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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction
Due to the COVID-19 pandemic, the world and the lives of many has been

altered. Due to the extreme virus's existence, especially how it spreads, it has changed

human behavior, relationships, and habits, as well as having profound effects on the

economic, political, and cultural environments of societies all over the world. In addition,

it has exacerbated poverty, drought, crime, classism, and divergence in a number of

countries around the world, not only through how this COVID-19 occurs to be hitting

destitute communities more than the prosperous ones, but also as a result of the programs

and measures taken by government sectors to contain the spread and proliferation of the

virus, primarily by cutting most of the outdoor activities, prohibiting mass gatherings,

maintaining distance at approximately 3ft (1 meter) between every individual, restriction

of freedom of movement through the imposition of community quarantine, lockdowns,

isolations, and curfews in almost every single city in the world.

This pandemic has continued to have an effect on the global economy,

agricultural, manufacturing, and, of course, educational sectors. The government of the

Philippines and other affected countries agreed to introduce distance or E-learning in

order to respond to the academic needs of students and learners. Millions of Filipino

students at all levels of education were forced to remain at home and follow the

Philippine government's quarantine steps. Online learning can be synchronous or

asynchronous, depending on the university's and educators' preferences.

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Arellano University, being a reputable academic institution, along with other

universities in Manila, adjusted their academic year from the standard and typical face-to-

face classroom set up, to online flexible learning. As well as the other universities, they

accepted enrollees through online enrolment, payments through bank transfer, and classes

conducted by the use of virtual classroom, live online meetings, and video conferencing

apps. This type of educational setting is called E-Learning.

In recent decades, the use of information and communication technologies (ICT)

for educational purposes has increased, and the spread of network technologies has

caused e-learning practices to evolve significantly (Kahiigi et al., 2008). However, any

definition of e-learning must settle the issue of what is and what is not e-learning (Guri-

Rosenbilt, 2005). The multiplicity of perspectives surrounding e-learning causes

confusion and, sometimes, even contradictions (Mason & Rennie, 2006). Not only have

different concepts been attributed to e-learning, but the term has also been substituted by

others, such as computer-based learning, technology-based training, and computer-based

training, which actually predate the first mention of e-learning in the mid-1990s (Friesen,

2009) or the more recent online learning. Moreover, some people confuse the concept of

e-learning with the concepts of a virtual campus or online courses, which can be part of

the e-learning universe but do not sufficiently define it.

The evolution of distance education, as a result of new technologies and the

contributions of computer scientists to the field of education along with the

conceptualization of education as a lifelong process, poses a major challenge for

educational institutions: how to integrate these technologies into their organization and,

especially, into their teaching. From simple occasional use of ICT to reinforce face-to-
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face teaching and learning to the use of virtual environments for courses conducted

completely online according to a variety of educational models, the incorporation of ICT

into the learning process is being achieved from very different perspectives and through

an extensive range of formulas, albeit with one common denominator: the use of

practices whose origin and pedagogical foundations lie in distance education.

The discussion of the definition and practices of e-learning focuses on the

intersection of education, teaching, and learning with ICT (Friesen, 2009). Two other

disciplines, educational technology and distance education, certainly precede it. Both

have contributed greatly to the widespread use of ICT for educational purposes, but

neither can be considered e-learning.

Lazarus and Folkman (1984) used the term coping to describe the “cognitive and

behavioral efforts” a person employs to manage stress, generally categorized as emotion

focused or problem focused coping. Not an individual trait, coping is instead

conceptualized by Lazarus and Folkman as a process (Rew, 2005). Stress and coping

models such as Lazarus' (1990) transactional stress-coping process and Moos' (2002)

model of context, coping, and adaptation (transactional model), and the theoretical work

of Carver and colleagues (Carver, 1997; Carver, Scheier, & Weintraub, 1989) and

Frydenberg and Lewis (1990) have advanced the science regarding stress, coping, and the

measurement of these constructs. These theorists have built upon the original work of

Selye (1978), who proposed the term stress to explain responses being observed in the

general adaptation syndrome, a syndrome identified as an “initial alarm reaction followed

by a state of adaptation … called the stage of resistance” (Rew, 2005, p. 136). Selye was

also the first to identify a “stressor,” or cause of subsequent stress. A healthy response to
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stress resulted in adaptation, according to Selye, whereas an unhealthy or resistant

response would lead to exhaustion

E-Learning is a type of learning by the use of electronic technologies to access

academic curriculum outside of a traditional classroom set-up. In most cases, it refers to

a course, program or degree rendered completely online. In numerous modern sectors, E-

learning is often deemed as a ‘new’ form of learning that utilizes the features of the

Internet to render customized and frequently dependent learning materials and programs

to various local and remote communities of practice. E-learning, which is an approach

that make use of computer and communication technologies to expedite and improve

learning, has become conventional in educational institutions and universities. E-learning

system which is usually named conversely as Electronic learning, is an immense term

that is used reciprocally with different terms, such as, online education, and remote

learning.

Coping is defined as the notions and behaviors mobilized to handle the internal

and external stressful circumstances. It is a term used typically for conscious and

voluntary inducing of acts, different from 'defense mechanisms' that are subconscious or

unconscious adaptive responses, both of which aim to reduce or tolerate stress. When

individuals are subjected to a stressor, the varying ways of dealing with it are termed

“coping styles” or “coping mechanisms” which are a set of relatively stable traits that

determine the individual's behavior in response to stress.

Not only for students, but also for teachers, getting through and dealing with

online learning is a challenge. There are lots of factors that contribute to stress caused by

e-learning. There are technological factors, environmental factors, and even social ones.
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Students and professors may experience poor and unstable internet connection, Wi-Fi

problems, and even poor and outdated devices. In order to get to grips with lessons,

lectures, and activities, both students and professors must exert extra effort and strive

harder than in the usual classroom set-up and situation.

THEORETICAL FRAMEWORK

E-Learning in the Philippines serves as an alternative way of learning ever since

the pandemic started. Despite of all its benefits and advantages, we cannot deny the fact

that there are times that we feel exhausted and burned out due to stressful circumstances

regarding online classes. A lot of situations with regards to E-Learning that causes stress

to both learners and educators. Because of this, we need to cope up and manage such

situations in order to become productive and get grasp of the academic system. There are

few models and theories utilized to study the coping on stressful situations. One of these

concepts is developed by Lazarus (1966); Folkman (1984), called the Transactional

Theory of Stress and Coping.

Lazarus and Folkman (1984) unpacked the concept of interpretation further in

their model of stress appraisal, which includes primary, secondary, and reappraisal

components. Primary appraisal involves determining whether the stressor poses a threat.

Secondary appraisal involves the individual’s evaluation of the resources or coping

strategies at his or her disposal for addressing any perceived threats. The process of

reappraisal is ongoing and involves continually reappraising both the nature of the

stressor and the resources available for responding to the stressor.

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Primary Secondary Coping

Stressor
Appraisal Appraisal Response

Figure 1. The Transactional Theory of Stress and Coping. (Lazarus and Folkman, 1984

Folkman and Lazarus (1988) used the term “coping” to explain the “cognitive and

behavioral” efforts an individual utilizes in order to handle and manage stressful

circumstances, generally categorized as emotion focused or problem focused coping. Not

an individual trait, coping is instead conceptualized by Lazarus and Folkman as a process

(Rew, 2005). Muersing (1996), Puhl and Brownell (2003) defined coping as any behavior

or thought process unconsciously brought into use by an individual to protect

himself/herself against painful or anxiety provoking feelings, impulses and perceptions.

This definition includes defensive coping strategies. Coping is primarily a psychological

concept and although there are many definitions, all share the same concept that of a

struggle with conflicts, emotions and demands. In this paper, coping is defined as the

process via which the student successfully handles and manages stressful

events/circumstances that are seen as taxing or exceeding the available resources.

During this time of pandemic, it shows us a different view in life, where people

who usually go out for their job or for school now they are all staying at home doing the

same routine but in a different setting.

Internet and gadgets are the primary tools that every student need during E-learning, but

they can’t assure that it will work perfectly during their class or the whole semester,
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sometimes the internet provider is having a problem and sometimes their gadgets can

have technical problems. So we the researchers to know the coping mechanisms that the

student is using in order to solve a specific kind of problems that can cause stress in the

long run.
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CONCEPTUAL FRAMEWORK
Table 1

INPUT PROCESS OUTPUT

 Coping mechanisms
 3rd Year BS - Analysis of data
of 3rd Year BS
Radiologic through the use of
Radiologic
Technology structured survey
Technology
Students questionnaires made
Students
rd
by the researchers
- Profile of 3 Year
- Internet
BS Radiologic - To determine the
Technology Students percentage, we will - Gadgets
use the formula:

n
P= × 100
N
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Figure 1

COPING MECHANISMS OF THIRD YEAR B.S. RADIOLOGIC TECHNOLOGY

STUDENTS OF ARELLANO UNIVERSITY, LEGARDA CAMPUS,
S.Y. 2020-2021, ON E-LEARNING SYSTEM

INPUT

1. What is the demographic profile of the

respondents in terms of:

a). Age

b). Gender

2. What are the coping mechanisms of 3 rd year

BSRT students of Arellano University, Legarda
Campus S.Y. 2020-2021 on E-Learning system in
terms of: PROCESS OUTPUT
a). Technical Factors
1. Data Gathering The researchers will be
 Internet able to determine the
a). Observation
 Gadgets different coping
b). Test mechanism that the
b). Psychological Factors students from 3rd year
c). Survey BSRT of Arellano
 Social oriented
 Task oriented d). Questionnaire University that they use
 Emotion oriented
if they face a certain
2. Data Analyzing problem during the
3. Is there any significant relationship between the class, and also to
a). Sorting
gender of the respondent on the coping mechanism recommend other coping
of the 3rd year BSRT students of Arellano b). Classifying mechanism that they can
University, Legarda Campus S.Y. 2020-2021 in use to overcome a
terms of: 3. Data Interpretation certain problem.
a). Technical Factors

 Internet
 Gadgets

b). Psychological Factors

 Social oriented
 Task oriented
 Emotion oriented

4. Knowing and giving possible recommendation

to the coping mechanism of the 3rd year BSRT
students of Arellano University, Legarda Campus
S.Y. 2020-2021.
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The input includes the demographic profile of the respondent such as gender and

age. It also includes the Coping Mechanism of Third Year Radiologic Technology of

Arellano University on E- learning system. This will be processed by three means. First,

data gathering such as observation, conducting test and formulating questionnaires for

surveying. Second, data analyzing by sorting and classifying the data gathered. It will be

followed by data interpretation to come up with an output on the Coping Mechanism OF

3rd year Radiologic Technology of Arellano University on E- learning system, that will

serve as basis for related studies that correlates with this matter.

Lastly, with the recommendations and conclusion, this will be extracted from the

output of the study “Coping Mechanism of Third Year Radiologic Technology of

Arellano University on E- learning system” to help those students to overcome a problem

in E- learning system.
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STATEMENT OF THE PROBLEM

This research attempts to know the coping mechanisms of the Third Year BSRT students

of Arellano University, Legarda Campus S.Y. 2020-2021 on E-Learning system.

