Chapter 1-5 Finale

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NOTRE DAME OF MARBEL UNIVERSITY

INTEGRATED BASIC EDUCATION
Senior High School Department
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Wellness is a lifelong growth of maximizing potential, dependence, on self-
responsibility and achievement in the emotional, spiritual, physical, occupational,
intellectual (mental), environmental and social dimensions. Whatever challenges or
situation presented upon a person, they do not give up but uses it to improve ones’
self. Making the best life decisions for self-improvement, management and lifestyle
of being healthy inside and out. Partake life with energy, confidence and optimism
without requiring the constant help from people to take charge of what they want to
do, what they want to become and what they want to achieve. Though wellness
cannot be achieved overnight, the process of being aware of the steps they make in
building their own personal well-being must be maintained all throughout. (Robins et
al, 2008).
Emotional Wellness Being able to adapt on certain changes in patterns and
our environment is a sign of being emotionally well. As well as looking forward to life
with an optimistic outlook. The three (3) areas where a person can be emotionally
well are management, awareness and acceptance. In management, a person copes
up with what may be the problems encountered and have the courage to ask for any
assistance when needed. This is in order to keep one’s self in check and be back on
track as soon as possible. Awareness of one’s feelings and also others makes a
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person know what actions are needed to be done and be sensible in dealing with
their surroundings. Acceptance of the human emotion, assessing abilities and
limitations in a realistic manner. (Robins et al, 2008).
Some societies consider mental and emotional issues as less legitimate than
physical issues. For some instance, they consider this as weakness and somehow
as being our own fault. People most likely see mental health problems as something
we should not bother to take time to. A perfect example of this are men, who would
rather bottle up their feelings. In modern age, we tend to find answers to complex
problems which is simpler. We tend to seek attention by engaging oneself to social
media instead of mingling with other people personally. People other boast their
mood and ease depression by taking pills and medical help, rather than facing our
own mistakes. (Benas, 2017)
Many people thought that mental and emotional problems can be solved by
medical attention and therapy. And yet what people don’t know is that you can cure
you own selves by facing the circumstances that you’re in. People do a lot of effort
improving their mental and emotional wellness. Humans are social creatures with
emotional needs in relationships and positive connections with others. Humans are
not meant to survive, let alone strive in isolation. People’s social brains crave in
companionship even when they experienced negative interaction and bullying into
others. People often do phone calls and social networks to satisfy their carvings for
social interactions because they tend to think that interacting with other people stress
them. (San Leandro, 2014)
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Being able to handle emotional wellbeing is much alike with handling stress.
It involves being attentive to your thoughts feelings and behavior, whether it is
positive or negative. The ability to be aware of accepting our own feelings, rather
than deny them, have an optimistic approach to life, and enjoying life despite its
occasional disappointments and frustrations. (Regents of the University of California,
2014)
Healthy by means of mentally and emotional doesn’t mean that person is
never going through bad times or experiencing emotional and mental problems. All
human beings even other living things are all go through loss, disappointments and
change. A while these are part of a person’s life, they can still cause sadness, anxiety
and stress. But as well as physically healthy people are better able to cope up and
bounce back from injuries and illness, people with strong mental health are able to
bounce back from diversity, trauma and stress. (HelpGuide.Org, 2017)
Anyone can suffer from mental and emotional wellness problems and over a
lifetime most of the people will. This year, about one of five suffering from a
diagnosable mental disorder. Yet, despite how common mental health problem are,
many of the people make no effort to improve their own situation. They ignore the
mental messages that telling them something is wrong about mentally and they
rather try to toughing things out by distracting themselves or self-medicating with
alcohol, drugs or even self-destructive behaviors. (Workplace Mental Health
Promotion, 2014)
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Good mental health isn’t just the absence of mental health problems. Being
mentally or emotionally healthy is much more than being free of depression, anxiety
or other psychological issues, rather than the absence of mental illness, mental
health refers to the presence of positive characteristics. Mental health refers to the
overall psychological well-being. It includes the way of someone feel about himself
or herself, the quality of the relationship and the ability to manage your feelings and
deal with the difficulties and many people are not able to manage their mental and
emotional wellness especially teenagers. (WHO, 2017)
Research found out that five out of 10 teenagers are not comfortable with their
environment and has an emotional and mental problems. Thus, the researchers
gathered information about the Senior High School students in NDMU that might
suffer mental and emotional health. They want to pursue the research as to what
would be the result of the survey of the mental and emotional wellness of these
students.
Statement of the Problem
This study aimed to determine the mental and emotional wellness in life of the
Senior High School students of Notre Dame of Marbel University.
Specifically, this study answered the following questions:
1. What is the demographic profile of the respondents in terms of:
A. Age
B. Gender
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C. Strand
D. Grade Level
2. What is the mental wellness in life of the Senior High School students?
3. What is the emotional wellness in life of the Senior High School students?
4. Is there a significant difference between the demographic profiles of the
respondents?
5. Is there a significant difference between the Senior High School students in
terms of:
A. Mental Wellness and
B. Emotional Wellness
Significance of the Study
The study is conducted to thoroughly determine the mental and emotional
wellness in life of the Senior High School students of NDMU.
SHS Students. Through this study, SHS students will be able to widen their
knowledge in relation to their emotional and mental wellness. The study would help
them to understand the level of their well-being.
Teachers. The study will help the teachers to be aware of the emotional and mental
wellness of their students. This study would serve as their personal basis to
understand the students to their emotional and mental wellness. To serve as a
learnings and ideas how to help the students to cope up from their difficulties.
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School. This study could be the basis for the institution to improve their management
to develop students and help them to manage mental and emotional problems of the
students.
Future researcher. The proposed study will benefits and help the future researchers
as their guide this will serve as a reference for them in knowing the mental and
emotional wellness in life of the STEM students. The study could also serve as a
basis of their review of related literature in relation to this study.
Scope and Delimitation
The main focuses of this study is to determine the mental and emotional
wellness in life of the Senior High School students of Notre Dame of Marbel
University. The study will be conducted within Notre Dame of Marbel University,
Koronadal City, South Cotabato. It was conducted to the Senior High School
students as our respondents to determine their mental and emotional wellness in
life.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK
This chapter presents the related of literature used by the researchers as a
basis in conducting this study. It also includes the different studies conducted related
to the study.
Conceptual Framework
This topic presents the relationship of mental wellness and emotional
wellness as the dependent variables to the independent variable - Senior High
School students.
Figure 1. Conceptual Framework
Mental Wellness
Senior High School

