"PANDEMIC'S AFTERMATH: A STUDY ON THE EMOTIONAL STATE OF

GRADE 11 HUMANITIES AND SOCIAL SCIENCES STUDENTS

IN GENERAL SANTOS CITY
SPED INTEGRATED SCHOOL"

A Research
Presented to the Faculty of GSC SPED Integrated School
General Santos City

In Partial Fulfilment of the Requirements in

Practical Research I

by

Arriola, Mary Claire C.

Borral, Emmanuel M.
Funte, Princess Amillia C.
Montealto, Emmanuelle P.
Obusan, Anna Claire P.
Pacio, Shenne Mae A.
Paderna, Louie Ken C.
 TABLE OF CONTENTS

Preliminary Pages Page

Title Page i
Approval Sheet ii
Abstract iii
Acknowledgment iv
Table of Contents
List of Tables
List of Figures

CHAPTER

I INTRODUCTION

Background of the Study

Statement of the Problem
Scope and Limitations
Significance of the Study
Definition of terms

II REVIEW OF RELATED LITERATURE

Introduction
Body
Conclusion

III METHODOLOGY

Research Design
Research Locale
Research Participants and/or Informants
Research Locale
Research Instrument
Data Gathering Procedure
Data Analysis
Ethical Considerations

IV RESULTS AND DISCUSSION

V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
Conclusion
Recommendations

REFERENCES

APPENDICES

A.Research Instrument
B.Transcript
C.Letter to the Principal
D.Letter to respondents
E.Letter of validated instrument

CURRICULUM VITAE
 CHAPTER I

INTRODUCTION

Background of the Study

As dynamic and influential beings, we would not be here today without the

quaint reminder of every characteristic, and experience we have had throughout our

lifetime. Technically, we are an amalgamation of experiences and feelings, and

through various discourse under this, humans are naturally inclined to react and

subject themselves to events in their life, with short-term or long-term effects. With

this, the human experience is subject to reactions and influences mainly from external

factors: socialization, our needs being met or the lack thereof, basic necessities, and

the like. But such a case of the pandemic would happen to arise, and so it did by

January 30, 2020 until a regularization of the viral threat, COVID-19, until present

day.

Along with this event, however, was its effect on the educational sector, with

the Philippine government resorting to the Department of Education (DepEd) to

implement the distance learning modality in School Year 2020-2021, extending to

School Year 2021-2022 due to the threat of COVID-19 ([email protected],

2022). This meant that learners were unable to visit their respective campuses, and

a staggering irregularity of schedules per subject varying between different schools

had crippled not only students, but teachers, staff, and the families of all recipients.

With school activities performed either online or through printed modules, the
enrolled students of School Year 2021-2022 had a particular hurdle in their academic

journey, as the identified batch of grade 10 students from General Santos City Special

Education Integrated school, batch of 2021-2022 had more than enough shoes to fill

the graduating class. Bagged with little to no personal interactions and an unfortunate

dynamic between these isolated learners, according to a study published in 2022, by

Kasal et al., a four and six percent increase in suicidal risk, covering depressive

episodes and anxiety attacks, have been observed in individuals without mental

disorders in pandemic surveys. This defines the issue of mental and emotional health

risks surrounding the learners.

With this information, the factor of world-wide isolation, allied with a decrease

in the practice of socialization per a man’s emotional state, leads to the common

product of a significant degradation of mental welfare. As such, in line with Maslow’s

hierarchy of needs, the second and third levels upward are defined by safety and love

or belonging respectively. The social lack of the two due to isolation, with even family

members being separated due to health constraints, we can firmly say that this has

a massive effect on the entirety of learners experiencing isolation and a depravity of

their need.

This study aims to expound the shared experience of a world-wide pandemic,

and assess the varying emotional states right after a two-year isolation. According to

Tyng, et. Al (2017), emotion has a particularly strong influence on attention, especially

modulating the selectivity of attention as well as motivating action and behavior. Now,
as emotion garners the scope of what and how we do or react to things, this levels

our emotional state. A state of one’s emotions that influence what or how a certain

person behaves in that time frame of a conceptual state. As such, these influences

are reliant on the environmental experiences that one has. In this study, the

researchers aim to implore the context of conceptual emotional states and their

varying heights from the respondents' experience and their application of the

aforementioned subject on their lives beyond the pandemic. The researchers aim to

deliberate the process of understanding and provide inclusion while maintaining

objectivity to the emotional state of Grade 11 Humanities and Social Sciences

students in General Santos City Special Education Integrated school.

