the coping

strategy of PHINMA-Araullo University students in

Remote and Distance Learning.

2. There is no significant relationship between the age,

courses and year level of the students and the coping

strategy of students.

VI. Significance of the study

Studying on the coping strategies of PHINMA-Araullo

students in Remote and Distance Learning has benefits to the

following:

For the students, this study will be beneficial to those

students who are struggling coping up to the new learning

system. They will be able to know some coping strategy on

how to deal with the stress and other straggles that they

are experiencing with their academe.

For the parents, the research benefits the parents’ access

to information about their children not available to them

during program participation may deepen understanding and

strengthen feelings of connectedness, particularly important

to parent –teacher relationships.

For the teachers, with the result of the study this can help

them to identify some strategies to help the students with

coping up with the adjustments in the new learning system.

They can be fully aware about the mental health situation of

the students and realize the importance assessing the

students’ mental health condition. Also to be able to make

some adjustments and strategies for teaching the students

that can help them to cope up with the lesson and situation.

For the researchers, this study will help the researcher to

fully understand the importance of assessing oneself in

coping up in the new learning system. The researchers will

also have the advantage of knowing the coping strategies in

the Remote Distance Learning.

For the future researchers, the ideas presented in the study

may be used as a reference data in conducting new researches

similar to the topic of this research. This study will also

serve as their cross-reference that will give them a

background or overview about the students coping strategies

for the new arrangement for education.

VII. Scope and limitation

The researchers will conduct the study at PHINMA-

Araullo University campuses and the respondents of this

study will be the college students who are under the Remote

and Distance Learning.

The research study will focus on identifying the coping

strategies of PHINMA-Araullo University students who are

under the Remote and Distance Learning. This research will

be conducted during the first semester of the school year

2020-2021.
CHAPTER 2

RESEARCH METHODOLOGY

This chapter presents the research method that were

used, the respondents of the study, where the study

conducted, materials and instruments that will use, data

collection and procedure of analysis.

I. Research Design

The researchers will use Qualitative Descriptive

Research Design. Qualitative research involves asking

participants about their experiences of things happened in

their lives specifically with Remote and Distance Learning.

The researchers use Qualitative research design because this

study employ the use of statistical tools such as weighted

mean and T-test in analyzing the result of the study.

Descriptive Research Design aims to accurately and

systematically describe a population, situation or

phenomenon. The researchers will use Descriptive research

design to describe the coping strategies of PHINAMA-Aruallo

University students in Remote and Distance Learning. Both

research designs will be used in data gathering to determine

the coping strategies of PHINAMA-Aruallo University students

in Remote and Distance Learning.

II. Respondents of the Study

The respondents of the study will be the PHINMA AU

students enrolled under Remote and Distance Leaning (Main,

South and San Jose branches) were it has the total of 393

students based on gathered data by the researchers from

registrar office of PHINMA-Araullo University.

To compute the sample size, the researchers used

Slovin’s formula. Slovin's formula is used to calculate the

sample size (n) given the population size (N) and a margin

of error (e). It is a random sampling technique formula to

estimate sampling size. It is computed as:

SLOVINS FORMULA

For getting the sample size:

N
n=
1+ N e 2

Where:

1 = constant value

η= sample size

N= total population
393
n=
1+393 (0.052)
e= margin error

393
n=
1+393 (0.0025)

393
n=
1.983

n=198
Therefore, the sample size is 198 out of 393 students

who are under the Remote and Distance Learning at PHINMA-

Aruallo University.

The sampling technique that will be used in this study

is stratified random sampling. Stratified Random Sampling is

a method of sampling which involves the division of

population into smaller groups known as strata. This

technique will be useful in this research because it will

ensure the presence of students to each departments of

PHINMA- Araullo University.

Table 1. Distribution of respondents

SOURCE: Office of the Registrar

DEPARTMENT NO. OF PERCENTAGE SAMPLE

STUDENTS (%)

COLLEGE OF ARTS AND SCIENCES 133 34 67

COLLEGE OF CRIMINAL JUSTICE 158 40 79

COLLEGE OF EDUCATION AND LIBERAL 102 26 52

ARTS

TOTAL 393 100% 198

Table 1 shows the distribution of respondents which

only 3 departments will be the sample of this research.

III. Locale of the Study

The study was conducted at PHINMA-Araullo University

campuses

IV. Materials and Instruments

Sources of Data

The researchers used (2) classes of data to perform

this study, the primary and the secondary data.

