Empathize:

The concept of "burnout" originated from the research carried out by clinical psychologist
Freudenberger in 1974, which refers to the phenomena of fatigue, boredom, and peer pressure.
Some scholars define burnout from three aspects such as cognition, behavior, and emotion, and
believe that due to the lack of value reinforcement, result control, or personal ability, individuals
do not get the expected reward and corresponding punishment. Such a state is job burnout.
(Hou, Yongmei. 2023)

The researchers have found that most college students face challenges frequently and juggle a
heavy schedule of academic workloads, assignments, and tests. The pressure to perform well
can result in weariness. To help students deal with these difficulties, researchers have created a
study that may in some way lessen the load on Northern Bukidnon State College Third-Year
Teacher Education Program students. As students progress through their college years, they
face increasing academic challenges and responsibilities including exposure to
fatigue. Students must prioritize self-care, use their time wisely, and ask for help when they
need it. Designing better experiences for students to combat fatigue is crucial for their well-
being and academic success.

Many of the third-year Teacher Education Program students were seen to be agitated and
impatient, with poorly stated objectives, subpar performance such as late submissions, and
insufficient study time due to issues including stress and, most importantly, exhaustion. If
schoolwork is not given more emphasis or attention, there is a greater likelihood of getting
worse grades on tests or exams.

There is also data suggesting that the level of exhaustion among students is
comparable to or even higher than in occupations commonly considered tiresome (Law,
2007). It seems that the problem of burnout increasingly affects not only students but
also is observable among younger and younger age groups, e.g., among high school
students (Aypay, 2017).

Furthermore, fatigue may be a natural condition during highly demanding and stressful
studies, but the pathological intensity and negative influence of prolonged study-related
fatigue may be problematic. (Zdun-Ryżewska, A & Nadrowska, N, 2021).

ENGAGEMENT:
As college students, we too have experienced the challenges of managing heavy
academic workloads, assignments, and tests, which often lead to stress and
exhaustion. The researcher is keen on collecting data regarding solutions for students'
fatigue, proposing a group session where students can connect with peers who are
navigating similar emotional struggles.

SURVEY INSTRUMENT:

The group conducted an initial survey in the third year of the Teacher Education Program to
validate their learning experiences. The third-year TEP students at Northern Bukidnon State
College participated in an in-person study that the researcher completed with their consent.
The pre-survey research, which consists of 100 respondents from the TEP department,
employs qualitative approaches to determine the estimated level of student fatigue and its
possible effects on learning. The questionnaire has two applications. The first is the learning
effort-reward imbalance (LERI) Scale, a widely used tool in educational research, which
requires respondents to choose between yes and no. Second is the fatigue scale, a
validated measure of fatigue levels, which has four response options: 0, 1, 2, and 3, with
corresponding descriptions.

INITIAL FINDINGS
The respondents, who were enrolled in the Teaching Education Program (TEP) 3 rd year in
Northern Bukidnon State College, we were ask

The researcher collected a piece of relevant information for the study by conducting an in-
person survey. The data presented serves as a starting point for the researcher to gather
information, and analyze student fatigue.

Figure 1: Percentage of the Responses for Question 1.

1. When I am in school or during class, I must often stop my learning because the action or
noises of others students disturb me.

Figure 1 implies that 69 out of 100 respondents agreed that they often stop their learning in
school or during class because they find it challenging to focus because of the actions and
noises of the other students. But there are still 31% of students say they can still focus on
their learning despite how the other students behave.
 Figure 2: Percentage of the Responses for Question 2.
2. I should be performing well in class or be a well-behaved child.

The majority result of Figure 2 indicates that 90% of respondents believed that having good
academic performance and behavior is important as a student, they recognize that performing
well and behaving well in class can offer them numerous opportunities in the future. Meanwhile,
there are 10% of respondents who don’t want to perform well.

Figure 3: Percentage of the Responses for Question 3.