More specifically, it seeks to find the answers to the following questions:

1. What is the demographic profile of the respondents in terms of:

a) Age
b) Gender
2. What are the coping mechanisms of 3rd year BSRT students of Arellano
University, Legarda Campus S.Y. 2020-2021 on E-Learning system in terms of:
a) Technical Factors
 Internet
 Gadgets
b) Psychological Factors
 Social oriented
 Task oriented
 Emotion oriented
3. Is there any significant relationship between the gender of the respondents on the
coping mechanism of the 3rd year BSRT students of Arellano University, Legarda
Campus S.Y. 2020-2021 in terms of:
a) Technical Factors
 Internet
 Gadgets
b) Psychological Factors
 Social oriented
 Task oriented
 Emotion oriented
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4. Knowing and giving possible recommendation to the coping mechanism of the 3 rd

year BSRT students of Arellano University, Legarda Campus S.Y. 2020-2021.

RESEARCH HYPOTHESIS

Ha: There is a significant relation between the coping mechanism of the students in

technical and psychological factor on E-learning system.

Ho: There is no significant relation between the coping mechanism of the students in

technical and psychological factor on E-learning system.

SIGNIFICANCE OF THE STUDY

The result about Coping Mechanisms of Third Year B.S. Radiologic Technology

students at Arellano University, Legarda Campus, S.Y. 2020-2021, on E-Learning

System would be beneficial to the following:

Arellano University. This study will help the school to know the main issue of the

students on dealing with E-Learning System.

Instructor/Professor. The result of the study will help the instructor/professor to

understand the main problem of their beloved students on E-Learning System. Results

would also develop the instructor’s/professor’s teaching-learning and evaluating

strategies in enhancing knowledge, skills, and attitude to the students. In times of student

shortcoming, the instructor/professor would be more considerate.

Researchers. This study will help the researchers to cope up in E- Learning system

especially of having problem in terms of Technical and Psychological Factors.

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Students. The coping mechanism of each students has a big help and impact of having a

poor and unstable internet connection, poor internet service provider, and outdated

gadgets. These coping mechanisms will serve as steppingstone to engage in their

everyday classes and to deal with their activities and projects.

Future Researchers. The ideas presented may be used as reference data in conducting

new research or in testing the validity of other related findings. This study will also serve

as their cross-reference that will give them a background or an overview about coping

mechanisms on E-Learning System.

SCOPE AND DELIMITATION

This study limits its coverage on Third Year students of B.S. Radiologic

Technology of Arellano University, Legarda Campus. Its main purpose is to identify the

common problems that they encounter on E-learning system and to know their coping

mechanism. The study will be conducted this AY 2020-2021.

DEFENITION OF TERMS

Coping mechanism. Are the strategies people often use in the face of stress and/or

trauma to help manage painful or difficult emotions. Coping mechanisms can help people

adjust to stressful events while helping them maintain their emotional well-being.

Covid-19. A disease caused by a new strain of coronavirus. 'CO' stands for corona, 'VI'

for virus, and 'D' for disease. Formerly, this disease was referred to as '2019 novel

coronavirus' or '2019-nCoV.'
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E-Learning. Is a type of learning using electronic technologies to access academic

curriculum outside of a traditional classroom set-up. In most cases, it refers to a course,

program or degree rendered completely online.

Emotion Oriented. It is defined as individual's efforts at reducing stress through

emotional responses, including emotion expression, blaming others, self-blame, emotion

containment and passive resignation. It attempts to reduce negative emotional responses

associated with stress.

Gadgets. A small mechanical or electronic device or tool, especially an ingenious or

novel one.

Internet. Is a vast network that connects computers all over the world. Through the

Internet, people can share information and communicate from anywhere with an Internet

connection.

Social oriented. It explains why a person has behaviors, relationships, and adaptations

with other people and/or society in general. To be oriented is to be positioned in a

direction relative to something or someplace else, and it's often used with the prepositions

"toward" or "away from.

Task oriented. Focused on and devoted to completing certain tasks, especially those that

contribute to the success of a larger project or job.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes the ideas, finished thesis, conclusions or generalizations,

methodologies and others. Those that were included in this chapter helps in familiarizing

information that are relevant and similar to the present study.

Foreign Literature

Globally, the traditional higher education delivery system which has a classroom

setting with students and lecturer interactions has been challenged by innovations in

educational delivery mechanisms (Soliman, 2014). Innovations in information technology

has enabled other methods of education delivery such as Distance Education (DE) gained

prominence in higher education delivery. DE has the student in remote from the campus

and is educated through a mixture of media such as TV, video, print and personal

computer. In many Sub-Saharan countries, tertiary institutions are under pressure to train

skilled manpower to meet the increasing sophisticated demands of workplace. However,

according to Kumi-Yeboah, (2010); Ministry of Education [MOE], (2013), universities

lack the infrastructure to cater for the increasing numbers of students who graduate from

senior high schools every year and the high demand of organizations from workers to

upgrade themselves to meet the current demand of development. In Ghana, as part of

strategies to expand access to tertiary 121 educations to meet the growing demands of
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professional education, DE has been one of the best mode of teaching employed by

various universities.

As per Rourke, Hammond, Flynn, & Boylan (2010), despite all the benefits of

distance learning, DE students face a lot of challenges in the course of their program.

Studies conducted on DE in Ghana reveal that students face problems such as combining

full time work and family demands with studies. Since many distance students are adults,

there are a lot of responsibilities to meet while meeting the academic demands of their

learning institutions. Most distance education students are matured, married and working.

Additionally, distance education students have the problem of combining work, family

demands, and other commitments with packed academic work (Panchabakesan, 2011;

Torto, 2009). DE students encounter numerous challenges such as increased

responsibilities from both nuclear and extended families and other social responsibilities.

These responsibilities come with their associated pressure of work, fatigue and financial

constraint which may result into stress-induced behaviors among these students.

Interactions with distance students on the University of Cape Coast Campus during their

face-to-face sessions showed complaints of headache, sleeplessness, and fatigue by these

students.

According to Dr. Kelly Allen (2020), there are some unexpected challenges that

one will face and is facing if online learning is new to him/her. Everybody is not

anticipating this crisis that we are facing, she added. From dodging and avoiding close

contact and mass gatherings to conducting online classes are included in these challenges.

One might even be questioning his or her choice to study this academic year or thinking

if you can successfully complete the year. The online delivery of face-to-face sessions is
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something there was little time to prepare for. Be kind to your teachers, patient with

technology and reach out to the multiple support networks available at Monash if things

are not working well from a technological perspective (Dr. Kelly Allen, 2020).

(Endler and Parker, 1990; Matud, 2004; Ptacek et al., 1994) Several studies have

found that women tend to use coping strategies that are aimed at changing their emotional

responses to a stressful situation, while men use more problem-focused or instrumental

methods to cope up with their problems.

(Matud, 2004; Mazure and Maciejewski, 2003) It has been hypothesized that sex

differences in the way women and men typically cope with stress could be one of the

reason why women tend to report more psychological distress and symptoms of

depression and anxiety to pyschologist than men, which could in turn be reflected in

higher prevalence rates of depression and anxiety in women [Kuehner, 2003].

(Mezulis et al., 2002) Indeed, women tend to use emotion-focused coping

strategies to manage stressors that are more associated with depression and anxiety than

men.

(Bennett et al., 2005; Cohen, 2002) The literature has shown that women who use

more emotion-focused coping styles in response to stressors report more depressive and

anxiety-related symptoms compared with women who use these methods less often.

An alternative explanation for age differences in the amount of reported stress

may be that older people cope with their problem better than the younger people. Various

theorists have posited changes in coping with age.

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Gutmann (1974) suggested that mastery styles shift from active too passive from

youth to midlife, then to "magical" mastery in late life.

In contrast, Vaillant (1977) believed that a positive change occurred in the use of

defense mechanisms. He proposed that an incremental developmental process occurs

across the life of a person, characterized by a decrease in the use of neurotic or immature

defensive styles coupled with an increase in more mature defensive styles in midlife.

(Folkman et al., 1987; McCrae, 1982, 1989) have suggested an absence of

systematic change in coping strategies with age except those due to situational demands.

Empirical evidence for these positions appears to be mixed.

(McCrae 1982) found that older people used fewer coping strategies when they

are coping with their problems. Yet, few differences in problem-focused strategies

emerged once he controlled for the type of problem. Indeed, most studies which examine

age differences in coping focus on specific stressful episodes, due to the strong evidence

of situational effects on individual coping. Studies using the Ways of Coping Scale

(Folkman & Lazarus, 1980, 1985) and its derivatives have generally confirmed McCrae's

(1982) findings. Indeed, several researchers have shown that older adults use less

escapism or avoidant coping but a similar or higher level of problem focused coping as

do younger adults (Blanchard-Fields, Sulsky, & Robinson-Whelen, 1991; Felton &

Revenson, 1987; Irion & Blanchard-Fields, 1987). An exception to this trend is a study

by Folkman et al. (1987) which found that older people used less planful problem solving

and more escape avoidance.

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The authors indicate that there are three primary styles of coping with stress: task-

oriented, emotion-oriented, and avoidance-oriented coping (Endler and Parker, 1999).

Task-oriented coping attempts to solve or limit the impact of the stressful situation.

Emotion-oriented coping tries to limit the emotional impact of stress rather than resolve

the stressful situation. Avoidance-oriented coping uses distraction and diversion unrelated

to the stressful situation to reduce stress. The authors find that research in coping with

stress suggest that a task-oriented approach benefits people under great stress more than

the use of other coping strategies. “That is, task-oriented coping is

associated with problem resolution or amelioration more often than the use of

other coping strategies. Alternatively, both emotion and avoidance-

oriented coping strategies may exacerbate the problematic situation” (Courbasson et al.,

2002, p. 37).

Lazarus (1966) believes that coping: (a) serves to reduce the impact of harmful

events and to maintain a positive self-concept; (b) includes situational factors such as the

availability of resources coupled with individual factors including one's belief system and

other physical and emotional skills; (c) includes an appraisal of a situation and how that

situation may affect one's well-being, including the options and limitations of alternative

approaches to the situation; and (d) includes very basic options such as seeking more

information, asking others how they might resolve a stressful situation, and direct action.

(Health line) Meditation helps you learn to acknowledge and sit with all of your

thoughts and experiences, even the difficult ones. You can practice mindfulness anytime,

anywhere, and it won’t cost you anything. It may feel a little awkward, even unhelpful, at
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first, and it can take some time before it feels natural. If you stick with it, you’ll generally

begin seeing some benefits before long.

Journaling is a great way to sort through and come to terms with challenging

emotions. When something goes wrong, you might experience a lot of complicated,

conflicting feelings. They might feel jumbled up inside you, making the thought of

sorting them out exhausting. Or, maybe you’re not even sure how to name what you’re

feeling with words.

Optimism won’t solve problems alone, but it can certainly boost your emotional

wellness. When you reframe a situation, you look at it from another perspective. This can

help you consider the bigger picture instead of getting stuck on little details, as difficult

or unpleasant as those details sometimes are.