Primary Data

The researchers will gather information by using survey

and interview from the respondent to get the result of the

coping strategies of PHINMA-Araullo University students in

Remote and Distance Learning.

Secondary Data
The researchers will gather information through the

websites, local books and research study that is related to

the study.

Instrument

The researchers will use the likert scale as the

instrument for the survey questionnaires. This is a type of

rating scale that measures how people feel about the given

statement. It is a fundamental tool in gathering of data

that is needed for this study. Through the use of google

forms the questionnaire was distributed to the students’ who

are enrolled under the Remote and Distance program in

PHINMA-Araullo University. The questionnaire was constructed

in the simplest words and manner so the respondents were

able to accomplish them easily.

Google form is an online survey platform which provide

the services of creating survey forms, receiving responses

and analysis of data free of cost. The researchers will use

this platform to design an example of conversion of physical

questionnaire to an online platform.

The principal research instrument will be use in this

study is a Likert-type questionnaire which has a four scale

answer to choose from, namely:

4- Strongly Agree

3- Agree

2- Disagree

1- Strongly disagree

The verbal description were arrived using the following

arbitrary numerical guide:

Table 2. Table of Equivalence

Data Analysis Verbal Qualitative Description

Parameter Interpretation
3.25-4.00 Strongly Agree Coping well with the Remote and
distance learning
2.50-3.24 Agree Moderately coping with the Remote and
distance learning
1.75-2.49 Disagree Fairly coping with the Remote and
distance learning

1.00-1.74 Strongly Poorly coping with the Remote and

Disagree distance learning

Table 2 shows the table of equivalence. The table shows

the qualitative meanings that correspond to each numerical

value that will be computed.

Class Interval:
4−1
=0.75
4

Survey Questionnaire

Dear Mr/Ms,

The Bachelor of Science in Business Administration major

in Marketing Management students is currently conducting a

research study regard to the program of PHINMA-Araullo University

during this semester of year 2020 which is the Remote and

Distance Learning. We wanted to know about your thoughts in

dealing with the new program of AU.

We are hoping for your honest answer for every questions that we

ask to you.

Thank you for your cooperation!

Stay safe and God Bless to you and your family!!

A. General Profile of the students

Please choose your possible answer and specify your age.

Age: _____
Year level:
Gender:
o 1st Year
o Female o 2nd Year
o Male o 3rd Year
Marital Status:

o Single
o married
Course:
o BS Accountancy
o BS Management Accountancy
o BS Accounting Information Technology
o BSBA Major in Marketing Management
o BSBA Major in Banking & Microfinance
o BSBA Major in Human Resource Management
o BS Hospitality Management
o BS Tourism in Management
o BS Civil Engineering
o BS Information technology (Animation, Service of culture, Web
development)
o Bachelor of Elementary Education
o Bachelor of Secondary Education- English
o Bachelor of Secondary Education- Math
o Bachelor of Secondary Education- Science
o BS in Nursing

How would you agree with the following statements?

Indicate for each statement whether it is the following:

Strongly Agree - 4

Agree -3

Disagree -2

Strongly Disagree -1

Causes of stress 4 3 2 1

1.Academic related

I prioritize my subjects to help me cope up

with high academic workload
I do some research when necessary and have a
self-study with the teaching of my
professors
I do an advance study to cope up with the
new learning system
I was able to develop a new technique like
using sticky notes and make a reminders
about my task to avoid stress and forgetting
to do it

 I seek help from professors when I have

difficulties and questions regarding with
the lesson
I am able to develop my reading
comprehension because I use reading as a
leisure and use it in our study

 I seek help with my friends in managing the

technology associating my study

 I study prior a week before the exam to

avoid a poor performance in examinations and
quizzes

 I use internet to search some of the topics

that I don’t understand in the modules
provided

 I sort my task according to its deadlines to

avoid procrastinating
2. Psychosocial and health issues

 While enrolled in RAD, I am able to manage

time because my family understand my current
situation

 I am taking seriously my class by taking

some important notes to avoid distractions
and to concentrate during class discussions

 I am able to manage my anxiety because I

have an emotional support from my parents
and friends

 I study hard and focus more because of high

parental expectation while enrolled in RAD

 I am able to get emotional support from my

professors to avoid stress and pressure

 I am able to get emotional support from my

fellow students and family to avoid stress
and pressure
 I am able to avoid stress because I have
time for relaxation while enrolled in RAD
learning

 I am concern about my future so I put so

much effort in every task that I do and
review well for my exams and quizzes

 I interact more with my friends and

classmates to avoid the feeling of
loneliness

 I am able to manage my financial problems

with regards to my tuition fee through the
student loan program that the school is
providing.

