Academic Stress Level Determination among College Students in Times of Covid-19 Pandemic

Rodrigo Jr Licayan,Funa, Mary Chierife C,Cabeza, Robert Kim,Lagatiera, Gary P

doi:10.46966/ijae.v2i3.119

Abstract

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.

Highlights

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
It is 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
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

Summary

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. Apart from the soaring mortality rate, nations across the globe have 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)

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Discussion

Conclusion