FACTORS AFFECTING GRADE 9 STUDENTS' EMOTIONAL DISTRESS IN THE NEW LEARNING MODALITY: BASIS IN DEVELOPING LEARNERS' SUPPORT SYSTEM

School of Graduate Studies
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Abstract
Objective
This study aimed to determine the factors that affects emotional distress of
the learner and discover its relationship in the new learning modality. The results
of this of this study was utilized to develop a support system through an action
plan that could help the learners in facing the factors that affects their emotional
distress as far as learning modality is concerned.
Methods
The researcher employed a quantitative approach using a descriptive
research design. Using quota sampling technique, the sample population was
identified and chosen to answer the k10 Standardized Psychological Test, which
measured the aspect of individuals’ emotional distress and the research-made
questionnaire. In adherence to the Inter-Agency Task Force (IATF) the data was
gathered through a google form.
Findings
The results of the study were analyzed by utilizing the chi-square statistical
method to compare the level of students’ emotional distress and the factors
affecting them. The study revealed that the factors affecting students’ emotional
distress in terms of family and home learning environment, as well as compliance
with teachers’ assigned tasks, were not significant concerning the emotional
distress of the learners. On the other hand, the factor affecting students’ emotional
distress as to self-Learning modules was found to be a significant factor concerning

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the emotional distress of the learners in the new learning modality. The results of
the study showed that the factors affecting the emotional distress of the learners
focused on the materials they used in connection with the new learning modality,
thus the careful development and assessment of its content is encouraged. Also,
it is best to further enhance the capabilities of the module writers through training
and workshop.
Research Implications
Inferences of this study will be significantly useful for students, as they
were the main benefactors of the support system. It is also beneficial to the school
administrators, teachers, and parents as they will be aware of the factors that
affects students’ emotional distress. Through the results of this study
administrators who were delegated to disseminate tasks of writing the modules
will be informed of the importance of providing proper training for the chosen
teacher-writers of Self-learning modules.
Value of the Study
This study can be used as a reference in developing a support system
program to aid learners’ emotional distress in the new learning modality.
Keywords: Stress, Eustress, Emotional Distress, Standardized Psychological Test,
Modular Distance Learning, Online Platform, Psychological Distress, Family and
Home Learning Environment, Self-Learning Modules.

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Introduction
Emotional distress is a state of mental anguish that can take a wide variety
of forms. It can be caused by different circumstances being experienced by an
individual. This may cause a serious problem if not being processed earlier.
According to Kandola (2020), emotional distress is a state of emotional suffering.
The term encompassed a wide range of symptoms, but its hallmarks were the
symptoms of depression and anxiety, and young adults are considered to be the
most vulnerable individual who is prone to experiencing more of this emotional
distress are those in the adolescent period. It may be caused by several
circumstances being dealt with by an adolescent.
Presently, the outbreak of this novel coronavirus (COVID-19) pandemic,
has a wide-ranging effect on young ones. According to Tee (2020), the students
were reported to have a greater psychological impact as well as more depressive,
anxiety, and stress symptoms compared to those who were employed.
In the findings of the study made in China by Yan (2020), data from 3233
participants were collected through an online survey platform during the initial
outbreak of the COVID-19 from January 31 to February 9 in 2020. Results showed
that higher perceived stress was associated with more emotional distress
including depression, fear, compulsion-anxiety, neurasthenia, and hypochondria.
Boredom proneness significantly and positively mediated the relationship
between perceived stress and emotional distress.
In the study made by Twenge (2017), the crisis made it more imperative
to determine the occurrence of emotional distress among the youth due to several

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factors that directly affect their emotional health and stability. Since they have
spent more time on media screen activities and have less time on non-screen
activities, this may account for the increases in depression and suicide.
Adolescents who spent more time on new media (including social media
and electronic devices such as smartphones) were more likely to be reported
having mental health issues, and adolescents who spent more time on non-screen
activities (in-person social interaction, sports/exercise, homework, print media,
and attending religious services).
According to Suicide Prevention Resource Center or SPRC (2020), mental
health problems can affect a student's energy level, concentration, dependability,
mental ability, and optimism, hindering performance. Research suggests that
depression is associated with lower grade point averages and that co-occurring
depression and anxiety can increase this association.
It has been observed by the researcher herself that were students from
Tañong Integrated School who were suffering from emotional distress as shown
in their daily journal entry as they narrated how bored they were and were feeling
so helpless, and isolated from their friends. It was also observed with their
manner in completion of their task given by their teachers. Thus, the researcher
observed these as factors affecting the learners’ emotional distress that can be
measured through the use of an emotional distress test based on the k10
psychological test which focuses on the emotional aspect of determining students’
distress.
It was on this premise that the researcher opted to conduct this study to
identify those learners who were suffering from emotional distress due to new

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learning modalities and to determine the factors affecting such hence, to develop
a program that could help the Grade 9 students to cope up with the emotional
distress they were experiencing in the new learning modality. Thus, this study
aimed further to come up with a support system based on its results and findings.
It is hoped that this study would aid the difficulties of students in the
adjustment to the new normal setup not just in the school mentioned but in the
whole Division of Malabon.

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Literature Overview
The following are the related literature and studies that is relevant to this
research.
According to Kandola (2020), emotional distress was a broad term that
can refer to a wide range of symptoms from a variety of mental health disorders.
It was a state of emotional suffering. The term encompassed a wide range of
symptoms, but its hallmarks were the symptoms of depression and anxiety. People
can experience it at any time, and it was usually temporary. Mental health
disorders can cause symptoms of emotional distress that persist for long periods
or occur in cycles. He enumerated some symptoms of emotional distress including
feeling overwhelmed, helpless, or hopeless, feeling guilty without a clear cause,
spending a lot of time worrying, having difficulty thinking or remembering,
sleeping too much or too little, having changes in appetite, relying more heavily
on mood-altering substances, such as alcohol, isolating from people or activities,
experiencing unusual anger or irritability, experiencing fatigue, having difficulty
keeping up with daily tasks, and experiencing new, unexplained pain.
The symptoms of emotional distress were sometimes severe and may
develop into a mental health disorder.
In one way or another, isolation from people or activities was only one
among the given symptoms of emotional distress that may bring a big problem as
it was emphasized in the last line as this may develop into a mental health disorder.
This may only be aided by socialization which by now is prohibited and can only
be done virtually due to pandemics.