Furthermore, using emotion-focused coping styles in response to stress has been

shown to be a risk factor for the development of serious affective disorders [Matheson

and Anisman, 2003].

As per Raquel Ribeiro (2021), it is important to remember that an internet

connection will go down or crash at any time. When you're the instructor or team leader,

it's important to have a backup plan in case something goes wrong and you have to leave

the simulated classroom. An educator and a student’s worst tech nightmare came true one

day: the main internet provider was experiencing crucial connectivity problems,

especially in their workplace area, the city's east zone. Many teachers use that service,

and about 20 minutes before classes were scheduled to begin, many of them were
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chatting through messages in the school community, unsure of what they would do. One

of them redirected the cell phone data signal to the machine as a temporary workaround

so that they could at least start the class and inform the students of the situation. Next

thing they did was photograph the steps and posted them in the teachers' group chat so

that they could all use them. The internet connection eventually returned to normal, and

they were able to resume teaching their classes. Another challenge that may arise is when

one or more students have a connectivity issue and are unable to enter the class through

the video network. And if the camera is disabled and only the voice function is retained,

it is unlikely that you will be able to sit in the virtual classroom, let alone follow the class

and participate, if you have a low bandwidth or limited mobile data. One of the students

had a brilliant idea: she used Whatsapp to make a voice call to this colleague. Her phone

was set next to her monitor so that her classmate could listen in and even join in the

conversation. They had no reservations when one of them heard the same problem in

another group. This moment, a classmate made a video call to a colleague who was

having an internet crisis, and kept the phone up to the screen, allowing the colleague to

enter and chat with the rest of the class. A student in another party had a small tripod and

held the phone there so that a classmate could watch and interact.

Thomas (2020), said that it's tough to integrate technology into the classroom.

When you combine the same machines with home schooling, you have a major issue

(though the schools and teachers who are unable to send school devices home have it

even tougher). Even with a tech department, having iPads and MacBooks, Chromebooks,

Windows PCs, and Amazon Fires to connect with one another is no easy feat. Add on the

fact that the smartphone consumers are children who may not be entirely inspired to fix
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problems and whose families are attempting to install and use unfamiliar applications,

games, and computers. Try again: Most people do this—in reality, they sometimes press

the trackpad so many times that they cause the spinning beachball of death to appear. But

I'll say it again: Try one more time before moving on to the next tip. Try a new browser:

If you're having trouble with a website, switching to another browser could help. Check

the strength of your Wi-Fi signal: They're branching out to get more privacy and

everyone in the family is working and studying online, mostly using video. If you're in a

distant area of the house, this will create Wi-Fi connectivity problems. Make sure your

signal is good. Getting rid of the software would undoubtedly help. This is true with all

web browsers and applications, and you can also close any unused tabs in your window.

Technology should be updated: Because of the demands of home schooling, companies

are constantly upgrading their apps, so make sure yours is up to date. Restart the

computer after the update is complete. Sign out, then log back in: But first, double-check

so you don't lose your password. Clearing the cache and cookies in your web browser can

solve the issue. This allows the system to start with a clean slate of data. Finally, reboot

the unit. Restarting cleans consciousness and recovers the device's inner workings, just

like having a good night's sleep.

(AVAIL Technology Team) One of the most obvious causes of slow internet

speeds is being too far from the router or access point. This is because the further you are

from the router, the more unreliable the connection will be. And the solution for that is to

simply move closer to the router. Another problem that you may face in internet is lack of

internet bandwidth, the solution for that is to disconnect any devices that you aren't

actively using. Sometimes you network can’t be secure so you need to act immediately to
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prevent others in connecting on you network. Using a certain browser can speed up your

internet speed or if the browser is not reliable enough it can slow down your internet

speed, the perfect solution here is to find a certain browser that works very well for your

computer and doesn’t contribute in slowing down your connection. Having the right

hardware won’t be helpful if you don’t keep it updated. Outdated firmware can lead to

"sticky client" behavior, which means a device will automatically connect to a certain

access point, even if there is one available closer to connect to. This results in slower

internet speeds, hindering your access to online files and applications. To prevent this,

you need to actively updating your firmware. Installation of your internet is also

important, you need to consider your access point types, if your network has an external

antenna, you need to make sure that it is pointing on the right direction.

(Manuel Rozewski, 2020) Everybody has experienced to have a slow phone, to

prevent this clean your cell phone and close/delete apps, files and clear the cache data. If

you recently installed an app and your phone is not working well, you should uninstall it

and see if your mobile phone runs faster. Second common problem of gadgets is bad

battery life, to prevent this first, you should try to dim the screen brightness and turn off

the GPS, WiFi and Bluetooth if you are not using them. You can also enable the Battery

Saving Mode and see if your battery lasts longer. Bad battery life is always connected to

overheating phone, to prevent this try to carry your phone in a fresh place and keep it

away from the sun’s heat. You can also give your phone some minutes to “refresh” and

start using it again.  Full storage is also a big problem to gadgets, the possible solutions

for this problem are the same: try to delete those files and apps that you do not use

anymore, you can also delete old calls and text messages and clean the cache data. 
 24

The term “Distance Education” refers to an educational approach in which there is

quasi- separation of the learners and the lecturers in time and space. In distance

education, the instructor and instructional strategy and methods are subsumed into the

learning materials that have been designed as self-directed learning guide for students

(Garland, 2010). In addition, open learning refers to the philosophical construct that seek

to remove barriers and constraints that may prevent learners from accessing and

succeeding in quality and lifelong education. These two terms represent approaches that

focus on opening access to education and training provision, freeing learners from the

constraints of time and place, and offering flexible learning opportunities to individuals

and groups of learners. Precisely, Open and distance learning is one of the most rapidly

growing fields of education, and its potential impact on all education delivery systems

has been greatly accentuated through the development of Internet-based information

technologies, and in particular the World Wide Web (Mossberger, Tolbert, & Stansbury,

2013).

Despite the expanding growth of ODL and its benefits, students who enroll with

in the program, have faced many challenges related to individual, institutional and

instructional. (Angara, Agostinho, Lockyer, and Harper 2015), identified three distinct

categories of challenges facing ODL students: Situational, institutional and dispositional.

According to Angara et al. (2015), situational challenges include job and home

responsibilities that reduce time for study. Institutional related challenges include poor

logistics system or a lack of appropriate advising (Arbaugh, 2012). As per Haneghan

(2012), dispositional challenges are related to learners’ own attitudes and feelings.
 25

In the study of Berge, Muilenburg, and Haneghan (2012), classified challenges to

distance learners as situational, epistemological, philosophical, psychological,

pedagogical, technical, social, and/or cultural related challenges. It was then identified by

(Zirnkle, 2011), that specific challenges facing distance learners as program costs, lack of

equipment and infrastructure, instructional concerns and poor technical assistance. Other

challenges documented are inadequate feedback and poor teacher contact, alienation and

isolation, and poor student support services (Zirnkle, 2011).

The study of Busulwa and Bbuye (2017), investigated the opportunities for

learning afforded by access to mobile phones, and the associated challenges created by

their use in a peri-urban private secondary school in Uganda. The study was motivated by

availability of phones with facilities to connect to the Internet and to access free open

education resources (OERs), which if used appropriately, could support changes in

pedagogy required to promote learning in rural schools in Uganda. In addition to this,

Information was collected using interviews, observations and focus group discussions

with parents, students and their teachers between June 2014 and July 2015. Results show

a slow positive change in attitude amongst teachers and parents that phones are useful in

learning; an increased enthusiasm and eagerness among students, and more engaging and

interactive lessons. Some teachers found challenges in accessing education resources due

to poor Internet connectivity, while others required skills and knowledge about

appropriate OERs that promote interactive learning.

According to Pekrun et al. (2002), students experience a great variety of self-

referenced, task-related, and social emotions in academic settings. The effect of academic

learning and academic achievement is pivotal in every aspect of life, starting from social
 26

relations, academic careers, and ability to allocate recourses due to the fact that all the

above-mentioned aspects depend on individual achievement. Furthermore, the influence

of emotions on students’ cognitive processes and performance has been suggested to be

associated with students’ psychological and physical health as well (Pekrun et al., 2002:

92).

While anxiety disorders have been reported to be present in almost all cultures

(Demyttenaere et al., 2004), global research studies show that one of the most common

anxiety types present and rising among students is test anxiety (Sarason and Sarason,

1990). Considered as one of the most important problems faced by students worldwide

Khosravi and Bigdeli (2008), cited in Sharif et al. (2013), test anxiety has been

demonstrated to have an inverse relationship with academic performance, is present in

both genders (Sowa and LaFleur, 1986), and in both younger and older age groups

(Cassady and Johnson, 2002). Furthermore, test anxiety is the one academic emotion

extensively researched in comparison with other academic emotions of students (Pekrun

et al., 2002).

Test anxiety is considered a multifactorial construct and is defined as “the set of

phenomenological, physiological & behavioral responses that accompany concern about

possible negative consequences or failure on an exam or similar evaluative situations”

(Zeidner, 1998: 17 cited in Chapell et al., 2005). Findings from the previously conducted

studies have also shown that test anxiety is associated with lower academic performance

among students (Hembree, 1988; Seipp, 1991; Zeidner, 1998). Specifically, “test anxiety

has shown to reduce the working memory resources, leading to an impairment of

 27

performance at complex or difficult tasks that draw on these resources” (Pekrun et al.,

2002: 96).

Furthermore, Kaiseler et al. (2009) listed problem-focused coping strategies

(coping, seeking social support for instrumental reasons, planning, suppression of

competing activities, and increasing effort) and five emotion-focused coping strategies

(seeking social support for emotional reasons, humor, venting of emotion, self-blame,

and wishful thinking) used by students (p. 729).

According to Cohen et al. (2008), coping strategies entail behavioral and

cognitive efforts to address stressful encounters and are classified as problem-focused or

emotion-focused. Kaiseler et al. (2009) describe that students using problem-focused

coping strategies try to minimize distress by reducing or eliminating the stressor, whereas

students using emotion-focused coping indulge in strategies used to regulate emotional

arousal and distress (p. 728). However, the influence of coping mechanism and the level

of test anxiety has been found to differ among students of different aged groups.

According to Aysan et al. (2001), younger students experience increased levels of anxiety

compared to older students; however, this level of anxiety was attributed to the

effectiveness of coping strategies that younger students use (p. 408).

An association of coping beyond test anxiety has also been noticed within

psychological distress, or psychological discomfort, manifested through feelings of

sadness, anxiety, distraction, and in the most extreme cases, psychotic symptoms, which

can be signs of psychological distress (Bayram and Bilgel, 2008).

 28

According to the findings of a research study conducted by Penley et al. (2002),

coping, that is, emotion-focused, is positively correlated with psychological distress,

whereas coping strategies that are more focused on problem-solving are weakly

correlated with psychological distress (Ben-Zur, 2002).

As per A. Major (2020), schools across the nation are closing in an effort to stop

the spread of COVID-19 and in the scramble to provide at-home learning, a major

problem has risen to the forefront: millions of American students don’t have reliable

access to the internet. She added that according to recent federal data, approximately 14

percent of U.S. families with school-age children lack high-speed internet. Most of those

families are low-income or live in rural areas. While there are plenty of best practice

guides available for online learning, strategies for bridging the digital divide are scarce.

