BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter introduces the problem at hand and the background that led to

researcher to conduct the study. It likewise presents the framework to which the study is

anchored and the research paradigm. Moreover, it presents the statement of the

problem, scope and limitations and definition of terms.

Introduction

Mental Health is a state of mental well-being that enables people to cope with the

stress of life, realize their abilities and capabilities, learn and work well, and contribute to

their community. It includes our emotional, psychological, and social well-being.

Moreover, it influences our thoughts, emotions, and behaviors which gives a connection

on how we handle stress, relate to others, and make healthy choices. One of the most

common mental health problems that people usually go through is Depression.

Depression is a mood disorder that causes a persistent feeling of sadness and

loss of interest. It has an impact on person’s emotions, thoughts, and behavior and can

cause mental and physical health issues. People, especially teenagers, who are

experiencing depression may have trouble carrying out their regular daily tasks and they

might feel generally miserable or unhappy without really knowing why. In addition to that,

distressing or stressful life events, such as death in the family, broken family, financial

problem, and struggles in studies can also cause depression.

Undiagnosed depression among students put their mental health at risk, which

can result in their social and behavioral issues, low self-esteem, and poor self-care.
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Also, students who have these disorder are at risk of suffering from poor academic

performance and resistance to any school-related activities. This can include lack of

participation in class, strained relationships with peers and teachers, and a lack of

enthusiasm in pursuing interests and making future plans since anxiety and depression

can impair working memory, which makes it difficult to retain new knowledge and recall

materials that have already been taught, their learning is also hampered.

Additionally, these conditions may cause erratic academic performance. For instance, a

student might accomplish outstanding work one day, then struggle to finish a single job

the following days. This erratic conduct is a common indicator that depression may be

present. Students may become annoyed by these illnesses' inconsistent behavior, and

teachers may become perplexed and unclear about how to handle the problem. In the

same way, students are more likely to become disengaged in class when they are

depressed.

Since depression is one of the common mental health problems that young

people, especially students usually go through. This is also one of the major issues in

our community, which needs to be addressed. Moreover, only a few studies focus on

this issue due to the lack of experts who can deal with this, especially in the school

setup. Hence, the researchers chose this topic because they want everyone to be open-

minded, knowledgeable, and aware of this psychological and mental concern.

Due to the pandemic, some students of Bolbok Integrated National High School

experienced depression which greatly affected their academic performance. They

struggled to do their school-related activities due to lack of sense of urgency, interest,

productivity, and social contact. Honor students who experienced difficult life situations

are those who are most impacted by this problem; hence, their poor grades will
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significantly worsen their anxiety and depression.

With the resumption of the face-to-face classes, it was noted that there are many

students who are having difficulty coping up with the demands of face-to-face learning

like having more tasks than usual and having to do the tasks on their own, since many of

the activities need to be submitted to their teachers immediately.

It is in this viewpoint that the researchers want to further investigate the effects of

depression on the academic performance of the students of Bolbok Integrated National

High School and the results of the study be used by other future researchers who may

focus on the related issue.

With this study that would focus only among the Grade 10 students of BINHS, the

researchers seek to raise awareness among students and teachers of the school

regarding the current status of the problem and the school may come up with varied

initiatives and programs to address the problem of the learners. Finally, an

institutionalize intervention can be done by the school, with the result of this study as its

bases.

Theoretical Framework

The research of Bernal-Morales, Rodriguez-Landa, and Pulido-Criollo, 2015

entitled “Impact of Anxiety and Depression Symptoms on Scholar Performance in High

School and University Students”, conveys that depressive episodes in the education of

students affect learning ability, academic performance, and adaption to high school life

as well as professionals. Further, the study of Beck on Cognitive Theory of Depression,

says that depressed individuals in achievement-oriented environments are likely to react

to low grades with a sense of failure and low self-esteem because of their tendency to
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negative cognitions of themselves, the world, as well as the future.

The result of this study are of significant importance, this will help the grade 10

students of Bolbok INHS to be educated and knowledgeable about the effects of

depression and how it affects their academic performance. Also, this will raise

awareness among students and teachers regarding this mental health problem of

learners.

Conceptual Framework

Research Paradigm

Process:
Finding the effects of Output:
Input: depression through survey Recommended
questionnaire in terms of: plan of action to
-Demographic Profile
*family relationship
of grade 10 students help students
*social interactions
in terms of gender *academic performance suffering from
and age depression.
Finding the effects of
depression and its
relationship to academic
performance of the
respondents through
statistical tool.

Figure 1. The Conceptual Framework of the study.

The figure shows an input-processes-output (IPO) pattern presents all the inputs,

processes, and outputs used and created in the study regarding ’The Effects of

Depression among Grade 10 students and its Relation to their Academic Performance’.