3. I often do extra learning outside of the school (more homework or tutoring than my
classmates)

The survey findings indicated in Figure 2 show that 52% or 52 respondents out of 100 students
strongly disagree that they do extra learning outside just like their classmates. And 48
participants agree they do more extra learning outside.
 Figure 4: Percentage of the Responses for Question 4.

4. My family members or teachers let me know how much they appreciate my learning in
school.

Figure 4 shows that there are 75% of respondents agree that their family members or teachers
let them know how much they appreciate their effort in academics. This concludes that the
majority of our respondent receive awards and recognition for doing their best. Meanwhile, 25%
of respondents indicate that they don’t receive enough rewards or appreciation from their family
members or teachers for doing their best in their school learning.

Figure 5: Percentage of the Responses for Question 5.

5. My friends let me know regarding my learning in school.

Figure 5 shows that the majority of respondents, 78% of respondents agree that their friends
have sympathy for them. By letting them feel they are not alone, supporting, and giving
feedback. On the other hand, 22% of respondents disagreed and suggested that they don’t
receive much more attention than the other 78 respondents.

Figure 6: Percentage of the Responses for Question 6.

6. I am afraid that I will not be able to catch up with learning in school in the future

The data revealed that 89% of the respondents agreed that they are afraid that they will not be
able to catch up with the learning in school in the future that there is 89 population are afraid or
has a concern in their future. Meanwhile, 11% of our respondents disagree and indicate they
are not afraid if they can’t catch up with their learning.

Figure 7: Percentage of the Responses for Question 7.

7. My school grades depend on my effort in learning.

Figure 7 indicates that 96% of the respondents agree that their school grades depend on their
effort. This says that the majority of the population makes effort and time to achieve good
grades. And 4% of our respondent disagree and say their effort doesn’t affect their school
grades.

Figure 8: Percentage of the Responses for Question 8.

8. I have a promising future because of my effort and grades.

The survey finding indicates in Figure 8 that 80% of respondents agree that if you make an
effort today it would be better for you to have a promising future. This concludes that the
majority of respondents put effort and dedication into having good grades. Meanwhile, 20% of
respondents say that their actions and efforts today can’t affect their future.

Figure 9: Percentage of the Responses for Question 9.

9. As soon as I get up every morning I begin to think about learning in school.
Data reveals that 57% of our population agree that each morning they think about their learning
in school, it shows us that these 57 respondents think about what they can do in school to make
a productive day each morning. Meanwhile, 43% of the population disagrees which shows that
they don’t have much more to think about their learning in school every time they wake up.

Figure 10: Percentage of the Responses for Question 10.

10. I am almost always thinking about learning in school, when I am going to bed.

The data in Figure 10 shows that 61% of the population agree that before going to bed, they
always think about what happened during their whole day in school. Meanwhile, 39% of the
population disagree and typically do not think about their learning in school before going to bed.
RESULTS OF THE RESPONDENTS’ RESPONSE:

SURVEY QUESTIONS:

Define :

This pre-survey will develop innovative strategies to enhance learning experiences and address
student fatigue in educational settings. Creating educational environments, materials, and
methods reduces tiredness and burnout. Struggling students often need more engagement due
to excessive workload and lack of engagement. Some of the 3rd year (TEP) students in
Northern Bukidnon State College are experiencing academic stress, fatigue, and a sense of
isolation. They struggle with academic pressure, fatigue from long study hours, and feelings of
disconnection from peers. These students seek stress relief, engaging learning experiences,
and community support. Their goals include improving well-being, achieving academic success,
and enhancing their learning experience. By investigating the intersection of design principles
and student well-being, the study aims to improve academic engagement and reduce the
negative impact of fatigue on learning outcomes.

