Struggles and Coping Mechanisms

of Grade 11 Senior

High School

Student

A Research Proposal

Presented to the Faculty of Senior

High School

In Partial Fulfillment of the Requirements

In Practical Research 1

Authors:

Carmen D. Ramirez

Khristelle Anne P. Gunay

Precious Anne L. Mendoza

Ricardo M. Dionido

April 2022
 Chapter I

Introduction

The Covid-19 pandemic brought global problems in business, environment,

government, health, technology, and education. The government here in the

Philippines and abroad have closed all the educational institutions to control the

spread of disease that directly impacted the students, educators, and academic

institutions that brought sudden shifts from the physical classroom to virtual learning

that disrupted many teachers and learners (Chandra,2020).

As a student we face many difficulties in this time. We are shocked at the

sudden change of education system here in our country. We are used to face to face

classes and it is a big challenge to us to cope with the new learning system or we

called as online and blended learning. We spend our weekdays to school but now we

spend our weekdays in home to do activities and modules along with online class.

Many students experience some difficulties because they are not easily coped up

with this kind of situation.

We can't deny that our behavior has also change because of the happenings

around us that didn’t expect. Sometimes we started to overthink on how can we

finished our module on the right day and time. We were able to spend our time in

doing those activities. From time to time sometimes we are stressed since some of

the lessons of other teachers' subjects are difficult to understand because you are

not connected to the internet. This can be misleading and misunderstanding in some

parts of the lesson when conducting online classes. Students like us was facing

many struggles and challenges today but we must develop a coping mechanism to

cope up and adapt this kind of learning system today as well as how to handle those

struggles.

According to Walker (2021), this virus has a profound influence on our school

system. The closure pushed the administrators to go online, traditional face-to-face

classes to flexible learning modalities, and learners were pushed to enlists

themselves in these new learning modalities. These shifts from face-to-face to

flexible learning modes seem to an extraordinary obstacle added burden to the

administrators, teachers, parents, and learners every day.

According to Branquinho, et al (2020) there are factors that standouts such as

Biological Aspect in the form of headaches and muscle pains; Psychological Aspect

in the form of symptoms of depression, anxiety, loneliness, longer screen time, and

more substance use; and Social Aspect that are inclined to increase of family

conflicts and disagreements, loss of important life moments, contacts, and social

skills.

If schools are closed as part of necessary interventions, children will no longer

have the sense of structure and excitement that the environment provides, and they

now have fewer chances to be with their peers and gain the social support that is

important for good mental health. Along with this, Elmer, and Ellis et al. (2020)

stipulate that learner's levels of negative psychological state like anxiety, stress,

boredom, loneliness, and other depressive symptoms worsen compared to pre-Covid

time. COVID-19 stresses were related to more loneliness and more depression,

especially for adolescents who spend more time on social media. Beyond COVID-19

stress, students experienced the luxury of time connecting to their friends physically

that help them cope with their day-to-day issues in life. During the pandemic, this

connection among friends and families by the learner has been strained reason why

some experienced physical, social, and psychological issues.

Covid-19 Pandemic does not deal only with older people but also with

learners. Facing this pandemic gave every individual a roller coaster kind of emotion.

Adults do have fear for they are worried about how they could overcome the situation

considering the status of their family. While the adults tend to find ways on how they

could survive the day-to-day chaos, the young people are very much involved too.

Senior high learners who are also affected experienced to feel mental health issues

as they are worried for their parents, family, and friends who are affected and will be
affected by the virus. They fear being infected and that some learners can

experience anxiety as they go on with their lives.

Coping may seem to be a simple word with a deeper meaning. The word

coping applies to every individual from birth to the geriatric stage of life. As everyone

fights their own battle most especially in this time of the pandemic, coping is the best

word to fight all the negative thoughts, emotions, and physical struggle. The senior

high school learners who experienced this pandemic learned different ways to cope

with the experiences affecting their physical, psychological, and social aspects in life.

Part of their ways of coping is through prayer and meditations that develop them to

acquire a positive mindset.

This positivity enables one learner to look up to life facing Covid-19 differently.

In that way, they were able to engage in different worthwhile activities as part of their

daily routine. Through them, they could spread the positivity to their family and

friends as a support system in a way that this positivity will be returned to them.

Aside from a positive mindset, one should engage in worthwhile activities like

engaging in better daily routines and other normal through regular exercise,

participating in-home activities, singing, and dancing, drawing, and other activities.

Keep in touch with loved ones daily via phone, e-mail, social media, video

conference, and the likes.