Students
Emotional Wellness
Wellness
Wellness is a lifelong growth of maximizing potential, dependence, on self-
responsibility and achievement in the emotional, spiritual, physical, occupational,
intellectual (mental), environmental and social dimensions. Whatever challenges or
situation presented upon a person, they do not give up but uses it to improve ones’
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self. Making the best life decisions for self-improvement, management and lifestyle
of being healthy inside and out. Partake life with energy, confidence and optimism
without requiring the constant help from people to take charge of what they want to
do, what they want to become and what they want to achieve. Though wellness
cannot be achieved overnight, the process of being aware of the steps you make in
building your own personal well-being must be maintained all throughout. (Robins et
al, 2008).
According to WHO, life expectancy increased by six years between 1990 and
2012. As we grow older the risk of cognitive decline increases, and becomes more
important to engage in stimulating activities. Wellness is seen as more than just the
absence of the negative elements (illness and disease) but also the presence of
positive elements (physical health and happiness. (Anspaugh et al.,2004)
There are seven (7) dimensions of wellness: 1) physical, 2) emotional, 3)
intellectual (mental), 4) spiritual, 5) social, 6) occupational; and 7) environmental;
which helps a person be aware of their growth through interactions. It is important
for a person to maintain balance between the 7 dimensions of well-being.
Mental Wellness
When they talk about mental or intellectual wellness, it revolves around the
mind. This is not inclusive to formal education or the right brain-food but the thirst for
knowledge throughout one’s existence. The act of being open to new ideas,
participation in creative, intellectual activities and maintaining an active mind. A sign
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of being mentally well is being able to think critically, analyze any given situation
and/or problem, evaluate and apply stock knowledge. (Robins et al, 2008)
According to Hales (2005) intellectual wellness represents a commitment to
life-long learning, an effort to share knowledge with others, and developing skills and
abilities to achieve a more satisfying life. The basis for the Minding Our Bodies:
Physical Activity for Mental Health project is that the research evidence for physical
activity’s beneficial effects upon people’s physical and mental health is convincing.
Physical activity has been reported to help with a wide spectrum of issues ranging
from self-esteem and sense of social inclusion to clinical disorders such as
schizophrenia, depression, and anxiety. Overall, there seem to be four avenues for
these effects: prevention of poor mental health; improvement in mental health;
treatment of mental disorders; and improvement in the quality of life of persons with
mental illnesses. (Bingham, 2009)
There are evidences that prevention programs that include providing
information to students regarding suicide awareness and intervention, teaching them
coping and problem-solving skills, and teaching and reinforcing strengths and
protective factors while addressing risk taking behaviors may improve students’
problem-solving skills and self-efficacy, as well as reductions in self-reported suicide
vulnerability. (Miller et al 2009)
Mental health problems are increasing and dramatically adding to the global
burden of disease and disability worldwide. Mental disorders account for about 14%
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of global burden of disease: depression, alcohol/drug abuse, and psychoses (WHO,
2007). The public health impact of mental illness is that it can cause disability for
prolonged periods. Mental illness has been found to be the third most common form
of disability in the Philippines in 2000 after visual and hearing impairments, with a
prevalence rate of 88 cases per 100,000 population (National Statistics Office,
2000). The region with the highest prevalence rate of mental illness is Southern
Tagalog at 132.9 cases per 100,000 population, followed by NCR at 130.8 per
100,000 population and Central Luzon at 88.2 per 100,000 population. (DOH
National Objectives for Health, 2005-2010)
Mental health has been defined by WHO (1999) as a state of well-being in
which the individual realizes his or her own abilities, copes with the normal stresses
of life, works productively and fruitfully, and makes contributions to the community.
It is considered the foundation for well-being and effective functioning for an
individual and for a community. A community of mentally healthy individuals is
therefore empowered, productive, and resilient. Promoting mental health covers a
variety of strategies, which aims to have positive impact on mental health. It involves
actions that create living conditions and environments to support mental health and
allow people to adopt and maintain healthy lifestyles. This includes programs and
policies that aim to foster individual and community mental health towards healthy
living. The connection between chronic no communicable diseases (NCDs) and
mental health problems has been shown to be bi-directional. Chronic NCDs can
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lead to certain mental health issues just as mental illness can also contribute to
development of chronic NCDs. (WHO 1999).
Several studies provide evidence linking mental health domains to physical
conditions, particularly on the interactions between depression and related illnesses
including anxiety, and heart disease (Kuper, Marmot & Hemingway, 2002), stroke
(Carson et al., 2002), diabetes (Anderson et al., 2001), asthma (Goldney et al., 2003)
and cancer (De Boer et al., 1999). Depression occurs in 16–23% of patients with
coronary artery disease and may precede myocardial infarction in 33–50% of cases.
Depression and anxiety have also been found in patients following coronary artery
by passing the graft and in patients with congestive heart failure. Local data show
that almost half (47%) of those diagnosed to have long-standing physical illness in
selected tertiary hospitals in the Philippines had anxiety and depression and other
psychiatric illnesses. (Perlas, et al., 1996)
Mental, social, and behavioral health problems may interact to intensify their
effects on behavior and well-being. Substance abuse, violence, and abuse of women
and children on the one hand, and health problems such as depression and anxiety
are more prevalent and more difficult to cope with in conditions of high
unemployment, low income, limited education, stressful work conditions, gender
discrimination, social exclusion, unhealthy lifestyle, and human rights violation.
(WHO, 2004)
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Emotional Wellness
According to (Robins et al, 2008) emotional wellness is being able to adapt
on certain changes in patterns and our environment is a sign of being emotionally
well. As well as looking forward to life with an optimistic outlook. The three (3) areas
where a person can be emotionally well are management, awareness and
acceptance. In management, a person copes up with what may be the problems
encountered and have the courage to ask for any assistance when needed. This is
in order to keep one’s self in check and be back on track as soon as possible.
Awareness of one’s feelings and also others makes a person know what actions are
needed to be done and be sensible in dealing with their surroundings. Acceptance
of the human emotion, assessing abilities and limitations in a realistic manner.
Over the past two decades the term ‘wellness’ has evolved, being initially
ascribed to programs and circumstances aimed at helping alleviate illness or health
risks such as exercise programs to reduce weight gain (Pelletier 1988, Watt et al.,
1998).
Emotional wellness is conceptualized as awareness and control of feelings,
as well as a realistic, positive, self-valuing and developmental view of the self, ability
to deal with conflict and life circumstances, coping with stress and the maintenance
of fulfilling relationships with others (Adams et al., 1997).
According to Renger et al. (2000) defined emotional wellness as related to
one’s level of depression, anxiety, well-being, self-control, and optimism. From a
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proactive view, emotional wellness reflects one’s ability to experience satisfaction
and curiosity, as well as enjoyment in life, and being able to anticipate the future with
a positive or optimistic outlook. Hales (2005) includes trust, self-esteem, self-
acceptance, self-confidence, self-control, and the ability to bounce back from
setbacks and failures. Maintaining emotional wellness requires monitoring and
exploring thoughts or feelings, identifying obstacles to emotional well-being and
finding solutions to emotional problems, with the help of a therapist if necessary.
According to Myers et al. (2005) and Ryff & Singer (2006) appear to provide
the broadest conceptualizations, having refined definitions recently to emphasize the
importance of self-view and awareness of one’s feelings, actions, relationships, self-
actualization and a sense that these aspect develop as we mature. In addition,
coping with stress and maintaining a positive attitude toward life and being optimistic
about the future are common themes within the definition of psychological/emotional
wellness are important factor.
According to UCR (2013) emotional wellness it allows you to accept how you
are feeling. Once you accepted your feelings, you can now begin to understand why
you are feeling that way, and decide how you would like to act in response to those
feelings. Being emotionally well grants you have the power to express your feelings
without any constraints. In return, you will be able to enjoy emotional expression and
be capable of forming supportive and independent relationships with others.
Winch (2013) inspires self-care, relaxation, stress reduction and the
development of inner strength. It is important to be attentive to both positive and
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negative feelings and be able to understand how to handle these emotions.
Emotional wellness also includes the ability to learn and grow from experiences.
Being emotionally well-being encourages autonomy and proper decision making
skills. It is an important part of overall wellness.
Null Hypothesis (es)
The researcher tested the given hypothesis in the null form at 0.05 level of
significance. There is no significant relationship between mental and emotional
wellness in life of the Senior High School students of Notre Dame of Marbel
University at 0.05 level of significance.
Definition of Terms
The following terms are defined operationally and conceptually for better
understanding of research study.
Emotional Wellness - It is an ability to control stress and express emotions
appropriately and comfortably.
Mental Wellness - A state of well-being in which the individual realizes his or her
own abilities, can cope with the normal stresses of life, can work productively and
fruitfully, and is able to make a contribution to his or her community.
Parents - They will be the one going to benefit this study, they may be able to better
determine the mental and emotional wellness of their child/children. With this
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information, parents should be able to identify some of the pivotal mental and
emotional wellness of their child/children.
Wellness – The quality or state of being healthy in body and mind, especially as
the result of deliberate effort.
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Chapter III
METHODOLOGY
This chapter includes the presentation of the research design, the data
gathering procedures, the population and sample, random sampling techniques, the
research instruments that will be used in the study. For the data analysis section will
define all the variables used in the study, as well as describe the statistical analysis
process of the study.
Research Design
A descriptive, survey research design was chosen to determine the mental
and emotional wellness in life of the Senior High School students in Notre Dame of
Marbel University. The mental wellness and emotional wellness will be the
dependent variables to the independent variable which is the Senior High School
students.
Research Locale
The said research study will be conducted within Notre Dame of Marbel
University, Alunan Avenue, City of Koronadal where the participants are officially
enrolled in the year 2017-2018. NDMU is a Catholic school that provides quality
education, build character, develop competence and respect cultures. It is called a
Green University which an institution that cares for the environment. Most of the
students there are commonly Ilonggo, Tagalog, and Maguindanawon.
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Figure 3: Map of Koronadal City
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Research Respondents
This study concerns about the mental and emotional wellness in life of the
Senior High school students of NDMU, the participant of this study are randomly
selected Senior High school students who are officially enrolled for the school year
2017-2018.The samples will be determined using the Slovin’s formula with the
margin of error of 0.05.
Table 1.1 Number of Respondents in Grade 11 and 12 Senior High School

