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Chapter II

Review of Related Literature

Philippine education in times of pandemic

As a result of the recent Covid-19 pandemic, both the global and Philippine

curricula have encountered difficulties and issues that need to be addressed. The "new

normal education" is the term used to describe the forces that are driving academic

institutions to adapt to the new educational system. It was as a result of this that the

Government of the Philippines and its higher education institutions began implementing

versatile learning modalities in order to protect all Filipino learners from infection in

March 2020. Several local school districts, academic institutions, and colleges have

adopted blended learning methods as a result of this.

In several of the most badly hit sectors in the Philippines, the higher education

system suffered enormously as a result of college classes being postponed and many

elementary schools, as well as several universities and colleges, being forced to close.

Thus, Urgent Remote Learning was utilized in the Philippine school context during this

crisis. Urgent Remote Learning, as a top management intervention, provides a

temporary fix for the lack of face-to-face involvement in acquiring knowledge via several

platforms – electronic distribution, broadcast, and mainstream television learning, to

mention a few (Manire, 2021). Moralista & Oducado (2020) discovered that the majority

of educators have a basic to intermediate comprehension of computers and lack

training in online learning when presented with the new normal of education.
RRL September 12 Mental Health Adjustment and Perceived Academic Performance of
Senior Highschool Students

Additionally, they expressed how challenging it is to manage one's environment as well

as other elements such as new technologies due to their poor knowledge and skills.

This has resulted in instructors being hesitant about online learning, as educators are

sometimes left with fewer options; nonetheless, because the new educational standard

is generally required, educators frequently have little alternative. Additionally, Moralista

& Oducado (2020) discovered that it is not simply the annoyance with digital skills that

most educators encounter; it is also the depersonalized teaching style and prevalence

of academic cheating that make it difficult for educators to accept the new educational

standard.

In 2021, a study was conducted to ascertain the recognized gaps discovered

throughout distance learning which could make a significant contribution to the natural

occurrence that may impair learning during a pandemic. It has been revealed that over

13% of students in the Philippines still lack access to the internet, which has serious

consequences. Additionally, as a result of poverty, the majority of the students lack the

requisite devices to continue their education, rendering the movement of nobody left

behind an impossibility (Esteban & Cruz, 2021). Aganan, Fernando, Nicomedes, Perez,

and Sasot (2021) reinforced this concept by stating that as a result of economic

hardship, a major percentage of students were not able to enroll themselves due to their

decreased economic capabilities. This is largely due to systemic social inequalities,

which traps low-income households and populations in economic hardship and

frequently leaves them poorly educated. They also discussed COVID-19's psychological

consequences. Such as existentialism, psychosis, dread, pressure, and depression. It is

believed that if online learning is continued, the added duties associated with the
RRL September 12 Mental Health Adjustment and Perceived Academic Performance of
Senior Highschool Students

COVID-19 global epidemic will exacerbate people's emotional and psychological

distress. Despite these obstacles, and provided the country's social and economic

scenario and obstacles, this shift to a variety of ways of education can be seen as

needed to preserve the standard of teaching. Moreover, Alvarez (2020) demonstrated

that having to learn remotely during the COVID-19 pandemic is incredibly hard. This is

because, in addition to the normal connectivity and accessibility to devices issues, rising

worries about economic stability and psychological support are also attributed to the

interrupted educational involvement. Nonetheless, listening to learners' lives and

experiences in distance learning would be necessary to incorporate in the pedagogical

approach of educators by providing a lending ear to be aware of their learners' learning

journey, which is critical in this time of pandemic crisis.

Covid 19 crisis and distance learning

The global epidemic caused by the COVID-19 virus poses a significant challenge

to educational reforms that provided perspective on how to approach the recession by

teachers, organizational heads, and government officials.

This same COVID-19 global epidemic posed a monumental challenging problem

for teachers, who were forced to rapidly and hugely adapt all of their lectures to remote

learning to sustain instructional consistency at the same level of quality. Although some

educators and lessons have been prepared, this same great majority were required to

adjust their teaching in a brief period of teaching, with inadequate channel capacity, and

with very little time to prepare (Dietrich, Kentheswaran, Laborie, Loubière, & Sperandio,
RRL September 12 Mental Health Adjustment and Perceived Academic Performance of
Senior Highschool Students

2020). Educators' turmoil concerning self-efficacy and job involvement is at an all-time

high during this pandemic, as a result of this developing fundamental change in the

educational system (Baloran & Hernan, 2020). Furthermore, Cleofas and Rocha (2021)

highlighted that the vast majority of students come from lower-income families, many of

whom do not have access to notebooks or personal computers, and many of them have

only a minimal Internet service. In addition, these data revealed that learners from

lower-income families had significantly greater rates of disorder COVID-19 anxiety.