The input of the study consists of the demographic profile of selected grade 10 students.

On the other hand, the process states the process on making a survey questionnaire
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and conducting a survey. Lastly, the output states the recommended plan of action to

help students who suffers from depression.

Statement of the Problem

This study identifies the effects of depression in selected grade 10 students of Bolbok

Integrated National High School and its relation to their academic performance.

Specifically, the researchers’ goal is to answer the following questions:

1. What is the demographic profile of Grade 10 students who experienced

depression in terms of:

1.1 Age

1.2 Gender

2. What are the effects of depression in selected Grade 10 students in Bolbok

Integrated National High School in terms of:

2.1 family relationship

2.2 social interaction

2.3 academic activities/performances

3. What is the relationship between the effects of depression to academic

performance of the students?

4. What recommendation that the researchers can give to address the effects of

depression to enhance the academic performance of Grade 10 students?

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Significance of the Study

This research is made with the aim to provide awareness and knowledge to the

grade 10 students and also, this may serve as guide for everyone to be more open-

minded and educated regarding the effects of depression. The primary beneficiaries of

the study are the various sectors as follows:

Students. To solve the difficulties and to eliminate hindrances in improving their

English grammar.

Teachers. Will further aid the teachers to help the students and school

administrators in determining the best teaching strategies in enhancing the ability in

English grammar in their school.

Parents. The parents of the students who were the subject of this study will

have access to the results which may give them the general idea on their children’s

standing and competency and parents will be able to deduct how they should respond to

their children according to the help they need.

Future Researchers. To make use at this study as a guide and source at

relevant information in conducting similar studies.

Scope and Limitations of the Study

This study includes Grade 10 students of Bolbok Integrated National High

School. The proponents of the study chose 52 students so that they could quickly gather

the information and responses needed. The research only dealt on students' current mental

health problems that should be addressed and be aware of.

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Definition of Terms

For improved comprehension of the ideas covered in the research, the following

terminology were conceptually and practically defined.

Depression. A serious medical illness marked by a number of symptoms, such as

persistent depressive, anxious, or "empty" sensations; feelings of powerlessness; guilt;

or unworthiness; as well as a lack of interest or pleasure in once-enjoyed activities.

Mental Health. The person’s psychological, emotional, and social well-being all falling

under the category of mental health. It impacts our thoughts, feelings, and behaviors.

Additionally, it influences our capacity for managing stress, relating to others, and

making wise decisions.

Academic Performance. It is the measurement of student achievement across various

academic subjects.
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CHAPTER 2

This chapter proffers the related literature and studies after the thorough and in –

depth forage done by the researchers. The literature and studies presented in this

chapter address various ideas, concepts, generalizations, conclusions, and various

developments related to the study from the past to the present. This will be used as a

guide for the researchers as they continue to raise awareness and knowledge for

everyone. Furthermore, the information in this chapter aids in familiarizing details that

are relevant and similar to the current study.

Related Literature

The following key concepts about depression affecting students’ performance are

presented on this review

Foreign

Fine & Carlson (1992) found that many depressed individuals may be unable to

perform well in academic life because they lack courage and unmotivated in what they

are doing. They may feel that they are not reaching the standard of performance set for

them. As a result, they are constantly feeling disappointed and despondent. They

perceive things negatively and regard themselves as failures. This condition can

undoubtedly contribute to variety of serious issues in their academic performance.

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Because of various effects of depression in student’s academic performance,

several approaches have been conducted to investigate the relationship between

depression and academic achievement.

For instance, Stark and Brookman (1994) obtained teachers’ and parents’ global

ratings of students’ academic performance and ratings of severity of students’

depressive symptoms. The former was an instrument used to measure student’s

academic performance and study habit, while ratings of severity of students’ depressive

symptoms were used to measure the depression level of the students. The result of the

investigation showed that there was an inverse relationship between academic

performance and depression.

Additionally, Depression during adolescence increased school dropouts (Boyraz

et al., 2016); reduced cognition such as sustained attention; verbal memory and

planning, and reduced neuropsychological functioning (Wagner et al., 2014) and

reduced sleep quality (Al-Khan iet al., 2019); and increased negative emotions and

behavioral disorders which can affect their relationship with others such as family,

friends, etc., and also reduce social satisfaction (Sadeghi Bahmani et al., 2018) in the

adolescent population.

Local

In the Philippines, mental illness such as depression is the third most common

form of disability in the country , with Filipinos especially the younger generations

comprising the largest number of depressed people in Southeast Asia (De Guzman,

2018).
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In accordance with the Journal published by Madelene Sta. Maria & Romeo B.

Lee (2013), Depression is a major source of the burden of disease throughout the world.