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In the study made by Saltzman (2020), which supported the stand of
Kandola, social support played a key role in well-being, yet one of the major
preventative efforts for reducing the spread of COVID-19 involved social
distancing. During times of crisis, social support was emphasized as a coping
mechanism. This required many people to change their typical ways of
connectedness and assume that people have existing healthy relationships or
access to technology.
In our country, according to the Omnibus Guidelines on Community
Quarantine with Amendments as of December 14, 2020, teens or young adults
were more emotional and were more prone to emotional distress since pandemics,
due to the guideline of lockdown and stay-at-home protocol.
According to Loades (2020), children and adolescents were probably more
likely to experience high rates of depression and most likely anxiety during and
after enforced isolation ends. This may increase as enforced isolation continues.
Clinical services should offer preventive support and early intervention where
possible and be prepared for an increase in mental health problems.
Furthermore, Miller (n.d.), mentioned that for teenagers and young adults,
friends were hugely important, and they were supposed to be bonding with peers
was one of the essential developmental tasks of adolescents.
In a newsletter released by Healthy@UH (2021), firmly attested based on
their gathered news that teens got inspiration from friends since they were at the
stage of changes both physical and emotional, according to the website that offers
healthy tips for adolescents Adolescence was accompanied by physical and
emotional changes, a desire for independence, and facing decisions about social

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activities. Beyond this typical navigation through teenage years, the COVID
pandemic had added new challenges and heightened anxiety.
These can also be supported by the stand of a doctor in one of the studies.
According to Dr. Strelitz, as cited by Gray (2020), the teenage years were naturally
full of angst as children move through adolescence to adulthood. The COVID-19
pandemic had intensified the stresses of that transition. The restrictions presented
by the stay-at-home measures can make it hard for the youth who long to test
their independence. While this is a challenging time for everybody which it was
particularly difficult for adolescents. This is a time when they are developmentally
supposed to be gaining independence, being stuck at home, and missing out on
extracurricular activities can be tough. Anxiety and depression in teenagers have
been a huge problem, even before the pandemic, and are getting worse.
It was also true according to an internet site that offers help for emotionally
distressed individuals, SAMHSA (2021), mentioned that it was common to feel
stress symptoms before or after a crisis. Natural and human-caused disasters can
have a devastating impact on people’s lives because they sometimes cause
physical injury, damage to property, or the loss of a home or place of employment.
Anyone who had seen or experienced this can be affected in some way. Most
stress symptoms were temporary and will resolve on their own in a short amount
of time. However, for some people, particularly children and teens, these
symptoms may last for weeks or even months and may influence their
relationships with families and friends. Common warning signs of emotional
distress include eating or sleeping too much or too little, pulling away from people
and things, having low or no energy, having unexplained aches and pains, such

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as constant stomachaches or headaches, feeling helpless or hopeless, excessive
smoking, drinking or using drugs, including prescription medications, worrying a
lot of the time; feeling guilty but not sure why, thinking of hurting or killing yourself
or someone else, having difficulty readjusting to home or work life.
In the same article, it was emphasized that the impact of disasters for
teens, varies depending on how much of a disruption the disaster causes their
family or community. Teens aged 12 to 18 were likely to have physical complaints
when under stress or be less interested in schoolwork, chores, or other
responsibilities.
The researcher agreed to the idea shared in the web page article SHAMSHA
that, although some teens may compete vigorously for attention from parents and
teachers after a disaster, they also may, become withdrawn, resist authority,
become disruptive or aggressive at home or in the classroom, experiment with
high-risk behaviors such as underage drinking or prescription drug misuse, and
abuse. Children and teens most at risk for emotional distress include those who,
survived a previous disaster, experienced temporary living arrangements, loss of
personal property, and parental unemployment in a disaster, lost a loved one or
friend involved in a disaster.
Aside from that, the educational system has also made a big adjustment
following the stay-at-home guidelines to adhere to the safety health protocol while
continuing education. According to one of the prominent sources of news in New
York, Goldberg (2020), remote learning, lockdowns, and pandemic uncertainty
had increased anxiety and depression among adolescents and heightened
concerns about their mental health.

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The loss of peer connections is highlighted as one of the causes of distress
over the pandemic. In the same article, it was mentioned that the difficulties of
parents in helping their kids in remote learning affect the emotional distress of
learners. Also, parents were reporting feeling pressured and confused about how
to help kids with remote learning.
According to Chandra (2020), the COVID-19 pandemic was accompanied
by strictly following isolation measures that have led learners and educators to
confine themselves at their homes; a disturbing social life and learning in isolation
have made it stressful for students and educators. The mere essence of group
learning, group classroom activities were being missed by both educators and
students. All this had led to an experience of stress by both students and
educators. Low physical activity and spending all-time at home were creating a
negative impact, which all of us are trying to overcome using a lot of other
activities to cope with this condition.
According to a developmental psychologist, Nancy Hill as cited by
Boudreau (2020) observed that schools had always provided teens with a space
to think independently, to experiment, and to form support networks with peers.
Yet in the middle of a pandemic, this space to build their identities may be lost,
impacting their overall wellbeing and development.
Hill identified six developmental areas, in addition to academics, that
schools had traditionally helped nurture amid pandemics. Such as,
1. Peer Groups and Social Connections
Schools provide young people with a chance to develop relationships with
peers, and for teens, these relationships are often key contexts for their

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development of identity. Whether formed through affinities and alliance groups,
interest-based clubs, or group projects, these relationships help teens stay
connected to school and enhance their understanding of who they are as a learner.
The loss of these relationships can lead to increased anxiety and feelings of
isolation.
2. Opportunities to Feel Competent
Teens feel the pressure to keep up with their peers both academically and
socially. Falling behind can undermine their perception of themselves as good
students and as community members.
3. Being Part of the Solution
In addition to feeling capable, adolescents like to contribute to and feel
valued by their communities. Especially in a pandemic when powerlessness and
helplessness are common, teens need to feel they have control over their lives
and can make a difference.
4. Changes in the Parent-Child Relationship
Teens and their parents often clash around questions of autonomy and
control. The pandemic especially may have heightened these conflicts, as parents
often had to oversee remote learning last spring. Research suggests that having
parents directly instruct their adolescent children is unproductive; parents are
more successful in supporting their teenagers by helping to establish work habits,
managing time, and motivating kids.
5. Mental health
According to a recent study, 81% of students had said that the pandemic
had made their mental health problems worse. Losing school routines can cause

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an increase in feelings of anxiety, loneliness, and isolation. Schools provide mental
health services and other supports on-site, but the pandemic may make it difficult
to identify students who are in need.
6. Safety
When schools are opened, parents and communities know that teenagers
are safe during the day. However, when schools are closed, Hill noted that
inequities around safety and monitoring were exacerbated — particularly for young
people whose parents are required to work, who must care for younger siblings,
or who live in high-density, urban areas where the risk for exposure is higher.
In the study made by Curtis (2020), the findings showed that the Covid-
19 pandemic had a detrimental impact on many students’ mental health. In a May
2020 survey, seven out of 10 teens reported mental health struggles, 61 percent
said they had experienced an increase in feelings of loneliness, 43 percent said
they had experienced depression, and 55 percent said they had experienced
anxiety. The educators need to embrace new strategies to support the social and
emotional well-being of students during distance learning. She presented students’
mental health struggles.
• LONELINESS
According to a study published in the Journal of the American Academy of
Child and Adolescent Psychiatry, social isolation and loneliness among children
were associated with increased mental health struggles; another study that
examined the effects of social isolation across the human life span indicated that
it could impair executive functioning skills.