For the learner to succeed in their academic journey, the full support of family

and friends must be present. Teens and young adults regard friendships, and

engaging with peers is essential in the developmental experiences of adolescents. A

straightforward talk with learners about being trapped at home with parents and

family could be helpful. Taking care of themselves will allow them to better care for

others. Being connected with friends and family especially during times of social

isolation is very important. Keeping up with regular daily exercise, sleep at the right

time, and eat healthy foods are important techniques for staying safe and sound

during the disruptions.

 In view of this condition, the researchers often to conduct this study to identify

the struggles of the students in the distance learning and determine the stress coping

mechanisms the students employed to cope with these struggles.

Research Questions

This study aims to determine the Struggles and Coping Mechanism of both

Grade 11 Senior High School; students of Talumpok Integrated School with the end

view of proposing activities and analyzing mechanism to further enhance the skills of

students at the time of pandemic. Specifically, this study seeks to answer the

following questions:

1. What are the struggles faced by the students during the pandemic?

2. How did the students cope with these struggles?

2.1 academic struggles

2.2 life struggles

3. What are the effects of the struggles faced by the students during covid 19

pandemic?

4. Based on the findings of the study, what strategies can be done to further

strengthen the coping mechanism of the students?

Scope and Delimitation

The research study will be conducted to the Grade 11 Senior High School

students who cover up the struggles and coping mechanisms during COVID 19

pandemic. The aspects investigated the performances, adaptation and the problems

and proposed solution for Grade 11 Senior High School students dealing with

problems or difficulties. This study will only be conducted exclusively with the Grade

11 Senior High School students, it is not available to the Grade 12 Senior High

School students, Teachers, Junior High students, and Elementary students because

we want to know on how Grade 11 Senior High School handle the situation in facing
struggles especially, we are preparing or starting to be prepared in the college

journey.

Significance of the Study

The findings of this study will be considered beneficial to the following

considering that coping mechanism plays an important role in this time of new

learning environment.

For students - this study will help the students who will need full support in

coping up on their struggles including their academic subjects’ requirements and

projects, oral and written examinations, quizzes and grade recitations and other

academic activities that will develop their skills in critical thinking. This will also be

beneficial to them to adapt to a new living environment, new peers, and sexual

corners together with their behavioral issues.

For teacher - This study will help the teacher to guide the students from the

learning difficulties that they might experience.

For school - This will help school to let the students have a peer counseling

that will benefit them from freely sharing their struggles and issues about their

academics.

For parents - This study will help the parents to assess their children, in the

struggles that they might experiencing at this time of pandemic. They will able to

know on how to handle the sudden change of the behavior of their children as a

student who is adapting the new environment and new learning system.

For future researcher - This study will serve as your basing in conducting a

study related with analyzing the struggles and coping mechanism of g11 senior high

school students during Covid 19 pandemic. It will also serve as your guide to some

practices in improving students’ academic performance.

Chapter II

Review of Literature

The research by Hjelsvold is also one of the first studies which investigated

educators’ feedback on the distance learning during the COVID-19 lockdown. The

study reported that short time and lack of ready resources were important barriers to

sudden shift to distant learning. Even though learners and educators report a lack of

practice in online education, the study declared that they both adapted fast, showing

a positive attitude towards the change.

According to the results of the survey, key factors affect the online experience

during the first weeks of distance learning, and these are as follows: from learners’

side: feedback to instructors, engagement in discussion forums, use of online

tutorials, and participation in group work; from educators’ side: timely communication

and clear instructions about formative and summative assessments, exams, quizzes

and assignments, informing learners of how to get help, providing support using

synchronous and asynchronous tools, ensuring virtual place for students-to-students

and students-to-instructor online interaction, and giving advice to students to set their

study place and schedule for an effective study-at-home experience; from leaders

and administrators’ side: timely communication with students especially with exam

regulations and petitions, supporting learners in preparing new pedagogical

approaches to teaching as well as learning new tools, and providing a more collective

approach to the coordination of activities and collaboration between educators.

Some of the challenges encountered by the students in the time of pandemic are

Ineffective Time Management, Research has proven that successful “time

management is associated with greater academic performance and lower levels of

anxiety in students.” Unfortunately, the same research also uncovered that “many

students find it hard to find a balance between their studies and their day-to-day
lives” — and worse, that ineffective time management was associated with outcomes

like “poor sleep patterns” and “increased levels of stress.” Effective time

management can be especially difficult in a distance learning environment, where

students are challenged to pace themselves — without the support from friends and

peers that would help them stay focused in class.

