SCHEDULING SCHEME, PERCEIVED ACADEMIC WORKLOAD, AND

PSYCHOSOCIAL ASPECT OF LEARNING AMONG

COLLEGE STUDENTS IN A UNIVERSITY

IN ILOILO CITY

A Research Proposal

Presented to

The Faculty of the College of Nursing

Central Philippine University

Iloilo City

In Partial Fulfillment

Of the Requirements for the Course

BACHELOR OF SCIENCE IN NURSING

By
Kean Cheina G. Calderon
Mary H. Buenavista
Goergie Ann L. Bulatao
Kate Marie D. Cabillo
Pol Xyrenne M. Cadiente
Kym C. Cordero

January 2021

i
 ACKNOWLEDGEMENT

The researchers would like to express their warmest gratitude to the following

that have their opinions, ideas and helped the researchers to make this research

possible:

First of all, to our Almighty God for helping us, whose unwavering light hovered

above us when we needed guidance the most and whose unending love He wrapped

around us through our ups and down, and whose omniscience have given us the

information of what we have to do for our study‘s success;

To Melba C. Sale, MAN, RN, our research adviser, for guiding us from Chapters I

until Chapter III. Though there were times of inconvenience and technical difficulties, she

never gave up on us and kept on helping us succeed for our research study;

To Charlie D. Baldon, PhD., FRIN, MN,RN, for her encouragement and insightful

comments that have guided us along the way;

To our family and friends for their overwhelming love and support. They have

provided the financial needs and put their utmost trust for us to finish our life as a

student and assure us that they will continue supporting where our happiness is. To

God be the Glory.

 TABLE OF CONTENTS

PAGE

TITLE PAGE i

ACKNOWLEDGEMENTS ii

CHAPTER

I INTRODUCTION

Background and Rationale of the Study 1

Objectives of the Study 4

Theoretical Framework of the Study 5

Conceptual Framework of the Study 6

Hypotheses 8

Operational Definitions of Variables 9

Significance of the Study 13

Scope and Limitation of the Study 14

II REVIEW OF RELATED LITERATURE

What is Scheduling Scheme? 15

What is Academic Workload? 17

What is Psychosocial Aspect of Learning? 19

REVIEW OF RELATED STUDIES

Sex and Scheduling Scheme 22

Sex and Academic Workload 23

Age and Psychosocial Aspect of Learning 23

Scheduling Scheme and Academic Workload 24

Scheduling Scheme and Psychosocial Aspect of Learning 26

iii
 Academic Workload and Psychosocial Aspect of Learning 28

Summary of Related Literature and Related Studies 29

PAGE

III METHODOLOGY

Research Design 32

Study Population and Sampling Procedure 32

Research Instrumentation 33

Validity and Reliability of Instruments 37

Data Collection 38

Ethical Consideration 38

Data Processing and Statistical Analysis 39

Statistical Matrix 39

IV RESULTS AND DISCUSSIONS

Profile of the Respondents 41

Scheduling Scheme of the Respondents 42

Academic Workload of the Respondents 43

Overall Academic Workload of Respondents 44

Respondent‘s Psychosocial Aspect of Learning 45

Considering Individual Items

Autonomy and Environmental Mastery 45

Personal Growth and Positive Relations with Others 47

Purpose in Life and Self-Acceptance 48

Social Contact and Social Isolation 50

Specific Domains of Psychosocial Aspect of Learning 51

iv
 Overall Psychosocial Aspect of Learning of the Respondents 54

PAGE

Scheduling Scheme and Autonomy 54

Scheduling Scheme and Environmental Mastery 55

Scheduling Scheme and Personal Growth 56

Scheduling Scheme and Positive Relations with Others 57

Scheduling Scheme and Purpose in Life 58

Scheduling Scheme and Self-Acceptance 60

Scheduling Scheme and Social Contact 61

Scheduling Scheme and Social Isolation 62

Scheduling Scheme and Overall Psychosocial Aspect 63

Of Learning

Academic Workload and Autonomy 64

Academic Workload and Environmental Mastery 65

Academic Workload and Personal Growth 66

Academic Workload and Positive Relations with Others 67

Academic Workload and Purpose in Life 68

Academic Workload and Self-Acceptance 69

Academic Workload and Social Contact 70

Academic Workload and Social Isolation 71

Academic Workload and Overall Psychosocial Aspect 72

Of Learning

V SUMMARY, CONCLUSIONS, RECOMMENDATIONS

Summary 74

Major Findings 76

v
 Conclusions 77
Recommendations 78
PAGE

REFERENCES 79
APPENDICES

Appendix A: Informed Consent 88

Appendix B: Letter of Approval to the Dean 92

Appendix C: Letter to Validators 94

Appendix D: Questionnaire 100

Appendix E: Budget 104

Appendix F: Schedule of Research Activities 105

vi
 CHAPTER 1

INTRODUCTION

Background and Rationale of the Study

University education is a time of transition and change, the fresh interactions that

may lead to extreme cognitive and psychosocial difficulties. Students at universities tend

to work in a dynamic combination of physical, psychosocial, and socio-cultural settings

with differing ranges of difficulties. These inquiries have also sought to understand the

relationship between class schedules and students‘ academic achievement, studies

have shown that the association between the academic performance of undergraduate

students, as calculated by grading scale received, and the time of day at which classes

are taken, is explored by Dills and Hernandez-Julian (2008).

Globally, online learning should have the potential to create educational

opportunities for individuals who may have faced unsurpassable barriers prior to the

expansion of online educational programs. It appeals to diverse populations of students

with ranging academic needs that traditional education classes are deficient or incapable

of meeting. The demand for online courses is derived from a push to provide quality

education to all students, regardless of location and time (Chaney, 2010). Also,

according from a study of You and Kang (2014), learners who are able to hone in on

their self-regulated learning skills frequently utilized time management, reviewed

material regularly, sought help from professors or peers, meet deadlines, and had the

skill of metacognition in order to reflect upon their own learning. Online education is less

stressful because of the natural flexibility built into the programs. There is no waking up

for 7am classes or rushing through traffic to get to class on time. The programs are

designed to be flexible which allows students to learn at their own pace. This flexibility
 2

reduces stress which allows students to focus on the topic without having to worry about

falling behind (ECPI University, 2020).

According to Long (2020), hybrid schedules claim that students are getting more

sleep naturally that aligns with teenagers‘ sleep schedules, while others claim they are

getting less because sleep patterns are messed up when students aren‘t at school five

days a week. Students were reported to experience anxiety and they used time

management and indulged in leisure activities to deal with academic stress. Stress-

inducing academic demands include grade competition; lack of time and issues relating

to time or task management (Kausar, 2010). The hybrid schedule seems to be shifting

the ratio of learning to practicing in a negative way such as less learning but more

homework. Students are only in each class once a week and with limited time with

teachers in-person makes it difficult to understand the concepts. Consequently, when

they are trying to complete their many homework assignments on remote days, students

often feel confused, frustrated, and overwhelmed (Young, 2020).

In the Philippines, according to Joaquin, J., et al (2020), it claimed that at the

time of quarantines and viral outbreaks, it would seem that online learning is the only

viable way to continue learning at a distance. This, however, seems to rest on a

mistaken assumption. It should be emphasized that online learning is just one mode of

distance education. Mental health issues are the leading impediment to academic

success. Mental illness can affect students‘ motivation, concentration, and social

interactions—crucial factors for students to succeed in higher education (Son, C. et al.,

2020). Online school was confusing to adjust to as students had not been prepared

through simulations or practices beforehand. The home-learning program is reported to

be even more stressful than regular classrooms. Many students participating in home-

learning programs say that the workload of online classes is larger than that of regular

classes. The general consensus is that home-learning programs although highly

 3

beneficial and a good alternative to school still require some time for the students to get

used to as it is a novel concept and not many are experienced with them (Angdhiri,

2020).

In Iloilo City, based on the researchers‘ observations, there is one university that

implements a hybrid schedule for the conduct of online classes. In this type of schedule,

the semester will be split into 3 sub-terms of 6 weeks (or the equivalent number of class

days). This implies that the topic load of students is also divided into 3, with one third of

the student's load or subjects will be allocated to each sub-term. According to the

university, introducing this schedule ensures the delivery of online classes is not too

heavy and exhausting for students and faculty members. For each sub-term, this will

also give the students and faculty members more time to concentrate on the subjects.

If done correctly, a hybrid learning scenario can be beneficial for everyone

involved. Aside from the importance of in-person learning for kids, the opportunity to

develop social and emotional skills, get physical exercise, and have access to mental

health support, regular meals, internet access, and counseling; another significant

benefit of the hybrid model is the long-awaited socialization the kids will get (Goode &

Shinkle, 2020). Stress around the time of learning is thought to enhance memory

formation, thus leading to robust memories, stress markedly impairs memory retrieval,

bearing, for instance, the risk of underachieving at exams. Recent evidence further

indicates that stress may hamper the updating of memories in the light of new

information and induce a shift from a flexible, ‗cognitive‘ form of learning towards rather

rigid, ‗habit‘-like behavior (Vogel, 2016). Students who have assignments due for

submission everyday may grow anxiety that is likely to lead them to stress. Any student

who wants to excel academically and avoid carrying over courses, most students spends

his/her time readings thereby losing his/her sleep which may at long run lead to stress

(Chronicle, 2014). Therefore, with the limited literature and studies, there is a need to
 4

conduct a study in order to determine the influence of academic workload and

scheduling scheme to the psychosocial aspects of learning.

Objectives of the Study

This study aims to determine the scheduling scheme, perceived academic

workload, psychosocial aspect of learning among college students in a University in Iloilo

City.

Specifically this study aims to:

1. Determine the respondent‘s scheduling scheme in terms of hybrid and non-

hybrid learning;

2. Determine the respondent‘s academic workload;

3. Determine the respondent‘s psychosocial aspect of learning in terms of

autonomy, environmental mastery, personal growth, positive relations with

others, purpose in life, self-acceptance, social contact, and social isolation;

4. Determine if there is a significant relationship between the respondent‘s

scheduling scheme in terms of hybrid and non-hybrid learning, and the

psychosocial aspect of learning in terms of autonomy, environmental

mastery, personal growth, positive relations with others, purpose in life, self-

acceptance, social contact, and social isolation;

5. Determine if there is a significant relationship between the respondent‘s

scheduling scheme in terms of hybrid and non-hybrid learning and the

academic workload;

6. Determine if there is a significant relationship between the respondent‘s

academic workload, and the psychosocial aspect of learning in terms of

autonomy, environmental mastery, personal growth, positive relations with

others, purpose in life, self-acceptance, social contact, and social isolation.

 5

Theoretical Framework of the Study

This study is anchored to Albert Bandura‘s Social Learning Theory. According to

Bandura, there are multiple ways children are socialized to worry about their academics.

Originally Bandura used this theory to study children‘s aggression but it has since been

used to examine a variety of behaviors and phenomena within human development,

psychology, etc. The theory states that people, especially children, learn behaviors as a

result of those that are modeled to them and through the instructions given to them. By

observing those around them and navigating the interplay of positive and negative

reinforcements they learn how to behave as expected (Bandura & McClelland, 1977).

His work on self-efficacy examined how humans cope, how much energy will be

expended and how much time will pass as they change behaviors in order to persevere.

Human interaction helps support self-efficacy and human connection is as important

today as it was long ago. With the pandemic, online environments make social

connections even more important as instructors do not have the opportunity to meet with

their students face to face in a classroom. Online students often feel isolated, which may

decrease motivation and increase attrition. When learning occurs entirely through

computer-mediated instruction, an important part of the instructor‘s role is ensuring the

learning environment is ―people focused‖ or humanized (Dupin-Bryant, 2005). As he

considered students who have a higher self-efficacy, they in turn higher aspirations for

themselves, showed greater strategic flexibility in the search for solutions, achieved

higher intellectual performances, and were more accurate in evaluating the quality of

their performances than students of equal cognitive ability who were led to believe they

lacked such capabilities.

As applied in this study, scheduling scheme and academic workload could

directly influence the psychological aspect of learning of students. In terms of scheduling

scheme, online interactions is more challenging than face to face as there are some
 6

cues which cannot be relayed in an online platform like body language, facial

expression, and tone of voice. Establishment of relationships also posed an importance

as this increases students engagement which stimulates learning. Without this, learners

will have a negative impact on their learning, self-esteem may be low, and there will be

no perseverance. With the manifestation of perceived heavy or unimaginable academic

workload, learners will feel pressure and stress leading to inefficient learning strategies,

procrastination, or a desire to withdraw or drop the subject or program. This warns that

learners maybe bombarded by information and, if the complexity of instructional

materials is not properly managed, this will result to cognitive overload leading to have

an impact schema acquisition thus resulting in poor performance (Sweller, 1988).

Introducing more innovative assessment methods rather than focusing on summative

assessment could help here. More formative assessments could alleviate the problem of

students leaving substantial assessments until close to the deadline; encourage better

time management, and a deep approach to learning (Bandura, 1997).

Conceptual Framework of the Study

In this study, psychosocial aspect as a behavior is presumed to be influenced by

personal characteristics and academic workload. Personal characteristics and academic

workload affects the psychosocial aspect of learning of an individual as excessive levels

of academic stress can result in an increased prevalence of psychological and physical

problems like depression, anxiety, nervousness and stress related disorders, which in

turn can affect their academic results (Thakkar, A., 2018). According to Liu, Ping,& Gao

(2019), studies in the United States indicate that psychosocial aspect of learning of

students worsen over time as seniors scored higher on depression, anxiety, and stress

scales compared to freshmen and juniors . It is also demonstrated that, as an indicator

of psychosocial aspect of learning of students among students, amount of psychological

 7

stress is more prevalent at the start of the college year and therefore, first college year

have less psychosocial aspect of learning of students (Bordbar, Nikkar, Yazdani,&

Alipoor, 2011). Gender also posed a significant difference in psychosocial aspect of

learning with men scoring higher than women in self-acceptance and autonomy while

women scoring higher in personal growth and positive relation with others (Matud,

Lopez-Curbelo & Fortes, 2019).

A study from The Research Alliance for New York City Schools, it shows that

learning environments play a significant role in student success. As most people would

agree that some environments are more conducive to learning and academic

performance like having a quiet and peaceful room conducive for learning. The study

also shows how much influence environments have on student success (Street, 2017).

In online class, as students are at home, there are many factors which may contribute to

disruption of learning for a student like having chores, noisy background, and the low

bandwidth of internet connection.

Furthermore, previous studies have found that improvement in academic

performance of students is dependent on a combination of teachers, students, and

school (Abdulai, Amuzu, & Ankalibazuk, 2017). Another study shows only 6% of

students said they found their homework ―very useful‖ in preparing them for learning,

tests, papers or projects, and many experienced stress, compromising health and a lack

of balance. According to a study conducted by Peslak, Kovacs et al. (2014), age and

gender of students had no significant impact on traditional university on-ground

education while during online education only the age had a significant impact as older

students see online education as more effective than younger students. It is a bit

counterintuitive as young ones were perceived as more tech savvy and can easily adapt

to technology. Thus, maturity and self-discipline allow greater success on the part of the

older individuals which is a setback for the younger learners. For hybrid instruction, it
 8

was found out that gender and age do have an impact on the level of perceived

effectiveness of hybrid instruction as both older and female learners see this as more

effective way of learning while male learners are perceived to not see hybrid instruction

as effective as maturity aspect may be considered as one of the reason for males not

approving of hybrid instruction.

Regardless of age, gender, year level, time is one of the most significant assets

that a person can have. Time management abilities for students are particularly relevant

in today's busy world. It will take some time to do everything a person ever wishes to do

or achieve in his or her lifetime. Most students have an increased academic workload

with a rise in stress. Increased workload may also influence the student's mental health

psychosocial aspect of learning, so overloading students with exam dates may have

detrimental impacts on the performance of the student.

INDEPENDENT VARIABLES DEPEDENT VARIABLE

Scheduling Scheme
Psychosocial Aspect of

Learning

Academic Workload

Figure 1. Schematic diagram showing the relationship among variables of the study.

Hypotheses

1. There is no significant relationship between the respondent‘s scheduling scheme

in terms of hybrid and online learning, and the psychosocial aspect of learning in

terms of autonomy, environmental mastery, personal growth, positive relations

with others, purpose in life, self-acceptance, social contact, and social isolation;
 9

2. There is no significant relationship between the respondent‘s scheduling scheme

in terms of hybrid and non-hybrid learning and the academic workload i;

3. There is no significant relationship between the respondent‘s academic workload,

and the psychosocial aspect of learning in terms of autonomy, environmental

mastery, personal growth, positive relations with others, purpose in life, self-

acceptance, social contact, and social isolation.