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The researcher herself agreed to that of Curtis, that when students faced
loneliness, they might reach out to teachers at all hours, make frequent attempts
to engage in nonacademic topics, and speak negatively about themselves.
• HOPELESSNESS
Given the many aspects of uncertainty in the world, and not knowing when
things will return to normal, many students may experience feelings of
hopelessness and depression. Depression can change humans’ ability to think,
affect focus and memory, and impact information-processing and decision-making
skills. If your students disengage from class discussions, stop completing
assignments, make comments about the work being pointless, have a pessimistic
outlook, or report a lack of energy and motivation, they may be experiencing
depression and feelings of hopelessness. It is critical to share these observations
with a school counselor or social worker.
• PANIC
Many students may be experiencing feelings of panic. They are
overwhelmed and coping with anxiety. This can impact students’ ability to learn;
it makes it difficult for students to take in and process information as well as
remember knowledge. It can obstruct learning. Students who need constant
reassurance, show regression in academic skills or in their ability to work
independently, need an increase in support to complete work, become easily
overwhelmed, shut down or stop engaging in class, or focus on the what-ifs may
be experiencing feelings of panic and anxiety.
In a website paper written by Burges (2020), the prevalent effect of social
isolation that was brought by the safety precautions of the current health issue

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had made the situation worse. According to Shea & Awdziejczyk (2020), educators
were grappling with how to support their students amid these overlapping crises.
The government around the world has closed all the educational
institutions, to control the spread of disease, considering the safety of students,
educators, and all associated people. There is a severe short-term disruption that
has been felt by families across the globe. Home education has brought a lot of
shocks not only to students but also to their parents' productivity
Based on the views presented by the website journal SHAMSHA, Nancy
Hill and Curtis, it was perhaps difficult for students to cope with the emotional
problems brought by social isolation especially because they had to do it with an
ounce of courage to continue surviving the crisis and at the same time the
adjustment made by the educational system to continue the learning amid COVID-
19 pandemic. However, as educators, we must consider having time to listen to
our students, they might be suffering from emotional distress brought by social
isolation due to the remote learning and/or the new modalities. In the normal
classroom or learning set up, students can access the support system that the
school may offer, thru the guidance office but during the pandemic where they
are asked to stay at home and continue their studies through the guidance of their
parents as a home facilitator, sometimes they can't bring out their emotional
anxiety or distress.
According to Bonz Magsambol and Christina Chi (2020), as the coronavirus
pandemic forced students to adapt to a new education system, a surge in mental
health issues was anticipated among them. In the same news article, Magsambol
and Chi had quoted Francis Subong, a public relations officer of the Philippine

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Guidance and Counselling Association, as he said, "Just imagine our children: they
are [supposed to be] playing, but because of COVID-19 they are confined in a
small space," Subong added, "Just like a glass of water [filling up], for every
emotional or psychosocial or psychological wound, it adds up. Just imagine what
happens after that. What happens to them is not processed." It is important for
the youth to have social interaction even if they are restricted to their homes, said
Marie Diane Monsada of the Department of Behavioural Sciences at the University
of the Philippines Manila. Monsada, who worked in the field of adolescent
development, said the limitations brought on by the pandemic take a toll on basic
education students, who were in their critical developmental years. "Some people
would think that mental health is just about the disorders. When we talk about
mental health, it’s composed of different aspects of one’s wellness, specifically
[their] social interaction, communication skills, and their ability to meet different
people and express their emotions," she said.
Their connection to their parents can also add up to their distress,
sometimes they cannot ask their parents several questions regarding their lessons
due to lack of complete educational attainment by their parents sometimes it goes
in another way like parents have high expectations due to their highest educational
attainment.
According to Bermis (2008), as cited by Olea (2013), anxiety may develop
during their adolescence stage when they were predisposed to a kind of
environment they were situated in, particularly at home and family. Sometimes,
overly critical parents whose high expectations could give a negative feeling to the
children. Parents were self-critical and anxious about the failure of their children

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because they failed to meet their expectations. Above all, the greatest challenge
a child may encounter in his/her life was the fear of being abandoned by their
parents
According to Bokayev (2020), as cited by Dadizon (2020), a special role in
the educational process during the pandemic was assigned to parents since they
had a double burden – daily professional activities to support the family and
oversight of the educational activities of their children. There was no easy solution
from parents; working from home promised to be difficult with children – especially
young children – to manage, and parents with jobs that could not be done from
home had to figure out who could take care of their children during the working
day.
Thus, there must be a group who would support the students’ emotional
needs not only through the webinars conducted by the Deped, as mentioned in
the interview done:
“Alam nating lahat na very challenging ang panahon ngayon at nakikita
natin na hindi lang ang virus mismo ang iniiwasan natin. [Malaki] rin ang
epekto ng pangyayaring ito sa ating mental health. Tayo ay nagsagawa ng
online webinar para matulungan natin ang ating mga minamahal, at mga
personnel at mag-aaral sa kung ano mang pinagdadaanan nila” DepEd
DRRMS Director Ronilda Co said as cited by (DepEd, 2020)
But in the form of individuals who can tap them to ease emotional distress
that is caused by the new learning modalities.

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Conceptual Framework
Gathering of data
through standardized
test and researcher's
made questionnaire
Statistical Analysis
and interpretation of
data
Project proposal
Figure 1
Research Paradigm
Gathering of data using k10
psychological distress tests which
focuses on the aspect of emotions,
together with the researcher’s made
questionnaire
The analysis of data was done
by utilizing the chi-square for analysis of
the relationship of the students’ level of
emotional distress and the factors
affecting them.
The results and findings of the
gathered data will be used in
developing learners’ support system
through a project proposal that may be
utilized by the school and/or the whole
division of Malabon.

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Figure 1 illustrates the research paradigm. After gathering data for
learners’ level of emotional distress and factors affecting it such as their family
and home learning environment, compliance with teachers assigned tasks, and
self-learning module. The result will be analyzed and evaluated for developing the
output which is the project GABAY (G for Guide, A for Appreciate, B for Befriend,
A for Acknowledge, and Y for You) this is a support system composed of individuals
who will act to help learners in coping with the new learning modality.
Project GABAY is a program designed to help the learners in relation to
the factors affecting their emotional distress. This will be a project proposal that
will involve the learners, parents, teachers, and school head as the committee that
will provide innovations and/or interventions for the learners.

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Statement of the Problem
This research attempted to identify the factors affecting students’ emotional
distress under the new learning modality as a basis for preparing learners' support
system.
Specifically, it sought to answer the following questions:
1. What is the student’s profile in terms of:
1.1 age
1.2 gender and
1.3 parents’ educational level?
2. What is the students’ level of emotional distress as measured by the k10
Kessler Psychological Distress Test?
3. What are the factors affecting the students’ emotional distress in terms of:
3.1 family and home learning environment
3.2 compliance with teachers’ assigned tasks and
3.3 self-learning modules?
4. Is there a significant relationship between the level of emotional distress
and the factors cited above?
5. How may the result of this study be utilized in developing a support system
for grade 9 students in Tañong Integrated School?
Hypothesis
The null hypothesis was tested for acceptance or rejection at a .05 level of
significance:

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1. There is no significant relationship between the level of emotional distress
of students and the factors that affect them in the new learning modality.
Significance of the Study
The results and findings of this study may serve as a basis for developing the
support system that may benefit the following individuals:
Students/learners. Through this study, the learners may be able to receive
emotional help and guidance in facing and/or handling the emotional challenges
brought by the factors that may cause emotional distress along their way while
subjected to the new learning modality.
Teachers/Advisers. Through the results of this study, the teachers/advisers
may be able to find out the source of motivation of the students to be aware of
the factors affecting the learning capabilities of their students.
Administrators. Using the results of this study, the administrators may be
able to support the system to capacitate the teachers to be more competitive in
developing interventions and/or materials for modular distance learning.
Parents. This may help them determine the factors affecting the emotional
distress of their child, thus they may develop more patience which may enable
them to support their children improve their interest in learning amid pandemics.
Policy maker. This research may serve as an eye-opener in creating a careful
strategy to address the problems causing the emotional distress of the students
in the current time.
Barangay Officials/LGU’s. This may enable the local government units and/or
barangay to help maintain a more conducive place for the students to continue