In daily academic life, students are exposed to a wide range of potentially

stressful situations which could negatively affect their academic achievement and

their health. Among the factors that could be weakened by academic stress, attention

has been paid to expectations of self-efficacy, which are considered one of the most

important determinants for student engagement, persistence, and academic success.

There are some of the struggles that a students like us were facing in the time where

the pandemic gives a big impact on our learning system. Some of these are lack of

interaction with peers, less confidence for online class, lack of personal motivation,

lack of internet access or connectivity issues, mental issues due to Covid 19,

increased workload due to home and other activities.

Lack of Instant Communication: In an in-person setting, communication happens

instantaneously, making it easy for students to get answers and clarify points of

confusion. In an e-learning setting, communication is often asynchronous, which

means there’s a gap between teacher and student. It’s easy for misunderstandings to

develop in these gaps — sometimes, allowing a problem to snowball before it can be

corrected.

Not Receiving Timely feedback, providing feedback is one of the most important

and meaningful ways that a teacher engages with a student. When feedback is

delayed by additional days or weeks because of an online format, students can

become confused or uncertain about your expectations, their progress, and their

performance in your class.

Not Receiving Clear Instructions or Expectations; It’s always crucial to set clear

expectations for students. Otherwise, they can only guess at whether they’re
performing tasks and projects correctly. While setting clear standards is a challenge

in any classroom, asynchronous communication can make it a greater obstacle.

Coping mechanism among students, the current study aims to provide insight

into their emotional adjustments and coping mechanism. Over a period, coping

mechanisms among students has increased drastically due to parental expectations

and competitive environment among students. This has resulted in having harmful

effects to the individual, parents, society, and nation. Competition among students

leading them to mental health issues like depression, anxiety, and suicide. These

facts require immediate attention; hence, awareness among students, parents, and

teachers should be created so that preventive measures can be taken to create a

friendly and, healthy environment.

In order to overcome such issue, the counselors and health professionals must

take initiative to create awareness among the parents and teachers about their role in

fostering a healthy environment. Thus, to save youth for such vulnerable behaviors

they should be directed towards creative and constructive activities to enhance their

capabilities, Interests, aptitudes and encourage them to achieve their goals.

communication can make it a greater obstacle. There are also some of the coping

mechanisms that a students like us applied in our everyday life such as taking a

break in a short period of time, talking to a family and friends, thinking a positive

thing, slow breathing, exercising, and keeping ourself motivated.

Planful problem solving, finding social reinforcement, confrontive coping,

distancing, self-control, escape-avoidance, taking accountability, and constructive

reappraisal are among the eight styles of coping mechanism listed by Lazarus and

his colleagues. These eight coping strategies where further subdivided into active

coping strategies and passive coping strategies. Coping skills increase class

attendance, engagement, perseverance even when faced with losses or loss in

general, and arm them with a better, more robust self, which can lead to a much

more productive learning experience. We are complex creatures living complex lives,
and we are not all capable of coping with the challenges that we face. As a result, we

are vulnerable to becoming tense and nervous.

Among the factors that could be weakened by coping mechanism, attention has

been paid to expectations of self-efficacy, which are considered one of the most

important determinants for student engagement, persistence, and academic success.

From a proactive perspective, research on academic stress has emphasized the

importance of coping strategies in preventing harmful consequences. In recent years,

there has been a growing interest in discovering the extent to which individuals are

able to combine different coping strategies and adaptive consequence.

Coping has been identified as a critical factor of eliminating, mitigating, or

tolerating stress and avoiding psychological distress. Coping is characterized as

cognitive and emotional attempts to cope with the situation's internal or external

demands. It is viewed as a mechanism rather than an attribute or consequence. A

minority of students find the task too difficult, and as a result, they live their programs

of study. Some students use constructive stress control techniques such as finding

reinforcement or engaging in recreational activities, while others use maladaptive

stress management such as escape/avoidance. Other weak coping mechanisms

include avoiding the issues, failing to get support from others, and seeking escapism

through drug abuse. Consequently, some students, especially young people,

consider self-harm and suicide.

Research on coping mechanism used by distant students showed that students

used a range of coping strategies, including finding social help and making

improvements to enhance the difficult situation. They can also use escapism through

drug abuse, comfort food, or attempting to avoid difficult situations. Finding help and

participating in recreational activity are two of the positive coping mechanism.

