ONLINE DISTANCE LEARNING: FACTORS THAT CONTRIBUTE TO STRESS

AND THEIR EFFECTS ON THE ACADEMIC PERFORMANCE OF STUDENTS IN

ROXAS STAND ALONE SENIOR HIGH SCHOOL

A Research Presented to the faculty and staff of Roxas

Stand-Alone Senior High School, Roxas, Isabela

Abesamis, Czar
Agbuya, Deejay
Cabusao, Gher Alfred
Mabazza, King John
Mapatac, Marlon
Marquez, Princess Aye
Palac, Carla
Waña, Aldrin
 ACKNOWLEDGEMENT

The completion of this undertaking could not have been

possible without the participation and assistance of so many
people whose names may not be enumerated. Their
contributions are sincerely appreciated and gratefully
acknowledge. However, the group would like to express their
deep appreciation in indebtedness, particularly to the
following:

Mr. Jay Rome Martinez and to our respondents from grade

11 and 12 students of Roxas Stand Alone Senior High School,
Roxas Isabela for their endless support, kind and
understanding spirit during our action research.
To all relatives, friends, and others who in one way or
another shared their support, either morally, financially
are physically, thank you very much.
Above all, to the great almighty, the author of knowledge
and wisdom, for his country's love and blessing.
We thank you.
 DEDICATION

This work is the fruit of countless and arduous

sacrifices. True the researchers' effort, this work is
hardly and probably dedicated to the people who serve as
inspiration and motivation. From the Mapatac family, Cabusao
Family, Marquez Family, Palac Family, Abesamis Family,
Agbuya Family, Mabazza family and Circle of Friends whom
extended their help in the midst uncertainties while doing
this work.
The researchers also dedicate this dissertation to the
faculty and staff of Roxas Stand -Alone Senior High School,
Roxas Isabela who have supported them throughout the
process.
Above all we thank Almighty god or his unfailing love,
guidance and care for the researchers, as well as allowing
us to accomplish the study
 CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Introduction

A coronavirus disease (COVID-19) has caused a pandemic

with catastrophic consequences. Various sectors of our
society, particularly education, have been severely
impacted. As the virus spreads swiftly throughout countries,
schools are temporarily closed due to students' increased
risk of infection. As a result, education throughout the
world, including the Philippines, has shifted substantially
from face-to-face classes to distance learning. Students
complete their education from the comfort of their own
homes.
Online and distance learning (ODL) is one of the most
rapidly growing fields of education today, and it has a
substantial impact on all instructional delivery paradigms.
That included online classes, printouts, and Instruction
delivered via television and social media platforms. Even
though many students and teachers desire face-to-face
courses, they must adjust to online education as an
alternative learning option. There are various types of
distance learning, including blended learning, a way of
teaching that combines technology and digital media with
traditional instructorled classroom activities, allowing
students to optimize their learning experiences. In modular
form, learning modules are used in a modular format to let
students learn independently. Self-Learning Modules (SLM)
are based on the essential learning skills (MELCS) developed
by teachers with the help of curriculum developers in
modular learning. Online learning is a type of Instruction
delivered over the internet, Instruction can be synchronous
or asynchronous, and students can use various technologies
to make the process easier.
According to DepEd data, 4 million students could not
enroll in the last school year. This figure will continue to
rise until the educational system is improved or the
government takes steps to subsidize students' mobile
learning. Most students here from the Philippines face
different challenges from Online Distance Learning. It is
due to some reasons. A lack of mobile devices and internet
connectivity constrains some students' learning to utilize
online lessons. Most students here in the Philippines suffer
from financial difficulties, so it doesn't seem easy for
them to manage their expenses in terms of the new learning
modality. Also, Time management may be complex for them.
Students are expected to balance their studies and household
chores throughout the day. As a result, they don't have much
time to study.

In addition, students' profiles, such as geographical

or location area and their parent's income, could impact
their academic performance during the ODL or Online Distance
Learning. The geographical location of students is one thing
that should be considered to affect the student's academic
performance in ODL or even in-person classes. Geographical
location emerged as an issue due to international data
comparisons made available by the Program for International
Student Assessment (PISA). For several countries, these data
show consistent significant differences in students'
achievement in rural schools compared to their peers in
urban schools (Panizzon, 2014).