This indicates that the Philippines should concentrate on restoring and remaking

their academic system in response to COVID-19, to achieve the best level of support for

good education for all citizens, in general. In addition, educators must use a date-based

pedagogy approach to support and motivate students in their studies.

Factors Affecting Distance Learning during the Covid-19 Pandemic

Online learning has become the mode of teaching during this pandemic since it

decreases the chances of students acquiring the virus. Several factors have been

identified as having a significant impact on learning during the COVID-19 pandemic,

which has been identified as having a significant impact on learning during the course of

the pandemic. The following are the most important factors that influence participation in

online learning: a sense of community, educator's involvement, life characteristics and

previous experience, communication, styles of learning, and encouragement, among

others (Gainor, 2018). In addition, five dimensions were also considered: the learner's

mood and affect, their difficulty concerning their corresponding course, attitude,
RRL September 12 Mental Health Adjustment and Perceived Academic Performance of
Senior Highschool Students

perceived learning outcome, and motivation (Kikuchi, 2020). Lim and Kim (2003)

investigated the relationship between student characteristics and motivation in learning

and discovered that motivation is higher all through regular classes as compared to

online learning sessions. They continued and explained that students' characteristics

and motivation types are commonly associated with the knowledge construction of

learning in a group of undergraduate students participating in an online course.

However, that is not always the case in practice. Kikuchi (2006) explained that when

online learning is introduced early in the process, motivational factors tend to increase

during the course of the teaching process. As it allows learners at the initiation phase to

pique their interest in online teaching, it is likely to result in an overall increase in

engagement in individual learning, which is likely to result in an overall increase in

active participation in individual learning. According to Maheshwari (2021), perceived

enjoyment was also another factor that influences the learners' experience during the

course of online learning. He went on to say that perceived enjoyment has a positive

impact on the intention to learn online. However, it has also been revealed that

perceived enjoyment was significantly influenced by ICT infrastructure and internet

speed, both of which are frequently cited as concerns in the Philippine context.

Furthermore, it is claimed that online teachers' scaffolding for interaction with students

had a significant impact on their perception of class mastery when using a performance-

approach goal structure rather than a performance-avoidance goal structure in the

classroom. A further finding was that online students who perceived their classes as

goal structured had higher levels of behavioral and emotional engagement, whereas
RRL September 12 Mental Health Adjustment and Perceived Academic Performance of
Senior Highschool Students

students who avoided class had higher levels of behavioral and emotional

disengagement (Cho & Cho, 2014).

In addition, Choi (2009) finds that individual characteristics such as age, gender,

and educational level, as well as external factors such as family and organizational

supports, as well as internal factors such as satisfaction and relevance as sub-

dimensions of motivation, have a significant impact on the dropout and persistent

learning rates, according to their findings. Choi further explained in his study that lower

dropout rates are frequently observed during online learning when the instructors

increase the student's satisfaction by exploring various avenues to improve the

relevance of the course. Furthermore, Choi went on to explain that support from family

and organizations can also play a significant role in assisting learners in completing the

online courses that they have enrolled in. Additionally, Drennan, Kennedy, and Pisarski

(2005) recognize the key factors that are extremely important in maintaining an

extremely seamless experience for students during the delivery of online learning.

These considerations included the appropriate number of online participants, the use of

online time, the complexity of the task, and the development of online communities.

They went on to explain that it also contributed to the issues that are impeding their

ability to be successful. Moreover, according to Kim and Moore (2005), the perceived

enjoyment gained by the learner through the educator is not the only factor contributing

to the success of online learning. They went on to explain that factors such as internet-

self efficacy and self-motivation have been discovered to be associated with student

increases in academic performance when utilizing an online learning system. In

addition, Chang and Tung (2007) discovered in their study that technological
RRL September 12 Mental Health Adjustment and Perceived Academic Performance of
Senior Highschool Students

compatibility, perceived usefulness, perceived ease-of-use, perceived system quality,

and computer self-efficacy were all important factors in students' intentions to use online

learning course websites.

