Academic Stress Level Determination among College Students in Times of Covid-19 Pandemic: Basis for an Intervention Scheme

Article Information ABSTRACT Received: December 28, 2020 Revised: March 02, 2021 Accepted: March 02, 2021 Online: August 09, 2021 This study measured the level of academic stress among students regarding personal inadequacy, fear of failure, interpersonal difficulties with teachers, and inadequate learning resources in times of Covid-19 pandemic Using a descriptive-comparative approach. Slovin's formula was used to identify the respondents with a stratified random sampling technique to generate the required sample size of the study. The results revealed that the level of academic stress in times of the Covid-19 pandemic is high. It is also revealed that there is no significant difference in the level of academic stress when respondents are grouped according to sex, year level, and the number of hours spent for modular learning per day and provided significant difference when grouped according to course. Demographic profiles show that most of the students belong to the poor classification of monthly family income and with a low allowance for internet subscriptions. It also shows that with the intensity of requirements in the course pack, most students allocated many hours to answer the lessons per day. Present findings suggest that the institution must address intervention schemes through academic and non-academic services.


INTRODUCTION
In more than 190 countries and all continents, the COVID-19 pandemic has contributed to the most significant disturbance in the educational system in history, affecting almost 1.6 billion students. School and other learning areas have influenced 94 percent of the world's student population and up to 99 percent in low and lower-middle-income countries (United Nations, 2020). With this disruption, many educational institutions around the globe shifted and adapted new learning modalities, which resulted in academic stress among college students. According to Chandra (2020), the sudden shift from the physical classroom to the virtual space disrupts students. Moreover, the COVID-19 pandemic came out as the most devastating and challenging crisis for public health in the contemporary world. Apart from the soaring mortality rate, nations across the globe have also been suffering from a spike of excruciating psychological outcomes, i.e., anxiety and depression among people of all ages (Islam, Barna, Raihan, Khan & Hossain, 2020) and the sudden shift from the physical classroom to virtual space are disrupting students (Chandra, 2020).
In India, while most schools and colleges have transitioned to online classes and evaluation to avoid disrupting educational services, the digital platform remains uncharted territory for most people

Figure 1. Conceptual framework of the study
Based on the literature and studies reviewed, this study adopted the following dimensions of the academic stress scale as depicted in Figure 1. The dependent variable is Academic Stress with the indicators: Personal Inadequacy, Fear of Failure, Interpersonal Difficulties with Teachers, and Inadequate Learning Resources. Despite the early stage in implementing the blended learning modality, there is still a need for a systematic investigation and theorizing of the prominent factors that will serve as the basis for intervention program or policy enhancement that the institution will implement times Covid-19 Pandemic. These dimensions need refinement that is centered on how students correspond to the situation.
Various researchers identified sex, year level, and course as the most influential variables influencing academic stress as the mode of delivery shifted from face-to-face to blended learning. Moreover, monthly family income based on the classification of the Philippine Institute for Development Studies and the internet allowance per week will identify socio-economic-related factors that will support the investigation of this study. However, the researcher analyzed only sex, year level, course, and the number of hours spent in modular learning per day for comparative analysis in this study.

Research design
This study was descriptive-comparative in approach. According to Creswell (2014), this design embodies inferential questions that ask for the difference in the characteristics of specific variables of interest between groups of respondents, usually categorized according to their profiles. It is primarily a quantitative research technique in which the researcher administers a survey questionnaire to a sample or an entire population of individuals to describe their attitudes, opinions, behaviors, experiences, or other characteristics of the population.

Research Locale
The study was conducted at the Monkayo College of Arts, Sciences and Technology located in Monkayo, Davao de Oro, Philippines. Monkayo College of Arts, Sciences, and Technology is one of the Davao Region's local colleges, operated by the Local Government Unit of Monkayo under the Municipal Ordinance No. 19-2009. The Commission recognizes the institution on Higher Education and a recipient of Free Tuition Law/Unifast and the Tertiary Education Subsidy. It is also recognized as level I accredited by the Association of Local Colleges and Universities-Commission on Accreditation (ALCUCOA), and some of its major programs are now working for Level 2 accreditation. It is one of the top 30 performing schools in the Philippines during the 2019 Licensure Examination for Teachers for the elementary and secondary level by the Professional Regulation Commission (PRC). For the Academic Year 2020-2021, the total population of the local college is 2,151. Figure 2 showing the research locale of the study.

