Asynchronous Learning Attitudes and Mental Health Status Among Math Majors

Ma. Erenita V. Bahian, Bernie C. Palacio, Joseph Jaymel S. Morpos, Edward B. Bertulfo, Hyacinth C. Gallarde, Wilferd Jude A. Perante and Bonard B. Torres
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Ma. Erenita V. Bahian: College of Teacher Education, Computer Studies, & Business and Management Eastern Visayas State University-Ormoc Campus, Ormoc City, Philippines
Bernie C. Palacio: College of Teacher Education, Computer Studies, & Business and Management Eastern Visayas State University-Ormoc Campus, Ormoc City, Philippines
Joseph Jaymel S. Morpos: College of Teacher Education, Computer Studies, & Business and Management Eastern Visayas State University-Ormoc Campus, Ormoc City, Philippines
Edward B. Bertulfo: College of Teacher Education, Computer Studies, & Business and Management Eastern Visayas State University-Ormoc Campus, Ormoc City, Philippines
Hyacinth C. Gallarde: College of Teacher Education, Computer Studies, & Business and Management Eastern Visayas State University-Ormoc Campus, Ormoc City, Philippines
Wilferd Jude A. Perante: College of Teacher Education, Computer Studies, & Business and Management Eastern Visayas State University-Ormoc Campus, Ormoc City, Philippines
Bonard B. Torres: College of Teacher Education, Computer Studies, & Business and Management Eastern Visayas State University-Ormoc Campus, Ormoc City, Philippines

International Journal of Research and Innovation in Social Science, 2022, vol. 6, issue 8, 755-760

Abstract: The COVID-19 pandemic compelled more than a billion students worldwide to pursue their education online. Asynchronous learning is used by a variety of academic student groups that are unable to enter formal education programs due to the effects of the COVID-19 pandemic. Because of this, many university students experience common mental health problems like depression, anxiety, and stress. If these problems are serious enough, students may experience impairment, which prevents them from realizing their full academic and professional potential. Thus, the study aims to assess the students’ attitudes toward asynchronous learning and their mental health status and identify the relationships and factors affecting their learning attitudes. A cross-sectional research design examined 106 math majors at Eastern Visayas State University, Ormoc City Campus, Ormoc City, Philippines. The TeLRA and DASS-21 scales were the instruments used in the study. The researchers carried out the study using an online survey utilizing Google Forms. The descriptive statistics use frequency counts, percentages, and the chi-square test and regression analysis for inferential statistics. Analysis of the data used SPSS version 23. The results found that most students (84.9%) had positive attitudes toward asynchronous learning, and the most prevalent were moderate levels of depression (39.6%) and anxiety (28.3%), and mild levels of stress (22.6%). Results also found that attitudes toward asynchronous learning and mental health status were not significantly related. Additionally, age, gender, year level, and mental health status were not predictors of students’ attitudes toward asynchronous learning. These results necessitate the development of a health program based in schools.

Date: 2022
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