Although the connection between health status, pain, and fatigue is relatively consistent, the
results concerning the relationship between fatigue and sleepiness vary. Some authors point to
significant connections between them (Åkerstedt et al., 2014; Darwent et al., 2015; Shahid et
al., 2010), while others emphasize the differences by describing the different mechanisms
underlying fatigue and problems with sleepiness (Hossain et al., 2005)

According to Keith James, 2022 Peer counseling can be defined as "people from similar
groupings who are not professionals who help to clarify life problems and identify solutions by
listening; clarifying; feeding back; summarizing; questioning and being positive, supportive and
reassuring and then helping plan, organize and problem-solve". Peer counseling for health and
well-being has been recognized as a complementary approach to professional intervention for
over 50 years. However, relatively recently, research into its effects has become adequate.

Research by Hwang and Kearney (2019) demonstrated that mindfulness-based interventions,

such as meditation and breathing exercises, can reduce stress and improve students' attention
and focus.

The study highlighted the effectiveness of mindfulness practices in enhancing emotional

regulation and reducing symptoms of burnout, contributing to decreased levels of student
fatigue.
According to a meta-analysis by Maynard et al. (2020), incorporating mindfulness practices in
educational settings was associated with improved academic performance and cognitive
outcomes.

The review emphasized mindfulness's positive effects on reducing anxiety, enhancing self-
regulation, and promoting a sense of well-being, ultimately mitigating factors contributing to
student fatigue.

Literature by Sibinga et al. (2016) highlighted the role of mindfulness in promoting self-care
practices and building resilience among students.

Mindfulness interventions enhanced coping strategies, self-awareness, and emotional well-

being, equipping students with stress management tools and preventing burnout.

Longitudinal studies by Black et al. (2018) indicated that sustained engagement in mindfulness
practices led to long-term student benefits, including improved mental health outcomes and
reduced fatigue levels.

The research underscored the importance of integrating mindfulness into educational curricula
as a preventive measure against student burnout and fatigue.

Ideate :

The level of fatigue among the students at Northern Bukidnon State College, especially 3rd-year
TEP students, is increasing. Exhaustion is an essential symptom of burnout, which may occur
even while a student. This survey helps us identify tired students' characteristics and describe
factors determining fatigue among 3rd-year students. With the help of our prototype, which is a
workbook with the theme: Kalampusan Mo, Kalampusan ko: A peer Support Group Program. In
which students can connect with their peers who are struggling in the same emotional way. In
these groups, all things being said are staying in the room, Sharing experiences, offering mutual
support, and learning from each other's strategies. This collaborative program aims to generate
solutions that would lessen student fatigue and enhance learning experiences. In this session,
the researcher will clearly define students' problems according to the survey results.
The researchers identified various solutions for students fatigue and strategies to
improve their learning experience :

1. Creative Study Breaks:

art activities, music appreciation sessions, or storytelling sessions.

Engaging in creative pursuits can provide a mental break and
stimulate different areas of the brain.

2. Peer Tutoring Sessions:

Pair students who excel in certain subjects with those who need
assistance. Peer tutors can help clarify concepts, review coursework,
and provide study tips and strategies.

3. Physical Activity Breaks:

Incorporate short physical activity breaks into study sessions, such as

stretching exercises, mini-yoga sessions, or short walks. Physical
activity can boost energy levels and improve focus.

4. Time Management Workshops:

Offer workshops on time management, prioritization, and goal setting.

Teaching effective time management techniques can help participants
balance their academic responsibilities and reduce overwhelm.

5. Mentorship Program:

In a mentorship program, more experienced students (mentors) guide

and support younger or newer students (mentees) in areas such as
academic planning, career exploration, and personal development.
6.

Prototype:

The prototype that we made is based on the generated idea in Ideate which is Kalampusan Mo,
Kalampusan ko: Teacher education peer support program. The group decided to create a
tangible solution. This is a brochure in which the team will distribute the brochure to the students
for them to know what our goal is and also for the schedules. In designing the program we must
first think of possible activities that will help us to lessen the cause of their fatigue, the second is
to provide instruction that is clear and direct to the point. The next is gathering data or pilot
testing about the program and asking them what their experiences are while doing the activities.
And with the help of their feedback, we can identify the areas that we need to improve in our
program. And always keep in mind the possible changes such as in content, layout, and
elements that are based on their feedback.

Test

Implementation: