CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results from the data collected, analyzed, and

interpreted by the researchers and answers the questions from the statement of the

problem and hypothesis.

Test for Reliability and Internal Consistency

As stated in Table 1, Cronbach’s alpha was used to assess the reliability of the

test item and was compute by the use of SPSS software which reveals that the

variables are consistent and reliable. Both alpha coefficients under the mental and

social reached the standard limit, except for the two surveys. This indicates to the

researcher how much of the overall test scores would change if multiple items were

used. The whole question is potentially relevant since it informs participants whether

they have covered the extent of the construction (Goforth, 2020). However, using the

Inter-Item correlation all reach above the 0.20 and 0.40 threshold, result that the

surveys are acceptable for reliability (Piedmont, 2014). We know that exercise aids

executive functions such as sequencing, recall, and prioritizing, all of which are

important for academic and life achievement with simply physical exercise can train

the brain for learning (Bossenmeyer, 2020) while social events such as interaction or

communicating with others helps develop emotional intelligence and engage others

cultures (SCU, 2020). The lack of physical exercise has significant repercussions for

students' health, including an increased risk of obesity and diabetes. This has also
been found to affect students' mental health and well-being, as well as their academic

success (Coan and Ingle, 2020).

Table 1. Cronbach’s Alpha

Dependent Cronbach’s Inter – Internal

Variable Alpha item consistency
correlation

Physical 0.500 0.289 Acceptable

Mental 0.860 0.311 Acceptable

Emotional 0.793 0.386 Acceptable

Social Health 0.672 0.248 Acceptable

In Table 2, out of 200 students who enrolled in Kidapawan Doctors College, only

43 were able to complete the survey. Using the frequency and relative frequency

formula, the female has a total frequency of 33 and a relative frequency of 0.77. While

for the male, its frequency of 10 with a relative frequency is 0.23. In Table 2, out of 200

students who enrolled in Kidapawan Doctors College, only 43 were able to complete the

survey. Using the frequency and relative frequency formula, the female has a total

frequency of 33 and a relative frequency of 0.77. While for the male, its frequency of 10

with a relative frequency is 0.23. For the age, 21 respondents were 21 - 25 years that

had 0.49% of its relative frequency. It has an average mean of 21 and a standard

deviation of 0. 22. The respondents are between 20 below years old that have 0.51% of

the relative frequency with a mean of 19 and a standard deviation of 0.3333 since age
had a major effect on how knowledge about online learning is provided, with a higher

priority for computer-based tools in younger ages than older ages (Howell & Habron,

2020). Both BS Psychology and BS Medical Laboratory Science have outnumbered the

other program with the frequency of 15 and 0.35% of its relative frequency, revealing

that they are more willing and eager to participate. First, the BS pharmacy, which has a

prevalence of 13 and a relative frequency of 0.30%, indicates the least number of

students who were willing to collaborate during the sample distribution. Lastly, the BS

Radiologic Technology has zero output regarding that the researcher instructed that the

respondents have the liberty to participate (Bruff, 2021).

Table 2. Demographic profile of the respondents (n=).

Frequency Relative Frequency

(%)

Gender

Female 33 0.77%

Male 10 0.23%

Age

41 and above 0 0.00%

36 – 40 0 0.00%

31 – 35
0 0.00%

26 – 30
0 0.00%
21 – 25
21 0.49%
 22 0.51%

15 0.35%

15 0.35%

20 and below

0 0
Course

BS Psychology
13 0.30%
BS Medical

Laboratory Science

In the first section that the researcher calculated the answer from the first level of

the student’s physical health. Note that the researcher has adapted few questions (no. 8

and no. 7) from the previous studies to understand further the impact of online learning

and technology on the students’ well-being (Anderson, 2018). This would be the

opportunity for the researcher to observe if the results have lengthened than the

previous studies.

Table 5 reports this analysis found statistically significant interpreted ‘Agree’ with

the mean of 3.95 along with its standard deviation of 0.345. The highest indicator

interpreted ‘Strongly Agree’ were “I sometimes encounter my eyes hurting during a long

time online.” and “I would feel tired looking at the screen for a long duration of time.”.