Operational Definitions of Variables

Independent Variables

Scheduling Scheme. This refers to the consideration of a solution of a problem in

schedule (IGI Global, 2020). In this study, it refers to the type of scheduling used by the

college department specifically hybrid or non-hybrid scheduling of classes of the

respondents.

Hybrid Schedule. This refers to one for which regularly scheduled classroom time

is replaced consistently throughout the quarter by required activities completed at

distance and managed online (Highline College, 2007). In this study, this refers to as

―trimester‖ schedule in which students take two or three core courses at a time, with

each class meeting daily, over three 60-day trimesters.

Non-hybrid Schedule. This refers to typical face-to-face learning interactions that

occur in a physical location, such as on a college campus, and lecture based learning

where teachers provide instruction to students (IGI Global (2021). In this study, this

refers to as the regular schedule in which students take the whole course subjects for

the whole semester.

Academic Workload. This refers to the perceived relationship between the

amount of mental processing capability or resources and the amount required by the

task (Hart and Staveland, 1988). This will be measured by a 10-item statement which is
 10

answerable by a Likert scale. The score of 34-50 means an individual is experiencing a

heavy workload. The score of 18-33 indicates she/he is experiencing a moderate

workload. The score of 1-17 indicates an individual is experiencing a light workload.

Dependent Variable

Psychosocial Aspect of Learning. This refers to the close relationship between

our experiences' psychosocial elements (e.g. our feelings, attitudes, and behavior) and

our greater social experience (e.g. our relationships, tradition and culture). Individuals

are influenced mentally by the social environments affecting them that can disrupt or

increase the consistency and efficacy of learning. In this study, this will be determined by

the psychological and social well-being of the respondents pertaining to learning. The

score of 133-200 means an individual has an excellent psychosocial aspect of learning.

The score of 68-133 indicates she/he has a fair psychosocial aspect of learning. The

score of 1-67 indicates an individual has a poor psychosocial aspect of learning.

Psychological Well-Being. This refers to inter- and intraindividual levels of

positive functioning that can include one‘s relatedness with others and self-referent

attitudes that include one‘s sense of mastery and personal growth (Burns, 2016). This

will be categorized in six domains. These domains are autonomy, environmental

mastery, personal growth, positive relations with others, purpose in life, and self-

acceptance.

Autonomy. This refers to self-determination and independence of the respondent.

This will be measured by a 5-item statement which is answerable using a Likert scale.

The high score in this dimension means an individual is dependent and self-determined,

she/he is able to resist social pressures to think and act in certain ways and evaluate self

on the basis of personal standards. The low score indicates she/he is concerned about
 11

evaluations and expectations of others, for making a decision she/he relies on others‘

judgments.

Environmental Mastery. This refers to perceptions of competence in life of the

respondent. This will be measured by a 5-item statement which is answerable using a

Likert scale. The characteristics of high score in this dimension are, one has capacity of

managing and mastering the environment and makes effective use of the surrounding

opportunities. Whereas, the low score refers to having difficulty in managing everyday

affairs, one is unaware of surrounding opportunities and feels unable to change or

improve surrounding context.

Personal Growth. This refers to the respondent‘s feelings of perceptions of

growth, realizing potential and being open to new experiences. This will be measured by

a 5-item statement which is answerable using a Likert scale. The high score means one

has a feeling of continued development, is open to new experiences, sees improvement

in her/his self and behavior over time. The low score indicates one lacks the sense of

self improvement over time; feels bored and uninteresting, and unable to develop new

attitudes or behaviors

Positive relations with others. This refers to the respondent‘s positive

relationships, empathy, and intimacy. This will be measured by an 8-item statement

which is answerable using a Likert scale. The characteristics of high score in this

dimension are, an individual has warm and satisfying relationships with others, is able to

show empathy, affection, and intimacy, and is enabled to understand give and take

human relationships. The low score is related to having few trusting and close

relationships, having difficulty in establishing warm and open relationships; she/he is

isolated and frustrated in interpersonal relationships.

Purpose in Life. This refers to a sense of direction and meaning in the life of the

respondent. This will be measured by a 6-item statement which is answerable using a

 12

Likert scale. The high score in this dimension indicates one has goals in life, feels there

is meaning to present and past life and holds belief that has aims and objectives for

living. The low score is related to having lack of meaning in life, lack of sense of

direction, and there are no objectives or purposes in life.

Self-Acceptance. This refers to the respondent having a positive attitude toward

the self and one‘s past. This will be measured by a 5-item statement which is

answerable using a Likert scale. The high score possesses a positive attitude toward the

self; acknowledges and accepts multiple aspects of self, including good and bad

qualities; feels positive about past life. The low score is related to having a Feeling of

dissatisfaction with self; is disappointed with what has occurred with past life; is troubled

about certain personal qualities; wishes to be different than what he or she is.

Social Well-Being. This refers to the sense of belonging to a community and

making a contribution to society (Royal Melbourne Hospital, 2021). In this study, it is

categorized into two domains and will be measured by a 3-item statement which is

answerable by a Likert scale by 1 as the highest and 5 as the lowest. These domains

are social contacts and social isolation.

Social Contacts. This refers to the amount of time spent on social contacts

outside the household such as attending parties, visiting friends and family, and

telephoning (IGI Global, 2021). In this study, this will be measured by a 1-item statement

which is answerable using a Likert scale.

Social Isolation. This refers to a state in which the individual lacks a sense of

belonging socially, lacks engagement with others, has a minimal number of social

contacts and they are deficient in fulfilling and quality relationships (Alspach, 2013). In

this study, this will be measured by a 1-item statement which is answerable using a

Likert scale.
 13

Significance of the Study

The result of this study may be beneficial to the following:

School Administration. The effect of academic workload given to students during

online classes must be acknowledged by the educators to guarantee that the students

meet the academic requirements, and at the same time, recognize the current conditions

faced by the students and the need of simultaneously satisfying their academic-related

demands. The results of this study may be beneficial to those who may have had

students with psychosocial problems because they would be able to have improved

counseling skills that could greatly help a student in need of support and attention.

Students. The psychosocial impact of academic workloads due to failure to

complete tasks affects the ability of students to move to the next level of education. It is

important for the students to be aware of the hindrances so, as to provide them with an

overview of the effects of technology and online learning on their psychosocial health.

The results of this study may be beneficial for improvement of their coping mechanisms

towards academic workload during online classes.

Parents. Students are not alone in finishing school; parents also play a vital role.

Parents and students being able to work together motivate the students to do their best

while in school. This study may be beneficial to the parents to be aware of the

psychosocial status of their children during online classes and also to serve as their

support system.

Future Researchers. The outcome of this study is beneficial to both present and

future researchers. They can make use of this study as a reference for future

researches. Also, others variables which were not study in this research will be explored.
 14

Scope and Limitations of the Study

This study will be conducted to determine the scheduling scheme, perceived

academic workload, and psychosocial aspect of learning among college students in a

University in Iloilo City. This will include the 278 college students who are enrolled in the

new implementation of online classes in Central Philippine University College of Nursing

during the School Year 2020-2021. The sample size was determined using Slovin's

formula.

The relationship between the scheduling scheme, academic workload, and

psychosocial aspect of learning will be determined. There can be other variables that

can influence the psychosocial aspect but this study will only consider the mentioned

variables. The demographic profile of the respondents is age, sex, and year level. They

will be asked to answer a researcher-made questionnaires prepared by the researchers.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter is divided into two (2) parts. The first part discussed the review of

related literature and the latter elaborates on review of related studies.

Related Concepts

What is Scheduling Scheme?

Students appreciate versatility in a hybrid college class similar to that of an online

class and some of the face-to-face contact typical in traditional classes. Online classes

are not simpler than classroom classes; hybrid classes have a lot of work to do than

conventional classes. It does, however, offer more flexibility in terms of schedules,

making it more manageable for students who have work or family commitments. Hybrid

classes are less likely to result in learners feeling lonely and falling behind in their

studies, including face-to-face contact on a daily basis. It means that the academic

performance of students in hybrid courses is as high as that of students in conventional

courses as the New York Times stated it (Best Colleges, 2017).

A strong fixture in the educational environment is online learning. If it's a high

school diploma, a bachelor's degree or a college degree, or even any Ph.D.s, online

learning education is a game-changer in the lives of many adult learners. Technology

erased distance in a virtual way; it is possible for everyone to learn anywhere through

the versatile distribution of online classes and an internet access. Technologies such as

video conferencing systems make it easier to access resources, exchange work,

connect and communicate with fellow students, and obtain teacher support. There are

two formats of online education: synchronous online lectures scheduled at specific

 16

times, much like an on-campus class, and asynchronous pre-recorded lectures that can

be accessed at any time. Both students have the same deadlines for completing

assignments and tasks, but it is possible to access teaching materials, lessons, exams,

and tasks at any time, night or day (National University, 2020).

According to Zappia (2020), students who have mastered basic time

management and constructive learning abilities, hybrid courses provide advantages.

Opportunities are given to re-watch videos and reread remarks and lectures. Course

equipment is also available at the most suitable times. In general, well-designed online

learning features instant grading tools such as online quizzes, allowing students to

benefit from instant feedback. Savings on transportation expenses for students are

another consideration. Although the drawbacks are many, students struggle with time

management and organization, making them less suitable candidates. In asynchronous

class discussions, others tend to be less participatory. Students with computer or

Internet connection limits fail. The intellectual and social stimulus of on-campus classes

that helps them to establish relationships and to network would be missed by others.

The body language of the teacher and verbal or voice gestures that can improve

communication may be misinterpreted, depending on each learning style. And very

young students will also be unsure about how to cope in the online world with feelings of

loneliness.

A strong growth in distance education by online coursework has been one of the

most pronounced developments in higher education over the last decade (Allen &

Seaman, 2010). With the rise of online distance education, it attracts nontraditional

students, who are more likely to have employment and family responsibilities that make

it difficult to attend typical face-to-face classes. However, because most college students

obtained their primary and secondary education in the face-to-face setting, for some,

online class will pose an adaptation challenge.

 17

Hybrid learning models provide students with some of the same versatility as

distance education while also allowing for face-to-face contact with teachers and

classmates. Both hybrid systems have one thing in common: they provide students with

the unique opportunity to benefit from in-classroom learning while also allowing them to

take their lessons home and digest them at their leisure. However, the format of each

hybrid course varies by institution — and often by student. However, students will

typically attend about half of their class sessions on campus and the remainder online. In

a blended learning model, students can participate in both in-class and online

discussions of course materials. The distinction between the two worlds, on the other

hand, is in how students spend their time and what they do with it. Experts agree that

"the hope in a hybrid course, of both students and instructors, is that in-seat time is more

effectively used" than in conventional courses (Brandman University, 2020).

Hybrid curriculum, according to Newbold (2018), is much more unpredictable,

and it shifts from semester to semester based on the needs of students and clients. It

necessitates regular and substantive scheduled mentoring and coaching calls; it

necessitates feedback turnaround of less than 72 hours (to enable students to revise

and resubmit); it necessitates patience and adaptability, as malleable deadlines

inherently mean that student submissions will arrive in waves; and it necessitates that

some student interactions occur throughout nontraditional business hours. (For the

record, we have a comprehensive policy manual in place to protect faculty members

from students who expect assistance 24 hours a day, seven days a week.)

What is Academic Workload?

College students can experience stress as a result of their academic workload

and extracurricular activities. The student's major, course work, and possible graduate

school and/or career path plans make up the academic workload. Stress has a
 18

significant impact on mental health, and it has been shown that stress can discourage

students from achieving their educational goals (Murff, 2005). Academic workload is one

of the most significant stressors for college students, as it has been linked to elevated

stress levels in this population. A college student's extracurricular workload can also be

a source of stress. (Koch, 2018)

Academic issues are among the most common sources of stress for college

students. Academic stressors are any academic demands that cause a student's actions

to change (e.g., environmental, social, or internal demands). Learning and evaluation,

performance rivalry, and, in particular, mastering a large amount of information in a short

period of time, will all result in varying degrees of academic pressure. Despite the fact

that the COVID-19 outbreak has disrupted all expected classes, online learning

nevertheless leaves college students with the same academic burden as before. When

college students experience unnecessary or negative stress, they suffer physical and

psychological consequences (Yang, Chen, & Chen, 2021).

Academic workload applies to students participating in a variety of distinct but

linked tasks for their academic, social and physical success in school. It can be divided

into quantitative (the amount of work to be done) and qualitative (the difficulty of the

work). Workloads can be too high or too low as well and could lead to academic stress if

it is too high, and if it is too low, boredom, lack of situation, awareness, and alertness

could be reduced. And in the study of Aam, Sara, and Adamu (2017), it suggests that

the workload affects women more than men with a high degree of academic stress.

The investigation of stress experience and interpretation along gender lines is a

fascinating undertaking since the results of research on stress with gender references

are somewhat contradictory. When Watson (2002) compared the perceived stress levels

and coping strategies of junior and senior students in Nursing and Social Work
 19

programs, he found no substantial differences in perceived stress between male and

female students.

According to Dube & Mlotshwa (2018), the academic success and learning

output of students are influenced by various factors: age (Blackman et al. 2007),

ethnicity, school education, residential area students come from, school teaching

medium, tuition patterns, regular study hours, accommodation, and parent or guardian

socio-economic context (Ali et al. 2013). There are some impediments to strong

academic success by student nurses, according to available literature. This includes

unnecessary student homework assignments, insufficient infrastructure, ineffective

parenting of basic needs, and inappropriate expectations of students (Dimkpa & Inegbu

2013). As the student nurses increase their year level more work and responsibilities are

given. Academic performance includes the capacity of students to cope with the different

tasks assigned to them by their teachers in their studies (MacFarlane 2002). At all

academic institutions, it seems to be a problem, not just at nursing colleges (Jafta 2013).

What is Psychosocial Aspect of Learning?

University students must adapt to a new learning environment and face

increased academic pressure. With elevated levels of psychological distress relative to

the general population, this stage is considered to be one of the highest anxiety and

lowest psychological well-being stages in the life cycle (Stallman, 2010). Within the

eudaimonic perspective, psychological well-being is described as the realization of one's

true potential. This contrasts with the subjective well-being perspective. Psychological

well-being is perceived as the product of a well-lived life, and it is a critical factor in

students' progress in adjusting to college/university life. As a result, dimensions such as

self-acceptance, supportive relationships, autonomy, environmental mastery, personal

development, and life purpose are often included in this construct.

 20

When people get older, they go through a lot of changes that affect their learning.

Changes in thought processes and cognitive abilities arise over time as individuals'

knowledge basis and ability to learn shift over time. These shifts represent changes in

people's learning environments as they grow older, as well as the types of learning

experiences they're likely to engage in. As the student's age declined, so did the

student's preference for resources that allowed for more online contact. When students

could talk online, post photographs, share biographical details, and leave comments,

they did better on the assignment (Koh & Lim, 2012).

Gender bias in the classroom is a global problem that has an effect on students'

self-esteem, test grades, and career choices. Persistent misconceptions about girls' and

boys' relative abilities in school have a strong effect on the subjects that students want to

study. Stress has a variety of negative effects on both men and women, and various

stressors cause people to respond differently (ECU University, 2019).

There are, on the other hand, stressors such as public speaking and mental

arithmetic in front of an audience, as well as test stress affect female and male college

students. Many scholars agree that "examinations," "fear of failure," "workload," and

"completing course requirements" are the most difficult aspects of schooling and the

learning atmosphere for students. ―Fulfilling the criteria to graduate‖ and ―the fear of

failing a course or academic year‖ were both found to be significant stressors in previous

studies (Alzahem et al., 2011). According to Elani et al (2014), academic work

(particularly exams, grades, and workload), faculty-related factors, and personal factors

are the most stressful elements for students.