Students learn in a variety of ways. Some prefer online courses; others prefer the

classroom setting and some like to have a mixture of both. There are pros and cons for all

the different forms of learning, which means that there is not one correct way of learning.

But in a world where nearly everything is going down the technology path, online

learning may be, for the first time, the best way (Rousculp, 2019).

According to Rousculp (2019), one of the biggest impacts that online education

has on society, is its social impact. When taking an online course, you can take it from

the comfort of your own home. No need to get up early and get ready for school, you can

simply complete the course on your own time and in your own setting. What this also

entails however, is that you can literally just stay at home and never need to enter a

classroom for your course. You never need to come face-to-face with your teacher, or

even other students. Your social aspect of your education becomes null. He also cited that
 29

In an article published by Ryan Hickey he states the obvious, that online education

eliminates the ability to have that face-to-face interaction with a professor. He then

quotes an English Professor from the University of Virginia who said online education

creates more of a “monologue and not a real dialogue.” The inability to communicate

with your teacher on a daily basis takes away the opportunity to gain significant help on

an assignment, and gain the trust that you need with a professor (Hickey).

Online education is here to stay. It may have effects on the society that may

detrimental, but those affects can easily be handled and worked around. Ultimately, the

positive effects that online education has on society outweigh the negative effects. There

will always be in-classroom settings offered at universities, but online education

continues to grow on a larger-scale every year. It isn’t expected that online education will

replace the in-classroom setting, but it is expected that it will continue to grow and be a

benefit to society.

Local Literature

Since the start of the COVID-19 pandemic, the psychological and emotional

impact is also evident. Its emergence and spread create a lot of concern for people leading

to increased levels of anxiety (Roy et al., 2020). The majority of colleges and universities

also faced current challenges with virtual learning (Talidong & Toquero, 2020). In

particular, Higher Education Institutions (HEIs) are prompted to establish management

approaches regarding pandemics to encourage positive health behavior among students

(Akan et al., 2010).

 30

In the study conducted by Baloran (2020), he conducted the study during the

increasing rate of COVID-19 pandemic cases in the Philippines, where Davao del Sur

was under Enhanced Community Quarantine. Student respondents were determined using

the snowball technique who answered the online survey developed through Google forms

with an appended consent form. The survey link was sent to the student respondents via

social media. The study involved only those students who had access to the internet.

There were a total of 530 students, including college and senior high school, who

responded in the online survey.

In addition to this, Baloran (2020) stated that for the ways to cope up with the

anxiety during the COVID-19 pandemic, students responded common personal coping

strategies, as shown in Table 3. 90.19% (478) followed strict personal protective

measures and about 80% avoid going out in public places to reduce exposure from

COVID-19. This is line with the study of various authors (Faye et al., 2015; Khalid et al.,

2016) which revealed that during virus outbreak, it is crucial for individuals to follow

very stringent infection control practices with standard precautions and minimized public

exposure.

The study conducted by Baticulon et al. (2020), they conducted a nationwide

cross-sectional study among medical students in the Philippines from May 11 to 24, 2020

through an electronic survey in Google Forms (Google LLC, Mountain View,

California). We distributed the survey link through social media (Twitter, Facebook, and

Instagram) and the Association of Philippine Medical Colleges Student Network. We

contacted student organizations to share the link among students in their respective

schools. The survey was open to students from first to fourth year level. Participation was
 31

voluntary, anonymity was guaranteed, and consent was obtained at the start of the survey.

They initially conducted a focus group discussion with medical students from the

University of the Philippines, reviewed relevant literature, and searched official school

websites for announcements on changes being implemented in Philippine medical

schools due to the COVID-19 crisis.

In addition to this, they received a total of 3,813 responses. We removed 75 (2%)

that were duplicate entries based on email addresses or student numbers, and 68 (2%) that

were deemed invalid because of missing information or because respondents were not

medical students. Hence, we included 3,670 responses (96%) in the data analysis. This

represented 15% of the estimated 25,000 medical students in the Philippines. Under

prevailing circumstances, only 41% of medical students (n=1,505) considered themselves

capable of adapting to online learning. The responses of the students were similar,

regardless of medical school classification (p = 0.79) or location (p = 0.96) (See Table 2).

Factors that significantly affected the self-assessment of students were year level (p <

0.001), age (p = 0.002), gender (p < 0.001), annual family income (p < 0.001), academic

standing (p < 0.001), internet access (p = 0.03) and number of hours previously spent on

online learning (p < 0.001). Among barriers to online learning, the most frequently

encountered were difficulty adjusting learning styles, having to perform responsibilities

at home, and poor communication or lack of clear directions from educators.

Approximately two-thirds of the respondents always or often confronted these barriers.

Lack of physical space conducive for studying and mental health difficulties were also

common. The data showed that the availability of fast and reliable internet connection

was a bigger concern than either device ownership or technical aptitude. One out of ten
 32

students always or often lacked basic needs such as food, water, medicine, and security.

Internal consistency for these ten barriers showed acceptable reliability.

As per Generoso Mazo (2015), stress affects people from all walks of life

regardless of age, gender, civil status, political affiliation, religious belief, economic

status and profession. It affects decision-makers such as the politician, the manager, the

priest or pastor, the employee, the housewife, the student, the out-of-school youths, the

driver, and even the jobless. He also added that stress is found everywhere, that is, at

home, with friends, in the office, in school, in the classroom. It is just around the corner.

It simply cannot be avoided because it is part of being human. In fact, a lot of people

experience stress every day. It could be brought about by many factors. The causes and

levels of stress vary from one person to the other. No person is free from stress,

regardless of how privileged, reasonable, clever, and intelligent he may be. Every person

will be challenged at times by frustrations, losses, changes and conflicts.

In order to understand one’s stress, Blona (2005) pointed out that one needs to

know what it is and its causes, in order to cope with it well. He defined stress as any

event or circumstance that strains or exceeds an individual ability to cope. Ellison (1990)

considered stress as a biochemical response by the body to a threatening situation.

Blona (2005), claims that students experience stress since some are trying to cope

up with the demands of adapting to a new living environment, new peers, academic

pressure, and sexual concerns. Being in college can also put financial stress on the

students and their families. These situations can leave them with trembling hands, tense

muscles, migraine, headache, and multiple other symptoms of stress. These can
 33

contribute to a host of chronic diseases ranging from hypertension to peptic ulcers that

can predispose them to premature disability and even death.

Education sector is one of the most affected fields brought about by COVID-19

pandemic. Schools have become the most vulnerable to safety and security. Health

concerns of school personnel, students, parents, and other stakeholders are at stake; thus,

temporary closure of schools was enforced to contain the spread of the virus and reduce

infections (UNESCO, 2020). Community lockdown and quarantine led work from home

among teachers and study from home among students through online distance learning

(Crawford, et al., 2020). Other schools cut their classes short than expected, which causes

serious disruption to more educational opportunities. The opening of cases for the next

academic year was delayed, giving more time to schools to prepare continuity plans and

manage alternative learning modalities. Teaching and learning which mainly happens

inside the classroom becomes the most susceptible to disturbance, so education leaders

decided to cope with and adopt the New Normal education.

Globally, many schools have already replaced traditional classroom setups with

innovative flexible learning strategies since these are found to improve students’ learning

outcomes (Kim, 2020). The Philippines’ education system, particularly in the basic

education, faces challenges related to learning delivery modalities. It is eyed that

marginalized learners are expected to have less access to resources causing social

disadvantage and digital divide. Thus, flexible learning has been subjected to further

evaluations and debates in terms of inclusivity and equity in educational opportunities.

Consequently, instructional delivery is shifted into a different undertaking in the

teaching and learning process. Subject matter has been taught in different ways such as
 34

inquiry, hands-on learning, social interaction, and constructivism. However, such

pedagogies seem difficult to implement in a distance learning, and teachers do not feel

adequately able and prepared to teach the subject remotely (Lichoro, 2015). Teachers

who are new to distance learning may feel unprepared to facilitate teaching, thus, need

support as to technical, pedagogical, and time management (Dyment, 2013). Instruction

heavily relies on technology leaving the teachers not fully prepared and lack of

competence (Nilson & Goodson, 2018).

According to Mary Austria-Cruz (2019), academic stress is commonly

experienced by college students. There are many stressors within academic life such as

academic demands and achievements from parents, a personal inclination for academic

self-actualization, amount of assignments, conflict with a classmate, and final writing

assignments (thesis), and so on. Earning high grades is a source of stress that affects them

to succeed in making good impressions to their parents, classmates and significant other

people. Failures become pressures that come from intrapersonal, interpersonal, academic

and environmental stressors. Since not all students have the ability to cope with the

above-mentioned stressors, consequently they experience academic stress. With the help

of family, friends, and perhaps campus stress-management resources, many students are

able to keep their stress levels relatively under control or even thrive in the college

setting. However, for some students, the challenges and frustrations of campus life appear

to lead to severe emotional problems.

Coronavirus, which is known as COVID-19, was disrupting operations around the

world (Heymann & Shindo, 2020; Velavan & Meyer, 2020). It threatens most of the

citizens to experience a challenge that can only be experienced once in a lifetime.

 35

Students from one institution in the Philippines were asked how they feel about the

current situation. Luzon in the Philippines imposes an extreme community quarantine all

over the area that creates considerable adjustments to the constituents of the country.

Most of the students, together with their families, are not prepared for the situation, and it

is an eye-opener government to generate global preparedness for future pandemics

(Jacobsen, 2020).

The primary cause of stress is due to financial instability, where most families of

the students believe that Peoples might die of hunger and not with the virus (Reynaldo

Paulin, 2020). In the Philippines, which is classified as a low middle-income country

(Briones et al., 2017), the majority of the respondent’s household income becomes

unstable and low, and this is due to changes in the working environment. Many

operations of the business have been disrupted that direct cause stress to the students and

cause depression to the family due to a lack of financial stability (de Walque et al., 2020).

Another concern of the students, together with their families, is the lack of

support from the Government and witnessing the improper and unjust use of government

funds, particularly the social amelioration program of the government. Most of the

students agree that there is favoritism in providing government support that leads to

stressing situations in the household that might increase anger and loneliness. Injustices

are also stressors and contribute to a depressing situation in the household that affects our

students. The sentiment shows that the students believed that the government downplays

the preparation of a pandemic plan that needed (Oxford et al., 2002; C. K. L. Pastor,

2020).
 36

As cited by De Guzman et al. (2020) in their study, despite the negativity, most of

the students find some comfort. There are registered social worker in the country that

aims to help those having problem with isolation and loneliness due to the current

situation. Students are coping with financial stress by minimizing the expenses avoiding

unnecessary expenses such as internet access and other expenses which are not included

in the basic needs. He also added that majority of them are adjusting their expectations to

be worst; this is in order to prepare themselves for possible hardship in the future.