Another research on the coping mechanisms used by distance learning

students revealed four coping mechanisms: planful problem solving, taking

accountability, finding social help, and confrontive coping. Coping strategies are
methods for dealing with traumatic and difficult situations. Coping was clinically

characterized by Richard Lazarus and Susan Folkman as the amount of continuously

evolving cognitive and behavioral efforts aimed at dealing with specific demands,

whether internal or external, that are perceived as challenging.

Related Studies

The latest study of Huckins (2020, in McNiff 2020) revealed that Coronavirus

pandemic had an immediate impact on the mental health of students. The study

recorded spikes in depression and anxiety at the beginning of the pandemic in early

March, just as the school pushed students to leave campus and begin remote

learning. The researcher attributed it to the decrease in activity among these

students related to lockdown orders implemented at the time.

The study of Kwaah and Essilfie (2017) disclosed that students used multiple

strategies, mainly praying/meditating, self-distracting activities such as watching TV

and listening to music to cope with stress. Other important stress coping strategies

were emotional and instrumental support from family, friends, and lecturers. On the

other hand, the different stress coping mechanism of Senior High School students

are use of instrumental social support, mental disengagement, use of emotional

social support, planning and active coping. Students must know themselves even

more especially in dealing with the stress they are experiencing (Guevarra &

Cimanes, 2017).

In the results of the study of Guevarra and Cimanes(2017) where students’

major coping strategy is social support. Social support refers to getting advice from

others, talking to someone with similar experience, discussing feelings, getting

sympathy, or talking someone how you feel. Students feel that their feelings towards

the uncomfortable situation or the problem are valid when they feel that they are

heard.

Kwaah and Essilfie (2017) also claimed that getting emotional support from

friends and family is an effective way of coping with students’ stress. Since students’
life is stressful in its nature, students need the understanding and sympathy of their

friends and family especially when they are experiencing great pressure from their

academic workload.

The research conducted by Akhtar & Kröner-Herwig (2015) identify some

potential factors that influence acculturative stress for international students, several

other influences that may affect their performance and overall well-being, as well as

proven effective coping strategies. Anderson (2015) offers insight on student housing

and how universities are accommodating and encouraging ever-increasing

enrollment of international students within the United States.

Theoretical Framework

The Transactional Model of Stress and Coping, proposed by Lazarus and

Folkman (1984), contended that a person's capacity to cope and adjust to challenges

and problems is a consequence of transactions (or interactions) that occur between a

person and their environment.

*Transactional model of stress and coping (TSC)

The TSC (Folkman, 2008; Lazarus, 2006; Lazarus & Folkman, 1984) proposes

that two prototypical states, challenge, and threat, arise from cognitive judgments of

the meaning of a situation and one's ability to respond to the situation. In the TSC,

primary appraisal refers to the judgment of a situation as being benign or stressful.

Benign situations are judged as requiring no instrumental action on the part of the

individual to facilitate a positive outcome, whereas stressful situations are judged to

require specific action(s). Stressful situations themselves fall into two categories, they

can be challenging or threatening. Challenging situations are those perceived to offer

the potential for growth, mastery, and gain (e.g., performing well at exams).

Threatening situations are those perceived to potentially result in harm or loss (e.g.,

performing poorly at exams).

 Conceptual Framework

Conceptual Framework

INPUT PROCESS OUTPUT

1. Level of

coping

mechanisms

of students

during COVID

– 19 Strategies that can

Pandemic be done to further

Survey / strengthen the
2. Effect of Questionnaire
pandemic in coping mechanism

the of the student

performance

of the students

3. Challenges

encounter by

students in

coping with

the change

brought by

pandemic
Definition of Terms

Academic - relating to, or associated with an academy or school

especially of higher learning the academic curriculum academic courses. b: of or

relating to performance in courses of study academic excellence academic

achievements. c: very learned but inexperienced in practical matters academic

thinkers.

Academic Performance - Academic achievement or academic performance

is the extent to which a student, teacher or institution has attained their short or long-

term educational goals. Completion of educational benchmarks such as secondary

school diplomas and bachelor's degrees represent academic achievement.

Anxiety - Anxiety is an emotion characterized by feelings of tension, worried

thoughts, and physical changes like increased blood pressure. People with anxiety

disorders usually have recurring intrusive thoughts or concerns. They may avoid

certain situations out of worry.

Assess - refers to the wide variety of methods or tools that educators use to

evaluate, measure, and document the academic readiness, learning progress, skill

acquisition, or educational needs of students.

Behavior - is the range of actions and mannerisms made by individuals,

organisms, systems, or artificial entities in within some environment. These systems

can include other systems or organisms as well as the inanimate physical

environment.