In much of the developing world, however, depression is largely unexplored as research

topic. Specifically, depression has dire consequences on young people’s social and

interpersonal relationships, offending behavior and employment, as well as on their

future adult lives. Lee et al., (2016) explained that young people devote substantive part

of their lives to academics, where they seek to complete a study program that would

later help their job and career plans. Understandably, not performing well and therefore

having poor grades could induce depressive symptoms in them. There is an inverse or a

negative association between academic grades and depressive symptoms.

Also, as specified in the journal published by Susana Estanislao & Christina

Rodriguez (2013), Students suffering from mental illnesses are not only suffering in

silence, but they are also jeopardizing their academic and future life goals. Depression

can be avoided if students with depressive symptoms, which include not only physical

but also non-physical conditions (e.g., cognition-emotion and motivation) are promptly

and properly identified and helped.

Related Studies

The following related studies are reviewed by the researcher to provide for a

deeper understanding of the problem at hand.

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Foreign

According to research study of Eisenberg, Gollust, et.al (2017), mental health

problems can affect a student's energy level, concentration, dependability, mental ability,

and optimism, hindering performance. Research suggests that depression is associated

with lower grade point averages, and that co-occurring depression and anxiety

can increase this association which has also been linked to dropping out of school.

This is associated with the following percentages of negative impacts:

• Stress (30% of students)

• Anxiety (22%)

• Sleep difficulties (20%)

• Depression (14%)

Academic performance can be described as the extent to which individuals’

educational goal is achieved. It could also be referred to academic achievement

and commonly measured by examinations or continuous assessment. However,

previous research revealed that individual differences in academic performance were

associated with differences in intelligence and personality which determines how poor or

good it can turn out to be (Sophie, Benedikt, Chamorro and Tomas 2011).

On year 2013 Aremu’s case study, explained the below quoted paragraph:

“Poor academic performance is considered as falling below an expected standard.

Academic failure is not only worrisome to the students and the parents, its influence is

also numerous on the society at large. Little is documented on the academic

performance, depression, and personality traits among secondary school students”.

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Researchers had linked depression with different kinds of negative school related

outcomes including loss of concentration in academics leading to poor grades. The

effect may be long lasting, starting from first grade to the last as the case may be in

schools of different countries.

According to the fall 2007 American College Health Association-National College

Health Assessment, a national survey of approximately 20,500 college students on 39

campuses, 43.2% of the students reported "feeling so depressed it was difficult to

function" at least once in the past 12 months. More than 3,200 university students

reported being diagnosed as having depression, with 39.2% of those students

diagnosed in the past 12 months, 24.2% currently in therapy for depression, and 35.8%

taking antidepressant medication. Among the students surveyed, 10.3% admitted

"seriously considering attempting suicide" within the past 12 months and 1.9% actually

attempted suicide during that period.

Local

Belarmino et al., (2019) elaborated Depression is a kind of serious condition

mostly encountered by the students. It is typically felt over a period of time accompanied

by feeling of hopelessness and inadequacy. Many students didn’t finish their studies

because they attempted to commit suicide. Students survive this kind of situation

because of their family and friends but others did not because they are unattended, so

they still committed suicide. Depressed people do hallucinate that they think someone is

talking to them. It may affect the person, and they may be suicidal.
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Furthermore, as stated in the study of Cleofas (2020), previous studies and

reports have recommended and cited the necessity of exploring the adverse academic

experiences of students. However, it was noted that information regarding the mental

health status of students in the Philippines context remained to be sparse. While

the estimated prevalence of mental disorders among students in the Philippines

remained elusive, several news reports indicated that mental health problems were

common among students in the Philippines. These mental health problems

unsurprisingly led to lower self-efficacy and overall quality of life among students in the

Philippines.

According to study of Gonzaga (2018), revealed that depression affected the

academic performance of students in terms of the cited variable (1) Attendance –

depression can cause the students to become lazy in attending in class while others

tend to commit absences due to the fact that they do not want to interact with others and

just wanted to be alone. (2) Project –depression can cause students to feel tired or have

a low motivation doing their project and cannot submit on time. (3) Group activity –

depression can cause students to feel alone and feel afraid to share idea into their group

mates. (4) Written exams –depression can cause students to think troubles in their mind

while they are reviewing tendency was they cannot answer the exams correctly. The

results demonstrate the need for the teachers and school administrators to influence the

students to always think positive. The teachers and parents must conduct a counseling

to the students for them to know their problems in school and other sufferings so that

they still feel loved and hear positive things, with this, the students can overcome

depression.
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Synthesis

Based on the above literature and studies, the researchers have gathered vast

information concerning how depression affect students performance. The topic is being

reviewed through descriptive analysis.

Students’ performance might be affected by mental health issues that impair their

degree of energy, focus, dependability, mental ability, and optimism. Further anxiety,

and depression, co-occurring might strengthen the link between depression and poor

grade point averages. In a broader sense, depression negatively affects young people's

social and interpersonal relationships; which proves that academic performance and

depressed symptoms are inversely or negatively correlated.