Communication with the use of social media is also another way to cope up with stress in

terms of relationship problems. Expressing is one way to cope up with the peak of

emotion in order to avoid more tragic situations. Some found comfort with reading

biblical texts and articles to help them to minimize the negativity. In addition to this

mechanisms, they stated that healthier family relationship is one of the best ways for the

students in order to ease the worsening situation.

De Guzman and Pastor (2020), opines that the COVID-19 has no positive impact

on the world most especially on academic institutions like that of a Higher Educational

Institutions (HEIs) of learning. Most of the cities around the Philippines are empty. All

types of vehicles are few. Important business establishments are open. Conferences and

meetings are strictly prohibited. Flights to and fro are affected and they have been

grounded. Some grocery stores and drug stores are being emptied of masks, hand

sanitizers, and disinfecting medications. Students are advised to stay home and study by

their own selves. Everyone is in doubt as to when this crisis would end (D. Schulte,

2020).
 37

As per McHaney, Reiter, and Reychay (2018), they confirmed that simulation-

based online when combined with good pedagogical approaches, appropriate technology

and educational technology, and the presence of experts will provide a better experience

in simulations. Simulations could be so motivating tool for eLearning classroom.

Bekmurat (2020), mentions that because computer technology and the Internet are both

boundless even a small boy has already been equipped with a device or a cell phone. It's

no surprise that new innovations have been part of the cycle of teaching and learning.

SYNTHESIS

The overview and explanation for the Coping Mechanism of the Third year B.S.

Radiologic Technology students of Arellano University, Legarda Campus S.Y. 2020-

2021 on the E-Learning system was supported by a study of relevant literature. In terms

of technical and psychological factors, it also offers an awareness and coping mechanism

for dealing with the problem.

This research aims to recognize the most common issues they face when using an

E-learning system, as well as their coping mechanisms.

As per Rourke, Hammond, Flynn, & Boylan (2010), despite all the benefits of

distance learning, DE students face a lot of challenges in the course of their program.

Distance education students have the problem of combining work, family demands, and

other commitments with packed academic work (Panchabakesan, 2011; Torto, 2009).

According to Dr. Kelly Allen (2020), there are some unexpected challenges that one will

face and is facing if online learning is new to him/her.

 38

(Endler and Parker, 1990; Matud, 2004; Ptacek et al., 1994) Several studies have

found that women tend to use coping strategies that are aimed at changing their emotional

responses to a stressful situation, while men use more problem-focused or instrumental

methods to cope up with their problems. (Matud, 2004; Mazure and Maciejewski, 2003)

It has been hypothesized that sex differences in the way women and men typically cope

with stress could be one of the reason why women tend to report more psychological

distress and symptoms of depression and anxiety to psychologist than men, which could

in turn be reflected in higher prevalence rates of depression and anxiety in women

[Kuehner, 2003].

An alternative explanation for age differences in the amount of reported stress

may be that older people cope with their problem better than the younger people. Various

theorists have posited changes in coping with age. In contrast, Vaillant (1977) believed

that a positive change occurred in the use of defense mechanisms.

Folkman et al., 1987; McCrae, 1982, 1989) have suggested an absence of

systematic change in coping strategies with age except those due to situational demands.

Empirical evidence for these positions appears to be mixed.

(McCrae 1982) found that older people used fewer coping strategies when they

are coping with their problems.

The authors indicate that there are three primary styles of coping with stress: task-

oriented, emotion-oriented, and avoidance-oriented coping (Endler and Parker, 1999).

(Health line) Meditation helps you learn to acknowledge and sit with all of your

thoughts and experiences, even the difficult ones. Journaling is a great way to sort
 39

through and come to terms with challenging emotions. Optimism won’t solve problems

alone, but it can certainly boost your emotional wellness.

Furthermore, using emotion-focused coping styles in response to stress has been

shown to be a risk factor for the development of serious affective disorders [Matheson

and Anisman, 2003].

As per Raquel Ribeiro (2021), she believes that it is important to remember that

an internet connection will go down or crash at any time. Same goes with Thomas

(2020), he said that it's tough to integrate technology into the classroom. When you

combine the same machines with home schooling, you have a major issue (though the

schools and teachers who are unable to send school devices home have it even tougher).

(AVAIL Technology Team) One of the most obvious causes of slow internet

speeds is being too far from the router or access point. Another problem that you may

face in internet is lack of internet bandwidth. Sometimes you network can’t be secure.

Using a certain browser can speed up your internet speed or if the browser is not reliable

enough it can slow down your internet speed. You also need to actively updating your

firmware. If your network has an external antenna, you need to make sure that it is

pointing on the right direction.

(Manuel Rozewski, 2020) Everybody has experienced to have a slow phone, bad

battery life, overheating phone, and full storage.

(Angara, Agostinho, Lockyer, and Harper 2015), identified three distinct

categories of challenges facing ODL students: Situational, institutional and dispositional.

 40

According to Pekrun et al. (2002), students experience a great variety of self-

referenced, task-related, and social emotions in academic settings.

According to Cohen et al. (2008), coping strategies entail behavioral and

cognitive efforts to address stressful encounters and are classified as problem-focused or

emotion-focused. According to the findings of a research study conducted by Penley et

al. (2002), coping, that is, emotion-focused, is positively correlated with psychological

distress, whereas coping strategies that are more focused on problem-solving are weakly

correlated with psychological distress (Ben-Zur, 2002).

The above series of both international and domestic studies informs the advocates

that the proposed research is equivalent to other commonly applied systems. As stated,

despite all of the advantages of distance learning, students encounter many problems

throughout their education. Students enrolled in online education face the challenge of

managing workloads, family obligations, and other responsibilities with comprehensive

academic work.

The studies mentioned above are all relevant to coping with the all the pressure

and tension brought about by a number of issues related to e-learning. This will help the

researchers to classify the students' grasping or coping strategies, as well as quantify

trends in the methods used by the respondents in each category. The information gathered

would be analyzed using descriptive data to demonstrate the Coping Mechanisms of 3 rd

Year BS Radiologic Students of Arellano University, Legarda Campus, S.Y. 2020-2021

on the E-Learning System.

 41

CHAPTER III

RESEARCH METHODOLOGIES

This chapter discusses the method and techniques, the population and sample,

research instrument, validation, data gathering procedure, data processing procedure, and

statistical treatment of data which will be applied in the study.

 42

Research Design

The researchers utilized a descriptive research design. Through this research

design, it describes the coping mechanism of the respondent to a certain problem in E-

learning system. The researchers used the survey research because they want to look on

their opinions and knowledge about the coping mechanisms of Third Year B.S.

Radiologic Technology of Arellano University on e-learning system. According to

McCombes, a descriptive research aims to accurately and systematically describe a

population, situation or phenomenon. It can answer what, when, where, when and how

questions, but not why questions. A descriptive research design can use a wide variety of

quantitative and qualitative methods to investigate one or more variables.

Locale and population

The study will be conducted at the Arellano University, Manila. Arellano

University (AU) is a private university founded in 1938 by Florentino Cayco, Sr.,

Philippines’ first Public Instruction Undersecretary. The respondents are Third Year B.S.

Radiologic Technology of Arellano University, Manila. There are 30 total respondents.

The respondents will be asked for consent and approval to answer the questionnaires.

The study will be conducted in the academic year 2020-2021. All the data that we will be

received from these respondents shall be kept confidential and assurance will be given

that information gathered shall be used for the purposes of research only.

Research Instrument

The researchers utilized the use of closed structure questionnaire. This design was

chosen to meet the objectives of the study in determining the coping mechanism of Third

Year B.S. Radiologic Technology of Arellano University on e-learning system. There are
 43

two parts of the questionnaire: The first part contains the demographic profile—

specifically the gender and age of the student. The second part contains the questions

about the common problems that the respondents usually face in the E-learning. The

researchers came up with the questions based on the common problems encountered on

e-learning system. The problems serve as the questions and the choices are Likert scale to

determine if they use that kind of coping strategies. The instrument consists of technical

and psychological factors of E-learning as the problem.

Data Gathering Procedures

Before administering the study, the researcher constructs a letter of permit to the

Dean of College of Radiologic Technology, Mrs. Ma. Glenda A. Mondiguing. Followed

by the preparations of closed structured questionnaire and was validated by the

statistician. For the administration of the survey questionnaire, the researchers will use

google workplace, preferably “google forms”. After online survey, the researchers will

collect and gather the forms for the tallying of scores and application of the preferred

statistical treatment of the study. After online survey, the researchers will collect and

gather the forms for the tallying of scores and application of the preferred statistical

treatment of the study. On February 16, 2021 the distribution of the questionnaires to one

section of Third Year B.S. Radiologic Technology of Arellano University on e-learning

system was followed.

Statistical Treatment

The researchers considered the following statistical tools in order to find out the

Coping Mechanisms of Third Year B.S. Radiologic Technology students of Arellano

 44

University, Legarda Campus, S.Y. 2020-2021, on E-learning system, the researchers

provided a survey questionnaire with multiple choices so that the students can choose on

what coping mechanism applies to them.

1. Percentage. The used of percentage is to identify the part of the whole population

in terms of age and gender of the respondents. The formula was shown below.

P = (f / N) 100

Where: P = percentage

f=frequency

N=total number of respondents

2. Mean. The use of mean is to determine the extent of responses of the respondents

on the Coping Mechanisms of Third Year B.S. Radiologic Technology students of

Arellano University, Legarda Campus S.Y. 2020-2021 on E-Learning system.

The formula is as follows:

x́=
∑x
n

Where:

x́=mean
∑ x= sum of scores
n=number of respondents

3. t-test Independent. The use of t-test independent is to compare the sex of the

respondents and to test if there is a significant difference from their responses.

The formula was shown below.

 45

x́ 1−x́ 2
t=
SS 1+ SS 2
√( n1 +n2−2 )( 1 1
−
n1 n 2 )
Sum of Square:

2
2 ( x1 )
SS1=∑ x 1 ∑ of square of group1
n1

2
( x 2 ) sum of square of group 2
2
SS2=∑ x 2
n2

Where:

t=the t−test

x́ 1=the meanof group1

x́ 2=the meanof group2

SS1=∑ of squares of group1

SS2=∑ of squares of group2

n1 =thenumber of observations ∈group 1

n2 =thenumber of observations∈group 2

Note: The computed value of t was described at 0.05 level of significance.

CHAPTER IV
Presentation, Analysis and Interpretation of Data
This presents, analyzes, and interprets the data and information gathered

according and in relation to the general and specific problems of the study as indicated in
 46

the statement of the problem. The data presented are collected from the respondents of

BS Radiologic Technology Students of Arellano University Legarda Campus.

1) What is the demographic profile of the respondents in terms of the following:

Figure 1

Gender of the Respondents

Gender

23%

77%

Male Female

Figure 1 The pie graph shows that out of 30 respondents in 3 rd Year BS

Radiologic Technology in Arellano University, 23% of those are male while the

remaining or 77% of the respondents are female.

Table 1

Gender of the Respondents

Gender Frequency Percentage

Male 7 23.00
 47

Female 23 77.00
Total 30 100.00

Table 1 shows the gender of the respondents. Majority of the respondents are

female which is 77 percent of the total population or 23 out of 30 respondents. While 23

percent are male or 7 out of 30 respondents.