The financial or income status of the student's

parents, family, or parents could also be a factor. The
socioeconomic status of a child's parent influences the
child's educational development and achievement. Students
outperform their peers when their parents are financially
capable and provide moral support to their children by
guiding their reading at home. However, it has been argued
that the extent to which the family is involved in the
child's education, rather than the family's income level, is
the most accurate predictor of students' achievement
(Henderson & Berla, 1994).

Changes in the educational system negatively impacted

most students. Students face a lot of stress when adopting
the ODL approach. Online Distance Learning altered the
teaching and learning process, posing additional hurdles for
students seeking to standardize their current study methods.
(Allam et al., 2020). On the other hand, according to (Will,
2019), face-to-face teaching maximizes social contact
between lecturers and students, influencing students’
understanding of the chapters covered within and outside of
class. They can hold private meetings between students and
lecturers to discuss things that they don’t understand in
their spare time. Lecturers can educate their students
without restrictions on their movements or groupings.
Therefore, this paper aims to focus on the factors that
contributed to stress and their effects on the academic
performance of Roxas Stand Alone Senior High School students
 who used Online Distance Learning (ODL) during the COVID19
Pandemic.

Conceptual Framework

Profile of the
 Identified
respondents in terms
profile of
of:
respondents

a. Locality
 Determination
/Geographic Area
of student’s  Identified
b. Parents’ income relationship
profile using
between
factors that questionnaire.
students’
contribute to stress
profile and
during online factors that

distance learning contribute to

 Determination
among students as stress during
of the factors that
ODL
perceived by them:
contribute to
 Identified the
a. Internet student’ s stress relationship

connectivity between the

b. Financial factors that

 Determination
contribute to
Stability of academic
stress during
Academic performance performance
ODL and
of the respondents respondents’

academic

performance
 FEEDBACK
Statement of the Problem

The study focuses on the factors contributing to stress

during Online Distance Learning and its impact on the
academic performance of Roxas Stand-Alone Senior High School
students.

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

a. Locality/Geographic Area
b. Parents’ income

2. What are the factors that contribute to stress during

online distance learning among students as perceived by
them?

a. Internet connectivity
b. Financial stability

3. What is the level of academic performance of the

respondents when exposed to Online Distance Learning?
4. Is there a significant relationship between the
respondents’ profile and factors that contribute to stress
during online distance learning and their academic
performance?
Research Hypothesis

Ho: there is no significant relationship between the

respondents’ profile and factors that contribute to stress
during online distance learning and their academic
performance?

Significance of the Study

The following will benefit from this study.

STUDENTS- This research will make the students aware of the

contributing factors to the stress during online distance
learning to have an idea of how to cope with the situation.
TEACHERS- This research will awaken the teachers about those
factors that stress students during online distance learning
and how they might affect their academic performance. It
will help them understand the situation of most students so
that they can also adjust and help the students in their
studies.
PARENTS- This research will let the parents understand the
situation of their children in terms of their current
learning situation. This research will help them build
strong communication with their children.
FUTURE RESEARCHERS- Our study will benefit future
researchers in gaining information and familiarizing
themselves with our research. It will serve as a secondary
data source and relevant literature to assist them in
obtaining an up-to-date and credible source.
Scope and Delimitation

This research study focuses on the factors contributing

to stress during online distance learning (ODL) among Roxas
Stand Alone Senior High School students. Our research seeks
to determine the relationship between stress-related factors
and students' academic performance, particularly internet
connectivity and financial stability and financial
stability, as well as their demographic profile particularly
their location and family income. The respondents will be
selected from Grade 12 HUMSS students of the said school.
The researchers will be going to determine their general
grade average during their grade 11 to serve as a basis in
their academic performance. The researchers will use
Stratified Random Sampling with the help
of Slovin's formula. The researchers will disseminate a
structured questionnaire via Google Form in every class
through social media platforms.  

Definition of Terms
The succeeding terms are defined conceptually and
operationally for better understanding and clarification of
the terms related to this study.

Academic Performance. It refers to measuring student

achievement rose their all subjects using report cards.

Additional Hurdles. It refers to an extended problematic

situation to students that may cause stress and suffering to
them.
Covid-19 Pandemic. It is an epidemic infectious disease that
has spread around the world. It is the reason why many
families and many students are struggling in their daily
lives.