Additionally, the findings claimed that due to increasing number of students who

suffer from depression, it coveys how important it is for educators to encourage children

to adopt a positive outlook For students to overcome depression, instructors and parents

must also perform counseling with them to learn about their academic difficulties and

other sufferings. Because of its life-changing and long-term adverse impact, depression

is considered a compelling mental disorder that needs urgent and effective diagnosis

and treatment. Treating young people who are suffering from depressive symptoms

promptly and effectively is pivotal in helping them to avoid depression.

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research method used, the respondents of the study, the

instrument to be utilized, preparation and validation of the questionnaires, procedures in

gathering data, and the statistical measures to be applied in analyzing and interpreting

the data that shall be gathered.

Research Design

The main purpose of this study focuses on raising awareness about the effects of

depression among Grade 10 Students of Bolbok INHS and its Relation to their Academic

Performance. To achieve these purposes, the researchers employ the descriptive

method of research.

The researchers used descriptive research design. According to Dubovskiy,

Descriptive research is aimed at casting light on current issues or problems through a

process of data collection that enables them to describe the situation more completely

than was possible without employing this method.

Furthermore, descriptive studies are used to describe various aspects of the

phenomenon. In its popular format, descriptive research is used to describe

characteristics and/or behaviour of sample population. It is an effective method to get

information that can be used to develop hypotheses and propose associations.

Therefore, the researchers decided to use descriptive research design because

the researchers ought to know the effects of depression to grade 10 students and how it

is related to their academic performance.

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Setting and Respondents

This study involves 52 Grade 10 students in different sections of Bolbok

Integrated National High School S.Y 2022-2023. They are main respondents to give vital

Information of research.

Table 1
Respondents of the study

Sections Total number of Total Numbers of

Grade 10 Student Respondents
Hope 46 6
Wisdom 46 6
Love 46 6
Generosity 45 6
Humility 46 6
Peace 46 6
Courage 47 5
Faith 47 6
Charity 46 5
Total 415 52

Research Instruments

In this research, questionnaire is the major instrument used to collect the data. It

was divided into three parts, the demographic profile of the respondents, and two

concepts of questionnaires. The demographic profile of the respondents includes the

age and gender. On the other hand, the survey proper includes the effects of the

depression in selected Grade 10 students in Bolbok INHS in terms of: Family

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Relationship, Social Interaction, and Academic Activities, and the relationship between

the effects of depression to their academic performance.

Validation of the Instrument

The researchers’ English adviser validated the questionnaire in this study.

Before the test was distributed to the students, the researcher’s asked the validator first

to validate whether the instrument is valid or not.

Data Gathering

The data gathering procedure began by researching some common effects of

depression that the students are possibly experiencing too. After that, the researchers

asked the permission of the teachers to conduct the study. Surveying-actually involves

gathering responses from subjects through a written medium. The researchers will be

distributing paper questionnaires for the subjects to answer. Then, the researchers will

then tally the results and use the data for the research.

Statistical Treatment of Data

In analyzing and interpreting the data gathered from the respondents, the

researcher employed the formula for computing this statics is as follows:

Frequency. A distribution is a tabular representation of a survey data set used to

organize and summarize the data. Specifically, it is a list of either qualitative or

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quantitative values that a variable takes in a data set and the associated number of

times each value occurs (frequencies).

Percentage. Percentage analysis is the method to represent raw streams of data as a

percentage (a part in 100 – percent) for better understanding of collect data. Percentage

Analysis is applied to create a contingency table from the frequency distribution and

represent the collect data for better understanding. The formula for percentage is:

Percentage =

Where n is the number of frequency and N is the total frequency.

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CHAPTER 4

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the findings of the study which are interpreted and

analyzed using appropriate statistical tools.

1. Demographic Profile of Respondents

The following figures describe the demographic profile of the student

respondents.

TABLE 1.1

The following figures describe the demographic profile of the student

respondents.

Age of the Respondents

Age Frequency Percentage

14 years old 0 0%
15 years old 32 62%
16 years old 19 37%
17 years and above 1 1%
Total 52 100%

Based on Table 1.1 above, majority of the respondents (62%) are 15 years old.

Out of 52 respondents, only 1% is 17 years old and above. As a whole, the findings

imply that all of the respondents belong to the adolescents’ age.

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TABLE 1.2

Gender of the Respondents

Gender Frequency Percentage

Female 31 60%
Male 17 33%
LGBTQ+ 4 7%
Total 52 100%

Table 1.2 above shows the distribution of the respondents in terms of their

gender. Only 17 out of 52 respondents are males (33%), 31 out of 52 respondents are

females (60%), while the rest are members of LGBTQ Community (7%). This imply the

kind of population that each has as it is dominated by female students.