According to (Endler and Parker, 1990; Matud, 2004; Ptacek et al., 1994), several

studies have found that women tend to use coping strategies that are aimed at changing

their emotional responses to a stressful situation, while men use more problem-focused or

instrumental methods to cope up with their problems. (Matud, 2004; Mazure and

Maciejewski, 2003) added that it has been hypothesized that sex differences in the way

women and men typically cope with stress could be one of the reasons why women tend

to report more psychological distress and symptoms of depression and anxiety to

psychologist than men, which could in turn be reflected in higher prevalence rates of

depression and anxiety in women. (Mezulis et al., 2002) Indeed, women tend to use

emotion-focused coping strategies to manage stressors that are more associated with

depression and anxiety than men. Finally, (Bennett et al., 2005; Cohen, 2002) agreed that

women used more emotion-focused coping styles in response to stressors report more

depressive and anxiety-related symptoms compared with women who use these methods

less often.

Figure 2

Age of the Respondents

 48

Age
20
18
16
14
12
10
8
6
4
2
0
18-20 21-23 24-above

Age

Figure 2 shows the age of the respondents. More than 10 but less than 15

respondents are list in the 18-20 years old category, while more than 15 but less than 20

are listed in the 21-23 years old category and there is no one listed in the 24-above

category.

Table 2

Age of the Respondents

Age Frequency Percentage

18-20 11 37.00
21-23 19 63.00
24-above 0 0.00
Total 30 100.00

Table 2 shows the age of the respondents. Ages between 18-20 got 37 % or 11

out of 30 sample size, 63% or 19 out of 30 are ages between 21-23, and 0% for ages 24-

above and that makes 100% of the total respondents.

According to (McCrae 1982) found that older people used fewer coping

strategies when they are coping with their problems. Yet, few differences in problem-
 49

focused strategies emerged once he controlled for the type of problem. Indeed, most

studies which examine age differences in coping focus on specific stressful episodes, due

to the strong evidence of situational effects on individual coping.

2. What are the coping mechanisms of 3 rd year BSRT students of Arellano

University, Legarda Campus S.Y. 2020-2021 on E-Learning system in terms
of:
Table 3
Summary on the Coping Mechanism of 3rd Year BSRT students of Arellano
University

Factors Mean Description Rank

a. Technical Factors 4.04 Agree 1
b. Psychological Factors 3.80 Agree 2
Overall Weighted Mean 3.92 Agree

Table 4.3 shows the summary on the coping mechanism of 3rd year BSRT

students of Arellano University. Technical factors got the highest mean of 4.04

and described as Agree by the respondents. While psychological factor got 3.80

and described at Agree. It is also shown that respondents are Agree on all the

factors on coping mechanism strategies.

Table 4
Coping Mechanisms on Technical Factors (Internet)

2.1.1 Internet Mean Description Rank

2.1.1.1 Moving closer to the router to maintain the 3.53 Agree 5

internet speed.
2.1.1.2 Consider switching to Google Chrome if problems 4.03 Agree 3
on JavaScript or Flash are encountered.
2.1.1.3 Increasing network security is a simple way to 4.07 Agree 1
improve internet speed and prevent others from leeching
off the network without permission.
2.1.1.4 Updating firmware regularly since it comes with 3.97 Agree 4
 50

improvements like bug fixes, improved security patches,

and other enhancements.
2.1.1.5 Disconnecting other devices that are not actively 4.04 Agree 2
used since it can bog down bandwidth.
Overall weighted mean 3.93 Agree

Table 4.4 shows the coping mechanisms on technical factors using internet.

Among the factors, “Increasing network security is a simple way to improve internet

speed and prevent others from leeching off the network without permission has the

highest mean of 4.07 and described as agree. While factor, “Moving closer to the router

to maintain the internet speed.” has the lowest mean of 3.53 and described as agree.

Overall the respondents described the coping mechanisms on technical factors using

internet as Agree.

According to (AVAIL Technology Team) one of the most obvious causes of slow

internet speeds is being too far from the router or access point. This is because the further

you are from the router, the more unreliable the connection will be. And the solution for

that is to simply move closer to the router. Another problem that you may face in internet

is lack of internet bandwidth, the solution for that is to disconnect any devices that you

are not actively using. Sometimes you network cannot be secure, so you need to act

immediately to prevent others in connecting on you network. Using a certain browser can

speed up your internet speed or if the browser is not reliable enough it can slow down

your internet speed, the perfect solution here is to find a certain browser that works very

well for your computer and does not contribute to slowing down your connection. Having

the right hardware will not be helpful if you do not keep it updated. Outdated firmware

can lead to "sticky client" behavior, which means a device will automatically connect to a

certain access point, even if there is one available closer to connect to. This results in
 51

slower internet speeds, hindering your access to online files and applications. To prevent

this, you need to actively update your firmware. Installation of your internet is also

important, you need to consider your access point types, if your network has an external

antenna, you need to make sure that it is pointing on the right direction.

Table 5
Coping Mechanisms on Technical Factors (Gadgets)

2.1.2 Gadgets Mean Description Rank

2.1.2.1 Uninstalling applications that are not in use to 4.17 Agree 3

make sure that mobile phone runs faster.
2.1.2.2 Dimming the screen brightness and turn off the 4.50 Agree 1
GPS, Wi-Fi and Bluetooth if not in use to save more
battery life
2.1.2.3 Carrying the phone in use in a fresh place to lessen 3.77 Agree 5
the risk of overheating.
2.1.2.4 Deleting unnecessary files and apps, phone calls 4.33 Agree 2
and text messages, and cleaning the cache data to help
the phone run faster.
2.1.2.5 Trying to go to the App Manager and force the 4.00 Agree 4
application to stop. If the problem still manifests, try to
uninstall and re-install it.
Overall weighted mean 4.15 Agree

Table 4.5 show the coping mechanism on technicalities using gadgets. Among

the factors, “Dimming the screen brightness and turn off the GPS, Wi-Fi and Bluetooth if

not in use to save more battery life.” has the highest mean of 4.50 and interpreted as

Agree. On the other hand, “Carrying the phone in use in a fresh place to lessen the risk

of overheating” has the lowest mean of 3.77 and described as agree. All the factors on

technicalities using gadgets are interpreted as Agree by the respondents. It means that all

the indicators in the survey questionnaire were agreed or satisfied by the respondents.

According to (Manuel Rozewski, 2020) everybody has experienced to have a

slow phone, to prevent this clean your cell phone and close or delete apps, files and clear
 52

the cache data. If you recently installed an app and your phone is not working well, you

should uninstall it and see if your mobile phone runs faster. Second common problem of

gadgets is bad battery life, to prevent this first, you should try to dim the screen

brightness and turn off the GPS, WiFi and Bluetooth if you are not using them. You can

also enable the Battery Saving Mode and see if your battery lasts longer. Bad battery life

is always connected to overheating phone, to prevent this try to carry your phone in a

fresh place and keep it away from the sun’s heat. You can also give your phone some

minutes to “refresh” and start using it again. Full storage is also a big problem to

gadgets, the possible solutions for this problem are the same: try to delete those files and

apps that you do not use anymore, you can also delete old calls and text messages and

clean the cache data.

Table 6
Coping Mechanisms on Psychological Factors (Social Oriented)

2.2.1 Social Oriented Mean Description Rank

2.2.1.1 Online class can be taken from the comfort of own 3.93 Agree 2.5
home.
2.2.1.2 Can easily complete the course on time and own 3.93 Agree 2.5
setting.
2.2.1.3 The inability to communicate with the teacher on 4.40 Agree 1
a daily basis, takes away the opportunity to gain
significant help on assignment and activities.
2.2.1.4 Can easily approach the teacher in an online class 3.00 Undecided 5
without any embarrassment.
2.2.1.5 Can focus on work and education since 3.90 Agree 4
confidentiality and trust with the teachers are present.
Overall weighted mean 3.83 Agree

Table 4.6 shows the coping mechanisms on Psychological Factors in social

orientation. Among the factors, “The inability to communicate with the teacher on a

daily basis, takes away the opportunity to gain significant help on assignment and
 53

activities.” has the highest mean of 4.40 and interpreted as Agree. While factor, “Can

easily approach the teacher in an online class without any embarrassment” has the

lowest mean of 3.00 and interpreted as Undecided. As we can see all the indicators are

interpreted as Agree by the respondents.

In an article published by Ryan Hickey he states the obvious, that online

education eliminates the ability to have that face-to-face interaction with a professor. He

then quotes an English Professor from the University of Virginia who said online

education creates more of a “monologue and not a real dialogue.” The inability to

communicate with your teacher on a daily basis takes away the opportunity to gain

significant help on an assignment and gain the trust that you need with a professor

(Hickey). Another points that Hickey brings up the requirement of self-discipline. “The

problem is the time management and organization skills necessary to stay on top of your

work, allot an appropriate amount of time to complete each task and balance your

coursework against other priorities in your life” (Hickey). If you struggle with

procrastination, then online education online increases the temptation to procrastinate.

There are still deadlines in an online education course, but the difficulty to make those

deadlines only increases as you need to rely on yourself and your own self-discipline to

not only remember, but to complete the assignments. The final point that Hickey

mentions is the requirement of self-direction. He brings up points in regard to meeting

with an academic advisor. Most universities require that students meet with an advisor to

set up their degree plan. They are designed to help a student along the way in receiving

their education.

Table 7
 54

Coping Mechanisms on Psychological Factors (Task Oriented)

2.2.2 Task oriented Mean Description Rank

2.2.2.1 More confident to present or report to the class 3.57 Agree 3

and learn additional knowledge.
2.2.2.2 Can easily submit work using Gmail and other 4.27 Agree 1
online learning platforms.
2.2.2.3 Satisfied with answers in every assignment and 3.50 Agree 4
can verify it to classmates.
2.2.2.4 See to it to always note deadlines and submit 4.20 Agree 2
requirements on time.
2.2.2.5 Can easily multi-task academic works and 3.41 Undecided 5
household chores.
Overall weighted mean 3.79 Agree

Table 4.7 shows the coping mechanisms on Psychological factors by task

oriented. Among the factors, “Can easily submit work using Gmail and other online

learning platforms.” has the highest mean of 4.27 and described as Agree. While factor,

“Can easily multi-task academic works and household chores” has the lowest mean of

3.41 and described as undecided. Overall the most of the respondents are agree on the

factors in coping mechanisms through psychological by task oriented category.

The authors indicate that there are three primary styles of coping with stress: task-

oriented, emotion-oriented, and avoidance-oriented coping (Endler and Parker, 1999).

Task-oriented coping attempts to solve or limit the impact of the stressful situation.

Emotion-oriented coping tries to limit the emotional impact of stress rather than resolve

the stressful situation. Avoidance-oriented coping uses distraction and diversion unrelated

to the stressful situation to reduce stress. The authors find that research in coping with

stress suggest that a task-oriented approach benefits people under great stress more than

the use of other coping strategies. “That is, task-oriented coping is associated with

problem resolution or amelioration more often than the use of other coping strategies.
 55

Alternatively, both emotion and avoidance-oriented coping strategies may exacerbate the

problematic situation” (Courbasson et al., 2002, p. 37).