Face-To-Face Learning. It refers to the accustomed

educational method of learning where teachers and students
usually meet in school.

Financial Difficulties. It signifies the trouble in payments

or lack of money that may lead to not getting their daily
needs and may cause bad circumstances in their lives.

Online Distance Learning. It refers to an educational

learning method that separates the teacher and students with
the help of their devices and the internet.

Self-Learning Module. It is a systematic set of instructions

where students can develop their learning skills and mastery
knowledge.

Stress. It is the emotional or physical tension that

students experience as a result of struggling with their
responsibilities and chores.

Time Management. It is the process on how students are going

to Plan and organize their time within different various of
activities and responsibilities.

HUMSS. It stands for Humanities and Social Sciences. It is

one of the strands offered to Senior High students. 
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature

which guides the gathering, analysis and interpretation of
data. This section contains presentation of related studies
which are presented thematically.

ONLINE DISTANCE LEARNING

Rapid improvements in information and communication

technology have resulted in substantial changes in distance
education (DE) practice throughout the world. The term 'open
and distance e-learning (ODeL) was coined by DE
practitioners at the Philippines' open university to refer
to new DE forms distinguished by the convergence of open
learning philosophy, DE pedagogies, and e-learning
technology (Arinto, 2016).
According to (Nurovic & Poturak, 2020) Many e-learning sites
allow teachers and students to communicate, and
instructional content is sometimes sourced from national
television shows or social media platforms. Likewise,
(Llego, 2020) states that the instructor is a facilitator,
encouraging students' active engagement by using various
technologies available over the internet while they are
physically separated during class. Learner-teacher and peer-
to-peer communication are made easier with the internet.
However, (Manalo & De Villa, 2020) point out in their study
that the complexity of assessment, difficulty in
instructional delivery due to lack of training, selecting
the relevant pedagogy and differentiated teaching, and the
digital divide caused by financial constraints and ICT
incompetence are among the problems in online distance
learning. As instructors adjust to the new normal and
prepare for distance learning, they encounter issues that
may threaten the learning modality's implementation
effectiveness. On the other hand, (Gamboa, 2022) revealed
that despite several lockdowns and the ongoing danger of the
COVID19, it was discovered that online education somehow
enabled learners to get an education. Learners were able to
deal with the online set-up using numerous methods to adjust
to the "new normal." Challenges remain inescapable, but
continual interventions are being made to ensure that high
school education is of high quality, progressive, and
accessible.
In addtion, (Gamboa, 2022) also states that the
delivery of online classes should be improved. Concepts that
were difficult for students should be addressed in the
resumption of the school; intervention for the students'
social components should be considered; continuing
assistance should be provided to both students and
instructors.

