EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

ATENEO DE MANILA UNIVERSITY

EFFECTS OF AMOUNT OF TIME SPENT ON ONLINE CLASSES AND AMOUNT OF

TIME SPENT ON EXERCISE ON THE STRESS LEVELS OF COLLEGE STUDENTS

A RESEARCH PROJECT SUBMITTED

FOR PARTIAL COMPLETION IN THE CLASS

PSY90.02

DEPARTMENT OF PSYCHOLOGY

BY

BIANCA FLORES

ANGELICO GARCIA

MATTHEW LERO

PATRICIA LU

FRENCHESKA MONTEMAYOR
 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

INTRODUCTION

It has been a common perception for stress to be highly associated with adolescents

regarding their activities (LaRue & Herrman, 2012). Stress, as well as its implications, come to

play once an individual starts to divulge in their adolescent years as these can be crucial years of

development since adolescence represents a stage in development when aspects of stress are in

flux (Romeo, 2013). In general, adolescent behavior involves a wide spectrum of stresses

ranging from ordinary to severe (Lau, 2012). It is important to note that stress can lead to

negative effects, especially in adolescents. Many of these adolescent behavior that correlate with

stress have caused not only certain mental illnesses, but also high risk behavior which include

smoking, suicide, depression, drug abuse, behavioral problems, and participating in high risk

sexual behaviors (LaRue & Herrman, 2012).

In the Philippines, stress is becoming one of the health risk factors among Filipino

adolescents of which comprises 21% of the estimated 103.3 million people living in the country

as of 2016, in which the numbers continue to increase (Tamanal, Park, & Kim, 2017). Young

people from ages ten to twenty-four accounted for 30.5% of the population are likely to develop

mental health problems from experiencing stress in different areas (Tamanal et al., 2017).

Breaking this down further, generally, students in school are said to experience a unique cluster

of stressors which may have a significant impact on their ability to cope with college life (Dy,

Ferido, Espirutu-Santo, & Sanchez, 2019). Multiple sources of stress can be experienced by

these students, but mostly intrapersonal sources of stress, which include having new

responsibilities in the academic environment and increased class workload, were reported as the

most frequent sources of stressors for high school and college students.
 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

Students generally experience stress in their academic lives. As stated above, the

school/work setting is an avenue for external stressors and can cause significant stress to

individuals. Students in secondary and tertiary education settings face a wide range of ongoing

stressors related to academic demands (Pascoe, Hetreck, & Parker, 2020). As students, these

young individuals are placed under a tremendous amount of pressure and have a variety of things

to consider. Aside from the school setting itself, students also need to take into account their

relationship with the people they work with, their academic standing and their priorities which

lie outside the school, all the while attempting to balance it alongside their academic workload.

While academic stress is already present in the school set up itself, academic stress in relation to

online-based learning brings about a multitude of new concerns regarding this topic. Given the

fact that a majority of students have not experienced online-based learning beforehand, a bulk of

these individuals will have to learn to adjust to their new learning environment. On top of that,

they must learn to coach themselves through their lessons as they tackle them at their own pace,

this dictates the level of their Self-Directed Learning Readiness. The Self-Directed Learning

Readiness among students with regards to online-based learning is predicted by a number of

factors, two of which are motivation and academic stress (Han & Heo, 2018). Overall, school,

whether it be in the form of a classroom set up or online-based learning, has major implications

to the levels of stress a student experiences.

On the other side of the spectrum, studies have shown the positive effects of exercise on

mood states such as anxiety, stress and depression (Mikkelsen, Stojanovska, Polenakovic,

Bosevski, & Apostolopoulos, 2017). It can be a viable option for students to use exercise in

order to combat stress levels due to academics. However, with regard to the COVID-19
 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

pandemic, without access to gyms, sports facilities, and even a physical campus wherein

movement is necessary and promoted, students are at a greater chance of physical unrest.

Students may experience more physical and mental stress due to their lack of exercise during the

time of distance education.

Students that are put in a situation that requires the use of online learning might be

susceptible to increased stress levels. In an enclosed online environment, it may be difficult to

tell if students are getting enough exercise in their routine. This gives way to the significance of

this study which is to assess how much spending time with online classes and how much

exercises students get and how these variables affect their stress levels. The study will give an

idea of how much stress is caused by online academic work and test if this can have negative

implications on students. It will also give an assessment if students are able to exercise despite

the online environment as it is important for students to have an active and healthy lifestyle.