Coping is a complex, behavioral and cognitive effort to control internal and

external stress, according to Foozieh (2017). At least two kinds of coping mechanisms

are available; problem-focused and emotion-focused. Depending on the type of danger,

previous beliefs, or impermanent factors depending on the situation faced by an

 21

individual, each person uses one of the strategies. Research has shown that nursing

students use a number of coping mechanisms, such as talking to friends, sports, crying,

neglecting tension, feelings of sadness/misery, and using alcohol in various

circumstances that may be adaptive or maladaptive. It is crucial that they learn or find a

coping strategy that will help with their everyday struggle because if they are unable to

escape these stressors, it will affect all or either their academic performance, wellbeing,

and attitude and role satisfaction as a nurse. Students learn about the theoretical

concepts of basic nursing skills and demonstrate clinical skills in a skills lab during the

first semester. Theoretical education in the first year is and progresses until the end.

Clinical research commences in the second year of the program. Students spend their

internships in clinical environments in the fourth year and work with nurses under the

direction of head nurses and faculty. Because nursing students' coping strategies affect

their physical and mental health and the quality of care they provide, it is crucial for early

intervention to recognize nursing students' coping strategies.

Psychosocial factors such as student attitudes, self-efficacy and social

engagement play a major role in student academic success and are important for the

delivery of high quality teaching and learning processes. They remain the primary factor

of student academic achievement (Fishbein, 1967; Bandura, 1986 & Brophy, 2001).

Many psychosocial factors affect the academic performance of students. Therefore it is

not surprising that Mushtaq et al (2012) concluded that academic performance is

influenced either by social, psychological, economic, environmental and personal

factors, in which the considerations have a strong impact on student achievement as

either positive or negative, but differ from society to society. Academic self-efficacy

refers to the beliefs of individuals that they can effectively perform all academic activities

at year level (Garba Kolo, Binti, Jaafar, & Ahmad 2017).

 22

Successful contact with this new setting, such as having constructive

experiences with lecturers and fellow students, and being able to manage the increased

difficulty and quantity of learning material, decides whether or not a student is pleased

with his or her first-year experience and whether he or she acquires good grades,

finishes his or her courses and stays in the second year. (Astin 1999; Pascarella and

Terenzini 2005; Sevinç and Gizir 2014). Drop-out rates for the first year of university are

elevated worldwide. It is necessary for educational institutions to consider how to

improve this change for students. The degree of academic adaptation to this new setting

is an effective indicator of how well a student has moved to university. (van Rooij,

Jansen, & van de Grift, 2017).

REVIEW OF RELATED STUDIES

Sex and Scheduling Scheme

According to Xu and Jaggars (2013), while several studies have found no gaps in

online learning outcomes between males and females, others have found that women

perform substantially better than men. It was concluded that these women in their study

were more motivated, more adept at interacting online, better in communicating online,

and more effective in scheduling their learning. Male participants, on the other hand,

accessed fewer course website pages and fewer forum posts for discussion; they also

had poorer time management skills and appeared to be overconfident in terms of their

ability to complete learning tasks and assignments. The fact that women in online

courses can perform more strongly than men should not be especially surprising,

considering that women appear to have better educational results across a range of

contexts and timeframes.

A study conducted by Calaguas (2011) shows a significant difference between

the female and male respondents with regards to schedule-related stressors such as
 23

attending classes, managing little vacant periods, moving from one building to another,

meeting school meetings, programs, and participating in extracurricular activities with

male scoring higher than females.

Workload, evaluation, fear of failure and completion of course requirements are

stressors faced by college students. Some studies have indicated that female university

students with stress factors such as anger, self-imposed stress, and pressure in relation

to academic life resulting in higher levels of stress, feel more stressful than male

students. As male students were more unwilling to disclose their experience of stress,

they were, in turn, less aware of stress, have less understanding of health and disease

detection behavior than females (Tuncay, Müdüroğlu, & Bulut, 2020).

Sex and Academic Workload

Females tend to be more active in transitioning to university than males because

they tend to outperform males in some subject areas. They also succeed in their studies

and display substantially higher levels of self-regulation and a more optimistic approach

to academic study than their male counterparts. The gender difference evident in degree

scores is due to the greater effort made by female students. In contrast to male students,

female students may also show extremely higher levels of hardness commitment. Some

researchers, however, suggested that unequal workloads or grading systems have a

negative effect on gender disparities in academic results (Yau. H. K, & Cheng, A. L. F,

2012).

Age and Psychosocial Aspect of Learning

A study of Monteiro, Balogu, and Oratile (2014), the way people manage such

stressful situations depends significantly on whether and how they interpret and respond

to the contexts. Perhaps, because of this disparity in understanding, there is no single

 24

definition of stress. Age and developmental stages have an effect on how individuals

deal with stress. Specifically looking at age differences in life satisfaction, perceived

stress and resource management among younger adults (18–40 years of age), middle-

aged adults (41–65 years of age) and older adults (66 years and over), Hamarat et al.

(2001) found that perceived stress decreased with age and that middle-aged and older

adults reported more successful dealing with resources than younger adults. Heiman

(2004) also explored the psychosocial tools, perceived stress and coping strategies of

students using the sense of coherence model. Younger students used more emotional

approaches and reported getting more social support from peers than older students;

and women were more likely than men to use preventative and emotional coping.)

Students in higher education experience academic life very overwhelming and

draining, and report emotional and cognitive reactions to this stress, especially because

of social stresses and demands put on themselves. Over time, various stressors are

known, including academic expectations and social adaptation. Findings from the Khan,

Lanin & Ahmad (2015) study indicate that most boys have a very high-stress level (19

%). This led to the results that boys are much more stressed than girls, with a high

percentage of stress in boys (28.5 %) compared to girls (13.6 %).

Scheduling Scheme and Academic Workload

Since the pandemic hit, students are reporting of increased academic workload.

Some overwhelmed by the sheer number of assignments being given. Meanwhile,

faculty members scaled back expectations, mindful of the demands on students' time,

and of the challenges of online or hybrid teaching reducing the number of assigned

readings and replaced high-line tests with quizzes, or long lectures with short videos.

According to McMurtrie and Supiano (2021), who has put together a few theories

based on conversations with students, professors, and colleagues during those months.
 25

It includes the possibility that instructors are actually assigning more work by being

excited in new teaching practices or fearful that online learning will put students at a

disadvantage and being compensated by adding more assignments to keep everyone

on track. Another is that professors have not made their expectations clear like telling

students that they should not spend more than 15 minutes on a discussion post. While

some other theories have to do with students‘ mind-sets. As we all know, disliking our

work will take us longer finishing than it actually does. If online assignments feel like a

task, and there‘s not much else activities because of the pandemic, students may feel

being loaded with work. Likewise when students are anxious and depressed, and their

ability to study efficiently is impaired, meaning it will take them longer to do their

coursework than professors realize. Another hypothesis has to do with an effective

teaching strategy which may have effects such as: breaking large assignments into

smaller pieces. Five 10-minute assignments spread out over a week take more time to

manage than a single 50-minute one, mostly factual when juggling dozens of

assignments over four or five courses. The exhaustion felt by students is similar to how

working adults might feel jumping from one task to another during the day, compared to

immersing themselves in a project. The time spent could be the same, but the mental

energy expended is quite different, and far less satisfying.

According to University of Florida (2016), as we move toward a model of active

in-class learning, and as we develop online courses, students may be watching fewer

minutes of lecture per week, and the remaining time should be spent on other academic

work. Workload expectations per credit should not vary with the method of delivery or

the length of the academic term. Assignments or projects should be created to allow

students to go into further depth when recording shorter lectures for online delivery.

Consider that students will take two–three times longer than a professor could complete

an assignment/exam, and set time limits and/or deadlines accordingly. Recognizing

 26

workload is an important consideration in the rigor of a course. For students to be

challenged and evaluated on their intellect (and not simply their time management skills

or memory), they should interact with the material and apply higher-order thinking skills

to the assignments. Consider the ways on how students interact with the material and

the impact on time they spend on the work. For instance, closely reading a text with a lot

of new vocabulary and information will take longer than skimming the same number of

pages for main ideas.

According to What-When-How [internet], distance education has been available

in many forms for a long time; the technologies associated with the Internet are opening

up new ways of delivering the educational product. From the academic‘s point of view,

not all courses are suited to online distance education; there is often a concern

expressed about the time taken to prepare and maintain such courses, motivate

students, cope with an expected greater demand from students in online classes, and

intellectual property issues. Problems in online learning are identified, these include: a

high level of frustration and dissatisfaction, lower levels of satisfaction, technical and

logistical problems, lack of interaction with the professor, difficulty in developing student

friendships, more likely to stop ―attending‖ and fall behind, lack of feedback and

confusion about what was required, overwhelming amounts of reading from e-mail and

online discussion, less interesting, and students less likely to ask questions.

Scheduling Scheme and Psychosocial Aspect of Learning

According to Dorn (2015), block scheduling is the way to go for optimum student

success, according to analysis. Many schools have moved to block scheduling to boost

school administration and provide time for students to achieve higher levels of thought,

according to Rettig (n.d.) in Trends and Issues in High School Scheduling. Block

scheduling makes for fewer disruptions and there are fewer passing periods during each
 27

day, according to The Relationship between School Schedules and Student Academic

Performance. They went on to say that some projects and articles claim that an 8-period

day has the greatest effect on student success.

According to Childers (2018), 21st-century learning paradigm will be based on

hours of training rather than days of the year. Furthermore, it was proposed that

teaching in spread-out sessions rather than fewer longer sessions help students to learn

more. According to reports, a timetable can be an important tool in fostering a

community that encourages student achievement. Since there is a distinct

interrelationship between teaching and learning, it was stated that a timetable can be an

important tool in building a community that encourages student achievement. Since the

duration and pace of instruction have an effect on student success, time is a key factor

in determining how well students learn. The Superintendents' Recommendations for a

New Federal Framework for Educational Reform can be addressed by focusing on time

or student schedules. Accountability (Dance, 2015), which states that in order to

promote 21st century learning, schools must have highly successful instruction,

instructional, testing, and support programs. The question of time has been viewed as of

paramount significance by proponents of block scheduling, as the redesign of school

schedules is the basis for change.

According to Bolatov, Seisembekov, &Askarova, et al (2020), students who have

had excellent contacts with their peers are more motivated, show greater interest, and

perform better academically. It supports the ideas that students may form relationships

and interact with their peers, colleagues, and professors regardless of their scheduling

arrangement. In contrast to the findings of another study conducted among Indonesian

medical students, which revealed that six out of ten students (63%) lack interaction, and

Meo et al. concluding that students showed a sense of emotional detachment from
 28

friends and fellow students during the COVID-19 quarantine, which had increased after

the transition from Traditional Learning to Online Learning,

The study findings of Christie et al (2008) show differences of psychological well-

being between traditional and nontraditional students in the domain of purpose in life.

According to Ryff (2005), a high score on the purpose in life subscales shows that

nontraditional students had greater feelings of continuous development, purposes in life,

and a sense of directedness. Christie et al. (2008) observed that traditional students

were active participants in a broad social life, whereas non-traditional students were not.

University students go through a period of transition between adolescence and

adulthood. It is critical that individuals adjust to their environment, create their own

personality, and form intimate relationships with others during early adulthood, the age

of transition to maturity. Young adults should be able to develop their own personalities

and accept themselves for this reason, because self-acceptance is only possible when

people know themselves, identify their positive and negative sides, and respect

themselves (Ceyhan, A. & Ceyhan E., 2010). Self-acceptance is a positive attitude that

allows people to examine all of their positive and negative aspects in an objective

manner.

Academic Workload and Psychosocial Aspect of Learning

Academic overload is defined as a student's sensation of being overwhelmed by

their academic obligations or responsibilities while obtaining a university degree. Many

students struggle to balance their academic workload at university (Bitzer & Troskie-De

Bruin, 2004). The amount of effort students put into academic work is influenced by their

views of the demands of the tasks and their abilities to complete the activities, and an

insufficient amount of effort can lead to academic failure. Psychosocial factors

accounted for nearly all of the variance in the students' adjustment (59%) and 20% of the
 29

variance in their academic performance (20%). As a result, psychosocial characteristics

explained the students' university assimilation better than academic success. According

to Friedlander (2007), social support has also been linked to and predicted adjustment in

undergraduate students in previous research. In fact, the findings show that students'

perceptions of social support may be a greater predictor of their adjustment.

Summary of Related Literature and Related Studies

Students appreciate versatility in a hybrid college class similar to that of an online

class and some of the face-to-face contact typical in traditional classes. It means that the

academic performance of students in hybrid courses is as high as that of students in

conventional courses as the New York Times stated it. Experts agree that "the hope in a

hybrid course, of both students and instructors, is that in-seat time is more effectively

used" than in conventional courses. It enables teachers to take advantage of the

advantages of both online and face-to-face course delivery. College students can

experience stress as a result of their academic workload and extracurricular activities.

Academic workload is one of the most significant stressors for college students, as it has

been linked to elevated stress levels in this population.

A study of Aam, Sara, and Adamu (2017), it suggests that the workload affects

women more than men with a high degree of academic stress. With elevated levels of

psychological distress relative to the general population, this stage is considered to be

one of the highest anxiety and lowest psychological well-being stages in the life cycle.

Psychological well-being is perceived as the product of a well-lived life, and it is a critical

factor in students' progress in adjusting to college/university life. Students spend their

internships in clinical environments in the fourth year and work with nurses under the

direction of head nurses and faculty. According to University of Florida (2016), as we

move toward a model of active in-class learning, and as we develop online courses,
 30

students may be watching fewer minutes of lecture per week, and the remaining time

should be spent on other academic work. From the academic's point of view, not all

courses are suited to online distance education; there is often a concern expressed

about the time taken to prepare and maintain such courses, motivate students, cope with

an expected greater demand from students in online classes, and intellectual property

issues.

Due to activities that can be perceived as stressors during the training route in

the preferred field, nursing students are susceptible to stress. For instance, only 8

percent of the nursing workforces were men in 2006. Since nursing students also

encounter stress related to many aspects of their academic and clinical coursework,

research has also shown that two major causes of stress for nursing students include

the workload of assignments and the lack of expertise and skill set needed for students

to complete clinical assignments. Academic factors have been the main source of stress

in most pupils, accompanied by physical, social, and emotional causes. Furthermore, the

decreasing durability and growing referrals of nursing students for clinical consulting

mean that this demographic group faces considerable stress. Students who see their

stress levels as very high and are unable to cope adequately with the condition can also

become victims of many issues with physical and psychological wellbeing.

According to Bolatov, Seisembekov, &Askarova, et al (2020), students who have

had excellent contacts with their peers are more motivated, show greater interest, and

perform better academically. In contrast to the findings of another study conducted

among Indonesian medical students, which revealed that six out of ten students lack

interaction, and Meo et al. concluding that students showed a sense of emotional

detachment from friends and fellow students during the COVID-19 quarantine, which

had increased after the transition from Traditional Learning to Online Learning, The

study findings of Christie et al (2008) show differences of psychological well-being

 31

between traditional and nontraditional students in the domain of purpose in life. Christie

et al. (2008) observed that traditional students were active participants in a broad social

life, whereas non-traditional students were not.

Academic overload is defined as a student's sensation of being overwhelmed by

their academic obligations or responsibilities while obtaining a university degree. The

amount of effort students put into academic work is influenced by their views of the

demands of the tasks and their abilities to complete the activities, and an insufficient

amount of effort can lead to academic failure. As a result, psychosocial characteristics

explained the students' university assimilation better than academic success. According

to Friedlander (2007), social support has also been linked to and predicted adjustment in

undergraduate students in previous research.

 CHAPTER 3

METHODOLOGY

In this chapter, the research design, study population, sampling procedure,

research instrumentations, validity and reliability, data collection, ethical considerations,

data processing, statistical analysis, and statistical matrix used in this study will be

discussed.

Research Design

The research design is a quantitative research and will use a descriptive-

correlational type of research design. In this study, the researchers will determine the

scheduling scheme, perceived academic workload, and psychosocial aspect of learning

among the college students in a University in Iloilo City in terms of their personal

characteristics. The researchers will use a questionnaire with no manipulation of

variables involved to determine the scheduling scheme in terms of hybrid and non-hybrid

scheduling, their academic workload in terms of heavy, moderate, and light workload,

and the psychosocial aspect of learning in terms of autonomy, environmental mastery,

personal growth, positive relations with others, purpose in life, self-acceptance, social

contact, and social isolation.

Study Population and Sampling Procedure

The respondents of this study will be 278 students from a private university. The

first year, second year, third year, and fourth year nursing students who are enrolled in

hybrid and non-hybrid scheduling. To draw the study sample, stratified random sampling

will be used. From the population of 917 students in the college of nursing, the sample
 33

size of 278 was determined using Slovin‘s formula, with the margin of error set at 0.05.

