INFLUENCE OF STUDY HABITS ON THE MENTAL HEALTH

CONDITION OF CAVITE STATE UNIVERSITY – NAIC LABORATORY

SCIENCE HIGH SCHOOL STUDENTS AMID COVID-19 PANDEMIC

High School Thesis

Submitted to the Faculty of the
Laboratory Science High School,
Cavite State University-Naic Campus
Bucana, Naic, Cavite

In partial fulfillment
of the requirements in
Laboratory Science High School

SHEKANAH P. CAMPOS
FRANCES HAILIE B. IMPERIAL
PAOLA KARYLLE D. INCOY
June 2022
 Republic of the Philippines
CAVITE STATE UNIVERSITY NAIC
(Formerly CAVITE COLLEGE OF FISHERIES)
Bucana Malaki, Naic, Cavite
www.cvsu-naic.edu.ph

TEACHERS EDUCATION DEPARTMENT

Laboratory Science High School

Authors: SHEKANAH P. CAMPOS, FRANCES HAILIE B. IMPERIAL

PAOLA KARYLLE D. INCOY

Title : INFLUENCE OF STUDY HABITS ON THE MENTAL HEALTH

CONDITION OF CAVITE STATE UNIVERSITY – NAIC
LABORATORY SCIENCE HIGH SCHOOL STUDENTS
AMID COVID-19 PANDEMIC

A P P R O V E D:

MARIA PILAR N. CORREO _______ PROF. SARAH M. PASCUA _______

Research Adviser Date Principal, High School Date
and Technical Critic

PROF. MAT M. NUESTRO _______ PROF. ARMINA B. PUGAY _______

Director, Curriculum Date Director, Research Development Date
and Instruction and Extension Services

PROF. JOHN XAVIER B. NEPOMUCENO _______

Campus Administrator Date

ii
 BIOGRAPHICAL DATA

Ms. Shekanah P. Campos was born on February 20,2006 in Naic, Cavite.

She is the only child of Mr. Arnold Campos and Mrs. Joana Campos. She is presently

residing at Blk 26 Lot 11 Ciudad Nuevo Phase 1 A, Sabang, Naic, Cavite.  In 2018,

she finished her elementary education at La Vlaize Integrated Science School, Naic,

Cavite with honors and is currently completing her junior high school education at

Cavite State University-Naic. She was elected as a class representative and vice

president of a student organization during her second and third years of junior high

school. She enjoys reading books, as well as watching tv shows and movies, eating

delectable meals, volleyball, and studying.

Ms. Frances Hailie B. Imperial was born in Naic, Cavite, on October 29,

2005. She is the first born of Mr. Garry Imperial and Ms. Stephany Sarah Berganos.

She is residing at Ibayo Silangan Naic, Cavite. In 2018, she completed her elementary

education at La Vlaize Integrated Science School, where she received award (with

honors) when she graduated. She is now completing her high school education at

Cavite State University-Naic. Her hobbies are reading fiction novels, writing short

stories, and watching series and movies.

Ms. Paola Karylle D. Incoy was born in Naic, Cavite, on the 26th day of the

first month of 2006. She is the second daughter among four children of Mr. Edward

N. Incoy and Mrs. Ruby D. Incoy. She is presently residing at Purok 2, Gulod,

Munting Mapino, Naic, Cavite. She graduated from Naic Elementary School in 2018

and is currently pursuing her junior high school education at Cavite State University-

Naic. Reading novels, watching movies, eating, and singing out of tune are some of

her hobbies.

iii
 ACKNOWLEDGMENT

Gratitude and acknowledgment are due to the following who, in one way or

another, helped the researchers to go through this study:

Prof. Maria Pilar N. Correo, research adviser and technical critic, for her trust

and patience, time and effort, inspiration to finish this study; also, for sharing her

knowledge, expertise, and criticism, and most of all, for her trust and belief. Her

guidance made the researchers realize that research is an interesting and enjoyable

academic duty;

Mr. John Reck L. Niepes, statistician, for sharing his knowledge and lending

his expertise;

Prof. Sarah M. Pascua, subject professor, for sharing her knowledge about the

subject and guiding the researchers throughout the study;

Prof. Romilee Hinahon-Santos, Prof. Warren Rodil, and Prof. Buggie John

Caturay, high school advisers, for lending their time and effort to assist the

researchers in directing their students to answer the questionnaire;

Cavite State University Laboratory Science High School Students, for their

responsiveness and for answering the questionnaires on time;

Grade 10-Agoherz, for never giving up and helping and encouraging each

other during tough circumstances;

Dr. Taylor Alison Swift, singer-songwriter, for keeping them awake and

smiling during long, difficult, and exhausting nights;

Team Mental Health researchers, for battling sleepless nights to polish this

study.

iv
 ABSTRACT

CAMPOS, SHEKANAH P., IMPERIAL, FRANCES HAILIE B., & INCOY,

PAOLA KARYLLE D. Influence of Study Habits on The Mental Health
Condition of Cavite State University – Naic Laboratory Science High School
Students amid COVID-19 Pandemic. Laboratory Science High School. Cavite State
University, Naic, Cavite. June 2022. Adviser: Prof. Maria Pilar N. Correo

This study was conducted in the third and fourth quarters of the Academic

Year 2021-2022. To avoid COVID-19 transmission, the researchers, respondents,

adviser, technical critic, and subject teacher did not interact face-to-face while

conducting this study but on virtual space only.

The purpose of the study was to discover the influence of study habits and

mental health among Laboratory Science High School students at Cavite State

University - Naic amid the COVID-19 pandemic.

This study aimed to establish data on the following: the socio-demographic

profile of the students in terms of: sex, family set-up, and financial condition; the

classification of their study habits; the status of their mental health; possible

significant difference in their study habits when grouped according to: sex, family set-

up, and financial condition; possible significant difference in their mental health status

when grouped according to: sex, family set-up, and financial condition; and possible

significant relationship between their study habits and mental health.

This study is descriptive quantitative research that describes the existing

condition of the respondents. this collected quantifiable information for statistical

analysis and interpretation.

v
 The Study Habits and Mental Health questionnaire was passed through Google

Form to the 108 junior high school students at Cavite State University - Naic. Out of

108 junior high school students, 100 of them agreed and answered the survey.

It was established that the study habits classification of the students is good.