Challenge - an objection to something as not being true, genuine, correct, or

proper or to a person (as a juror) as not being correct, qualified, or approved. 2: a call

or dare for someone to compete in a contest or sport.

Coping - to deal with and attempt to overcome problems and difficulties —

often used with learning to cope with the demands of her schedule. b: to maintain a
contest or combat usually on even terms or with success —used with. 2 archaic:

meet, encounter.

Coping mechanism - any conscious or nonconscious adjustment or

adaptation that decreases tension and anxiety in a stressful experience or situation.

Modifying maladaptive coping mechanisms is often the focus of psychological

interventions. See also coping behavior; coping strategy.

Critical thinking - is the analysis of available facts, evidence, observations,

and arguments to form a judgment. The subject is complex; several different

definitions exist, which generally include the rational, skeptical, and unbiased

analysis, or evaluation of factual evidence.

Depression - Depression is a mood disorder that causes a persistent feeling

of sadness and loss of interest. Also called major depressive disorder or clinical

depression, it affects how you feel, think, and behave and can lead to a variety of

emotional and physical problems.

Difficulties - uncountable if you have difficulty with something, you are not

able to do it easily.

Isolation - the complete separation from others of a person suffering from

contagious or infectious disease; quarantine.

Mental health - Mental health is "a state of well-being in which the individual

realizes his or her own abilities, can cope with the normal stresses of life, can work

productively and fruitfully, and is able to make a contribution to his or her

community", according to the World Health Organization.

Misinterpretation - failure to understand or interpret something correctly an

error caused by misinterpretation of the rules: a mistaken interpretation.

New normal - A new normal is a state to which an economy, society, etc.

settles following a crisis, when this differs from the situation that prevailed prior to the

start of the crisis.

 Peers - A peer is someone at your own level. If you are a 10th grader, other

high school students are your peers. Peer comes from the Latin par which means

equal. When you are on par with someone, you are their peer. If kids your age are

pressuring you to do something you don't want to do, that's peer pressure.

Positive Mindset - Positive mental attitude is a concept first introduced in

1937 by Napoleon Hill in the book Think and Grow Rich. The book never actually

uses the term, but discusses about the importance of positive thinking as a

contributing factor of success.

Psychological aspects - The psychological dimension of the making and

messages of art work can provide opportunities for release of emotions, expression,

and definition of self. The problem solving inherent in artmaking can strengthen one’s

ability to address concrete and ambiguous challenges, engage and sharpen the

senses and develop intrapersonal knowledge

Stress - is a feeling of emotional or physical tension. It can come from any

event or thought that makes you feel frustrated, angry, or nervous. Stress is your

body's reaction to a challenge or demand. In short bursts, stress can be positive,

such as when it helps you avoid danger or meet a deadline.

Struggles - A phrase used to emphasize that a particular situation (or life in

general) is difficult. It is often used humorously and/or ironically when one is having

difficulty doing something that should not be difficult or complaining about something

that is not particularly problematic.

References

Branquinho, C, Kelly, C, Arevalo, LC, Santos, A, Gaspar de Matos, M. (2020). “Hey,

we also have something to say”: a qualitative study of Portuguese

adolescents’ and young people's experiences under COVID‐19. J Community

Psychol. 2020; 48: 2740– 2752. Retrieved from:

https://doi.org/10.1002/jcop.22453

Centers for Disease Control and Prevention. (2021). Coping with Stress. Available:
https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/managing-stress-

anxiety.html

Chandra, Y. (2021). "Online education during COVID-19:

perception of academic stress and emotional intelligence coping strategies among

college students”, Asian Education and Development Studies, Vol. 10 No. 2,

pp. 229-238. Retrieved from:

https://doi.org/10.1108/AEDS-05-2020-0097

Walker, K. (2021). Strategies to Support Teacher Well-Being and Retention Amid the

COVID-19 Pandemic.

Available: https://www.waldenu.edu/online-masters-programs/master-of-arts-in-

teaching/resource/strategies-to-support-teacher-well-being-and-retention-

amid-the-covid-19-pandemic

Wang, M. T., and Amemiya, J. (2019). “Changing beliefs to

be engaged in school: using integrated mindset interventions to promote student

engagement during

Chen, P., Mao, L., Nassis, G. P., Harmer, P. et al. (2020).