Researchers will use the stratified random sampling to proportionate the respondents

per year level and per section, and then the researchers will make use of the fishbowl

method to select the students per section to be the respondents. Each section will have

a corresponding number of respondents to be taken and researchers will pick out

randomly until the sample size is achieved.

n = 283

Where:

n = number of samples

N = population

e = sampling error (Tan, 2011).

Table 1. Population and Sample size

College of Nursing Population Sample Size

First-year 319 93 (33%)

Second-year 321 94 (33%)

Third-year 273 80 (28%)

Fourth-year 53 16 (6%)

TOTAL 966 283 (100%)

Research Instrumentation

To gather data for the study, a researcher-made questionnaire will be used. It will

be formulated based on the objectives of the study. The first part is about the

respondent‘s selected characteristics in terms of age, sex, and year level; the second

part will identify the scheduling scheme, given as hybrid and non-hybrid; the third part
 34

will measure the respondent‘s academic workload, which is composed of a ten-item

statement which the interpretation of strongly agree is equal to heavy academic

workload, while strongly disagree is equal to light academic workload. The score of 34-

50 means an individual is experiencing a heavy workload. The score of 18-33 indicates

she/he is experiencing a moderate workload. The score of 1-17 indicates an individual is

experiencing a light workload; and the fourth part will measure the respondent‘s

psychosocial well-being. The score of 85-125 means an individual has an excellent

psychosocial aspect of learning. The score of 43-84 indicates she/he has a fair

psychosocial aspect of learning. The score of 1-42 indicates an individual has a poor

psychosocial aspect of learning. This is composed of 25 statements based on Ryff‘s

Psychological Well-Being Scale and Steeger‘s Social Well-Being Scale. The

Psychosocial Well-Being questionnaire consists of eight dimensions: Autonomy,

Environmental Mastery, Personal Growth, Positive Relations with others, Purpose in

Life, Self-Acceptance, Social Contacts, and Social isolation. Respondents were made to

answer with every item having 5 choices, with scores interpreted as the following: the

score of 1 means the respondent strongly disagrees, 2 means the respondent‘s

somewhat disagrees, 3 means the respondent‘s neither agrees nor disagrees, 4 means

somewhat agrees, and the score of 5 which means that the respondent‘s strongly

agrees.

As for the questionnaires in the Psychosocial Scale, 12 items comprised of

questions with positive responses and 13 questions had negative item content. The

categorization for each questions are as followed:

For Autonomy, positive statements include I have confidence in my opinions

even if they are contrary to the general consensus, My decisions are not usually

influenced by what everyone else is doing, and I have confidence in my opinions, even if

they are contrary to the consensus.

 35

For Environmental Mastery, positive statements include I am quite good at

managing the many responsibilities of my daily life and I have adopted well with staying

at home to study. While negative statements include I am not confident with how I am

dealing with my course, and I have difficulty managing my schedule in a way that is

satisfying to me.

For Personal Growth, positive statement include I think it is important to have

new life experiences that challenge us to become more flexible, and I have the sense

that I have developed a lot as a person over time. While negative statements include I

have poor time-management and it leads to procrastination and I do not enjoy being in

new situations that require me to change my old familiar ways of doing thing.

For Positive relations with others, positive statements include I enjoy personal

and mutual conversations with family members or friends, and I communicate well with

school-related topics with my classmates online. While negative statements include I

often feel lonely because I don’t have many people with whom I can share my concerns,

I have not experienced many warm and trusting relationships during virtual learning, and

Maintaining close relationships virtually has been difficult and frustrating for me.

For Purpose in Life, positive statements include I have a sense of direction and

purpose in life. While negative statements include My daily activities often seem trivial

and unimportant to me, and I don’t have a good sense of what it is I am trying to

accomplish in life.

For Self-Acceptance positive statements include I am aware of my strengths and

weaknesses, and I am pleased with my current academic achievements. While negative

statements include I feel that many of the people I know have got more out of life than I

have, and In many ways, I feel disappointed about my achievements in this advanced

type of learning.
 36

For Social Contact, it only contain one negative statement including, I have poor

academic performance and it contributes to my well-being.

For Social Isolation it only contains one negative statement including, I often feel

abandoned.

The adapted questionnaire measure consists of 25 items. There are eight sub-

scales corresponding to the six aspects of positive functioning. The sub-scale of

Autonomy assesses the sense of self-determination and freedom from norms. It contains

three items, for example, ―I have confidence in my opinions even if they are contrary to

the general consensus‖. The sub-scale of Environment Mastery assesses the belief of

one‘s ability to manage life events. It contains four items, for example, ―I am quite good

at managing the many responsibilities of my daily life‖. The sub-scale of Personal

Growth assesses one‘s openness to new experiences and growth. It contains four items,

for example, ―I think it is important to have new life experiences that challenge us to

become more flexible‖. The sub-scale of Positive Relations with Others assesses the

extent of having satisfying relationships with others. It contains five items, for example, ―I

enjoy personal and mutual conversations with family members or friends‖. The sub-scale

of Purpose in Life assesses the sense of purpose and meaningfulness in life. It contains

three items, for example, ―I have a sense of direction and purpose in life‖. The sub-scale

of Self-acceptance assesses one‘s attitude towards oneself. It contains four items, for

example, ―I am aware of my strengths and weaknesses and; I am self-assured and

optimistic about myself‖. The sub-scale of Social contact assesses stress coping

mechanism through interaction. It contains one item, for example, ―I have poor academic

performance and it contributes to my well-being‖. The sub-scale of Social Isolation

assesses the state of contact between an individual and society. It contains one item, for

example, ―I often feel abandoned”.

 37

The Autonomy subscale items are Q1, Q2, and Q3. The Environmental Mastery

subscale items are Q4, Q5, Q6, and Q7. The Personal Growth subscale items are Q8,

Q9, Q10, and Q11. The Positive Relations with Others subscale items are Q12, Q13,

Q14, Q15, and Q16. The Purpose in Life subscale items are Q17, Q18, and Q19. The

Self-Acceptance subscale items are Q20, Q21, Q22, and Q23. The Social Contacts

subscale item is Q24.The Social Isolation subscale item is Q25.

Q4, Q5, Q8, Q9, Q12, Q13, Q16, Q18, Q19, Q21, Q23, Q24, and Q25 should be

reverse-scored. Reverse-scored items are worded in the opposite direction of what the

scale is measuring. The formula for reverse-scoring an item is:

(Number of scale points) + 1) - (Respondent‘s answer)

For example, Q5 is a 5-point scale. If a respondent will answer 3 on Q5, you

would re-code their answer as: (5 + 1) - 3 = 3. In other words, you would enter a 3 for

this respondents‘ answer to Q5. To calculate subscale scores for each participant, sum

the respondents‘ answers to each subscale‘s items.

Validity and Reliability of Instruments

The researchers will adopt the questionnaire from Ryff‘s Psychosocial Well-Being

Scale and Steeger‘s Social-Well Being Scale consisting of 40 statements. To prove the

instrument valid, the researchers will consult for the advice of three experts, the research

advisers of the researchers, and their comments and suggestions are of great help in the

making of the questionnaire.

As for reliability, it is the consistency of the responses or scores obtained by an

individual in a test or a research instrument administered. For this study, the researchers

will make use of the Pilot Testing and SPSS or the Statistical Package for Social

Sciences in which the reliability will be analyzed for each response to each question and
 38

will be established with Cronbach‘s Alpha value of >0.787 indicating that the

questionnaire will be highly reliable and could be used in the study.

Data Collection

This study will take a two-step approach to conduct the survey. Firstly, the

researchers will seek for the ethical approval of research to the Research Ethics

Committee of the university. Secondly, a letter will be sent to the Dean of the College

department asking for permission to conduct a study. Thirdly, a pilot study will be

conducted to adapt the items for college students in a private university. Fourthly, a

survey research will be conducted to examine the reliability and construct validity of the

adapted questionnaire. Formal written consents will be obtained from participants. The

respondents will be invited to participate in the study by explaining to them what the

significance of this study is, and the benefits that go with their participation, like knowing

themselves better and providing a better identity for themselves through Google Forms

that will be sent to them through Facebook (FB Messenger) or E-mail. Also, the

respondents will be ensured of the confidentiality of their responses in the questionnaire.

The method of data collection the researchers will utilize is the researcher-made

questionnaire which is the generic name for survey questionnaire. Questionnaires will be

distributed throughout the respondents, who in turn, will answer them by following the

instructions given on the instrument.

Ethical Consideration

This study will obtain an approval from the Dean of the department before data

collection take place. The content of this study will ensure to adhere to moral and ethical

standards. The research panelists will serve as members of the ethical committee. The

researchers will make sure that the respondents will be treated fairly and in accordance
 39

with the Philippine Health Research Ethics Board (PHREB) Standards. To protect the

right, dignity, safety, and the well-being of the respondents, the researchers will submit a

letter of consent to the Dean asking for permission to conduct the study. The anonymity

of the respondents will withhold to conform the full confidentiality of their data.

Data Processing and Statistical Analysis

As soon as the necessary data will be gathered, they will be encoded, recorded

and statistically analyzed by the use of the SPSS or the Statistical Package for Social

Sciences. The results will be interpreted by the researchers with the research advisers‘

guidance.

Inferential statistics will be used to determine the relationships among variables.

Chi-square will be used to determine the strength of the relationship between scheduling

scheme and psychosocial aspect of learning. Gamma will be used to determine the

relationship between the levels of academic workload and psychosocial aspect of

learning.

Table 2. Descriptive Statistics of Variables

Name of Variable Level of Measurement Statistical Test

Independent Frequency,
Nominal
(Scheduling Scheme) Percentage

Independent Frequency,
Ordinal
(Academic Workload) Percentage

Dependent
Frequency,
(Psychosocial Aspect of Ordinal
Percentage
Learning)
 40

Table 3. Statistical Matrix among Variables

Statistical Measure of
Independent Dependent
Relationship

Psychosocial Aspect of Chi-square

Scheduling Scheme
Learning Phi Coefficient
(Nominal)
(Ordinal) Cramer‘s V

Psychosocial Aspect of
Academic Workload
Learning Gamma
(Ordinal)
(Ordinal)
 CHAPTER 4

RESULTS AND DISCUSSIONS

In this chapter, the findings, analysis, and interpretation of the data taken are

presented. The results are discussed in the following areas: profile of the respondents in

terms of gender, age, year level, scheduling scheme, academic workload, and

psychosocial aspect of learning and the relationship between and among the variables.

Profile of the Respondents

The data about the study were obtained from 283 college students in a university

in Iloilo City. Table 2 presents the profile of the respondents, such as their gender, age,

and year level.

Gender. Based on the gender, 7 in every ten respondents (75.3%) are female

and almost three in every ten of the respondents (24.7%) are male. In this study, more

females are the respondents.

Age. The respondents were grouped into two (2) age categories: 18-22 years old

and above 22 years old. Most of the respondents (77.8 percent) are students aging 18-

22 years old, while 22.2 percent of the students are older than 22 years old. The

average age of the respondents is 20.29 years old. With the youngest student aging 18

years old, while the oldest is above 22 years old.

Year Level. The respondents are categorized into four categories: first year,

second year, third year, and fourth year. Almost the same proportion of respondents

belongs to first and second years (32.9% and 33.2% respectively). The other proportion

is from the third year (28.3%) and fourth year (5.7%).

 42

Table 2. Distribution of Respondents According to their Profile

Profile f %
Gender
Female 213 75.3
Male 70 24.7
Total 283 100.0
Age
18-22 years old 220 77.8
Above 22 years old 63 22.2
Total 283 100.0
Mean age = 20.29 years old
Year Level
1st Year 93 32.9
2nd Year 94 33.2
3rd Year 80 28.3
4th Year 16 5.7
Total 283 100.0

Scheduling Scheme of the Respondents

The scheduling scheme of the respondents was described in Table 3. This

includes the hybrid and non-hybrid scheduling. More than three fifths (66%) of

respondents are enrolled under the Hybrid Scheduling Scheme. A little less than two

fifths (33.9%) are enrolled under the Non-Hybrid Scheduling Scheme.

Table 3. Distribution of Respondents According to Scheduling Scheme

Scheduling Scheme f %
Hybrid Scheduling 187 66.1
Non-Hybrid Scheduling 96 33.9
Total 283 100.0
 43

Academic Workload of the Respondents

Table 4 enumerates the statements in Academic Workload. Of the 10

statements, 5 of ten (56.6%) strongly agreed to the statement I spend more than 4 hours

on online lectures every subject. 4 in every ten of the respondents strongly agreed to the

3 statements. These statements included the following: Lack concentration when doing

assignment because of another subject assignment (49.5%); Unable to review and

absorb all the lessons for the day (47.3%), and Spend more than 4 hours studying in a

week (excluding class time) (41.7%).

More than one-fifths of the respondents strongly agreed that teachers make too

many extra demands on workloads and setting of the deadline (26.9%), unable to

complete the assignment in time due to too much workload (22.3%), and it is difficult for

them to voice their concerns related to school (16.3%).

On the other hand, there were a few of the respondents (14.8%) who said that

they tend to be influenced by people with strong opinions, the allotted time for a

workload is unreasonable, and the teacher gives more than 4 requirements or activities

to work per subject every day (12.0%, and 9.2%, respectively).

 44

Table 4. Distribution of Respondents According to Academic Workload

1 2 3 4 5
Academic Workload
% % % % %
It‘s difficult for me to voice my
2.8 13.8 34.6 32.5 16.3
concerns related to school.
I tend to be influenced by people with
3.5 12.4 30.7 38.5 14.8
strong opinions.
Teachers make too many extra
demands on workloads and setting of 0.7 8.8 25.1 38.5 26.9
the deadline.
The teacher gives more than 4
requirements or activities to work per 15.5 30.0 29.7 15.5 9.2
subject every day.
The allotted time for a workload is
5.7 18.0 36.0 28.3 12.0
unreasonable.
Lack concentration when doing
assignment because of another 2.1 3.2 10.6 34.6 49.5
subject assignment.
Unable to complete assignment in
11.0 17.0 27.6 22.3 22.3
time due to too much workload.
I spend more than 4 hours on online
1.1 4.9 13.4 24.0 56.5
lectures every subject.
Spend more than 4 hours studying in
1.4 4.9 24.0 27.9 41.7
a week (excluding class time).
Unable to review and absorb all the
0.4 5.3 19.1 27.9 47.3
lessons for the day.
Legend: 1 – Strongly Disagree; 2 – Somewhat Disagree;
3 – Neither Agree nor Disagree; 4 – Somewhat Agree; 5 – Strongly Agree

Overall Academic Workload of Respondents

Table 5 presents the respondents‘ academic workload based on their overall

score on the itemized questionnaire on academic workload. The overall academic

workload indicates that seven in every ten (73.5%) of the respondents had heavy

academic workload and two in every ten (26.1%) of the respondents did have a

moderate academic workload, and only one in every ten (0.4%) indicated light academic

workload.
 45

Table 5. Distribution of Respondents According to Overall Academic Workload

Overall Academic
f %
Workload
Heavy Workload 208 73.5
Moderate Workload 74 26.1
Light Workload 1 0.4
Total 283 100.0

Respondent’s Psychosocial Aspect of Learning Considering Individual Items

Student‘s psychosocial aspect of learning was composed of 8 domains:

autonomy, environmental mastery, personal growth, positive relations with others,

purpose in life, self- acceptance, social contact, and social isolation.

Autonomy and Environmental Mastery

Table 6 shows the distribution of respondents according to their autonomy and

environmental mastery.

Autonomy. This domain refers to the self-determination and independence of the

respondent. There are four (4) questions asked in this domain.

The data shows that there were 21.9% said that their decisions are not usually

influenced by what everyone else is doing and 19.8% claimed that they have confidence

in their opinions, even if they are contrary to their consensus. Furthermore, 19.4% said

that they have difficulty managing their schedules in a way that is satisfying to them.

However, there were 16.6% claimed that they are not afraid to share their views, even

though they are contrary to the majority of people's views.

 46

Environmental Mastery. The Environmental Mastery domain refers to perceptions

of competence in life of the respondent. This domain is composed of three (3)

statements.

Two out of ten respondents (20.8%) said that they are not confident with how

they are dealing with their course and they have adapted well to staying at home to

study (15.9%).

Note that only 1 in every ten (10.2%) of the respondents agreed that they are

quite good at managing the many responsibilities in their daily lives.