Grade and Section Number of Sample Size Grade and Section Number of Sample Size
Students Students
Grade 11 – STEM 1 45 9 Grade 12 STEM 1 50 9
Grade 11 – STEM 5 44 9
Grade 12 STEM 5 50 9
Grade 11 – STEM 6 43 9
Grade 11 – STEM 11 47 9
Grade 12 STEM 10 50 9
Grade 11 – STEM 12 45 9
Grade 11 – ABM 1 43 9 Grade 12 ABM 1 49 9
Grade 11 – HUMSS 1 37 9
Grade 12 HUMMS 1 39 9
Grade 11 – HUMSS 2 41 9
Grade 11 – HUMSS 3 42 9 Grade 12 HUMMS 2 37 9
Grade 11 – HUMSS 4 44 9 Grade 12 HUMMS 3 38 9
Grade 11 – HUMSS 5 38 9 Total 808 135
Total 921 189
Table 1.2 Overall Total Number of Respondents

Year level Number of Students Sample Size
Grade 11 921 189
Grade 12 808 135
Total 1729 324
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The Slovin’s Formula was used in the determination of the number of samples.
n = N / 1+N (e2)
Where n = sample size
N = population size
e = margin of error
n = N / 1+ N (e2)
= 1729 / 1+1729 (0.05)2= 324.8 or 325 students
= 1729 / 1+1729 (0.0025) = 325+10
= 1729 / 1+4.322 = 1729 / 5.322 = 335 students
We use 342 as sample population for the said university with a confidence
level of 95% and 5% acceptable error.
The table presents the school involved in this study which is Notre Dame of
Marbel University with a 1729 Senior High School students and a target sample of
342 students.
Research Instruments
The researchers used a survey questionnaire in sorting out information for the
study. The questionnaire will also contain questions that are related to the mental
and emotional wellness of Senior High School students in line to the topic. The
researchers assessed the rate of the respondents for the two dimensions of
wellness. For the first part, there are 10 question for the mental wellness. Second
part, 10 question items for the emotional wellness. For this part, the respondents
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answered the questions by using the scale of 1-4. Where 1 signifies rarely, if ever; 2
symbolizes sometimes, 3 indicates most of the time and 4 represents always.
Through the given data the researchers accumulated the answers through survey
and they used the personal wellness checklist for the last part of the questionnaire
on which the total scores of the respondents in each of the two dimensions has
computed and compared to the ideal score. Where; scores of 35-40 was rated as
outstanding. The answers of the respondents show that they are aware of the
importance of this area to their overall wellness. While, scores of 30-35 means that
the respondents’ health practices in this area are good, but there is room for
improvement. Also, scores of 20-30 corresponds that the respondents’ health risks
are showing and needs help for mental health care services. And scores below 20
indicates that respondents’ may be taking serious and unnecessary risks with their
health.
Data Collection Procedure
The researchers used profile questionnaire, mental and emotional wellness
questionnaire to determine the mental and emotional wellness of each Senior High
School students. The researchers asked permission by sending a letter of consent
to the principal to allow them to conduct a survey within the University for their
Research Study. Researchers proceeded in surveying. The researchers also gave
a letter of consent to the teacher in charged at the time that the researcher undergo
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survey. After the consent, the researchers gave instructions to the selected
respondents on how to answer the questionnaires. After that, they let them fill it.
Data Analysis
The statistical data was based from the respondents’ answers to the survey
questionnaire. The response of the respondents’ was tabulated by the researchers
to determine the different demographic profile of the Senior High School students,
their responses was computed using the scale and range method to determine the
Mental wellness and Emotional Wellness in life of Senior High School students at
NDMU. Their responses was computed using scale range method and was analyzed
using Slovin’s formula.
For analyzing the second and third statement of the problem, the researchers
used the scale below in determining the equivalent verbal description of the gathered
mean from the questionnaire.
Table 2 shows the scale in which it has a range with an equivalent description
about the commonly used social media of the respondents.
Table 2. Scale for Analyzing the Mental and Emotional Wellness
Scale Range Verbal Description
4 4.00 – 3.25 Always

3 3.24 – 2.49 Most of the time
2 2.48 – 1.73 Sometimes
1 1.72 – 0.97 Rarely, if ever
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Figure 2. Research Paradigm
MENTAL AND EMOTIONAL WELLNESS IN LIFE OF

SENIOR HIGH SCHOOL STUDENTS OF NDMU
Profile of the Students

Locale of the Study
 Sex
 Age Notre Dame of Marbel University,
 Strand City of Koronadal, South Cotabato
 Grade level
Mental wellness in life of the Participants of the Study

SHS students. Grade 12 STEM Students
Emotional wellness in life of Research Instruments

the SHS students. Survey Questionnaire
Significant difference between Data Analysis

mental and emotional wellness
Statistical Data
S
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CHAPTER IV
RESULTS AND DISCUSSION
This chapter describes the analysis of data followed by the discussion of the
research findings.
Mental Wellness of the Senior High School Students in NDMU
Table 3.1 Perceived mental wellness by the Senior High School students in
terms of age
15 years old 16 years old 17 years old 18 years old 19 years old
Statement
Verbal Verbal Verbal Verbal Verbal
Mean Mean Mean Mean
Description Description Description Description Mean Description
1. I tend to act impulsively without 2.55 2.34 2.47
thinking about the consequences 1.5 Most of the Most of the
Rarely, ifever 2.78 time
time Sometimes Sometimes
2. I learn from my mistakes and 2.73 2.34 2.47

try to act differently the next time. 2 Most of the Most of the
Sometimes 2.82 time
3. I follow directions or
recommended guidelines and act 2.5
in ways likely to keep others and 2.76 2.34 2.47
myself safe. Most of the Most of the Most of the
time 2.94 time
4. I consider the alternatives 2.81 2.34 2.47

before making decisions. 3 Most of the Most of the Most of the
time 2.78 time
5. I am alert and ready to respond 2.88 2.34 2.47

to life’s challenges in ways that 3 Most of the Most of the Most of the
reflect thought and sound time 2.75 time
judgment.
6. I tend to let my emotions get 2.75 2.34 2.47
the better of me and I act without 2.5 Most of the Most of the Most of the
thinking. time 2.93 time
7. I actively try to learn all I can 2.85 2.34 2.47

