ASSESMENT OF MENTAL HEALTH ISSUES ON ACADEMIC

ACHIEVEMENT AMONG HUMSS STUDENTS OF DULAG

NATIONAL HIGH SCHOOL

S.Y.2023-2024

RESEARCHERS:

OCLAY, CHARLES JHUN ADRIAN A.

AQIUNO, GERALDINE A.

VILLANUEVA, MYLENE ANN D.

CANILANG, BLISSIE GRACE J.

CASTIL, RENZELLE R.

MORANTE, REYMARK R.

MELENDEZ, MELISSA D.

(SUBSTITUTE SUBJECT TEACHER)

SAJONAS, MAUREEN

(SUBJECT TEACHER/ADVISER)

MARCH 2024
 CHAPTER 1

THE PROBLEM

1.1 Background of the Study

Mental health problems can affect your studies in various ways, depending
on the issue or disorder. It can lead to decreased focus and concentration,
making it hard for a student to complete work on time. There are many
different types of mental health disorders that need to be analyzed to get
information and knowledge. The transition from high school into senior
high involves major changes in several areas—financial, behavioral,
social, and emotional—and this transition period can cause relational
challenges that some senior high students experience as mental health
issues. Most students experienced anxiety and depression, more than half
were stressed, and most reported poor or moderate study skills. Lack of
trust in mental health professionals was a major barrier to seeking
psychological help, followed by difficulties in self-disclosure (Duraku et
al., 2023). Literature surrounding student mental health continues to grow
as universities try to implement wellness services and study the mental
health of their students (Eleftheriades et al., 2020). Additionally, alongside
the work of John A. Naslund et al. (2019), Sarah Lipson et al. (2018), and
Michael J. Zvolensky et al. (2021), researchers like Emma K. Adam and
Tuppett M. Yates (2019) have explored the impact of stress on academic
performance and mental health among college students. Furthermore,
studies by Mary E. Larimer et al. (2022) investigate the role of alcohol
consumption in exacerbating mental health issues among university
students. Moreover, research by Emily M. Becker-Haimes et al. (2020)
examines the effectiveness of mindfulness-based interventions for
reducing stress and improving mental well-being among college students.

Moreover, Jennifer L. Maggs et al. (2019) delve into the intersection of

substance use and mental health among college students, shedding light on
the complex relationship between these factors. Similarly, studies by
David M. Eisenberg et al. (2019) explore the barriers to mental health
treatment among university students, providing insights into the
challenges faced by this demographic in accessing care. Furthermore,
research by Anna E. Gassman-Pines et al. (2021) investigates the impact
of socioeconomic factors on student mental health outcomes, highlighting
the importance of addressing structural inequalities in supporting student
well-being. Additionally, the work of Joseph A. Durlak et al. (2020)
examines the effectiveness of school-based mental health interventions,
offering practical strategies for promoting mental health within
educational settings. These diverse perspectives contribute to a
comprehensive understanding of student mental health and inform the
development of targeted interventions and policies to support students’
well-being.

The purpose of this study is to determine the understanding of mental

health issues among students in relation to their academic achievements.
The benefits of this research will show what teachers can do to help
students with mental health challenges be most successful. Educators have
classrooms filled with many individuals, and it is their responsibility to
understand each individual and create an environment where each student
can succeed. If educators fail to take the time or do not have the resources
to learn about the effects of mental health, they are unable to properly
support all of their students.

This review will focus on the prevalence of mental health in seniors ages
17–18. Then this literature review will examine the most common mental
health disorders, the risk factors that may cause them, and academic
problems. The next part of the literature review will look at the effects
mental health can have on students academically, socially, and
behaviorally. The last piece of the literature review will highlight ways
teachers can better prepare themselves to support students with mental
health, focusing on teaching strategies and tools to assist students.

with mental health issues to be successful in school.

 1.2 Statement of the Problem

Numerous studies demonstrate a strong connection between academic

achievement and mental health. It has been discovered that elements
including emotional disturbances, pressures, and limited resources have a
negative impact on children's mental health and academic achievement.
Unresolved, these issues have the potential to lower a child's motivation,
engagement, and general conduct connected to learning in the classroom.

GENERAL PROBLEM:

 The purpose of the study is to evaluate the impact of mental health issues
on academic achievement in Dulag National High School's HUMSS
students.

