A correlational study on the coping strategies and academic resilience of the ninth-grade students on the University of the Philippines Rural High School during remote learning setup

Date

6-2023

Academic Strand

Science, Technology, Engineering, and Mathematics (STEM) Strand

Adviser

Job Jonas C. Ruzgal

Principal

Mabel S. Buela

Abstract

This study was conducted to determine the correlation between coping strategies and academic resilience of junior high school students who were forced to transition to distance learning due to the COVID-19 pandemic. The study was conducted in the University of the Philippines Rural High School (UPRHS), with Grade 9 students being the target population. A survey method was used to acquire the respondents' coping strategies and academic resilience. In the questionnaire, the students were asked for their demographic information and the coping strategies they use during remote learning. For a more reliable method of measuring the students’ academic resilience, a standardized questionnaire, Cassidy’s ARS-30 (2016), was also used in the survey, along with a Likert scale to obtain the students’ academic resilience scores. Before analyzing the gathered data, the coping strategies were first categorized into three traditional classifications: approach and avoidance coping strategies, problem and emotion-focused coping strategies, and behavioral and cognitive coping strategies. The academic resilience scores of the respondents were also grouped into class intervals. The researchers then subjected the data to chi-square test. The survey showed that Diverting Attention was the most frequently employed coping strategy of the respondents, which was 35.71% of the population. The academic resilience scores, on the other hand, ranged from 75, being the lowest, to 128, being the highest academic resilience score. The chi-square test of association, X 2 (4, 32) = 3.23, p > 0.05, showed that there is no correlation between the students’ coping strategies and their academic resilience. Many factors can affect the correlation between the two variables. The diversity of the experiences and challenges each student has faced adds to these factors. The relationship between coping strategies and academic resilience can vary across students as they have unique approaches to different stressors.

Language

English

Document Type

Capstone

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