Special Luminary Issue
2023 IJRSE – Volume 12 Issue 4
Available Online: 31 May 2023
Cadornigara, Marvin L.*
Central Philippine Nazarene College, Philippines (email@example.com)
Mahanlud, Leo J.
Central Philippine Nazarene College, Philippines
A descriptive study conducted among grades 4-12 students of three Nazarene educational institutions in the Philippines determined their level of perceived stress, level of identified stress, and coping mechanisms during the school year 2020-2021. The study also determined the significant differences in the level of perceived stress, level of identified stress, and benefits of the coping mechanisms of students when grouped according to gender and educational level using the t-test for independent sample means and One-Way Analysis of Variance, respectively. A sample of 68 students, selected through the stratified random sampling technique, completed the three survey instruments that measured these levels of remote learning stress. Students of these Nazarene educational institutions experienced remote learning as moderately stressful. The stress was perceived and experienced by female students more than male students and by older students more than younger ones. The identified stressors were all considered by students as moderately stressful as well. These identified stressors were significantly less experienced by younger students than by older students. As the experience of remote learning was moderately stressful for students, the coping mechanisms were also viewed as moderately beneficial. This study provides a fresher perspective on both the perception and experience of students during remote learning for school practitioners and educational leaders to examine and review curriculum and pedagogy that address Filipino students’ responses to the stresses of the new mode of learning.
Keywords: perceived stress, identified stress, coping mechanisms, remote learning, stressors
Cite this article:
Cadornigara, M. L., & Mahanlud, L. J. (2023). Perceived stress, identified stress factors, and coping mechanisms of students of Nazarene educational institutions during remote learning. International Journal of Research Studies in Education, 12(4), 21-29. https://doi.org/10.5861/ijrse.2023.2003
* Corresponding Author