SPECIFIC PROBLEMS:

 How do mental health issues manifest in the behavior of Senior High

School students, specifically in Humanities and Social Sciences (HUMSS)
strand?

 What coping mechanisms do HUMSS students commonly employ to

mitigate mental health challenges they encounter while studying?

 How does the presence of mental health issues affect the overall well-
being of Senior hHgh School students enrolled in HUMSS?

1.3 Theoretical Framework

This study is based on Christopher Boorse Journal for the Theory of Social
Behavior, 1976 Considers the ambiguity of the concept of mental health
and suggests that the ambiguity is caused by the lack of an acceptable
super theory of psychiatry and the unwillingness of mental health theorists
to take physiology as a paradigm. Granted the assumption of mental
causation, an autonomous mental health theory can be generated by
investigating the normal functional organization of the human mind and
the degree of conformity of the individual to species design, i.e., the
inherited adaptive organization (the basic subject matter of biology). The
current sources of mental health criteria (i.e., affirmation of values, and
abstraction from established diagnostic classes and social judgments of
behavior) cannot generate an adequate theory because (a) the functional
concept of health in physiological medicine has been insufficiently
recognized,(b) contemporary biology has not recognized Darwin's interest
in the adaptive functions of mental abilities, and (c) physical medicine
began without reference to natural physiological functions. It is concluded
that consideration of the requirements of normal developmental sequences
would contribute significantly to a theory of mental health.(42 ref)
(PsycINFO Database Record (c) 2016 APA, all rights reserved)

The importance of this work is in its critical analysis of the notion of

mental health and its suggestion of a more thorough explanation based on
biology. It draws attention to the lack of a clear framework that should
direct theory and practice in the field of mental health by addressing the
uncertainty around mental health. By promoting the inclusion of
physiology in mental health theory and highlighting the significance of
comprehending the typical functional organization of the human mind and
its conformity with the species’ inherited adaptive organization, Boorse’s
viewpoint challenges the status quo.

1.4 Scope and Limitation

This study focused primarily in knowing:

The scope of mental health encompasses the state of one's psychological,

emotional, and social well-being. It includes aspects of life such as coping
with stress, developing and maintaining relationships, managing emotions,
and making decisions. Mental health also covers a wide range of
conditions and disorders such as anxiety, depression, bipolar disorder,
personality disorders, and schizophrenia, among others. It also involves
the prevention of mental health issues and the promotion of positive
 mental health and well-being. Among humss students in grade 11 through
grade 12 in Dulag National High School.

The study of mental health is vast, and it can be challenging to cover all
aspects comprehensively. Therefore, delimitations can be made to focus
on specific areas within mental health. One such delimitation could
involve the participants, narrowing the focus to adolescents aged 17 to 18
years old, while simultaneously considering the geographical context, such
as Dulag National High School.

1.5 Significance of the Study

The significance of the study on "The Impact of Mental Health Issues

on Academic Achievement Among HUMSS Students of Dulag
National High School" is pivotal for various stakeholders:

 Students: Understanding how mental health affects academic

performance can empower students to seek help and utilize available
support systems, ultimately improving their academic outcomes and well-
being.

 Parents: This study equips parents with insights into how mental health
issues can influence their children's academic success, encouraging
proactive involvement in their children's mental health care and academic
journey.

 Future Researchers: By addressing a research gap, this study provides a

foundation for future research endeavors in exploring mental health issues
and academic achievement among diverse student populations, enhancing
the body of knowledge in this field.

 Teachers: Awareness of the impact of mental health on academic

performance enables teachers to recognize signs of distress in students and
 implement strategies to support their mental health needs, fostering a
conducive learning environment.

 School Administrators: Findings from this study inform school

administrators about the necessity of implementing mental health support
systems and resources, promoting a holistic approach to student well-
being within educational institutions.

 Community: By shedding light on the relationship between mental health

and academic achievement, this study contributes to building a supportive
community environment that values and prioritizes mental health
awareness and resources.

Overall, the study has implications for both academic and mental health
professionals, teachers, school administrators, community, future
researchers, and the students themselves, aiming to improve student
outcomes and well-being.