Lazarus (1966) believes that coping: (a) serves to reduce the impact of harmful

events and to maintain a positive self-concept; (b) includes situational factors such as the

availability of resources coupled with individual factors including one's belief system and

other physical and emotional skills; (c) includes an appraisal of a situation and how that

situation may affect one's well-being, including the options and limitations of alternative

approaches to the situation; and (d) includes very basic options such as seeking more

information, asking others how they might resolve a stressful situation, and direct action.

Table 8
Coping Mechanisms on Psychological Factors (Emotion Oriented)

2.2.3 Emotion oriented Mean Description Rank

2.2.3.1 Satisfied with the flexible schedule of online class. 3.53 Agree 5
2.2.3.2 Playing online games sometimes to release stress. 3.63 Agree 3.5
2.2.3.3 Feels comfortable to communicate with the 3.63 Agree 3.5
teachers and co-students about academic works.
2.2.3.4 Finds it interesting to watch some video clips that 4.07 Agree 1.5
make learning fruitful.
2.2.3.5 Feels comfortable in doing assignments online 4.07 Agree 1.5
since there are lots of references on internet.
Overall weighted mean 3.79 Agree

Table 4.8 shows the coping mechanisms on psychological factors on emotion

oriented. Among the factors, both “Feels comfortable in doing assignments online since

there are lots of references on internet.” and “Finds it interesting to watch some video

clips that make learning fruitful.” has the highest mean of 4.07 and interpreted as Agree.

While factor, “Satisfied with the flexible schedule of online class.” has the lowest mean
 56

of 3.53 and interpreted as Agree. All the indicators on the psychological factors on

emotion oriented are all described by the respondents as Agree. According to (Endler and

Parker, 1999), emotion-oriented coping tries to limit the emotional impact of stress rather

than resolve the stressful situation.

3. Is there any significant relationship between the gender of the respondent on

the coping mechanism of the 3rd year BSRT students of Arellano University,
Legarda Campus S.Y. 2020-2021 in terms of:

Table 9
Significant Difference on the Assessment of Technical Factors by
Gender

Gender Mean t-computed t-tabular Description Decision

Male 3.96 Not Accept
Female 4.10
0.95 1.74 significant Ho

Table 4.9 shows the significant difference on the Assessment of Technical Factors

by Gender. Since the t-computed value of 0.95 is less than t-tabular value of 1.74 with 17

degrees of freedom. We, therefore, accept the null hypothesis. There is no significant

difference on the assessment of both male and female on the coping mechanism in

technical factors. It implies that each gender has the same impression on the coping

mechanisms in technical factors. Since all the indicators are interpreted as Agree we

therefore conclude that both genders are satisfied and do those mentioned factors under

technical.

Table 10
 57

Significant Difference on the Assessment of Psychological Factors by

Gender

Gender Mean t-computed t-tabular Description Decision

Male 3.95 Not Accept
Female 3.74
1.59 1.70 Significant Ho

Table 4.10 shows the significant difference on the Assessment of Psychological

factors by gender. Since the t computed value of 1.59 is less than t tabular value of 1.70

with 25 degrees of freedom, we therefore accept the null hypothesis. There is no

significant difference on the assessment of male and female on the psychological factors.

It implies each gender has the same impression on the coping mechanisms in

psychological factors. Since all the indicators are interpreted as Agree we therefore

conclude that both genders are satisfied and do those mentioned factors under

psychological.

4. Knowing and giving possible recommendation to the coping mechanism of

the 3rd year BSRT students of Arellano University, Legarda Campus S.Y.
2020-2021.

Based on the findings of this study, the following are strongly recommend by the

researchers:

1. The school administration and stakeholders must consider those coping

mechanism of both male and female radiology students during online class, and to

continue the distribution of the globe prepaid internet modem to the enrolled

students, since it helps those students who doesn’t have personal Wi-Fi.
 58

2. The school officials must encourage students the right way to handle school paper

works, also must conduct a webinar on mental health awareness.

3. Students must change their Wi-Fi password to prevent unknown people to

connecting to their network and dimming your screen brightness is an effective way to

prolong your battery life. Closing unused apps and phone features will also do the trick.

4. Future researchers are encouraging to conduct a same study to find out if there is

a significant difference between male and female on the coping mechanism of the

students.

CHAPTER V

Summary of Findings, Conclusion, and Recommendations

This research attempts to know the coping mechanisms of the Third Year B.S. Radiology

Technology students of Arellano University, Legarda Campus S.Y. 2020-2021 on E-

Learning system.

More specifically, it seeks to find the answers to the following questions:

1.) What is the demographic profile of the respondents in terms of:

a.) Age
 59

b.) Gender

2.) What are the coping mechanisms of 3rd year BSRT students of Arellano

University, Legarda Campus S.Y. 2020-2021 on E-Learning system in terms of:

a.) Technical Factors

 Internet

 Gadgets

b.) Psychological Factors

 Social oriented

 Task oriented

 Emotion oriented

3.) Is there any significant relationship between the demographic profile of the

respondent on the coping mechanism of the 3rd year BSRT students of Arellano

University, Legarda Campus S.Y. 2020-2021 in terms of:

a.) Technical Factors

 Internet

 Gadgets

b.) Psychological Factors

 Social oriented

 Task oriented

 Emotion oriented

4.) Knowing and giving possible recommendation to the coping mechanism of the 3 rd

year BSRT students of Arellano University, Legarda Campus S.Y. 2020-2021.

Summary of Findings
 60

1. Majority of the respondents are female which is 77 percent of the total population

or 23 out of 30 respondents. While 7 percent are male or 7 out of 30 respondents.

2. Ages between 18-20 got 37 percent or 11 out of 30 sample size. The rest 63

percent or 19 out of 30 are ages between 21-23.

3. Technical factors got the highest mean of 4.04 and described as Agree by the

respondents. While psychological factor got 3.80 and described at Agree. It is also

shown that respondents are Agree on all the factors on coping mechanism

strategies.

4. Among the factors, “Increasing network security is a simple way to improve

internet speed and prevent others from leeching off the network without

permission.” has the highest mean of 4.07 and described as agree. While factor,

“Moving closer to the router to maintain the internet speed.” has the lowest mean

of 3.53 and described as agree. Overall the respondents described the coping

mechanisms on technical factors using internet as Agree.

5. Among the factors, “Dimming the screen brightness and turn off the GPS, Wi-Fi

and Bluetooth if not in use to save more battery life” has the highest mean of 4.50

and interpreted as Agree. On the other hand, “Carrying the phone in use in a

fresh place to lessen the risk of overheating.” has the lowest mean of 3.77 and

described as agree. All the factors on technicalities using gadgets are interpreted

as Agree by the respondents. It means that all the indicators in the survey

questionnaire were agreed or satisfied by the respondents.

6. Among the factors, “The inability to communicate with the teacher on a daily

basis, takes away the opportunity to gain significant help on assignment and
 61

activities.” has the highest mean of 4.40 and interpreted as Agree. While factor,

“Can easily approach the teacher in an online class without any

embarrassment.” has the lowest mean of 3.00 and interpreted as undecided. As

we can see all the indicators are interpreted as Agree by the respondents.

7. Among the factors, “Can easily submit work using Gmail and other online

learning platforms” has the highest mean of 4.27 and described as Agree. While

factor, “Can easily multi-task academic works and household chores.” has the

lowest mean of 3.41 and described as undecided. Overall the most of the

respondents are agree on the factors in coping mechanisms through psychological

by task oriented category.

8. Among the factors, both “Feels comfortable in doing assignments online since

there are lots of references on internet.” and “Finds it interesting to watch some

video clips that make learning fruitful.” has the highest mean of 4.07 and

interpreted as Agree. While factor, “Satisfied with the flexible schedule of online

class.” has the lowest mean of 3.53 and interpreted as Agree. All the indicators on

the psychological factors on emotion oriented are all described by the respondents

as Agree.

9. There is no significant difference on the assessment of both male and female on

the coping mechanism in technical factors. It implies that each gender has the

same impression on the coping mechanisms in technical factors. Since all the

indicators are interpreted as Agree we therefore conclude that both genders are

satisfied and do those mentioned factors under technical.

 62

10. There is no significant difference on the assessment of male and female on the

psychological factors. It implies each gender has the same impression on the

coping mechanisms in psychological factors. Since all the indicators are

interpreted as Agree we therefore conclude that both genders are satisfied and do

those mentioned factors under psychological.

Conclusion

The researchers concluded that most of the respondents agreed on the coping

mechanism during online class in both technical and psychological factors. It was also

finding out that there is no significant difference on the assessment of both male and

female on the coping mechanism in both technical and psychological factors. It implies

that both male and female have the same strategies to cope up with stress during online

class in either technical problems or psychological problems. Those technical issues and

psychological problems are being solved by the respondents on the same level of coping

style or mechanisms.

Recommendations

Based on the findings of this study, the following are strongly recommend by the

researchers:

1. The school administration and stakeholders must consider those coping

mechanism of both male and female radiology students during online class, and to

continue the distribution of the globe prepaid internet modem to the enrolled

students, since it helps those students who doesn’t have personal Wi-Fi.
 63

2. The school officials must encourage students the right way to handle school paper

works, also must conduct a webinar on mental health awareness.

3. Students must change their Wi-Fi password to prevent unknown people from

connecting to their network. Also, dimming the screen brightness is an effective

way to prolong your battery life. Closing unused apps and phone features will also

do the trick.

4. Future researchers are encouraged to conduct a same study to find out if there is a

significant difference between male and female on the coping mechanism of the

students.