Higher time on-screen having less outdoor time could potentially affect the eyes of the

students, resulting in myopic or nearsightedness of their being dangerous (Furlong,

2020). This in the future can lead to severe eye problems, including certain possibly
blinding illnesses. Second highest that interpreted as ‘Agree’ such as “I tend to feel

uncomfortable sitting on the table during online classes.”, “I tend to feel uncomfortable

sitting on the table during online classes.”, “I tend to have back/shoulder/neck pain

during a long hour of an online class.”, “I spend more time on my homework than in my

other classes.”, and “I always encounter technical difficulties during online classes.”.

Lastly, interpreted as ‘Fair’ such as “I feel that using technology interferes with my ability

to accomplish the required coursework.” and the “I value the online learning

environment more than face-to-face format.”

According to Purdue University (2020) discuss that It is necessary to take a

moment to consult with each other so that we keep our physical bodies healthy for our

best success during this period. The COVID-19 crisis forced universities and colleges

around the globe to switch efficiently to online instruction, education, and science in the

emergency mode, thus coping with a multitude of challenging concerns in helping

students, encouraging faculty and workers, and maintaining their economic viability.

Table 5. Level of Student Physical

Physical Level Mean Std. Interpretation

Deviation

1. I feel that using 3.44 .795 Fair

technology interferes
with my ability to
accomplish the required
coursework.
 2. I always encounter 4.18 .698 Agree
technical difficulties
during online classes.

3. I spend more time on my 3.74 .875 Agree

homework than in my
other classes.

4. I have a hard time finding 4.23 .718 Agree

a signal connection in my
house.

5. I tend to have 4.30 .802 Agree

back/shoulder/neck pain
during a long hour of
online class
6. I sometimes encounter 4.67 .474 Strongly Agree
my eyes hurting during a
long period online.
7. I value the online 3.00 1.023 Fair
learning environment
more than the face-to-
face format

8. I am more comfortable 3.69 .802 Agree

responding to questions
by email than orally.

9. I tend to feel 3.74 .902 Agree

uncomfortable sitting at
the table during online
classes.

10. I would feel tired looking 4.51 .550 Strongly Agree

at the screen for a long
duration of time.

Category Mean 3.95 .345 Agree

4.26-4.67 Strongly Agree

3.11-3.90 Agree
3.00-3.44 Fair
 1.76-2.50 Disagree
1.00-1.75 Strongly Disagree

The next set answered the second level of the student’s mental health. Since

mental such as depression, anxiety and inactive lifestyles are all too common among

college students, and a new study finds they may have escalated during the initial

outbreak of COVID-19, reported in Table 6 shows a High level of student mentality.

Numerous recent student surveys suggest that the social and environmental

effects of the pandemic, as well as the continuing instability of their college and

outcome students, have affected their mental well-being (Panchal, Kamal, Cox &

Garfield , 2021). There are multiple that interpreted as ‘Agree’ such as “I don't feel like

integrating with small group work in online courses, “I feel irritable

/short-tempered/obsessive whenever I’m online (Somerstein, 2013).”, “I seem out of

touch with reality.”, “I suddenly deteriorated in quality of work.”, “I tend to feel

depressed when I’m on the screen during online learning., “I don't feel motivated and

engage in an online environment.”, and “I don’t regularly get up and move around

online.” followed by ‘Fair’ as it interpreted, such as “I feel that the content of work

becomes negative/dark/odd in tone.” and lastly “I stopped responding to email and

other social media.”.

With the global COVID-19 pandemic, schools have encountered unforeseen

obstacles, working rapidly to move classes into an online format, ensuring equal

access for all pupils, supporting the educational interests of teachers and students,

and making preparations in the face of great uncertainty. The pandemic itself
triggered a lot of concern, tension, and sorrow. These stressors can cause obstacles

to mental wellbeing for everyone and can cause acute effects for individuals with

mental health issues (American Psychological Association, 2020). For the learners

who prefer it, studies found that online learning can be as good or better for students

than in-person learning. Yet by the way of an interpersonal college experience for

hunts, thousands of students will quickly reach their third semester of remote

teaching. The mental, emotional, and academic consequences of this transformation

are likely to be difficult considering the long-term development of remote learning

(Burke, 2020).