Table 6. Distribution of Respondents According to Autonomy and Environmental

Mastery

1 2 3 4 5
Psychosocial Aspect of Learning
% % % % %
Autonomy
I am not afraid to share my views,
even though they are contrary to the 1.8 12.7 36.7 32.2 16.6
majority ofpeople's views.
My decisions are not usually
influenced by what everyone else is 1.8 8.1 33.6 34.6 21.9
doing.
I have confidence in my opinions,
even if they are contrary to the 1.8 12.0 34.6 31.8 19.8
consensus.
*I have difficulty managing my
schedule ina way that is satisfying 5.7 15.9 26.1 32.9 19.4
to me.
Environmental Mastery
*I am not confident with how I am 9.2 21.6 26.5 21.9 20.8
dealingwith my course.
I have adapted well to staying at
13.8 24.4 25.1 20.8 15.9
home tostudy.
I am quite good at managing
the manyresponsibilities in my 5.3 21.9 37.5 25.1 10.2
daily life.
Legend: 1 – Strongly Disagree; 2 – Somewhat Disagree;
3 – Neither Agree nor Disagree; 4 – Somewhat Agree; 5 – Strongly Agree
*Negatively stated
 47

Personal Growth and Positive Relations With Others

Table 7 enumerates the statements in Personal Growth and Positive Relations

with Others domains.

Personal Growth. This domain covers 4 statements regarding the respondent‘s

feelings of perceptions of growth, realizing potential and being open to new experiences.

Out of the 4 statements, almost six in every ten (59.7%) of the respondents

strongly agreed that new life experiences are important to challenges them and become

more flexible.

More than one-fourths of the respondents strongly agreed that the sense that

they have developed a lot as a person overtime (31.4%) and they have poor time-

management that leads to procrastination (29.3%).

Meanwhile, there were few respondents (16.3%) who claimed that they do not

enjoy being in new situations that requires them to change their old familiar ways of

doing things.

Positive Relations With Others. This domain refers to respondent‘s positive

relationships, empathy, and intimacy. 5 in every ten of the respondents (50.2%) claimed

that they enjoyed their personal and mutual conversations with family members and

friends. The remaining proportions of the respondents claimed that they communicate

well with school- related topics with their classmates online (21.1%). However, with

almost the same fraction of the respondents (20.5%) stated that maintaining close

relationships virtually has been difficult and frustrating for them. Meanwhile, there were a

few who claimed that they often feel lonely because they do not have many people with

whom they can share their concerns and have not experienced many warm and trusting

relationships during virtual learning, (16.6% and 12.7%, respectively).

 48

Table 7. Distribution of Respondents According to Personal Growth and Positive

Relations With Others

1 2 3 4 5
Psychosocial Aspect of Learning
% % % % %
Personal Growth
*I have poor time-management 6.7 11.3 25.1 27.6 29.3
that leadsto procrastination.
*I do not enjoy being in new
situations thatrequire me to change
4.6 19.4 30.4 29.3 16.3
my old familiar ways of doing
things.
I have the sense that I have
0.7 3.9 20.5 43.5 31.4
developed a lot as person overtime.
I think it is important to have new
life experiences that challenge us 0.4 0.4 8.5 31.1 59.7
to becomemore flexible.
Positive Relations With Others
*I have not experienced many warm
and trusting relationships during 18.7 25.1 29.0 14.5 12.7
virtuallearning.
*Maintaining close relationships
virtuallyhas been difficult and 14.5 20.8 26.9 17.3 20.5
frustrating for me.
I communicate well with school-
related topics with my classmates 2.5 12.7 27.9 35.7 21.2
online.
I enjoy personal and mutual
conversations with family members 1.1 4.2 13.1 31.4 50.2
and friends.
*I often feel lonely because I don‘t
have many people with whom I can 19.4 24.7 20.5 18.7 16.6
share myconcerns.
Legend: 1 – Strongly Disagree; 2 – Somewhat Disagree;
3 – Neither Agree nor Disagree; 4 – Somewhat Agree; 5 – Strongly Agree
*Negatively stated

Purpose in Life and Self-Acceptance

Table 8 shows the distribution of respondents according to their purpose in life

and self- acceptance.

 49

Purpose in Life. The Purpose in Life domain refers to the sense of direction and

meaning in the life of the respondent. This domain is composed of three (3) statements.

The data shows that a high proportion of the respondents (33.9%) claimed that

they have a sense of direction and purpose in life and 5.7%of them only who claimed

that they do not have a good sense of what it is they are trying to accomplish in life. On

the other hand, there were a few of the respondents (4.9%) who said that their daily

activities often seem trivial and not important to them.

Self-Acceptance. This domain refers to the respondent having a positive attitude

toward the self and one‘s past. There are four (4) questions asked in this domain.

There are two in every ten respondents who strongly agreed on the three (3)

statements in Self-Acceptance domain. These are the statements on they are aware of

their strengths and weaknesses; and they are self-assured and optimistic about

themselves (27.9%); in many ways, they feel disappointed about their achievements in

the advanced type of learning (20.8%); and they feel like many of the people they know

have gotten more out of life than they have (20.1%). Note that almost only 1 in every ten

(7.4%) of the respondents strongly agreed that they are pleased with their current

academic achievements.
 50

Table 8. Distribution of Respondents According to Purpose in Life and Self-

Acceptance

1 2 3 4 5
Psychosocial Aspect of Learning
% % % % %
Purpose in Life
I have a sense of direction and 2.1 3.9 24.0 36.0 33.9
purpose inlife.
*I don‘t have a good sense of what it
29.3 29.7 22.6 12.7 5.7
is I‘m trying to accomplish in life.
*My daily activities often seem
25.1 23.7 29.7 16.6 4.9
trivial andunimportant to me.
Self-Acceptance
I am pleased with my current 7.8 20.1 39.6 25.1 7.4
academicachievements.
*In many ways, I feel disappointed
about my achievements in this 4.6 14.1 35.0 25.4 20.8
advanced type of learning.
I am aware of my strengths and
weaknesses and; I am self-
1.4 5.7 30.0 35.0 27.9
assured and optimistic about
myself.
*I feel like many of the people I know
have gotten more out of life than I 4.2 15.5 31.8 28.3 20.1
have.
Legend: 1 – Strongly Disagree; 2 – Somewhat Disagree;
3 – Neither Agree nor Disagree; 4 – Somewhat Agree; 5 – Strongly Agree
*Negatively stated

Social Contact and Social Isolation

Table 9 shows the distribution of respondents according to their social contact

and social isolation domains.

Social Contact. This domain covers only 1 statement which refers to the amount

of time spent on social contacts outside the household such as attending parties, visiting

friends and family, and telephoning. The data shows that there were only 6.0% of the

respondents claimed that they have poor academic performance and it contributes to

their well-being.
 51

Social Isolation. This domain refers to a state in which the individual lacks a

sense of belonging socially, lacks engagement with others, has a minimal number of

social contacts and they are deficient in fulfilling and quality relationships. Only 8.0% for

the respondents claimed that they often feel abandoned.

Table 9. Distribution of Respondents According to Social Contact and Social

Isolation

1 2 3 4 5
Psychosocial Aspect of Learning
% % % % %
Social Contact
I have poor academic performance
15.5 32.9 29.0 16.6 6.0
and it contributes to my well-being.

Social Isolation
I often feel abandoned. 33.9 24.4 20.5 13.1 8.1
Legend: 1 – Strongly Disagree; 2 – Somewhat Disagree;
3 – Neither Agree nor Disagree; 4 – Somewhat Agree; 5 – Strongly Agree

Specific Domains of Psychosocial Aspect of Learning

Table 10 presents the specific domains of Psychosocial Aspect of Learning in

eight domains of the college students in a university in Iloilo City. In Autonomy domain, a

little more than 50 percent of the respondents (50.9%) had fair well-being. The remaining

proportions of the respondents had moderate well-being (47.7%) and only 1.4% had a

poor well-being.

In the Environmental Mastery domain, a little more than three-fifths (67.8%) of

the respondents had fair well-being and almost 3 in every ten of the respondents

(26.9%) had excellent well-being. The remaining part of the proportion (5.3%) had a poor

well-being. In the Personal Growth domain, more than half (51.6%) of the respondents
 52

had a fair well-being while less than half of them (48.4%) had an excellent well-being.

But none of the respondents had indicated poor well-being in personal growth domain.

In the Positive Relations with Others domain, four in every ten (49.5%) of the

respondents did have a fair well-being and excellent well-being (48.4%) and the

remaining part of the proportion (2.1%) of the respondents had poor well-being. In the

Purpose in Life domain, almost 6 in every ten (59.4%) of the respondents had an

excellent well-being and the remaining proportion had a fair well-being (37.8%) and poor

well-being (2.8%).

In the Self-Acceptance domain, six in every ten of the respondents (65.0%) had a

fair well-being while the remaining proportion of the respondents (29.0%) had an

excellent well- being and (6.0%) had a poor well-being. In the Social Contact domain, a

little more than three- fifths of the respondents (61.8%) had a fair well-being while the

remaining proportions (22.6%) of the respondents had a poor well-being and excellent

well-being (15.5%).

In the eighth domain Social Isolation, majority (58.0%) of the respondents had a

poor well-being while the remaining proportion of the respondents (33.9%) did have a

fair well-being and excellent well-being (8.1%).

 53

Table 10. Distribution of Respondents According to Specific Domains of

Psychosocial Aspect of Learning

Respondent’s Psychosocial
f %
Aspect of Learning
Autonomy
Excellent 135 47.7
Fair 144 50.9
Poor 4 1.4
Total 283 100.0
Environmental Mastery
Excellent 76 26.9
Fair 192 67.8
Poor 15 5.3
Total 283 100.0
Personal Growth
Excellent 137 48.4
Fair 146 51.6
Poor 0 0.0
Total 283 100.0
Positive Relations with Others
Excellent 137 48.4
Fair 140 49.5
Poor 6 2.1
Total 283 100.0
Purpose in Life
Excellent 168 59.4
Fair 108 37.8
Poor 8 2.8
Total 283 100.0
Self-Acceptance
Excellent 82 29,0
Fair 184 65.0
Poor 17 6.0
Total 283 100.0
Social Contact
Excellent 44 15.5
Fair 175 61.8
Poor 64 22.6
Total 283 100.0
Social Isolation
Excellent 23 8.1
Fair 96 33.9
Poor 164 58.0
Total 283 100.0
 54

Overall Psychosocial Aspect of Learning of Respondents

Table 11 presents the overall psychosocial aspect of learning of respondents.

The overall psychosocial aspect of learning of respondents indicates that six in every ten

(62.2%) of the respondents had fair well-being and only about four in every ten (37.8%)

of the respondents did have excellent well-being. None of the respondents has poor

well-being.

Table 11. Distribution of Respondents According to Specific Domains of

Psychosocial Aspect of Learning

Overall Psychosocial
f %
Aspect of Learning
Excellent 107 37.8
Fair 176 62.2
Poor 0 0.0
Total 283 100.0

Relationships between Scheduling Scheme and Psychosocial Aspect of Learning

This section presents the findings on the analysis of relationships between

scheduling scheme and their psychosocial aspect of learning such as autonomy,

environmental mastery, personal growth, positive relations with others, purpose in life,

self-acceptance, social contact, and social isolation.

Scheduling Scheme and Autonomy

Table 12 determines the relationship of the respondents‘ scheduling scheme and

Psychosocial Aspect of Learning in Autonomy domain.

The result shows that the proportion of the respondents who possess a fair well-

being in autonomy domain with five out of ten respondents (52.3%), a higher proportion
 55

who are in non- hybrid scheduling (54.2%) was 10% higher than the proportion of

respondent who possess an excellent well-being (44.0%) in hybrid scheduling.

Conversely, the proportion that is in hybrid scheduling with fair well-being (56.0%) was

about 11% higher than the proportion of respondents with fair well-being (45.8%) in non-

hybrid scheduling.

When the strength of relationship was tested using Phi coefficient (Phi = -.093)

with a p- value of .199, it was found out that the relationship between the scheduling

scheme and psychosocial aspect of learning – autonomy domain is strong. The result

implies that scheduling scheme has a strong influence on the respondent‘s psychosocial

aspect of learning – autonomy domain. Therefore, the null hypothesis which states that

there is no relationship between scheduling scheme and overall psychosocial aspect of

learning is rejected.

Table 12. Relationship between Scheduling Scheme and Autonomy.

Scheduling Scheme
Non-Hybrid Total
Autonomy Hybrid Scheduling
Scheduling
f % f % f %
Excellent Well-Being 83 44.0 52 54.2 135 47.7
Fair Well-Being 104 56.0 44 45.8 148 52.3
Total 187 100.0 96 100.0 283 100.0
Phi = -.093 strong relationship p = .119

Scheduling Scheme and Environmental Mastery

Table 13 determines the relationship of the respondents‘ scheduling scheme and

Psychosocial Aspect of Learning in Environmental Mastery domain.

As the total of both hybrid and non-hybrid scheduling schemes, the figure shows

that most of the respondents experienced fair well-being in terms of environmental

 56

mastery (73.1%). More than three-quarters of respondents (77.0%) answered fair quality

in the hybrid scheduling scheme, compared to 65.6 percent in the non-hybrid scheduling

scheme, which is significantly higher than the first.

Note that in a comparison of the two scheduling schemes in terms of excellent

well- being, three in every ten respondents (34.4%) answered in non-hybrid scheduling,

whereas only two respondents (23.0%) answered in hybrid scheduling.

When statistical analysis were done using Phi coefficient, the result turned out to

be weak (Phi = -.122) with a p-value of .041 which means that scheduling scheme

cannot be used to predict the psychosocial aspect of learning in environmental mastery

domain. Hence, regardless of the scheduling scheme, the respondent‘s psychosocial

aspect of learning if influenced to a minimal extent. Therefore, the null hypothesis which

states that there is no relationship between scheduling scheme and overall psychosocial

aspect of learning is not rejected.

Table 13. Relationship between Scheduling Scheme and Environmental Mastery.

Scheduling Scheme
Environmental Non-Hybrid Total
Hybrid Scheduling
Mastery Scheduling
f % f % f %
Excellent Well-Being 43 23.0 33 34.4 76 26.9
Fair Well-Being 144 77.0 63 65.6 207 73.1
Total 187 100.0 96 100.0 283 100.0
Chi-square = 4.182 weak relationship df = 1 p = .041
Phi = -.122 p = .041

Scheduling Scheme and Personal Growth

Table 14 determines the relationship of the respondents‘ scheduling scheme and

Psychosocial Aspect of Learning in Personal Growth domain.

 57

The findings shows that more than half (51.6%) of the overall total of the results

had fair well-being in terms of personal growth domain. Only 46.5% in hybrid scheduling

had responded to have an excellent well-being compared to non-hybrid scheduling

which has bigger results with 5 out of ten (52.1%). Meanwhile, a large number of

respondents in hybrid scheduling (53.5%) had reflected to have fair well-being while

47.9% in non-hybrid scheduling.

The relationship between the scheduling scheme and the psychosocial aspect of

learning – personal growth domain was found to be strong when the strength of the

association was tested using the Phi coefficient (Phi = -.53) with a p-value of.376,

indicating that the correlation is strong. The findings suggest that the respondent's

psychosocial aspect of learning– personal growth domain is strongly influenced by the

scheduling scheme. As a result, the null hypothesis (no relationship between scheduling

scheme and overall psychosocial aspect of learning) is rejected.

Table 14. Relationship between Scheduling Scheme and Personal Growth.

Scheduling Scheme
Non-Hybrid Total
Personal Growth Hybrid Scheduling
Scheduling
f % f % f %
Excellent Well-Being 87 46.5 50 52.1 137 48.4
Fair Well-Being 100 53.5 46 47.9 146 51.6
Total 187 100.0 96 100.0 283 100.0
Chi-square = .785 strong relationship df = 1 p = .376
Phi = -0.053 p = .376

Scheduling Scheme and Positive Relations With Others

The data on Table 15 shows the relationship of respondents according to

scheduling scheme and positive relations with others.

 58

The figures shows that although most respondents had fair well-being in terms of

positive relation with others with five out of ten respondents (51.6%) , a higher proportion

(52.1%) of those respondents in non-hybrid scheduling scheme have an excellent well-

being while (46.5%) have excellent well-being in hybrid scheduling scheme. Meanwhile,

4 out of ten respondents in non-hybrid scheduling had (47.9%) responding to have fair

well-being contrary to the responds in hybrid scheduling which has (53.5%).