Statement of the Problem

This research aims to know the current emotional state of the 11 Humanities

and Social Sciences students of General Santos City Special Education Integrated

School after experiencing the pandemic of COVID-19.

In detail, it aims to provide answers for the following questions;

1. In what ways emotionally, has the pandemic affected the learners of Grade

11 Humanities and Social Sciences students from General Santos City Special

Education Integrated school, and their corresponding behaviors?

 2. How do the Grade 11 Humanities and Social Sciences students of General

Santos City Special Education Integrated school, perceive their overall make-

up in line with responses to face-to-face academic activities and regime?

3. How do the learners of Grade 11 Humanities and Social Sciences from

General Santos City, Special Education Integrated school, overcome these

changes in behavior, and what solutions do they think are effective?

Scope and Limitations of the Study

This study is focused on the negative emotional state and the correlated

byproducts thereunder of General Santos City Special Education Integrated school,

Grade 11 Humanities and Social Studies students, after experiencing the COVID-19

pandemic. The respondents are the Grade 11 students, specifically under the

academic strand of Humanities and Social Studies, of General Santos City Special

Education Integrated School. These learners are characterized by their common

quality of a shared input of history as former witnesses of the COVID-19 pandemic,

in plight of its isolation. The students shall be interviewed personally by the

researchers, allowing the researchers to gather the answers of the respondents more

effectively to be put together in a qualitative study.

In addition, they should have been former graduating students (former grade
10 batch) of class school year 2021-2022. Respondents should have no underlying

mental illnesses before the pandemic, and will be limited to grade 11 learners only,

excluding the rest of any non-Humanities and Social Studies strand, and non-

academic track. The learners are also characterized by their enrolment within General

Santos city Special Education Integrated School and are currently enrolled for

academic year 2022-2023.

Significance of the Study

The significance of the study is to promote awareness and provide further

information to act as an aide for future solutions to recurring problems that could make

a social and cultural impact, such as the pandemic. The inclusion of the students and

their experiences will allow them to develop safer habits that assure a stable

emotional state within times of isolation.

This study aims to benefit the following correspondents:

The Department of Education (DepEd) officials- This study will provide a larger

scope on the intrinsic qualities of afflicted emotional and mental welfare under such

periods of isolation, and by doing so, will aid the decision-making, planning, and

execution of the DepEd officials within similar circumstances to improve the response

rate and prevention.

The Students- The findings of this research will prove inclusivity and awareness for

such reasons that there would be a similar phenomenon of the pandemic in light of

isolation, giving the students an explored area for a better sustainment of mental

and emotional welfare.

The Researcher- Through personal contact and immersion within the respondents,

the researchers will benefit by uncovering lived truths and experiences told first-

hand by primary sources through oral denomination and improve their

understanding of the mass effect of isolation on Grade 11 Humanities and Social

Sciences students from General Santos City, SPED Integrated School.

Definition of terms

For the purpose of clarification, the following terms are conceptually defined in

the context of this research;

Aftermath. It is the consequences or aftereffects of a significant event.

Negative Emotional state. It refers to the subjective state of mind, limited to

negative feelings or emotions experienced by the respondents after the pandemic.

Experience. This refers to the observation and direct encounter of the students with

the pandemic.
Face-to-face learning. It is the learning modality which includes the on-site or on-

campus deliberation of the academic school system in contrast to distance learning

modalities.

Isolation. It pertains to the state of being separated from others.

Pandemic. It is a disease outbreak that spans several countries and affects a large

number of people.

Socialization. It refers to the process whereby an individual learns to adjust to a

group.
CHAPTER II

REVIEW OF RELATED LITERATURE

(3 singles spaces from the chapter heading to the main section)

Intro, Body, conclusion

(Double space from the section heading to start of the paragraph)
Discuss the applicable concepts for the phenomenon you propose to study. In

addition to the description, discuss the empirical studies that have been done that are

relevant to your research. What do these studies say? In discussing the study,

describe what the study is about, what the research questions were, what methods

were used, who were the participants/informants, and key findings. Wrap this up by

adding a discussion as to how the studies relate to yours.

 CHAPTER III

METHODOLOGY
(3 singles spaces from the chapter heading to the main section)

Research Design
(Double space from the section heading to start of the paragraph)
Discuss your research design. Rationalize its appropriateness for your study.

What specific methods do you intend to use? Define and rationalize the use of these

methods.

(3 singles spaces in between sections)

Research Locale
(Double space from the section heading to start of the paragraph)
The place where you will conduct your research

(3 singles spaces in between sections)

Research participants/Informants
(Double space from the section heading to start of the paragraph)
Describe your participants and/or informants in detail without disclosing their

names.