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learning and to enable them to work hand in hand with the home facilitators in
promoting safety protocol in the community.
Researcher Herself. Through this study, the researcher may be able to have
an in-depth understanding of each students’ behavior. This may allow her to help
her students in coping with the current trends of learning.
Future Researchers. This study may serve as an important source of
references on other related studies, literature recommendations, and findings
which may help them in conducting future studies.
Methods
This chapter describes the research method, respondents, research
instrument, data gathering procedure, and statistical tools used in analyzing the
data gathered.
Design
The method of research employed in this study was the descriptive research
design, which was more appropriate to be used in finding out the factors affecting
the emotional distress of the learners in Tañong Integrated School as a basis in
developing learners’ support system.
According to McCombes (2020), descriptive research aims to describe a
population, situation, or phenomenon accurately and systematically. It can
answer what, where, when, and how questions, but not why questions. It is
usually defined as a type of quantitative research, though qualitative research can

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also be used for descriptive purposes. The research design should be carefully
developed to ensure that the results are valid and reliable. A quantitative method
using a descriptive design was recommended for this study. A researcher-made
survey question had been used as the data collection tool.
Orwell (2020), said that a survey is a method by which you can collect a
huge volume of facts and an in-depth understanding of a topic or subject. You can
use a survey technique for directly accumulating information about the perception
of people regarding the topic and by performing this descriptive research, the
capability to study the natural setting and describing the behavior of the selected
subject can employ the assessment on the relationship between two different
variables.
Scope and Delimitation
This study is focused on finding out the Factors Affecting Grade 9
Students’ Emotional Distress in the New Learning Modality as a basis for
Developing Learners’ Support System. The respondents were carefully chosen
through the utilizing quota sampling method, a non-probability sampling that can
be defined as a sampling method of gathering representative data from a group.
The application of quota sampling ensures that the sample group represents
certain characteristics of the population chosen by the researcher, as defined by
Creswell.

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Participants
Figure 2
Section
No. of
students per
class per
gender
Total
Population
Retrieved
Questionnaire
Percentage
(%)
Male Female
Diamond 15 28 43 28 13
Ruby 20 20 40 33 16
Amethyst 20 20 40 36 17
Emerald 20 20 40 33 16
Garnet 16 24 40 14 7
Onyx 24 15 39 13 6
Sapphire 15 23 38 1 1
Jade 23 15 38 8 4
Amber 21 21 42 15 7
Pearl 20 25 45 28 13
TOTAL 194 211 405 209 100
As shown in figure 2. The respondents of the study were taken from the
population of Grade 10 who were formerly the grade 9 learners who had
undergone the series of observations through their journal entries submitted in
weekly bases in Tañong Integrated School which was composed of ten (10)
sections namely: Diamond, Ruby, Amethyst, Emerald, Garnet, Onyx, Sapphire,

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Jade, Amber, and Pearl. The retrieved data were based on the quota sampling
technique which was utilized in this study.
Instruments
This study utilized a standardized psychological test that focuses on the
aspect of emotional distress and the research-made questionnaire. It was intended
to identify the factors that affect the emotional distress of the learners as revealed
in the k10 psychological distress test which was used as a basis for developing
learners’ support systems. The researcher’s made questionnaire was divided into
three (3) parts.
Part 1: Personal Data which includes (1.1 Age, 1.2 Gender, 1.3 Parents’
Educational Level, 1.4 Parents’ Occupation) respondents were given descriptive
choices to be ticked on.
Part 2: Level of Emotional Distress as to the given scale. The Kessler
psychological distress scale (K10) focuses on the emotional distress of the
individual. It is a brief 10-item questionnaire designed to measure the level of
distress and severity associated with psychological symptoms in population
surveys. The K10 questions were answered using a five-point scale (where 5 = all
of the time, and 1 = none of the time). For all questions, the client circles the
answer truest for them in the past four weeks. Scores are then summed with the
maximum score of 50 indicating severe distress, and the minimum score of 10
indicating no distress. A guide to interpreting K10 scores is provided in the
following:

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Table 1: Severity of psychological distress according to K10 score
K10 Score Level of Psychological Distress
30-50 Very high
22-29 High
16-21 Moderate
10-15 Low
Part 3: Factors Affecting Students’ Emotional Distress includes (3.1 Family
and Home Learning Environment, 3.2 Availability of Learning Devices 3.3
Compliance with Teachers’ assigned Tasks and 3.4. Self-learning Module) and
were rated using the following scale.
Unstructured Interview. The researcher also utilized unstructured interviews to
gain more information about the actual answers by the respondents. This
unstructured interview was participated by the parents and/or teachers/advisers
by the respondents.
4 – Always
3 – Often
2 – Rarely
1 - Never

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In quantifying the descriptive responses in the questionnaire, the following
scale was used.
I. For the level of distress:
K10 Score Level of Psychological Distress
30-50 Very high
22-29 High
16-21 Moderate
10-15 Low
II. Factors Affecting Students’ Emotional Distress:
Weight Scale Verbal interpretation
4 3.50-4.00 Always
3 2.50-3.49 Often
2 1.50-2.49 Rarely
1 1.00-1.49 Never
Construction and Validation of The Instruments
Before the data gathering, the research had undergone verification of
contents and validation of the survey questionnaires. Then, the researcher
obtained the permit to conduct the study from Schools Division Office and then,
sought permission from the school head to be allowed to administer the
questionnaire, the letter was sent through a PDF file via email to observe the IATF
health protocol.

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This was transferred into Google Forms to be distributed via messenger
for determining the actual participants of the study.
The remarks and suggestions were taken into consideration before the
distribution of the link of the google form questionnaire for validation. Validation
was done with the learners who are not included in the study, this is to check
whether the questionnaire’s items are comprehensible in the level of learners
before the actual distribution to the target population.
Data Gathering Procedure
After the validation, some modifications were done including translating
some questions into Filipino, then the actual link for the questionnaire was sent to
the respondents to gather the needed data.
After determining the participants of the study, the validated research-
made questionnaire was encoded into google form then, a link was distributed to
the chosen participants.
The unstructured interview was done via an online platform, depending
on the availability of the technology used by the respondent. Then, the process of
collecting the data was done by downloading the softcopy of the actual responses
made by the respondents in real-time. The softcopy was analyzed and was
encoded thru tabular presentation following the format needed for computation of
the results.