The implication of Distance Learning on Student’s academic performance during

the Covid-19 Pandemic

On account of the limited availability and overall restriction on the performance of

face-to-face learning experiences in the presence of a biological threat during the

COVID-19 pandemic, online education has risen to become the most popular mode of

education.

According to Joksimovi, Kovanovi, and Riecke (2015), with the steady

development of online education and online learning environments, as well as the

encouragement of social interactions between students, it is more likely that students

will achieve significantly higher levels of academic achievement than is expected of

them in the traditional classroom setting. A student's ability to engage socially with an

online learning community, in conjunction with the presence of the teacher, is

considered to increase the level of meaningful interactions between students, which has

been shown to have a significant impact on the development of social presence and, as

a result, could have a positive impact on students' academic performance. Concerning

this, Chaparro-Peláez and Hernández-Garca (2021) discovered in their case study that

the majority of students who were exposed to the COVID-19 pandemic showed an

improvement in their academic performance as a result of the implementation of

emergency remote instruction. Clark, Nong, Zhu, and Zhu (2021) also agreed with this

notion, as evidenced by their study, which found that online education improved student

exam performance during the COVID-19 pandemic. Clark, Nong, Zhu, and Zhu (2021)

In large part, this is due to the recorded sessions provided by the higher-quality

teachers. Furthermore, they discovered that students who used a computer benefited

more from online learning and scored higher on tests than students who used a

smartphone. Students' positive attitudes and motivation, according to Aguilera-Hermida

(2020), are primarily due to the following contributing factors, which include perceived

behavioral control and cognitive engagement. Overall, this promotes a mindset of self-

efficacy, as well as the positive use of technology, which helps students improve their

academic performance. Additionally, it has been discovered that undergraduates

enrolled in allied medical-related courses, such as nursing students, who considered

taking online courses during the COVID-19 outbreak reported a high level of stress and

moderate satisfaction, as well as poor to fair academic performance (Oducado, 2021).

In the same way that nursing students face the same challenges as veterinary medical

students during their online education, Mahdy (2020) finds that veterinary medical

students face the same challenges as nursing students. Since the majority of the

subjects are practical in nature, it is difficult to learn them via the internet. In the opinion

of the students, it is difficult to complete the veterinary competencies using only an

online education system.

The implication of Distance Learning on Student’s Mental health during the

Covid-19 Pandemic
RRL September 12 Mental Health Adjustment and Perceived Academic Performance of
Senior Highschool Students

The COVID-19 virus, which originated in the Chinese city of Wuhan, has spread

rapidly throughout the world, putting billions of people on high alert and causing

widespread panic. In response to this, a growing number of universities around the

world have either postponed or canceled all campus events, including workshops,

conferences, sports, and other activities, as a result of growing concern about the

current COVID-19 pandemic. Universities are putting in place extensive preventative

and protective measures to safeguard all students and employees from the highly

contagious disease. Faculty members are already in the process of making the switch

to online learning platforms for their classes. Throughout this section of the paper, the

various effects of the terrible COVID-19 outbreak on mental health among students will

be discussed, with particular emphasis on the implications for online education.

One such global epidemic has developed a dilemma for higher education

institutions, particularly since the administration declared and ordered that face-to-face

classes would not have been held during the Academic Year 2020-2021 till the Covid19

vaccine was available. After receiving this order, the Department of Education (DepEd)

issued DepEd order nos. 007 thru the 14 series of 2020, which instructed all basic

education institutions to develop one‘s learning contingency plan as well as health and

safety protocols to be implemented during the new normal in education during the

pandemic (Ancheta, Ancheta, & Vincent, 2020). It must have been one‘s learning

environment at home that presented the most difficult challenge during distance

learning, while technological literacy and competency presented the least difficult
RRL September 12 Mental Health Adjustment and Perceived Academic Performance of
Senior Highschool Students

challenge. Additional research has discovered that the quality of learning experiences

and students' mental health have deteriorated during the COVID-19 pandemic as a

result of various factors that negatively impact the overall well-being of the student,

including a lack of adequate resources (Barrot & Llenares, 2021). It also has been

discovered that more than a quarter of the learners suffered from medium to particularly

serious rates of depression, stress, and anxiety while enrolled in distance learning

programs, according to a study conducted by Tus (2021). In light of this, students must

take care of their mental health and prioritize the efficient management of their

symptoms at all times, as well as the consideration of seeking assistance to deal with

their life problems, particularly during this pandemic crisis. Despite this negative

outcome, it has been discovered that the vast majority of learners accepted distance

learning platforms during the COVID-19 pandemic period (Chuenyindee, Diaz, Persada,

& Perwira Redi, 2021).