(3 singles spaces in between sections)

Research Instrument
(Double space from the section heading to start of the paragraph)
How were they selected? What selection criteria did you use?

(3 singles spaces in between sections)

Data Gathering Procedure

(Double space from the section heading to start of the paragraph)
Discuss your timetable. Please include dates and persons (designations or

descriptions only, not the names of those who were involved. Discuss here all the

steps you propose to undertake to collect the data.

(3 singles spaces in between sections)

Data Analysis
(Double space from the section heading to start of the paragraph)
How did you go about data analysis? What specific steps did you undertake?

What was your analytical framework? Here you need reference your theoretical lens

for to support your analysis,

Ethical Considerations
 CHAPTER IV

PRESENTATION OF RESULTS
(3 singles spaces from the chapter heading to the main section)

Note: The number of chapters in a multiple case study depends on the number

of cases/informants. The format in presenting the results will also depend on the type

of qualitative research design employed by the researcher. Refer the format to the

thesis adviser, research director, or program dean.

Main Heading
(Double space from the section heading to start of the paragraph)
Substantiate your discussion of the results with excerpts from your informants

and/or participants. Triangulate this with what the literature says. Provide a discussion

of the implications of the results to practice in your context.

ABC: Excerpts (Provide translation in English as necessary. Format: single-

space, with right and left indentions; Font size, 10) (lines 3-4)

Sub-Heading. Substantiate your discussion of the results with excerpts from

your informants and/or participants. Triangulate this with what the literature says.

Provide a discussion of the implications of the results to practice in your context.

ABC: Excerpts (Provide translation in English as necessary. Format: single-

space, with right and left indentions; Font size, 10) (lines 3-4)
 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

(3 singles spaces from the chapter heading to the main section)

Summary
(Double space from the section heading to start of the paragraph)
This instruction applies only to those doing a multiple case study.

Conclusion
(Double space from the section heading to start of the paragraph)
What insights can you glean from your study? Here you can self-interrogate.

What did you learn from the process?

(3 singles spaces in between sections)

Recommendations
(Double space from the section heading to start of the paragraph)
Your recommendations need to those that will relate directly to your findings.
(3 singles spaces in between sections)

Implications for Future Research

(Double space from the section heading to start of the paragraph)
(3 singles spaces in between sections)

Recommendations
(Double space from the section heading to start of the paragraph)
(3 singles spaces in between sections)

Concluding Statements
(Double space from the section heading to start of the paragraph)
(3 singles spaces in between sections)

Note:
It is important to provide transitional paragraphs to wrap up each section and sub-
section before moving into the next section.
REFERENCES

Citations and references must conform to the 7th APA Format. Please note that
the reference materials used in all in-text citations must be in the reference list. In like
manner, there should not be any item in the list which has not been cited in the body
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https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_styl
e_guide/general_format.html

Sample:

Arquiza, Y.D. (Ed.). (2005). Nurturing the earth, nurturing life. In The road to
empowerment: Strengthening the Indigenous Peoples Rights Act (Vol. 2).
Manila: International Labour Office.

Use 1” hanging indention for every entry.

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Font Style – Arial

Research Tools

As a student of research, you are encouraged to register and make full use of
existing research databases that provide free access to electronic books and journal
articles. Please find time to explore them. Some of these are:

Academia
https://www.academia.edu/

British Library
https://ethos.bl.uk/Home.do

Research Gate
https://www.researchgate.net/

JSTOR
https://about.jstor.org/whats-in-jstor/books/open-access-books-
jstor/?fbclid=IwAR0XDbRwOGa8RD5kAUGMFJgS2YNyWsk-
iqpg8ERFZ_1Xw5LjcIyqxbDK5IU

Springer
 https://hnarayanan.github.io/springer-books/

Routledge & CRC Open Access Books:

https://www.routledge.com/our-products/open-access-books/accessing-oa-books

eBooks on Southeast Asia @ Project

Muse: https://www.ac.upd.edu.ph/index.php/resources/the-asian-center-blog/2107-
download-free-ebooks-southeast-asia-project-muse

101 Free Online Journal and Research Databases for Academics:

https://www.scribendi.com/advice/free_online_journal_and_research_databases.en.html

DOST-STII Science and Technology Academic Research-Based Openly Operated KioskS

(STARBOOKS) Online: http://www.starbooks.ph/

To help you understand how to cite sources using the latest edition of the
American Psychological Association (APA) format, please explore this site on
#Referencing and #Citing Sources.

Purdue Online Writing Lab

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guid
e/general_format.html

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