Their mental health condition of the students is mildly unstable. There is no

significant difference between study habits and socio-demographic profile

particularly: sex, family set-up, and financial condition. There is no significant

difference in their mental health when associated with their sex and their financial

condition. It was established however that there is a significant difference between

their mental health and family set-up; although, there is no significant relationship

between their study habits and mental health.

vi
 TABLES OF CONTENTS

Page

APPROVAL SHEET…………………………………………………………….. ii

BIOGRAPHICAL DATA……………………………………………………..… iii

ACKNOWLEDGEMENT……………………………………………………….. iv

ABSTRACT………………………………………………………………………. v

LIST OF TABLES……………………………………………………………….. ix

LIST OF FIGURES…………………………………………………………........ x

LIST OF APPENDICES........................................................................................ xi

INTRODUCTION.................................................................................................. 1

Statement of the problem ............................................................................ 3

Objectives.................................................................................................... 4

Hypothesis................................................................................................... 5

Theoretical framework of the study............................................................ 6

Conceptual framework of the study............................................................ 7

Significance of the study............................................................................. 8

Time and place of the study........................................................................ 9

Scope and limitation of the study................................................................ 9

Definition of terms...................................................................................... 9

REVIEW OF RELATED LITERATURE ......................................................... 11

Synthesis……………………………………………………………….…. 17

METHODOLOGY……………………………………………………………… 18

Research Design…….................................................................................. 18

Sampling Technique……………………………………………….……... 18

vii
 Respondents of the Study............................................................................ 19

Data Gathering Procedure........................................................................... 19

Statistical Analysis of Data......................................................................... 20

Research Instrument.................................................................................... 21

Flowchart..................................................................................................... 23

RESULTS AND DISCUSSION............................................................................ 25

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS...................... 42

Summary…………………………………………………………………. 42

Conclusion.……………………………………………………………….. 43

Recommendations.………………………………………………………... 44

REFERENCES…………………………………………………………………… 48

APPENDICES......................................................................................................... 59

viii
 LIST OF TABLES

Table Page

1 Respondents of the study……………………………………………… 19

2 Study habits of the students…………………………………………... 30

3 Stress level of the students…………………………………………… 31

4 Anxiety level of the students…………………………………………. 32

5 Depression level of the students……………………………………… 33

6 Students’ overall mental health condition…………………………… 34

7 Difference of study habits according to sex………………………...... 35

8 Difference of study habits according to family set-up?......................... 36

9 Difference of study habits according to financial condition…………. 37

10 Difference in mental health according to sex………………………… 38

11 Difference in mental health according to family set-up…………….... 39

12 Difference in mental health according to financial condition………... 40

13 Relationship between study habits and mental health………………... 41

ix
 LIST OF FIGURES

Table Page

1 Cognitive Triad based on Aaron Beck................................................. 6

2 Conceptual Framework....................................................................... 7

3 Flowchart............................................................................................ 25

4 Sex………………………………………………………….............. 26

5 Financial Condition………………………………………………… 27

6 Family Set-up………………………………………………............. 28

x
 LIST OF APPENDICES

Appendix Page

1 Student’s Study Habits and Mental Health Survey……………………. 59

2 Request Letter for Adviser ……………………………………………. 63

3 Research Timetable……………………………………………………. 64

4 Statistician’s Certification……………………………………………… 65

5 Grammarian Certificate.………………………………………………... 66

xi
 1

INTRODUCTION

A high school thesis manuscript submitted to the faculty of Laboratory Science

High School, Cavite State University Naic, Bucana, Naic, Cavite, in partial
fulfillment of the requirements in Applied Research for Laboratory Science
High School. Prepared under the supervision of Prof. Maria Pilar N. Correo

Mental health refers to a condition of well-being in which a person recognizes

his or her own potential, can cope with everyday stressors, works productively, and

contributes to his or her community (World Health Organization, 2018). It can have a

significant impact on students' lives, lowering their quality of life, academic

achievement, physical health, and contentment with their school experience, as well

as negatively impacting friendships and family ties. It is also the fundamental to our

collective and individual activity as humans to think, emote, interact with each other,

earn a living, and enjoy life. These concerns can have a long-term impact on a

student's mental health, influencing their entire health (Suicide Prevention Resource

Center, 2020). However, mental health is still undervalued in our society, even though

it is just as important as physical health. People with mental illnesses are still

discriminated against and that is why people say that the world mental health is

associated with the word stigma.

Children who are at home, away from school, friends, and colleagues, may

have many questions regarding the outbreak, and they turn to their parents or

caregivers for answers. However, children and parents do not all react to stress in the

same way. Anxiety, distress, social isolation, and an abusive environment can all

affect a child's mental health in the short or long term. Changes in eating habits,

excessive crying and annoying behavior, increased sadness, depression, or worry,

 2

difficulties with concentration and attention, changes in, or avoidance of, activities

that they previously enjoyed, and unexpected headaches and pain throughout their

bodies are all common changes in children's behavior (Bilal Javed, et al. 2020).

People must understand how mental health influences a person's well-being;

several strategies must be used, including counseling and consideration of the child's

feelings, to assist them overcome stress, anxiety, and depression. These tactics would

be beneficial because they can help people comprehend a variety of topics and find

things that make them happy and comfortable, as well as boost social support and

build distress tolerance so that they are not trapped in their own worlds.

Study habits refer to a student's method of studying, which can be systematic,

efficient, or inefficient, with efficient study habits producing positive academic

success and inefficient study habits producing academic failure (Khan, 2016).

Students, on the other hand, will be able to cultivate a mindset of sustaining strong

study habits, which will enable them to face many additional challenges in the future

without jeopardizing their mental health. The study by Dilşat Peker Ünal (2021),

revealed that face-to-face learning is more effective than online learning. It was also

discovered that students' study habits changed throughout the pandemic due to factors

such as learning style, home environment, time management skills, family, and others.

Even though COVID-19 has made students' homes safer, there are still

concerns that only students can see and feel in their homes. Students can suffer from

mental health concerns such as stress, anxiety, and depression at home. This study

will determine the study habits and mental health condition, specifically the stress,

anxiety, and depression levels of the Laboratory Science High School students in

Cavite State University-Naic as there are no exact study of this kind exist.
 3

Statement of the Problem

The study aimed to find out the influence of study habits on the mental health

condition of Cavite State University – Naic Laboratory Science High School students

amid covid-19 pandemic. These are the particular questions that were investigated:

1. What is the socio-demographic profile of the Laboratory Science High School

students at Cavite State University-Naic in terms of:

a) sex;

b) family set-up; and

c) and financial condition?

2. What is the classification of their study habits?

3. What is the status of their mental health condition?

4. Is there a significant difference in their study habits when grouped according

to:

a. sex;

b. family set-up; and

c. financial condition

5. Is there a significant difference in their mental health status when grouped

according to:

a. sex;

b. family set-up; and

c. financial condition

6. Is there a significant relationship between their study habits and mental

health?
 4

Objectives of the Study

This study evaluated the student’s study habits and mental health condition,

particularly stress, anxiety, and depression. The general objective of this study was to

find if the study habits of the students have an influence on their mental health.