about products and services 2 Most of the Most of the
before making decisions. Sometimes 3 time
8. I manage my time well, rather 2.66 2.34 2.47

than time managing me. 2.5 Most of the Most of the Most of the
time 2.92 time
9. My friends and family trust my 2.64 2.34 2.47

judgment. 2.5 Most of the Most of the Most of the
time 2.80 time
10. I think about my self-talk (the

things I tell myself) and then 3.5
examine the real evidence for my 2.78 2.34 2.47
perceptions and feelings. Most of the Most of the
Always 2.91 time
Legend
4.00 - 3.25 Always 2.48 – 1.73 Sometimes
3.24 – 2.49 Most of the time 1.72 – 0.97 Rarely, if eve
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This table 3 shows the mental wellness in life of SHS students in NDMU. It
shows the mean scores for each statement that the respondents have chosen and
also the verbal description for each mean score.
Based on the results of the study, in the age bracket of 15 years old, the
statement, I think about my self-talk (the things I tell myself) and then examine the
real evidence for my perceptions and feelings is the statement with highest average
rating of 3.5. Then, the statement, I consider the alternatives before making
decisions and I am alert and ready to respond to life’s challenges in ways that reflect
thought and sound judgment, are the statements with the second highest average
rating of 3. The statement, I tend to act impulsively without thinking about the
consequences has the lowest average rating of 1.5.
For the respondents who are currently 16 years old, most of them gave the
highest rating to the statement which they are following directions or recommended
guidelines and act in ways likely to keep others and their selves’ safe, with an
average of 2.94. It is then followed by the statement saying they tend to let their
emotions get the better of them and act without thinking, with an average rating of
2.93. Followed by the statement saying they managed their time well, rather than
time managing their selves, with the average of 2.92.
In the age bracket of 17 years old the statement stating that they are alert and
ready to respond to life’s challenges in ways that reflect thought and sound judgment
has the highest average rating of 2.88 Then the statement that states that they
actively try to learn all they can about products and services before making decisions
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has the second average rating of 2.85. And lastly, the statement saying that they
consider the alternatives before making decisions has the third highest average
rating of 2.81
For the respondents who are currently 18 years old, all of the statements
gathered the average rating of 2.34. Also for the respondents who are 19 years old,
all off the statement accumulated the average rating of 2.47.
Table 3.2 Perceived mental wellness by the Senior High School students in terms of
their sex
Female Male
Statement
Verbal Verbal
Mean Description Mean Description
1. I tend to act impulsively without thinking about the 2.46 Sometimes 2.62 Most of the time
consequences.
2. I learn from my mistakes and try to act differently the 2.85 Most of the time 2.75 Most of the time
next time.
3. I follow directions or recommended guidelines and act in 2.91 Most of the time 2.79 Most of the time
ways likely to keep others and myself safe.
2.88 Most of the time 2.79 Most of the time

4. I consider the alternatives before making decisions.
5. I am alert and ready to respond to life’s challenges in 2.86 Most of the time 2.80 Most of the time
ways that reflect thought and sound judgment.
6. I tend to let my emotions get the better of me and I act 2.66 Most of the time 2.74 Most of the time
without thinking.
7. I actively try to learn all I can about products and services 2.85 Most of the time 2.85 Most of the time
before making decisions.
8. I manage my time well, rather than time managing me.
9. My friends and family trust my judgment.
10. I think about my self-talk (the things I tell myself) and
then examine the real evidence for my perceptions and 2.91 Most of the time 2.79 Most of the time
feelings.
Legend
4.00 - 3.25 Always 2.48 – 1.73 Sometimes
3.24 – 2.49 Most of the time 1.72 – 0.97 Rarely, if eve
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After gathering and analyzing the data among the female respondents, the highest
average rating of 2.91 was the statements stating that they follow directions or recommended
guidelines and act in ways likely to keep others and their selves safe and they think about
their self-talk (the things they tell to selves) and then examine the real evidence for their
perceptions and feelings. Then, statement stating that they consider the alternatives before
making decisions gathered the average score of 2.88. And lastly, the third highest statement
states that they are alert and ready to respond to life’s challenges in ways that reflect thought
and sound judgment gathered the average score of 2.86
Among the male respondent, the statement stating that they actively try to learn all
they can about products and services before making decisions has the highest average rating
of 2.85. The statement with the second highest average rating of 2.80 is the statement saying
that they are alert and ready to respond to life’s challenges in ways that reflect thought and
sound judgment. Finally, the statements statingthat follow directions or recommended
guidelines and act in ways likely to keep others and their selves safe, they consider the
alternatives before making decisions and, they think about their self-talk (the things they tell
to their selves) and then examine the real evidence for their perceptions and feelings,
gathered the third highest average of 2.79.
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Table 3.3 Perceived mental wellness by the Senior High School students in terms of
their strand.
Statement STEM ABM HUMSS

Verbal Verbal Verbal
Mean Description Mean Description Mean Description
1. I tend to act impulsively without 2.48 2.76 2.21
thinking about the consequences Most of the
Sometimes time Sometimes
2. I learn from my mistakes and 2.75 2.97 2.74

try to act differently the next time. Most of the Most of the Most of the
time time time
recommended guidelines and act
in ways likely to keep others and 2.87 3.01 2.60
Most of the Most of the Most of the
myself safe.
time time time
4. I consider the alternatives 2.83 2.99 2.69

before making decisions. Most of the Most of the Most of the
time time time
5. I am alert and ready to 2.80 2.99 2.69

respond to life’s challenges in Most of the Most of the Most of the
ways that reflect thought and time time time
sound judgment.
6. I tend to let my emotions get 2.69 2.86 2.48
the better of me and I act without Most of the Most of the
thinking. time time Sometimes
7. I actively try to learn all I can 2.77 3.01 2.91

about products and services Most of the Most of the Most of the
before making decisions. time time time
8. I manage my time well, rather 2.72 2.91 2.48

than time managing me. Most of the Most of the
time time Sometimes
9. My friends and family trust my 2.69 Most of the 2.99 Most of the 2.28
judgment. time time Sometimes
10. I think about my self-talk (the

things I tell myself) and then Most of the Most of the Most of the
examine the real evidence for my 2.83 3.03 2.78
time time time
perceptions and feelings.
Legend
4.00 - 3.25 Always
3.24 – 2.49 Most of the time
2.48 – 1.73 Sometimes
1.72 – 0.97 Rarely, if ever
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After gathering and analyzing the data among the STEM respondents, the highest
average rating of 2.87 was gathered in a statement that the respondents follow directions or
recommended guidelines and act in ways likely to keep others and their selves safe. Then,
followed by the statements stating that they consider the alternatives before making decisions
and they think about their self-talk (the things they tell to their selves) and then examine the
real evidence for their perceptions and feelings with an average score of 2.83. The lastly
statement saying that they are alert and ready to respond to life’s challenges in ways that
reflect thought and sound judgment gathered the third highest average rating of 2.80 from the
respondents.
Among the ABM respondents, the highest average rating of 3.03 belongs to the
statement that the respondents think about their self-talk (the things they tell to their selves)
and then examine the real evidence for my perceptions and feelings . Then the statements
that they follow directions or recommended guidelines and act in ways likely to keep others
and their selves safe and they actively try to learn all they can about products and services
before making decisions has the second highest average rating of 3.01. Lastly, the statements
stating that the respondents consider the alternatives before making decisions, they are alert
and ready to respond to life’s challenges in ways that reflect thought and sound judgment
and, their friends and family trust their judgment earned the third highest average rating of
2.99,
Among the HUMMS respondents, the highest average rating of 2.91 goes to the
statement that the respondents actively try to learn all they can about products and services
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before making decisions. The statement saying that they think about their self-talk (the things
they tell to their selves) and then examine the real evidence for their perceptions and feelings
has the second highest average rating of 2.78. And lastly, the statement stating that they
learn from their mistakes and try to act differently the next time has the third highest average
rating of 2.74
Table 3.4 Perceived mental wellness by the Senior High School students in
terms of their grade level
Grade 11 Grade 12
Statement
Verbal Verbal
1. I tend to act impulsively without thinking about the 2.68 Sometimes 2.33 Sometimes
consequences.
2. I learn from my mistakes and try to act differently the next 2.75 Most of the time 2.88 Most of the time
time.
3. I follow directions or recommended guidelines and act in 2.78 Most of thetime 2.96 Most of thetime
ways likely to keep others and myself safe.