Respondents of the Study
The researchers distributed an adapted survey questionnaire to a minimum of 327 respondents across all degree programs in Monkayo College of Arts, Sciences, and Technology. These degree programs are; Teacher Education (with BSED-Social Studies, BSED-English, BSED-Mathematics, BEED), Bachelor of Science in Business Administration (major in Marketing, Financial & Human Resource Management), and Bachelor of Agricultural Technology. Samples of respondents were drawn based on the population of each department randomly.

Sampling Techniques
Stratified Random Sampling was utilized in determining the respondents of this study. Identifying a population of interest and developing a systematic way of selecting cases was not based on advanced knowledge of how the outcomes would appear but on increasing credibility and not fostering representativeness based on the population. Hence, this study used the population of the students for the First Semester of the Academic Year of 2020-2021. Regardless of the population in each department, this study utilizes general responses from the respondents. The researcher utilized Slovin's (1960) Copyright © Rodrigo Jr. C. Licayan et al. Vol. 2, No. 3, September 2021 IJAE Page 317 sampling formula, applied in large populations to generate a representative sample size. This sampling formula was employed mainly by determining a sample from 2,151 students in Monkayo College of Arts, Sciences, and Technology.

Statistical Treatments
In presenting, interpreting, and analyzing the data gathered, various statistical tools and techniques were used. Statistical Package for Social Sciences (SPSS) version 23 was utilized in the analysis of the data. Descriptive statistics such as frequency counts and percentages were used to determine the respondents' profiles. Grouped mean score comparisons were made across the respondent's profile attributes (sex, year level, course, number of hours spent on modular learning per day) using Analysis of Variance (ANOVA) and t-test.

Data Collection Procedure
The respondents were selected to participate in an adapted survey questionnaire where they were asked to provide answers in the most precise and insightful manner possible. The respondents were randomly selected in each department of this institution. The survey took two days to complete and collect all the required data, and the researchers utilized google forms. There was a minimum of 3 enumerators who assisted in the conduct of the study. Enumerators underwent an orientation on the purpose of the study, the process of the random sampling distribution, the number of respondents required in each specific department, the questionnaire items, and to ensure consistency of the data collection method. Quantitative data was used to present the profile of the respondents. A 5-point Likert scale was utilized to determine the level of academic stress and analyze the independent variables. The indicators for each factor were assessed and evaluated using the Likert Scale as follows (Table 1):

Ethical Considerations
The research study complied with the standards set by the Monkayo College of Arts, Sciences, and Technology's Guidelines for Ethics in Research. The researcher strictly adhered to reaching the maximum level of ethical action or consideration in the scientific research approach. Research ethics involved with requirements on actual data gathering, the protection of the respondents, and the publication of the information were in adherence to the guidelines set by the college. The compliance with these guidelines assured the respondents' rights, dignity, safety, and welfare. It also guaranteed the credibility of the research results and the ethical principles of beneficence, justice, and autonomy. Hence, the researcher adhered to the full compliance to the standards of conducting institutional research and corresponding ethical review following the study protocol assessments and standardized criteria. It was with the highest sense of responsibility that the researcher complied with the requirements of the ethical standards not limited to: 1. Voluntary participation. All respondents were given the free will to participate without any form of force or intimidation. The respondents were carefully considered and adhered to the purpose and benefits of the study voluntarily. 2. Respect for anonymity and confidentiality. The confidentiality and anonymity of all respondents were strictly adhered to in this research. The rights of beneficence, respect for dignity, and fidelity IJAE Page 318 were of utmost consideration in the conduct of this study. The researcher assumed complete management of private information in order to protect the respondents' identity. 3. Informed consent process. Respondents offered their approval in this research knowingly, willingly, and intelligently, and in a clear and manifested manner. Free and informed consent needed in this study incorporates an introduction to the study and its purpose and an explanation about the selection of the research respondents and the procedures followed. The questionnaire produced by the researcher was free of complex terms and was readily understood by the research respondents. After conducting the research offered a clear perspective of the advantages that the researcher can produce to the general public and the Monkayo College of Arts, Sciences, and Technology. The questionnaires were administered with the college authority's approval and support. Therefore, no study questionnaire was provided without authorization from the authorities that the vital elements of the informed consent process administered clear disclosure, understanding, competency, and voluntariness of respondents. 4. Risks. The research was no intention of difficult circumstances on physical, psychological, or socioeconomic implications among the respondents during the conduct of this study.

