Remote Learning Stress, Adaptive Coping Strategies, and Academic Performance of Filipino University Students amid COVID-19 Crisis

Michael B. Cahapay; Erwin Rotas

doi:10.29333/cac/11823

Full Text (PDF)

Michael B. Cahapay ¹ ^* , Erwin Rotas ²

More Detail

¹ College of Education, Mindanao State University, General Santos City, PHILIPPINES
² Upper Tambler Central Elementary School, General Santos City, PHILIPPINES
^* Corresponding Author

Abstract

The current COVID-19 crisis forced most educational institutions all over the world to transfer to remote education. As a result, students experience remote learning stress and employ different adaptive coping strategies in order to succeed in their learning. This paper attempted to explore the relationships among remote learning stress, adaptive coping strategies, and academic performance of university students amid the COVID-19 crisis. Employing a correlation research design, this study surveyed a total of 123 college students in Mindanao, Philippines. The data were treated using descriptive and inferential statistics. The results showed that the students have a high level of remote learning stress, great extent of adaptive coping strategies, and average level of academic performance. It was further revealed that remote learning stress significantly influences the academic performance of the students. Thus, to help students to academically succeed in this time of crisis, this paper recommends for contextual measures that will reduce learning stress brought by remote learning.

Keywords

remote learning stress
adaptive coping strategies
academic performance
COVID-19 crisis