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TABLE 2

Effects of Depression in Selected Grade 10 students in Bolbok Integrated

National Highschool in terms of Family Relationship

Statements 4 3 2 1
While I get N % N % N % N %
depressed….
1. I avoid having 12 23% 8 15% 17 32% 6 11%
interactions to
any of my family
members
2. I spend all my 13 25% 16 30% 10 19% 6 11%
day inside my
room
3. I barely spend 12 23% 12 23% 19 36% 7 13%
my time with my
family
4. I get mad easily 14 26% 21 40% 11 21% 5 9%
with any of my
family members
5. I can’t help my 8 15% 15 28% 10 19% 18 34%
parents or sibling
to do household
chores.

Table 2 above shows the effect of depression in the students in terms of family

relationship. It is recorded that 40% of the respondents get mad easily with any of their

family members when they experience depression. This finding supports the claim of

(Sadeghi Bahmani et al., 2018), increased negative emotions and behavioral disorders

which can affect their relationship with others such as family, friends, and etc.
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TABLE 2.1

Effects of Depression in Selected Grade 10 students in Bolbok

Integrated National Highschool in terms of Social Interaction

Statements 4 3 2 1
While I get depressed…. N % N % N % N %
1. I prefer to be alone 30 57% 10 19% 9 17% 3 6%
2. I spend relatively less 16 30% 15 28% 13 25% 7 13%
time with friends
3. I can easily get 14 26% 18 34% 13 25% 6 11%
anxious talking to other
people
4. I tend to keep it all by 29 55% 12 23% 6 11% 6 11%
myself because I don’t
want my friends to
know about my
situation
5. I avoid including myself 15 28% 11 21% 16 30% 10 19%
in a group of people

Table 2.1 shows the effects of depression in the students in terms of social

interaction. It was recorded that 57% of the respondents prefer to be alone when they

experience depression. This finding supports the claim of Gonzaga (2018), depression

can cause the students to become lazy in attending in class while others tend to commit

absences due to the fact that they do not want to interact with others and just wanted to

be alone.
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TABLE 2.2

Effects of Depression in Selected Grade 10 students in Bolbok Integrated

National Highschool in terms of Academic Performance

Statements 4 3 2 1
While I get depressed…. N % N % N % N %
1. I failed to make my 8 15% 8 15% 18 34% 17 32%
requirements in most of
my subjects
2. I barely attend classes 5 10 % 6 11% 12 23% 30 57%
3. I don’t have any 5 10% 18 32% 17 32% 14 26%
motivation to do my
school tasks and
requirements
4. I can’t properly 8 15% 13 25% 25 48% 6 11%
concentrate during
discussion
5. I tend to have low scores 3 6% 9 17% 16 30% 24 46%
and grades.

Table 2.2 shows the effects of depression in the students in terms of academic

performance. It is recorded that 32% respondents don’t have any motivation to do their

school tasks and requirements because of depression. This finding supports the claim of

Fine & Carlson (1992), found that many depressed individuals may be unable to perform

well in academic life because they lack courage or unmotivated in what they are doing.
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 24

TABLE 3

Relationship between the Effects of Depression to Academic

Performance of Students

Statements 4 3 2 1
While I get depressed…. N % N % N % N %
1. My memory. I easily 18 34% 10 19% 17 32% 4 8%
forget every lesson and
discussion.
2. Concentration in doing 12 23% 18 34% 19 36% 2 4%
my school requirements
due to lack of
motivation.
3. My cognitive functions. I 8 15% 18 34% 20 38% 6 11%
can’t focus on my
lessons.
4. Emotional Health, I feel 15 28% 25 48% 7 13% 4 8%
hopeless when I get low
scores in my school-
related performance
5. Perspective about 15 28% 15 28% 14 26% 5 10%
things. I’m prone to
react to low grades with
a sense of failure due to
tendencies to display
negative perception of
myself.
6. Socialization with my 12 23% 20 38% 12 23% 6 11%
classmates and
teachers. I feel anxious
and lack of self-
confidence when talking
in front of my
classmates, and
especially to my
teachers during
recitation.
7. Productivity. Even 13 25% 22 42% 13 25% 4 8%
though I want to finish
all my tasks, I can put
myself on doing it
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 25

because I lack energy

and motivation to do it.
8. Physical Health, 5 10% 15 28% 21 40% 11 21%
because I frequently
feel sick and tired, with
that, I can’t go to
school.
9. My attitude towards 9 17% 12 23% 16 30% 15 28%
learning. I easily got
disappointed with my
teachers and
classmates, every time I
struggle understanding
the lesson.
10. My academic standing, 8 15% 15 28% 18 34% 10 19%
I easily feel affected of
the unfavorable result of
my examinations and
performance tasks

Table 3 shows the relationship between the effects of depression to students’

academic performance. It implies that 48% of the respondents felt hopeless when they

get low scores in their school-related performance, and this conveys that depression

badly affects everyone’s emotional health. This finding supports the claim of Fine and

Carlson (1992), depressed students may feel that they are not reaching the standard of

performance set for them. As a result, they are constantly feeling disappointed and

despondent. They perceive things negatively and regard themselves as failures.