When the statistical analysis were done, using Phi Coefficient, the value resulted to (Phi

= -.053) with a p-value of .376. Statistically, the relationship turns out to be very weak,

indicating that the scheduling scheme only minimally influences the student‘s positive

relation with others domain.

This finding does not corroborate with the result found by Bolatov et al (2020),

where scheduling scheme varies psychosocial aspect of learning-positive relations with

others domain.

Table 15. Relationship between Scheduling Scheme and Positive Relations With

Others.

Scheduling Scheme
Positive Relations Non-Hybrid Total
Hybrid Scheduling
with Others Scheduling
f % f % f %
Excellent Well-Being 87 46.5 50 52.1 137 48.4
Fair Well-Being 100 53.5 46 47.9 146 51.6
Total 187 100.0 96 100.0 283 100.0
Chi-square = 0.785 very weak relationship df = 1 p = .376
Phi = -.053 p = .376

Scheduling Scheme and Purpose in Life.

The data on Table 16 shows the relationship of respondents according to

scheduling scheme and purpose in life.

 59

Purpose in life is defined as a sense of direction and meaning in the life of the

respondent. The high score in this domain indicates one has goals in life, feels there is

meaning to present and past life and holds belief that has aims and objectives for living.

The low score is related to having lack of meaning in life, lack of sense of direction, and

there are no objectives or purposes in life.

The figure shows that most respondents had excellent well-being in terms of

purpose in life (59.4%) as the total of both hybrid and non-hybrid scheduling scheme. In

hybrid scheduling, more than half (56.7%) of the respondents answered excellent well-

being in contrast to the 65.6% in non-hybrid scheduling scheme which is much higher

compare to the first one.

Note that in comparison between the two scheduling scheme in term of fair well-

being, in the list of ten respondents, four (43.3%) answered in hybrid while less (35.4%)

answered in non- hybrid scheduling.

When the strength of relationship was tested using Phi Coefficient (Phi = -.76)

with a p- value of.200, it was found out that there is a strong relationship between

scheduling scheme and purpose in life domain. This result revealed that the purpose in

life domain varies with scheduling scheme. It further implies that those students in non-

hybrid scheduling have higher result of having excellent well-being than those students

under hybrid scheduling.

The study finding by Christie et al (2008), contradicts to the result of the study

which shows no significant relationship between scheduling scheme and purpose in life.
 60

Table 16. Relationship between Scheduling Scheme and Purpose in Life.

Scheduling Scheme
Non-Hybrid Total
Purpose in Life Hybrid Scheduling
Scheduling
f % f % f %
Excellent Well-Being 106 56.7 62 65.6 168 59.4
Fair Well-Being 81 43.3 34 35.4 115 40.6
Total 187 100.0 96 100.0 283 100.0
Chi-square = 1.641 strong relationship df = 1 p = .200
Phi = -.76 p = .200

Scheduling Scheme and Self-Acceptance.

The data on Table 17 shows the relationship of respondents according to

scheduling scheme and self-acceptance.

University students go through a period of transition between adolescence and

adulthood. It is critical that individuals adjust to their environment, create their own

personality, and form intimate relationships with others during early adulthood, the age

of transition to maturity. Young adults should be able to develop their own personalities

and accept themselves for this reason, because self-acceptance is only possible when

people know themselves, identify their positive and negative sides, and respect

themselves (Ceyhan, A, & Ceyhan E, 2010). Self-acceptance is a positive attitude that

allows people to examine all of their positive and negative aspects in an objective

manner.

The findings shows that majority (71.0%) of the overall total of the results had fair

well- being in terms of self-acceptance. Only 24.1% in hybrid scheduling had responded

to have an excellent well-being compared to non-hybrid scheduling which has bigger

results with 3 out of ten (38.5%). Meanwhile, a large number of students in hybrid

scheduling (75.9%) had reflected to have fair well-being while 61.5% in non-hybrid

scheduling.
 61

Analysis of the relationship using Phi Coefficient revealed a value of (Phi = -.151)

with a p-value of .011 indicates a weak relationship and this implies that regardless of

the students scheduling scheme, there will be minimal influence in the self-acceptance

domain. Therefore, the null hypothesis which states that there is no relationship between

academic workload and autonomy is not rejected.

Table 17. Relationship between Scheduling Scheme and Self-Acceptance.

Scheduling Scheme
Non-Hybrid Total
Self-Acceptance Hybrid Scheduling
Scheduling
f % f % f %
Excellent Well-Being 45 24.1 37 38.5 82 29.0
Fair Well-Being 142 75.9 59 61.5 201 71.0
Total 187 100.0 96 100.0 283 100.0
Chi-square = 6.461 weak relationship df = 1 p = .011
Phi = -.151 p = .011

Scheduling Scheme and Social Contact.

The data on Table 18 shows the distribution of respondents according to

scheduling scheme and social contact.

The figure shows that most respondents had fair well-being in terms of social

contact (61.8%) as the total of both hybrid and non-hybrid scheduling scheme.

In hybrid scheduling, it has lesser result of 12.3% responding to have an excellent well-

being in contrast to the 21.9% in non-hybrid scheduling scheme showing a big gap in

between the two scheduling scheme.

Note that in comparison between the two scheduling scheme in terms of fair well-

being, the higher proportion of responds came from hybrid scheduling ( 64.7%) while

non-hybrid only has 56.2%. Furthermore, the comparison in the poor well-being shows

hybrid scheduling to be superior (23.0%) than non-hybrid (21.9%).

 62

Statistical analysis utilizing Cramer's V (Cramer's V =.126) with a p-value of.105

revealed a weak relationship between scheduling scheme and social contact domain. As

a result, the scheduling scheme has very little impact on the social contact domain. The

scheduling scheme has no bearing on the respondent‘s social contact. As a result, the

null hypothesis that no substantial relationship exists between scheduling scheme and

social isolation is accepted.

Table 18. Relationship between Scheduling Scheme and Social Contact.

Scheduling Scheme
Non-Hybrid Total
Social Contact Hybrid Scheduling
Scheduling
f % f % f %
Excellent Well-Being 23 12.3 21 21.9 44 15.6
Fair Well-Being 121 64.7 54 56.2 175 61.8
Poor Well-Being 43 23.0 21 21.9 64 22.4
Total 187 100.0 96 100.0 283 100.0
Chi-square = 4.510 weak relationship df = 2 p = .105
Cramer‘s V = .126 p = .105

Scheduling Scheme and Social Isolation.

The data on Table 19 shows the distribution of respondents according to

scheduling scheme and social isolation.

The data shows a higher proportion of non-hybrid scheduling (58.3%) than hybrid

scheduling (57.8%) that had poor well-being on social isolation. Also, there were more

who are in hybrid scheduling (35.8%) than non-hybrid scheduling (30.2%) who had fair

well-being on social isolation. On the other hand, there were more who are in non-hybrid

scheduling (11.5%) than hybrid scheduling (6.4%) that had excellent well-being on social

isolation.
 63

When Cramer's V was used in the statistical analysis, the value was (Cramer's

Value =.95) with a p-value of.276. The association is statistically significant, indicating

that the scheduling scheme has a significant impact on the respondents' social isolation.

As a result, the null hypothesis that no substantial relationship exists between

scheduling scheme and social isolation is rejected.

Table 19. Relationship between Scheduling Scheme and Social Isolation.

Scheduling Scheme
Non-Hybrid Total
Social Isolation Hybrid Scheduling
Scheduling
f % f % f %
Excellent Well-Being 12 6.4 11 11.5 23 8.1
Fair Well-Being 67 35.8 29 30.2 96 33.9
Poor Well-Being 108 57.8 56 58.3 164 58.0
Total 187 100.0 96 100.0 283 100.0
Chi-square = 2.578 strong relationship df = 2 p = .276
Cramer‘s V = .95 p = .276

Scheduling Scheme and Overall Psychosocial Aspect of Learning

The data on Table 20 shows the distribution of respondents according to

scheduling scheme and the overall psychosocial aspect of learning.

The figures shows that there is higher proportion of hybrid scheduling (72.2%)

than non- hybrid scheduling with (27.8%) who had fair well-being in overall psychosocial

aspect of learning. On the other hand, hybrid scheduling has higher proportion (56.1%)

than non-hybrid scheduling (43.9%) that had excellent well-being in overall psychosocial

aspect of learning.

It was found that there is a significant relationship between scheduling scheme

and overall psychosocial aspect of learning when the strength of the relationship was

assessed using Cramer's V (Cramer's V =.165) with a p-value of.006. The findings
 64

revealed that the overall psychosocial aspect of learning differs depending on the

scheduling scheme. It also implies that respondents in hybrid scheduling have a better

psychosocial aspect of learning than those who are enrolled in non-hybrid scheduling.

As a result, the null hypothesis (no relationship between scheduling scheme and overall

psychosocial aspect of learning) is rejected.

Table 20. Relationship between Scheduling Scheme and Overall Psychosocial

Aspect of Learning.

Overall Psychosocial Aspect of

Learning
Total
Scheduling Scheme Excellent Fair
Well-Being Well-Being
f % f % f %
Hybrid Scheduling 60 56.1 127 72.2 187 66.1
Non-Hybrid Scheduling 47 43.9 49 27.8 96 33.9
Total 107 100.0 176 100.0 283 100.0
Chi-square = 7.680 strong relationship df = 1 p = .006
Cramer‘s V = 0.165 p = .006

Relationships between Academic Workload and Psychosocial Aspect of Learning

This section presents the findings on the analysis of relationships between

academic workload and their psychosocial aspect of learning such as autonomy,

environmental mastery, personal growth, positive relations with others, purpose in life,

self-acceptance, social contact, and social isolation.

Academic Workload and Autonomy.

The data on Table 21 shows the distribution of respondents according to

academic workload and the autonomy domain.

 65

The findings show that majority (52.3.0%) of the overall total of the results had

fair well- being in terms of autonomy. Only 41.9 percent of the respondents who

experience heavy academic workload had responded to have an excellent well-being

compared to moderate academic workload which has bigger results with five out of ten

(50%). Meanwhile, a large number of respondents with heavy academic workload (50%)

had reflected to have fair well- being while 30.2% than those who experience moderate

academic workload.

When the strength of relationship was tested using Gamma (Gamma = .173) with

a p- value of .195, it was found out that there is no relationship between academic

workload and autonomy. The results revealed that academic workload does not vary

with autonomy. Therefore, the null hypothesis which states that there is no relationship

between academic workload and autonomy is not rejected.

Table 21. Relationship between Academic Workload and Autonomy.

Academic Workload
Total
Autonomy Heavy Moderate
f % f % f %
Excellent Well-Being 104 50.0 31 41.9 135 47.7
Fair Well-Being 104 50.0 44 30.2 148 52.3
Total 208 100.0 75 100.0 283 100.0
Gamma = .173 no relationship p = .195

Academic Workload and Environmental Mastery.

The data on Table 22 shows the distribution of respondents according to

academic workload and the environmental mastery domain.

The result shows that the higher proportion of the respondents who are

experiencing a heavy academic workload possess a fair well-being (77.0%) is almost 50

percent higher than the proportion of respondents who experience heavy academic
 66

workload who possess an excellent well-being (22.1%). Conversely, the proportion of

respondents with moderate academic workload with fair well-being (60.0%) is about 40

percent higher than the proportion of respondents with moderate academic workload

who possess with excellent well-being (40.0%).

The analysis of the relationship using Gamma revealed that the relationship was

weak (Gamma = -.403) with a p-value of .006 between academic workload and

environmental mastery. This indicates that regardless of the academic workload of the

respondents, environmental mastery is influenced to a minimal extent. Therefore, the

null hypothesis which states that there is no relationship between academic workload

and environmental mastery is rejected.

Table 22. Relationship between Academic Workload and Environmental Mastery.

Academic Workload
Environmental Total
Heavy Moderate
Mastery
f % f % f %
Excellent Well-Being 46 22.1 30 40.0 76 26.9
Fair Well-Being 162 77.9 45 60.0 207 73.1
Total 208 100.0 75 100.0 283 100.0
Gamma = -.403 weak relationship p = .006

Academic Workload and Personal Growth.

The data on Table 23 shows the distribution of respondents according to

academic workload and personal growth.

The figure shows that most students had fair well-being in terms of personal

growth (51.6%), a higher proportion of those who had heavy academic workload (56.2%)

followed by moderate academic workload (38.7%). Furthermore, there were 61.3% for

moderate academic workload and 43.8% for heavy academic workload where the

students had an excellent well- being in terms of personal growth.

 67

The relationship is interpreted as having a weak relationship using Gamma

(Gamma = -.342) and a p value of.009. The relationship is statistically insignificant,

indicating that academic workload has a minor impact on respondents' social isolation.

As a result, the null hypothesis is accepted, implying that there is no significant

relationship between academic workload and personal growth.

Table 23. Relationship between Academic Workload and Personal Growth.

Academic Workload
Total
Personal Growth Heavy Moderate
f % f % F %
Excellent Well-Being 91 43.8 46 61.3 137 48.4
Fair Well-Being 117 56.2 29 38.7 146 51.6
Total 208 100.0 75 100.0 283 100.0
Gamma = -.342 weak relationship p = .009

Academic Workload and Positive Relations with Others.

The data on Table 24 shows the distribution of respondents according to

academic workload and positive relations with others.

The findings indicate that most students had fair well-being in terms of positive

relations with others, with a larger proportion of those who had a heavy academic

workload (59.1%), followed by those who had a moderate academic workload (30.7%).

On the other hand, students with a moderate academic workload (69.3%) and a heavy

academic workload (40.9%) had excellent well-being in terms of positive relationships

with others.

The analysis of the relationship using gamma revealed that the relationship was

has no relationship (Gamma = -.532) with a p value of .000 between academic workload

and positive relationship with others. This indicates that the academic workload is not

dependent on the students‘ positive relations with others. Therefore, the null hypothesis
 68

which states that there is no significant relationship between the academic workload and

positive relations with others is not rejected.

Table 24. Relationship between Academic Workload and Positive Relations with

Others.

Academic Workload
Positive Relations Total
Heavy Moderate
with Others
f % f % f %
Excellent Well-Being 85 40.9 52 69.3 137 48.4
Fair Well-Being 123 59.1 23 30.7 146 51.6
Total 208 100.0 75 100.0 283 100.0
Gamma = -.532 no relationship p = .000

Academic Workload and Purpose in Life.

The data on Table 25 shows the distribution of respondents according to

academic workload and purpose in life domain.

The findings shows that majority (59.7%) of the overall total of the results had

excellent well-being in terms of purpose in life. Only 56.7 percent of the respondents

who experience heavy academic workload had responded to have an excellent well-

being compared to moderate academic workload which has bigger results (66.7%).

Meanwhile, a large number of students with heavy academic workload (43.3%) had

reflected to have fair well-being while 33.3% than those who experience moderate

academic workload.

When the strength of relationship was tested using Gamma (Gamma = .208) with

a p- value of .124, it was found out that there is no relationship between academic

workload and purpose in life. The results revealed that academic workload does not vary

with purpose in life. Therefore, the null hypothesis which states that there is no

relationship between academic workload and purpose in life is not rejected.

 69

Table 25. Relationship between Academic Workload and Purpose in Life.

Academic Workload
Total
Purpose in Life Heavy Moderate
f % f % f %
Excellent Well-Being 118 56.7 50 66.7 168 59.4
Fair Well-Being 90 43.3 25 33.3 115 40.6
Total 208 100.0 75 100.0 283 100.0
Gamma = -.208 no relationship p = .124

Academic Workload and Self-Acceptance.

The data on Table 26 shows the distribution of respondents according to

academic workload and self-acceptance.

The figure shows that most students had fair well-being in terms of self-

acceptance (71.0%), a higher proportion of those who had heavy academic workload

(79.3%) followed by moderate academic workload (48.6%). Furthermore, there were

51.4% for moderate academic workload and 20.7% for heavy academic workload where

the students had an excellent well- being in terms of self-acceptance.

It was found that there is a moderate relationship between academic workload

and self- acceptance when the strength of the relationship was assessed using Gamma

(Gamma = -.612) with a p-value of.000. The findings revealed that the psychosocial

aspect of learning – self- acceptance domain differs depending on the academic

workload. It also implies that respondents experiencing moderate academic workload

have excellent well-being than those who are experiencing heavy workload. As a result,

the null hypothesis (no relationship between scheduling scheme and overall

psychosocial aspect of learning) is rejected.