The specific objective of this study was aimed. This study determined the

socio-demographic profile of LSHS students at Cavite State University-Naic in terms

of sex, family set-up, and financial condition. It also determined the classification of

their study habits, identified the status of their mental health condition, found the

significant difference between socio-demographic profile, study habits, and mental

health, and found the significant relationship between study habits and mental health.
 5

Hypothesis

The following are the hypotheses:

1. There is no significant difference in their study habits when they are

grouped according to sex.

2. There is no significant difference in their study habits when they are

grouped according to family set-up.

3. There is no significant difference in their study habits when they are

grouped according to source of income.

4. There is no significant difference in their mental health status when they

are grouped according to sex.

5. There is no significant difference in their mental health status when they

are grouped according to family set-up.

6. There is no significant difference in their mental health status when they

are grouped according to family’s source of income.

7. There is no significant relationship between their study habits and mental

health
 6

Theoretical Framework of the Study

The researchers' adopted theoretical framework is based on Aaron Beck’s

cognitive triad also known as the negative triad as shown in Figure 1, which was

proposed in the 1960s and developed by him to describe the cause of depression.

Negative views about the

world
“Everybody hates me because
I am worthless.”

Negative views about oneself Negative views about the

future
“I will never be good at
“I am worthless.”
anything because everyone
hates me.”

Figure 1. Cognitive Triad based on Aaron Beck

Individuals who are in a negative frame of mind think of themselves as

inadequate and worthless and have negative thoughts about themselves. This

condition forces the person to express himself or herself physically, mentally, and

ethically, and causes him or her to withdraw from any activity (Johari, 2013).
 7

Conceptual Framework of the Study

The researchers used the conceptual framework created by them in Figure 2 as

a guide in determining the influence of study habits on the mental health of Cavite

State University-Naic Laboratory Science High School students.

Socio-demographic profile:
Sex, family set-up, and financial
condition MENTAL HEALTH
CONDITION:
 Depression
 Stress
 Anxiety
STUDY HABITS

Figure 2. Conceptual Framework of the Study

The researchers collected the student's socio-demographic profile based on

sex, family set-up and financial income. The researchers were also able to collect

information about the pupils' study habits and mental health. After the collection of

data, the researchers were to determine whether there is a specific relationship

between study habits and mental health, as well as the relationship between socio-

demographic and mental health.

 8

Significance of the Study

This study focused on the students' socio-demographic profile, study habits,

and mental health conditions, as well as how it might be improved in their current

situation, when face-to-face contacts are restricted owing to COVID-19. Given the

fact that it is one of the things that students at Cavite State University-Naic

Laboratory Science High School overlook due to time constraints, the study assists

them in discovering the possible correlations between socio-demographic profile,

study habits, and mental health conditions.

This research responded to gender and development issues because it studied

the differences of study habits and mental health of male and female sexes. Upon

arriving at conclusions, recommendations are given in order to alleviate their

condition and maximize their potentials.

This study has benefits to the following:

Laboratory Science High school students at Cavite State University-Naic.

Students learned about the possible connection between their socio-demographic

profile, their study habits as well as their mental health condition.

Parents. Students' parents were aware of their children's study habits and mental

health status, and they were able to comprehend what their children are going

through.

Incoming Grade 7 students at Cavite State University-Naic. The study raised

awareness by presenting what prospective students can experience at Cavite State

University-Naic.

Community. The community of Cavite State University continues to realize its vision

and mission through all the students that work hard and uphold the university's high

standards.
 9

Time and Place of the Study

The study took place at Cavite State University-Naic Laboratory Science High

School from the month of January to June 2022.

Scope and Limitation of the Study

This study was carried out by the researchers from the month of January to

June 2022 during the Academic Year 2021-2022 of Cavite State University-Naic. The

respondents of this study are the Junior High School Students of Cavite State

University-Naic from Grade 7 to 10. The given questionnaires were completed by the

respondents through Google Forms.

The researchers focused on the socio-demographic profile, particularly on

their sex, family set-up, and financial condition, as well as their study habits, and

mental health conditions as their variables.

Definition of Terms

Socio-demographic profile - refers to the combination of social and demographic

factors. It is classified in this study as sex, family set-up, and financial condition.

Sex - state of being, classified as male or female in the study.

Family set-up - includes the people who are considered part of the family—present

members, as well as important figures from the past—and the quality of the

relationships among them, classified as nuclear family together or nuclear family

apart in this study.

Nuclear family together - also known as complete family, a social group made up of

parents and their children.

 10

Nuclear family apart - also known as broken family, is a term used to describe a

household, in which the children do not live with both of their parents, in one house.

The children could be living apart from either their father or their mother and maybe

under the care of their relatives or caregivers.

Financial condition - is the state of business, assets, properties, or operations of a

person, classified in this study as students' family income during the pandemic, which

can be categorized as increased income, the same income, or decreased income.

Study habits - are the practices done by the students that are given during their study

in subjects that they are taking during flexible learning. It is the habits that students

have formed during their school years.

Mental health - is the emotional well-being of the students, classified as stress,

anxiety, and depression. It affects how they think, feel, and act as they cope with life.

Depression - causes feelings of sadness and/or a loss of interest in activities a person

once enjoyed. It negatively affects how a person feel, the way a person thinks and

how a person act.

Anxiety - refers to multiple mental and physiological phenomena, including a

person's conscious state of worry over a future unwanted event, or fear of an actual

situation.

Stress - any type of change that causes physical, emotional, or psychological strain.

Stress is the body's response to anything that requires attention or action.

 11

REVIEW OF RELATED LITERATURE

Study Habits

It is undeniable that the better one's mental health and study habits are, the

higher one's academic achievement will be. Their findings suggest that future

researchers should take steps to improve the quality of their academics and seek to

stabilize their mental health after studying the literature survey. So that students can

deal with their academic, personal, and time management concerns efficiently and

successfully (Bisma Jan, et al., 2020).

There was a strong link between students' study habits and their academic

achievements. For the most part, most students' study habits were moderate. As a

result, it is advised that students' study habits be considered and assessed at the time

of entry into university, and that specific training be provided to students to assist

them learn or adjust study habits to improve their academic achievements (Haleh

Jafari, et al., 2019).

Bongale, et al. (2021) in their study revealed that compared to before the

pandemic, students are spending more time studying in the current situation. Most

students feel somewhat confident in their learning process. Students from

international institutes performed much better than students from private and public

colleges since they study for a shorter amount of time.

As studied by M. Aristeidou, et al. (2021), distance learning has a negative

effect on the study habits of most of the students. The negative effects of study habits

were linked to difficulty managing workload and limited interaction with other pupils.
 12

Thus, the pandemic had an impact on the students' study habits, daily lives, and

mental health.

The results of the study showed that gender and grade level had no effect on

study habits. Students who had a better study location had better study habits because

they enjoy studying when they have a comfortable study area (Uslu, et al., 2021).

The study by T. Angkarini (2021) stated that the results of this study show that

female students had better study habits than male students. Specifically, in terms of

time management, finding learning materials, and taking notes. When it comes to

exam preparation, male students are better than female students.

