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A P C O R E O N L I N E J O U R N A L O F P R O C E E D I N G S I V O L U M E 3 I 2 0 2 3
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THE CHALLENGES AND EFFECTS OF ASYNCHRONOUS LEARNING ON STUDENTS’
MENTAL HEALTH AT ROMBLON STATE UNIVERSITY
Joanne R. Dalisay*, Gina V. Mapalad, Philip Henry F. Contaoi, Orfelina I. Manzo
Romblon State University, Philippines
Abstract
There is evidence that the COVID-19 pandemic has raised people's levels of stress and despair. The health and safety
of everyone are the biggest priority leading to schools and colleges all over the world transitioning to online classes,
which is the only viable choice during these times. In the Philippines, the long-term challenges and effects of online
learning on college student’s mental health have been recognized by students, parents, professors, and teachers.
However, this hasn't been adequately documented. This paper, therefore, would make an additional contribution to
the field of knowledge of mental health, particularly to Filipino students.
This study assessed and explained the challenges and effects of asynchronous learning on college students' mental
health at Romblon State University. Utilizing a descriptive-quantitative method of research, purposive sampling
design, Slovin’s formula, and stratified proportional random sampling technique, face-to-face, and an online survey
were conducted among the fourth-year students. The researcher-modified instruments gathered were tallied and
assessed using frequency and percentage distribution, weighted mean, and the Pearson r test. Results show that the
respondents, who were all single, mostly female, and mostly BSBA-Financial Management students RSU, who spends
about 3-5 hours of asynchronous activities per week, encounter many challenges that can significantly affect their
mental health. However, despite their experiences, the respondents perceived stress scale resulting in “Sometimes”
only reflects a good level of confidence and capacity of the respondents to deal with and recognize emotions which
may account for why students are confident in their ability to achieve.
Keywords: Asynchronous learning; College students; Mental health; Online learning; Challenges
Introduction
The abrupt adjustment to e-learning was not as smooth sailing as many had expected. Along with the transition came
various problems, including lack of internet connectivity, loss of social interaction, computer vision syndrome,
shortage of educational materials, and the uncertainty and inexperience of operating online educational platforms such
as Google Meet, Google Classroom, Moodle, Zoom, and others (Roach, 2022). Sarah Sherren (2022) documented that
learning during a pandemic is an unusual experience. She emphasized that every student had a slightly different
experience because some universities provide all their courses online while others experiment with a combination of
in-person conversations and online learning. There is evidence that the public's levels of stress and depression have
typically grown as a result of the COVID-19 pandemic. Eventually, adding the impact of the sudden halt on education
and transitioning to online classes, the students, parents, professors, and teachers realized the challenges of online
classes, especially the impacts on individuals, which brought mental health concerns.
In the Philippines, these health problems have yet to be well-documented, particularly those experienced by tertiary-
level students. This paper aims to contribute to the field of knowledge by providing information relating to
asynchronous learning and college students’ mental health. The study assessed and explained the challenges and
effects of asynchronous learning on students’ mental health in the College of Business and Accountancy at Romblon
State University-Main Campus. Specifically, it answered the following questions:
1. What is the demographic profile of the students in the College of Business and Accountancy, Romblon State
University-Main Campus, in terms of?
1.1 Sex;
1.2 Civil status; and
1.3 Course
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2. How much time is spent by the students in asynchronous learning?
3. What are the challenges encountered by the students during asynchronous learning?
4. What are the effects of asynchronous learning on students’ mental health?
5. Is there a significant relationship between the amount of time spent in asynchronous learning and the degree
of effects on students’ mental health?
6. Is there a significant relationship between the respondents’ profiles in terms of sex, civil status, and course,
and the effects of asynchronous learning on mental health?
Materials and Methods
The descriptive-quantitative method of research was utilized in this study. The study used a purposive sampling
technique and Slovin’s formula to determine the total number of respondents, which were eighty-one (81) fourth-year
students who have experienced asynchronous learning and are currently enrolled in the College of Business and
Accountancy at Romblon State University-Main Campus.
A researcher-modified survey based on gathered literature and studies was developed. It was validated by two highly
qualified professionals from outside the country, a psychologist and a psychiatrist. Afterward, a reliability pre-test
was carried out, yielding a Cronbach's Alpha score of .922 for 47 items. This means that the instrument’s reliability is
excellent. Then the researchers conducted the online survey via Google form, which included a letter asking
respondents for their informed consent and to assure them of the confidentiality and privacy of the information.
In analysing the data, the researchers used the frequency and percentage distribution for the profile, weighted mean to
capture the challenges encountered and the effects of asynchronous learning on students’ mental health, and Pearson
moment correlation coefficient (Pearson r) to test if there is a significant relationship between the two variables.
Results and Discussions
I. Respondents’ Profile
The majority (76.5%) of the respondents are female. It is expected since the majority of the CBA students’ population
is female.
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Fig. 2. Respondents’ Civil Status
All (100%) respondents are single. This is probable since the respondents are still students.
Fig. 3. Respondents’ Course
Most (45.7%) of the respondents who answered the survey were Bachelor of Science in Business Administration
Major in Financial Management students, followed by Bachelor of Science in Hospitality Management students
(42%), and Bachelor of Science in Business Administration Major in Operations Management students only 12.3%.
There were no Bachelor of Science in Accountancy students who answered the survey.
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II. Time Spent in Asychronous Learning
Out of 81 respondents, the majority or 32.1% responded with 3-5 hours spent for asynchronous activities per week,
followed by 28.4% for 6-8 hours, then there are 14.8% who answered below 3 and more than 14 hours, while only
4.9% respondents spent 9-11 and 12-14 hours per week for their asynchronous activity.
The National Board of Professional Teaching Standard recommends 3-4 hours that grade 9-12 students should plan
on spending number of hours learning online. As students advance to higher grades and work with more challenging
course material, the amount of time spent in online learning increases. (EduWW, 2022).
Spending 3-5 up to 8 hours for asynchronous activities per week shows that our respondents lack engagement in
online learning. According to the article by Morin, A. (2020), there are five reasons students are not engaging in
distance learning: 1) Students’ life circumstances have changed – family problems, no internet connection or a device
to use or space to learn in; 2) Stress and trauma are being dealt with by students- Trauma and stress can impair
executive functioning, interfere with cognitive processing, and make it harder for students to control their emotions.
All of that makes it challenging to think, learn, and participate in meaningful ways; 3) The content is not accessible –
Students may avoid utilizing the learning system if they don't feel comfortable using it. A new system requires time
to create norms and practices, especially when technology is involved. Many students might be having trouble as well
because they don't feel the material is relevant to their current situation. They could feel as though it has nothing to do
with the events taken on in the world around them; 4) Students need more structure and support - Many students
depend on the structure and assistance of traditional classrooms to keep them on task with their homework. When
students get behind and skip a few assignments, trying to catch up can seem overwhelming. They might simply choose
to disengage; 5) The teacher’s expectation for engagement has not changed – It is crucial to understand that students
participate in a variety of ways. Engagement won't necessarily look the same as it did in the past or for every student.
Fig. 4. Hours spent on asynchronous activities
In Table 1, although most respondents agreed that they encountered difficulty concentrating at home and that they
could not focus on class when online, the total weighted mean is 2.50, verbally interpreted as Disagree. This can mean
that the students are more likely to have interruptions from their family members and household duties (Son et al.,
2020), and there may be a lack of an interactive learning environment in the asynchronous method of teaching.
However, they do not lack accountability and motivation, they are not distracted by social media, the internet, and
online games, and they can maintain a balanced life, avoiding a monotonous life pattern.
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III. Challenges of Asynchronous Learning on Students’ Mental health
Table 1
Difficulty in concentration
Mean
MI
1. I'm having difficulty concentrating since I'm home. As I'm around all of my family, it's
really hard to focus on what I need to do.
2.78
A
2. I just want to lay in my bed. Now no one is keeping me accountable. If I'm on my phone,
I'm not paying attention to any of these lectures.
2.36
DA
3. My desk is right next to my bed so I could just go take a nap or watch Netflix or be on
social media such as Twitter, Instagram, Facebook, YouTube, etc. the whole time.
2.46
DA
4. I cannot focus on class when it’s online. Through the classes, I don't think there's a lot of
instruction to make students engaged.
2.74
A
5. Now I'm stuck only doing everything on a computer. So, I'm pretty much on the computer
all day and can divert my focus in playing online games.
2.17
DA
Total
2.50
DA
Weighted Mean (WM): 3.51 - 4.50 - Strongly agree (SA); 2.51 - 3.50 – Agree (A); 1.51 – 2.50 – Disagree (DA); 1.00 – 1.50 –
Strongly Disagree (SD)
Table 2
Sleeping habits
Mean
MI
1. I'll be up until dawn, and sleep through the day. Now that most of my classes are online, I
sleep through it and watch the lectures later.
2.25
DA
2. I now have an irregular sleeping pattern. I stay up really late and then I wake up very early
or sometimes I go to sleep early. I wake up really late.
2.73
A
3. I’m sleeping a lot more now. I’m living at home. I don’t have to do anything. I just have
more time to sleep.
2.47
DA
4. Now I wake up constantly. I have a hard time staying asleep and going/staying asleep.
2.67
A
Total
2.53
A
As revealed in Table 2, the total weighted mean is verbally interpreted as “Agree”, which implies that respondents
experience an irregular sleeping pattern.
New research from Simon Fraser University (Anderer, 2021) suggests that while students spend less time traveling,
working, or attending social activities, they develop a night owl habit rather than sleeping more. This suggests that
despite not having early onsite classes, students less soundly, less at night, and more during the day, but did not sleep
more overall compared to students in previous semesters. The lack of change in sleep duration was a bit of a surprise,
as it goes against the assumption that young adults would sleep more if they had the time.
Table 3
Social Relation/ Social Isolation
Mean
MI
1. With the asynchronous method, there is significant social isolation from peers and from
those whom I want to hang out with.
3.01
A
2. I don’t see my friends that much and no face-to-face interaction but only through text.
3.04
A
3. I also like meeting new people and friends. The asynchronous learning method lessens my
chance to do that.
3.27
A
Total
3.11
A
As shown in Table 3, all weighted means are verbally interpreted as “Agree”, indicating a sense of social isolation
among our respondents. Isolation is a major hurdle for online learners. A key component of remote education is
asynchronous distance learning – Any lesson where the instructor instructs at a different time than the student attends
the session is included, such as many pre-recorded e-learning platforms. Asynchronous learning provides convenience
and flexibility. However, the trade-off results in a loss of connection and engagement.
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Table 4
Academic Performance
Mean
MI
1. Meeting my module deadlines is difficult because it's hard comprehending the instructions
compared to a face-to-face meeting.
3.04
A
2. I think my internship is going to be shortened. I need to get more work experience before
graduation.
3.17
A
3. I feel like I started procrastinating. I was trying to avoid this situation, but still delaying the
work which stresses me more academically.
3.15
A
Total
3.12
A
As revealed in table 4, all weighted means are verbally interpreted as “Agree”, implicating an effect of asynchronous
learning on the students’ perception of their academic performance. Procrastination as defined by Zarrin (2020),
usually occurs when one activity is unnecessarily delayed, and individuals experience extremely severe agitation when
they start thinking about it (Motie et al., 2012). Procrastination often has negative consequences, such as late delivery
of assignments, anxiety, and rush to exam preparation, and social anxiety. However, people are fully aware of the
negative results of this delay, and this phenomenon can decrease the level of satisfaction with individual performance.
The prevalence of this phenomenon is so high that one-fifth of the adult population is unable to keep up with their
daily homework assignments (Klassen et al., 2008).
According to Kim, et al., (2019), students must be equipped with strong digital skills to perform academic work and
successfully complete learning activities (Kim et al., 2019).
Unlike synchronous learning, asynchronous learning requires a real-time deadline that leads to greater expectations.
In a completely asynchronous environment, students miss the camaraderie that comes from real-time conversation
and face-to-face (or screen-to-screen) interaction. The solitary nature of asynchronous learning can be detrimental to
students’ mental health and academic results if it’s not paired with some sort of real-time follow-up (Wind, 2020).
Table 5
Eating Patterns
Mean
MI
1. I've been munching a lot of snacks recently since I'm at home.
3.14
A
2. I'm home all the time. Sometimes I eat once or twice a day. Sometimes I don't eat at all.
It's something I haven't done before.
2.57
A
3. I'm having trouble eating. I just don't eat when I'm anxious. So, I've had no appetite.
2.49
DA
4. I eat so much now just out of boredom because there's nothing to do really.
2.83
A
Total
2.76
A
The total weighted mean of 2.76 or verbally interpreted as “Agree” in table 5 shows an inconsistent eating pattern
among the respondents. This is similar to the results of the study by Pung (2021) which revealed that more than half
of the respondents skipped meals. Breakfast was the most skipped meal. The majority of the respondents snacked
between meals. Biscuits, bread, and fruits were the most common snack foods.
Table 6
Changes in the Living Environment
Mean
MI
1. Things are different at home. I am studying now in my bedroom rather than in the library
or on campus.
3.54
SA
2. By living with family, I don’t have any privacy. I don’t feel very focused because I am
distracted.
2.37
DA
3. I live in the boarding house so there’s basically no one around me. It makes me unhappy.
2.02
DA
4. Now I'm at home. I'm literally sitting on the same seat for five or six hours a day.
2.80
A
Total
2.69
A
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As revealed in Table 6, all weighted means are verbally interpreted as “Agree”, pointing out that most of the
respondents are learning at home. Asynchronous settings are temporally and geographically independent and defined
as more individually based and self-paced as well as less instructor-dependent (Bernard et al., 2004; Murphy et al.,
2011; Clark and Mayer, 2016; Xie et al., 2018).
Findings from the study of Barrot, et al. (2021) state that student’s most significant challenge was linked to their
learning environment at home. Students are highly engaged in terms of their learning when it pertains to the
asynchronous learning environment. This gives students a better opportunity to communicate with their peers, receive
feedback from their peers, and evaluate the progress they have made toward their individual learning objectives (Er
et al., 2009; Harris et al., 2009; Simonson et al., 2012. And albeit asynchronous teaching can enable students to work
self-paced and independently of time and place (van der Keylen et al., 2020), not all learners are equipped with the
according strategies to benefit from this potential advantage: Learning at home, especially in asynchronous contexts,
requires more self-study skills to stay on track, including enough motivation and will to follow learning goals (cf.
Hartnett, 2015).
Table 7
Financial Difficulties
Mean
MI
1. Not all the time do I have enough money to load.
3.47
A
2. I don't know until when are we going to afford to budget our money instead of buying
essentials.
3.38
A
Total
3.43
A
In Table 7, all weighted means are verbally interpreted as “Agree”, indicating financial difficulties among our
respondents. According to Barrot, et al. (2021) study findings, COVID-19 aggravated the financial difficulties
experienced by some students, consequently affecting their online learning experience. This financial impact mainly
revolved around the lack of funding for their online classes as a result of their parents’ unemployment and the high
cost of Internet data.
Table 8
Class Workload
Mean
MI
1. [Professors] require us to go to a Zoom class. Some of them record those Zoom meetings
and then you can watch them on your own time. It doubles the time I have to dedicate each
week to that class.
2.83
A
2. Four or five out of my six professors have given me more work than they would have had
if it were face-to-face.
2.83
A
Total
2.82
A
As revealed in Table 8, all weighted means are verbally interpreted as “Agree.” This expresses the students’ concern
about workloads. This has been proven that many students reported an increased workload (Aristovnik et al., 2020).
Overall, these findings stress the importance of carefully considering students’ learning experiences when tackling
how to engage them in online learning.
The results of Fabriz (2021) study revealed that students in the mostly asynchronous group reported significantly more
recorded lectures or student presentations, as well as more discussions via online forums (LMS), with both methods
being an integral part of the concept of asynchronous settings.
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Table 9
Depressive Thoughts
Mean
MI
1. I feel like I need to go out but there is nowhere to go.
3.31
A
2. I am suffering from chronic depression which has become worse through asynchronous
learning.
2.30
DA
3. Asynchronous routine can become a routine, it makes me down. I feel hopeless about not
being able to enjoy my normal day-to-day activities.
2.74
A
4. A lot of Extra-curricular activities that I wanted to participate in have all been cancelled.
And now it feel like the skills I have are useless.
2.68
A
5. I’m overwhelmed with all the class subject requirements, which makes me go crazy.
2.68
A
Total
2.78
A
As revealed in Table 9, all weighted means are verbally interpreted as “Agree”, implying that students may be feeling
depressed. College students report struggling with depression, and colleges and universities are beginning to recognize
the importance of improving undergraduate mental health (Mistler et al., 2012; National Council on Disability, 2017;
Center for Collegiate Mental Health, 2020; Hsu and Goldsmith, 2021). Depression is defined as frequent feelings of
unhappiness, hopelessness, and often a loss of motivation or interest in actions that an individual previously enjoyed
(American Psychiatric Association, 2013). In the United States, depression is believed to affect about 23% of college
students (American College Health Association, 2020). However, some studies estimate that depression affects a far
greater percentage of undergraduates (Garlow et al., 2008; Mohammed et al., 2021). Additionally, depression rates
among college students are currently estimated to be at an all-time high, likely due to the emotional stress caused by
the COVID-19 pandemic (Kecojevic et al., 2020; Kujawa et al., 2020; Son et al., 2020; Wang et al., 2020; Lee et al.,
2021).
Table 10
Suicidal Thoughts
Mean
MI
1. [Suicidal thoughts] go hand in hand with depressive thoughts. I am just tired of existing
because I feel worthless.
2.27
DA
2. It just has to do with depressive thoughts and just overthinking. I have a lot of time to think
about things that happened in the past. But there's no fixing it.
2.62
A
3. It comes up daily. Sometimes as a joke, I want to die. But it's something that I know I have
no intention to ever act on and never would like. It's just become incorporated in my life
purposely or unconsciously when I do something especially related to academics.
2.44
DA
4. I have some problems with my family. And now I'm stuck at home with them. I guess it's
more often than normal.
2.12
DA
5. I feel afraid, and I often think that the worst part is more fear of what is to come and what
will be the outcome.
2.93
A
Total
2.48
A
As revealed in Table 10, all weighted means are verbally interpreted as “Disagree”, showing that the respondents
sometimes overthink, but not to the point of having suicidal thoughts.
A recent study during the COVID-19 pandemic, showed that online learning has led, among undergraduate students,
to anxiety and depression. Students’ satisfaction and prevalence of anxiety were significantly correlated in the heavy
workload involved; anxiety and depression symptoms, among a large number of students, were generated by the rapid
move to online learning.
Rehman (2016) identified the causes of anxiety among Indian higher education students and results show that personal,
family, institutional, social and political factors are considered to be potential threats to students' serious academic
anxiety.
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IV. Effects of Asychronous Learning on Students’ Mental Health
Table 11
Suicidal Thoughts
Mean
MI
1. In the last month, how often have you been upset because of something that happened
unexpectedly?
3.44
O
2. In the last month, how often have you felt that you were unable to control the important
things in your life?
3.27
S
3. In the last month, how often have you felt nervous and stressed?
3.70
O
4. In the last month, how often have you felt confident about your ability to handle your
problems?
3.26
S
5. In the last month, how often have you felt that you have been making the right decisions?
3.27
S
6. In the last month, how often have you found that you could not cope with all the school
works that you had to do?
3.15
S
7. In the last month, how often have you been able to control the negative emotions in your
life?
3.19
S
8. In the last month, how often have you felt that you were in control of situations?
2.99
S
9. In the last month, how often have you been angered because of situations that were
outside of your control?
3.26
S
10. In the last month, how often have you felt difficulties were piling up so high that you
could not overcome them?
3.23
S
Total
3.28
S
Weighted Mean (WM): 4.21 – 5.00 – Always (A); 3.41 – 4.20 – Often (O); 2.61 – 3.40 – Sometimes (S); 1.81 – 2.60 – Rarely (R);
1.0 – 1.80 – Never (N)
The total weighted mean of 3.28 shows that the respondents are “Sometimes” feeling stressed. This reveals that the
students may be feeling worried and overwhelmed occasionally, or undergoing increased stress, anxiety, fatigue, and
burnout at times.
V. The Relationship between the Amount of Time Spent in Asynchronous
Learning and the Degree of Effects on Students’ Mental Health
Table 12. The significant relationship between the amount of time spent by the CBA students in asynchronous learning
and the degree of effects on their mental health
Perceived stress Scale
Coefficient
Sig. (2-tailed)
Interpretation
Decision
Amount of time spent by the CBA students in
asynchronous learning
.097
.391
NS
Accept
**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed).
The above table disclosed that respondents’ amount of time spent showed no significant relationship to the degree of
effects on their mental health as evidenced by its obtained (r-.097= p=.391) hence the null hypothesis is accepted.
VI. The Relationship between the Respondents’ Profiles in Terms of Sex, Civil Status, and Course,
and the Effects of Asynchronous Learning on Mental Health
Table 13.
The significant relationship between the respondents’ demographic profile and the effects of asynchronous learning
on CBA students in terms of Difficulty in Concentration
Variables
Coefficient
Sig.(2 tailed)
Interpretation
Decision
Sex
-.050
.656
NS
Accept
Civil status
.a
.a
.a
.a
Course
-.321**
.004
Significant
Reject
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**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). a. Cannot be
computed because at least one of the variables is constant. S = Significant. NS = Not Significant
The above table disclosed that respondents’ sex showed no significant relationship to their perceived level on the
effects of asynchronous learning in terms of difficulty in concentration as evidenced by its obtained (r-.050 = p=.656)
hence the null hypothesis is accepted. As to civil status, the result shows that it cannot be computed because the
variable is constant meaning all respondents were single. However, on the respondents’ course, it was found that a
significant relationship existed as evidently shown by the obtained (r = -.321**, p=.004) therefore the null hypothesis
is rejected.
Table 14.
The significant relationship between the respondents’ demographic profile and the effects of asynchronous learning
on CBA students in terms of Sleeping Habits
Variables
Coefficient
Sig.(2 tailed)
Interpretation
Decision
Sex
-.068
.546
NS
Accept
Civil status
.a
.a
.a
.a
Course
-.321**
.004
Significant
Reject
**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). a. Cannot be
computed because at least one of the variables is constant. S = Significant. NS = Not Significant
The above table disclosed that respondents’ sex showed no significant relationship to their perceived level on the
effects of asynchronous learning in terms of sleeping habits as evidenced by its obtained (r-.068= p=.546) hence the
null hypothesis is accepted. As to civil status, the result shows that it cannot be computed because the variable is
constant meaning all respondents were single. However, on the respondents’ course, it was found that a significant
relationship existed as evidently shown by the obtained (r = -.321**, p=.004) therefore the null hypothesis is rejected.
Table 15.
The significant relationship between the respondents’ demographic profile and the effects of asynchronous learning
on CBA students in terms of Social Relation/Social Isolation
Variables
Coefficient
Sig.(2 tailed)
Interpretation
Decision
Sex
-.031
.783
NS
Accept
Civil status
.a
.a
.a
.a
Course
-.321**
.004
Significant
Reject
**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). a. Cannot be
computed because at least one of the variables is constant. S = Significant. NS = Not Significant
The above table disclosed that respondents’ sex showed no significant relationship to their perceived level on the
effects of asynchronous learning in terms of social relation/social isolation as evidenced by its obtained (r-.031=
p=.783) hence the null hypothesis is accepted. As to civil status, the result shows that it cannot be computed because
the variable is constant meaning all respondents were single. However, on the respondents’ course, it was found that
a significant relationship existed as evidently shown by the obtained (r = -.321**, p=.004) therefore the null hypothesis
is rejected.