5. I am alert and ready to respond to life’s challenges in 2.81 Most of the time 2.85 Most of the time
ways that reflect thought and sound judgment.
6. I tend to let my emotions get the better of me and I act 2.80 Most of the time 2.56 Most of the time
without thinking.
7. I actively try to learn all I can about products and services 2.88 Most of the time 2.80 Most of the time
before making decisions.

8. I manage my time well, rather than time managing me.

10. I think about my self-talk (the things I tell myself) and
then examine the real evidence for my perceptions and 2.80 Most of the time 2.93 Most of the time
feelings.
Legend
4.00 - 3.25 Always
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After gathering and analyzing the data among the grade 11 respondents, the
highest average rating of 2.88 belongs to the statement saying that they actively try
to learn all they can about products and services before making decisions. The
second highest average rating of 2.82 goes to the statement stating that they
manage their time well, rather than time managing them. And the third highest
average rating of 2.81 belongs to the statement saying that they are alert and ready
to respond to life’s challenges in ways that reflect thought and sound judgment.
For the grade 12 respondents, the highest average rating of 2.96 belongs to
the statement that the respondents follows directions or recommended guidelines
and act in ways likely to keep others and their selves safe. The second average
rating of 2.95 goes to the statement saying that they consider the alternatives before
making decisions. And lastly, the third highest average rating of 2.93 states that the
respondents thinks about their self-talk (the things they tell to their selves) and then
examine the real evidence for my perceptions and feelings.
Emotional wellness of the Senior High School students in NDMU
This table 3 shows the emotional wellness in life of the senior high school
students. It shows the mean scores for each statement that the respondents have
chosen and also the verbal description for each mean average.
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Table 4.1 Perceived emotional wellness by the Senior High School students
who are currently 15 to 19 years old
15 years old 16 years old 17 years old 18 years old 19 years old
Statement
Verbal Verbal Verbal Verbal Verbal
Mean Mean Mean Mean
Description Description Description Description Mean Description
3.00 2.97 3.08 2.34 2.47
1. I find it easy to laugh Most of the Most of the
about things that happen Most of the time time Sometimes Sometimes
in my life time
3.50 2.99 3.04 2.34 2.47
2. I avoid using alcohol Most of the Most of the
as a means of helping time time Sometimes Sometimes
me forget my problems. Always
3.00 2.41
recommended guidelines 2.91 2.34 2.47
and act in ways likely to Most of the Most of the
keep others and myself Most of the time time Sometimes Sometimes
safe. time
3.00 2.64 2.85 2.34 2.47
4. I consider the Most of the Most of the
alternatives before Most of the time time Sometimes Sometimes
making decisions. time
2.50 2.59 2.79 2.34 2.47
5. I am a chronic worrier Most of the Most of the
and tend to be Most of the time time Sometimes Sometimes
suspicious of others. time
6. I recognize when I am 3.50 2.88 2.87 2.34 2.47
stressed and take steps
to relax through exercise, Most of the Most of the
quiet time, or other Most of the time time Sometimes Sometimes
activities. time
7. I feel good about 3.00 2.69 2.91 2.34 2.47
myself and believe Most of the Most of the
others like me for who I time time Sometimes Sometimes
am. Sometimes
8. When I am upset, I 3.50 2.73 3.06 2.34 2.47
talk to others and actively Most of the Most of the
try to work through my time time Sometimes Sometimes
problems. Always
3.00 2.68 2.95 2.34 2.47
9. I am flexible and Most of the Most of the
adapt or adjust to change Most of the time time Sometimes Sometimes
in a positive way. time
10. My friends regard 3.00 2.77 2.97 2.34 2.47
me as a stable, Most of the Most of the
emotionally well-adjusted time time Sometimes Sometimes
person. Always
Legend
4.00 - 3.25 Always
This table shows that in the emotional wellness of Senior High School
Students with the age of 15 has the highest average rating of 3.50 in the statements
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stating that the respondents avoids using alcohol as a means of helping them forget
their problems, they recognize when they are stressed and take steps to relax
through exercise, quiet time, or other activities and, they are upset, they talk to others
and actively try to work through their problems. The statement saying that the
respondents find it easy to laugh about things that happen in their lives, that they
can express their feelings without feeling silly, that they consider the alternatives
before making decisions, that they feel good about their selves and believe others
them for who they are, that they are flexible and adapt or adjust to change in a
positive way and, that their friends regard them as a stable, emotionally well-adjusted
person gathered the second highest average rating of 3.00. The third highest
average rating of 2.50 belongs to the statement stating that they are a chronic worrier
and tend to be suspicious of others.
In the age 16, the statement stating that the respondents avoid using alcohol
as a means of helping them forget their problems has the highest average rating of
2.99. The second highest rating in age 16 would be the statement saying that the
respondents find it easy to laugh about things that happen in their lives with an
average of 2.97. The third highest average rating of 2.88 belongs to the statement
that the respondents recognize when they are stressed and take steps to relax
through exercise, quiet time, or other activities.
This table also shows the emotional wellness of students aged 17, with the
highest average rating of 3.08 in statement that the respondents find it easy to laugh
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about things that happen in their lives. The second highest is the statement that
when they are upset, they talk to others and actively try to work through their
problems with an average rating of 3.06. The third highest is the statement that the
respondents avoid using alcohol as a means of helping them forget their problems
with an average rating of 3.04.
And for age 18, all of the statements has the same average of 2.34 so as in
the emotional wellness of the students aged 19 with an average score of 2.47.
in terms of their sex
Female Male
Statement Verbal Verbal
1. I find it easy to laugh about things that happen in my life
2. I avoid using alcohol as a means of helping me forget my 3.03 Most of the time 2.75 Most of the time
problems.
3. I can express my feelings without feeling silly.
4. When I am angry, I try to let others know in non- 2.78 Most of the time 2.63 Most of the time
confrontational and non-hurtful ways.
5. I am a chronic worrier and tend to be suspicious of others.
6. I recognize when I am stressed and take steps to relax 2.88 Most of thetime 2.83 Most of thetime
7. I feel good about myself and believe others like me for who 2.83 Most of the time 2.71 Most of the time
I am.
8. When I am upset, I talk to others and actively try to work 2.96 Most of the time 2.89 Most of the time
through my problems.
10. My friends regard me as a stable, emotionally well- 2.91 Most of the time 2.98 Most of the time
adjusted person.
Legend
4.00 - 3.25 Always
After gathering and analyzing the data among the female respondents, the
highest average rating of 3.04 was gathered for the statement saying that they find
it easy to laugh about things that happen in their lives. Then, the second statement,
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with the average rating of 3.03 stating that the respondents avoid using alcohol as a
means of helping them forget their problems. Lastly, the third highest average rating
of 2.96 belongs to the statement saying that when the respondents are upset, they
talk to others and actively try to work through their problems
Among the male respondents, the highest average rating of 2.98 goes to the
statement their friends regard them as a stable, emotionally well-adjusted. The
statements that the respondents find it easy to laugh about things that happen in
their lives and, their friends and family trust their judgment has the second highest
average rating of 2.96. And lastly, the third highest average rating of 2.89 belongs to
the statement saying that when the respondents are upset, they talk to others and
actively try to work through their problems.
in terms of their strand.
Statement STEM ABM HUMSS