Zebun Nisa Khan (2016) found that gender had a significant effect on study

habits. While socio-economic status had no effect on study habits.

The study by Falilat (2019) revealed that poor study habits are caused by poor

parental monitoring, parental educational status, and laziness. There was a significant

difference in the causes of students' bad study habits based on their gender. Students

should be taught in a quiet environment so that they can concentrate on the lessons.

The study of Lim et al. (2004) revealed that there is no significant difference

in the study habits when grouped according to gender, parent’s monthly income,

living arrangement, family structure and personality type. However, there is a

significant difference in the study habits when grouped according to gender in terms

of teacher characteristics and family set-up in terms of parental support.

 13

Family Set-Up

According to Yunus Günindi, et al. (2012), there is a statistically significant

relationship in favor of parents living in cities in the sub-dimension of problem

solving, while there is a statistically significant relationship in favor of parents living

in villages in the sub-dimension of devoting necessary attention. In the sub-

dimensions of problem solving and behavior management in favor of extended

families, and in the sub-dimension of allocating necessary attention in favor of

nuclear families, it was also discovered that there is a statistically significant

association between nuclear and extended families.

It was discovered that there is no considerable difference in academic

achievement between students from single-parent families and those from two-parent

families. The difficulties that a student from a single-parent home faces have little

relation to their academic success (Abrantes, et al., 2020).

Elvira Vice, et al. (2021) stated that according to the findings, most students

who are the result of a flawed system academically and socially, the family is

afflicted. They were still dealing with the circumstance and awaiting the return of

their parents. The major findings of this study show that financial problems were the

primary reason for their parents' divorce, and that as a result of the divorce, their

academic performance suffered because they believed their home was no longer an

optimal place to study.

The study by Janz Glenn Lanozo, et al. (2021) observed the coping

mechanisms and methods of a student despite growing-up in an incomplete family.

Financial, emotional, mental, social, and behavioral challenges afflict most

adolescents from broken families. Most parents from broken families rarely lend their
 14

child time, financial assistance, or care. This could lead to poor academic

achievement. Students cope with this situation by being optimistic in the face of

difficulties.

As per T. Pewnil, et al. (2013), there is a significant relationship between

family structure and mental health. Students who are living with both of their parents

have stable mental health than those who do not.

The study by Hanul Park and Kang-Sook Lee (2021) revealed that people in a

nuclear family apart could possibly experiencing sexual experience, smoke cigarettes,

mental health issues such as depression, suicidal thoughts than people in nuclear

family together.

According to the study of Nadaf (2018), students from joint families had better

study habits than students from nuclear family apart. Students in nuclear family apart

learn one or two habits (for example, observation and concentration), but students in

nuclear family together learns a variety of habits as a result of various family

members influencing them to establish effective study habits.

Financial Resources

As stated by Mogqji (2020), the highlight of their research was the impact of

the COVID-19 pandemic on the world’s economy, which has created a growing

number of unemployed people who are subsequently becoming financially vulnerable.

Though vulnerability can be temporary or permanent, gradual, or sudden, and often

multi-layered, it is essential to recognize the potential changes in the financial

behavior of individuals.

The study by Chidchanok Ruengorn, et al. (2021) stated that financial troubles

were linked to mental health conditions such as stress, anxiety, and depression.
 15

Individuals who lost their jobs due to the pandemic are more likely to have unstable

mental health than those who kept their jobs.

According to the study of Relucio (2019), financial instability and family

stress are the two most significant factors influencing students' learning habits. The

researchers recommend that parents strengthen their support for their children in

terms of emotional, physical, and financial support. The findings revealed that the

students are unable to concentrate on their studies because they would rather help

their parents earn money than study, and that they have developed low self-

confidence as a result of their financial instability. These factors cause their bad study

habits.

Mental Health

In this study by Talevi, et al. (2020), emphasize the importance of paying

special attention to those groups that are at risk of increased suffering and may require

targeted therapies. Psychological first aid is an important component of care for

people who have been affected by tragedies and emergencies, as well as those who

are affected before, during, and after a pandemic. A new psychological crisis

intervention approach is needed to properly cope with the urgent psychosocial

challenges that people involved in Covid-19 encounter.

The WHO has also raised its concern over the pandemic’s mental health and

psycho-social consequences. It is hypothesized that new measures such as self-

isolation and quarantine have had an impact on the people’s normal activities,

routines, and livelihoods, potentially leading to an increase in loneliness, anxiety,

depression, insomnia, harmful alcohol, and drug use, self-harm, or suicidal behavior.

Lockdowns around the world have resulted in a rise in domestic violence cases, as
 16

women and children who are victims of domestic violence have no way of escaping

their abusers during quarantine. (Kumar and Nayar. 2020).

Yusen Zhai, et al. (2020) found that amid the COVID-19 outbreak, college

students face specific obstacles that lead to poor mental health. Before the epidemic,

one in every five college students in the world had one or more diagnosable mental

problems. The fact that the COVID-19 pandemic has a negative influence on

collegiate mental health emphasizes the significance of better understanding those

issues and concerns to establish action plans and public health messaging that can

better support college students throughout this crisis.

According to Aleksandar Kecojevic, et al. (2021), students are experiencing

academic challenges as well as a high level of mental health stress since the start of

the pandemic. Students reported a high level of anxiety. Females were more likely to

be stressed than males, due to their inability to focus on academic tasks. It shows that

COVID-19 has a negative impact on the student’s mental health.

The study of Susan Bahrami, et al. (2011) revealed that there is no relationship

between happiness and studying but there is a relationship between studying and

depression and happiness and depression.

This study found that out of 203 1 students, 960 had moderate-to-severe

depression, 775 had moderate-to-severe anxiety, and 336 had suicidal thoughts. Most

students stated their depression and anxiety worsened throughout the pandemic, while

less than half indicated they were able to cope with stress. (Wang X, et al. 2020).
 17

Synthesis

In summary, it can be said that according to the review of related literature, it

is evident that students' study habits have an impact on their mental health. Although,

plenty studies outline the impact of study habits and mental health to the academic

achievement of a student, several studies show that there is a relationship between

study habits and mental health.

There are studies that contradict one another just like the study by Uslu, that

said gender and grade level had no effects on study habits. On the other hand,

according to Zebun Nisa Khan, gender had a significant effect on study habits.

In synthesizing these earlier studies and literature, the researchers chose to

conduct this research in order to establish the state of variables and the correlation of

such in the area of the study.

 18

METHODOLOGY

Research Design

Quantitative research is the process of collecting and analyzing numerical

data. It is utilized in this study to find the averages and test causal relationships (Pritha

Bhandari, 2020).

Descriptive correlational studies describe the variables and the relationships

that naturally occur between and among them. It was used in this study to describe the

difference between socio-demographic profile of the students’ study habits and their

mental health condition, and the relationship between their study habits and mental

health condition.