Lastly, the measure of stress across college students in relation to the two aforementioned

variables will be assessed and can produce important mental health data that give an

understanding of college student’s stress levels.

Stress

In further understanding the causes of stress for adolescents and students, it is important

to understand the definition of stress. In psychological sciences, stress refers to a feeling of

mental press and tension. It is oftentimes described as anything that has threatening effects to

one’s homeostasis. Any physical and psychological challenge of an organism are called stressors.

According to an article written by Segal J., Smith, Segal R., and Robinson (2020), stressors can

be categorized into two: external stressors and internal stressors. Depending on the type and
 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

severity of the stressor, stress can have a range of effects on both an individual’s brain and bodily

functions (Yaribeygi, Panahi, Sahraei, Johnston, & Sahebkar, 2017). External stressors are

events and situations that happen to a person. This stressor includes major life changes, work or

school, relationship difficulties, financial problems, and family. On the other hand, internal

stressors or self-inducing thoughts or behavior are psychological mindset or expectations of a

person that adds pressure to oneself. Some examples of this are being pessimistic, inability to

accept uncertainty, rigid thinking, lack of flexibility, negative self-talk, and unrealistic

expectations.

The importance of studying stress during adolescence is imperative as this period of time

is considered to be part of one’s developmental years and the exposure of chronic stressors

during this stage may have long-lasting effects on an individual. Adolescence also represents a

stage in development wherein the various aspects of stress are in flux. Considering the fact that

adolescence is a period wherein many psychosocial and physiological changes occur, how an

individual responds to stressors is considered as one of the key changes that transpires within this

period (Romeo, 2013). With the various stressors present during adolescence, how one opts to

view and handle these stressors plays a key role on the effects of stress on a person. This is for

the reason that stress can only impact individuals’ well-being when individuals perceive the

situation as stressful and their resources are inadequate to handle environmental stimuli

(Roddenberry & Renk 2010). The term Perceived Stress (or more commonly referred to then as

Primary Appraisal) was first presented in a study by Lazarus and Folkman in 1984 (Briggs,

Brough, & Drummond, 2017). According to this study, perceived stress or primary appraisal is

the process in which individuals are able to evaluate whether situations are threatening,
 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

neutral-positive or not-relevant. It translates to how individuals perceive the threat level of the

environmental stimuli, or in other words, how stressful an event is. However, it is not merely

assessing stressful life events, it also assesses the degree to which life situations are considered

stressful. In relation to adolescence, perceived stress acts as the determinant of the degree of

confidence adolescents possess with regards to their ability to cope with situations.

Aside from this, adolescence also marks a period of continued neural maturation. One of

the prime areas of an adolescent it has effects on is cognition. Cognition refers to the means of

reception and perception of perceived stimuli and its interpretation, which includes learning,

decision making, attention, and judgment (Yaribeygi et al., 2017). It is for this reason that the

negative effects of stress on adolescents has a variety of implications in the formation of their

brains, especially because they are in the formative stages of their lives.

Online Class in Relation to Stress

Stated earlier in the paper, academics is considered as a major stressor for adolescents.

Students are put in an environment that gives them pressure in being able to meet the school’s

expectations, their peers’ expectations, and even their own expectations which can induce high

amounts of stress. Now that on the digital age wherein new modes of learning, like online

learning, are being implemented, a new environment is made available for students to indulge in.

This new type of learning expands the ways of learning, but is still a work in progress as

compared to traditional learning.

Showing that this type of learning encounters a lot of challenges, a study written by

Smith, Conway, and Karsh (1999) claimed that new stressors emerge from human computer

interaction which will make it difficult for schools that are purely traditional learning to
 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

completely use this new type of learning. Aside from computer problems however, the issue of

stress is further emphasized as from an article written by Allan and Lawless (2003) which

showed that different stressors stemmed from students who were new to working in online

collaborations. Their study showed that online groupworks were a major stressor for the

students. Working in a group online made it difficult for the students to trust each other since

they were not able to assess each other’s capabilities properly through the online platform. This

made the students have mistrust towards their peers and had increased stress levels when

working in the online group work since they weren’t able to deal with the group in person. This

also showed that through the online setup students were having more difficulty getting to know

each therefore having a hard time solving their stressors. Furthermore, a study that compared two

groups, one exposed to online learning and one to on-site learning, showed results that students

in online learning had more stress because of the many adjustments to master one or more

technological devices to access materials, along with the standard of not being able to

communicate live in real time often (Bentz & Lazarevic, 2014). The online distance was needed

to be overcome prior to the learner having the ability to address the learning content properly

thus it created stressful experiences for the students.

On account of the advanced technology that is available to the majority of people,

education during COVID-19 pandemic is feasible; this is called distance education. Distance

education or distance learning is a form of education where students are not physically in school

but obtains education regardless. This includes independent study, computer and web-based

instructions, video conferences, and online learning. These offer advantages that include

elimination of barriers of time and space, having a flexible timeframe that a student develops
 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

without the constraint of a pre-set classroom or organization's schedule, as well as flexibility of

instructional pace, and more control over which learning activities are more appropriate to

engage in (Mansour and Mupinga, 2010).

Distance learning is the method being used by the Philippines right now during the

pandemic. Multiple terms are being used to describe the new method of learning in the

Philippines. A study by Moore, Dickson-Deane, and Galyen (2010) found that distance learning,

online learning, and e-learning are different terminologies that people get misconceptions about.

The study states that distance learning is different from e-learning and online learning because

distance learning is used when the learner has the limit of being geographically distant. This also

shows that online learning and e-learning are terms that do not necessarily need to be

geographically distant to be called by their terminologies.

However, this new form of education is susceptible to new stressors. As mentioned

earlier, new stressors were found to emerge from human computer interaction. These include

technology breakdowns, technology slowdowns, and electronic performance monitoring. People

experiencing such stressors suffer from anxiety, anger, and mood disturbances. The study of

Capdeferro and Romero (2012) found that students bear frustration towards Online Collaborative

Learning. According to the study, the majority of the students’ frustration stems from

commitment imbalance, unshared goals, communication difficulties, negotiation problems,

individual contributions imbalance, excess time spent and workload, and conflict and problems

in reaching consensus. While other students answered assessment imbalance between

groupmates, misunderstandings, and lack of instructor’s support and orientation.

 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

In addition, a study by Kwaah and Essilfie (2017) compares the different stressors that

distance learning gives compared to on-site classes. The main stressors that distance learning has

come from financial problems, family problems, frequency of examinations, and academic

workload. The study found that students were more prone to these stressors because of the lack

of presence of academic counselors in distance learning compared to on-site classes. The lack of

academic counselors leaves the students uncertain regarding the academics therefore causing

them to feel more anxious about the academic workload. The study of Silinda and Brubacher

(2016) found that family commitments and academic commitments become in conflict with each

other during distance learning thus providing stress to students. The students were known to

handle both types of problems in the same household therefore having an effect on the time

management skills of the student causing the student more stress.

Exercise in Relation to Stress

Exercise is known to give numerous health advantages for the physical body. Proper

blood circulation, increased muscle mass, fat loss, and many other benefits. Aside from

contributing to the well-being of physical health, it can also aid in the well-being of the mental

health of humans as well. Studies have shown that physical exercise helps in feelings of distress,

enhance psychological well-being, protect against symptoms of anxiety and development of

anxiety disorders, protect against depressive symptoms and development of major depressive

disorder, and delay the effects of cognitive decline (Dunn & Jewell, 2010). Even though exercise

might act as a stressor, it has been proven to reduce harmful effects of other stressors when done

regularly by promoting neurotransmitter release that stimulates the mood, and cerebral blood

flow alteration (Lin & Kuo, 2013).

 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

According to a study by Guszkowska (2004), aerobic exercises have been proven to

improve an individual’s overall mood due to the exercise-induced increase in blood circulation

to the brain and by an influence on the hypothalamic-pituitary-adrenal (HPA) axis which

communicates with several regions of the brain. This includes the limbic system, which controls

motivation and mood; the amygdala, which generates fear in response to stress; and the

hippocampus, which plays an important part in memory formation as well as in mood and

motivation (Sharma, Madaan, & Petty, 2006). As for the self-efficacy of students, exercise also

plays a massive role. In order to excel and perform efficiently, studies have presented that

exercise reduces anxiety, depression, other mood disorders and it improves self-esteem and

cognitive function. On top of boosting an individual’s self-esteem, findings have shown that

physical activity alleviates symptoms such as low self-esteem and social withdrawal (Sharma,

Madaan, & Petty, 2006).

It is all the more important that students are able to engage in physical activity in order to

maintain a healthy lifestyle. According to Acampado and Valenzuela (2018), their

cross-sectional study of Filipino university students’ physical activity reveals that only 32.8% of

the 1,706 students they sampled engaged in regular physical activity. Although only a few

participate in physical activity, the findings also state that there is a need for intervention for

students to increase their physical activity involvement because it may negatively influence their

well-being if they do not engage in such activity. A study shows that human and animal tests

indicate that being physically active improves the way the body handles stress because of

changes in the hormone responses, and that exercise affects neurotransmitters in the brain such

as dopamine and serotonin that affect mood and behaviors (Jackson, 2013). This same study
 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

shows that in addition to the possible physiological mechanisms, there also is the possibility that

exercise serves as a time-out or break from one’s stressors when an experiment that tested quiet

rest, study, exercise, and studying while exercising as means of reducing stress resulted in the

“exercise only” condition having the greatest calming effect. Exercise might not affect the way

the body physiologically reacts to stress as aerobic exercise does, but that acute effect of a

time-out to reduce stress can be beneficial for an individual. According to another study that

compares active and sedentary individuals, regular exercisers were more resistant to the

emotional effects of acute stress and helped them respond with a more composed manner in

dealing with daily stressors (Childs & de Wit, 2014). Engaging in exercise should be an essential

routine in times that online learning is being implemented especially during a global crisis like a

pandemic, it may be difficult for students to find the time to exercise at home especially with

public gyms and places for exercise being limited and shut down.

Research Questions and Hypothesis

The purpose of this research is to provide an understanding of how online classes,

measured in the amount of hours spent on online classes per week, and how exercise, measured

in the amount of hours spent exercising per week, can affect the stress levels of college students

in Ateneo de Manila University who are currently taking online classes in the past month.

The researchers sought answers for the following questions:

1. In the current situation wherein online classes are implemented, does participating in

online classes have a significant effect on the stress levels of college students?

2. Does engaging in physical exercise have a significant effect on the stress levels of college

students?
 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

From the mentioned research questions, the researchers came up with the following hypotheses:

1. Participating in online classes has a significant effect on the stress levels of college

students.

2. Engaging in physical exercise has a significant effect on the stress levels of college

students.

METHODOLOGY

Participants

There were 31 participants in the study. They were non-randomly selected via

convenience sampling. Their ages ranged from 18-21 with an average of 19.26 (SD = 0.99). The

distribution of gender was as such, 45.2% male and 54.8% female. With regards to year level,

83.87% were sophomores, and 16.13% were seniors with 0% for both freshmen and juniors. In

terms of courses, 38.71% were from BS Psychology, 12.90% were from BS Legal Management,

9.68% were from AB Management Economics, 9.68% were from AB Psychology, 6.45% were

from BS Health Science, 6.45% were from BS Biology, 6.45% were from BS Communications

Technology Management, 3.23% were from BS Management, 3.23% were from AB Sociology,

and 3.23% were from Management Information Systems.

Materials

In this Study, the material the researchers used to determine the correlation between the

effects of online classes and the effects of exercise on the stress levels of college students was a

survey. The survey contained 3 major parts: the first part containing an objective question about

the amount of hours per week that a college student spends doing work with regard to online

classes, the second part containing an objective question about the amount of hours that a college
 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

student spends exercising on a weekly basis, and the third part containing the Perceived Stress

Scale, which asked subjective questions about the factors of stress of students to be answered

using a scale.

Questions about Online Class. ​Time spent with online class was measured in the

amount of hours per week. This is the first part of the survey in which the participants of the

research were asked how frequently in a week they engage in online class related activity. A

follow up question was then asked on how much time they spend studying, doing academic

workload, or anything regarding their online classes per day on the days they are actively doing

work for online class for the past month. The question is objective in terms of measurement in

order for the researchers to gather interval/ratio data. Lastly, the type of online class workload

they spent time doing the most was also asked to further give the researchers an understanding of

the participants’ experience.