Coronavirus disease (COVID-19): The need to maintain regular physical activity

while taking precautions. Journal of sport and health science, 9(2), 103–104.

https://doi.org/10.1016/j.jshs.2020.02.00

Ellis, E., Dumas, M., and Forbes, M. (2020). Physically isolated but socially

connected: Psychological adjustment and stress among adolescents during

the initial COVID-19 crisis. Canadian Journal of Behavioural Science / Revue

canadienne des sciences du comportement, 52(3), 177-187. Available:

http://dx.doi.org/10.1037/cbs0000215

Floss, S. (2020). Keeping a positive mindset amid COVID-19

pandemic. Sanford Health. Retrieved from:

https://news.sanfordhealth.org/coronavirus-disease-2019-covid-19/coronavirus-

wellness/keeping-positive-mindset
Miller, C. (2021) Supporting Teenagers and Young Adults

During the Coronavirus Crisis. Retrieved from:

https://childmind.org/article/supporting-teenagers-and-young-adults-during-the-

coronavirus-crisis/

World Health Organization. (2020). Mental health and

psychosocial considerations during the COVID-19

outbreak. Retrieved from:

https://www.who.int/docs/default-source/coronaviruse/mental-health-

considerations.pdf
 Chapter III

Research Methodology

This chapter shows the method and procedures that was applied in this

research study. It covers the research design, subject of the study, data gathering

instrument, data gathering procedures and statistical analysis.

Research Design

This study is designed as a quantitative study, aiming to know the struggles and

coping mechanism of 11 senior high school students amid pandemic.

Subject of the Study

According to Easton & Mc Collins simple random sampling is the basic

sampling technique where we select a group of subjects (a sample) for study from a

larger group (a population). Everyone is chosen entirely by chance and each member

of the population has an equal chance of being included in the sample. Every

possible sample of a given size has the same chance of selection.

The study will have the following students from Talumpok Integrated School.

We have 2 sections which is both HUMSS in the year of 2022-2023. HUMSS A

(Socrates) and HUMSS B(Homer).

Grade and Section Number of Respondents

HUMSS A 20
HUMSS B 20
Total 40

Table 1. Distribution of Respondents

Data Gathering Instrument

Our instrument in gathering the data is a survey questionnaire.

Part 1(Table na nasa questionnaire)

Part 2(Table na nasa questionnaire)

Part 3(table na nasa questionnaire)

Data Gathering Procedure

Construction

The draft of the questionnaire was drawn out based on the previous study,

articles, published research related to the study, and researchers reading

interpretation and own made questions. The questionnaire was going to focus into

three factors. First, determining the level of coping mechanism of SHS during Covid-

19 pandemic. Second assessing the effect of pandemic on the academic performance

of the students. Lastly, the challenges encountered by the students in coping with the

changes brought by the pandemic.

Validation

To establish the content of validity, the research made questionnaire were

presented, examined, and evaluated by the research adviser. The corrections and

suggestions made by the research adviser on the first draft were then incorporated in

the second draft. With the permission of the research adviser, several copies of the

questionnaire were prepared for the validation.

Administration

The permission letter in allowing both Grade 11 HUMSS students to use in the

study will be given to the principal for the approval.

June ,2022

PAULINA DE TORRES

Principal

Talumpok Integrated School

Maam,

Greeting of Peace!

In partial fulfillment in our requirements for our subject Practical Research I,we grade

11 students of Humss A Socrates namely;Carmen Ramirez, Khristelle Gunay,

 Precious Mendoza and Ricardo Dionido would like to ask for permission to conduct a

research study entitled "Struggles and Coping Mechanism of Grade 11 SHS".

In connection with this we would like to ask your good office to allow us to conduct our

research study in Talumpok Integrated School by using both 11 Humss students as

our respondents.Rest assured that all data gathered will be kept confidential and will

be used in academic purposes only.

Your approval and support to this request will be greatly appreciated.

Respectfully yours,

The Researchers

Recommending Approval:

PAULINA DE TORRES

Principal

Retrieval

After the sufficient time, the researchers personally retrieved the copies of

responses through the same channel as they distributed. The collection of

questionnaires was done personally by the researchers to ensure a high percentage of

retrieval and the both 11 HUMSS students as a respondent.

Scoring Responses

The responses of the respondents in the items in the questionnaire will be

scored using frequency count, ranking, weighted mean, composite mean, ranking,

and the scale and verbal interpretation were used.

The following scale and verbal descriptions will be used.

Scale Scale Range Verbal Interpretation

4 3.5 – 4.00

3 2.5 – 3.49

2 1.5 – 2.49

1. 0 – 1.49