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Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during

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International Perspectives on Stress & Coping

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Knowledge, Attitudes, Anxiety, and Coping

Strategies of Students during COVID-19 Pandemic

Erick T. Baloran

To cite this article: Erick T. Baloran (2020): Knowledge, Attitudes, Anxiety, and Coping
Strategies of Students during COVID-19 Pandemic, Journal of Loss and Trauma, DOI:
10.1080/15325024.2020.1769300

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JOURNAL OF LOSS AND TRAUMA
https://doi.org/10.1080/15325024.2020.1769300

Knowledge, Attitudes, Anxiety, and Coping Strategies

of Students during COVID-19 Pandemic
Erick T. Baloran
College of Teacher Education, University of Mindanao – Bansalan College, Bansalan, Philippines

ABSTRACT ARTICLE HISTORY

COVID-19 is a global concern affecting Higher Education Received 11 May 2020
Institutions (HEIs). This pandemic led to a strong reaction Accepted 12 May 2020
among students who experiences anxiety. This cross-sectional
KEYWORDS
study aimed to examine students’ knowledge, attitudes, anx-
Knowledge; attitude;
iety, and coping strategies during the COVID-19 pandemic. satisfaction; support;
Results showed that students possessed sufficient knowledge anxiety; coping strategies;
and high-risk perceptions. Non-medical prevention measures COVID-19 pandemic
were perceived as highly effective. Students were satisfied
with the government’s actions to mitigate problems. However,
an unwillingness with the online-blended learning approach
was observed. Students utilized various ways to cope up with
mental health challenges. It is necessary to address students’
mental health during this COVID-19 pandemic among HEIs.

Introduction
In January 2020, the WHO declared the outbreak of novel coronavirus
infection, COVID-19, as a public health emergency of worldwide concern
(World Health Organization, 2020a). The first recorded death outside
Wuhan, China, was in the Philippines on February 20, 2020, and WHO
declared COVID-19 in March 2020 as a pandemic (World Health
Organization, 2020b). In the Philippines, WHO has been working with the
Department of Health (DOH) and other national stakeholders and partners
to increase the country’s capability to address the COVID-19 pandemic
(World Health Organization, 2020c). Besides, the DOH participated in the
WHO Solidarity trial to assist in COVID-19 global response (World Health
Organization, 2020d). Moreover, Enhanced Community Quarantine (ECQ)
was implemented by the government to help the country’s efforts to curb
the adverse impacts of the COVID-19 pandemic (David et al., 2020). In the
context of social impact, the COVID-19 crisis in the country appears that
the effect is on the lower-income classes (National Economic and
Development Authority, 2020).

CONTACT Erick T. Baloran [email protected] College of Teacher Education, University of

Mindanao – Bansalan College, Bansalan, Philippines.
ß 2020 Taylor & Francis Group, LLC
2 E. T. BALORAN

Since the start of the COVID-19 pandemic, the psychological and emo-
tional impact is also evident. Its emergence and spread create a lot of con-
cern for people leading to increased levels of anxiety (Roy et al., 2020).
COVID-19 crisis has also made an impact on the context of Philippine
Education. Classes were postponed due to lockdown. The majority of col-
leges and universities also faced current challenges with virtual learning
(Talidong & Toquero, 2020). In particular, Higher Education Institutions
(HEIs) are prompted to establish management approaches regarding pan-
demics to encourage positive health behavior among students (Akan et al.,
2010). Considering the relevance of all the above conditions, this study
aimed to assess knowledge, attitudes, anxiety, and personal coping strat-
egies of college students during the COVID-19 pandemic in Southern
Philippines.

Methods
This was a cross-sectional study conducted among two local private col-
leges in the province of Davao del Sur, Southern Philippines, from April 25
– May 8, 2020. The researcher conducted this study during the increasing
rate of COVID-19 pandemic cases in the Philippines, where Davao del Sur
was under Enhanced Community Quarantine. Student respondents were
determined using the snowball technique who answered the online survey
developed through Google forms with an appended consent form. The sur-
vey link was sent to the student respondents via social media. The set of
questions was adapted from the study of Akan et al. (2010), Khalid et al.
(2016), and Roy et al. (2020) and was modified to suit in the context of the
study. The study involved only those students who had access to the inter-
net. There were a total of 530 students, including college and senior high
school, who responded in the online survey.