Table 6. Level of Student Mental

Mental Level Mean Std. Interpretation

Deviation

1. I feel irritable /short- 3.74 1.114 Agree

tempered/obsessive
whenever I’m online.
2. I suddenly deteriorated 3.60 .791 Agree
in quality of work.
3. I stopped responding 3.11 1.028 Fair
to email and other
social media.
4. I feel that the content 3.32 .808 Fair
of the work becomes
negative/dark/odd in
tone.
5. I seem out of touch 3.72 .934 Agree
with reality.
6. I don't feel motivated 3.58 1.028 Agree
and engage in an
online environment.
7. I feel unable to adapt 3.53 .984 Agree
to online classes.
 8. I don’t regularly get up 3.55 .933 Agree
and move around
online.
9. I don't feel like 3.83 .870 Agree
integrating with small
group work in online
courses.
10. I tend to feel 3.67 1.040 Agree
depressed when I’m on
the screen during
online learning.
Category Mean 3.56 .669 Agree

4.26-4.67 Strongly Agree

3.11-3.90 Agree
3.00-3.44 Fair
1.76-2.50 Disagree
1.00-1.75 Strongly Disagree

Second to the last set answered by a researcher from the student’s emotional

health. This level finds crucial in multiple respondents who responded ‘Agree’

contributing to students’ distress during this pandemic; however, there remains much

to be learned about the psychological such as the emotional health impacts facing

students and what can be done to reduce it. Table 7 reported with High level in the

students in emotional health in Kidapawan Doctors College. “I feel irritated when I

can't get into an online class because of the slow signal.” Reported from other studies,

that Online schools aren't a perfect surface for in-person appointment lessons

(Lederman, 2020). Lagging WIFI suggests collapsing blocks of dialog as the internet

freezes, and the style and listening atmosphere is different from sitting in a classroom

of professors and classmates, the “I feel that my future might be disrupted because of

the pandemic.” followed by “I feel lonely online rather than the actual class.”. Then, “I

don't feel productive during my time in the online class.” and “I don't feel

encouragement during the online classes.” Offering students all over the world is up to
the difficult mission, of not only adjusting and switching to free forms of teaching but

also multitasking by studying fresh technologies, advising, to provide on-line office

hours, attendance from official sessions, answering schoolchildren to order external

hours with Zoom ( Agarwal and Kaushik, 2020). Now, that we can anticipate, it is the

long-term view that the decisions can make a choice.

Faculty should walk a tightrope for the students to retain motivation, firstly. A

significant concern would be student motives, regardless of a research pattern that

has been adopted: simulated, mixed, mixture, mix, or a multitude of differences

(Nagpal, 2020). The “I become easily frustrated if I can't use a program.”, “I feel

unable to cope up with the online environment.” The school or college closure has led

to an almost instant process, on-site learning is seen from face-to-face lessons. Most

of us who, however, experience unpleasant or challenging situations are concerned

about dropping back or failing in grades. Lastly, “I felt comfortable participating in the

course discussions.” and “I feel bored whenever there is the online class going on.”

that interpreted as ‘Fair’.

The first thing to bear in mind is that everybody starts from the beginning and

nobody been in a situation such as the COVID-19 crisis until now, which means that

there is no way to tell if the students have been locked emotionally segregated and

alienated over the past few months (Busman, 2020).

Table 7. Level of Student Emotional

Mean Std. Deviation Interpretation

1. I found myself 3.51 .702 Agree

responding
emotionally about
ideas or learning
activities in this
course.
2. I feet comfortable 3.30 .741 Fair
participating in the
course discussions.

3. I feel bored whenever 3.18 .794 Fair

there is online class
going on.

4. I become easily 3.79 .773 Agree

frustrated if I can't
use a program.

5. I feel lonely online 3.83 .949 Agree

rather than actual
class.

6. I feel irritated when I 4.39 .622 Agree

can't get into online
class because of
slow signal.

7. I feel that my future 3.93 .935 Agree

might disrupted
because of the
pandemic

8. I feel unable to cope 3.67 .944 Agree

up with the online
environment
 9. I don't feel productive 3.81 1.006 Agree
during my time in
online class.

