2023 IJRSE – Volume 12 Issue 3
Available Online: 18 April 2023
Author/s:
Franco, Zenaida Invencion*
Northwestern University, Philippines (zenfranco36@gmail.com)
Go, Jonathan A.
Northwestern University, Philippines
Iniego, Jomel
Northwestern University, Philippines
Abstract:
The COVID-19 pandemic has made online learning the trend and best option for students to continue education that led to more stress to the students. The remote-distance learning has caused mathematics and science students to have more difficulty in their studies. This study aims to determine what stressors college students enrolled in technical and science programs are experiencing in their online classes and what strategies and actions are done to cope with them. The study employed a quantitative-descriptive research design. To determine the stressors and coping mechanisms of students, a survey questionnaire was used and disseminated to 1,025 students from the College of Allied Health Science (CAHS) and College of Engineering, Architecture and Technology (CEAT) of Northwestern University. Results shows that factors such as pessimism, negative self-talk, financial worries and having a major life change like failing grade, losing scholarship or death of loved ones can cause the students weary and develop anxiety and depression that affects their academic performance. It is also found that coping mechanisms employed by the students are praying, meditating or enhancing their spiritual life can help alleviate the stress. Other coping mechanisms are taking a break, relaxing like listening to music or watching television and creating a hobby.
Keywords: Facebook group, learning management system, technology acceptance model, mathematics performance, online learning
DOI: https://doi.org/10.5861/ijrse.2023.1004
Cite this article:
Franco, Z. I., Go, J. A., & Iniego, J. (2023). Stress experiences and coping mechanisms of science and mathematics students on online learning amidst COVID-19 pandemic. International Journal of Research Studies in Education, 12(3), 53-66. https://doi.org/10.5861/ijrse.2023.1004
* Corresponding Author