Bolatov, Baikanova, and Smailova (2020) also discovered that students who

participated in online learning during the Pandemic experienced higher rates of burnout

syndrome, depression, anxiety, somatic symptoms, and dissatisfaction with academic

performance than those who did not participate in online learning. Additionally, they

state that such mental health problems are frequently observed in students who lived

alone during the quarantine, which can significantly increase their risk of developing

depression during the pandemic. Furthermore, according to Alrefaie and Hassanien

(2020), increased screen time has a variety of mental effects on students during the

course of the COVID-19 pandemic and online learning. The majority of students report

feeling fatigued and experiencing physical pain, such as headaches, shoulder soreness,
RRL September 12 Mental Health Adjustment and Perceived Academic Performance of
Senior Highschool Students

and eyesore, as a result of poor time management. Additionally, they feel isolated and

separated from their classmates, and they frequently expressed skepticism about the

lecturer's explanations during the online classes.

Student’s perception on Distance learning

The global pandemic has made a huge impact on the education system of the

Philippines, where lecturers and students are required to participate in an online

teaching and learning process due to the Covid-19 pandemic.

The pandemic has resulted in the accumulation of both positive and negative

perceptions of online learning, which have accumulated during the period of online

learning. The flexibility of the system results in a variety of constraints, such as an

unstable signal. Due to the limited human interaction, some students have

demonstrated a lack of motivation and have found it difficult to practice conversation

skills with their peers. However, despite the available flexibility, a large majority of

students still prefer face-to-face learning over online learning because it increases their

motivation while the material is being delivered during class (Laili & Nashir, 2021).

Furthermore, according to Bczek (2021), his research has revealed that students prefer

online learning and believe it to be a valuable method of teaching and learning.

Because it allows them to gain knowledge in a flexible manner throughout their online

learning experience, it is beneficial. Linjawi (2018), on the other hand, found in his

research that the degree of acceptability of each learner varies depending on their

corresponding characteristics and the learning system in which they are placed. It has
RRL September 12 Mental Health Adjustment and Perceived Academic Performance of
Senior Highschool Students

been illustrated that a large majority of people believe that using technology in

education is important. But considering the impact of COVID-19 was abrupt, this makes

students' readiness for online learning become less acceptable as they progressed

through their educational careers.

Furthermore, a significant percentage of students reported feeling stressed and

isolated, which contributed to their lack of confidence during online platform learning.

Additionally, a significant percentage of students did not consider that curriculum could

be effectively delivered through online mode. However, the vast majority of student

teachers agreed that online learning was a superior option for learning during this

Pandemic period, but they did not see it as a viable alternative to the traditional

approach to learning.

Covid-19 Pandemic and Student’s Coping Mechanism

COVID-19 had a significant negative impact on the mental health of the students

involved. The most frequently used coping strategies by students were religious/spiritual

coping and acceptance coping, which were both highly prevalent (Asif, Mustafa,

Shehzadi, & Tahir, 2020). Kar, Kar, and Kar (2020) go on to say that during the COVID-

19 pandemic, stress and other related mental illnesses such as severe anxiety and

depression were present in a significant proportion of students. Furthermore, it has

been discovered that students who suffer from anxiety and depression have significantly

more difficulty coping than their peers. In addition, Nurunnabi and Sundarasen (2020)

found that the vast majority of learners employed both coping strategies and survival
RRL September 12 Mental Health Adjustment and Perceived Academic Performance of
Senior Highschool Students

techniques as a result of the high levels of anxiety and psychological pressure

experienced during the COVID-19 pandemic, according to their findings. In addition, a

significant number of male and female students reported the utilization of substances as

a coping mechanism, including marijuana, alcohol, and cigarettes, which can harm their

academic outcomes (Abizaid, Gabrys, Hellemans, & Patterson, 2021). Even though

every student would have a personal experience about just how COVID-19 has

influenced their educational experience, there is still no doubt that the impact of COVID-

19 will be felt on a broad scale, thus this emphasizes the necessity of developing a

comprehensive preparedness strategy.

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