10. I don't feel 3.81 .852 Agree

encouragement
during the online
classes.
Category Mean 3.56 .669 Agree

4.26-4.67 Strongly Agree

3.11-3.90 Agree
3.00-3.44 Fair
1.76-2.50 Disagree
1.00-1.75 Strongly Disagree

Lastly, the respondents answered the final set of the level which is social

health. This level stresses that while people must take social distancing seriously,

they also find ways to interact with family and friends during the COVID-19 pandemic.

Psychologically, it is a whole new world for people, and not being able to interact, can

be very depressing and stressful (Clendenin, 2020). The level of “Agree” shows

significantly. The “I can't communicate with others properly because of the slow net

connection.” shows the highest mean of 4.16 interpreted as ‘agree’ followed by “I feel

degraded whenever I see my parents feeling stress/tired/anxious after work.”, “I often

get distracted and lose time during an online class.”, and, “I think online education is

more conducive to cheating.”.

As to whether it is a parent, full back time for dinner, a pet who begs to

attention before taking a test, or a chore behind saying the present for attendance,
either it's a dilemma for students that is significant. Without absolute peace, quietness,

and concentration it ruins the productivity spree before the pandemic has appeared.

The uncommon sense of consistency concerning the future is felt in many other

students (Mayzenderg, 2020). The “I'm becoming less active in interacting with online

people.” shows that smartphones and social networks have decreased the population

of students doing so in and out. Social media has harmed their well-being and family

connections in the lives of the family members (Chrysanthos, 2020). The “I have a

working device if there is a video or audio presented during the online class.” followed

by “I feel that I'm struggling to adapt with the technology.”. Lastly, “I am unable to

perform my task/assignment because of my parent’s intervention during an online

class.” and “I enter the online class late/absent.” were interpreted as ‘Fair’. Social

distance appears to also be operating for this pandemic since shortly, some prediction

forecasts are exhibiting a likely downward trend.

Table 8. Level of Social Health

Mean Std. Interpretation

Deviation

1. I am unable to perform 3.25 .902 Fair

my task/assignment
because of my parent’s
intervention during
online class.

2. I feel degraded 3.90 .717 Agree

whenever I see my
parents feeling
stress/tired/anxious
after work.
 3. I'm becoming less 3.79 .914 Agree
active in interacting with
online people.
4. I feel that I'm struggling 3.53 .984 Agree
to adapt with the
technology.

5. I can't communicate 4.16 .753 Agree

with others properly
because of the slow net
connection.

6. I often get distracted 3.90 1.019 Agree

and lose time during
online class.

7. I enter online class 3.11 1.028 Fair

late/absent.
8. I have a working device 3.72 .881 Agree
if there is a video or
audio presented during
the online class.

9. I think online education 3.90 .781 Agree

is more conducive to
cheating.

10. I'm comfortable being 3.00 .816 Agree

online because it helps
me learn quickly.

Category Mean 3.63 .482 Agree

4.26-4.67 Strongly Agree

3.11-3.90 Agree
3.00-3.44 Fair
1.76-2.50 Disagree
1.00-1.75 Strongly Disagree
 The researcher sought to determine to calculate the overall median from a

different student with different level but similar health-related courses. The highest

median score is 60 under the physical level from Psychology followed by 59.5 in the

emotional level from the Medical Laboratory Science, and with a median score of 55

from the social level in Pharmacy reported in Table 9.

Table 9. Summary of overall median scores for the perceived impact of online learning
and technology on respondent courses on their physical, mental, emotional, and social
health

Course Physical Mental Emotional Social

BS Psych 60 42 46.5 46

BS MLS 58 55.5 59.5 56

BS Rad Tech 0 0 0 0

BS Pharm 53 52.2 54 55

As a result, it was determined that the overall mode from Psychology students is

41 in both levels in mental and emotional. Next, is the emotional and social level that

has 59 from the Medical Laboratory Science, and lastly, from the Pharmacy with 55

scores in the physical, emotional, and social level shown in Table 9.1.

Table 9.1 Summary of overall mode scores for the perceived impact of online learning
and technology on respondent courses on their physical, mental, emotional, and social
health.
 Course Physical Mental Emotional Social

BS Psych 57 41 41 43

BS MLS 58 52 59 59

BS Rad Tech 0 0 0 0

BS Pharm 55 52 55 55

Pearson’s Correlation

After creating these levels, the statistician analyzed with the use of SPSS

software for the individual students who enrolled in Kidapawan Doctors College.