Coping strategies 4 3 2 1

 I have an emotional support/advice from

friends and family
I do something to take my mind off the
situation such as watching TV, movies,
shopping, listening to music

I see something good on what is happening

despite of the new learning set up

I am learning to live with the situation,

accepting the current situation

 I make fun of the situation by doing the

things that I love, such as singing,
dancing, and writing.
I am getting help with regard to my lessons
from my teacher
V. Data Collection

In order to gather the desired data needed in the

study, the researchers have taken the following into

consideration:

Data gathering procedures:

Step 1. Request letter.

The researchers will make a letter, requesting the

permission to obtain the list of the students under Remote

Distance Learning and its population that will be sign and

approve by the research adviser of College of Management and

Accountancy, Ma’am Aileen Lacson-Bagasan. The letter will be

presented to the Dean of College of Management and Accountancy.

Step 2. Questionnaire.

Researchers will prepare a number of questionnaires base

on the problems cited in the statement of the problem and

adapted from Review of Related Literature (Cape Coast, Ghana

by Dr. Christopher Yaw Kwaah, Gabriel Essilfie) while some

of the questions are self-administered by the researchers.

The researchers pass the survey questionnaires to the

adviser for some correction.

Step 3. Determine the sample size and Identification of

respondents
The researchers determine the sample size using the Slovin’s

Formula. From 393 total populations of respondents, 198 will be

the sample size which represented the population. After

determining the sample size the researchers will use the

stratified random sampling for identifying and calculate the

number of respondents in each departments in Remote and Distance

Learning of PHINMA Araullo University. The researchers select the

respondents by adopting a convenience sampling technique in which

the respondents were chosen because of their availability to

participate during the time of survey. The researchers assures

the respondents that their views, responses, and opinions will be

treated in full confidentiality. The convenience of respondents’

schedule was also taken into consideration.

Step 4. Distribution of questionnaire.

In accordance with convenience sampling, the researchers’

will use Facebook messaging to reach out and communicate to the

respondents who agreed to participate in the survey and the

questionnaires will be distributed through the use of Google

forms.

Step 5. Collection of questionnaire.

After the respondents finished answering, their answers will

be automatically send and collected by the researchers as the

servers of google form

Step 6.Presentation, tabulation and analyzed data

The data gathered was tabulated for interpretation and

presentation.

VI. Data Analysis

In analyzing the data, the frequency ,percentage

tables figures or charts ,Weighted mean, T-test and Pearson

Correlation was used:

1. FREQUENCY COUNTS

Frequency distribution, which is the simplest form of

presenting research data, were used to tabulate the

frequency occurrence of the respondents answers on the

demographic profile of respondents.

2. PERCENTAGE

It was use to determine what proportion of the

respondents belong to a specific category in terms of their

demographic profile.

Formula:

Where:

P= Percentage
F= Number of responses

N= Total Number of Respondents

3. WEIGHTED MEAN

It was use to analyze the respondents answers regarding

on the coping strategies of PHINMA-Araullo university

students in Remote and Distance Learning.

The formula for the weighted mean is follows:

TWF
WM=
N

Where:

WM = the weighted mean

TWF = the total weighted frequency

N = the number of the responses

The researcher used the weighted mean because it can

simply tally the scores from set of questionnaires to a

single resultant score.

4. T-TEST

A t-test is a type of inferential statistic used to

determine if there is a significant difference between the

means of two groups, which may be related in certain

features. The t-test is one of many test used for the

purpose of hypothesis testing in statistics. The T test also

tells you how significant the differences are; in the other

words it lets you know if those differences could have

happened by chance.It was used to analyze the significant

difference between the gender of the respondents and coping

strategies of PHINMA-Araullo university students in Remote

and Distance Learning.

5. PEARSON CORRELATION

It is a statistical tool that helps to measure and

analyze the degree of relationship between two variables.

Correlation analysis deals with the association between two

or more variables. It was used to analyze the significant

relationship between the age, courses and year level of the

coping strategies of PHINMA-Araullo University students in

Remote and Distance Learning.