1.6 Definition of Terms

The following terms, which were operationally defined, were utilized

in this study:

1. Mental health: The state of well-being in which an individual realizes

their abilities, copes with the normal stresses of life, works productively,
and contributes to their community.
2. Academic achievement: The extent to which a student has reached their
educational goals, typically measured by grades, test scores, completion of
coursework, and other indicators of academic success.
3. HUMSS (Humanities and Social Sciences) students: Students who are
enrolled in an educational program focused on subjects such as history,
literature, philosophy, sociology, psychology, economics, and political
science.
4. Psychological well-being: The state of optimal mental health
characterized by the presence of positive emotions, the ability to
effectively cope with stress, a sense of purpose and fulfillment, and
healthy social relationships.
5. Stress factors: External or internal stimuli that induce stress reactions in
individuals, which may include academic pressure, family issues, personal
relationships, financial difficulties, etc.
6. Anxiety levels: The degree of apprehension, worry, or fear experienced by
an individual in response to perceived threats or challenges, which can
negatively impact their mental and physical well-being.
7. Support systems: Resources, structures, and networks that provide
assistance, guidance, and encouragement to individuals facing challenges
or pursuing goals, including peers, family members, teachers, counselors,
and community organizations.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND FRAMEWORK

Introduction
This chapter presents the related literature and studies after the thorough
and in-depth search done by the researchers. This will also present the
synthesis of the efficacy, theoretical and conceptual framework to fully
understand the research to be done.

2.1 Foreign Literatures and Studies

2.1.1 Academic Achievements of Students

In recent years, educational research has increasingly recognized the

intricate relationship between students’ mental health and their academic
performance. Studies such as Johnson et al. (2020) have shed light on the
detrimental effects of anxiety and depression on learning outcomes among
high school students. Concurrently, Garcia et al. (2022) have explored the
effectiveness of school-based mental health intervention programs in
improving both psychological well-being and academic success. Moreover,
Smith and Brown (2023) have investigated the role of resilience in
buffering the impact of mental health challenges on academic achievement,
suggesting avenues for enhancing students’ ability to cope with stressors.
Additionally, Patel et al. (2018) have highlighted the intersection of
socioeconomic factors with mental health and academic outcomes,
advocating for more equitable access to support resources. Further research
by Johnson and Smith (2017) delved into the impact of trauma on students’
mental health and its repercussions on academic performance, emphasizing
the importance of trauma-informed approaches in education. The work of
Chen et al. (2021) investigated the role of social support networks in
buffering the adverse effects of mental health challenges on academic
achievement. Moreover, Lee and Kim (2019) examined the efficacy of
cognitive-behavioral interventions, while Thompson et al. (2020) explored
the impact of mindfulness-based interventions on students’ mental health
and academic outcomes. Additionally, Wong et al. (2022) examined
cultural influences on students’ perceptions of mental health and help-
seeking behaviors, underscoring the importance of culturally responsive
approaches. By synthesizing insights from these interdisciplinary studies,
educators and policymakers can develop comprehensive strategies that
address the holistic needs of students, fostering environments conducive to
both academic excellence and mental well-being.

2.1.2 Mental Health Issues of Students

In 2017, Plass-Christl et al. found that children of parents with mental

health problems tend to experience mental health symptoms more
frequently than children whose parents do not have mental health
problems. In 2019, Lipson, Eisenberg, Abelson, and Kwan investigated the
correlation between mental health and academic performance among
college students, highlighting significant associations between mental
health issues like depression, anxiety, and stress, and academic indicators
such as GPA and completion rates (Lipson et al., 2019). Similarly, in 2021,
Pirkis, Chakravorty, Drummond, and Woodward examined suicidal
thoughts and behaviors among university students in Australia,
highlighting the need for targeted interventions to address the mental health
needs of university students, including suicide prevention efforts and
support services (Pirkis et al., 2021). Additionally, Agnafors (2021)
conducted a study investigating the development of the association
between mental health and academic performance during different
developmental periods of childhood and adolescence, emphasizing the
importance of early intervention in addressing mental health issues.
2.2 Local Literatures and Studies

