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CHAPTER 4 Analysis and Presentation of Data Introduction This chapter presents the data gathered, the results of the statistical analysis done, and the interpretation of the findings. The researchers used questionnaires within the students at Kapitan Eddie T. Reyes Integrated School with 30 respondents who are the students who partake in online distance learning. The researchers use a questionnaire to gather the data needed for this research and include the demographic information about the respondents. The researchers ensure that the result of the survey is reliable and credible data and come from those students’ perception of the quality of online distance learning. Sampling technique The sampling technique refers to the selection of a small proportion of social actors from the entire population to infer the results and finding to the whole. There are mainly two broader types of sampling techniques comprising probability sampling and non-probability sampling. Under the probability, sampling is clustered technique. Cluster sampling is a probability sampling approach that divides the population into numerous groups for research purposes. For data collection and analysis, researchers use a basic random or systematic random sampling approach to pick random groups. Therefore, the study has chosen the KERIS students as the population and clustered sampling technique under the umbrella of the probability sampling method. Report of findings Based on the outcome. Online classes are extremely enjoyable for 16.7 % of students, while online classes are enjoyable for 10% of students. 20% of them are impartial, another 20% find online lessons unpleasant, and 33.3 % find online classes extremely uninteresting. According to the findings, 23.3 % of students learn a lot in online classes, 20% learn well, and 10% learn in a neutral fashion where they comprehend certain subjects but not others. Thirty percent of them learn ineffectively, and 16.7 % do not completely learn in online classes. According to the findings, 16.7 % believe they have received more than adequate help from their peers. 6.7 % believe they have received adequate support. Neutral support was received by 20% of them. Twenty percent of them say they didn't get enough help, and 36.7% say they didn't get any help at all. According to the findings, 14.3 % of the pupils experienced higher anxiety as a result of their age. 14.3 % are linked because of their sex or gender. 36.7 % of them are related to migration and ethnicity. 25% of them are associated with their religious connection, while 10.7 % are not. According to the findings, 53.3 % are severely upset as a result of the workloads during the outbreak. 33.3 % of them are tension-free, whereas 13.3 % are neutral. According to the findings, 20.7 % of pupils had lost a family member or a family pet, which correlates with their anxiety. 13.8 % have a poor internet connection. During the pandemic, 37.9 % of them had low grades, which correlates with their anxiety, 13.8 percent of them encountered other things, and another 13.8 % did not experience the stresses associated with their anxiety. Based on the results, the emotions the students experienced when their grades fall behind are mostly depression and 30% of them are experiencing it. 23.3% of them motivate themselves and another 23.3% deal with anxiety. 13.3% of them says falling grades didn't affect them and 10% of them said they never experience falling grade during this pandemic According to the findings, 37.9 percent of pupils experience anxiety when they believe they don't belong in the class. 24.1 percent of them are depressed. 17.2% of students said it did not affect them. 10.3 percent of them report feeling lonely and alone, whereas another 10.3 percent report not feeling this way. According to the results, 16.7% of the students are not mentally affected by online classes. 46.7% of them make them feel anxious, 20% of them feel motivated in online classes and 16.7% of the students feel valued during online classes. According to the findings, 37.9 % of students experience anxiety when they believe they don't belong in the class. 24.1 percent of them are depressed. 17.2% of students said it did not affect them. 10.3 % of them report feeling lonely and alone, whereas another 10.3 % report not feeling this way. According to the findings, 34.5 % report feeling very fatigued from online classes, 27.6 % report feeling quite fatigued, and 13.8 % report feeling moderate. 17.2 % of them claim they are not exhausted, and 6.9 percent say they are not tense or fatigued as a result of their online classes. According to the findings, 10.3 % of students say they still have more time for their hobbies since online classes started. 17.2 % of them say they only get enough time for it, and 34.5 percent say it's neutral. 13.8% of them believed that they don’t have enough time for their hobbies and 24.1% of them say they find no time for their hobbies Based on the results, 30% of the students get an extremely high rate of stress and anxiety in inline classes. 30% of them say they get stress and anxiety but is not a high rate. 16.7% of them get anxiety and stress but not all the time.10% of them almost don’t get anxiety and stress and 13.3% of them don’t get stress and didn’t deal with anxiety due to online classes. According to the findings, 40% of students believe online classes harmful effect on their mental health. 23.3 % of them say it's negative, 20% say it's neutral, 3.3 % it's not all that bad, and 13.3% say it's not terrible. After conducting a data gathering procedure, the researchers find out the mental health effects of online classes in KERIS students the school year 2021-2022 are neutral. The effects of online classes are harmful for some students and some students endured it. Most of the answers are showing the negative effects of online classes on the students' mental health like dealing with depression and anxiety. The results show that students are experiencing troubles and distress in online classes, yet most of them injured it.