Verbal
Mean Description
Mean Verbal Description Mean Verbal Description
1. I find it easy to laugh about things that happen in my 2.99 Most of the time 3.04 Most of the time 2.95 Most of the time
life
2. I avoid using alcohol as a means of helping me forget 2.96 Most of the time 2.99 Most of the time 2.76 Most of the time
my problems.
3. I follow directions or recommended guidelines and act 2.73 Most of the time 2.90 Most of the time 2.67 Most of the time
in ways likely to keep others and myself safe.
2.78 Most of the time 2.80 Most of the time 2.41 Sometimes
5. I am a chronic worrier and tend to be suspicious of 2.73 Most of the time 2.82 Most of the time 2.52 Most of the time
others.
6. I recognize when I am stressed and take steps to relax 2.91 Most of the time 2.90 Most of the time 2.62 Sometimes
7. I feel good about myself and believe others like me for 2.86 Most of the time 2.78 Most of the time 2.59 Most of the time
who I am.
8. When I am upset, I talk to others and actively try to 2.91 Most of the time 2.99 Most of the time 2.91 Sometimes
work through my problems.
9. I am flexible and adapt or adjust to change in a 2.83 Most of the time 3.00 Most of the time 3.02 Sometimes
positive way.
10. My friends regard me as a stable, emotionally well- 2.92 Most of the time 3.13 Most of the time 2.72 Most of the time
adjusted person.
Legend
4.00 - 3.25 Always
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After gathering and analyzing the data among the STEM respondents, the highest
average rating of 2.99 was gathered in a statement that the respondents find it easy to laugh
about things that happen in their lives. Then, followed by the statement stating that they avoid
using alcohol as a means of helping them forget their problems with an average score of 2.96.
And lastly, the statement saying that their friends regard them as a stable, emotionally well-
adjusted person gathered the third highest average rating of 2.92 from the respondents.
Among the ABM respondents, the highest average rating of 3.13 belongs to the
statement that their friends regard them as a stable, emotionally well-adjusted person. Then the
statement that the respondents find it easy to laugh about things that happen in their lives has
the second highest average rating of 3.04. Lastly, the statement stating that they flexible and
adapt or adjust to change in a positive way earned the third highest average rating of 3.00.
Among the HUMMS respondents, the highest average rating of 3.02 goes to the
statement that the respondents are flexible and adapt or adjust to change in a positive way.
The statement saying that they find it easy to laugh about things that happen in their lives has
the second highest average rating of 2.95. And lastly, the statement stating that when they are
upset, they talk to others and actively try to work through their problems has the third highest
average rating of 2.91.
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Table 4.4 Perceived emotional wellness by the Senior High School students in terms of
their grade level.
Grade 11 Grade 12
Statement
Verbal Verbal
Most of the Most of the
1. I find it easy to laugh about things that 3.02 time 2.99 time
happen in my life
2. I avoid using alcohol as a means of helping 2.83 time 3.03 time
me forget my problems.
Most of Most of
3. I can express my feelings without feeling 2.85 thetime 2.65 thetime
silly.
4. When I am angry, I try to let others know in 2.70 time 2.75 time
non-confrontational and non-hurtful ways.
5. I am a chronic worrier and tend to be 2.72 time 2.71 time
suspicious of others.
6. I recognize when I am stressed and take Most of the Most of the
steps to relax through exercise, quiet time, or 2.85 time 2.88 time
other activities.
7. I feel good about myself and believe others 2.82 time 2.74 time
like me for who I am.
8. When I am upset, I talk to others and 2.96 time 2.90 time
actively try to work through my problems.
2.98 time 2.82 time
10. I think about my self-talk (the things I tell Most of the Most of the
myself) and then examine the real evidence 3.00 time 2.86 time
for my perceptions and feelings.
Legend
4.00 - 3.25 Always
After gathering and analyzing the data among the grade 11 respondents, the
highest average rating of 3.02 belongs to the statement saying they find it easy to
laugh about things that happen in their lives. The second highest average rating of
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3.00 goes to the statement stating their friends regard them as a stable, emotionally
well-adjusted person. And the third highest average rating of 2.98 belongs to the
statement saying that thier friends and family trust their judgment.
For the grade 12 respondents, the highest average rating of 3.03 belongs to
the statement that the respondents avoid using alcohol as a means of helping them forget
their problems.. The second average rating of 2.99 goes to the statement saying that
they they find it easy to laugh about things that happen in their lives. And lastly, the third
highest average rating of 2.90 states that when the respondents are upset, they talk to
others and actively try to work through their problems.
The Significant Difference between the Mental and Emotional Wellness in life
of the Senior High School Students
This table 8 presents the T-Test for mental and emotional wellness in life of
the Senior High School students to know if there is a significant difference or not.
Table 5.1 Paired T –Test for Mental and Emotional Wellness.

Variables N Mean Standard SE T- P- Decision Remarks
Deviation Mean value value
Mental 10 2.7700 0.1103 0.0349 Accept the NS (not
Emotional 10 2.8550 0.1029 0.0325 -1.38 0.022 Null significant)
Difference 10 -0.0850 0.1952 0.0617 Hypothesis
*<0.05 level of significance
The result above shows that there is no significant difference between the
mental and emotional wellness of the respondents. Since there is no significant
difference between these variables the researchers will accept the null hypothesis.
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Table 5.2 Pearson Correlation of Mental and Emotional Wellness.

Variables Mean Pearson P-value Decision Remarks
Corelation
Mental 2.7700 Accept the NS (not
Emotional 2.8550 -0.678 0.031 Null significant)
Hypothesis
*<0.05 level of significance
In conclusion, the Pearson correlation between mental and emotional is about
-0.678, which indicates that there is a moderate positive relationship between the
variables. Because the P-value of 0.031 is less than the significance level of 0.05,
meaning there is no significant difference between the variables. The relationship
between these variables is positive, which indicates that, as mental wellness
increases, the emotional wellness tends to increase and vice versa.
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CHAPTER V
SUMMARY OF THE FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter summarizes the study by highlighting the research conducted
on the topic. The conclusions given were drawn from the outcomes of the research
and observation on the mental and emotional wellness in life of Senior high school
students of NDMU. Moreover, conclusions of the study and recommendations were
based from the findings.
Summary of the Findings
Based on further research and analysis of data, the researchers has come up
with these findings:
Based on the result of the study for mental wellness, in the age bracket of 15
years old the 10th statement is the highest. For 16 years old, the highest rating is the
3rd statement. Among 17 years old the 5th statement. For 18 years old, all of them
gave the highest rating to the 1st to 10th statement which means they are all mentally
good most of the time. And those who are 19 years old, they gave the highest
average rating to the 1st to 10th statement.
Among the female respondents, the highest was gathered for the 3rd and 10th
statement. For male respondents, the highest is the 4th and 3rd statement.
Among STEM respondents, the highest average rating was gathered for the 3rd
statement. The ABM respondents to the 10th indicator. Lastly, for the HUMSS
respondents, the 7th indicator.