Results and discussion

Among the 530 students who answered the questionnaire, 312 (58.87%)
were female, 200 (37.73%) were male, and 18 (3.40%) were members of the
LGBTQ þ community. The majority of the students belong to the age
group of 20 to 25-years-old (282 or 53.21%) and were single (502 or
94.72%), with below ten thousand Philippine peso monthly family income
(350 or 66.04%). Moreover, the majority of the students’ courses were in
the field of law enforcement (121 or 22.83%).
In view of students’ knowledge about COVID-19, a full 73.58% (390/
530) of the students knew that the COVID-19 could spread through touch-
ing, sneezing, kissing, and food. They were aware that the primary symp-
tom of the COVID-19 infection is fever (517/530 or 97.55%). Also, 91.70%
 JOURNAL OF LOSS AND TRAUMA 3

(486/530) of the students understood the importance of staying at home as

a precautionary measure to stop the spread of the virus in the community.
Previous studies provided evidence that COVID-19 is mainly transmitted
through social contact with symptomatic persons (Burke et al., 2020; Chan
et al., 2020; Huang et al., 2020; Li et al., 2020; Liu et al., 2020; Ong et al.,
2020); with mild to severe symptoms (World Health Organization, 2020f),
and through asymptomatic transmission (World Health Organization,
2020e). Besides, older persons (Kluge, 2020) and children (Dong et al.,
2020; Lu et al., 2020) are at a considerably increased risk of serious illness
after infection from COVID-19.
In terms of the perceptions of students on the risks of COVID-19 and
the effectiveness of precautionary measures, 332/530 (62.64%) perceived a
high-risk level of becoming infected. Also, students have seen the following
as highly effective: social distancing and wearing a face mask (60%), hand
washing and sanitizing (66.42%), and staying at home (84.72%). 74.15%
(393/530) agreed on mass testing, and 90.19% (478/530) agreed with the
implementation of Enhanced Community Quarantine (ECQ). Likewise,
David et al. (2020) of the University of the Philippines emphasized that the
implementation of the ECQ is effective in dropping the rate of transmis-
sion of the virus, which includes guidelines such as general physical dis-
tancing, mass testing and contact tracing, and strict home quarantine.
Given students’ attitudes toward COVID-19 vaccination, the vast major-
ity of student respondents (431/530 or 81.32%) stated that they were willing
to be vaccinated against COVID-19, while only 18.68% (99/530) said they
wouldn’t be. Among those students who were unwilling to be vaccinated,
45.45% (45/99) said that it is not safe since it could have health risks or
side effects. This is comparable to the findings of the study of Akan et al.
(2010), which revealed that the main concerns of college students are
related to the vaccination’s safety during the pandemic influenza A/H1N1.
Moreover, 55.85% (296/530) had very high satisfaction with the services
rendered by the local frontline workers, 41.51% (220/530) had very high
satisfaction and confidence with the information dissemination done by the
government, and 40.94% (217/530) were highly satisfied with the govern-
ment’s mitigations and actions to stop the spread of the virus. This is in
parallel with the results of the study conducted by Hanrahan (2020), which
exposed that seven in 10 Australians were generally satisfied with govern-
ments’ actions in handling the COVID-19 pandemic.
Concerning the attitudes of students toward schooling during the
COVID-19 pandemic, Table 1 showed that 80.38% (426/530) agreed with
the stoppage of schools, and 65.85% (349) approved with the extension of
the opening of classes for the next semester due to COVID-19 pandemic
situation. However, 59.25% (314/530) disagreed with the conduct of the
4 E. T. BALORAN

Table 1. Students’ attitudes toward schooling during COVID-19 pandemic (n ¼ 530).