Correlation in the largest context determines the interaction of variables. In statistical

distributions, a change in the magnitude of 1 variable is associated with differences in

the magnitude of another variable, either the same or the opposite way (Schober, Boer,

& Schwarte, 2018). Table 10 revealed a significant correlation between the physical,

mental, emotional, and social. There is a positive relationship between the physical,

mental, emotional, and social. The result shows that the scores are highly significant at

the 0.05 and 0.01 levels.

Table 10. Correlation between Student’s Physical, Mental, Emotional, and Social
Health

Physical Mental Emotional Social

Health

Physical Pearson 1 .304* .304* .528**

Correlation
 Sig. (2-tailed) .048 .048 .000

N 43 43 43 43

Pearson .304* 1 1.000** .316*

Correlation
Mental
Sig. (2-tailed) .048 .000 .039

N 43 43 43 43

Pearson .304* 1.000** 1 .316*

Correlation
Emotional
Sig. (2-tailed) .048 .000 .039

N 43 43 43 43

Pearson .528** .316* .316* 1

Correlation
Social
Sig. (2-tailed) .000 .039 .039

N 43 43 43 43

*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed).

T-test for the dependent variable

Health effects often rely on social and economic that influences that have an

impact on the cultural and political environments of society. To consider the well-being

of students, sex and gender must be understood (Vlassoff, 2020). Table 11 shows the

test for difference in the impact of online learning and technology on student's physical,

mental, emotional, and social in the health-related course in Kidapawan Doctors

College when analyzing according to gender. It reveals that all of the sub-indicators on
the levels got the p-value of 0.744, 0.718, 0.170, and 0.212 is higher than the alpha

level of 0.05 means that the null hypothesis is statically significant.

Table 11. T-test for significant difference between gender with respect to physical,
mental, emotional, and social health
Dependent
Gender Mean SD t-value p-value
Variable

Male 3.985 .3401

Physical 1.084 0.744
Female 3.850 .3598

Male 3.573 .6714

0.052 0.718
Mental Female 3.560 .6979

Male 3.709 .4766

Emotional -.395 0.170
Female 3.780 .5633

Social Male 3.621 .4526

-.220 0.212
Health Female 3.660 .5967
* Significant at p<0.05

The null hypothesis is rejected that is reported in Table 12. It shows that there

are significant differences according to their age of the impact of online learning and

technology on student's physical, mental, emotional, and social in the health-related

course in Kidapawan Doctors College, where the p-value of 0.653, 0.858, 0.413, and

0.951.

Table 12. T-test for significant difference between age with respect to physical,
mental, emotional, and social health
Dependent
Age Mean SD t-value p-value
Variable

20 below 3.971 .3629

Physical .366 0.653
21- 25 3.932 .3301

20 below 3.621 .6653

0.558 0.858
Mental 21- 25 3.505 .6868

20 below 3.812 .5033

Emotional 1.314 .413
21- 25 3.616 .4670

Social 20 below 3.692 .4995

.937 .951
Health 21- 25 3.553 .4611
* Significant at p<0.05

Analysis of Variance (ANOVA) Test

Table 13 shows the test for differences in the physical, mental, emotional, and

social among the students enrolled in Kidapawan Doctors College when analyzed

according to courses. It reveals that all of the sub-indicators on the levels got the p-

value of 0.727, 0.101, 0.090, and 0.653, therefore the null hypothesis is rejected.

Table 13. ANOVA for significant difference between courses with respect to physical,
mental, emotional, and social health.

Dependent
Courses Mean SD t-value p-value
Variable
Physical BS .321 .727
3.973 .2890
Psychology

BS Medical 3.993 .4599

Laboratory
 Science

BS Pharmacy 3.893 .2786

BS
3.533 .6683
Psychology

BS Medical
Mental 2.432 .101
3.857 .7046
Laboratory
Science

BS Pharmacy 3.321 .5591

BS
3.547 .3662
Psychology

Emotional BS Medical
2.553 .090
3.943 .5707
Laboratory
Science

BS Pharmacy 3.700 .4723

BS
3.553 .4340
Psychology

BS Medical
Social Health .431 .653
3.721 .5659
Laboratory
Science

BS Pharmacy 3.621 .4611

Significant at p<0.05*