Demographic Profiles of the Respondents
Among the 833 respondents, 71% are females, and the rest are males. More than 60% of the respondents are first year and second year, and the remaining are third-year and fourth-year. More than 40% of the respondents are under Business Administration, the same percentage is also gathered from Teacher Education, and the rest are under the Bachelor of Agricultural Technology. Since this study analyzed the monthly family income, allowance of internet load per week, and the number of hours spent for modular learning per day, tables 2, 3, and 4 show the frequency and percentage of each demographic characteristic.
Monthly Family Income. 91.60% of the respondents belong to a monthly family income of Less than PhP10,957, categorized as inferior. Less than 10% of monthly family income belongs to lowerincome but not poor and lower middle income. Allowance of Internet Load Per Week. 50.50% of the students belong to the PhP50 allowance for internet load per week. It implies poor investment in data connection among the students. 50% belongs to the PhP100 or more allowance for internet load per week. Almost 4 out of 10 students spent more than 8 hours of modular learning per day and 3 out of 10 students engage in modular learning of 7-8 hours, and 3 out of 10 students belong to 1-2 hours or 2-4 hours spent for modular learning per day. It implies that the student's pacing differs in time allocation in complying with the modules' activities, analysis, and application.  Table 5 shows the level of academic stress among students regarding personal inadequacy, fear of failure, interpersonal difficulties with teachers, and inadequate learning resources. Results show that fear of failure is high (mean of 3.74), inadequate learning resources (mean of 3.55), personal inadequacy (mean of 3.41), and interpersonal difficulties with teachers as moderate (mean of 2.94).

Results on the Level of Academic Stress among Students in the Context of Blended Learning Modality in times of Covid-19 Pandemic
The overall mean is 3.41, with a descriptive equivalent of high. It means that the students experienced high academic stress in times of the Covid-19 pandemic as the institution shifted from the traditional mode of learning into a blended learning modality.

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Tables 6, 7, 8, 9, 10, and 11 provide results regarding the test of significant differences between respondents' responses when grouped by sex using t-test and grouped by year level, course, and the number of hours spent in modular learning per day using variance analysis (ANOVA).

Summary of Significant Difference when Respondents are Grouped According to Sex
Table 6 summarizes variables that resulted in significant differences in respondents' responses when grouped according to sex. Testing the data through the t-test resulted in no significant difference among responses in terms of academic stress, which was primarily identified under Levene's Test (pvalue of .779 equal variances assumed).
Thus, there were no significant differences between male and female responses regarding academic stress towards blended learning modality (p-value of .337 under equal variances assumed on t-test for equality of means) at a .05 level of significance.

Summary of Significant Difference when Grouped According to Year Level
Presented in Table 7 is the ANOVA summary of significant differences in the level of academic stress towards blended learning modality when grouped according to year level. As shown on the pvalue of .058, it had no significant difference in academic stress towards learning modality when grouped according to year level. Thus, the null hypothesis, "Ho1: There is no significant difference on the level of academic stress towards blended learning modality when analyzed based on year level," was accepted.

Summary of Significant Difference when Grouped According to Course
Presented in Table 8 is the ANOVA summary of significant differences in the level of academic stress towards blended learning modality when grouped according to course. As shown on the p-value of .008, it had a significant difference in academic stress towards learning modality when grouped according to course.
Thus, the null hypothesis, "Ho1: There is no significant difference on the level of academic stress towards blended learning modality when analyzed based on year course," was rejected. Since Anova shows a significant result, a follow-up test is needed to prove this difference in pairs using a post hoc test. Based on the Test of Homogeneity of Variance (Table 9), the Sig. is greater than the desires alpha (.05), then the equal variance is assumed. Therefore, the table results above with a p-value of .157 indicates the equal variance is assumed. Hence, from the two chosen tests of Tukey HSD and Tamhane, the results of Tukey will be considered instead of Tamhane (see Table 10). *. The mean difference is significant at the 0.05 level.
The Academic Stress of BSBA is significantly different (p-value of .008) from BSED/BEED; the academic stress of BSBA is not significantly different (p-value of .180 from BAT; and the academic stress of BSED/BEED is not significantly different (p-value of .985) from BAT.
Thus, the null hypothesis of no significant difference in academic stress: 1. Between BSBA and BSED/BEED is rejected. 2. Between BSBA and BAT is not rejected (or accepted). 3. Between BSED/BEED and BAT is not rejected (or accepted).