Table 16
The significant relationship between the respondents’ demographic profile and the effects of asynchronous learning
on CBA students in terms of Academic Performance
Variables
Coefficient
Sig.(2 tailed)
Interpretation
Decision
Sex
-.070
.537
NS
Accept
Civil status
.a
.a
.a
.a
Course
-.321**
.004
Significant
Reject
**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). a. Cannot be
computed because at least one of the variables is constant. S = Significant. NS = Not Significant
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The above table disclosed that respondents’ sex showed no significant relationship to their perceived level on the
effects of asynchronous learning in terms of academic performance as evidenced by its obtained (r-.070= p=.537)
hence the null hypothesis is accepted. As to civil status, the result shows that it cannot be computed because the
variable is constant meaning all respondents were single. However, on the respondents’ course, it was found that a
significant relationship existed as evidently shown by the obtained (r = -.321**, p=.004) therefore the null hypothesis
is rejected.
Table 17
The significant relationship between the respondents’ demographic profile and the effects of asynchronous learning
on CBA students in terms of Eating Patterns
Variables
Coefficient
Sig.(2 tailed)
Interpretation
Decision
Sex
.083
.459
NS
Accept
Civil status
.a
.a
.a
.a
Course
-.321**
.004
Significant
Reject
**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). a. Cannot be
computed because at least one of the variables is constant. S = Significant. NS = Not Significant
The above table disclosed that respondents’ sex showed no significant relationship to their perceived level on the
effects of asynchronous learning in terms of eating patterns as evidenced by its obtained (r-.083= p=.459) hence the
null hypothesis is accepted. As to civil status, the result shows that it cannot be computed because the variable is
constant meaning all respondents were single. However, on the respondents’ course, it was found that a significant
relationship existed as evidently shown by the obtained (r = -.321**, p=.004) therefore the null hypothesis is rejected.
Table 18
The significant relationship between the respondents’ demographic profile and the effects of asynchronous learning
on CBA students in terms of Changes in the Living Environment
Variables
Coefficient
Sig.(2 tailed)
Interpretation
Decision
Sex
-.086
.443
NS
Accept
Civil status
.a
.a
.a
.a
Course
-.321**
.004
Significant
Reject
**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). a. Cannot be
computed because at least one of the variables is constant. S = Significant. NS = Not Significant
The above table disclosed that respondents’ sex showed no significant relationship to their perceived level on the
effects of asynchronous learning in terms of changes in the living environment as evidenced by its obtained (r-.086=
p=.443) hence the null hypothesis is accepted. As to civil status, the result shows that it cannot be computed because
the variable is constant meaning all respondents were single. However, on the respondents’ course, it was found that
a significant relationship existed as evidently shown by the obtained (r = -.321**, p=.004) therefore the null hypothesis
is rejected.
Table 19
The significant relationship between the respondents’ demographic profile and the effects of asynchronous learning
on CBA students in terms of Financial Difficulties
Variables
Coefficient
Sig.(2 tailed)
Interpretation
Decision
Sex
.004
.973
NS
Accept
Civil status
.a
.a
.a
.a
Course
-.321**
.004
Significant
Reject
**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). a. Cannot be
computed because at least one of the variables is constant. S = Significant. NS = Not Significant
The above table disclosed that respondents’ sex showed no significant relationship to their perceived level on the
effects of asynchronous learning in terms of financial difficulties as evidenced by its obtained (r-.004= p=.973) hence
the null hypothesis is accepted. As to civil status, the result shows that it cannot be computed because the variable is
A P C O R E O N L I N E J O U R N A L O F P R O C E E D I N G S I V O L U M E 3 I 2 0 2 3
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constant meaning all respondents were single. However, on the respondents’ course, it was found that a significant
relationship existed as evidently shown by the obtained (r = -.321**, p=.004) therefore the null hypothesis is rejected.
Table 20
The significant relationship between the respondents’ demographic profile and the effects of asynchronous learning
on CBA students in terms of Class Workload
Variables
Coefficient
Sig.(2 tailed)
Interpretation
Decision
Sex
-.079
.482
NS
Accept
Civil status
.a
.a
.a
.a
Course
-.321**
.004
Significant
Reject
**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). a. Cannot be
computed because at least one of the variables is constant. S = Significant. NS = Not Significant
The above table disclosed that respondents’ sex showed no significant relationship to their perceived level on the
effects of asynchronous learning in terms of class workload as evidenced by its obtained (r-.079= p=.482) hence the
null hypothesis is accepted. As to civil status, the result shows that it cannot be computed because the variable is
constant meaning all respondents were single. However, on the respondents’ course, it was found that a significant
relationship existed as evidently shown by the obtained (r = -.321**, p=.004) therefore the null hypothesis is rejected.