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Statistical Tools
The data gathered were treated statistically through the following:
1. Percentage – is used to describe a part of a whole.
Formula:
Where:
f = number of respondents
n = total number of respondents
% = percentage
2. Weighted Mean – the formula used for scale type of questions, to
determine the respondent’s response on each item on the factors
affecting emotional distress in this study.
Formula:
Where:
X = weighted arithmetic mean
∑ = is the summation
f = number of respondents tested
x = is the weight of each score

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3. Chi-square: used to determine the significant difference between the
observed and expected or theoretical frequencies from independent
variables.
Formula:
Where:
X = Chi-square
O = Observed frequency
E = Expected frequency

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Results
This section presents the findings of the study on the factors affecting
students’ emotional distress under the new learning modality as a basis for
developing learners' support systems.
The results were organized based on the arrangement of research
questions posed on the statement of the problem.
Table 1.1.
Profile of the Respondents in Terms of Age
AGE N Percentage
14 6 3
15 144 69
16 55 26
17 4 2
TOTAL 209 100
The table shows that the largest group of respondents with a frequency
of 144 which is equivalent to 69% are 15 years old, while the least number of 4
or 2% are 17 years old.
The data imply that learners are most likely to attend school at the height
of their adolescent period. These can also be supported by the stand of a doctor
in one of the studies. According to Dr. Strelitz, as cited by Gray (2020), the teenage
years were naturally full of angst as children move through adolescence to
adulthood.

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Table 1.2.
Profile of the Respondents in Terms of Gender.
Gender Frequency Percentage
Male 91 44
Female 118 56
Total 209 100
The table shows that the largest number of the respondents are female
which is 56% of the population or 118 and the remaining 44% or 91 are males.
This implies that more females are enrolled and are motivated to study amid the
pandemic. This is also true with the result of the study made by Chung (2016),
where it was concluded that female learners' motivation was significantly higher
than that of male learners concerning the use of online modality.

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Table 1.3
Profile of Respondents in terms of Parents’ Educational Level.
Educational Level Father Mother Sum
Population
Sum
%
College Graduate 32 34 66 32
Vocational Course 13 8 21 10
College Level 35 29 64 31
High School Graduate 80 86 166 79
High School Level 29 32 61 29
Elementary Graduate 13 14 27 13
Elementary Level 4 5 9 4
Did not study 3 1 4 2
Total 209 209
The table shows the educational level of the respondents' parents, which
reveals that most of them are high school graduates with a frequency of 166 or
79%. The second biggest group of parents with a frequency of 66 or 32% are
college graduates while the last in rank is 4 or 2% of the total population who did
not study.
The data indicate that in terms of educational level most of the parents
are well educated, specifically the mothers. This is also true to the field survey
made by the Philippine Statistic Authority in the year 2018. Based on the survey
there is only one percent of women who had no formal education thus, it was
evident that there was a high motivational level amongst women in pursuing
education.

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Table 2
Respondents’ Level of Psychological Distress Based on Kessler Psychological
Distress Scale.
K10 score Level of distress N Percentage
30-50 Very high 117 56
22-29 High 55 26
16-21 Moderate 32 15
10-15 Low 5 3
TOTAL 209 100
Table 2 shows that 117 or 56% of the total population get the highest
level of distress with scores ranging from 30 to 50 and only 5 or 3% get the lowest
level of distress with the score of 10-15.
It denotes that many students suffer from emotional distress which was
relevant to their answer in the unstructured interview where the learners
suggested academic ease due to overwhelming activities and tasks expected to be
accomplished on time, also their feeling of being isolated at home without their
peers to support them emotionally.
In addition, Bonz Magsambol and Christina Chi (2020), stated that as the
coronavirus pandemic forced students to adapt to a new education system, a surge
of mental health issues was anticipated among the learners since they were
confined in a small space and being restricted to their homes. These results will
also be supported by the factors affecting such.

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Table 3.1.
Factors Affecting Students’ Emotional Distress as to Family and Home Learning
Environment
Family and Home Learning Environment WM DR Rank
1. My parents are too busy to help me in my
module.(Ang aking mga magulang ay masyadong
abala upang tulungan ako sa aking module)
3.52 A 1
2. I am taking care of my younger brother and/or sister
when my parents are at work.(Inaalagaan ko ang
aking nakababatang kapatid pag nasa trabaho ang
aking mga magulang)
2.57 O 4
3. I can only answer my module at night when my
parents and/or eldest brother/sister is available to
help me.
(Nakakapagsagot lang ako ng module sa gabi kapag
maaari na akong matulungan ng aking magulang o
mga nakatatandang kapatid)
1.85 R 7
4. I am helping my parents/ guardian so I cannot
answer my module on time. (Tumutulong ako sa
aking mga magulang kaya di ako nakakasagot ng
aking module)
2.37 R 5
5. There is no corner in our house that is conducive for
studying.(Walang pwestong maaring gawing aralan sa
aming bahay)
3.03 O 2
6. Our house is near the basketball court where there is
a lot of events happening.
(Ang bahay naming ay malapit sa may Rbasketbol
court kung saan madaming mga pangyayareng
idinadaos o ginaganap)
1.56 R 8
7. Our house is at the roadside and the sound of the
cars is disturbing my classes. (Ang aming bahay ay
tabi o malapit sa kalsada at ang tunog ng mga
sasakyan ay nakaka-abala sa aking pag-aaral)
2.08 R 6
8. Our neighborhood is not considerate enough and is
creating so much noise during class hours.(Ang aming
kapit bahay ay maingay at lumilikha ng ingay kapag
oras ng aking pag-aaral)
2.58 O 3
Average 2.45 R

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Table 3.1 presents the Factors Affecting Students’ Emotional Distress as
to Family and Home Learning Environment. Rank 1 “My parents are too busy to
help me in my module. (Ang aking mga magulang ay masyadong abala upang
tulungan ako sa aking module)” with 3.52 weighted mean and “Always” as
descriptive rating. Rank 2 is the indicator “There is no corner in our house that is
conducive for studying. (Walang pwestong maaring gawing aralan sa aming
bahay) with 3.03 weighted mean and “Often” as descriptive rating. Rank 3 is the
indicator “Our neighborhood is not considerate enough and is creating so much
noise during class hours. (Ang aming kapit bahay ay maingay at lumilikha ng ingay
kapag oras ng aking pag-aaral) with 2.58 weighted mean and “Often” as
descriptive rating. Rank 4 or “I am taking care of my younger brother and/or sister
when my parents are at work. (Inaalagaan ko ang aking nakababatang kapatid
pag nasa trabaho ang aking mga magulang) with 2.57 weighted mean and “Often”
as a descriptive rating. Rank 5 or “I am helping my parents/ guardian so I cannot
answer my module on time. (Tumutulong ako sa aking mga magulang kaya di ako
nakakasagot ng aking module)” with a 2.37 weighted mean and “Rarely” as a
descriptive rating. On the last rank is rank 6 “Our house is near the basketball
court where there is a lot of events happening. (Ang bahay naming ay malapit sa
may Rbasketbol court kung saan madaming mga pangyayareng idinadaos o
ginaganap) with a 1.56 weighted mean and “Rarely” as a descriptive rating. In
average result shows a 2.45 weighted mean or “Rarely” as a descriptive rating.
The results suggest that the learners do not have a hundred percent focus
on their studies at home. Thus, they tend to feel distressed about the setup of
learning from home. Due to the absence of expected support from their

