A STUDY MADE FOR COMPLETION OF MASTER'S DEGREE IN CITY OF MALABONG UNIVERSITY

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FACTORS AFFECTING GRADE 9 STUDENTS' EMOTIONAL
DISTRESS IN THE NEW LEARNING MODALITY:
BASIS IN DEVELOPING LEARNERS'
SUPPORT SYSTEM
A Thesis
Presented to
The Faculty of the School of Graduate Studies
City of Malabon University
City of Malabon
In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Educational Management
By
ROSALIE B. CAPILLO
2021

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RECOMMENDATION FOR ORAL EXAMINATION
This thesis entitled FACTORS AFFECTING GRADE 9 STUDENTS'
EMOTIONAL DISTRESS IN THE NEW LEARNING MODALITY: BASIS IN
DEVELOPING LEARNERS' SUPPORT SYSTEM, prepared and submitted by
ROSALIE B. CAPILLO, in partial fulfillment for the degree Master of Arts in
Educational Management, has been examined as is hereby recommended for
Oral Examination.
LOURDES B. CABAÑERO, ED. D.
Adviser

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APPROVAL SHEET
Approved in partial fulfillment of the requirements for the degree Master
of Arts in Educational Management by the Committee on Oral Examination.
MARCELINA A. STO. TOMAS, Ed. D.
Chairman
LUCILA B. BONDOC, Ed. D. ZOSIMA L. BASCO, Ed. D.
Member Member
Accepted in partial fulfillment of the requirements for the degree of
Master of Arts in Educational Management
MELISSA GRACE S. ORETA
University President
November 23, 2021

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ACKNOWLEDGMENT
The researcher would like to express her warmest gratitude to all the
people who in one way or another have contributed greatly to the realization of
this study.
The Schools Division Superintendent Dr. Mauro C. De Gulan, for giving
the researcher the permit to conduct this study.
Mrs. Riza Andrade, her school head, for allowing her to gather data from
the chosen learners of Tañong Integrated School.
Dr. Marcelina A. Sto. Tomas, Dr. Lucila Bondoc, and Dr. Zosima L. Basco
for their generous professional advice, support, and ideas to make this research
more valuable.
Dr. Gloria O. Gomez, for her undying support and countless effort to
make the conduct of the study possible
Dr. Lourdes B. Cabañero, the researcher’s adviser for sharing her
expertise, her time in guiding the researcher, her sensible ideas to improve this
study and for imparting her knowledge without hesitation.
The researcher’s colleagues, classmates, and Mrs. Zenaida Y. Pingol, for
being her companion in materializing the plan regarding this research.
The family, especially her kids, husband Romeo M. Capillo, and her
eldest sister Rosemary B. Mojica for taking care of the rest beyond research.
Above all, to the Lord Almighty, for making all things possible beyond
measure.
R.B.C.

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DEDICATION
It is with genuine gratitude and warm regard that I dedicate this work
to my learners who inspired me to think of more innovations that can be
applied to improve the quality of educational services involving holistic
development of the teaching and learning processes. Also, to my
better half, Romeo and most especially to my kids, Rellian Joy
Reign Ezralie Joy, Ramsey Erl Zian, Renz Israel and my
angel Rhia Anasthasia who, by the time I am
working for this study, have endured
great responsibility
in becoming
more
independent.
You have been my constant inspiration.
Thank you so much, and may God bless us all!
R.B.C.

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TABLE OF CONTENTS
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TITLE PAGE………………………………………………………………………………………. i
RECOMMENDATION FOR ORAL EXAMINATION…………………………………….. ii
APPROVAL SHEET……………………………………………………………………………… iii
ACKNOWLEDGEMENT………………………………………………………………………… iv
DEDICATION…………………………………………………………………………………….. v
TABLE OF CONTENTS…………………………………………………………………………. vi
LIST OF TABLES………………………………………………………………………………… vii
ABSTRACT…………………………………………………………………………………………. 1
I. INTRODUCTION ………………………………………………………..……….. 3
II. METHODS …………..……………………………………………………………... 21
III.RESULTS/FINDINGS .…………………………………………………………... 30
IV. DISCUSSIONS ………….…………………………………………………………. 43
V. CONCLUSIONS AND RECOMMENDATIONS …………………………….… 45
REFERENCES…………………………………………………………………………………….. 48
APPENDICES……………………………………………………………………………………… 56
CURRICULUM VITAE………………………………………………………………………….. 77

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LIST OF TABLES
Table Title Page
1.1 Profile of the Respondents in Terms of Age ….………… 30
1.2 Profile of the Respondents in Terms of Gender………… 31
1.3 Profile of the Respondents in Terms of Parents’
Educational Level …………………………………………………. 32
2 Respondents’ Level of Psychological Distress Based on
Kessler Psychological Distress Test………………………….. 33
3.1 Factors Affecting Students’ Emotional Distress as to
Family and Home Learning Environment…………………. 34
3.2 Factors Affecting Students’ Emotional Distress as to
Compliance with Teachers’ Assigned Tasks ……………… 36
3.3 Factors Affecting Students’ Emotional Distress as to
Self-Learning Module…………………………………………….. 38
4 Significant Relationship Between Students’ Emotional
Distress and Family Home Learning Environment……… 40
5 Proposed Project Plan for Students’ Support System
(Project G.A.B.A.Y)………………………………………………… 41