Table 3. Table of Measures in T-Test and Pearson Moment

of Correlation

MEASURE OF DIFFERENCE FOR T-TEST

T-stat > T- critical = Significant

T-stat < T- critical = Not Significant

CORRELATION ANALYSIS (R VALUES)

±1.00= Perfect positive (Negative) Correlation

±0.91 to ±0.99= Very high positive (Negative)

Correlation

±0.71 to ±0.90= High positive (Negative) Correlation

±0.51 to ±0.70= Moderately positive (Negative)

Correlation

±0.31 to ±0.50= Low positive (Negative) Correlation

±0.01 to ±0.30= Negligible positive (Negative)

Correlation

0.0= No Correlation

CHAPTER III

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis and

interpretation of the gathered data on the profile of the

respondents of the PHINMA-Araullo University students who

are enrolled in Remote and Distance Learning in terms of

age, gender, year level and course.

The data collected from the questionnaires are presented

through frequency and percentage distribution.

I. Profile of the respondents

This section describes the respondents in terms of age,

gender, year level and course

TABLE 4. Frequency and Percentage Distribution of the

Respondents According to Age

AGE FREQUENCY PERCENTAGE (%)

18 34 17.17

19 53 26.77

20 55 27.78

21 40 20.20

22 5 2.53

23 1 0.51

24 3 1.52

25 2 1.01

27 1 0.51

28 1 0.51

30 1 0.51

32 1 0.51

33 1 0.51
TOTAL 198 100%

Table 4 shows from a total of 198 respondents, 34 or

17.17 of them were 18 years old; 53 or 26.77 of them were 19

years old; 55 or 27.78 of them were 20 years old; 40 or

20.20 of them were 21 years old; 5 or 2.53 of them were 22

years old; 1 or 0.51 of them were 23 years old; 3 or 1.52 of

them were 24 years old; 2 or 1.01 of them were 25 years old;

1 or 0.51 of them were 27 to 33 years old.

The data implies that majority of the respondents were

20 years old.

TABLE 5. Frequency and Percentage Distribution of the

Respondents According to Gender.

GENDER FREQUENCY PERCENTAGE (%)

MALE 68 34.34

FEMALE 130 65.66

TOTAL 198 100%

Table 5 shows that from a total of 198 respondents, 68

or 34.34% were male while the 130 or 65.66% were female.

The data implies that majority of the respondents were

female.
TABLE 6. Frequency and Percentage Distribution of the

Respondents According to marital Status

MARITAL STATUS FREQUENCY PERCENTAGE (%)

SINGLE 193 97.47

MARRIED 5 2.53

TOTAL 198 100%

Table 6 shows that from a total of 198 respondents, 193

or 97.47% were single while 5 or 2.53% were married.

The data implies that majority of the respondents were

single.

TABLE 7. Frequency and Percentage Distribution of the

Respondents According to their Year level

YEAR LEVEL FREQUENCY PERCENTAGE (%)

1ST YEAR 67 33.84

T a b l e 7 s h o
2ND YEAR 75 37.88

3RD YEAR 56 28.28

TOTAL 198 100%

were first year students, 75 or 37.88% were second year and 56 or

28.28% were third year.

The data implies that majority of the respondents were

second year students.

TABLE 8. Frequency and Percentage Distribution of the Respondents

according to their departments.

DEPARTMENT FREQUENCY PERCENTAGE (%)

CCJE 79 39.90

CAS 67 33.84

CELA 52 26.26

TOTAL 198 100%

Table 8 shows that from a total of 198 respondents, 79

or 39.90% were from College of Criminal Justice Education

(CCJE), 67 or 33.84% were from College of Arts and Sciences

(CAS) and 52 or 26.26% were from College of Education and

Liberal Arts (CELA).

The data implies that majority of the respondents were

from College of Criminal Justice Education (CCJE).

II. Coping Strategies

LEGENDS:

3.25-4.00- strongly agree / Coping Well

2.50-3.24- agree / Moderately Coping

1.75-2.49 -disagree / Fairly Coping

1.00-1.74 –strongly disagree/ poorly coping

WHERE:

WM= Weighted Mean

VD= Verbal Description

GWM= General Weighted Mean

QD- Qualitative Description

TABLE 9. Causes of stress: Academic Related

QD
Statement WM VI

1. I prioritize my subjects to 3.27 STRONGLY Coping well

help me cope up with high AGREE

academic workload
2. I do some research when 3.32 STRONGLY Coping well

necessary and have a self- AGREE

study with the teaching of my

professors
3. I do an advance study to Moderately

cope up with the new learning 3.04 AGREE coping

system
4. I was able to develop a new Moderately

technique like using sticky coping

notes and make a reminders 3.15 AGREE

about my task to avoid stress

and forgetting to do it
5. I seek help from professors Moderately

when I have difficulties and coping

3.12 AGREE
questions regarding with the

lesson
6. I am able to develop my Moderately

reading comprehension because coping

3.20 AGREE
I use reading as a leisure and

use it in our study

7. I seek help with my friends Moderately

in managing the technology 3.04 AGREE coping

associating my study
8. I study prior a week before Moderately

the exam to avoid a poor coping

3.10 AGREE
performance in examinations

and quizzes
9. I use internet to search 3.52 STRONGLY Coping well

some of the topics that I AGREE

don’t understand in the

modules provided
10. I sort my task according Moderately

to its deadlines to avoid 3.23 AGREE coping

procrastinating
Moderately
GWM 3.20 AGREE
coping

The table 9 shows the respondents causes of stress in

academic related in Remote and Distance Learning.

Statement 9 with a weighted mean of 3.52, with verbal

description of strongly agree and with a qualitative

description of coping well got the highest and statement

3 and 7 with a weighted mean of 3.04, with a verbal

description of agree and with a qualitative description

of moderately coping got the lowest.

This data presents that majority of the respondents

agreed that using internet to search some of the topics

that they don’t understand in the modules provided were

help them to cope up with the stress academic related in

remote and distance learning.

TABLE 10. Causes of stress: Psychosocial and health issues

Statement WM VI QD

1. While enrolled in RAD, I am able 3.28 STRONGLY Coping

to manage time because my family AGREE well

understand my current situation

2. I am taking seriously my class 3.29 STRONGLY Coping

by taking some important notes to AGREE well

avoid distractions and to

concentrate during class

discussions

3. I am able to manage my anxiety 3.01 AGREE Moderately

because I have an emotional coping

support from my parents and friends

4. I study hard and focus more 3.11 AGREE Moderately

because of high parental coping

expectation while enrolled in RAD

5. I am able to get emotional 2.95 AGREE Moderately

support from my professors to avoid coping

stress and pressure

6. I am able to get emotional 3.11 AGREE Moderately

support from my fellow students and coping

family to avoid stress and pressure

7. I am able to avoid stress 3.13 AGREE Moderately

because I have time for relaxation coping

while enrolled in RAD learning

8. I am concern about my future so 3.47 STRONGLY Coping

I put so much effort in every task AGREE well

that I do and review well for my

exams and quizzes

9. I interact more with my friends 3.04 AGREE Moderately

and classmates to avoid the feeling coping

of loneliness

10. I am able to manage my 2.87 AGREE Moderately

financial problems with regards to coping

my tuition fee through the student

loan program that the school is

providing.

GWM 3.13 AGREE Moderately

coping

The table 10 shows the respondents causes of stress in

psychosocial and health issues in Remote and Distance

Learning. Statement 8 with a weighted mean of 3.47, with

verbal description of strongly agree and with a

qualitative description of coping well got the highest

and statement 10 with a weighted mean of 2.87, with a

verbal description of agree and with a qualitative

description of moderately coping got the lowest.

This data presents that majority of the respondents

agreed that they were concern about their future so they

put so much effort in every task that they do and review

well for their exams and quizzes were help them to cope

up with the stress in psychosocial and health issues in

remote and distance learning.

TABLE 11. Coping Strategies

Statement WM VI QD

1. I have an emotional support/advice 3.09 AGREE Moderately

from friends and family coping

2. I do something to take my mind off 3.35 STRONGLY Coping

the situation such as watching TV, AGREE well

movies, shopping, listening to music

3. I see something good on what is 3.19 AGREE Moderately

happening despite of the new learning coping

set up

4. I am learning to live with the 3.27 STRONGLY Coping

situation, accepting the current AGREE well

situation

5. I make fun of the situation by 3.15 AGREE Moderately

doing the things that I love, such as coping

singing, dancing, and writing.

6. I am getting help with regard to 3.15 AGREE Moderately

my lessons from my teacher coping

GWM 3.20 AGREE Moderately

coping

The table 11 shows the respondents coping strategies in

Remote and Distance Learning. Statement 2 with a weighted

mean of 3.25, with verbal description of strongly agree

and with a qualitative description of coping well got the

highest and statement 1 with a weighted mean of 3.09,

with a verbal description of agree and with a qualitative

description of moderately coping got the lowest.

