Date of Completion

2021

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Online Education, College Students, Emotional Adjustment, Mental Health, Students, Nursing

Abstract

Objectives of the Study A. General Objective The study was conducted to determine the perceived effects of study workload brought about by HBALMs on the Level of Psycho-Emotional Well-being Among Nursing Students of DLSMHSI. B. Specific Objectives Specifically, the study aims to determine the following: 1. The profile of the respondents in terms of year level, quality of learning environment, family structure, source of internet connection, and degree of study workload. 2. The perceived effects of study workload brought about by HBALMS on the psycho-emotional well-being of students. 3. The significant differences in the perceived effects of study workload brought about by HBALMS on the psycho-emotional well-being of students when grouped according to year level, quality of learning environment, family structure, source of internet connection, and degree of study workload.

Methodology The study utilized a descriptive, quantitative design. The sampling technique used is a Quota Sampling design. The study was conducted online through google form. The research tool used in the study is a researcher-constructed questionnaire based on Carol Ryff’s Psychological Well-being Theory (2013 and Richard S. Lazarus’ Cognitive Appraisal Theory (1984). The following statistical tests were used to answer the specific problems and to test the hypothesis of this study: (a) Percentage Distribution, (b) Mean, (c) Standard Deviation, (d) T-test, and (e) F-test.

Findings The following findings are drawn from the study: 1. In terms of profile, out of 268 respondents: Seventy (70) or twenty-six-point twelve percent (26.12%) of respondents are from first year, eighty-two (82) or thirty-point sixty percent (30.60%) of respondents from second year, seventy-seven (77) or twentyeight-point seventy three percent (28.73%) of respondents from third year and thirty-nine (39) or fourteen-point fifty-five percent (14.55%) of respondents from fourth year. One hundred ninety (190) or seventy-one percent (71%) have a fair learning environment, fifty-nine (59) or twenty-two percent (22%) have a good learning environment, and nineteen (19) or seven percent (7%) have a poor learning environment. Two hundred nine (209) or seventy-eight percent (78%) have a nuclear family structure while fifty-nine (59) or twenty-two percent (22%) have an extended family structure. Two hundred sixty (260) or ninety-seven percent (97%) use WIFI connection while eight (8) or three percent (3%) use cellular data. One hundred fifty-three (153) or fifty seven percent (57%) have a moderate degree of study workload, fifty-nine (59) or twenty-two percent (22%) have a light degree of study workload, and fifty-six (56) or twenty-one percent (21%) have a heavy degree of study workload. 2. The perceived effects of study workload brought about by HBALMs on the psycho-emotional wellbeing of the students have an overall mean of 3.11 and an SD of 0.668 which is interpreted as “uncertain”. These findings show that most of the respondents are still undecided whether the effects of the workload brought about by HBALMs on their psycho-emotional well-being is positive or negative. However, one of the variables that show a variation in the overall mean is the “Positive relationship with others” that has a total mean of 3.46 which is interpreted as having a positive effect on their psycho-emotional well-being. 3. The findings on the significant differences in the perceived effects of study workload brought about by HBALMS on the psycho-emotional well-being of students when grouped according to year level, family structure, source of internet connection, degree of study workload, and quality of learning environment show the following: There is no significant difference in the perceived effects of study workload using HBALMs on the psycho-emotional well-being of the students when they are grouped according to their year level as indicated by the computed F-ratio of 1.348 with a P value of 0.259 is not significantly different at 0.05 level using 3 and 264 degrees of freedom. There is no significant difference in the perceived effects of study workload using HBALMs on the psycho-emotional well-being of the students when they are grouped according to their family structure as indicated by the computed F-ratio of 0.824 with a P value of 0.411 is not significantly different at 0.05 level using 266 degrees of freedom. There is no significant difference in the perceived effects of study workload using HBALMS on the psycho-emotional well-being of the students when grouped according to their source of internet connection. The statistical results reveal that the T-ratio of -0.507 with a p-value of 0.613 is not significantly different at 0.05 level of significance using 266 degrees of freedom. There is no significant difference in the perceived effects of study workload using HBALMS on the psycho-emotional well-being of the students when grouped according to their degree of study workload. The statistical results reveal that the F-ratio of 1.994 with a P-value of 0.138 is not significantly different at 0.05 level of significance using 2 and 265 degrees of freedom. There is a significant difference in the perceived effects of study workload using HBALMS on the psycho-emotional well-being of the students when grouped according to the quality of their learning environment. Statistical results reveal that the F-ratio of 12.411 with a P value of < 0.001 is significantly different at 0.05 level of significance using 2 and 265 degrees of freedom.

Conclusions Based on the findings, the following conclusions are formulated: 1. Majority of the respondents are 2nd year nursing students, have a fair learning environment, belong to a nuclear family structure, use wifi as their internet connection, and have moderate degrees of study workload. 2. The respondents are uncertain whether the effects of HBALMs to their psycho-emotional well-being are positive or negative. 3. There are no significant differences in the perceived effects of study workload brought about by HBALMs on the psycho-emotional well-being of nursing students when grouped according to year level, family structure, source of internet connection, and degree of study workload. 4. There are significant differences in the perceived effects of study workload brought about by HBALMs on the psycho-emotional well-being of nursing students when grouped according to the quality of the learning environment.

First Advisor

Alely S. Reyes, RN, MAN, PhD

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