Sampling Technique

Total population is a type of purposive sampling that examines the total

population. It is utilized in this study as the total population of the target respondents

is small.
 19

Respondents of the Study

The one hundred and eight (108) junior high school students from Cavite State

University-Naic (CvSU-Naic) in the Academic Year 2021-2022 are the respondents

of this study.

Table 1. Respondents of the Study

GRADE LEVEL NUMBER OF STUDENTS

Grade 7 30
Grade 8 29
Grade 9 29
Grade 10 20
Total 108

Data Gathering Procedure

Upon the approval of the CvSU-Naic Research Development and Extension

Services (RDES) to conduct this research, the researchers disseminated the

questionnaires via Google Forms. The link was distributed to the advisers of Grades

7, 8, 9, and 10, as well as the representatives of each grade level to ensure that data

will be collected.

Data Privacy Act of 2012 was followed to the respondents from personal data

identification especially that the respondents are minors.

 20

Statistical Analysis of Data

Finding out the students’ socio-demographic profile, its frequency count,

percentage, and standard deviation to determine the distribution from the survey is

used.

Jamovi is used in this study as a statistical software to analyze the data. The

one – way analysis of variance (ANOVA) is used to determine whether there is any

statistically significant difference between the two variables using F-distribution.

Specifically, it tests the null hypothesis. It is used to determine if there was a

difference between socio-demographic profile and mental health, and study habits and

mental health.

This is the formula of ANOVA:

where:

µ = group mean

k = number of groups

Pearson-r statistical test established the students’ study habits, frequency

count, mean, and determined if there was a significant relationship in the study habits

of the students as and their mental health condition.

Pearson-r is a statistical test that is used to discover the strength and directions

of correlations between two variables in the study. It is a useful formula for

determining the strength between the variables and relationship.

 21

This is the formula of Pearson-r:

where:

Research Instruments

The first part of the survey is the personal information where there are three

(3) questions, in which respondents are asked to provide their socio-demographic

profile categorized by sex (male or female), family set-up (whether the respondents

are in a nuclear family together or apart), and financial condition during the pandemic

(whether their family income increased, remained the same, or decreased).

The second part measured the respondents’ study habits. It is composed of 15

questions which the respondents answered with a yes or no. The following are the

details about the classification and mean range of the study habits:

CLASSIFICATION MEAN RANGE

Very Good 1.00 – 1.20

Good 1.21 – 1.40

Fair 1.41 – 1.60

Poor 1.61 – 1.80

Very Poor 1.81 – 2.00

 22

Mental health was measured using the short version of Depression, Anxiety,

and Stress Scale (DASS) that was developed by Lovibond PF and Lovibond SH

(1995). It is a set of three self-report scales designed to determine the emotional states

of stress, anxiety, and depression, will be used in the third part of the survey that

consists of twenty-one (21) items to determine the respondents’ mental health

condition.

It measured the over-all mental health condition of the respondents with all

three aspects which are the stress, anxiety, and depression.

CONDITION SCORE

Very Unstable 4.21 – 5.00

Unstable 3.41 – 4.20

Mildly Unstable 2.61 – 3.40

Stable 1.81 – 2.60

Very Stable 1.00 – 1.80

There are three aspects of mental health, stress, anxiety, and depression, in this

study. The following scale determined the classification of stress, anxiety, and

depression of the respondents.

CLASSIFICATION MEAN RANGE

Very High 4.21 – 5.00

High 3.41 – 4.20

Moderate 2.61 – 3.40

Low 1.81 – 2.60

Very Low 1.00 – 1.80

 23

The respondents were asked how often they felt the condition for the past

three (3) weeks. This was how the answered were assigned points:

OCCURRENCE POINTS

Never 1

Seldom 2

Sometimes 3

Often 4

Always 5

Flowchart

The researchers discussed the study's objective and background. After the

identification of the purpose and background, the researchers conducted a review of

studies that is relevant to their topic. The researchers next moved on to methodology

or data collection. The data collected from Cavite State University – Naic Campus

Laboratory Science High School students based on their socio-demographic profile,

study habits, and mental health situation. The researchers distributed the google form

link containing the questionnaire through online platforms. The questionnaires were

broken down into three sections. The first section of the questionnaire asked about the

students' socio-demographic profile. The second section is on the students' study

habits, and the third is about their mental health situation. After data collection, the

researchers moved on to data organization and statistical analysis. Finally, the

researchers presented their findings and recommendations.

TASKS NOV DEC JAN FEB MAR APRIL MAY JUNE

2021 2021 2022 2022 2022 2022 2022 2022
Full Blown
Research
Proposal
 24

Preparation
for Virtual
Proposal
Defense
Virtual
Proposal
Defense
Submission of
Revised
Proposal
Writing of
Research
Instruments
Validation of
Research
Start of Data
Gathering
End of Data
Gathering
Start of Data
Analysis
Writing of
Chapters 1-5
Finalizing
Research
Paper using
proper format
Virtual
Defense
Submission of
the Revised
Full Research
Paper in soft
copy
Submission of
Approved
Hardbound
copies to
RDES Office

Figure 3. Flow Chart of the Study

 25

RESULTS AND DISCUSSION

This chapter presents and discusses the results of the gathered data presented

in figural and tabular form and is analyzed and interpreted according to the questions

written in the statement of the problem. It as well provides recommendation that can

improve study habits and mental health condition.

Sex of the students

The sex division of the students revealed this: 68 percent are female, and 32

percent are male; thereby making the population of the CvSU Naic Laboratory

Science High School female dominated.

Sex

Male
32%
Female
68%

Figure 4. Sex of the students

 26

Family Set-up
The family set-up division is 79 percent for the nuclear family together and 21

percent for the nuclear family apart. Even though 79 percent of the students have a

complete family, the 21 percent of the students who have broken family cannot be

disregarded.

Nuclear Family
Apart
21%

Nuclear Family
Together
79%

Figure 5. Family Set-up of the students

 27

Financial Condition
According to the students' financial situation during the pandemic, 52 percent

of their family income remained the same, 32 percent of their family income

decreased, and 16 percent of their family income increased. Most of the student's

income remained the same but cannot ignore the 32 percent of the student's family

income decreased.

Family Income
Increased
16%
Family Income
Decreased
32%

Family Income
Remained the
Same
52%

Figure 6. Financial Condition of the students during COVID-19 pandemic

 28

Study habits of the students

The study habits of the LSHS students in CvSU - Naic range from poor to

very good. According to the findings, most of the students do not study during their

free time, which might lead to poor study habits. However, according to the study of

Kadir, et al. (2017) students have free time that they can spend however they want,

and they see free time as a source of happiness and knowledge.