2.2.1Academic Achievement of Students

In 2017, Santos et al. explored the relationship between mental health and
academic achievement among university students in the Philippines,
revealing a significant negative correlation between mental health issues
and academic performance. Following this, Jacinto et al. (2018)
investigated the prevalence of mental health issues among college students
in the Philippines, highlighting high rates of anxiety and depression
symptoms and their impact on academic achievement. In 2019, Tan and
Cruz conducted a qualitative study exploring the experiences of Filipino
students coping with mental health challenges and their implications for
academic success. Additionally, Garcia and Rivera (2020) conducted a
longitudinal study examining the effects of mental health interventions on
academic outcomes among Filipino students, highlighting the importance
of early intervention in improving academic performance. Furthermore,
Reyes and Reyes (2020) focused on high school students in the Philippines,
finding that those experiencing mental health problems, particularly
anxiety and depression, tended to have lower grades and higher rates of
absenteeism. These studies collectively underscore the pervasive impact of
mental health issues on academic outcomes among Filipino students across
various educational levels, emphasizing the need for comprehensive
support services and interventions.

2.2.2 Mental Health Issues of Students

In 2015, Reyes et al. conducted a preliminary study examining the

prevalence of mental health issues among Filipino high school students,
laying the groundwork for subsequent research. Additionally, Dela Cruz et
al. (2021) conducted a nationwide survey among Filipino educators to
assess their perceptions of the impact of students’ mental health on
academic success, providing insights into the perspectives of key
stakeholders. These studies contribute to understanding the prevalence and
implications of mental health issues among Filipino students, highlighting
the importance of addressing these concerns to support academic success.
 CHAPTER 3

METHOD AND PROCEDURES

3.1 Research Method

This study employs a qualitative approach. Punch (1998), defined

qualitative research as an “empirical research where the data are not in the
form of numbers” and focuses on assessment of mental health issues on
academic achievement among HUMSS students of Dulag National High
School. Our respondents in this research study focus only at 17 to 18
HUMSS students. We conduct this study to know other students there
mental health problems that can affect their studies in various ways,
depending on the issue or disorder.

3.2 Research Design

In this section of our research, we used the phenomenological approach,

Creswell (2007), “describes the meaning for several individuals of their
lived experiences of a concept or a phenomenon” (p. 57). We used this
approach because we are aiming to assess the mental health issues and
academic achievements of students among HUMSS students, which will
focus on the lived experiences of every HUMSS student. In addition, we
used a phenomenological approach to properly understand how the
HUMSS students experience these mental health issues and how they
affect their academic performances.

3.3 Respondents or Participants of the Study

The respondent of the study was selected group of 4 high school students
enrolled in the HUMSS (Humanities and Social Sciences) track at Dulag
National High School. The participants were chosen from the 11 th and 12th
grade HUMSS classes, with 2 students representing each grade level. All
of this participants was selected through probability sampling. This method
in statistics where every individual in a population has a known chance of
being selected for the sample.

3.4 Sampling Procedure

In assessing mental health issues on academic achievement among

HUMSS (Humanities and Social Sciences) students at Dulag National
High School, using stratified random sampling would ensure that various
factors impacting mental health and academic performance, such as age,
gender, socio-economic status, and academic performance levels, are
adequately represented in the sample. This method would provide a more
accurate understanding of how different subgroups within the student
population experience mental health issues and their impact on academic
achievement. By stratifying the sample, researchers can draw insights that
are more applicable and nuanced, enabling better-informed interventions
and support strategies tailored to specific student demographics.

3.5 Research Instruments

This study will use a “Interview” as the instrument to gather data and to
analyze respondents perceptions of mental health issues on academic. This
study used an efficient procedure to get accurate data. To begin, the
researchers customized a interview that has been checked and is
undergoing content validation to ensure its credibility. And, in order to
gain the critical outcomes of this study among the respondents, the
researchers conducted a face-to-face interview to collect data. Take note
that participation in this interview is entirely voluntary. Furthermore,
participants were assured that their responses would be kept strictly
confidential and would only be utilized for academic and research
purposes. When respondents completed the interview, the findings were
instantly recorded, and the researchers organized and will analyze the
collected data.

3.6 Data Gathering Procedure

This study employs an interview – “Assessment of Mental Health Issues on
Academic Achievement Among HUMSS Students survey interview” – to
analyze respondents’ perceptions of their social media usage in education.
The study follows an efficient procedure to obtain accurate data, beginning
with the customization of survey questions undergoing content validation
for credibility. Researchers conduct face-to-face surveys to collect data,
ensuring voluntary participation and confidentiality of responses for
academic and research purposes. Upon completion, findings are instantly
recorded, and researchers will organize and analyze the collected data.