3. Implication of the study

The effects of depression in the students is one of the most important matters

that must be discussed. Therefore, these call the students, teachers and parents to have

knowledge and to open their minds regarding the effects of depression. Moreover, varied
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 26

initiatives and programs can be utilized to further develop and improve their

understanding
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 27

CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of the study, the conclusions arrived at, and

the recommendations to further the findings of the study.

Summary

This study was done to raise awareness about the effects of depression among

Grade 10 Students of Bolbok INHS and its relation to their Academic Performance. The

study was made possible through the use of descriptive research. The researchers used

the total population of fifty-two (52) respondents of selected Grade 10 students from the

different section. The data gathering procedure began by researching the common

effects of depression that the students are possibly experiencing too, and then the

surveying-actually involves gathering responses from subjects to written medium. The

researchers will be distributing the paper questionnaires for the subjects to answer.

Lastly, the researchers will then tally the results and use the data for the research. The

data gathered were statistically treated using frequency and percentage

Summary Findings

The following are the summary of the findings to answer the following questions

of the problem posed in the study.

1.1 Age. Majority of the respondents (62%) are 15 years old. Out of 52

respondents, only 1% is 17 years old and above.

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 28

1.2 Gender. Majority of the respondents are female which comprised 60% of the

total population of the respondents, 33% are males, and 7% are members of

the LGBTQ+ Community.

4. Effects of Depression in Selected Grade 10 Students in Bolbok INHS in

terms of Family Relationship

The effects of depression that most affects the students in terms of family is

getting mad easily with any of their family members.

a. Effects of Depression in Selected Grade 10 Students in Bolbok INHS

in terms of Social Interaction

The effects of depression that most affects the students in terms of social

interaction is they prefer to be alone when they are depressed.

b. Effects of Depression in Selected Grade 10 Students in Bolbok INHS

in terms of Academic Performance

The effects of depression that most affects the students in terms of academic

performance is that they don’t have any motivation to do their tasks and requirements.

5. Relationship between the Effects of Depression to Academic Performance

of Students

The relationship between the effects of depression to academic performance of

students is that they felt hopeless when they got low scores in their school-related

performance which could make the depression even worse.

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 29

Conclusions

Based on the foregoing findings, the following conclusions were drawn:

1. Majority of the respondents are 15 years old (62%) and is dominated by

female students

2. The effects of depression to the students in terms of:

Family relationship-they easily get mad with any of the family members

Social interaction- they prefer to be alone when they are depressed.

Academic Performance- they don’t have any motivation to do their tasks and

requirements.

3. The relationship between depression and academic performance of the

students is that they felt hopeless when they got low scores in their school-

related performance which could make the depression even worse.

Recommendation

The following are the recommendations borne out of the findings.

1. For Students. They should be open-minded and knowledgeable enough

concerning the various effects of depression in every aspect of their life, and how

depression can be related to their academic performance. They should also be aware of

their own mental health, and how can they overcome it. Having a support system,

specifically their parents and teachers will effectively help them get through with their

struggles both personally and emotionally. This can be done if they will keep

communication line open among them.

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 30

2. For teachers. They should be aware of their students' behavior, especially

when their students are showing the signs of depression. Through their

recommendation, the school can have a registered guidance counselor who have

expertise in early detections of students’ behavioral problems. With this, any serious

problem can be detected earlier, thus, given appropriate attention immediately.

However, if guidance counselors are not available, teachers should be able to relay their

observation to the parents immediately so both of them can work together to help

students overcome their predicament.

3. For Parents. They should be open to properly address the situation as they

are the primary support that their children must have. If their children were diagnosed to

have early signs of depressions and any other behavioral problem, they should seek

expert advise if it is recommended by experts (guidance counselor). They should not

undermine the situation since it can be just a prelude of a more serious condition in the

future. They too should be the first to show tender love and care among their children.

This can be made possible if they will initiate open communication line between them

and their children. Family bonding, sharing meals together and celebrating simple

accomplishments together with the family could help children feel they are appreciated

and valued in the family.

4. For the Future Researchers. The researchers hopes that this research can

be used as a reference for their future research endeavor. The data and information

herein could help them establish their research undertakings.