The results show that minority of the students said they always approach the

teacher if they do not understand what they are learning. This led the researchers to

conclude that there is an issue with student-teacher communication. According to the

study of Kumar (2015), there are four major reasons why teachers should focus on

assisting their students. First, students do not learn well despite having skilled

professors and good learning materials. Second, many learners do not understand how

to properly study the materials provided. Third, many students' skills are

underdeveloped as a result of teachers' lack of attention to them. Finally, students do

not devote enough time to studying. Their study time is reduced due to lack of

attention.

Most of the students take notes during classes, but only few of them review

and revise their notes after class. Stated that learners should take notes during classes

and take a rest period to improve their study habits and academic achievements

(Maiyo, 2015).

Majority of the students revealed that they take breaks in the middle of their

study time. Students are advised to get up and be active for a short amount of time

during study sessions in order to increase physical activity and improve overall
 29

studying productivity. This study suggested the use of timer or alarm to monitor the

amount of time that the students are studying (Southard, 2015)

Majority of LSHS students plan sufficient time to get their assignments done.

Students can benefit from having a study schedule and sticking to it in order to

organize their study tasks. Students can turn in their assignments on time if they have

a study schedule (Velazquez, et al., 2015).

Table 2 shows the ranking and that the overall study habits of LSHS students

are classified as good study habits.

 30

Table 2. Study habits of the students

RANK STATEMENTS MEAN SD DESCRIPTION

1 Taking breaks when studying. 1.06 0.44 Very Good
2 Reviewing work before submitting. 1.11 0.31 Very Good
3 Looks for additional references about 1.13 0.37 Very Good
the material being studied from the
internet.

4 Visits virtual classroom regularly. 1.17 0.38 Very Good

5 Has a comfortable place to listen to 1.24 0.43 Good
the lecture or watching lecture’s
video.

6 Sets specific goals for each subject. 1.26 0.44 Good

7 Balances study time with recreation 1.29 0.45 Good
and leisure time.

8 Planning sufficient time to get 1.31 0.46 Good

assignments done.
9 Passing all assignments on time 1.39 0.49 Good
10 Taking organized and legible notes 1.40 0.49 Good
during class.
11 Shutting off other IT devices that can 1.41 0.49 Fair
cause distraction from studying.
12 Reviewing and revising notes after 1.47 0.50 Fair
class.
13 Works on more difficult task first. 1.53 0.50 Fair
14 Asks the lecturer if there is material 1.58 0.49 Fair
that is hard to understand.
15 Using free time between classes for 1.63 0.48 Poor
reading or reviewing.

Grand Mean 1.33 0.17 Good Study

Habits
 31

Mental Health Condition of the Students

The overall mental health condition of the LSHS students in CvSU - Naic is

classified as mildly unstable. The study of Simegn, et al. (2021) stated that a variety

of factors influence the level of stress, anxiety, and depression among students, and

that it has worsened since the pandemic.

According to the study of Invitto, et al. (2021). Physical signs of stress

include chest constriction, dry mouth, difficulty breathing, running in panic, and many

others. As seen in Table 3, this study reveals that students do experience stress

symptoms at times.

Table 3. Mental health of the students in terms of stress

CONDITION MEAN STANDARD DESCRIPTION

DEVIATION
1. I found it difficult to relax. 3.00 1.22 Sometimes
2. I found it hard to wind 2.96 0.94 Sometimes
down.
3. I felt that I was using a lot 2.95 1.11 Sometimes
of nervous energy.
4. I tended to over-react to 2.82 1.25 Sometimes
situations.
5. I found myself getting 2.79 1.19 Sometimes
agitated.
6. I was intolerant of anything 2.77 1.10 Sometimes
that kept me from getting
on with what I was doing.
7. I felt that I was rather 2.39 1.19 Sometimes
touchy

Grand Mean 2.81 1.14 Moderate Stress

 32

According to the study of Hoque (2021), students have experienced severe

anxiety because of COVID-19 Pandemic. As seen in table 4, the students often

experience dryness of mouth and worry. They sometimes experience absence of

physical exertion and rarely experience difficulty breathing. As per Sartika (2020),

one of the reasons why students experience mental health problems is because of too

much usage of smartphone and too much information in social media. Students who

have severe anxiety are more likely to drop-out from their university.

Table 4. Mental health of the students in terms of anxiety

CONDITION MEAN STANDARD DESCRIPTION

DEVIATION
1. I was aware of dryness of my 3.6 1.15 Often
mouth.
2. I was worried about situations in 3.4 1.35 Often
which I might panic and make a 2
fool of myself.
3. I felt scared without any good 2.9 1.34 Sometimes
reason. 5
4. I felt I was close to panic. 2.8 1.23 Sometimes
2
5. I was aware of the action of my 2.8 1.33 Sometimes
heart in the absence of physical 2
exertion (e.g., sense of heart rate
increase, heart missing a beat).
6. I experienced trembling (e.g., in 2.6 1.24 Sometimes
the hands) 8
7. I experienced breathing 2.2 1.19 Rarely
difficulty (e.g., excessively rapid 6
breathing, breathlessness in the
absence of physical exertion)

Grand Mean 2.2 1.19 Low Anxiety

 33

6
As shown in table 5, students sometimes experience most of the symptoms of

depression. According to the study of Ahmed (2013), students in university are at

higher risk of depression even if they have socially advantage population.

Table 5. Mental health of the students in terms of depression

CONDITION MEAN STANDARD DESCRIPTION

DEVIATION
1. I found it difficult to work 2.99 1.05 Sometimes
up the initiative to do things.
2. I couldn’t seem to 2.83 1.14 Sometimes
experience any positive
feeling at all.
3. I felt that I had nothing to 2.72 1.21 Sometimes
look forward to.
4. I felt I wasn’t worth much as 2.71 1.19 Sometimes
a person.
5. I felt downhearted and blue. 2.70 1.19 Sometimes
6. I was unable to become 2.64 1.19 Sometimes
enthusiastic about anything.
7. I felt that life was 2.54 1.37 Rarely
meaningless.

2.73 1.19 Moderate

Grand Mean
Depression
 34

The study of Jeon (2021) appears to have similar outcomes to this study. Their

results revealed that the student's stress condition is classified as moderate to high

level of stress. While the anxiety and depression of the students is classified as high

level. According to Sankhi (2022), the symptoms of stress, anxiety and depression are

common psychological response to COVID-19 of the students, that affects their daily

behavior.

Table 6. Behavior manifestations of students’ overall mental health condition

ASPECT MEAN STANDARD CLASSIFICATION

DEVIATION

Stress 2.81 1.14 Moderate Stress

Anxiety 2.26 1.19 Low Anxiety
Depression 2.73 1.19 Moderate Depression

Grand Mean 2.61 1.17 Mildly Unstable

 35

Difference in sex and study habits

There is no significant difference in the study habits of the students when they

are grouped according to sex. This study has similar results to the study of Uslu, et al.