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environment which is present in the school settings. This is supported by the stand
of a developmental psychologist Nancy Hill cited by Boudreau (2020), that schools
had always provided teens with a space to think independently, to experiment,
and to form support networks with peers, which according to this study does not
present at home.
Table 3.2
Factors Affecting Students’ Emotional Distress as to Compliance with Teachers’
Assigned Tasks
Indicators WM DR Rank
1. I am unable to submit my answer sheets weekly.
(Hindi ko naipapasa and aking sagutang papel
linggo-linggo)
3.30 O 1
2. I can submit my other output after the submission
date. (Naipapasa ko ang iba ko pang output matapos
ang araw ng pasahan)
3.06 O 2
3. I only submit my tasks at the end of the
quarter.(Nagpapasa lang ako kapag tapos na ang
buong markahan)
1.54 R 4
4. I find it difficult to comply with my ouput because I
am shy to ask my teacher what to do (Nahihirapan
akong mapasa ng mga kailangang ouput dahil
nahihiya akong magtanong sa aking guro kung ano
ang gagawin)
2.24 R 3
Average 2.54 O

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Table 3.2 presents the Factors affecting students’ emotional distress in
terms of Compliance with Teachers’ Assigned Tasks. First in rank is indicator
number 1 or “I am unable to submit my answer sheets weekly. (Hindi ko naipapasa
and aking sagutang papel linggo-linggo)” with 3.30 weighted mean and “often” as
its descriptive ratings and last in rank is indicator number 3 or “I only submit my
tasks at the end of the quarter” with the weighted mean of 1.54 of Rarely” as its
descriptive ratings. Its average shows the weighted mean of 2.54 or a descriptive
rating often.
It entails that learners tend to have difficulty in following the submission
dates. It also shows its connection to the first factor, which means that since the
learners are not in focus, they tend to submit their work late. It also shows that
remote learning affects their motivation level as to submitting and accomplishing
their works. As supported by one of the six identified developmental areas, in
addition to academics by the developmental psychologist Nancy Hill as cited by
Boudreau (2020), which according to her, second to the six developmental areas
is the Opportunities to feel Competent; Teens feel the pressure to keep up with
their peers both academically and socially.

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Table 3.3
Factors Affecting Students’ Emotional Distress as to Self-Learning Module
Indicators WM DR Rank
1. The module contains words that are difficult to
understand (Ang module ay may mga salitang
mahirap unawain)
2.59 O 6
2. The module has so many activities (Ang module ay
mayroong madaming sagutang gawain) 3.11 O 2.5
3. Module is so complex that made me so pressured.
(Napepressure ako sa mga gawain sa aking
module)
3.60 A 1
4. Content of the module cannot be easily understood
(Ang laman ng module ay hindi madaling
maunawaan)
3.06 O 4
5. Module made the lesson more confusing. (Mas
nalilito ako sa aralin dahil sa module) 3.11 O 2.5
6. The font used in the module is illegible (Ang
ginamit na font sa module ay di nababasa ng
mabuti)
2.93 O 5
Average 3.07 O

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Table 3.3 presents factors in the Self-Learning Module. First in rank is
indicator number 3 or “Module is so complex that made me so pressured.
(Napepressure ako sa mga gawain sa aking module) with the weighted mean of
3.60 or “Always” as its descriptive ratings. Last in rank is indicator number 1 or
“The module contains words that are difficult to understand (Ang module ay may
mga salitang mahirap unawain)” with 2.59 weighted mean and “Often” as its
descriptive ratings.
It suggests that learning modules could add up to the emotional distress
felt by the learners in the new learning modality which is supported by the answers
made by the teachers and parents during the unstructured interview wherein they
shared their dilemma of asking their learners as to the teachers and children to
answer the SLeMs and submit it on time.
This is strongly supported by the report and online survey conducted by
the multisectoral group Movement for Safe, Equitable, quality and Relevant
education (SEQuRE) as presented by Magsambol (2021), it was shown in the
survey that 86.7% of the total population of students under modular learning said
that only 5.7% learned more. This stand was also supported by the survey and
interviews made by the online report on the page of Rappler. As agreed by the
researcher herself as she also experienced the learners who became more passive
in terms of submission of outputs, learners were notified first before submitting
their outputs.

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Table 4
Significant Relationship Between Students’ Emotional Distress and Factors
Affecting them.
Factors That Affect
Emotional Distress
Computed
Value
Critical Value
Interpretation/Deci
sion
Family and Home
Learning Environment
9.0447 16.92
Not Significant
HO: Accepted
Compliance with the
Teacher Assigned Tasks
7.9092 16.92
Not Significant
HO: Accepted
Self-Learning Module 19.8915 16.92
Significant
HO: Rejected
df = 9, significant level .05
Table 4 presents the significant relationship between students’ emotional
distress and factors affecting them in terms of Family and Home Learning
Environment, Compliance with Teachers’ Assigned Tasks with the computed value
of 9.0447 and 7.9092 which are less than the critical value of 16.920, the null
hypothesis is accepted. Thus, an interpretation of no significant relationship is
shown.
On the other hand, in terms of the Self-Learning module, the computed
value is 19.8915 which is greater than the critical value of 16.92. Hence the null
hypothesis is rejected. Therefore, a significant relationship between students'
emotional distress and factors that affect them is revealed.

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Table
5

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42

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Discussions
Based on the results of this study, the researcher noted down the
important findings which are as follows:
The study showed that majority of the respondents were mostly 15
years old followed by those who were 16. The least number was from ages 14 and
17. However, in terms of gender, the number of female learners was greater than
the number of males.
In reference to parents’ educational attainment, the results confirmed
that majority of the respondents’ parents were high school graduates, while a
portion of them was at the college level. The same number were those who
successfully finished college while only a few were not able to attend school at all.
The results based on the administered Kessler Psychology Distress showed that
majority or more than a half of the population were confirmed to have a very high
emotional distress, followed by those who were considered high and were
moderately distressed learners.
In terms of the family and home learning environment, the overall
results showed that the learners were not supported by their parents in doing their
modules and that they were doing their modules all by themselves. This factor
was rarely affecting the respondents’ emotional distress. Furthermore, in the
factor regarding compliance with teachers’ assigned tasks, the overall results
proved that oftentimes the learners failed to submit their tasks and chose to
submit them at the end of the quarter. The last factor was the Self-Learning

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module the overall results indicated that the module was so complex which made
the students so pressured.
The decision for accepting or rejecting the null hypothesis in this study
varied from the factors considered to affect the learners’ emotional distress. The
interpretation was based on the critical value of 16.92 or degrees of freedom that
is equal to 9 and .05 significant levels. Based on the computed results on the
factors that affect the emotional distress of the learners in terms of family and
home learning environment and compliance with teachers’ assigned tasks it was
shown that the above-mentioned factors were not significant factors affecting the
emotional distress of the learners in Grade 9. On the other hand, the computed
results on the factors affecting the emotional distress of the learners in terms of
the self-learning module showed that it was a significant factor that affects the
emotional distress of the learners.
Therefore, the results of the study confirmed that the learners were
burdened by the numerous activities and the complex contents of the Self-learning
module. Thus, it made them more distressed.
In order to answer the question, how may the result of the study be
utilized in preparing the proposed Language Teaching Program? The result could
be a basis of developing support system for the learners and also as reference in
highlighting the importance of training the teachers who will be engaged in writing
the self-learning modules.

