1

Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Depression is, in fact, surprisingly difficult to define

(Burton, 2017). It is a common and serious medical illness

that negatively affects how one feels, thinks, and acts. It

is also an illness that affects the ability of the people to

do things like the way he/she eats, sleeps, feel about

him/herself, and thinks about things (MedicineNet, 2018)

Depression is about the inability to construct a better

future (Rollo May, 2013). It is not just about the “sadness”

one is experiencing, people facing depression deals with the

lack of interest and pleasure in daily activities (American

Pscychologica Association, 2018).

While studying depression, one will certainly encounter

the word ‘sadness’; but there is a big difference between

those two terms (Winch, 2018).

Sadness is a normal emotion for every human being. All

have experienced it and will again experience it in the course

of one’s life. It is the condition of being sad, in sorrow or

in despair. It is usually triggered by difficult, hurtful,

 2

challenging, or disappointing event, experience, or situation

(Winch, 2018).

On the other hand, depression is an abnormal emotional

state, a mental illness that affects one’s thinking,

emotions, perceptions and behaviors in pervasive and chronic

ways. A depressed individual may feel sad about everything.

According to Winch (2018), a licensed psychologist,

depression does not necessarily require a difficult event or

situation, a loss, or a change of circumstances as a

triggering agent or stimulus. In fact, it often occurs in the

absence of any such triggers.

Depression colors all aspects of one’s life, making

everything less enjoyable, less interesting, less important,

less lovable, and less worthwhile. Depression saps one’s

energy, motivation, and ability to experience joy, pleasure,

excitement, anticipation, satisfaction, connection, and

meaning (Winch, 2018). This statement was supported by

Atticus (2018) who mentioned that depression is being

colorblind and constantly told how colorful the world is.

It is said that when one is depressed, that person would

just want to lie in bed, and hope to fall asleep before he/she

falls apart. According to Williams (2013), depression is not

 3

a joke, it is a real illness and no amount of money can fix

it, it takes lives. He also believed that, the funniest man

on earth couldn’t just think positive and be healed.

Magklara (2015) stated that all troughout the globe,

depression is a common mental health problem in adolescents

nowadays. Approximately 20% of teens experience depression

before they reach adulthood, and between 10 to 15% suffers

from symptoms at any one time (Pyschcentral, 2016). Teens

seem to feel more hopeless than in previous years (Bauer and

Williams, 2015).

Teens think that they are invincible, so when they feel

psychological pain, they are more apt to feel overwhelmed by

hopelessness and the belief that they have no control over

their lives (Jurich, 2016). This is a very dangerous time and

treacherous moment for today’s young people (Harms, 2016).

According to Twenge (2016), there is a great and

unexpected increase of high school students suffering from

anxiety and other mental health issues compared to the yout

of the Great Depression.

As claimed by the NYU (2015), nearly half (49 percent)

of high school students reported feeling great deal of stress

on a daily basis and 31 percent reported feeling somewhat

 4

stressed. The National Students Conference (2017) also found

out that over 1000 university students revealed that 82% of

students suffer from stress and anxiety and 24% have

experienced depression. The findings further states that 1 in

every 5 students have suicidal tendencies (Veiber, 2017).

According to a survey from the Anxiety Disorders

Association of America (ADAA), universities and colleges also

have seen an increase in students seeking services for anxiety

disorders. While studying, students deal with a unique amount

of stressors. Students experience many firsts, including new

lifestyle, friends, schoolmates, exposure to new culture and

alternate ways of thinking (Silver, 2018).

When students can’t manage these firsts, they are more

likely to struggle. They might think that they do not belong

to the new environment they have. Harrison Davis (assistant

professor of counseling and coordinator of the community

counseling master’s program at North Georgia College and

State University) said that if students do not feel adequate

or prepared to cope with the new environment of a campus,

they could easily become susceptible to depression and

anxiety.
 5

Newport Academy (2018) states that the rate of

adolescents (ages 12 – 17) who are prone to anxiety,

depression, and other mental issues has risen to 63% since

2013. Grade 12 students are usually in the age of 17 and they

are the ones who feel pressure that leads to anxiety and other

mental illness.

Grade 12 students’ scholastic years are seen as

important years for making a successful transition to

adulthood and for planning one’s future (Strydom and

Pretorius, 2012). Academic performance and psychosocial

adjustment are important operative factors determining

entrance to, and successful adjustment at, tertiary training

institutions. Adolescence in general is important period for

the development of socially integrated self-concept, while a

negative self-concept may affect future decisions through

depression and anxiety (Strydom and Pretorius, 2012).

Many grade 12 students experience some degree of

academic pressure however, an uncertain economy and though

competition for college and graduate school make that

pressure worse (Newport Academy, 2018). Today’s adolescence

spends so much doing homework and on screens that they do not

get outside nearly enough. According to Louv (2005), human

beings, especially children and adolescents, are spending

 6

less time outdoors, resulting in a wide range of behavior and

mental health problems, including depression.

Consequently, the researchers, being Grade 10 Students

noticed that this timely issue should be studied and carefully

examined. Moreover, the researchers believed that there is

really a necessity to study the perceptions of Grade 12

Students about depression – including the perceived signs and

causes of a Grade 12 student’s depression.

In addition, this is intended to increase teachers’

awareness of these students’ perceptions that trigger and

worsen the depression of students who are suffering from this

traitor mental issue so that effective recommendations may be

given. It is hoped that the findings of this research will

provide good views and effects about the aforementioned

topic.

Conceptual Framework

The main purpose of this study is to identify the

students’ perception about the different signs and causes

of depression of selected Grade 12 students of General De

Jesus College during the S.Y. 2018-2019.

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The study was anchored on the “View in the Factors

that can Possibly Affect a Depression Conceptual

Framework.” This conceptual framework identifies the

factors that may affect students’ depression. Many

individuals with depression experience persistent

depressive symptoms prompting them to seek additional

relief through adjunctive or complementary therapies

(Zajecka, 2013 and Jorm, 2008). Individuals with depression

experience high rates of anxiety, suicidal thoughts,

substance use and poor spouse/child relation (Kessler, 2008

and Zbozinek, 2012)

The following are the salient features of VFPAD:

 understand and recognize the factors affecting a

student’s depression;

 understand the path being through by students

suffering from depression and other mental

issues;

 apply the learning and teaching of depression;

 apply the skills of encouraging one another to

ask for a mental health help; and

 understand that possible causes that triggers a

depression.
 8

In VFAD, students, who are believed to be needing

mental health assistance, are developed to set up processes

for identifying the indicators and factors that affect the

depression of students.

The conceptual framework and underlying principles of

VFAD strongly support the necessary bases needed for the

success of this study. As proposed by the VFAD, students

should be able to recognize the difference of depression

and sadness, be skillfully aware of common and uncommon

mental illness, fully recognize the factors that trigger a

depression and competently apply consultation for a mental

illness help. These are the core processes that this study

aimed to address and take into consideration. The

researchers used the concepts postulated by VFAD to

determine the existing perceptions and problems of selected

Grade 12 Students that may lead to depression and in return

provide effective solution and remediation for the students

who are experiencing depression or anxiety. In this manner,

the researchers found that the View in the Factors that can

Possibly Affect a Depression can be of great help and can

provide guidance in accomplishing the study.

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The researchers utilized the Input-Process-Output

approach to determine the perception of the respondents

about their mental health. Figure 1 shows us the research

paradigm that the researchers utilized in conducting the

study.

Among the input components of this study are the

profile of the respondents comprising their age and sex.

The process element comprises the data gathering

techniques which consist of questionnaire adapted from

various reviews of related studies and literatures.

The output element revolves around the disseminating

of necessary information needed to understand what

depression really is based on scientific and psychological

studies and not on mere perceptions of individuals.

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Figure 1. Research Paradigm

Input
 Profile of the respondents
 Students’ Perception About the Signs
of Depression
 Perceived Emotional Signs
 Perceived Psychological Signs
 Perceived Physical Signs
 Students’ Perception About the Causes
of Depression
 Perceived Filial Factors
 Perceived School Factors
 Perceived Peer/Friends Factors

Process

Data Gathering
Techniques:
 Questionnaire

Output

 Learn the Possible

Factors that may Affect
the Depression of
Students
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Statement the Problem

This study aimed to determine the perceptions about

depression of selected Grade 12 Students of General de Jesus

College during the S.Y. 2018-2019.

Specifically, this study sought answers to the following

questions:

1. How may the profile of the respondents be described

in terms of:

1.1. age; and

1.2. sex?

2. How may the students’ perception about the signs of

depression be described in terms of:

2.1. Perceived Emotional Signs;

2.2. Perceived Psychological Signs; and

2.3. Perceived Physical Signs?

3. How may the students’ perception about the causes

of depression be described in terms of:

3.1. Perceived Filial Factors;

3.2. Perceived School Factors; and

3.3. Perceived Peer/Friends Factors?

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Significance of the Study

It is believed that the findings of the study will be

beneficial not only to the students, school administrators,

faculty members but also to other sectors of the society. The

findings that are revealed by the study may become sources of

valuable information to the following:

Students. The results will provide the students with

knowledge about depression and how much it can be avoided. It

will give the students a realization that depression is

harmful to them and the people around them. At the end of the

study the students would finally know why depression is one

of the major causes of death among teenagers.

Faculty. The results and findings of this study may guide

the teachers on what to do with the students suffering from

depression. The teachers would be able to understand on why

students suffer from depression and in the long run, help

them.

Parents. Like the teachers, the parents will be given

the chance to understand that their children might become a

victim of depression. The given data would help them create

preventive measures to help their children avoid and get rid

of depression. The findings would also help them to learn the

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actions of their children and thus do measures that will

indeed help the whole family especially the young ones.

The Institution. Through the study’s recommendation,

they will be able to implement new measures that will

certainly help students suffering from depression and

eradicate the perceived causes of depression.

Future Researchers. This research will be a useful

reference and guide for the researcher who will plan to make

any related study.

Scope and Delimitation

This investigation was conducted to determine the

perceptions about depression of selected Grade 12 students of

General de Jesus College during the school year 2018-2019.

It aimed to identify the students’ perceptions about the

signs (emotional, psychological, and physical signs) and

causes (filial, school, peer/friends factors) of depression.

The study is limited to the descriptive method of

research, using questionnaire as the major source of data,

supported by different studies conducted regarding the

possible signs and factors that affect a students’

depression.
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Definition of Terms

To facilitate understanding of this study, the following

terms are defined as they are used in this study:

Adolescence – the period following the onset of puberty

during which a young person develops from a child into an

adult. It is the period from puberty to maturity terminating

legally at the age of majority (Merriam Webster).

Anxiety – refers to feeling of unease, such as worry or

fear. It can be the caused by an event or activity that makes

you nervous (Healthline, 2018).

Depressed – referred to as the state of general

unhappiness or despondency. It means unhappy and without hope

(Cambridge English Dictionary).

Depression – It is a common and serious medical illness

that negatively affects how one feels; the way one thinks and

how one acts. It is also an illness that involves the body,

mood, and thoughts and feelings of an individual

(MedicineNet, 2018)

Illness – it is referred to as disease or period of

sickness affecting the body or mind. It is a specific

 15

condition that prevents your body or mind from working

normally (Merriam Webster).

Mental Illness – refers to a wide range of mental health

conditions – disorders that affect your mood, thinking and

behavior Mayo Clinic, 2015)

Sadness – it is a normal emotion for every human being.

It is usually triggered by difficult, hurtful, challenging,

or disappointing event, experience, or situation (Winch,

2018).

Youth – the young people considered as a group. It is

the period between childhood and maturity (Merriam Webster)

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of literature and related

studies which are significant and related to the present study

to enhance and enrich the present investigation.

Related Studies and Literature

Local Studies

Jaymalin’s (2017) study about depression among Filipino

children states that many Filipino children are now suffering

from depression and their parents are not aware of it. In the

said study she featured a Medical Center Manila psychiatrist,

named Tomas Bautista. Butista (2017) said even children can

experience a life-threatening mental condition like

depression. According to him, depression is very common even

among children, it can be genetic and at age five, children

with depression manifest subtle deficiency in cognitive or in

motor skills.

Who says depression afflicts only adults? Children can

suffer from depression too because they are being bullied or

teased. Depression can emerge between the ages of five (5)

and ten (10), thus the need to intervene early (Bautista,

 17

2017). Children tend to magnify things and they can experience

and develop depression, Bautista (2017) added. Children

should not be subjected to stress even in their studies

because it can have long-term effects.

Depression does not only affect the children but is also

becoming prevalent among young adults or the so-called

millennials. Millenials are very impulsive and they have

their feeling of entitlement and instant gratification

because they got used to their parents providing this without

them asking (Bautista, 2017). According to Bautista (2017),

parents going overseas for employment are one of the major

reasons to contribute to the growing prevalence of depression

because their children tend to grow up without their parents.

Many people with depression, however, do not seek

medical help due to the stigma associated with mental

disorder. Also people cannot find time to visit a psychiatrist

because they think that there is a thing that is more worthy

of their time like working, earning, etc. than consulting a

professional help for mental help.

Philippine government should stress the need to train

teachers, parents and baranggay workers in tracking and

helping persons with depression. Bautista (2017) also said

 18

that teachers and parents should be involved in picking up

symptoms of children and other people so appropriate help can

be provided.

Depression is not just a simple feeling of sadness

but is like other diseases that must be treated by

professional doctor. There is a disruption in the normal

interaction of neuron in the brain of people with depression

(Bautista, 2017). Since it was caused by certain chemical in

the brain, a patient needs to take medication aside from

ordinary talking therapy.

More than just a feeling of sadness, depression can be

pathological and can last for a long period or even a

lifetime. Bautista, on the same year also stated that

depression is 40 percent genetics and 60 percent triggered by

the environment. Stress can actually cause depression, so

those with stressful jobs/situations are at higher risk of

suffering from mental disorder.

Early detection is very important especially among

children since the disorder is not yet permanent. Catching

early detection among younger ones is a must because the

earlier; the better because the brain is still changing and

treatment will not be pharmacological.

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From 2005 to 2015, the Philippines recorded an 18.4

percent increase in incidence of depression. According to

World Health Organization (WHO), an estimated 300 million

people globally were experiencing depression as of 2015. The

figure comprised 4.4 percent of the world’s population.

Depression is the single largest contributor to global

disability and major contributor to suicides.

Suicide is the leading cause of death among those aged

15 to 29 years globally. It accounted for 1.5 percent of the

total deaths worldwide. Bautista stressed the need to raise

the awareness about depression considering that even educated

people don’t have a clear understanding of the medical

condition.

Poverty, unemployment, alcoholism, losing loved one,

physical illness and drug increased the risk of a person to

suffer from depression. Incidence of depression is high among

countries in Southeast Asia including the Philippines. Over

85 million people in the region suffer from depression,

accounting for 27 percent of the prevalence worldwide.

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Local Literature

Reports say Filipinos are depressed in the Philippines

(Ilda, 2012). According to a review of literature written by

Ilda last October 12, 2012, Philippines is among the least

happy in the Southeast Asia. A 2012 World Happiness Report

has reportedly ranked the Philippines “among the least

happiest in Southeast Asia or 103rd out of 155 surveyed

countries worldwide”. The bit of news should be as welcome as

a skin rash to advocates of the Philippine tourism slogan

“It’s more fun in the Philippines”. It could actually lead

them to a depressive state, which could slightly increase the

number of Filipinos who are suffering from depression.

Coincidentally, the country “has the highest incidence

of depression in southeast Asia” (Department of Health,

2011). 2011 data from the World Health Organization (WHO)

showed that “the Philippines has the highest incidence of

depression in Southeast Asia” with 93 suicides for every

100,000 Filipinos.

Depression is a serious issue that Filipinos need to

address. But like with most serious issues facing the nation,

most Filipinos tent to just shrug it off as inconsequential.

Some would even insist that the study must be inaccurate

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because they truly believe that Filipino “resilience” can be

attributed to the people’s happy-go-lucky nature despite the

disasters- both natural and man-made- they have suffered.

But Filipinos need to get real. It is undeniable that

life in the Philippines can be stressful even at best of

times. This is true even for some of those who live in

exclusive gated communities. It is evident in the way famous

actors like Claudine Barreto and husband Raymart Santiago got

involved in a brawl with equally-famous media personality

Ramon Tulfo, just because they felt frustration over the poor

service of an airline and the latter’s alleged invasion of

their privacy. No one is safe from kabwisitan in the

Philippines.

Unquestionably, behind the façade of smiley faces, most

Filipinos have their own collection of tales of woes ready to

be told. From one’s daily harrowing experience on the road

going to and from work dodging potholes and irritable, unruly

motorist who, if you are lucky, may even slap you in the face

or is you are unlucky, may lodge a bullet in your brain. Even

more distressing is the experience of dealing with neighbors

who find a way to invade your privacy or for some who are

dealing with relatives who give new meaning to the word

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mooching. Experiencing these things on a regular basis could

drive people over the edge, indeed.

Likewise it’s been said that some people describe

depression as “living in a black hole or having a feeling of

impending doom. However, some depressed people don’t feel sad

at all- they may feel lifeless, empty, and pathetic”. That

aptly describes the behavior of some Filipinos. No wonder

Filipinos in general apathetic towards the problems that

plagued the nation. They could be indifferent because they

are depressed.

Unfortunately, this is an issue that is difficult to

address because to counter depression, the individual needs

to be more proactive. But how can a depressed individual be

proactive if he feels empty and helpless? It’s a chicken and

egg situation.

What could be making Filipinos feel depressed? Feeling

of helplessness and overall frustration over the lack of

progress in their personal lives back-dropped by the progress

of their country can indeed make some Filipinos feel

depressed.
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Foreign Literature:

An international review of literature conducted by

Miller (2009) entitled “Studies of Depression and Treatment

Outcomes among U.S. College Students” states that 20,500

students on 39 campuses, 43.2% of the students reported

“feeling so depressed it was difficult to function” at least

once in the past 12 months (American College Health

Association-National College Health Assessment, 2008).

More than 3,200 university students reported being

diagnosed as having depression, with 39.2% of those students

diagnosed in the past 12 months, 24.2% currently in therapy

for depression, and 35.8% taking antidepressant medication.

Among the students surveyed, 10.3% admitted that they are

seriously considering attempting suicide within the past

twelve (12) months and 1.9% actually attempted suicide during

that period (ACHA-NCHA, 2008).

Although the above data may seem surprising to some, it

is not to most mental health clinicians and administrators at

U.S. colleges. According to the 2008 National Survey of

Counseling Center Directors, 95% of respondents believe that

there has been a trend in recent years of an increase in the

number of students with serious psychological problem. In

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2008 an estimated 26% of counseling center clients was taking

psychiatric medication, up from 20% in 2003, 17% in 2000, and

9% in 1994. And although the rate of suicide among students

may have decreased in recent decades, suicide remains the

third leading cause of death among adolescents and young

adults.

International Study:

An international study published on January 2011

entitled Depression and Suicide Ideation among Students

created by Sara Mackenzie, Jennifer R. Wiegel and Michael

Fleming. It states that Depression and other mental health

disorders are a significant public health problem on campuses

and universities. Many students experience their first

psychiatric episode while at secondary high school, and 12 to

18% of students have a diagnosable mental illness (Mowbray,

Megivern and Mandiberg, 2006). Epidemiological studies

suggest that the 15 to 21 age category (typically secondary

high school students) has the highest past-year prevalence

rate of mental illness at 39%. Eisenberg (2008) reported that

the general prevalence of depression and anxiety is 16% among

undergraduate students and among 13% among graduate students.

 25

Based on finding from the American College Health

Association (NCHA), the rates of students reporting having

been diagnosed with depression has increased from 10% in 2000

to 18% in 2008. A number of factors contribute to the initial

presentation of depression during schooling. The transition

itself from home to campus places additional life stressors

on young adults as they explore their identity, strive to

master new skills, are away from established social support

systems, and have increased time demands (Dyson and Renk,

2009).

The consequences of depression are significant.

Depression has long been associated with academic impairment.

Depression and anxiety are consistently listed among the top

10 factors impairing academic performance in the past 12

months on the NCHA (ACHA, 2008). Depression may also lead to

increased risk of self-injury, dropping out or failing

school, attempting or committing suicide and other risky

behavior (Gollust, Einsberg and Golbertstein, 2008).

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Chapter 3
RESEARCH METHODOLOGY

This chapter discusses how this study was undertaken. It

includes the research design utilized, the research locale

and the respondents of the study, the choice of respondents

as well as sampling procedures. This also includes the

research instruments used, the data gathering process, and

the data analysis.

Research Design

The study employed the descriptive design due to the

nature and purpose of the study. Ritchie et al. (2013)

believed that by using the descriptive method the researcher

will be able to observe a large mass of target population and

make required conclusions about the variables. The researcher

by using descriptive research can effectively design a pre-

structured questionnaire with both open ended and closed

ended questions. The information collected from the responses

of the respondents can be statistically presented in this

type of research method for the easy interpretation of the

data gathered.
 27

A descriptive study is one in which information is

collected without changing the environment (i.e., nothing is

manipulated). It is used to obtain information concerning the

current status of the phenomena to describe "what exists"

with respect to variables or conditions in a situation. The

methods involved range from the survey which describes the

status quo, the correlation study which investigates the

relationship between variables, to developmental studies

which seek to determine changes over time (Posinaseti, 2014).

Descriptive research is to describe systematically the

facts and characteristics of a given population or area of

interest, factually and accurately. The characteristics of

descriptive research are accumulating a database to describe

a situation, event, or entity (Bueno, 2016).

In this manner, descriptive method is viewed as the most

appropriate method to be used in describing and validating

the factors that can affect the depression of selected Grade

12 students. Using this method will yield to proficient and

effective data gathering and interpretation in an orderly and

systematic manner. More so, it will certainly determine the

existing factors of Grade 12 students with regards to

depression.
 28

Research Locale

The study was conducted in the high school department of

General de Jesus. The school was founded on June 20, 1946 and

was formerly known as General de Jesus Academy. The school

was named in honor of Gen. Simeon de Jesus, the hero of San

Isidro who was executed by the Japanese in Fort Santiago. It

is a private, non-sectarian institution founded by Paz

Policarpio Mendez, Soledad Medina, Francisco Narciso, Teopilo

P. Abello, and Ricardo Odulio. It is located on Vallarta St.

Poblacion, San Isidro, Nueva Ecija. The school started with

seven teachers, including the principal, and 225 students

from first year to fourth year high school.

From 1946 to 1977, the school operated only academic

secondary course. In 1978, due to the demand of the parents

who could not afford to send their children to Manila or

Cabanatuan City to continue college, the school board finally

decided to open its collegiate department. Liberal Arts were

the first course introduced by the school.

In 1992, the Pre-School and Elementary departments

started to operate. From its modest beginnings, the school

has grown into a progressive institution that is one of the

best in the province. Its prestige as an institution offering

quality education has been further enhanced with the

 29

accreditation of its major programs. After 50 years, General

de Jesus Academy was changed to a college by virtue of the

SEC approval on August 28, 1997.

At present, the school offers various accredited

courses. One of these is the Level III Re-accredited Bachelor

in Elementary and Secondary Education Program by the

Federation of Accrediting Agencies of the Philippines (FAAP).

Under its current administration headed by Dr. Josefina

Magno, the school does her best to practice discipline,

integrity, and excellence whenever and wherever.

The school’s philosophy is:

The development of a morally upright, civic-

minded, and useful citizenry is the responsibility of
any educational institution.

The school’s vision is:

General de Jesus College as a leading learning
institution where every learner is transformed into
a God-loving and highly productive citizen responsive
to local, national and global needs.
The school’s mission is:

General de Jesus College is committed to produce

graduates who are instilled with nationalistic, moral
and spiritual values and who are equipped with life
and career competencies.
 30

Figure 2. Map of San Isidro

 31

Sample and Sampling Procedure

The type of sampling procedure used in this study is

the simple random sampling which is a form of probability

sampling technique. It could be more accurately called a

randomly chosen sample. Random samples are used to avoid bias

and other unwanted effects. With this type, the respondents

were chosen randomly. The researchers randomly chose 25

participants in every section.

Bueno (2016) defined simple random sampling as any form

of sampling where, in advance of the selection of the sample,

each member of the population has a calculable and non-zero

chance of selection. The relative chance of selection of any

two members of the population is not affected by knowledge of

whether a third member has or has not been selected.

The distribution of the respondents in each section

is presented in Table 1.
 32

Table 1
Distribution of the Respondents
Actual Number of
Total Number of
Sections Students per
Respondents
Section
SCIENCE, TECHNOLOGY, ENGINEERING AND MATH (STEM)
Einstein 45 12
Newton 45 11
Galileo 45 11
Maxwell 45 11
Edison 45 11
Dalton 40 11
Total: 265 67

Description of the Respondents

The respondents of the study were the selected Grade 12

students of General De Jesus College during the school year

2017-2018. They were asked for their consent and approval to

answer the questionnaire and test that the researchers gave

them which supply the information the researchers need.

They were chosen because they are the ones who feel

pressure that leads to anxiety and other mental illness than

other grade in high school Newport academy (2018). Studies

show that the rate of depression for adolescents (ages 12 –

17) has risen 63 percent since 2013. Grade 12 students are

usually in the age of 17.

 33

Many high school students including grade 12 seniors

experience depression. Citing different studies, many grade

12 students experience some degree of academic pressure

however, an uncertain economy and though competition for

college and graduate school make that pressure worse (Newport

Academy, 2018). This was the very reason why the researchers

chose Grade 12 students as the respondents of their study.

Data Gathering Procedure

The selected respondents were given questionnaire. The

first part of the questionnaire sought to provide the personal

information about the students. The second part sought to

provide information about the perceptions of students about

depression – its causes and effects on one’s life.

Data Gathering Instrument

The instrument used by the researchers was

questionnaire.

1. The Questionnaire

The questionnaire was designed by the researchers after

consulting various literature and studies. After making the

first draft, this was presented to their adviser for

critiquing. The suggestions given by the research adviser

 34

served as the basis in writing the preliminary which is

composed of three parts.

Part I contains the profile of the students which

includes the respondents’ sex, age, and number of sleeping

hours. Part II focuses on the emotional health awareness of

the students – difference of sadness and depression, number

of psychologist visit, number of times of wrist cutting and

number of suicide attempt/s.

Part III includes the factors that may affect the

depression of the students that help them recognize what

factors can lead them to depression – depressive and difficult

situation at their family, school and peers.

The students were asked by the researchers to answer the

questionnaire sincerely and religiously. They were assured

that their answers will be treated with utmost

confidentiality.

Validation of the Instrument

A letter of request and permission was written and given

to the office of the principal of the school and the other

personnel concerned to give the researchers the permission

to do their research in their school. The researchers

 35

prepared the questionnaire anchored on their experiences,

reading of different books, related literatures and other

sources. The draft was prepared and presented to the adviser

for comments and suggestions.

The aforementioned questionnaire was administered to 25

Grade 10 students, who were not the actual respondents of

the study. After the dry run, essential correction and

revision of the questionnaire was done considering the

strengths and weaknesses observed during the sample testing.

Final draft was presented to research adviser for correction

and consequently for approval.

Administration of the Instruments

The researchers undertook several steps in gathering the

data needed. Before administering the questionnaire to the

respondents, the researchers made a letter of request and

permission to the principal and a letter to the respondents.

Upon the approval of the request, the researchers personally

conducted the distribution and administration of the research

instruments with the help of Grade 12 teachers. The

respondents were informed about the purpose of the study, the

content of the questionnaire and test, and the necessary

instruction on how they should answer it.

 36

They were assured that their personal identities would

not be revealed for them to freely express themselves on the

test and on the questions. Sufficient time was given to the

students to answer, after which the researchers collected the

Factors affecting students’ Depression test and

questionnaires from the respondents. The data obtained were

carefully tabulated and interpreted. This serves as the bases

for making conclusions and recommendations.

Statistical Treatment

All the data gathered through the use of questionnaires

were tallied, tabulated, summarized and orderly recorded.

To facilitate analysis and interpretations of data,

computer calculations and data processing were employed using

Microsoft Excel.

The following statistical tools were employed:

Slovin formula was used to calculate the sample size. It

is a systematic process to apply if the population figure (N)

is known. This is divided by the denominator composed of a

constant 1 x population size x the square of the margin of

error (0.05 or 0.01).

 37

Frequency counts and percentagewere the statistical

tools used in this study in order to describe the profile of

the selected Grade 12 students of General De Jesus College

and to determine what proportion of the respondents belongs

to a specific category.

Formula:

% = _F_ x 100
N

Where:

% = Percentage
F = Frequency
N = Total Number of Respondents
100 = constant value

Weighted mean was used to determine the mean age and the

final weight of each item on the perceptual strengths of the

respondents.

Formula:

𝐓𝐖𝐅
WM = 𝐍

Where:
 38

WM = Weighted mean
TWF = Total Weighted Frequency
N = Total Number of Respondents

The scale value and verbal description was used in

scoring the items in the instrument, numerical weights were

assigned to the respondents to each of the items contained in

the questionnaire.

In order to find the mean values of the items in the

Attitude Scale, the following mean range of scores was used:

Verbal
Scale Mean Range Verbal Interpretation
Description
The students are very
convinced and satisfied
5 4.21 – 5.00 Strongly Agree by the given factors
that can affect a
depression
The students are
convinced by the given
4 3.41 - 4.20 Agree
factors that can affect
a depression
The students are
moderately convinced by
3 2.61 – 3.40 Neutral
the given factors that
can affect a depression
The students are
somewhat convinced by
2 1.81 – 2.60 Disagree
the given factors that
can affect a depression
The students are not
Strongly convinced by the given
1 1.00 – 1.80
Disagree factors that can affect
a depression
 39

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the major findings on the key

problems of the study which were to determine and describe

the depression perceived by the selected Grade 12 students of

General De Jesus College. The data are presented in tabular

form and are substantiated by analysis and interpretation.

1. Profile of the Respondents

This section describes the profile of the respondents

according to sex, age, and number of hours spent in sleeping.

1.1 Sex

Table 2 shows the distribution of the respondents

according to sex.

Table 2
Distribution of Respondents According to Sex
Sex Frequency Percentage
Male 41 61.2%
Female 26 38.8%
Total 67 100%
 40

The sex composition of the sample shows that female

respondents constituted 26 or 39% of the total number of

sample, and the males constituted 41 or 61% of the total

number of sample.

These findings imply that male respondents slightly

outnumbered the female respondents of the study.

1.2 Age

The distribution of the respondents according to

age is shown on Table 3.

Table 3

Distribution of Respondents According to Age

Age Frequency Percentage

14 0 0%
15 0 0%
16 3 5%
17 35 52%
18 29 43%
Total 67 100%

The distribution of the respondents according to age is

nearly proportionately distributed within different age

bracket. The age range of 14-15 has a total of 0 respondents,

with 0% of the total percentage; age 16 has a total of 3

respondents comprising the 5% of the total number of

 41

respondents; age range of 17-18 has a total of 64 respondents

comprising 95% of the total number of respondents.

The data suggest that the majority of the respondents

belonged to the age bracket of 17-18 years old. Newport

Academy (2018) founded that diagnosed of major depression are

rising fast among those under 35; as a result, diagnoses have

gone up 47 percent since 2013 among millennial (ages 17-34).

Accordingly, it implies that the rate for adolescents (ages

12-17) has risen 63% since 2013. Therefore, teen depression

rates are increasing.

2. Students’ Perception about Depression

Villines (2018) postulated that the effect of depression

may extend beyond person’s emotion and mental health. This

was supported by the study of Legg (2018), stating that

depression can affect a person psychologically and it has

also the potential to affect physically.

2.1 Perceived Emotional Signs of Depression

Table 4 presents the perceived emotional signs of

depression utilized by the respondents.

 42

Table 4

Responses on the Perceived Emotional Signs of

Depression by the Respondents

WEIGHTED VERBAL
ITEMS
MEAN DESCRIPTION
1. I feel sad and alone. 2.78 Disagree
2. I cry at night. Slightly
3.34
Agree
3. I cry without a specific
2.61 Disagree
reason.
4. There is an ache in my heart Slightly
3.44
that pushes me to cry. Agree
5. I have little interest or Slightly
3.17
pleasure in doing some things. Agree
6. I feel that I am emotionally Slightly
3.16
numb. Agree
7. I am losing interest in thing Slightly
3.29
I normally do. Agree
8. I am getting annoyed and Slightly
3.11
impatient easily. Agree
9. I am having mood swings Slightly
3.53
rampantly. Agree
AVERAGE WEIGHTED MEAN Slightly
3.16
Agree

In particular, item 9 “I am having mood swings

rampantly.” obtained the highest weighted mean of 3.53,

verbally described “slightly agree” in students’ self-

assessment of their perceived emotional signs of depression.

It was followed by item 4 “There is an ache in my heart that

pushes me to cry.” which obtained a weighted mean of 3.44,

verbally described as “slightly agree.”

 43

Item 3 “I cry without a specific reason” which obtained

a weighted mean of 2.61, verbally described “disagree” and

Item 1 “I feel sad and alone” which obtained a weighted mean

of 2.78, verbally described “disagree” received the lowest

weighted mean about the perceived emotional signs of

depression by the students.

Meanwhile, item 2 “I cry at night” and item 5 “I have a

little interest or pleasure in doing some things” obtained a

weighted mean of 3.25, verbally described “disagree.” Item 7

“I am losing interest in thing I normally do.” obtained a

weighted mean of 3.29, verbally described “disagree.” Item 6

“I feel that I am emotionally numb” obtained a weighted mean

of 3.16, verbally described “disagree.” Item 8 “I am getting

annoyed and impatient easily” obtained a weighted mean of

3.11, verbally described “disagree.”

2.2 Perceived Psychological Signs of Depression

Table 5 presents the perceived psychological signs

of depression.
 44

Table 5
Responses on the Perceived Psychological Signs of

Depression

WEIGHTED VERBAL
ITEMS
MEAN DESCRIPTION
1. I am feeling bad about myself. Slightly
3.55
Agree
2. I am experiencing trouble Slightly
3.73
concentrating on things. Agree
3. I am having suicidal thought. 2.29 Disagree
4. I am having a thought that death is
2.14 Disagree
the only answer to my problem.
5. I am having low self-confidence and Slightly
3.4
self-esteem. Agree
6. I am experiencing panic-attack. Slightly
3.96
Agree
7. I am having self-pity. Slightly
3.50
Agree
AVERAGE WEIGHTED MEAN Slightly
3.23
Agree

The table shows that all items in this area got a grand

mean of 3.23, verbally described “slightly agree” which

implies that the respondents are moderately convinced in the

given psychological signs of depression.

Item 6 “I am experiencing panic-attack” obtained the

highest weighted mean of 3.96, verbally described “slightly

agree”.

Item 4 “I am having a thought that death is the only

answer to my problem” which obtained a weighted mean of 2.14,

verbally described “disagree” gained the lowest weighted mean

 45

in terms of the perceived psychological signs of depression

by the respondents.

Consequently, this was followed by item 3 “I am having

suicidal thoughts” which obtained a weighted mean of 2.29,

verbally described as “disagree.” Item 5 “I am having low

self-confidence and self-esteem” obtained a weighted mean of

3.4, verbally described “slightly agree.” Item 7 “I am having

self-pity” and item 1 “I am feeling ad about myself” obtained

a weighted mean of 3.53 verbally described “slightly agree.”

Item 2 “I am experiencing trouble concentrating things”

obtained a weighted mean of 3.37, verbally described

“slightly agree.”

2.3 Perceived Physical Signs of Depression

Table 9 presents the perceived phonemic

segmentation process used by the respondents to decode

the meaning of the printed text materials.

As can be gleaned in the table, all items in this

area got an average weighted mean of 3.84, verbally

described as “agree” which implies that the respondents

are moderately skilled in phonemic segmentation processes

when decoding the meaning of the printed material.

 46

Table 6
Responses on the Perceived Physical Signs of Depression by
the Respondents

VERBAL
WEIGHTE
ITEMS DESCRIPT
D MEAN
ION
1. I am doing wrist cutting. 2.94 Disagree
2. I am physically hurting myself. 2.71 Disagree
3. I am scratching my body skin. 2.62 Disagree
4. I am losing weight. 2.46 Disagree
5. I am gaining weight. 2.49 Disagree
AVERAGE WEIGHTED MEAN 2.64 Disagree

Item 1 “I am doing wrist cutting” obtained the highest

weighted mean of 2.94, verbally described as “disagree.’

Item 5 “I am gaining weight” obtained the lowest mean

score of 2.49, verbally described “disagree.”

Subsequently, this was followed by item 4 “I am losing

weight” which obtained a weighted mean of 2.46, verbally

described as “disagree.” Item 3 “I am scratching my body skin”

obtained a weighted mean of 2.62, verbally described

“disagree.” Item 2 “I am physically hurting myself” obtained

a weighted mean of 2.71, verbally described “disagree.”

3. Students’ Perception the Causes of Depression

This area aimed to gather information about the

perceived causes of depression.

 47

3.1 Perceived Filial Factors

Table 7 exhibits the perceived filial factors

utilized by the respondents to decode the possible

factors of depression

The table shows that all items in this area got a

grand mean of 3.06, verbally described “slightly agree”

which suggests that the respondents are moderately

convinced in the given filial factors for depression.

Table 7

Responses on the Perceived Filial Factors

by the Respondents

VERBAL
WEIGHTE
ITEMS DESCRIPT
D MEAN
ION
1. Competition among siblings. 2.97 Disagree
2. Lack of support from parents. 2.98 Disagree
3. Bad relationship in the family. Slightly
3.20
Agree
4. Arguing parents. Slightly
3.01
Agree
5. Strict parents. Slightly
3.01
Agree
6. Authoritative parenting approach. 2.98 Disagree
7. High expectations in the family. Slightly
3.28
Agree
8. Financial problems of family. Slightly
3.05
Agree
AVERAGE WEIGHTED MEAN Slightly
3.06
Agree

The highest weighted mean of 3.28, verbally described as

“slightly agree” was received by item 7 which states that

“high expectations in the family”.

 48

Item 1 “competition among siblings’” obtained the lowest

weighted mean of 2.97, verbally described “disagree.”

Successively, this was followed by item 2 “lack of

supports from parents” which obtained a weighted mean of 2.98,

verbally described as “disagree.” Item 6 “Authoritative

parenting approach” obtained a weighted mean of 2.98,

verbally described “disagree.” Item 4 “arguing parents” and

item 5 “strict parents” obtained the same weighted mean of

3.01, verbally described “slightly agree.” Item 8 “financial

problem of family” obtained a weighted mean of 3.05, verbally

described “slightly agree.” Item 3 “bad relationship in the

family” obtained a weighted mean of 3.20, verbally described

“slightly agree.”

3.2 Perceived School Factors

 49

Table 8 presents the perceived school factors

utilized by the respondents to understand the possible

school factors of depression.

Table 8

Responses on the Perceived School Factors Causing

Depression

WEIGHTED VERBAL
ITEMS
MEAN DESCRIPTION
1. New educational and grading system Slightly
3.64
Agree
2. Too many homework loads Slightly
3.55
Agree
3. Lots of performances at the same Slightly
3.68
time Agree
4. Academic pressure Slightly
3.65
Agree
5. Sectioning of students based on Slightly
3.53
average. Agree
6. terror teachers and professors Slightly
3.37
Agree
7. Hard time catching up and Slightly
3.46
understanding the lesson Agree
8. Hard time in participating Slightly
3.4o
Agree
AVERAGE WEIGHTED MEAN Slightly
3.54
Agree

As can be observed in the table, all items in this area

got an average weighted mean of 3.54, verbally described as

“slightly agree” which denotes that the respondents are

slightly agreed in the given school factor.

Specifically, Item 3 “lots of performances at the same

time” obtained the highest weighted mean of 3.68, verbally

described “slightly agree”. This was followed by item 4

 50

“academic pressure” which obtained a weighted mean of 3.65,

verbally described “slightly agree.”

Item 6 “Terror teachers and professors” with a weighted

mean of 3.37, verbally described “slightly agree” obtained

the lowest weighted mean on the perceived school factors of

depression.

Item 1 “new educational and grading system” obtained a

weighted mean of 3.64, verbally described “slightly agree.”

Item 2 “too many homework loads” obtained a weighted mean of

3.55, verbally described “slightly agree.” Item 5 “sectioning

of students based on average” obtained a weighted mean of

3.53, verbally described “slightly agree.” Item 7 “hard time

catching-up and understanding the lessons” obtained a

weighted mean of 3.46, verbally described “slightly agree.”

Item 8 “hard time on participating in class” obtained a

weighted mean of 3.40, verbally described “slightly agree.”

3.3 Perceived Peer/Friends Factors

Table 9 describes the perceived peer/friends factor

utilized by the respondents to decode the possible

peer/friends factors of depression.

As can be observed in the table, all items in this

area got an average weighted mean of 2.96, verbally

 51

described “disagree” which implies that the respondents

do not agreed in the given peer/friends factors of

depression.

Table 9
Responses on the Perceived Peer/Friend
Factors Causing Depression

WEIGHTED VERBAL
ITEMS
MEAN DESCRIPTION
1. The feeling of being outcast to 3.17 Slightly
the group. Agree
2. When peer pressure demands me to 4.56 Agree
act in ways with which I am
uncomfortable.
3. When peer forces me to do 3.19 Slightly
something I do not want to. Agree
4. Peer engages me to smoking and 2.89 Disagree
drinking.
5. Peer influences me to use illegal 2.23 Disagree
drugs.
6. Peer persuades me to join illegal 2.05 Disagree
organizations.
7. Having conflict with 2.64 Disagree
friends/peers.
AVERAGE WEIGHTED MEAN 2.96 Disagree

Item 2 “When peer pressure demands me to act in ways

with which I am uncomfortable” obtained the highest weighted

mean of 4.56, verbally described “agree.”

Item 6 “Peer persuades me to join illegal organizations”

obtained the least weighted mean of 2.05, verbally described

“disagree.”
 52

Consequently, this was followed by item 5 “peer

influences me to use illegal drugs” which obtained a weighted

mean of 2.23, verbally described as “disagree.” Item 7 “having

conflict with peers/friends” obtained a weighted mean of

2.64, verbally described “disagree.” Item 4 “peer engages me

to smoking and drinking” obtained a weighted mean of 2.89,

verbally described “disagree.” Item 1 “the feeling of being

out cast to the group” obtained a weighted mean of 3.17,

verbally described “slightly agree.” Item 3 “when peer forces

me to do something I do not want to do” obtained a weighted

mean of 3.19, verbally described “slightly agree.”

 53

CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, findings,

conclusions, and major recommendations yielded by thorough

study and analysis of data.

Summary

This study determined and described the major factors

that affecting students’ depression as perceived by selected

STEM Grade 12 students. The Descriptive method of research

was employed in this study. Different instruments were used

such as questionnaire and unstructured interviews to gather

data in this study.

The respondents in this study were the Grade 12 STEM

students of General de Jesus College, SY 2018-2019.

 54

The statistical treatment of the data included the

frequency counts, percentages and weighted means.

Specifically, this research undertaking answered the

questions on profile, factors that affects the students’

depression as perceived by the selected grade 12 students of

General de Jesus College during the S.Y. 2018-2019.

This study aimed to determine the factors affecting

students’ depression as perceived by selected grade 12

students of General de Jesus College during the S.Y. 2018-

2019.