This data presents that majority of the respondents

agreed that they do something to take their mind off the

situation such as watching TV, movies, shopping, listening

to music were their coping strategies with coping up in

remote and distance learning.

Table 12: Average weighted mean, Qualitative Description and

Ranking of causes of stress in terms of academic related,

psychosocial and health issues of PHINMA-Araullo University

Students in Remote and Distance Learning

Causes of stress of AWM Verbal Qualitative Rank

Interpretation Description

PHINMA-Araullo
University Students
in Remote and
Distance Learning
Causes of stress in Moderately 1

terms of Academic 3.20 AGREE coping

Related
Causes of stress in 3.13 AGREE Moderately 2

terms in psychosocial coping

and health issues

Table 12 shows the average weighted mean, Qualitative

Description and Ranking of causes of stress in terms of

academic related, psychosocial and health issues of PHINMA-

Araullo University Students in Remote and Distance Learning.

As can be seen, causes of stress in terms of academic

related (rank 1) with an average weighted mean of 3.20 was

moderately coping with the Remote and distance learning.

Causes of stress in terms in psychosocial and health issues

(rank 2) with an average weighted mean of 3.13 was

moderately coping with the Remote and distance learning.

IV. Significant difference between the gender and marital

status of the students and the coping strategy of PHINMA-

Araullo University students in Remote and Distance Learning

TABLE 13: DIFFERENCE OF GENDER AND THE COPING STRATEGY OF

PHINMA-ARAULLO UNIVERSITY STUDENTS IN REMOTE AND DISTANCE

LEARNING

DIFFERENCE OF T- Stat T- Verbal

GENDER AND THE Critical Interpretation

COPING STRATEGY

GENDER -31.08 1.97 Not

Significant

The table 13 above shows that the computed value using

t-test for gender is -31.08 lower or less than the critical

value, which is 1.97. This data presents that the

researchers are accepting the null hypothesis and that there

is no significant difference between the gender and the

Coping strategies of PHINMA-Araullo University students in

Remote and Distance Learning.

TABLE 14: DIFFERENCE OF MARITAL STATUS AND THE COPING

STRATEGY OF PHINMA-ARAULLO UNIVERSITY STUDENTS IN REMOTE AND

DISTANCE LEARNING

DIFFERENCE OF T- Stat T- Verbal

MARITAL STATUS AND Critical Interpretation

THE COPING STRATEGY

Not

Significant
MARITAL STATUS -57.20 1.97

The table 14 above shows that the computed value using

t-test for marital status is -57.20 lower or less than the

critical value, which is 1.97. This data presents that the

researchers are accepting the null hypothesis and that there

is no significant difference between the marital status and

the Coping strategies of PHINMA-Araullo University students

in Remote and Distance Learning.

TABLE 15: RELATIONSHIP OF AGE AND THE COPING STRATEGY OF

STUDENTS

Relationship of Age and R- Value Interpretation

Coping strategies
0.158 Negligible positive

AGE correlation

The table 15 above shows that the computed value using

Pearson moment of correlation for age is 0.158; it is within

the range of ±0.01 to ±0.30 which means that there is a

negligible positive correlation. This data presents that the

researchers are rejecting the null hypothesis and there is a

Negligible Positive Correlation between the age and the

Coping Strategies of PHINMA-Araullo University students in

Remote and Distance Learning.

TABLE 16: RELATIONSHIP OF COURSE AND THE COPING STRATEGY OF

STUDENTS

Relationship of Courses R- Value Interpretation

and Coping strategies

0.036 Negligible positive

COURSES correlation

The table 16 above shows that the computed value using

Pearson moment of correlation for courses is 0.036; it is

within the range of ±0.01 to ±0.30 which means that there is

a negligible positive correlation. This data presents that

the researchers are rejecting the null hypothesis and there

is a Negligible Positive Correlation between the courses and

the Coping Strategies of PHINMA-Araullo University students

in Remote and Distance Learning.

TABLE 17: RELATIONSHIP OF YEAR LEVEL AND THE COPING STRATEGY

OF STUDENTS

Relationship of Year R- Value Interpretation

level and Coping

strategies
0.004 Negligible positive

YEAR LEVEL Correlation

The table 17 above shows that the computed value using

Pearson moment of correlation for year level is 0.004; it is

within the range of ±0.01 to ±0.30 which means that there is

a negligible positive correlation. This data presents that

the researchers are rejecting the null hypothesis and there

is a Negligible Positive Correlation between the year level

and the Coping Strategies of PHINMA-Araullo University

students in Remote and Distance Learning.