Yes, n (%) No, n (%) I don’t know, n (%)
Do you agree with the stoppage of schools during the 426 (80.38) 37 (6.98) 67 (12.64)
COVID-19 pandemic?
Do you agree with the extension of the opening of 349 (65.85) 93 (17.55) 88 (16.60)
classes for the next semester?
Do you agree with the conduct of the Online-Blended 169 (31.89) 314 (59.25) 47 (8.87)
Learning Approach during the
community quarantine?
The reasons for saying “YES” to Online-Blended Learning n (%)
a. I want to finish my academic requirements 136 (80.47)
b. I don’t want to quit school 92 (54.44)
c. I am bored at home, and I miss doing academic tasks 48 (28.40)
d. Online classes and modules are more convenient and 71 (42.01)
practical than going to school
e. It is about time to use online-blended education in college 90 (53.25)
especially during a crisis like this
f. It would be safe to study at home than to go to school 137 (81.07)
Total 169 (100)
The reasons for saying “NO” to Online-Blended Learning
a. I don’t have an internet connection 227 (72.29)
b. I don’t have personal computers and smartphones 124 (39.49)
c. I find online class and modules challenging to do 130 (41.40)
d. I would still prefer learning inside the classrooms 194 (61.78)
e. I find online classes and modules boring 41 (13.06)
f. I cannot learn through online class and modules 112 (35.67)
g. I don’t have a personal interaction with my teacher and classmates 84 (26.75)
h. I don’t have budget or finances for an online class and online 179 (57.01)
submissions of requirements/tasks
Total 314 (100)

Online-Blended Learning Approach. The primary reason for these students

was poor internet connection (227/314 or 72.29%). Besides, the study con-
ducted by Ja’ashan (2015) revealed that the majority of students who
undergone online-blended learning expressed negative impressions due to
slow internet connectivity.
Additionally, the majority of the students displayed anxiety during the
entire period of lockdown. 62.64% (332/530) were worried about food and
financial resources, and about 54% to 56% of the students avoid social con-
tact, large meetings, and gatherings (Table 2). This confirmed the research
of Roy et al. (2020), which reported individuals were worried for them-
selves and their families during the on-going pandemic. People could have
limited social contact and avoided mass meetings. Besides, Lee (2020)
affirmed that the COVID-19 pandemic affects students’ mental health.
For the ways to cope up with the anxiety during the COVID-19 pan-
demic, students responded common personal coping strategies, as shown in
Table 3. 90.19% (478) followed strict personal protective measures and
about 80% avoid going out in public places to reduce exposure from
COVID-19. This is line with the study of various authors (Faye et al., 2015;
Khalid et al., 2016) which revealed that during virus outbreak, it is crucial
for individuals to follow very stringent infection control practices with
standard precautions and minimized public exposure.
 JOURNAL OF LOSS AND TRAUMA 5

Table 2. Students’ anxiety related to COVID-19 pandemic (n ¼ 530).

For the last week n (%)
1. I often think about COVID-19 pandemic 269 (50.75)
2. I often feel paranoid about contacting the novel Corona Virus infection 143 (26.98)
3. I often avoid partying 234 (44.15)
4. I usually avoid social contact 297 (56.04)
5. I typically avoid large meetings and gatherings 287 (54.15)
6. I usually avoid doing physical exercise outside the home 189 (35.66)
7. I often avoid ordering food online 118 (22.26)
8. I usually avoid buying food in public markets and foodservice establishments 178 (33.58)
9. I usually have talked with friends about the corona pandemic 154 (29.06)
10. I often had difficulty sleeping by being worried about the Corona 98 (18.49)
Virus pandemic
11. I often feel affected by the posts on social media about Corona Virus infection 176 (33.21)
12. I often feel affected by the talks of novel Corona Virus pandemic on the 123 (23.21)
newspaper and news channels
13. I often feel the need to buy and stock all essentials at home 169 (31.89)
14. I often get afraid if anyone in my social circle or friends reports of being sick 185 (34.91)
15. I often feel the need to use the sanitizer/gloves 198 (37.36)
16. I often feel the need to wash my hands constantly 243 (45.85)
17. I often feel worried about myself and my family regarding the spread of COVID- 274 (51.70)
19 Viral Infection
18. I usually use a mask without any apparent signs and symptoms of the infection 199 (37.55)
19. The Idea of Novel Corona Viral Infection often makes me nervous leading to 101 (19.06)
inappropriate behaviors with anyone
20. The Idea of Novel Corona Viral Infection often makes me nervous that leads me 67 (12.64)
to post on social media
21. I often consider anybody I encounter as positive of the virus 99 (18.68)
22. I am usually worried about my studies because of the lockdown 256 (48.30)
23. I am often concerned about our food and financial resources during 332 (62.64)
the lockdown