(2021). The results showed that gender has no effect on study habits of the students.

However, the study of Angkarini (2021) and Khan (2016) is in contrast ith this study.

According to the results of their study, sex had a significant effect on study habits.

Female students had better study habits than male students.

Table 7. Difference in sex and study habits

STATISTICAL TEST ONE WAY ANOVA

Level of Significance p < .05

F 0.01

p value 0.9187

Ho is not rejected.
Conclusion
There is no significant difference in the study habits of
the students when they are grouped according to sex.
 36

Difference in family set-up and study habits

There is no significant difference in the study habits of the students when they

are grouped according to their family set-up. The findings of this study appear to be

contradicted by the findings of Nadaf (2018). According to their results, students from

nuclear family together have better study habits than students from nuclear

family apart. As per Lim, et al. (2004), there is no significant difference in study

habits and family structure, which is similar to the findings of this study.

Table 8. Difference in family set-up and study habits

STATISTICAL TEST ONE WAY ANOVA

Level of Significance p < .05

F 0.01
p value 0.9187

Ho is not rejected.
Conclusion
There is a no significant difference in the study habits of
the students when they are grouped according to their
family set-up.
 37

Difference in the financial condition and study habits

There is a no significant difference in the study habits of the students when

they are group according to their family’s source of income. The study of Salcedo-

Larucio (2019) contradicts this study. Their findings revealed that students' financial

status have an impact on their study habits, since they would prefer to make money

than study. However, the results of Hnamte's (2019) study are similar to the study.

According to their findings, there is no significant difference between study habits

and financial situation in relation to their mother's work.

Table 9. Difference in the financial condition and study habits

STATISTICAL TEST ONE WAY ANOVA

Level of Significance p < .05

F 2.502

p value 1.0871

Ho is not rejected.
Conclusion
There is a no significant difference in the study habits
of the students when they are group according to their
family’s source of income.
 38

Difference in sex and mental health

There is no significant difference in the students’ mental health when they are

grouped according to sex. This study contradicts the findings of Kecojevic, et

al. (2021). Because of their inability to focus on studying, female students are more

likely than male students to be stressed during the pandemic.

Table 10. Difference in sex and mental health

STATISTICAL TEST ONE WAY ANOVA

Level of Significance p < .05

F 0.203
p value 0.6535

Ho is not rejected.
Conclusion
There is no significant difference in the students’ mental
health when they are grouped according to sex.
 39

Difference in the family set-up and mental health

There is no significant difference in the students’ mental health when grouped

according to their family set-up. The study of Pewnil, et al. (2013) and Park, et al.

(2021) has similar results to this study. Their study revealed that students who are

living with both of their parents (nuclear family together) have stable mental health

than those who are not. Students who are in a nuclear family apart are more likely to

experience depression and suicidal thoughts than students from nuclear family

together.

Table 11. Difference in the family set-up and mental health

STATISTICAL TEST ONE WAY ANOVA

Level of Significance p < .05

F 3.939
p value 0.05

Ho is rejected.
Conclusion
There is a significant difference in the students’ mental
health when grouped according to their family set-up.
 40

Difference in the financial income and mental health

There is no significant difference between the students’ mental health when

they are grouped according to family’s source of income. The study of Ruengorn et

al. (2021) contradicts this study. Their study revealed that financial condition is linked

to mental health condition such as stress, anxiety, and depression.

Table 12. Difference in the financial income and mental health

STATISTICAL TEST ONE WAY ANOVA

Level of Significance p < .05

F 0.684
p value 0.5072

Ho is not rejected.
Conclusion
There is no significant difference between the students’
mental health when they are grouped according to
family’s source of income.
 41

Relationship between their study habits and mental health

There is no significant relationship between the students’ study habits and

mental health. The study of Bahrami, et al. (2011) appears to contradict this study.

According to their study, there is a relationship between study habits and depression.

Table 13. Relationship between their study habits and mental health

STATISTICAL TOOL PEARSON CORRELATION COEFFICIENT

CALCULATOR

Value of R -0.0473
p-value .642399
Level of Significance p < .05

Finding There is weak negative correlation between study habits

and mental health. (Note: When their study habits are
better, their mental health goes down, and vice versa.)

Accept the Null Ho.

Conclusion
There is no significant relationship between the
students’ study habits and mental health.
 42

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter concludes the study by dealing with summary of the findings,

conclusions, and recommendations of the study.

Summary

The COVID-19 pandemic completely change the students’ learning habits, as

the blended learning become the new way of learning since the pandemic started. This

study determined the influence of study habits and socio-demographic profile on the

mental health condition, specifically on stress, anxiety, and depression, of LSHS

students at CvSU-Naic during COVID-19 pandemic.

This study was based on the Cognitive Theory by Aaron Beck that was

proposed during 1960s. An individual who is in negative shape of mind will have a

negative view about themselves, the world, and their future.

The variables in this study are socio-demographic profile, study habits, and

mental health. The socio-demographic profile is divided into three categories: sex,

family set-up, and financial condition. The classification of study habits is very good,

good, fair, poor, and very poor. While the classification of mental health in three

aspects are stress, anxiety, and depression. It is classified as very high, high,

moderate, low, and very low. And then the overall classification of mental health is

very unstable, unstable, mildly unstable, stable, and very stable.

This research took place in the third and fourth quarters of the school year

2021-2022. The researchers started data collection after validating the questionnaires

and obtaining approval from RDES to conduct this study. They distributed the
 43

questionnaire link via online platform called Google Form in accordance with

COVID-19 regulations.

The respondents of this study are the LSHS students in CvSU-Naic. They had

two weeks to complete the questionnaires. 100 of the 108 students agreed to respond

to the questions. In computing the gathered data, the researchers used Pearson-R to

find the correlation between the relationship between study habits and mental health,

and ANOVA to find the difference between socio-demographic profile, study habits

and mental health. Finally, the researchers presented and discussed their results.

Conclusions

The following conclusions were created based on the results:

1. The socio-demographic profile of Laboratory Science High School

students at Cavite State University – Naic is divided into three parts:

gender (68 females and 32 males), family structure (79 students with a

complete family and 31 students with a broken family), and financial

situation during the pandemic (52 students' financial income remained the

same, 32 students' family income decreased, and 16 students' family

income increased).

2. The study habits of the LSHS students are classified to be good. It

demonstrates that, despite the difficulties of studying during a pandemic,

the students were able to maintain good study habits.

3. The mental health of the LSHS students is described to be mildly unstable.

It has been concluded that the family set-up has the most influence on the

mental health of the students, particularly those from nuclear family apart.
 44

4. There is no significant difference between study habits and sex, family set-

up, and financial condition. The researchers found that even when students

were encountering difficulties at school or at home, they were able to keep

up and maintain good study habits.