 70

Table 26. Relationship between Academic Workload and Self-Acceptance.

Academic Workload
Total
Self-Acceptance Heavy Moderate
f % f % f %
Excellent Well-Being 43 20.7 39 51.4 82 29.0
Fair Well-Being 165 79.3 36 48.6 201 71.0
Total 208 100.0 75 100.0 283 100.0
Gamma = -.612 moderate relationship p = .000

Academic Workload and Social Contact

The data on Table 27 shows the relationship of respondents according to

academic workload scheme and social contact.

The figure shows that most respondents had fair well-being in terms of social

contact (84.4%) as the total of both heavy and moderate academic workload. In heavy

workload, more than four-fifths (87.5%) of the respondents answered fair well-being in

contrast to the 75.7% in moderate workload which is much higher compare to the first

one.

Note that in comparison between the two academic workloads in terms of

excellent well- being, in the list of ten respondents, one (24.3%) answered in moderate

workload while less (12.5%) answered in heavy workload.

When the strength of relationship was tested using Gamma (Gamma = -.503)

with a p- value of.000, it was found out that there is a moderate relationship between

academic workload and social contact domain. This result revealed that the social

domain varies with academic workload. It further implies that those students

experiencing heavy workload have higher result of having fair well-being than those

students experiencing moderate workload.

 71

The finding is congruent with the study of Friedlander (2007), where it shows that

respondents‘ perceptions of social support may be a greater predictor of their

adjustment.

Table 27. Relationship between Academic Workload and Social Contact.

Academic Workload
Total
Social Contact Heavy Moderate
f % f % f %
Excellent Well-Being 26 12.5 18 24.3 44 15.6
Fair Well-Being 182 87.5 57 75.7 239 84.4
Total 208 100.0 75 100.0 283 100.0
Gamma = -.503 moderate relationship p = .000

Academic Workload and Social Isolation

The data on Table 28 shows the distribution of respondents according to

academic workload and social isolation.

The figure shows that most respondents had fair well-being in terms of social

isolation (91.9%) as the total of both heavy and moderate academic workload.

In moderate workload, it has lesser result of 2.7% respondents to have an

excellent well- being in contrast to the 10.1% in heavy workload showing a big gap in

between the two academic workloads.

Note that in comparison between the two academic workloads in terms of fair

well-being, the higher proportion of responds came from moderate workload (97.3%)

while heavy workload only has 89.9%.

Statistical analysis with Gamma revealed a weak relationship (Gamma = .459)

with a p- value of .000 between academic workload and social isolation domain. Hence,

the academic workload has minimal influence at all in the social isolation domain. The

students‘ social isolation is not determined by academic workload. Therefore, the null
 72

hypothesis which states that there is no relationship between academic workload and

social is accepted.

Table 28. Relationship between Academic Workload and Social Isolation.

Academic Workload
Total
Social Isolation Heavy Moderate
f % f % f %
Excellent Well-Being 21 10.1 2 2.7 23 8.1
Fair Well-Being 187 89.9 73 97.3 160 91.9
Total 208 100.0 75 100.0 283 100.0
Gamma = .459 weak relationship p = .000

Academic Workload and Overall Psychosocial Aspect of Learning

The data on Table 29 shows the distribution of respondents according to

academic workload and overall psychosocial aspect of learning.

The data shows a higher proportion of fair well-being (79.0%) than excellent well-

being (64.5%) that had heavy academic workload. Also, there were more who have an

excellent well- being (35.5%) than with fair well-being (21.0%) who had moderate

academic workload.

When the statistical analysis was done, using Gamma the value resulted to

(Gamma = -.348) with a p-value of.009. Statistically, the relationship turns out to be

weak which indicates that the overall psychosocial aspect of learning has a minimal

influence on the academic workload of the respondents.

Finally, this present study is based on the Social Learning Theory. With the

theory, the assumption regarding the students being able to learn through observation,

mental states are important to learning, and learning does not necessarily lead to

change were affirmed in the study. However, the findings of the study do not fully

support the framework set by the Social Learning Theory. In the framework, as regards
 73

the well-being of the psychosocial aspect of learning, the influence of scheduling

scheme, like hybrid and non-hybrid scheme, and academic workload was not confirmed.

Among the psychosocial aspect of learning domains (like autonomy, environmental

mastery, personal growth, positive relations with others, purpose in life, self-acceptance,

social contact, and social isolation), the statistically significant differences in the scores

for the psychosocial well-being dimensions are environmental mastery (F(2,101) =

3.682, p = 0.028) and purpose-in-life (F(2,101) = 4.631, p = 0.011) (ANOVA) were found.

Table 29. Relationship between Academic Workload and Overall Psychosocial

Aspect of Learning.

Overall Psychosocial Aspect of

Learning
Total
Academic Workload Excellent Fair
Well-Being Well-Being
f % f % f %
Heavy Workload 69 64.5 139 79.0 208 73.5
Moderate Workload 38 35.5 37 21.0 75 26.6
Total 107 100.0 176 100.0 283 100.0
Gamma = -.348 weak relationship p = .009
 CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study, conclusions derived, and

recommendations for the enhancement of the academic workload psychosocial aspect

of learning of college students in a university in Iloilo City.

Summary

This study was conducted in order to determine the scheduling scheme,

perceived academic workload, psychosocial aspect of learning among college students

in a University in Iloilo City. This quantitative study involved all year levels of college

students who were selected using stratified random sampling method. Data gathering

instrument was self-administered questionnaire which was developed based on the

study. This instruments used were Carol Ryff‘s Psychological Well-Being Scale which

consists of 23 statements and Theresa Steeger‘s Social Well-Being Scale which

consists of 2 statements that the respondents who have to answer and the result would

measure their level of Psychosocial Aspect of Learning. It was comprised of

respondent‘s personal characteristics which include gender, age, year level, scheduling

scheme, academic workload, and psychosocial aspect of learning and the relationship

between and among major variables. To prove the instrument valid, the researchers

have consulted for the advice of two experts, the research adviser of the researchers,

and their comments and suggestions are of great help in the making of the

questionnaire. As for reliability, it is the consistency of the responses or scores obtained

by an individual in a test or a research instrument administered. For this study, the

 75

researchers have made use of the SPSS or the Statistical Package for Social Sciences

in which the reliability was established with a Cronbach‘s Alpha value of 0.720.

As soon as the necessary data were gathered, they were encoded, recorded and

statistically analyzed by the use of the SPSS. The data collected were subjected to

descriptive and inferential analysis. Descriptive analysis was done using simple

frequency counts and percentage in determining and describing the profile of the

respondents, scheduling scheme, academic workload of the respondents, and their

psychosocial aspect of learning based on the eight domains: autonomy, environmental

mastery, personal growth, positive relations with others, purpose in life, self-acceptance,

social contact, and social isolation. The inferential analysis was done using the Chi-

square, Phi Coefficient, Cramer‘s V, and Gamma Coefficient values to determine if there

was relationship between data in the nominal and ordinal scales, including the

relationship between scheduling scheme and psychosocial aspect of learning and the

academic workload and psychosocial aspect of learning.

The data were processed with the use of the Statistical Package for Social

Sciences (SPSS) version 21. The results were interpreted by the researchers with the

research adviser‘s guidance.

 76

Major Findings

1. Majority of the respondents were female (75.3%), belonged to the age category

of 18-22 years old (77.8%). The average age of the respondents was 20.29

years old. Three in every ten respondents were second year students.

2. More than three-fifths (66.1%) of the respondents were enrolled in Hybrid

Scheduling Scheme.

3. Almost 8 in every ten of the respondents (73.5%) were experiencing heavy

academic workload.

4. In terms of psychosocial aspect of learning, more than three-fifths (62.2%) of the

respondents had a fair well-being. Generally, students had average well-being to

the eight domains included in Ryff‘s Psychological Well-Being and Steeger‘s

Social Well-Being in terms of autonomy, environmental mastery, personal

growth, positive relations with others, purpose in life, self-acceptance, social

contact, and social isolation.

5. There is a significant relationship between the respondent‘s scheduling scheme

and psychosocial aspect of learning such as autonomy, personal growth,

purpose in life, and social isolation. This implies that the respondent‘s scheduling

scheme has a bearing on the psychosocial aspect of learning in terms of

autonomy, personal growth, purpose in life, and social isolation.

6. There is no significant relationship between the respondent‘s academic workload

and psychosocial aspect of learning categories such as autonomy, environmental

mastery, personal growth, positive relations with others, purpose in life, and

social isolation. This implies that the respondent‘s academic workload has no

bearing on their psychosocial aspect of learning categories such as autonomy,

environmental mastery, personal growth, positive relations with others, purpose

in life, and social isolation.

 77

Conclusions

Based on the findings of the study, the following conclusions have been drawn:

1. Most of the respondents were females, belong to the age category of 18-22

years old, and are second year students.

2. The majority of the respondents are enrolled under the Hybrid Scheduling

Scheme.

3. Nearly 80% of the respondents are experiencing heavy academic workload.

4. The respondents had fair well-being in aspect of learning in terms of autonomy,

environmental mastery, personal growth, positive relations with others, purpose

in life, self-acceptance, social contact, and social isolation.

5. There is a significant relationship between the respondent‘s scheduling scheme

and psychosocial aspect of learning such as autonomy, personal growth,

purpose in life, and social isolation. This implies that the respondent‘s scheduling

scheme affects their ability to decide autonomously, their personal growth,

finding their purpose in life, and engagement with others.

6. There is no significant relationship between the respondent‘s academic workload

and psychosocial aspect of learning categories such as autonomy, environmental

mastery, personal growth, positive relations with others, purpose in life, and

social isolation. This implies that the respondent‘s academic workload does not

affect their ability to decide autonomously, their response to environmental

stimuli, their personal growth, positive relations with others, finding their purpose

in life, and their engagement with others. On the other hand, there is a moderate

relationship between the respondents‘ academic workload and their psychosocial

aspect of learning categories such as self-acceptance and social contact. This

implies that the respondents‘ scheduling scheme affects their response in having

self-acceptance and their social contact.

 78

Recommendations

The following recommendations were made based on the above mentioned

conclusions:

1. School Administration. The school administration may focus on the

students‘ emotional, mental, and psychosocial well-being in their aspect

of learning through the professors, school counselors, and yearly surveys

for them to be able to better promote the student‘s general well-being.

2. Students. It is recommended that college students have collaborative

efforts for a lesser academic workload and better psychosocial well-being

to help boost the student‘s sense of importance that will help improve

their psychosocial well-being.

3. Parents. It is recommended that the parents have be aware of the

psychosocial well-being of their children during online classes for they

serve as the students‘ support system.

4. Future Researchers. Future researchers are recommended to conduct a

quantitative study on the scheduling scheme, perceived academic

workload, and psychosocial aspect of learning of college students in a

university in Iloilo City to gain deeper understanding and awareness of

academic workload and psychosocial ell-being of college students.

Conducting quantitative study in the aspect of the students‘ psychosocial

aspect of learning can provide rich and meaningful data for those

researchers whose trajectories of their interest and studies are the same

as this study.
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 APPENDICES

APPENDIX A
Central Philippine University
College of Nursing

INFORMED CONSENT FORM

1. KEY INFORMATION ABOUT THE RESEARCHERS AND THEIR STUDY

Study Title: SCHEDULING SCHEME, PERCEIVED ACADEMIC WORKLOAD,

AND PSYCHOSOCIAL ASPECT OF LEARNING AMONG
COLLEGE STUDENTS IN A UNIVERSITY IN ILOILO CITY
Name of the Kean Cheina G. Calderon, Mary H. Buenavista,
Researchers: Goergie Ann L. Bulatao, Kate Marie D. Cabillo,
Pol Xyrenne M. Cadiente, Kym C. Cordero
Faculty Advisor: Melba C. Sale, MAN, RN
Department/College: College of Nursing
Institution: Central Philippine University

2. PURPOSE OF THE STUDY

This study aims to determine the scheduling scheme, perceived academic workload,
psychosocial aspect of learning among college students in a University in Iloilo City.
Specifically, the study intends to:
 Determine the respondent‘s scheduling scheme in terms of hybrid and non-
hybrid learning;
 Determine the respondent‘s academic workload;
 Determine the respondent‘s psychosocial aspect of learning in terms of
autonomy, environmental mastery, personal growth, positive relations with
others, purpose in life, self-acceptance, social contact, and social isolation;
 Determine if there is a significant relationship between the respondent‘s
scheduling scheme in terms of hybrid and non-hybrid learning, and the
psychosocial aspect of learning in terms of autonomy, environmental mastery,
personal growth, positive relations with others, purpose in life, self-acceptance,
social contact, and social isolation.
 Determine if there is a significant relationship between the respondent‘s
scheduling scheme in terms of hybrid and non-hybrid learning and the academic
workload;
 Determine if there is a significant relationship between the respondent‘s
academic workload, and the psychosocial aspect of learning in terms of
 89

autonomy, environmental mastery, personal growth, positive relations with

others, purpose in life, self-acceptance, social contact, and social isolation.

The respondents of the study upon consenting to participate are expected to answer
the scheduling scheme, perceived academic workload, and psychosocial aspect of the
learning survey questionnaire are nursing students of Central Philippine University.
There will be 283 respondents determined based on stratified sampling technique.
Number of respondents will be determined based on stratified sampling technique with a
total population of 273 and a margin of error (0.05), a sample size of 283 was obtained
using the sampling formula of:
The researchers estimated the duration of the study might run for 3 months after the
start of the conduct, from March 2021 until June 2021.

3. PROCEDURE OF THE STUDY

The researcher-made questionnaire will be distributed by the researchers through

Google forms. The survey will be answered by the respondents when the data gatherer
sends them the survey form and then the data will be recorded for analysis.

4. INFORMATION ABOUT STUDY RISKS AND BENEFITS

This study may ask for the respondent‘s time to answer about the psychosocial
aspect of the respondents which may be a sensitive or personal topic for them. There
will be no potential physical or emotional risk included in the study.
This study could possibly benefit the respondents by improvement of their
psychosocial aspect of learning regarding their scheduling scheme and perceived
academic workload. Others can also benefit from this, such as:
School Administration. The effect of academic workload given to students during
online classes must be acknowledged by the educators to guarantee that the students
meet the academic requirements, and at the same time, recognize the current conditions
faced by the students and the need of simultaneously satisfying their academic-related
demands. The results of this study may be beneficial to those who may have had
students with psychosocial problems because they would be able to have improved
counseling skills that could greatly help a student in need of support and attention.
Parents. Students are not alone in finishing school; parents also play a vital role.
Parents and students being able to work together motivate the students to do their best
while in school. This study may be beneficial to the parents to be aware of the
psychosocial status of their children during online classes and also to serve as their
support system.
Future Researchers. The outcome of this study is beneficial to both present and
future researchers. They can make use of this study as a reference for future
researches. Also, others variables which were not study in this research will be explored.
 90

The respondents will not receive any token or compensation for participating in the
study. Moreover, the participation of the respondent is voluntary and they may withdraw
anytime without penalty or loss of benefit to which they are entitled. The respondents‘
participation is entirely voluntary and they may withdraw from the study anytime they feel
uncomfortable.

5. CONFIDENTITALITY AND SHARING RESEARCH INFORMATION

Respondents will be informed of their answers and will be treated with utmost
confidentiality, it will not be divulged to anybody and will be solely utilized for research
purposes. To maintain anonymity as well as privacy, numbers rather than names of the
respondents will be used. At the conclusion of the study and answered surveys will be
kept by the researchers for safe keeping. These research materials will be disposed of
when the results of the study have been disseminated by the researchers.

The information of this study will be disseminated and distributed after the analysis,
interpretation and revisions of the study. Confidentiality and anonymity of the
respondents will be upheld by avoiding the use of the names of the respondents when
the results are discussed. The respondents are allowed access to the results of the
study conducted as they wish. They will be provided with all the results pertaining to the
study which they are involved in. Moreover, they will be informed in a timely manner if
information becomes available.