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The results for the emotional wellness of the respondents shows that, age 15 has
the highest average in the statements 2nd, 6th and 8th. In the age 16, the 2nd
statement. For age 17, the statement 8. Then in the age 18 and 19, the 1st statement.
Among the female respondents, we came up with the results where the highest
average rating was gathered for the 1st statement. And for male respondents, the
10th indicator.
Among the STEM respondents, the highest average rating was gathered in the
1st statement. For ABM respondents, the 10th indicator. Lastly, for the HUMSS
respondents, the 1st indicator.
For the result for paired T –Test for mental and emotional wellness and the
Pearson correlation shows that there is no significant difference between the
variables. The relationship between these variables is positive, which indicates that,
as mental wellness increases, the emotional wellness tends to increase and vice
versa.
Conclusion
The researchers were able to arrive at these conclusion based on the findings
of the study.
1. Senior High School students tend to think about their self-talk and then
examine the real evidence for their perceptions and feelings that has the
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highest average among the 10 statements for mental wellness
questionnaire.
2. While on the emotional wellness questionnaire, the respondents find it
easy to laugh about things that happen in their life that has the highest
average among the 10 statements given.
3. The result for paired T –Test for mental and emotional wellness shows
that there is no significant difference between the mental and emotional
wellness between the age, gender, strand and grade level of the Senior
High School students.
4. The Pearson correlation between mental and emotional is about -0.678,
which indicates that there is a moderate positive relationship between the
variables. Because the P-value of 0.031 is less than the significance level
of 0.05, meaning there is no significant difference between the variables.
The relationship between these variables is positive, which indicates that,
as mental wellness increases, the emotional wellness tends to increase
and vice versa.
Recommendation
Based on the findings of the study, the following are recommended for
enhancement and development of the mental and emotional wellness in life of the
Senior High School students.
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1. The future researchers may conduct the study in different aspects of
wellness which are the physical, emotional, intellectual (mental), spiritual,
social, occupational and environmental which helps a person be aware of
his/her growth through interactions.
2. Broader setting of the study must be improved. The future researchers
might include different schools in the Province of South Cotabato especially
the City of Koronadal namely Koronadal Comprehensive High School
(KNCHS), Notre Dame Siena-School of Marbel Inc., Kings College of
Marbel Inc., Marvelous College, Green Valley College, Ramon R.
Magsaysay Memorial College (RMMC) and etc. The result might have a
bigger chance of success and will be accurate since there will be added
variables.
3. Since there is no significant difference between the mental and emotional
wellness of Senior High School student, researchers recommend to have a
similar study using bigger sample including the college students in their
different fields of specialization. This study could have a better result since
there are variables added in the study.
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REFERENCES
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Bingham, P.B. (2009). “Physical activity and mental health literature review”.
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Hales, D. 2005. An Invitation to Health, 11th ed. Belmont, CA: Thomson &
Wadsworth.
Hatfield, T., & Hatfield, S.R. (1992). As if your life depended on it: Promoting
cognitive development to promote wellness. Journal of Counseling and
Development. 71:164–167.
Henriques, G. Ph.D (2016). The college student mental health crisis.
Myers, J. E., Sweeney, T.J., & Witmer, M. (2005). A Holistic Model of Wellness.
www.mindgarden.com/products/wells.htm
Oguz-Duran, N., & Tezer, E. (2009). Wellness and self-esteem among Turkish
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Pelletier, K.R. (1988). Database: Research and evaluation of results. American

Journal of Health Promotion, 2(4), 52-57.
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ma.us/health-pe/hs wellness.htm
Renger, R. F., Midyett, S. J., Mas, F. G., Erin, T. E., McDermott, H. M., Papenfuss,
R.L., Eichling, P. S., Baker, D. H., Johnson, K. A., & Hewitt, M. J. (2000).
Optimal Living Profile: An inventory to assess health and wellness.
American Journal of Health Promotion, 24(6) 403-412.
Ryff, C .D.,& Singer B. H. (1998). The contours of positive human health. Psychol.
Inq.9:1–28.
Ryff, C. D., & Singer, B. H. (2006). Best news yet on the six-factor model of well-
being. Social Sáciense Research, 35, 1103-1119
Robbins, G. (2019). A wellness way of life. New York City: McGraw Hill.
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Robins, G., Powers, D., & Burgess, S. (2008). A fit & well way of life. New York:
McGraw-Hill.
Wallace, A. et al. (2011). “The psychological and emotional well-being needs of

children and young people: Models of effective practice in educational
settings”. Retrieved: December 9, 2017 from https://www.det.nsw.edu.-
WHO. (1999). “Promoting mental health and wellness”. Retrieved: December 9,

2017 from http:// www.wpro.who.int/philippines/publications/module6.pdf.
Benas, M. & Hart, N. (February 08, 2018). Mental and emotional emergencies.
Retrieved from http://books.google.com.ph.
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APPENDIX A
PERMISSION LETTER
January 09, 2018
MRS. LEANN JESTER D. ROSALI, MS

Principal, Senior High School Department
Madame:
Greetings of Peace!
We the Senior High School students of Notre Dame of Marbel University and
presently conducting a research study on the “Mental and Emotional Wellness in
Life of Senior High School students inNotre Dame of Marbel University”. This
study is a part of our requirements for the Practical Research 2.
We would like to ask permission from you to allow us to conduct our study at NDMU.
We will be giving survey questionnaires to the SHS students. Attach here the survey
questionnaire for your perusal and least assured that the gathered data will be treated
confidentially.
We are sincerely hoping your kind consideration.
In Notre Dame,
SGD
MR. JEVAN M.GESTUPA
Group Leader
Noted by:
SGD
MRS. ANALYN M. CABATINGAN, Ph.D
Research Adviser
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APPENDIX B
SURVEY QUESTIONNAIRE
Part 1- Demographic profile of the respondents
Direction: Please indicate your answer by checking the appropriate box provided.
1.1 Sex: Male Female
1.2 Age: ____________
1.3 Strand: ABM STEM HUMSS
This Wellness Assessment will allow you to find out your level of wellness by rating each
of the following dimensions of wellness.
Direction: To complete this Wellness Assessment please circle the number that best
describes you.
1-Rarely, if ever 2- Sometimes 3-Most of the time 4-Always
Mental Wellness
1. I tend to act impulsively without thinking about the 1 2 3 4

consequences
2. I learn from my mistakes and try to act differently the next time. 1 2 3 4
3. I follow directions or recommended guidelines and act in ways 1 2 3 4

likely to keep others and myself safe.
4. I consider the alternatives before making decisions. 1 2 3 4
5. I am alert and ready to respond to life’s challenges in ways that 1 2 3 4

reflect thought and sound judgment.
6. I tend to let my emotions get the better of me and I act without 1 2 3 4

thinking.
7. I actively try to learn all I can about products and services before 1 2 3 4
making decisions.
8. I manage my time well, rather than time managing me. 1 2 3 4
9. My friends and family trust my judgment. 1 2 3 4
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10.I think about my self-talk (the things I tell myself) and then 1 2 3 4
examine the real evidence for my perceptions and feelings.
1-Rarely, if ever 2- Sometimes 3-Most of the time 4-Always
Emotional Wellness
I find it easy to laugh about things that happen in my life. 1 2 3 4
2. . I avoid using alcohol as a means of helping me forget 1 2 3 4

my problems.
3. I can express my feelings without feeling silly. 1 2 3 4
4. When I am angry, I try to let others know in non- 1 2 3 4

confrontational and non-hurtful ways.
5. I am a chronic worrier and tend to be suspicious of 1 2 3 4

others.
6. .I recognize when I am stressed and take steps to relax 1 2 3 4
7. I feel good about myself and believe others like me for 1 2 3 4

who I am.
8. When I am upset, I talk to others and actively try to work 1 2 3 4
through my problems.
9. I am flexible and adapt or adjust to change in a positive 1 2 3 4

way.
10. My friends regard me as a stable, emotionally well- 1 2 3 4
adjusted person.
47
JMJ Marist Brothers
APPENDIX C
APPROVAL LETTER
48
JMJ Marist Brothers
CURRICULUM VITAE
49
JMJ Marist Brothers
RENZ ADELE PASCUA CASIPE

renzadelepascua@gmail.com
--------------------------------------------------------------------------------------------------------------
PERSONAL INFORMATION
Age: 19
Birthday: December 24, 1998
Birthplace: Koronadal City, South Cotabato
Present Address: Kipalbig, Tampakan, South Cotabato
Ethnic Group: Ilonggo, Ilocano
Languages: Hiligaynon, Ilocano
Nationality: Filipino
Religion: Roman Catholic
Parents: Mr. Ismael Dasmarinas Casipe
Mrs. Reynalda Pascua Casipe
EDUCATIONAL ATTAINMENT
Junior High School Education