FACTORS CONTRIBUTE TO STRESS DURING ODL

The emergence of a COVID-19 pandemic has caused

societal unrest, worry, stress, and depression. It is also
experienced by students undertaking an online learning
process; online learning systems with different learning
weights than typical depressed and even stressed students
(Ningsih et al., 2020). According to (Pascoe et al., 2019)
Students in secondary and tertiary education confront a
variety of persistent normative stresses, which can be
classified as daily frustrations such as academic pressures.
In fact, compared to traditional in-person education,
distance learning given only through videoconferencing can
result in poorer course satisfaction and academic grades
(Roth et al., 2020). On the other hand, (Marek et al., 2021)
performed a global survey to learn about the experiences of
higher education professors who switched to distant learning
during the COVID-19 pandemic. Most respondents reported
significantly greater workloads and stress levels than in
face-to-face seminars. Previous experience with Online
Distance Learning (ODL) indicated a favorable reaction from
professors. Conversely, (Abd Jabar et al., 2021) revealed in
their study that the application of ODL causes students to
feel burdened.
Many variables contributed to students' stress during
ODL, affecting their academic achievement.
(Aristeidou & Cross, 2021) creates an online survey to
collect demographics, study-related information, Covid-19
personal circumstances, and changes in study habits from 555
undergraduate students at The Open University, UK. An
average of 36% of the study population reported negative
impacts on their study activities, while 15% reported
positive results. Logistic regression analysis (n = 269)
revealed that issues were managing workload and limited
interaction with other students negatively influenced
overall study habits. Other factors that affect study habits
include socioeconomic background, study level, limited
engagement with tutors, age, personal health, work concerns,
and childcare and caring obligations. Similarly, (Simamora,
2020) points out that if schools allow online learning, many
students will not be able to cope and will be left behind
because they do not have laptops, data charges are too high,
internet connectivity is limited, and internet limits are
insufficient. According to (Kara et al., 2019), students who
experience several problems might be identified as
management difficulties, learning difficulties, and
technological challenges. According to the findings of
(Kara et al., 2019), in terms of management issues, students
could not balance and manage their time between employment,
education, family, and social life. Aside from that, the
learning obstacles individuals confront and their lack of
enthusiasm and dedication to their education contribute to
poor self-confidence. At last, students encounter
technological hurdles regarding internet connectivity,
computing capabilities, and uncertainty about credible
sources (Kara et al., 2019). In addition, a student's
geographic location could be a factor that affects their
academic performance during ODL. Hampton & Bauer (2020)
gathered and analyzed three data sets on student Internet
access and academic performance, including in-class surveys
from 21 schools, PSAT and SAT scores, and home Internet
speed tests. Nearly 3,300 students in grades 8-11 were
surveyed across 173 classrooms on online activities, grades,
digital skills, homework completion, and career interests.
According to the findings, the most rural and
socioeconomically disadvantaged students are the least
likely to have home broadband Internet access. Only 47% of
rural students have high-speed Internet access at home,
compared to 77% of suburban students. 36% of those without
home access live in a home without a computer, and 58% live
on a farm or in another rural setting. Students who do not
have access to high-speed Internet at home are also less
likely to plan to attend college or university. On the other
hand, students with Internet access have significantly
higher digital skills, which are a strong predictor of
performance on standardized tests. Other difficulties
students experience includes having too much to study,
having limited sources from educators, using an unfavorable
system or technology for learning, not obtaining feedback
from educators, and having limited time (Tat-Sheung Au et
al., 2019). These difficulties that students experience may
result in a stressful and unsuitable learning environment.

CHAPTER III
Methodology

This chapter discusses applying specific procedures or

techniques used in research method, population, sample size,
and sampling techniques that the researcher in this study
will use. It also includes the description of the
respondents, data gathering procedure, and statistical
treatment.

Method of Research
The researcher used a quantitative, correlational
research design and Descriptive type of research in the
study. These will be used for appropriateness to the problem
that uses guidance with the help of the study of Faizan Abd
Jabar. Et al. (2020), which is inclined to the research
study about contributing factors to stress during the ODL
and how these affect the student’s Academic performance.

These methods are constructive in allowing the reader

to objectively assess the validity and reliability and
discover the relationship among study variables by
collecting data regarding the perceived factors contributing
to stress during Distance learning to the student's academic
performance by giving questionnaires for respondents/
students.

Population, Sample Size, and Sampling Techniques

    The population of this study will comprise people

(students) who used to study Online Distance Learning to
continue their education amidst the Covid-19 Pandemic,
particularly the students from Roxas Stand Alone Senior High
School, grade 12 HUMSS strand. This will be the study
population since they have once experienced the set-up of
Online Distance Learning. The researchers can classify those
contributing factors and their impact through the
respondents' questionnaire responses.

The researchers will use Stratified Radom Sampling in

this study wherein A population is first divided into
smaller groups, or strata, based on the shared
characteristics of the participants. Then a final sample is
randomly chosen from among these strata. The researcher will
provide a questionnaire via a google form, which will be
 distributed to the students (respondents) who are available
on different social media platforms.

The researchers used Slovin’s formula to calculate the

sample size needed in the study. The formula is:

Where;

n= Sample size

N= Population size

e= Margin of Error (at 5%)

Computation:

193
n=
1+ 193(.05)2
193
n=
1.4825

n= 130

 Distribution of the population, percentage, and sample size

of the respondents from Grade 12 HUMSS

Respondents Population Percentage Sample size

(N) (%) (n)
 Sapphire 48 24.87% 32

Amber 47 24.35% 32

Citrine 49 25.39% 33

Zircon 49 25.39% 33

Description of the respondents

The researchers will gather data from Roxas Stand Alone

Senior High School students who have previously studied
through an online distance learning set-up. The information
N= 193comprised their profiles n=
from 130 respondents in130
terms of
location and geographic area and their parent's income.
Also, factors that contribute to stress during online
distance learning among students, as perceived by them, such
as internet connectivity and financial stability. 