The frequency of the active days they spend on online class was multiplied by the hours

per active day they spent on online class which resulted in the total amount of hours per week

they spent doing anything online class related.

Questions about Exercise. ​Time spent with exercise was also measured in the amount of

hours per week. This is the second part of the survey in which the participants of the research

were asked how frequently in a week they engage in exercise-related activity. A follow up

question was then asked on how much time they spend exercising or doing any form of physical

activity per day on the days they are actively doing exercise for the past month. The question was

objective in terms of measurement in order for the researchers to gather interval/ratio data.
 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

Lastly, the type of exercise they spent time doing was also asked to further give the researchers

an understanding of the participants’ experience.

The frequency of the active days they spent exercising was multiplied by the hours per

active day they spent exercising which resulted in the total amount of hours per week they spend

doing anything exercise related.

Perceived Stress Scale. ​The most widely used psychological instrument for measuring

stress is the Perceived Stress Scale which is a more rigid measure of personal stress as it aims to

understand how different situations affect feelings and stress (Lee, 2012). The scale includes

questions about the respondent’s feelings and thoughts during the last month, particularly queries

about current levels of experienced stress, and how strongly the respondent felt or thought about

that particular emotion or idea (Lee, 2012).

The Perceived Stress Scale contains 10 questions that measure the degree to which

situations in one’s life are appraised as stressful. Each question is rated on a 5-point scale: 0 =

never; 1 = Almost Never; 2 = Sometimes; 3 = Fairly often; 4 = Very often. Items 4,5,7, and 8

are questions that ask about the participant's positive status, therefore these items are inversely

scored: 0=4, 1=3, 2=2. On the other hand, items 1,2,3,6,9, and 10 focus on the participant's

negative experiences and are scored just as it is : 0=0, 1=1, 2=2, 3=3, 4=4. A question from the

survey that asks about the participant's positive status is “In the last month, how often have you

felt that things were going your way?” wherein scoring will be inverse, while a question that asks

the participant's negative experiences is “In the last month, how often have you felt difficulties
 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

were piling up so high that you could not overcome them?” wherein scoring value follows the

scale.

Scores for all items are summed and this can range from 0 to 40. Scores ranging from

0-13 would be considered low stress. Scores ranging from 14-26 would be considered moderate

stress. Scores ranging from 27-40 would be considered high perceived stress.

Data Gathering Procedures

The researchers created a google forms survey that contained questions about the

participant, online class, exercise, as well as the Perceived Stress Scale. The data was gathered

by sending the google form survey to 30 participants. The link of the survey was distributed by

the researchers through their social media platforms. To obtain the quota of participants, the

researchers distributed the link specifically in personal facebook groups that contained official

students of the university. Given that the researchers used non-random convenience sampling to

obtain the participants of the study, each of the researchers sent it to fellow students, friends, and

colleagues who are studying in the university and are currently taking up online learning to make

the distribution more efficient and convenient

Data Analysis

Multiple linear regression using the application PSPP was done to analyze the data to see

if the amount of hours spent on online learning and the amount of hours spent on exercise had a

significant effect on stress levels. PSPP is a software that is used to assist with statistical data for

the researchers.
 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

RESULTS

Time Spent on Online Class per week and Time Spent on Exercise per week as predictors

of Stress Levels

Table 1. ​Summary of Multiple Linear regression Analysis for Stress Levels

B SE(B) β

Time Spent on Online -.07 .09 -.14

Class

Time Spent on -.11 .26 -.08

Exercise

Note. *p<.05

Multiple Regression analysis was used to test if survey results that contain the amount of

time spent in online class per week and the amount of time spent exercising per week predicted

the level of stress in ADMU college students. Overall, the regression was non-significant;

wherein F(2, 27) = .42 and p = .664

Time spent on online class was found to not be a significant predictor of stress levels;

wherein ​β = -.14, p = .467. In addition to this, time spent on exercise was also found to not be a

significant predictor of stress levels; wherein β = -.08, p = .690

 EFFECTS OF ONLINE CLASSES AND EXERCISE ON STRESS

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