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Conclusions
This summarizes the results of the study that the majority of the
respondents based on their profile were in the right age as a Grade 9 learners and
majority of them were female. It was also shown that majority of their parents are
high school graduate.
The results of the Kessler psychological tests showed that majority of the
respondents were suffering from emotional distress that was caused by the factors
mentioned.
The factors revealed that majority of the learners’ parents were too busy
to help them in doing their module. It also uncovered that there is no conducive
place for them to study at the premise of their home, and that their neighborhood
is not considerate enough to spare time for them to quietly accomplish their
activities found in the module. It also showed that they often took care of their
younger siblings and help their parents in household chores that made them find
it oftentimes difficult to comply with the tasks from the module and other tasks
given by their teachers
Also, it was revealed that the learners were pressured by the complexity
of the content of the modules. It also contained numerous activities and confusing
lessons thus, it gave them a burden. For them, the content of the module cannot
be easily understood since its font size were often illegible. Furthermore, the
unstructured interview supported these claims. The learner was suggesting
academic ease due to the arduous tasks and activities found in the module which
were draining them and causing them to be emotionally distressed.

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Recommendations
Based on the findings and conclusions made thereof, the following
recommendations are offered:
It was proposed that the learners should not be hesitant in asking their
teachers’ help whenever confused about the SLeMs and/or other related matters
concerning education in line with the new modality. Also, it was anticipated that
teachers ought to attend more online training and workshop in creating, designing
assessments and activities, and choosing the contents to be included in the module
so the learners won’t be able to find the SLeMs difficult to understand.
Furthermore, they are expected to be more aware and sensible with learners’
emotional stability considering the factors affecting the learners’ emotional
distress.
It was also strongly advised that the administrators should extend further
assistance to the teachers and the program that will highlight the system to lessen
the impact of the drastic change of modality increased emotional distress on the
part of learners. Also, to create more rooms for the teachers to enhance their skills
in developing modules that are to be used in the new learning modality.
Moreover, parents were also urged to be more adamant in motivating,
guiding, and supporting the learners as a home facilitator of learning it is
suggested that they give more time to assist learners of their needs as far as
education is concerned. Then, for crafting new guidelines concerning the modules,
the support system for learners, and the matters through it; the policy makers
were persuaded to share more of their expertise on it. Likewise, Local Government

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Units also may continue safeguarding the guidelines focusing on the success of
administering peace and order to help learners stay focused and motivated to
learn in the premises of their home.
Finally, the future researchers were persuaded to find more time to further
study the relationship of parental educational level with that of the students' level
of emotional distress.

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APPENDICES

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Appendix A.
Request letter for a permit to conduct research.
DR. MAURO C. DE GULAN
Schools Division Superintendent
Division of Malabon City
Sir:
The undersigned, a student of Master of Arts in Educational Management at the
City of Malabon University is conducting a study entitled “Factors Affecting
Grade 9 Students’ Emotional Distress in the New Learning Modality Basis
in Developing Learners’ Support System”.
With this, I would like to ask for your permission to administer a survey
questionnaire through Google Form to the Grade 9 Students in Tañong Integrated
School in the Division of Malabon who will serve as respondents of this study:
Rest assured that all the data gathered will be treated with the utmost
confidentiality and for academic purposes only.
I am looking forward to your favorable response to my request. Thank you very
much and God Bless.
Respectfully yours,
ROSALIE B. CAPILLO
Researcher
Noted:
Dr. LOURDES B. CABAÑERO
Research Adviser

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Appendix B.
Correspondent’s Consent
Dear Respondents:
Good day!
I, a student of Master of Arts in Educational Management at the City of Malabon
University am conducting a study entitled “Factors Affecting Grade 9
Students’ Emotional Distress: Basis for Developing Learners’ Support
System”. The purpose of the study is to identify the learners with emotional
distress in the new normal modality as a basis for developing a learners’ support
system.
In this regard, I am humbly requesting your time and commitment to answer this
survey questionnaire for the completion of my study. Rest assured that all the data
gathered will be treated with the utmost confidentiality and for academic purposes
only.
Your positive response to this questionnaire would be a significant contribution to
the progress of my study and will be greatly appreciated.
Thank you for your cooperation.
Truly yours,
ROSALIE B. CAPILLO
Researcher

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60

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APPENDIX C.
SURVEY INSTRUMENT
Kessler psychological distress scale (K10)
For all questions, please circle the answer most commonly related to you.
Questions 3 and 6 automatically receive a score of one of the proceeding questions
was ‘none of the time’.
For the past four weeks:
None of
the time
1
A little of
the time
2
Some of
the time
3
Most of
the time
4
All of the
time
5
1. About how often did you
feel tired out for no good
reason?
feel nervous?
feel so nervous that nothing
could calm you down?
feel hopeless?
feel restless or fidgety?
feel so restless you could not
sit still?
feel depressed?
feel that everything is an
effort?
feel so sad that nothing could
cheer you up?
feel worthless?

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Test: Kessler, R.C. (1996). Kessler’s 10 Psychological Distress Scale. Boston, MA:
Harvard Medical School
Normative data: National Survey of Mental Health and Well-being, Australian
Bureau of Statistics 1997
Kessler psychological distress scale (K10)
The Kessler psychological distress scale (K10) (Kessler 1996) is a widely used,
simple self-report measure of psychological distress which can be used to identify
those in need of further assessment for anxiety and depression. This measure was
designed for use in the general population; however, it may also serve as a useful
clinical tool. The K10 comprises 10 questions that are answered using a five-point
scale (where 5 = all of the time, and 1 = none of the time). For all questions, the
client circles the answer truest for them in the past four weeks. Scores are then
summed with the maximum score of 50 indicating severe distress, and the
minimum score of 10 indicating no distress. A guide to interpreting K10 scores is
provided in Table 1.
A number of studies have been conducted to test the reliability and validity
of the K10, and its brief version, the K6. Good reliability and validity have been
found when these measures have been used with individuals with AOD use
disorders (Arnaud, et al., 2010; Hides, et al., 2007; Rush, et al., 2013).
Table 1: Severity of psychological distress according to K10 score
K10 score Level of psychological distress
30-50 Very high
22-29 High
16-21 Moderate
10-15 Low

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QUESTIONNAIRE:
Research-made questionnaire for gathering data on “FACTORS
AFFECTING GRADE 9 STUDENTS' EMOTIONAL DISTRESS IN THE NEW LEARNING
MODALITY: BASIS IN DEVELOPING LEARNERS' SUPPORT SYSTEM”
Directions: Please read each question/statement and give your honest answer by
checking on the given choices.
1. PERSONAL DATA
1.1. AGE: 1.2. GENDER:
15 MALE
16 FEMALE
17
Please put a check (/) on your answer for both columns for your father and
mother.
2. See attached Kessler Psychological Distress Scale questionnaire.
3. FACTORS AFFECTING STUDENTS’ EMOTIONAL DISTRESS IN THE
NEW LEARNING MODALITY
1.3 PARENTS’ EDUCATIONAL LEVEL FATHER MOTHER
COLLEGE GRADUATE
VOCATIONAL COURSE
COLLEGE LEVEL
HIGH SCHOOL GRADUATE
HIGH SCHOOL LEVEL
ELEMENTARY GRADUATE
ELEMENTARY LEVEL
DID NOT ATTEND SCHOOL