Locale of the Study

This study aims to conduct at the Roxas Stand Alone
Senior High School – Roxas, Isabela incorporated, located at
district #2, Roxas Isabela.

Data gathering instruments

The researchers used the following instruments in gathering
data:
• Smartphones - It is used to browse and respond to
encoded questionnaires. It can also be used to find data for
a study.
• Google Survey - It is a system research platform that
surveys the respondents.
• Five Point Likert scale – A type of psychometric
response scale in which responders specify their level of
agreement to a statement typically in five points: (1)
Strongly disagree; (2)Disagree; (3)Neutral; (4) Agree; (5)
Strongly agree.
• Slovins’ formula – is used to calculate the sample size
(n) given the population size (N) and a margin of error (e).
-It is computed as n = N / (1+Ne2).
• Google Form - It refers to a survey questionnaire for
the respondents' answer.
• Social Media Application - It is here that the Google
survey was sent or distributed to the respondents.

Data Gathering Procedure

The researchers will use Stratified Random Sampling in
this study, wherein the researchers will collect research
data from students in Roxas Stand Alone Senior High School,
grade 12-HUMSS. The researchers will provide a questionnaire
via google form and will be distributed to the respondents
in the said school thru social media platforms.
After computing the number of respondents answering the
survey which is in the total of 130 respondents, that will
be the time to disseminate the questionnaires or survey form
to the respondents. This will be done via an online survey
using social media platforms like Facebook and Messenger,
with instructions and a link to the survey questionnaire
form sent to the target respondents in a personal message.
 The information gathered will be used to complete the
study's objectives.

Statistical Treatment of Data

After the data were gathered through the survey
questionnaire, the researcher will compile, sort, organize,
and tabulate them. The data was scored, given a percentage,
and frequency as part of the treatment.
The following statistical techniques and tools were
employed:
 Average Weighted Mean- Since it is more reliable than other
methods for calculating central tendency, the mean is most
frequently used. The frequency distribution, percentage, and
weighted mean will all be used to treat the tabulated data.
Σfx
Formula: X=
f
Where: X is the weighted mean
Σfx is the sum of all products
f is the sum of all the respondents
 Percentage- The number of respondents who check in a
particular item will determine how frequently each response
is given. The percentage formula will be used to determine
the demographic profile of the respondents.
F
Formula: %= X 100
N
Where: % is the percentage
F is the frequency
N is the total number of respondents
100 is a constant value
 Likert Scale- A rating scale known as the Likert Scale is
used to quantify attitudes, perceptions, and actions. The
cognitive and affective components of attitudes are
identified using this scale to analyze respondents'
responses to a series of statements about a subject.

Scale Equivalent Descriptive

Rating
1 Strongly Disagree
2 Disagree
3 Neutral
4 Agree
5 Strongly Agree

To interpret the weighted mean, the following scale is

used.

Range Descriptive Rating

1.00 – 1.80 Strongly Disagree
1.81 – 2.60 Disagree
2.61 – 3.40 Neutral
3.41 – 4.20 Agree
4.21 – 5.00 Strongly Agree

The interval in this scale is computed as:

( 5−1 )
=0.8
5

where 5 is the highest and 1 is the lowest number in the

Likert Scale used in this study.

 Pearson Correlation Coefficient- The strength between

the various variables and their relationships is
 measured by the Pearson correlation coefficient, also
known as the Pearson R statistical test. It will aid
our research in determining the strength of the
relationship between the two variables. The Pearson
Correlation Coefficient indicates the presence or
absence of a correlation between two variables and
specifies the performative aspect to which those
variables are correlated.
Pearson’s Correlation Coefficient formula is as
follows,

Where,
 r = Pearson Coefficient
 n= number of the pairs of the stock
 ∑xy = sum of products of the paired stocks
 ∑x = sum of the x scores
 ∑y= sum of the y scores
 ∑x2 = sum of the squared x scores
 ∑y2 = sum of the squared y scores