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 64

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J. P. T. (2020). THE STATUS OF THE IMPLEMENTATION OF THE E-LEARNING
CLASSROOM IN SELECTED HIGHER EDUCATION INSTITUTIONS IN REGION
 67

IV-A AMIDST THE COVID-19 CRISIS. Journal of Critical Reviews, 7(11), 1–5.:
https://doi.org/10.31838/jcr.07.11.41
N. Mazo, G. (2015). Causes, Effects of Stress and the Coping Mechanism of the Bachelor
of Science in Information Technology Students in a Philippine University. Journal of
Education and Learning (EduLearn), 9(1), 71.:
https://doi.org/10.11591/edulearn.v9i1.1295

Megan M. Kelly, Ph.D., Audrey R. Tyrka, M.D., Ph.D., Lawrence H. Price, M.D.,

and Linda L. Carpenter, M.D.(2015). SEX DIFFERENCES IN THE USE OF COPING
STRATEGIES: PREDICTORS OF ANXIETY AND DEPRESSIVE SYMPTOMS:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4469465/
AVAIL Technology Team. Common, Everyday Internet Problems and Their Solutions:
https://www.availtechsolutions.com/blog/common-internet-problems?
fbclid=IwAR0_YJlGa67nOup_iBB43y0xrW_gsIL08kDr-LW560waOeRtb7yb-aecyHs

Manuel Rozewski. (2020). 20 Common Mobile Phone Problems & Their Solutions:
https://www.simoptions.com/mobile-phone-troubleshooting/?
fbclid=IwAR1vJzmC59ErlOjXkvVl2VjllZBmB5kqbRh_WiNSQhWDht0GuXJ8ff2q5m4

Salt Lake Community College. Societal Impacts and Effects of Online

Education:http://slccocsw.org/societal-impacts-effects-online-education/?
fbclid=IwAR1jC7eKldhXW9rJphXzvp3_kE8Zs30bZR1dumgVEfZbLOqfxw_-pckMis4
Morley D. Glicken DSW. (2009). Evidence-Based Practice and Resilient Children and
Adolescents:
https://www.sciencedirect.com/topics/psychology/task-oriented-coping?
fbclid=IwAR36elrtvJF26UKBPrfzvSdcxiE7G5tkzdFmDoPAnfoJL74hpfxu89G6On4#:~:
text=Task%2Doriented%20coping%20attempts%20to,stressful%20situation%20to
%20reduce%20stress
healthline. 7 Emotion-Focused Coping Techniques for Uncertain
Times:https://www.healthline.com/health/emotion-focused-coping?
fbclid=IwAR1jC7eKldhXW9rJphXzvp3_kE8Zs30bZR1dumgVEfZbLOqfxw_-pckMis4
68
 69

APPENDICE
S
 70

APPENDIX A
 71

APPENDIX B
February 17, 2021

MRS. MA. GLENDA A. MONDIGUING, RRT, MAHSE

Program Chair, College of Radiologic Technology
Arellano University-Legarda, Manila

Dear Madam,
Greetings of peace and prosperity!
We, the third year Radiologic Technology students are currently working on our thesis
entitled: “Coping Mechanism of 3rd Year B.S Radiologic Technology Students of
Arellano University, Legarda Campus, S.Y. 2020-2021 on E-Learning System”. For
data gathering, the researchers will be using Survey Questionnaires as an instrument of
the study to be distributed to the respondents in each allied health courses through Google
forms.
In this regard, may we have the honor to ask permission from your good office to
distribute the Survey Questionnaires to your third-year students as they are the targeted
respondents of this study? Rest assured that whatever inputs that will be gathered in this
study will be treated with utmost confidentiality.
Thank you very much in advance and more power ahead.

Noted by:

Respectfully yours,

GONZALES, IVAN ANGELO D.

MIRANDILLA, JOSHUA M.

RAMOS, CHRISTOPHER M. JR
BS Radiologic Technology Researchers

Noted by:

MR. DENNIS G. MAXIMO, RRT, CRT, MAED, ED. D, PH. D

 72

APPENDIX C
Thesis Adviser

SURVEY QUESTIONNAIRE VALIDATION

RESEARCHER/S: Gonzales, Ivan Angelo D. VALIDATOR: Alinor M. Camal
Mirandilla, Joshua M.
Ramos, Christopher M. Jr
SCHOOL: Arellano University SCHOOL: Arellano
University
OFFICE: College of Arts
and Sciences
COURSE: Bachelor of Science in EXPERTISE: Mathematics
Radiologic Technology Education,
Statistics, and
Research
MAJOR: Radiologic Technology POSITION: Professor Lecturer
1

Below are number of statements regarding how the following

instrument for the study was constructed. Please read one and
indicate to what extent you agree or disagree with each
statement.

4 –Strongly Agree
3- Agree
2 –Disagree
1 -Strongly Disagree
Indicator 4 3 2 1
1. It is free from grammatical errors. 

2. The direction is clear and concise. 

3. The description in the Likert scale is 

appropriate.
4. The items will surely elicit the needed 
data.
5. The items are enough to measure what it 
wants to measure.

Alinor M. Camal MAEd, LPT

 73

Validator

APPENDIX D

ARELLANO UNIVERSITY
2600Legarda St., Sampaloc, 1004 Manila
College of Arts and Sciences

STATISTICIAN’S CERTIFICATION

This is to certify that this research study entitled “Coping Mechanisms of Third

Year BS Radiologic Technology Students of Arellano University, Legarda Campus,

S.Y. 2020-2021, on E-learning System“ was prepared and submitted by Ivan Angelo D.

Gonzales, Joshua M. Mirandilla and Christopher M. Ramos Jr. in partial fulfillment

for the degree of Bachelor of Science Radiologic Technologist has been statistically

reviewed by the undersigned.

Prof. Alinor M. Camal, MAED, LPT

CAS Mathematics Instructor
APPENDIX E
 74

COPING MECHANISMS OF THIRD YEAR B.S. RADIOLOGIC TECHNOLOGY

STUDENTS OF ARELLANO UNIVERSITY, LEGARDA CAMPUS,
S.Y. 2020-2021, ON E-LEARNING SYSTEM
Direction: Please read carefully and check () the corresponding boxes for your

answer(s).

1. Demographic Profile

Name (Optional): _______________________________

1.1 Sex:

Male

Female

1.2 Age

18-20

21-23

24- above

2. Coping mechanism in every problem in terms of Technical and

Psychological Factors.

Directions: Read each item carefully. Put a check mark ( / ) in the cells that
corresponds to your response. Use the legend below to answer the statements.
Point Interval Descriptive Equivalent
5 4.50-5.00 Strongly Agree

4 3.50-4.49 Agree

3 2.50-3.49 Undecided

2 1.50-2.49 Disagree

1 1.00-1.49 Strongly Disagree

 75

2.1 Technical Factors 5 4 3 2 1

2.1.1 Internet

2.1.1.1 Moving closer to the router to maintain the internet

speed.
2.1.1.2 Consider switching to Google Chrome if problems on
JavaScript or Flash are encountered.
2.1.1.3 Increasing network security is a simple way to improve
internet speed and prevent others from leeching off the
network without permission.
2.1.1.4 Updating firmware regularly since it comes with
improvements like bug fixes, improved security patches, and
other enhancements.
2.1.1.5 Disconnecting other devices that are not actively used
since it can bog down bandwidth.
2.1.2 Gadgets 5 4 3 2 1

2.1.2.1 Uninstalling applications that are not in use to make

sure that mobile phone runs faster.
2.1.2.2 Dimming the screen brightness and turn off the GPS,
Wi-Fi and Bluetooth if not in use to save more battery life
2.1.2.3 Carrying the phone in use in a fresh place to lessen the
risk of overheating.
2.1.2.4 Deleting unnecessary files and apps, phone calls and
text messages, and cleaning the cache data to help the phone
run faster.
2.1.2.5 Trying to go to the App Manager and force the
application to stop. If the problem still manifests, try to
uninstall and re-install it.
2.2 Psychological Factors 5 4 3 2 1

2.2.1 Social oriented

2.2.1.1 Online class can be taken from the comfort of own
home.
2.2.1.2 Can easily complete the course on time and own
setting.
2.2.1.3 The inability to communicate with the teacher on a
daily basis, takes away the opportunity to gain significant help
on assignment and activities.
2.2.1.4 Can easily approach the teacher in an online class
without any embarrassment.
2.2.1.5 Can focus on work and education since confidentiality
and trust with the teachers are present.
2.2.2 Task oriented 5 4 3 2 1
 76

2.2.2.1 More confident to present or report to the class and

learn additional knowledge.
2.2.2.2 Can easily submit work using Gmail and other online
learning platforms.
2.2.2.3 Satisfied with answers in every assignment and can
verify it to classmates.
2.2.2.4 See to it to always note deadlines and submit
requirements on time.
2.2.2.5 Can easily multi-task academic works and household
chores.
2.2.3 Emotion oriented 5 4 3 2 1

2.2.3.1 Satisfied with the flexible schedule of online class.

2.2.3.2 Playing online games sometimes to release stress.
2.2.3.3 Feels comfortable to communicate with the teachers
and co-students about academic works.
2.2.3.4 Finds it interesting to watch some video clips that make
learning fruitful.
2.2.3.5 Feels comfortable in doing assignments online since
there are lots of references on internet.
 77

APPENDIX F

Summary on Coping Mechanisms of Third Year B.S. Radiologic Technology

Students of Arellano University, Legarda Campus,

S.Y. 2020-2021, On E-Learning System

Microsoft Excel Output

 78

APPENDIX G

Summary of both Male and Female on Coping Mechanisms of Third Year B.S.

Radiologic Technology Students of Arellano University, Legarda Campus,

S.Y. 2020-2021, On E-Learning System

Microsoft Excel Output

MALE
 79

FEMALE
 80

APPENDIX H
Test of Significant Difference between Male and Female on Coping Mechanisms of
Third Year B.S. Radiologic Technology Students of Arellano University,

Legarda Campus, S.Y. 2020-2021, On E-Learning System

Microsoft Excel Output

TECHNICAL

PSYCHOLOGICAL
 81

APPENDIX I

Name: Ivan Angelo D. Gonzales

Address: 357 Tangos, Baliuag, Bulacan

Contact Number: 0945-207-2784

Personal Information
Age: 20 y/o
Gender: Male
Date of Birth: December 12, 2000
Place of Birth: Baliuag, Bulcan
Citizenship: Filipino
Civil Status: Single
Height: 5’9
Weight: 100 kg

Education Attainment
Primary: Baliuag University
Baliuag, Bulacan
(2006-2011)
Arellano University
2600 Legarda St., Sampaloc, Manila
(2011-2012)
Secondary: Arellano University
2600 Legarda St., Sampaloc, Manila
(2012-2018)
Tertiary: Arellano University
Bachelor of Science in Radiologic Technology
2600 Legarda St., Sampaloc, Manila
(2018-Present)
 82

Name: Joshua M. Mirandilla

Address: 2 Mindanao ave. cor. Batanes St., Brgy. Sto.

Niño, Quezon City

Contact Number: 0939-352-1949

Personal Information
Age: 21 y/o
Gender: Male
Date of Birth: October 15, 1999
Place of Birth: Quezon City
Citizenship: Filipino
Civil Status: Single
Height: 5’9
Weight: 75 kg

Education Attainment
Primary: Doña Aurora A. Quezon Elementary School
Cordillera, Quezon City
(2006-2012)
Secondary: The National Teachers College
629 J. Nepomuceno St, Quiapo, Manila
(2012-2018)
Tertiary: Arellano University
Bachelor of Science in Radiologic Technology
2600 Legarda St., Sampaloc, Manila
(2018-Present)
 83

Name: Christopher M. Ramos Jr

Address: USA street, Parang-parangan, Binagbag Angat,

Bulacan

Contact Number: 0917-168-0305

Personal Information
Age: 21 y/o
Gender: Male
Date of Birth: October 30, 1999
Place of Birth: Baliwag, Bulacan
Citizenship: Filipino
Civil Status: Single
Height: 5’6 half
Weight: 60 kg

Education Attainment
Primary: Good Samaritan Christian School
915 Quezon Avenue, Sta. Cruz, Quezon City, Metro Manila
(2006-2012)
Secondary: Colegio de Sta.Monica de Angat
Poblacion, Angat, 3012, Bulacan
(2012-2018)
Tertiary: Arellano University
Bachelor of Science in Radiologic Technology
2600 Legarda St., Sampaloc, Manila
2018-Present