Princess Jeah Marie S. Geroso | Rogenel P. Aloba
In response to the challenges in education brought about by Covid-19, the Basic Education Learning Continuity Plan (BE-LCP) exposes the learners to different learning modalities, one of which is the printed modular distance learning. Modular printed distance learning adds to learners' workload and deprives them of good learning environments and some students are having trouble adjusting to the new learning style. Notably, if this situation is assumed, negative outcomes such as anxiety, concern, despair, discomfort, and trauma would be experienced as a result of distance learning stress. The purpose of this study is to determine the level of academic stress and the extent of teachersâ€™ and parentsâ€™ support to learners amidst pandemic and is significant difference exists between the level of learnersâ€™ academic stress and the extent of support given by their parents and teachers. This study employed a quantitative research design utilizing descriptive and correlational approaches. Cluster sampling was used to determine the sample size which resulted in 356 learners. Findings revealed that learners experienced academic stress, but they felt the support of their parents and teachers. A significant correlation between the learnersâ€™ academic stress and teachersâ€™ and parents' support exists. This study concluded then that learning and studying at home amidst pandemics created stress and disturbances to the learnersâ€™ cognitive and emotional well-being. The parentsâ€™ and teachersâ€™ support to the childrenâ€™s academic stress was evident. The extent of teachersâ€™ and parentsâ€™ support alleviated the learnersâ€™ academic stress. Learners were not ready for independent learning for they needed the scaffold and guidance of their teachers and parents.