Research Rationale
A pandemic brought on by the COVID-19 coronavirus has
had disastrous effects. Numerous facets of our society have
been negatively impacted, particularly education. As a
result, distance learning has significantly replaced in-
person teaching in education worldwide, including in the
Philippines. Instead of being able to continue their
education in their respective schools with face-to-face
classes, students have obligated to make do with distance
learning or studying while they are at home. Any form of
remote learning in which the student is not physically
present in the classroom is referred to as distance learning
(nolasco, 2022). With this new learning setup, certain
factors negatively occurred, which highly affected the
students' mental state and academic performance.
The COVID-19 pandemic has compelled higher education
institutions to implement virtual platform-based online
learning activities, leaving little time for faculty members
to be trained and prepared to introduce students to new
technologies (Salas-Pilco et al., 2022). According to the
study of (Johnson, 2020), 78% of households with high school
or college students have encountered COVID-19-related
disruptions. The disruptions' impact on student's mental
health has been a concerning side effect. A staggering 81%
of students affected by COVID-19 agreed somewhat or strongly
that their stress levels had increased. Poor internet
connections, time constraints brought on by having too many
tasks to complete, and unfavorable working conditions can
all cause stress in online learners (Allen, 2018).
Also, (Aditya, 2021) points out that one way to stop
the spread of COVID is through distance or online learning,
but this harms mental health, especially in students.
Students report anxiety, mild to severe stress, social media
fatigue, and depression due to these factors. This impact is
caused by several things, including unfamiliarity and the
need for adjustment time, the ability to use technology, a
heavy responsibility load, and worries about the financial
strain on parents to pay for educational activities. To
minimize the adverse effects on students' mental health in
this pandemic, efforts from all parties are required.
So, this is our research takes place; we wanted to find
out, or simply our study aims to determine the factors that
contributed to stress and their effects on the academic
performance of Roxas Stand Alone Senior High School students
who used Online Distance Learning (ODL) during the COVID19
Pandemic. Our study wants to know how Online Distance
Learning (ODL) affects students' academic performance. Is
there a significant difference between ODL and face-to-face
learning? According to students, what factors contribute to
stress during Online Distance Learning? What are the
respondents' academic performance level when exposed to
Online Distance Learning? Is there a relationship between
the factors contributing to stress during online distance
learning and academic performance?
So, the research objectives are to determine which factors
contribute the most to stress among students. To discover
how (ODL) Online Distance Learning affects students'
academic performance. To ascertain those factors' effects on
the student's mental health. And to assess students'
academic performance when exposed to Online Distance
Learning.
Based on the literature we've made, there is
insufficient and a lack of understanding of the previous
studies that relate to our chosen theme or topic that we
wanted to address. Only a few studies show and present those
factors that affect the students' stress during the pandemic
or Online Distance Learning (ODL). Having enough reliable
sources is vital in making our study more credible and
objective. There should be enough sources available for you
to quote in your research paper. Choosing a topic without
available source material can make writing extremely
difficult. Ample reference material is required so that you
can complete the research on time (Halim, 2019). So that
there would be no occurrence of confusion in the intended
audience, the audience or respondents of our research will
come from Roxas Stand Alone Senior High School students.
The future research issue might be that it'll focus more on
the negative side of Online Distance Learning (ODL), even
though it will always depend on the theme or topic you've
made. It would be best if the future researchers also
considered looking at both sides of a study so that there
would be a stronger argument related to your study. For
instance, neutrality in research refers to an investigation
free of bias or separated from the researcher's
perspectives, background, position, or conditioning
circumstances (SAGE Research Methods - the SAGE
Encyclopedia of Qualitative Research Methods, n.d.).
Our study will benefit students, parents, teachers, and
future researchers in a way that this research will awaken
them about those factors that stress students during online
distance learning and how they might affect their academic
performance so that they might think of ways how to cope
with it. It would also lead the educational and governmental
sectors to conclude that something is happening negatively
in that way of learning or the ODL. With that, they could
also think of ways to help in that matter.
  The research design used in this research is
descriptive. This study aims to conduct at the Roxas Stand
Alone Senior High School – Roxas, Isabela incorporated,
located at district #2, Roxas Isabela. The respondents are
senior high school students studying in the Roxas Stand-
Alone Senior High School, grade 12 students from HUMSS
strand. The researchers used the following instruments in
gathering data; Smartphones, questionnaires, Google Survey,
Google Form, and Social Media applications. Also, the
researchers will use Stratified Random Sampling, with the
use of Slovin’s formula on getting the sample size in this
study.

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