5. There is no significant difference between mental health and sex, and

financial status. However, there is a significant difference between mental

health and family structure. The researchers conclude that the students'

mental health is affected by whether they live in a nuclear family together

or apart.

6. There is no significant relationship between students' mental health and

their study habits. According to the results, when a student has good study

habits, their mental health worsens, and vice versa. Students have to

choose between sacrificing their mental health in order to have good study

habits or maintaining stable mental health but have poor study habits.

Recommendations

The following are some ways to improve study habits and help deal with

stress, anxiety, and depression among respondents at CvSU - Naic according to the

study.

Shut-off IT devices when in class. It has become a habit to some people to

use their mobile devices when they are in a class that they forget to focus on the

lecture. By simply turning off the IT devices that may distract them, they will be able

to focus and learn more.

Write notes during class, and review and revise soon after class. Taking

notes during classes is helpful to recall concepts, develop valuable skills, and gain a
 45

better understanding about the topic. It also ensures that students are actively listening

and thinking on what they are writing. Notes can help as a quality reviewer for future

related topics, activities, and exams.

Work on difficult task first. The most difficult task should be prioritized

because it affects productivity across all tasks. Students are considered to become

more productive and motivated to complete the rest of the pending activities after

completing the hardest activity as it allows them to establish a positive mood.

Use of free time. Most of the students use their free time for leisure. They see

it as the time where they can do anything after class. Even though it is understandable

for them to use their break however they want, they cannot disregard their

responsibilities as a student. Allowing time for reviewing and advanced reading is

enough since it can help them for their upcoming classes.

Teacher-student communication. Communication is now accessible and

easy still some cannot communicate effectively because of the set-up. Students who

have anxiety seldom ask their teachers questions and materials about the lesson. If a

student is experiencing trouble communicating with a teacher, he or she can ask the

class president or class representative to speak with the teacher and discuss the issue.

Start a group study. Group study can help them be more productive because

it motivates them. It so reduces procrastination and helps someone learn faster since

they are studying together.

Start a business and low-cost options. There are currently low-cost options

available on the market that can assist reduce family spending. Thinking about

starting a business that may be conducted from home or online can help support the

family's income.
 46

Maintain a budget. Maintaining financial stability requires having a budget

and sticking to it. It will be easier to pay bills, have extra money for emergencies, and

save money if they keep track of their budget.

Meditation. To have a focused attention, relaxed breathing, achieve greater

wellness, and many more.

Take a rest. There are hardships that can be experience along the way. It is

okay to rest for quite some time and comeback stronger.

Crying. Crying lessens stress, relieves psychological pain, and releases pent-

up emotion, which can help soothe feelings.

Keep a journal. Having a journal can help a person to write down goals, track

progress, gain self-confidence, and reduce stress, anxiety, and depression. When a

person does not have any people to talk to, keeping a journal can be really beneficial.

Writing down all of their troubles, joys, and ideas can help them in improving and

coping with their problems on a daily basis.

Getting adequate rest. Every human being requires sleep in order to recharge

their bodies. When a person does not get enough sleep, their brain does not function

properly, causing them to become irritable and tired. Getting enough sleep can help a

person feel less weary and irritable while also allowing them to be more productive

and active.

Make social connections with others. Spending time with others can help

individuals temporarily forget about their problems. It also reduces stress, anxiety,

and depression and increasing self-esteem.

Reward yourself. Giving themselves a reward after hard work is something

that everyone deserves. It is fine for them to buy what they want after all they did.
 47

They can use this as motivation to improve so that they can reward themselves with

another reward.

School Webinars. The school should conduct a webinar, specifically about

how students from broken family can engage hope and recommend various coping

skills for them to know what they can do. Besides encouraging students more to

attend webinars about mental health awareness can assist them to know that they are

not alone and there are many ways to overcome mental health issues.

Parent's Responsibility. Students who are from broken family are unable to

be with both of their parents at the same time. Parents who are not with their children

should make sure that they do not forget their responsibility as a parent. They should

give enough allowance, affection, and time to their child.

Seek for help. When things get serious, instead of self-diagnosing, a person

should seek professional treatment. There are counselling available from the guidance

counsellor that can make a referral to a psychologist.

 48

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Appendix 1

Research instruments (Study Habits and Mental Health Condition Questionnaire)

60
61
62
 63

Appendix 2

Request letter
 64

Appendix 3

Timetable of activities

Target Date/s Activities to be Persons Involved Remarks

conducted
November 17- Full Blown Research Researchers and Accomplished
23,2021 Proposals Prof. Maria Pilar
N. Correo
November 28-30 Preparation for Virtual Researchers and Accomplished
and December 1- Proposal Defense Prof. Maria Pilar
2, 2021 N. Correo
December 6- Virtual Proposal Researchers Rescheduled
16,2021 Defense (Specific date:
to be announced)
December 20- Submission of Revised Researchers Rescheduled
23,2021 Research Proposal
December 24,2021 Christmas/Season Accomplished
Break
January 3,2022 – Writing of Research Researchers and Accomplished
February 2022 Instruments* Prof. Maria Pilar
N. Correo
Validation of Research*

Start of Data
Gathering*

*With the guidance of

Research Adviser and
Technical critic
2nd week March End of Data Gathering* Researchers and Accomplished
2022 Prof. Maria Pilar
Start of data Analysis* N. Correo
3 to 4 week
rd th

March 2022 *With the guidance of

Research Adviser and
Technical critic
April 2022 to 1st Writing of Chapters 4- Researchers and Accomplished
week of May 5* Prof. Maria Pilar
N. Correo
Finalizing Research
Paper using proper
format*

*With the guidance of

Research Adviser and
Technical critic
4th week of May Virtual Proposal Researchers Accomplished
2022 Defense (Specific date:
to be announced)
June 27,2022 Submission of Researchers Not yet accomplished
Approved soft copy to
RDES Office
 65

Appendix 4
Statistician’s Certification

June 16, 2022

Santiago Integrated National High School
General Trias City, Cavite

Prof. Jomel S. Limbago

Head, RDES
CvSU-Naic

Dear Sir:
This is to certify that the research: INFLUENCE OF STUDY HABITS ON THE
MENTAL HEALTH CONDITION OF CAVITE STATE UNIVERSITY – NAIC
LABORATORY SCIENCE HIGH SCHOOL STUDENTS AMID COVID-19
PANDEMIC of Shekanah P. Campos, Frances Hailie B. Imperial, and Paola Karylle
D. Incoy was submitted for statistical analysis and interpretation.

I am a graduate of Bachelor of Secondary in Education major in Mathematics at

Cavite State University Naic and an MA Education major in Mathematics candidate
due to graduate this June. Currently, I hold the position of Teacher 3 at SINHS.

Thank you.

Respectfully yours,

Signed:

JOHN RECK L. NIEPES

 66

Appendix 5
Grammatical Polishing Certificate