Notre Dame of Marbel University – Integrated Basic Education Department
Special Science Curriculum Class
City of Koronadal, South Cotabato
SY: 2015 – 2016
Elementary Education
Tampakan SPED Center
Tampakan, South Cotabato
SY: 2011 – 2012
Kindergarten
Alliance Pre School Center
50
JMJ Marist Brothers
Tampakan, South Cotabato

SY: 2005 – 2006
JEVAN MONDIDO GESTUPA
jevangestupa@gmail.com
--------------------------------------------------------------------------------------------------------------
Age: 17
Birthday: March 09, 2000
Birthplace: Kabankalan, Negros Occidental
Present Address: Lambayong, Tampakan, South Cotabato
Ethnic Group: Cebuano
Languages: Bisaya
Religion: Assembly of God (AG)
Parents: Mr. Segundito Lazarte Gestupa, Jr.
Mrs. Emie M. Gestupa

Maltana National High School
Maltana, Tampakan, South Cotabato
SY: 2015 – 2016
Lambayong Elementary School
Lambayong, Tampakan, South Cotabato
SY: 2011 – 2012
Kindergarten
Lambayong Daycare Center
Lambayong, Tampakan, South Cotabato
51
JMJ Marist Brothers
SY: 2005-2006
ROBIE JEAN VILLACASTIN MARGIN

robiejeanmargin@gmail.com
--------------------------------------------------------------------------------------------------------------
Age: 18
Birthday: October 18, 1999
Birthplace: Dumadalig, Tantangan, South Cotabato
Present Address: Dumadalig, Tantangan, South Cotabato
Ethnic Group: Ilonggo
Languages: Tagalog, Ilonggo, English
Parents: Mr. Robert Siva Margin Sr.
Mrs. Noemi Villacastin Margin

Notre Dame of New Iloilo
New Iloilo, Tantangan, South Cotabato
SY: 2015 – 2016
Dumadalig, Elementary School,
Dumadalig, Tantangan, South Cotabato
SY: 2011 – 2012
Kindergarten
Dumadalig Daycare Center
Dumadalig, Tantangan, South Cotabato
52
JMJ Marist Brothers
SY: 2005 – 2006
BELLIE JANE NAVARRO JUANZO

bellejuanzo@gmail.com
--------------------------------------------------------------------------------------------------------------
Age: 18
Birthday: May 21, 1999
Present Address: Koronadal City, South Cotabato
Languages: Ilonggo, Tagalog, English
Parents: Mr. Johnny Panes Juanzo
Mrs. Annabel Navarro Juanzo

Koronadal City, South Cotabato
SY: 2015 – 2016
ElementaryEducation
Campus Evangelization Learning Center
SY: 2011 – 2012
Kindergarten
Star Kids Learning Center
53
JMJ Marist Brothers
SY: 2005-2006
MARIA LEILA ALEGRE GALAURA

mariagoodie9599@gmail.com
--------------------------------------------------------------------------------------------------------------
Age: 18
Birthday: September 05, 1999
Present Address: Koronadal City, South Cotabato
Languages: Ilonggo, Tagalog, English
Parents: Mr. Ronald Coronacion Galaura
Mrs. Melanne Alegre Galaura

Special Science Curriculum Class
SY: 2015 – 2016
Marbel 1 Central Elementary School
SY: 2011 – 2012
Kindergarten
Star Kids Learning Center
54
JMJ Marist Brothers

SY: 2005-2006
55

Chapter 1-5 Finale

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JMJ Marist Brothers

NOTRE DAME OF MARBEL UNIVERSITY

responsibility and achievement in the emotional, spiritual, physical, occupational,

intellectual (mental), environmental and social dimensions. Whatever challenges or

Emotional Wellness Being able to adapt on certain changes in patterns and

well are management, awareness and acceptance. In management, a person copes

their surroundings. Acceptance of the human emotion, assessing abilities and

limitations in a realistic manner. (Robins et al, 2008).

problems which is simpler. We tend to seek attention by engaging oneself to social

own mistakes. (Benas, 2017)

them. (San Leandro, 2014)

It involves being attentive to your thoughts feelings and behavior, whether it is

occasional disappointments and frustrations. (Regents of the University of California,

Healthy by means of mentally and emotional doesn’t mean that person is

bounce back from diversity, trauma and stress. (HelpGuide.Org, 2017)

rather try to toughing things out by distracting themselves or self-medicating with

alcohol, drugs or even self-destructive behaviors. (Workplace Mental Health

emotional wellness especially teenagers. (WHO, 2017)

Statement of the Problem

Senior High School students of Notre Dame of Marbel University.

Specifically, this study answered the following questions:

1. What is the demographic profile of the respondents in terms of:

4. Is there a significant difference between the demographic profiles of the

5. Is there a significant difference between the Senior High School students in

A. Mental Wellness and

Significance of the Study

The study is conducted to thoroughly determine the mental and emotional

wellness in life of the Senior High School students of NDMU.

them to understand the level of their well-being.

understand the students to their emotional and mental wellness. To serve as a

basis of their review of related literature in relation to this study.

Scope and Delimitation

students as our respondents to determine their mental and emotional wellness in

This chapter presents the related of literature used by the researchers as a

This topic presents the relationship of mental wellness and emotional

wellness as the dependent variables to the independent variable - Senior High

Figure 1. Conceptual Framework

Senior High School

Wellness is a lifelong growth of maximizing potential, dependence, on self-

responsibility and achievement in the emotional, spiritual, physical, occupational,

intellectual (mental), environmental and social dimensions. Whatever challenges or

positive elements (physical health and happiness. (Anspaugh et al.,2004)

There are seven (7) dimensions of wellness: 1) physical, 2) emotional, 3)

intellectual (mental), 4) spiritual, 5) social, 6) occupational; and 7) environmental;

which helps a person be aware of their growth through interactions. It is important

for a person to maintain balance between the 7 dimensions of well-being.

participation in creative, intellectual activities and maintaining an active mind. A sign

According to Hales (2005) intellectual wellness represents a commitment to

from self-esteem and sense of social inclusion to clinical disorders such as

these effects: prevention of poor mental health; improvement in mental health;

mental illnesses. (Bingham, 2009)

There are evidences that prevention programs that include providing

information to students regarding suicide awareness and intervention, teaching them

problem-solving skills and self-efficacy, as well as reductions in self-reported suicide

vulnerability. (Miller et al 2009)

of global burden of disease: depression, alcohol/drug abuse, and psychoses (WHO,

prevalence rate of 88 cases per 100,000 population (National Statistics Office,

National Objectives for Health, 2005-2010)

Mental health has been defined by WHO (1999) as a state of well-being in

It is considered the foundation for well-being and effective functioning for an

individual and for a community. A community of mentally healthy individuals is

therefore empowered, productive, and resilient. Promoting mental health covers a