Challenges and Coping Mechanisms of Public Senior High School Learners in Distant Learning Education

Abstract

This study determined the mental, emotional, and psychosocial challenges experienced by Grade 12 Humanities and Social Sciences learners during modular distance learning and examined their coping mechanisms, group differences, and relationship. Using a correlational design, the study surveyed learners at Himamaylan National High School through a validated and reliable 45-item researcher-made questionnaire. Data were analyzed using frequency, percentage, mean, t-test, ANOVA, and Pearson correlation. Learners were affected by difficult lessons, financial constraints, competing household responsibilities, limited gadgets, and unstable internet connectivity. Their main coping strategies were managing time, taking breaks, and seeking support. Challenges differed significantly by household size and income, but not by sex, and were significantly related to coping mechanisms. The findings emphasize the need for flexible learning arrangements, improved access to educational resources, and stronger school and family support to protect learners’ mental, emotional, and psychosocial well-being.