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65
Directions: Please put a check ( ) on the column that best describes your
answer based on the given scales:
3.1 FAMILY and HOME LEARNING ENVIRONMENT 4 3 2 1
1. My parents are too busy to help me in my
module.(Ang aking mga magulang ay masyadong
abala upang tulungan ako sa aking module)
2. I am taking care of my younger brother and/or
sister when my parents are at work.(Inaalagaan ko
ang aking nakababatang kapatid pag nasa trabaho
ang aking mga magulang)
3. I can only answer my module at night when my
parents and/or eldest brother/sister is available to
help me.(Nakakapagsagot lang ako ng module sa
gabi kapag maaari na akong matulungan ng aking
magulang o mga nakatatandang kapatid)
4. I am helping my parents/ guardian so I cannot
answer my module on time. (Tumutulong ako sa
aking mga magulang kaya di ako nakakasagot ng
aking module)
5. There is no corner in our house that is conducive for
studying.(Walang pwestong maaring gawing aralan
sa aming bahay)
6. Our house is near the basketball court where there
is a lot of events happening.(Ang bahay naming ay
malapit sa may Rbasketbol court kung saan
madaming mga pangyayareng idinadaos o
ginaganap)
4 – Always 3 – Often 2 – Rarely
1 - Never

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3.3 COMPLIANCE WITH TEACHERS’ ASSIGNED
TASKS
4 3 2 1
1. I am unable to submit my answer sheets weekly.
(Hindi ko naipapasa and aking sagutang papel
linggo-linggo)
2. I can submit my other output after the submission
date. (Naipapasa ko ang iba ko pang output
matapos ang araw ng pasahan)
3. I only submit my tasks at the end of the quarter.
(Nagpapasa lang ako kapag tapos na ang buong
markahan)
4. I find it difficult to comply with my ouput because
I am shy to ask my teacher what to do
(Nahihirapan akong mapasa ng mga kailangang
ouput dahil nahihiya akong magtanong sa aking
guro kung ano ang gagawin)
7. Our house is at the roadside and the sound of the
cars is disturbing my classes. (Ang aming bahay ay
tabi o malapit sa kalsada at ang tunog ng mga
sasakyan ay nakaka-abala sa aking pag-aaral)
8. Our neighborhood is not considerate enough and is
creating so much noise during class hours.(Ang
aming kapit bahay ay maingay at lumilikha ng ingay
kapag oras ng aking pag-aaral)
1 - Never

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67
3.4 SELF- LEARNING MODULE 4 3 2 1
1. The module contains words that are difficult to
understand (Ang module ay may mga salitang mahirap
unawain)
2. The module has so many activities (Ang module ay
mayroong madaming sagutang gawain)
3. Module is so complex that made me so pressured.
(Napepressure ako sa mga gawain sa aking module)
4. Content of the module cannot be easily understood
(Ang laman ng module ay hindi madaling maunawaan)
5. Module made the lesson more confusing. (Mas nalilito
ako sa aralin dahil sa module)
6. The font used in the module is illegible (Ang ginamit na
font sa module ay di nababasa ng mabuti)
Thank you very much for your honest participation! Have a nice day. Keep safe.
1 - Never

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68
APPENDIX D
Survey result on the Kessler Psychological Test

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69

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70
APPENDIX E
Survey result on the Researcher’s made Questionnaire

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71

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72
APPENDIX F
Output of the Study

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73

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74
APPENDIX G
SAMPLE WORKSHEETS

Page
75

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76

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77
CURRICULUM
VITAE

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78
CURRICULUM VITAE
ROSALIE B. CAPILLO
Home Address: Blk 19 Lot 2 3rd
St., Tañong Malabon City
e-mail: rosaliecapillo@gamil.com
contact number: 09564636452/8633-6461
PERSONAL INFORMATION
____________________________________________________
EDUCATIONAL BACKGROUND
Graduate Studies : MAEM (Educational Management)
City of Malabon University
2017-2021
: MAED-English Language Teaching
39 units
Philippine Normal University
2009-2017
Date of Birth : September 03, 1985
Civil Status : Married
Spouse : Romeo M. Capillo
Present Work Designation : Junior High School Teacher III
Station : Tañong Integrated School

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79
Graduate Studies : MAED-English Language Education
9 units
Philippines Normal Normal University
2021- Present
College : Bachelor of Science in Secondary
Education- Major in English
City of Malabon University
2003-2007
Secondary : Tangos National High School
1999-2003
Elementary : San Gabriel 1 Elementary School
1993-1997
____________________________________________________
EMPLOYMENT HISTORY
Current Employer: Department of Education- Tañong
Integrated School
Address: #2 Leoño St., Tañong, Malabon City
Job Title: Teacher III
Employment Period: 2012-present
Status: Permanent
Job Description:
• An English teacher of 6 sections consisting of 50 to 55 junior high
school learners for 9 years. Being the facilitator of learning, it is my
task to expose and train the learners to the acquisition of the second
language.
• Had served as an English coordinator for (2) two consecutive school
years whose job is to guide and mentor teachers in the same area

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as well as coordinate with the group to upgrade skills in facilitating
the teaching-learning process.
• Had served as an adviser for 6 years.
• Had served as a trainer of a learner for a reading contest held in the
Schools Division Office in 2012, the learner got the 2nd
rank.
Previous Employer: Local School Board (DepEd)–Ninoy Aquino
Elementary School
Address: Pampano St., Longos, Malabon City
Job Title: Teacher I
Employment Period: 2011-2012
Status: Contractual
Job Description:
• An English and a Science teacher of three sections in grade 5.
• Served as an adviser who is tasked to complete the records of the learners
for their future references and to guide, encourage and nurture the learners
to continue pursuing their studies.
• Had competed in a Science Regional Tournament – SIM (Strategic
Intervention Materials) a materials design to help learners cope with their
missing activities and to make it easy for them to understand the lesson
being taught.
Previous Employer: Private Sectarian Institution - St. Mary’s
Academy
Address: 1560 Yakal St., Sta. Cruz, Manila
Job Title: English Teacher
Status: Contractual
Job Description:
• An English teacher and a high school English Coordinator
• Had served as a trainer for young journalists whose aim is to hone
their skills in writing news articles features and the like.

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• A trainer of learners for public speaking contests in different private
institutions – learners were able to receive ranks in competing with
other schools.
• Directed the winning MTV – Regional Contest at St. Mary’s
Manila
• Trained students who competed for Jose P. Laurel Oration Cup
2009 and 2010 both students got rank. 2009 Oration Cup- 9th
rank/17 schools, 2010 Oration Cup- 3rd
rank/8 schools.
• Served as an ALS (Alternative Learning System) teacher for (2) two
years. It aimed to educate learners whose ages range from 13-25
and above or as long as they are willing to undergo informal
education and are out of school or had stopped schooling particularly
at the level of high school. This will bridge them to formal education
afterward.
Previous Employer: Private Sectarian Institution - St. James
Academy
Address: J.P. Rizal, Malabon City
Job Title: Teacher
Status: Contractual
Job Description:
• A Language and Spelling teacher of grade 3 pupils and a Filipino teacher of
grade 2 pupils.
• As a teacher my task then was to engage learners in fun and fruitful
learning processes where they can enjoy and get motivated to look forward
to spending another day in school.

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