Table 3. Students’ personal coping strategies during COVID-19 pandemic (n ¼ 530).

During the community quarantine n (%)
1. Follow strict personal protective measures (e.g., mask, handwashing, etc.) 478 (90.19)
2. Read about COVID-19, its prevention and mechanism of transmission 365 (68.87)
3. Avoid going out in public places to minimize exposure from COVID-19 426 (80.38)
4. Do relaxation activities, for example, involved in meditation, sports, exercise, music, etc. 119 (22.45)
5. Praying, worshiping and Bible study 207 (39.06)
6. Chat with family and friends to relieve stress and obtain support 259 (48.87)
7. Use social media and social networks such as Facebook, Twitter, Tiktok, Youtube, etc. 312 (58.87)
8. Play online games and computer games 153 (28.87)
9. Talk and motivate myself to face the COVID-19 outbreak with a positive attitude 154 (29.06)
10. Get help from family physicians or other doctors to reduce my stress and get reassurance 63 (11.89)
11. Try to be busy at home in activities that would keep my mind away from COVID-19 247 (46.60)
12. Avoid media news about COVID-19 and related fatalities 80 (15.09)
13. Vent emotions by crying, screaming, etc. 47 (8.87)

Conclusion and recommendations

The COVID-19 pandemic posed significant concerns among students, espe-
cially among communities in the Southern Philippines. Based on the find-
ings of this study, the students were aware of the COVID-19 pandemic and
possessed sufficient knowledge about this global concern even though there
were still gaps in various points. Students understood how the virus is
spread, its symptoms, and the precautionary measures needed to be done
by both individuals and the general community. They also professed the
6 E. T. BALORAN

need to conduct mass testing and maintain enhanced community quaran-

tine in every local community. Considering WHO’s recommendation, stu-
dents abide by the idea toward the COVID-19 vaccine, although a
considerable percentage of some students showed distrust. In the context of
education, students were reluctant toward the implementation of online-
blended learning approach due to technological and financial constraints.
During this COVID-19 pandemic, students were responsive and satisfied
with the government’s initiatives to limit the spread of infection.
Though there was increased anxiety felt by students regarding getting the
COVID-19 infection, there is still enough evidence that students among
two local colleges in Southern Philippines practice measures to deal with
anxiety during this threat of global health security. In the future, HEIs
should strengthen its plans on management strategies concerning outbreaks
and pandemics, which may affect local communities. HEIs should also
develop an innovative and helpful approach to promote and address the
mental health issues of students during a pandemic. More importantly,
though the Philippines is still at the stage of embracing the paradigm shift
in pedagogical delivery, schools should start training students and teachers
on the application of online-blended learning approach and improve
Information and Communication Technology (ICT) resources and capaci-
ties of both teachers and students. The government subsidy and educational
support in the future should include capacitating Filipino learners in using
online tools considering health challenges like this or other community
emergencies during any future.

Notes on contributor
Erick T. Baloran is the Research Coordinator and a faculty of the College of Teacher
Education of the University of Mindanao – Bansalan College. He finished his Master’s
Degree in Education major in Language Teaching at Davao del Sur State College, Digos
City, Philippines, and is presently pursuing his Ph.D. Degree in Education major in
Applied Linguistics at the University of the Immaculate Conception, Davao City,
Philippines. His research interests include Social Science researches such as case studies on
crime, Educational Management, English Language Teaching, Linguistics, and currently on
the impact of COVID-19 to students, teachers, and community.

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