Summary of Significant Difference when Grouped According to Number of Hours Spent in Modular Learning Per Day
Presented in Table 11 is the ANOVA summary of significant differences in the level of academic stress towards blended learning modality when grouped according to the number of hours spent in modular learning per day. As shown on the p-value of .051, it had no significant difference in the level of academic stress towards learning modality when grouped according to the number of hours spent in modular learning per day. Thus, the null hypothesis, "Ho1: There is no significant difference on the level IJAE Page 322 of academic stress towards blended learning modality when analyzed based on the number of hours spent in modular per day," was accepted. In summary, the results reveal that the level of academic stress towards blended learning modality among the students in the context of Covid-19 Pandemic provides no significant differences in respondents' responses in terms of sex, year level, and the number of hours spent in modular learning per day and provided significant difference when analyzed according to course. Therefore, the decision is to reject the null hypothesis (Ho1) that there is no significant difference in the level of academic stress towards blended learning modality when respondents are grouped according to sex, year level, course, and the number of hours spent per modular learning per day about Research Objective 3.

DISCUSSION
The research investigates the level of academic stress among college students in times of the Covid-19 Pandemic and analyzes it comparatively based on chosen demographic profiles. Although sex, year level, and course are presented in the results, the monthly family income, allowance of internet load per week, and the number of hours spent for modular learning per day are the highly significant demographic characteristics that correspond to the existing condition of the students. The study's results are consistent with several prior studies that low monthly family income, low allowance of internet load per week, and more hours spent for modular learning per day are critical factors that will trigger academic stress. Further, the study provides evidence that academic stress is high, which means that the students experienced personal inadequacy, fear of failure, inadequate learning resources, and interpersonal difficulties with teachers. Adil and Ghayas (2019) explained that students deeply engaged in their studies may become more vulnerable to academic stress owing to their increased sensitivity towards their academic goals. However, academic stress is not a new phenomenon because many authors mentioned that the Covid-19 is a source of stress. It has become a source of debate whether the shift from traditional learning into blended or flexible elevates stress or just the Covid-19, and its domino effect into mental health or economic difficulties among students will add academic stress. Among the dimensions of academic stress, interpersonal difficulties with teachers posited moderate stress among students. It highlights the synchronous session, detailed syllabus, and consultation hours allocated by each faculty towards its class. When the institution is ready with the instructions and guidelines for the academic program, this will allow students to have better communication with the teachers and meet the deadlines of the subjects.
Moreover, the findings reveal that the level of academic stress towards blended learning modality among the students in the context of Covid-19 Pandemic provides no significant differences in respondents' responses in terms of sex, year level, and the number of hours spent in modular learning per day and provided significant difference when analyzed according to course. Although previous studies of Banu, Deb, Vardhan, and Rao (2015) provided a significant sex difference, this confirms that the course provided a significant difference in terms of academic stress. The extended syllabus and background of the students in terms of cognitive abilities and communication skills might be some of the prime reasons for higher academic stress for students, including the dilemma about the retention

CONCLUSION
Implementing the blended learning modality in times of the Covid-19 pandemic is critical to the learning process among the students. In summary, the result concludes that academic stress is influenced by monetary issues affecting students' studies, which will influence the capacity to invest in learning resources. Moreover, the allowance for internet load per week exacerbates academic stress. It concludes that most students struggle with the pre-paid data connection for submitting IJAE Page 324 output and attending synchronous sessions weekly. Measuring the level of academic stress, this study concludes that academic stress among students is high. Generally, the students experienced high academic stress towards the blended learning modality in the context of the Covid-19 Pandemic. Since this study compares the level of academic stress across chosen demographics, this concludes that there is no significant difference in the level of academic stress towards blended learning modality when respondents are grouped according to sex, year level, and the number of hours spent for modular learning per day and provided significant difference when grouped according to course. It manifests that regardless of sex, year level, and the number of hours spent for modular learning per day, the blended learning modality provided academic stress to the students in times of the Covid-19 pandemic. However, when grouped according to course, academic stress differs in each program when compared between BSBA, BSED/BEED, and BAT. The different instructional delivery approaches since BSED/BEED and BAT are board courses, and BSBA is not a board course. The pressure is much felt among board courses about the retention policy of the institution. The basis for intervention programs should prioritize personal inadequacy, fear of failure, and inadequate learning resources among students and moderate priority to interpersonal difficulties with teachers. Developing study habits, mental health awareness, and financial capacity on investing with internet and ICT must be prioritized in implementing blended learning modalities in the Covid-19 pandemic.