Table 21
The significant relationship between the respondents’ demographic profile and the effects of asynchronous learning
on CBA students in terms of Depressive Thoughts
Variables
Coefficient
Sig.(2 tailed)
Interpretation
Decision
Sex
-.176
.117
NS
Accept
Civil status
.a
.a
.a
.a
Course
-.321**
.004
Significant
Reject
**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). a. Cannot be
computed because at least one of the variables is constant. S = Significant. NS = Not Significant
The above table disclosed that respondents’ sex showed no significant relationship to their perceived level on the
effects of asynchronous learning in terms of depressive thoughts as evidenced by its obtained (r-.176= p=.117) hence
the null hypothesis is accepted. As to civil status, the result shows that it cannot be computed because the variable is
constant meaning all respondents were single. However, on the respondents’ course, it was found that a significant
relationship existed as evidently shown by the obtained (r = -.321**, p=.004) therefore the null hypothesis is rejected.
Table 22
The significant relationship between the respondents’ demographic profile and the effects of asynchronous learning
on CBA students in terms of Suicidal Thoughts
Variables
Coefficient
Sig.(2 tailed)
Interpretation
Decision
Sex
-.011
.920
NS
Accept
Civil status
.a
.a
.a
.a
Course
-.321**
.004
Significant
Reject
**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). a. Cannot be
computed because at least one of the variables is constant. S = Significant. NS = Not Significant
The above table disclosed that respondents’ sex showed no significant relationship to their perceived level on the
effects of asynchronous learning in terms of suicidal thoughts as evidenced by its obtained (r-.011= p=.920) hence the
null hypothesis is accepted. As to civil status, the result shows that it cannot be computed because the variable is
constant meaning all respondents were single. However, on the respondents’ course, it was found that a significant
relationship existed as evidently shown by the obtained (r = -.321**, p=.004) therefore the null hypothesis is rejected.
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Conclusion
Based on the findings of the study, all were single, mostly female and mostly BSBA-Financial Management students
of College of Business and Accountancy (CBA) at Romblon State University (RSU), who spends about 3-5 hours for
asynchronous activities per week, encounter many challenges that can significantly affect their mental health. These
include finding their surroundings at home distracting i.e., interruptions from their family members and household
duties; a lack of an interactive learning environment in the asynchronous method of teaching; becoming night owls; a
loss of connection and engagement; procrastination leading to late delivery of assignments, anxiety, rush to exam
preparation, and social anxiety; irregular eating patterns; learning at home, especially in asynchronous contexts,
requires more self-study skills to stay on track, including enough motivation and will to follow learning goals; the lack
of funding for their online classes/ the high cost of Internet data; the increased workload; depression, and anxiety.
However, despite these experiences, the respondents don’t seem to lack accountability and motivation, they are not
distracted by social media, the internet, and online games, and they can maintain a balanced, non-monotonous life
pattern. In addition, on the perceived stress scale resulting in “Sometimes” only, it can suggest that respondents have
a good level of confidence in handling their personal problems, in making decisions, and in dealing with their school
work; and a good level of E.Q. or emotional intelligence which is described by Miao et al. (2017) as one's capacity
for dealing with, recognizing, expressing, and comprehending emotions. This may account for why students are
confident in their ability to achieve.
Acknowledgement
The researchers would not have completed this endeavor without the help of the following whom they thank and
acknowledge:
Foremost, the researchers give glory to our Almighty God for giving them wisdom, knowledge, guidance, and His
provision necessary to undertake this study;
The researchers would also like to express their sincere gratitude to:
▪ The REDI Unit of Romblon State University for the funding of this study;
▪ Ms. Melanie Medenilla & Dr. Greenbrier Almond, the validators of their instrument;
▪ The respondents of this study, the 4th year students of College of Business and Accountancy, Academic Year
2022-2023;
Lastly, the researchers wholeheartedly thank their families as their constant source of inspiration, giving love and
support throughout the process of this study.
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