6. WHO TO CONTACT FOR RELEVANT QUESTIONS AND/OR ASSITANCE IN

RESEARCH-RELATED INJURY

Name of Researcher/s: Kean Cheina G. Calderon

Email: keancheina.calderon-18@cpu.edu.ph
Phone: 09292628970

Faculty Advisor: Melba C. Sale, MAN, RN

Email: mcsale@cpu.edu.ph
Phone: 09292948041

Chair, CPU Research Ethics Committee

Email: researchethics@cpu.edu.ph
Phone: 329-1971 (local 3336)

7. CERTIFICATE OF CONSENT

I have read the foregoing information, or it has been read and explained to me in a
language/dialect I know and understand. I have had the opportunity to ask
questions about it and any questions I have been asked have been answered to
my satisfaction. I consent voluntarily to be a participant in this study.
 91

Print Name of Participant__________________

Signature of Participant ___________________
Date ___________________________
Day/Month/Year

Statement by the researcher/person taking consent (if applicable)

I have accurately read out the information sheet to the potential participant,
and to the best of my ability made sure that the participant understands that the
following will be done:
1.
2.
3.
4.
5.

I confirm that the participant was given an opportunity to ask questions

about the study, and all the questions asked by the participant have been
answered correctly and to the best of my ability. I confirm that the individual has
not been coerced into giving consent, and the consent has been given freely and
voluntarily.

A copy of this ICF has been provided to the participant.

Print Name of Researcher/person taking the consent________________________

Signature of Researcher /person taking the consent__________________________

Date ___________________________
Day/Month/Year
 APPENDIX B

LETTER OF APPROVAL TO THE DEAN

Atty. Salex E. Alibogha, MAN, LLM

Dean, College of Nursing
Central Philippine University
Jaro, Iloilo City

Dear Atty. Alibogha,

Greetings!
We, the Third-Year Student Nurses from Central Philippine will be conducting a research
study entitled, "Scheduling Scheme, Perceived Academic Workload, Psychosocial
Aspect of Learning Among College Students in a University in Iloilo City‖ as part of our
requirements in NCM 3216 (Research Practicum II).

In connection with this, we would like to ask permission to conduct our survey in your
department. The anonymity of the respondents will withhold to conform the full
confidentiality of their data. Your support regarding this matter is very much appreciated.

This study aims to determine the scheduling scheme, perceived academic workload,
psychosocial aspect of learning among college students in a University in Iloilo City.
Specifically this study aims to:

1. determine the respondent‘s scheduling scheme in terms of hybrid and non-hybrid

learning;
2. determine the respondent‘s academic workload;
3. determine the respondent‘s psychosocial aspect of learning in terms of
autonomy, environmental mastery, personal growth, positive relations with
others, purpose in life, self-acceptance, social contact, and social isolation;
4. determine if there is a significant relationship between the respondent‘s
scheduling scheme in terms of hybrid and non-hybrid learning, and the
psychosocial aspect of learning in terms of autonomy, environmental mastery,
personal growth, positive relations with others, purpose in life, self-acceptance,
social contact, and social isolation;
5. determine if there is a significant relationship between the respondent‘s
scheduling scheme in terms of hybrid and non-hybrid learning and the academic
workload;
6. determine if there is a significant relationship between the respondent‘s
academic workload, and the psychosocial aspect of learning in terms of
autonomy, environmental mastery, personal growth, positive relations with
others, purpose in life, self-acceptance, social contact, and social isolation.
Attached herewith, are the validation sheets and our questionnaire for your perusal.

We are hoping for your kind approval. Thank you very much.

Very respectfully yours,

KEAN CHEINA G. CALDERON

Research Group Leader

Noted:

MELBA C. SALE, MAN, RN

Adviser, Nursing Research
 APPENDIX C

LETTER FOR VALIDATORS

March 14, 2021

Raymund H. Partisala, PhD, MN

Faculty, College of Nursing
Central Philippine University
Jaro, Iloilo City

Dear Dr. Partisala,

Warm Christian Greetings!

We, the Third-Year Student Nurses from Central Philippine will be conducting a research
study entitled, "Scheduling Scheme, Perceived Academic Workload, Psychosocial
Aspect of Learning Among College Students in a University in Iloilo City.‖ as part of our
requirements in NCM 3216 (Research Practicum II).

In this connection, we would like to request you as one of the validators of our
instrument. We believe that your expertise will surely make a difference in the progress
of our research.

This study aims to determine the scheduling scheme, perceived academic workload,
psychosocial aspect of learning among college students in a University in Iloilo City.
Specifically this study aims to:

1. determine the respondent‘s scheduling scheme in terms of hybrid and non-hybrid

learning;
2. determine the respondent‘s academic workload;
3. determine the respondent‘s psychosocial aspect of learning in terms of
autonomy, environmental mastery, personal growth, positive relations with
others, purpose in life, self-acceptance, social contact, and social isolation;
4. determine if there is a significant relationship between the respondent‘s
scheduling scheme in terms of hybrid and non-hybrid learning, and the
psychosocial aspect of learning in terms of autonomy, environmental mastery,
 personal growth, positive relations with others, purpose in life, self-acceptance,
social contact, and social isolation;
5. determine if there is a significant relationship between the respondent‘s
scheduling scheme in terms of hybrid and non-hybrid learning and the academic
workload;
6. determine if there is a significant relationship between the respondent‘s
academic workload, and the psychosocial aspect of learning in terms of
autonomy, environmental mastery, personal growth, positive relations with
others, purpose in life, self-acceptance, social contact, and social isolation.

Attached herewith, are the validation sheets and our questionnaire for your perusal.

We are hoping for your kind approval. Thank you very much.

Sincerely yours,

KEAN CHEINA G. CALDERON

Research Group Leader

Noted by:

MELBA C. SALE, MAN, RN

Research Adviser
 LETTER FOR VALIDATORS

March 14, 2021

Prof. Liezl P. Bretaña, MAN, RN

Faculty, College of Nursing
Central Philippine University
Jaro, Iloilo City

Dear Prof. Bretaña,

Warm Christian Greetings!

We, the Third-Year Student Nurses from Central Philippine will be conducting a research
study entitled, "Scheduling Scheme, Perceived Academic Workload, Psychosocial
Aspect of Learning Among College Students in a University in Iloilo City.‖ as part of our
requirements in NCM 3216 (Research Practicum II).

In this connection, we would like to request you as one of the validators of our
instrument. We believe that your expertise will surely make a difference in the progress
of our research.

This study aims to determine the scheduling scheme, perceived academic workload,
psychosocial aspect of learning among college students in a University in Iloilo City.
Specifically this study aims to:

1. determine the respondent‘s scheduling scheme in terms of hybrid and non-hybrid

learning;
2. determine the respondent‘s academic workload;
3. determine the respondent‘s psychosocial aspect of learning in terms of
autonomy, environmental mastery, personal growth, positive relations with
others, purpose in life, self-acceptance, social contact, and social isolation;
4. determine if there is a significant relationship between the respondent‘s
scheduling scheme in terms of hybrid and non-hybrid learning, and the
psychosocial aspect of learning in terms of autonomy, environmental mastery,
personal growth, positive relations with others, purpose in life, self-acceptance,
social contact, and social isolation;
 5. determine if there is a significant relationship between the respondent‘s
scheduling scheme in terms of hybrid and non-hybrid learning and the academic
workload;
6. determine if there is a significant relationship between the respondent‘s
academic workload, and the psychosocial aspect of learning in terms of
autonomy, environmental mastery, personal growth, positive relations with
others, purpose in life, self-acceptance, social contact, and social isolation.

Attached herewith, are the validation sheets and our questionnaire for your perusal.

We are hoping for your kind approval. Thank you very much.

Sincerely yours,

KEAN CHEINA G. CALDERON

Research Group Leader

Noted by:

MELBA C. SALE, MAN, RN

Research Adviser
 LETTER FOR VALIDATORS

March 14, 2021

Prof. Cynthia J. Mendoza, MAN, RN

Faculty, College of Nursing
Central Philippine University
Jaro, Iloilo City

Dear Prof. Mendoza,

Warm Christian Greetings!

We, the Third-Year Student Nurses from Central Philippine will be conducting a research
study entitled, "Scheduling Scheme, Perceived Academic Workload, Psychosocial
Aspect of Learning Among College Students in a University in Iloilo City.‖ as part of our
requirements in NCM 3216 (Research Practicum II).

In this connection, we would like to request you as one of the validators of our
instrument. We believe that your expertise will surely make a difference in the progress
of our research.

This study aims to determine the scheduling scheme, perceived academic workload,
psychosocial aspect of learning among college students in a University in Iloilo City.
Specifically this study aims to:

1. determine the respondent‘s scheduling scheme in terms of hybrid and non-hybrid

learning;
2. determine the respondent‘s academic workload;
3. determine the respondent‘s psychosocial aspect of learning in terms of
autonomy, environmental mastery, personal growth, positive relations with
others, purpose in life, self-acceptance, social contact, and social isolation;
4. determine if there is a significant relationship between the respondent‘s
scheduling scheme in terms of hybrid and non-hybrid learning, and the
psychosocial aspect of learning in terms of autonomy, environmental mastery,
personal growth, positive relations with others, purpose in life, self-acceptance,
social contact, and social isolation;
5. determine if there is a significant relationship between the respondent‘s
scheduling scheme in terms of hybrid and non-hybrid learning and the academic
workload;
 6. determine if there is a significant relationship between the respondent‘s
academic workload, and the psychosocial aspect of learning in terms of
autonomy, environmental mastery, personal growth, positive relations with
others, purpose in life, self-acceptance, social contact, and social isolation.

Attached herewith, are the validation sheets and our questionnaire for your perusal.

We are hoping for your kind approval. Thank you very much.

Sincerely yours,

KEAN CHEINA G. CALDERON

Research Group Leader

Noted by:

MELBA C. SALE, MAN, RN

Research Adviser
 APPENDIX D

QUESTIONNAIRE

Part I: RESPONDENT’S PROFILE

Name (Optional): ____________________________ Year Level: ___1 ___2 ___3 ___4
Age: _________ Gender: ___ Male ___ Female

Part II: Scheduling Scheme

DIRECTIONS: Mark each question with a (/) with the scheduling scheme at you are enrolled this
semester.

___________ Hybrid Schedule _________ Non-Hybrid Schedule

Part III: ACADEMIC WORKLOAD

DIRECTIONS: Using a score ranging from 1 to 5, please indicate your degree of agreement to the
following sentences by encircling the number, 1=strongly disagree and 5=strongly agree

Strongly Somewhat Neither Somewhat Strongly

disagree disagree agree nor agree agree
Statements
disagree
(1) (2) (3) (4) (5)

1. The number of subject

requirements given per semester is 1 2 3 4 5
heavy.

2. The course plan is too heavy in

1 2 3 4 5
some subjects.
3. Teachers make too many extra
demands on workloads and setting of 1 2 3 4 5
the deadline.
4. The teacher gives more than 4
requirements or activities to work per 1 2 3 4 5
subject every day.
 101

Strongly Somewhat Neither Somewhat Strongly

disagree disagree agree nor agree agree
Statements
disagree
(1) (2) (3) (4) (5)
5. The allotted time for a workload is
1 2 3 4 5
unreasonable.
6. Lack concentration when doing
assignment because of another 1 2 3 4 5
subject assignment.
7. Unable to complete assignment in
1 2 3 4 5
time due to too much workload.
8. I spend more than 4 hours on
1 2 3 4 5
online lectures every subject.
9. Spend more than 4 hours
studying in a week (excluding class 1 2 3 4 5
time).
10. Unable to review and absorb all
1 2 3 4 5
the lessons for the day.

Part IV: PSYCHOSOCIAL WELL-BEINGSCALE

DIRECTIONS: Using a score ranging from 1 to 5, please indicate your degree of agreement to the
following sentences by encircling the number, 1=strongly disagree and 5=strongly agree

Strongly Somewhat Neither Somewhat Strongly

disagree disagree agree nor agree agree
Statements
disagree
(1) (2) (3) (4) (5)

1. I am not afraid to share my views,

even though they are contrary to the 1 2 3 4 5
majority of people's views.
2. My decisions are not usually
influenced by what everyone else is 1 2 3 4 5
doing.
3. I have confidence in my opinions,
even if they are contrary to the 1 2 3 4 5
consensus.
4. I have difficulty managing my
schedule in a way that is satisfying to 1 2 3 4 5
me.
 102

Strongly Somewhat Neither Somewhat Strongly

disagree disagree agree nor agree agree
Statements
disagree
(1) (2) (3) (4) (5)
5. I am not confident with how I am
1 2 3 4 5
dealing with my course.
6. I have adapted well to staying at
1 2 3 4 5
home to study.
7. I am quite good at managing the
1 2 3 4 5
many responsibilities in my daily life.
8. I have poor time-management that
1 2 3 4 5
leads to procrastination.
9. I do not enjoy being in new
situations that require me to change 1 2 3 4 5
my old familiar ways of doing things.
10. I have the sense that I have
1 2 3 4 5
developed a lot as a person overtime.
11. I think it is important to have new
life experiences that challenge us to 1 2 3 4 5
become more flexible.
12. I have not experienced many
warm and trusting relationships during 1 2 3 4 5
virtual learning.
13. Maintaining close relationships
virtually has been difficult and 1 2 3 4 5
frustrating for me.
14. I communicate well with school-
related topics with my classmates 1 2 3 4 5
online.
15. I enjoy personal and mutual
conversations with family members 1 2 3 4 5
and friends.
16. I often feel lonely because I don‘t
have many people with whom I can 1 2 3 4 5
share my concerns.
17. I have a sense of direction and
1 2 3 4 5
purpose in life.
18. I don‘t have a good sense of what
1 2 3 4 5
it is I‘m trying to accomplish in life.
19. My daily activities often seem
1 2 3 4 5
trivial and unimportant to me.
20. I am pleased with my current
1 2 3 4 5
academic achievements.
 103

Strongly Somewhat Neither Somewhat Strongly

disagree disagree agree nor agree agree
Statements
disagree
(1) (2) (3) (4) (5)
21. In many ways, I feel disappointed
about my achievements in this 1 2 3 4 5
advanced type of learning.
22. I am aware of my strengths and
weaknesses and; I am self-assured 1 2 3 4 5
and optimistic about myself.
23. I feel like many of the people I
know have gotten more out of life 1 2 3 4 5
than I have.
24. I have poor academic
performance and it contributes to my 1 2 3 4 5
well-being.
25. I often feel abandoned. 1 2 3 4 5
 APPENDIX E

RESEARCH BUDGET

Subtotal
Items Unit Cost per Unit
(in Pesos)

1. Bond papers (Letters) 2 reams 145.00 290.00

2. Ink Cartridge 4 units 200.00 800.00

3. Photocopying Fee 280 units 6.00 1,680.00

4. Validation Fee 3 units 300.00 900.00

5. Book Binding 2 unit 40.00 80.00

6. Fare - 100.00 100.00

7. Ethics Review - 1,000.00 1,000.00

Total 4,850.00
 APPENDIX F
SCHEDULING SCHEME, PERCEIVED ACADEMIC WORKLOAD, AND
PSYCHOSOCIAL ASPECT OF LEARNING AMONG COLLEGE STUDENTS IN A
UNIVERSITY IN ILOILO CITY

SCHEDULE OF RESEARCH ACTIVITIES

Month
Activities
Dec 2020 Jan 2021 Feb 2021 Mar 2021 Apr 2021 May 2021
Week: 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Title Defense
Preparation of
Research Proposal
Review of Research
Proposal
Plagiarism Scanning
Consultation with
adviser
Presentation of
Research Proposal
(Pre-oral Defense)
Research Proposal
Revision and Ethics
Review
Validation of
Instrument
Pilot Testing
Data Collection
Data Processing and
Analysis;
Consultation
Report Writing
Submission of Draft
Research Report
Plagiarism Scanning
of Research Report
Consultation;
Submission of
Research Report for
Final Defense
Presentation of
Research Paper
(Final Oral Defense)
Submission of
Terminal
Requirement 1
(Chapters 1-5)
 Month
Activities
May 2021 June 2021 July 2021 Aug 2021 Sep 2021 Oct 2021
Week: 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Title Defense
Preparation of
Research Proposal
Review of Research
Proposal
Plagiarism Scanning
Consultation with
adviser
Presentation of
Research Proposal
(Pre-oral Defense)
Research Proposal
Revision and Ethics
Review
Validation of
Instrument
Pilot Testing
Data Collection
Data Processing and
Analysis;
Consultation
Report Writing
Submission of Draft
Research Report
Plagiarism Scanning
of Research Report
Consultation;
Submission of
Research Report for
Final Defense
Presentation of
Research Paper
(Final Oral Defense)
Submission of
Terminal
Requirement 1
(Chapters 1-5)