Specifically, this study sought answers to the following

questions:

1. How may the profile of the respondents be described

in terms of:

1.1. age; and

1.2. sex?

2. How may the students’ perception about the signs of

depression be described in terms of:
2.4. Perceived Emotional Signs;

2.5. Perceived Psychological Signs; and

2.6. Perceived Physical Signs?

 55

3. How may the students’ perception about the causes of

depression be described in terms of:

3.1. Perceived Filial Factors;

3.2. Perceived School Factors; and

3.3. Perceived Peer/Friends Factors?

Major Findings

The findings of the study were summarized as follows:

1. Profile of the Respondents

This part described the respondents in terms of sex and

age.

1.1 Sex

The male respondent constituted 41 or 61% of the total

number of sample while the female respondents constituted 26

or 39% of the total number of the sample. These findings imply

that male respondents slightly outnumbered the female

respondents of the study.

2.2 Age
 56

Majority of the respondents 64 or 95% belonged to the

age bracket of 17-18 years old, age 16 has a total of 3

respondents comprising the 5% of the total number of the

respondents; the age range of 14-15 has a total of 0

respondents.

2. Students’ Perception about the Signs of Depression

2.1 Perceived Emotional Signs

In particular, item 9 “I am having a mood swings

rampantly.” Obtained the highest weighted mean of 3.53,

verbally described “slightly agree” while the Item 1 “I feel

sad and alone” which obtained a weighted mean of 2.78,

verbally described “disagree” received the lowest weighted

mean about the perceived emotional signs of depression by

students.

2.2 Perceived Psychological Signs

As aa whole, this area was described as “slightly

disagree” by the respondents as supported by the 3.23 grand

mean. Item 6 “I am experiencing pacic attack” obtained the

 57

highest weighted mean of 3.96, verbally described “slightly

agree”. Item 4 “I am having a thought that death is the only

answer to my problem.” Which obtained a weighted mean of 2.14,

verbally described “disagree” gained the lowest weighted mean

in terms of the perceived psychological signs of depression

by the respondents.

2.3 Perceived Physical Signs

As can be gleaned in the table, all items in this area

got an average weighted mean of 3.84, verbally described as

“agree”. Item 1 “I am doing a wrist cutting” obtained the

heighest weighted mean of 2.94, verbally described as

“disagree”. Item 5 “I am gaining weight” obtained the lowest

weighted mean of 2.49, verbally described “disagree”.

3. Students’ Perception about the Causes of Depression

3.1. Perceived Filial Factors

All items in this area got a grand mean of 3.06,

verbally described “slightly agree” which suggests that

the respondents are moderately convinced in the given

filial factors for depression. The highest weigted mean

 58

of 3.28, described as “slightly agree” was received by

item 7 which states that “High expectations in the

family”. Item 1 “Competition among siblings” obtained

the lowest weighted mean of 2.97 verbally described

“disagree”.

3.2. Perceived School Factors

As can be observed, all items in this area got an average

weighted mean of 3.54, verbally described as “slightly agree”

which denotes that the respondents are slightly agreed in the

given school factor. Item 3 “Lots of performance at the same

time” obtained the highest weighted mean of 3.68, verbally

described “slightly agree”. Item 6 “Terror teachers and

professors” with a weighted mean of 3.37, verbally described

the lowest weighted mean on the perceived school factors of

depression.

3.3. Perceived Peer/Friends Factors

As can be observed, all items in this area got an average

weighted mean of 2.96, verbally described “disagree” which

implies that the respondents do not agreed in the given

peer/friends factors of depression. Item 2 “When peer

pressure demands me to act in ways with which I am

uncomfortable” obtained the highest weighted mean of 4.56,

 59

verbally described “agree” while in Item 6 “Peer persuades me

to join illegal organizations” obtained the least weighted

mean of 2.05, verbally described “disagree”.

Conclusion

Base on the findings, the researchers had arrived in the

following conclusion:

1. Majority of the respondents were slightly outnumbered by

male, they belonged to the age bracket of 16-18.

2. Majority of the respondents perceived that one is

depressed because of being too emotional and sensitive.

In addition, they also viewed that having negative

thoughts leading to hurting oneself is a sign of

depression.

3. Most of the students agreed that one of the root causes

of students’ depression is the loads of school works on

the same time that they cannot handle well. In addition,

they also believed that peer pressure and family

problems can cause depression.

Recommendation

For Students
 60

 The students must listen to suggestion or advices

of their parents, teachers and friends.

 The students must spend more bonding time with

their family.

 The students must tell their problems to their

parents.

 The students must communicate with parents. Parents

may see behaviors at home that you aren’t seeing in

school and vice versa. Keeping open lines of

communication with parents will create

consistency in working with students who have

emotional or behavioral struggles and minimize

misunderstandings.

 The students should do some fun activities with

their parents or friends to relieve stress.

For Parents

 The parents must guide and support their children so

that they can have a good relationship and to avoid

problems or conflict.

 The parents must listen to their child and then seek

advice of a counselor or therapist to help them

 61

understand ways to deal with the child’s depression

in the future.

 If you notice changed in adolescent’s behavior, do

not overreact. Being overprotective and using

punishment can make things worse for a depressed

child. Instead always look for the positive, and

praise the child for that behavior. Be patient and

don’t criticize.

For Faculty

 The teacher must help their students. Do not hesitate

to ask the student about the above symptoms,

especially when they reflect a change in behavior.

Show respect for the student and offer emotional

supports. Reflect a change in behavior.

 Draw on past experiences with students, but do not

necessarily rely on them. The start of the school year

brings a fresh crop of children and teenagers with

different backgrounds, personalities, and problems.

Think about techniques that worked last year for

dealing with some of your “difficult” students, but

stay open to new approaches.

 62

 Avoid deeming them “attention seekers,” or

“slackers.” Most students who have emotional or

behavioral problems want to be successful in school,

but have trouble controlling themselves, focusing,

and staying still. Work on being as patient as

possible.

 The teachers should educate the students about

depression to avoid negative stereotypes of

depression.

 The teacher should teach the students the ways to

organize, plan, execute task demanded daily or weekly

in school.

 The teacher should avoid embarrassing the student.

Avoid scolding students in front of her/his classmate

instead explain the problem to them in private or in

other place.

For Future Researchers

 It is advised that future researchers may study this

same topic by using both quantitative and qualitative

method so that they can get in depth theory about the

 63

study. In this case, personal interview is very

important to get more real evidences about depression.