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/cac/11823

Computers and Children, 2022, Volume 1, Issue 1, Article No: em001

Publication date: 27 Feb 2022

Article Views: 882

Article Downloads: 2124

Open Access References How to cite this article

References

Aafreen, M. M., Priya, V. V., & Gayathri, R. (2018). Effect of stress on academic performance of students in different streams. Drug Invention Today, 10(9), 1176-1780. https://jprsolutions.info/files/ms-file-5b66976f9227f6.15034335.pdf
Ajmal, M., & Ahmad, S. (2019). Exploration of anxiety factors among students of distance learning: A case study of Allama Iqbal Open University. Bulletin of Education and Research, 41(2), 67-78. https://files.eric.ed.gov/fulltext/EJ1229454.pdf
AlAteeq, D. A., Alijhani, S., & AlEesa, D. (2020). Perceived stress among students in virtual classrooms during the COVID-19 outbreak in KSA. Journal of Taibah University Medical Sciences, 15(5), 398-403. https://doi.org/10.1016/j.jtumed.2020.07.004
Babore, A., Lombardi, L., Viceconti, M. L., Pignataro, S., Marino, V., Crudele, M., Candelori, C., Bramanti, S. M., & Trumello, C. (2020). Psychological effects of the COVID-2019 pandemic: Perceived stress and coping strategies among healthcare professionals. Psychiatry Research, 293, 113366. https://doi.org/10.1016/j.psychres.2020.113366
Brown, S. (2010). Likert scale examples for surveys. https://www.extension.iastate.edu/
Commission on Higher Education COVID Advisory No. 7. (2020). Guidelines for the prevention, control and mitigation of the spread of Coronavirus disease 2019 (COVID-19) in higher education institutions (HEIs). https://ched.gov.ph/
Croft, N., Dalton, A., & Grant, M. (2010). Overcoming isolation in distance learning: Building a learning community through time and space. Journal for Education in the Built Environment, 5(1), 27-64. https://doi.org/10.11120/jebe.2010.05010027
Daniel, C. O., Ajayi, A. D., Ogunyewo, O. A., Ajio, D. K., Andy, E., Oyedele, E., Daniel, G., Solomon, G.M., Haruna, A. B., & Gusen, N. J. (2018). Perceived impact of academic stress on academic performance among undergraduate nursing students of university of Jos. Nigerian Journal of Clinical Research, 7, 8-15. https://www.mdcan-uath.org/text.asp?2018/7/11/8/235859
Elias, H., Ping, W. S., & Abdullah, M. C. (2011). Stress and academic achievement among undergraduate students in Universiti Putra Malaysia. Procedia-Social and Behavioral Sciences, 29, 646-655. https://doi.org/10.1016/j.sbspro.2011.11.288
Gong, R. (2020, March 27). Coping with COVID-19: Distance learning and the digital divide. Khazanah Research Institute. http://www.krinstitute.org/assets/contentMS/img/template/editor/Views_Distance%20Learning%20and%20the%20Digital%20Divide.pdf
Gonzales, L. A. (2018). Factors affecting student success in distance learning courses at a local California Community College: Joint governance perspectives [PhD dissertation, University of California, Santa Barbara].
Green, J. K., Burrow, M. S., & Carvalho, L. (2020). Designing for transition: Supporting teachers and students cope with emergency remote education. Postdigital Science and Education, 2, 906-922. https://doi.org/10.1007/s42438-020-00185-6
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Ismail, A. O., Mahmood, A. K., & Abdelmaboud, A. (2018). Factors influencing academic performance of students in blended and traditional domains. International Journal of Emerging Technologies in Learning, 13(02), 170. https://doi.org/10.3991/ijet.v13i02.8031
Kwaah, C. Y., & Essilfie, G. (2017). Stress and coping strategies among distance education students at the University of Cape Coast, Ghana. Turkish Online Journal of Distance Education, 18(3), 120-134. https://doi.org/10.17718/tojde.328942
Kwon, K., Han, D., Bang, E., & Armstrong, S. (2010). Feelings of isolation and coping mechanism in online learning environments: A case study of Asian international students. The International Journal of Learning, 17(2), 343-355.
Lai, J., Ma, S., Wang, Y., Cai, Z., Hu, J., Wei, N., Wu, J., Du, H., Chen, T., Li, R., Tan, H., Kang, L., Yao, L., Huang, M., Wang, H., Wang, G., Liu, Z., & Hu, S. (2020). Factors associated with mental health outcomes among health care workers exposed to coronavirus disease 2019. JAMA Network Open, 3(3), e203976. https://doi.org/10.1001/jamanetworkopen.2020.3976
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.
Liang, L., Ren, H., Cao, R., Hu, Y., Qin, Z., Li, C., & Mei, S. (2020). The effect of COVID-19 on youth mental health. The Psychiatric Quarterly, 91(3), 841-852. https://doi.org/10.1007/s11126-020-09744-3
Lin, X. J., Zhang, C. Y., & Yang, S. (2020). Stress and its association with academic performance among dental undergraduate students in Fujian, China: A cross-sectional online questionnaire survey. BMC Medical Education, 20, 181. https://doi.org/10.1186/s12909-020-02095-4
Martins, L. B., & Zerbini, T. (2016). Factors that influence students’ academic performance in distance learning higher education. Estudos de Psicologia [Psychology Studies], 21(3), 317-327. https://doi.org/10.5935/1678-4669.20160030
Matias, T., Dominski, F. H., & Marks, D. F. (2020). Human needs in COVID-19 isolation. Journal of Health Psychology, 25(7), 871-882. https://doi.org/10.1177/1359105320925149
McCombes, S. (2019). Correlational research. https://cacb.ca/
Mehfooz, Q. U. A., & Haider, S. I. (2017). Effect of stress on academic performance of undergraduate medical students. Journal of Community Medical Health Education, 7(6), 566. https://doi.org/10.4172/2161-0711.1000566
Oboth, J. W., & Okunya, L. O. (2018). The relationship between levels of stress and academic performance among University of Nairobi students. International Journal of Learning and Development, 8(4), 1-28. https://doi.org/10.5296/ijld.v8i4.13840
Oduwaiye, R. O., Yahaya, L. A., Amadi, E. C., & Tiamiyu, K. A. (2017). Stress level and academic performance of university students in Kwara State, Nigeria. Makerere Journal of Higher Education, 9(1), 103-112. https://doi.org/10.4314/majohe.v9i1.9
Osafo, A. B. (2017). Challenges and coping strategies of student mothers of UCC College of distance education: The case of the Cape Coast Centre. UCC Library. https://ir.ucc.edu.gh/xmlui/handle/123456789/3032
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2019). The impact of stress on students in secondary school and higher education.
International Journal of Adolescence and Youth, 25(1), 104-112. https://doi.org/10.1080/02673843.2019.1596823
Rotas, E. E., & Cahapay, M. B. (2020a). Difficulties in remote learning: Voices of Philippine university students in the wake of COVID-19 crisis. Asian Journal of Distance Education, 15(2), 147-158. https://doi.org/10.5281/zenodo.4299835
Rotas, E. E., & Cahapay, M. B. (2020b). From stress to success: Exploring how Filipino students cope with remote learning amid COVID-19 pandemic. Journal of Pedagogical Sociology and Psychology, 3(1), 27-35. https://doi.org/10.33902/JPSP.2021366608
Silinda, F., & Brubacher, M. (2016). Distance learning postgraduate student stress while writing a dissertation or thesis. The Journal of Distance Education, 31(1). https://www.learntechlib.org/p/183679/
Sundarasen, S., Chinna, K., Kamaludin, K., Nurunnabi, M., Baloch, G. M., Khoshaim, H. B., Hossain, S. F. A., & Sukayt, A (2020). Psychological impact of COVID-19 and lockdown among university students in Malaysia: Implications and policy recommendations. International Journal of Environmental Research and Public Health, 17(17), 6206. https://doi.org/10.3390/ijerph17176206
Tavako, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd
The Albert Team. (2020). What is remote learning? What you need to know. https://www.albert.io/blog/what-is-remote-learning/
Tull, M. T., Edmonds, K. A., Scamaldo, K. M., Richmond, J. R., Rose, J. P., & Gratz, K. L. (2020). Psychological outcomes associated with stay-at-home orders and the perceived impact of COVID-19 on daily life. Psychiatry Research, 289, 113098. https://doi.org/10.1016/j.psychres.2020.113098
Valentine, D. (2002). Distance learning: Promises, problems, and possibilities. Online Journal of Distance Learning Administration, 5(3). https://www.westga.edu/~distance/ojdla/fall53/valentine53.html
Yazon, A. D., Manaig, K. A., & Tesoro, J. F. B. (2017). Coping mechanism and academic performance among Filipino undergraduate students. In 4th International Research Conference on Higher Education, KnE Social Sciences (pp. 30-42). https://doi.org/10.18502/kss.v3i6.2372