CHAPTER IV

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings,

conclusions and recommendations of the study entitled

“Coping Strategies of PHINMA-Araullo University students in

Remote and Distance Learning”.

I. SUMMARY OF FINDINGS

1. Profile of the respondents

1.1 AGE:

It was noted that there were 198 respondents, 34 or

17.17 of them were at the age of 18; 53 or 26.77 of them

were at the age of 19; 55 or 27.78 of them were at the age

of 20; 40 or 20.20 of them were at the age of 21; 5 or 2.53

of them were at the age of 22; 1 or 0.51 of them were at the

age of 23; 3 or 1.52 of them were at the age of 24; 2 or

1.01 of them were at the age of 25; 1 or 0.51 of them were

at the ages of 27 to 33. This data presents that the

majority of the students in Remote and Distance Learning

were at age of 20 years old.

1.2 GENDER:

From a total of 198 respondents, 68 or 34.34% were male

while the 130 or 65.66% were female. The data implies that

majority of the respondents were female.

1.3 MARITAL STATUS:

In terms of Marital Status of the respondents, 193 or

97.47% respondents are single, 5 or 2.53% respondents are

married. This data presents that the majority of the

respondents are single.

1.4 YEAR LEVEL:

It was also noted that in terms of Year level of the

respondents, 67 or 33.84% are first year, 75 or 37.88% are

second year and 56 or 28.28% are third year. This data

presents that the majority of the respondents are second

year students.

1.5 DEPARTMENTS:

It was noted that there were 3 departments that was

enrolled in Remote and Distance Learning and 79 or 39.90%

were College of Criminal Justice Education, 67 or 33.84%

were College of Arts and Sciences and 52 or 26.26% were

College of Liberal Arts. This data presents that the

majority of the respondents are from College of Criminal

Justice Education.

2. Causes of stress to determine the coping strategies of

PHINMA-Araullo University students in Remote and Distance

Learning.

2.1 Causes of stress: Academic Related

The coping strategies of PHINMA-Araullo University

students in Remote and Distance Learning in terms of causes

of stress in academic related. Statement 9 with a weighted

mean of 3.52, with verbal description of strongly agree and

with a qualitative description of coping well got the

highest and statement 3 and 7 with a weighted mean of 3.04,

with a verbal description of agree and with a qualitative

description of moderately coping got the lowest. This data

presents that majority of the respondents agreed that using

internet to search some of the topics that they don’t

understand in the modules provided were help them to cope up

with the stress academic related in remote and distance

learning.

2.2 Causes of stress: Psychosocial and health issues

The coping strategies of PHINMA-Araullo University

students in Remote and Distance Learning in terms of causes

of stress in Psychosocial and health issues. Statement 8

with a weighted mean of 3.47, with verbal description of

strongly agree and with a qualitative description of coping

well got the highest and statement 10 with a weighted mean

of 2.87, with a verbal description of agree and with a

qualitative description of moderately coping got the lowest.

This data presents that majority of the respondents agreed

that they were concern about their future so they put so

much effort in every task that they do and review well for

their exams and quizzes were help them to cope up with the

stress in psychosocial and health issues in remote and

distance learning.

3. Coping strategies of PHINMA-Araullo University students

in Remote and Distance Learning

3.1 Coping Strategies

The coping strategies of PHINMA-Araullo University

students in Remote and Distance Learning. Statement 2 with a

weighted mean of 3.25, with verbal description of strongly

agree and with a qualitative description of coping well got

the highest and statement 1 with a weighted mean of 3.09,

with a verbal description of agree and with a qualitative

description of moderately coping got the lowest. This data

presents that majority of the respondents agreed that they

do something to take their mind off the situation such as

watching TV, movies, shopping, listening to music were their

coping strategies with coping up in remote and distance

learning.

4. Difference between the gender and marital status of the

students and the coping strategy of PHINMA-Araullo

University students in Remote and Distance Learning

4.1 DIFFERENCE OF GENDER AND THE COPING STRATEGY OF PHINMA-

ARAULLO UNIVERSITY STUDENTS IN REMOTE AND DISTANCE LEARNING

The computed value using t-test for gender is -31.08

lower or less than the critical value, which is 1.97. This

data presents that the researchers are accepting the null

hypothesis and there is no significant difference between

the gender and the Coping strategies of PHINMA-Araullo

University students in Remote and Distance Learning.