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 31

BIBLIOGRAPHY

A. REFERENCES

Eisenberg, D., Gollust, S. E., Golberstein, E., & Hefner, J. L. (2007). Prevalence and

correlates of depression, anxiety, and suicidality among university students. American

Journal of Orthopsychiatry, 77(4), 534–542.

Elissa J. Miller M.D., M.P.H., Henry Chung M.D. A Literature Review of Studies of

Depression and Treatment Outcomes Among U.S. College Students Since 1990

https://ps.psychiatryonline.org/doi/full/10.1176/ps.2009.60.9.1257

Romeo B. Lee, 1 , * Madelene Sta. Maria, Susana Estanislao, 3 and Cristina Rodriguez.
1
Factors Associated with Depressive Symptoms among Filipino University Students

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3819248/

Rito Baring* , Romeo B. Lee, and Madelene Sta. Maria De La Salle University,

Philippines * rito.baring@dlsu.edu.ph

https://www.dlsu.edu.ph/wp-content/uploads/pdf/research/journals/apssr/2020-June-

vol20-2/3-how-much-do-academic-performance-lifestyle-and-social-relationships-

explain-depressive-symptoms-in-filipino-university-students-a-regression-model.pdf
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 32

Carmel Ray Belarmino, Ennah Mae Gonzaga, Juana Mae Patente, Rayzeh Mael

Maclang, Sharlotte Oronce, Crystel-Joy S. Tamon. The Effects of Depression in

Academic Performance of Grade 12 ABM Students in Bestlink College of the Philippines

School Year 2018-2019

https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/2490

Rowalt Alibudbud.(2021). Academic Experiences as Determinants of Anxiety and

Depression of Filipino Collage Students in Metro Manila

From:

https//www.researchgate.net/publication/357749368_Academic_Experiences_as_Deter

minant_of_Anxiety_and_Depression_of_Filipino_Collage_Students_in_Metro_Manila

De Guzman, S.S.(2018). Mental health Filipinos today.[online] Available from:

https:/www.philstar.com/opinion/2018/08/27/1846128/mental-health-filipinos-today

[Accessed 24 January 2019].

Sophie von Stumm 1, Benedikt Hell 2, Tomas Chamorro-Premuzic 3, :The Hungry

Mind: Intellectual Curiosity Is the Third Pillar of Academic Performance

https://pubmed.ncbi.nlm.nih.gov/26168378/
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 33

APPENDICES

Appendix B

LETTER TO THE GRADE 10 COORDINATOR

March 23, 3023

Mrs. Grace A. Piansay

Science Teacher
Bolbok Integrated National High School
Bolbok, Lipa City

Ma’am;

Good Day!

We, Kim Carleen V. Abel, Chariz M. Riano and Samantha Nicole M. Cuenca,
from Grade 10- Generosity are currently working on our research paper entitled “The
Effect of Depression among Grade 10 Students of Bolbok INHS and its Relation to
their Academic Performance”, which is near completion.

In this light, we humbly request for your permission that we be allowed to get the
total population of the Grade Nine students as our respondents as well as to conduct a
survey.

Your positive response to this request will be very much appreciated.

Sincerely yours,

Kim Carleen V. Abel Chariz M. Riano Samantha Nicole M. Cuenca

Researchers

Noted:
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 34

Appendix C

QUESTIONNAIRE

March 3, 2023
Dear Respondents,
Blessed day!
We, the Grade 10 Generosity students of Bolbok INHS are asking for
your cooperation in conducting a survey entitled “The Effects of Depression among
Grade 10 Students of Bolbok INHS and its Relation to their Academic
Performance”. Your response/s will be kept and treated with utmost confidentiality and
would be used only for academic purposes. We are hoping that this request will merit
your favorable approval.
Respectfully yours,
Kim Carleen V. Abel
Samantha Nicole M. Cuenca
Chariz M. Riano

Student/ Researcher

PART I
I. Demographic Profile of the Respondents
Name: (Optional)_______________________________
Age:
14 17+

15

16

Gender:

Male

Female

LGBTQ+
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 35

PART II
Effects of depression in selected Grade 10 students in Bolbok Integrated National
Highschool in terms of:

Direction: The following shows the extent of the effects of depression to the academic
performance of the students. Kindly check your answer using the following scale

4 - Strongly Agree
3 - Agree
2 - Somewhat Agree
1 - Disagree

A. Family Relationship
Statements 4 3 2 1

1. When I get depressed, I avoid having

interaction to any of my family members

2. When I get depressed, I spend all my day inside

my room
3. When I get depressed, I barely spend time with
my family
4. When I get depressed, I get mad easily with any
of my family members
5. When I get depressed, I can’t help my parents
or siblings to do household chores.