How to cite this article

APA

Cahapay, M. B., & Rotas, E. (2022). Remote Learning Stress, Adaptive Coping Strategies, and Academic Performance of Filipino University Students amid COVID-19 Crisis. Computers and Children, 1(1), em001. https://doi.org/10.29333/cac/11823

Vancouver

Cahapay MB, Rotas E. Remote Learning Stress, Adaptive Coping Strategies, and Academic Performance of Filipino University Students amid COVID-19 Crisis. Computers and Children. 2022;1(1):em001. https://doi.org/10.29333/cac/11823

AMA

Cahapay MB, Rotas E. Remote Learning Stress, Adaptive Coping Strategies, and Academic Performance of Filipino University Students amid COVID-19 Crisis. Computers and Children. 2022;1(1), em001. https://doi.org/10.29333/cac/11823

Chicago

Cahapay, Michael B., and Erwin Rotas. "Remote Learning Stress, Adaptive Coping Strategies, and Academic Performance of Filipino University Students amid COVID-19 Crisis". Computers and Children 2022 1 no. 1 (2022): em001. https://doi.org/10.29333/cac/11823

Harvard

Cahapay, M. B., and Rotas, E. (2022). Remote Learning Stress, Adaptive Coping Strategies, and Academic Performance of Filipino University Students amid COVID-19 Crisis. Computers and Children, 1(1), em001. https://doi.org/10.29333/cac/11823

MLA

Cahapay, Michael B. et al. "Remote Learning Stress, Adaptive Coping Strategies, and Academic Performance of Filipino University Students amid COVID-19 Crisis". Computers and Children, vol. 1, no. 1, 2022, em001. https://doi.org/10.29333/cac/11823