4.2 DIFFERENCE OF MARITAL STATUS AND THE COPING STRATEGY OF

PHINMA-ARAULLO UNIVERSITY STUDENTS IN REMOTE AND DISTANCE

LEARNING

The computed value using t-test for marital status is

-57.20 lower or less than the critical value, which is 1.97.

This data presents that the researchers are accepting the

null hypothesis and there is no significant difference

between the marital status and the Coping strategies of

PHINMA-Araullo University students in Remote and Distance

Learning.

5. Relationship between the age, courses and year level of

the students and the coping strategy of students

5.1 RELATIONSHIP OF AGE AND THE COPING STRATEGY OF STUDENTS

The computed value using Pearson moment of correlation

for age is 0.158; it is within the range of ±0.01 to ±0.30

which means that there is a negligible positive correlation.

This data presents that the researchers are rejecting the

null hypothesis and there is a Negligible Positive

Correlation between the age and the Coping Strategies of

PHINMA-Araullo University students in Remote and Distance

Learning.

5.2 RELATIONSHIP OF COURSE AND THE COPING STRATEGY OF

STUDENTS

The computed value using Pearson moment of correlation

for courses is 0.036; it is within the range of ±0.01 to

±0.30 which means that there is a negligible positive

correlation. This data presents that the researchers are

rejecting the null hypothesis and there is a Negligible

Positive Correlation between the courses and the Coping

Strategies of PHINMA-Araullo University students in Remote

and Distance Learning.

5.3 RELATIONSHIP OF YEAR LEVEL AND THE COPING STRATEGY OF

STUDENTS

The computed value using Pearson moment of correlation

for year level is 0.004; it is within the range of ±0.01 to

±0.30 which means that there is a negligible positive

correlation. This data presents that the researchers are

rejecting the null hypothesis and there is a Negligible

Positive Correlation between the year level and the Coping

Strategies of PHINMA-Araullo University students in Remote

and Distance Learning.

II. CONCLUSION

On the light of the findings of the study, the

researchers concluded the following:

1. PROFILE OF THE RESPONDENTS

I.1 Most of the RAD students are at the age of 20 years

old.

I.2 The RAD students are mostly women.

I.3 Most of the RAD students are single

I.4 The RAD students are mostly Second Year and majority of

them are from the College of Criminal Justice Education

2. Coping strategies of PHINMA-Araullo University students

under Remote and Distance Learning for their cause of stress

2.1 majority of the respondents agreed that using internet

to search some of the topics that they don’t understand

in the modules provided were help them to cope up with

the stress academic related in remote and distance

learning.

2.2 majority of the respondents agreed that they were

concern about their future so they put so much effort

in every task that they do and review well for their exams

and quizzes helps them to cope up with the stress in

psychosocial and health issues in remote and distance

learning.

3. There is no significant difference between the gender and

marital status and the Coping strategies of PHINMA-Araullo

University students in Remote and Distance Learning.

4. There is a significant relationship between the age,

courses and year level of the students and the coping

strategy of students

III. RECOMMENDATION

In the light of this study, the researchers came up

with the following recommendations:

1. RAD Teachers, the researchers recommend using different

teaching techniques and assist them in managing the

tools that is associated with their lessons. It is very

helpful for the students to have an effective teaching

style; this can give them more learnings and can easily

adjust with the new learning set up.

2. RAD Coordinators, may conduct webinars for the parents

for them to be aware about Remote and Distance Learning

to properly assist their children with regards to their

new learning set up in terms of emotional support and

learning resources
3. Marketing Department, may inform RAD students with

regards to the different scholarship and student loans

that the school is offering in terms of financial

constraints.

4. The school may conduct webinars that tackles students'

mental health issues and increase student engagement for

them to interact with their fellow students to avoid

loneliness and identify those who are having poor

performance in their academe.

5. The researchers recommend to the future researchers, to

improve this study and give more information about this.

This can be their basis if they want to conduct a

similar study, like to determine the causes of stress of

the students for the new arrangement for education.

IV. BIBLIOGRAPHY

http://www.iosrjournals.org/iosr-javs/papers/vol4-

issue5/J0455763.pdf?id=6496

https://newsinfo.inquirer.net/1315763/will-distance-learning-

work-in-ph
https://www.manilatimes.net/2020/07/05/business/sunday-

business-i-t/remote-learning-not-just-uploading-

lectures/737995/amp/

https://www.rappler.com/nation/students-share-remote-

learning-woes-classes-shift-online-pandemic