B. Social Interaction
Statements 4 3 2 1
1. When I get depressed, I prefer to be alone
2. When I get depressed, I spend relatively less
time with friends
3. When I get depressed, I can easily get anxious
talking to other people
4. When I get depressed, I tend to keep it all by
myself because I don’t want my friends to know
about my situation
5.I avoid including myself in a group of people
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 36

C. Academic Activities/Performance
Statements 4 3 2 1
1. When I get depressed, I failed to make my
requirements in most of my subjects

2. When I get depressed, I barely attend classes

3. When I get depressed, I don’t have any
motivation to do my school tasks and
requirements
4. When I get depressed, I can’t properly
concentrate during discussion
5.When I get depressed, I tend to have low
scores and grades.

PART III
Relationship between the Effects of Depression to Academic Performance of Students

Statements 4 3 2 1
1. Depression affects my memory. I easily forget
every lesson and discussion.

2. I can’t concentrate in doing my school

requirements due to lack of motivation.
3. Depression reduces my cognitive functions, I
can’t focus on my lessons
4. I feel hopeless when I got low scores in my
school-related performance.

5. When I’m depressed, I’m prone to react to low

grades with a sense of failure due to tendencies to
display negative perception of myself.
6. I feel anxious and lack of self-confidence when
talking in front of my classmates, and especially to
my teachers during recitation.
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 37

Appendix D

SAMPLE STATISTICAL COMPUTATION

Age of the Respondents

Age Frequency Percentage

14 years old 0 0%
15 years old 32 62%
16 years old 19 37%
17 years and above 1 1%
Total 52 100%

Percentage= F/N(100)
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 38

Appendix E

CURRICULUM VITAE

I. PERSONAL:
Name: Samantha Nicole M. Cuenca

Birthdate: May 16,2007

Address: Bolbok, Lipa City, Batangas

Civil Status: Single

Cellphone: 09460317648

Email Address: scuenca050@gmail.com

Father: Renato Cuenca

Mother: Anabel Molinyawe

ll. EDUCATIONAL BACKGROUND

Elementary school: Bolbok Elementary school Bolbok, Lipa City

Secondary school: Bolbok Integrated National Highschool 2019-20

V. HONORS AND AWARDS

Elementary: Achiever 2017-2018

Secondary: Achiever 2019-2020

With honors 2020-2021

With honors 2022-2023

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 39

I. PERSONAL:

Name: Chariz M. Riano

Birthdate: September 28, 2007

Address: Bolbok, Lipa city, Batangas

Civil Status: Single

Cellphone: 09557117277

Email address: charizriano@gmail.com

Father: Reynaldo M. Riano

Mother: Rowena M. Riano

II. EDUCATIONAL BACKGROUND

Elementary: Bolbok Elementary School, Lipa City, Batangas

Secondary: Bolbok Integrated National High School, Lipa City, Batangas

V. HONORS AND AWARDS:

Elementary: Achiever (2018-2019)

Secondary: Achiever (2019-2020)

Achiever (2020-2021)

With Honors (2022-2023)

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 40

I. PERSONAL

Name: Kim Carleen V. Abel

Birthdate: May 18, 2007

Address: Bolbok, Lipa City, Batangas

Civil Status: Single

Cellphone: 09972609447

Email Address: kimcarleenabel@gmail.com

Father: Ariel L. Abel

Mother: Josierene V. Abel

II. EDUCATIONAL BACKGROUND

Elementary School: Bolbok Elementary School (2013-2019)

Secondary School: Bolbok Integrated National Highschool (2019-2023)

V. HONORS AND AWARDS

Elementary:

-Consistent Honor Student (2013-2019)

-1st Place Story Telling (2015-2016)

-1st Place News Writing Filipino (2017-2018)

-1st Place Essay Writing Contest (2017-2018)

-2nd Place Collage Making (2017-2018)

-4th Place in Division Schools Press Conference (DSPC) Photojournalism

Filipino (2017-2018)
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 41

-4th Place in Division Schools Press Conference (DSPC) Photojournalism

Filipino (2018-2019)

-Most Outstanding Journalist of the Year (2018-2019)

-Girl Scout of the Year (2018-2019)

-Best in Filipino

Secondary:

-With Honors (2019-2021)

-With High Honors (2021-2023)

-Best in English (2019-2020)

-1st Place AP Essay Writing Contest (2019-2020)

-Most Promising Learner (MTAP 2019-2020)

-3rd Place Slogan Making (2021-2022)

-1st Place in Division Schools Press Conference (DSPC) Photojournalism

Filipino (2021-2022)

-2nd Place Math Quiz Bee (2022-2023)

-1st Place Essay Writing Contest (2022-2023)

-1st Place ADL Young Master's Quiz (2022-2023)

-4th Place in Division Schools Press Conference (DSPC) Photojournalism

Filipino (2022-2023)

-3rd Place Essay Writing Contest (2022-2023)