Вы находитесь на странице: 1из 32

INxTRODUCTION

Self-confidence is the belief in oneself and abilities, it describes an internal state

made up of what we think and feel about ourselves. This state is changeable according to

the situation we are currently in and our responses you events going on around us. It is

not unusual to feel quite confident in some circumstance and less confident in others. It is

also influenced by past events and how we remember them, recalling a former success

has a very different outcome in terms of our confidence levels than thinking about an

occasion when we failed.

Self-esteem is commonly defined as the belief that a person is accepted,

connected, unique, powerful, and capable. Self-esteem issues take on a particular

significance for students with learning or attention problems because self-assessment of

this concept requires the ability to evaluate and compare. These are two skills that are

extraordinarily challenging for students with special needs. Therefore, these children are

often unable to accurately measure or assess their own self-esteem. (Lavoie, n.d.)

Confidence and self-esteem are terms which are often used interchangeably, but

although there is over-lap perhaps there are also subtle differences. It may have been

discouraged from being boastful but a healthy amount of self-liking and self-approval is

necessary if you have the confidence you meet life’s challenges and participate as fully as

we wish to in whatever makes life enjoyable and rewarding for us. In a sense we could

say that having healthy self-esteem leads to being self-confident. (The University of

Queensland, 2017)

1
A student’s self-esteem has a significant impact on everything they do, especially

the way they engage in every activities, deals on every difficulties and challenges, and

how they will interact with others. Self-esteem also can have a mark effect on academic

performance of an individual. It can lessen a student’s desire to learn, their ability to

focus on the given lessons and their willingness to take a risk and make an effort for

everything they do even if it’s written or oral. Positive self-esteem, on the other hand

place a role as one of the building blocks of the school success; it provides a firm

foundation for learning the challenge in working with children with low self-esteem is

you restore their belief in themselves, so that through the help of it they will be encourage

and preserve in facing different academic challenges.

The attention given to adolescent self-esteem in the United States and other

Western nations has resulted from a consistent pattern of educational studies revealing

the academic and social benefits derived from a healthy sense of self. The heightened

importance that self-esteem has taken among school personnel and parents has spawned a

generation concerned with making sure their children develop a positive self-esteem. Yet,

research is inconclusive regarding the directional influence of self-esteem (Baumeister et

al. 2003), especially in connection to academic achievement for early adolescents who

have been shown to experience fluctuations in self-esteem as a result of school climate

change and domain-specific school success (Wigfield et al. 1991). The influence of self-

esteem on behavior is also complicated by cross-cultural comparisons that have begun to

reveal varying societal interpretations of self-esteem (Abbas 1993). As a result, research

has begun to take a more critical eye at the true meaning of self-esteem scores, especially

2
when culturally contextualized and compared to actual individual performance. (Booth

and Gerard, 2011)

Students' reported confidence at the conclusion of the course was correlated with

their academic performance in three of the four years that were examined. "It is more

likely that self-efficacy, rather than confidence, was impacted as students moved through

the course because all the activities associated with a course means a course is a domain-

specific construct, and the students' reported confidence at the end of the semester was

correlated with academic performance,". (Shoemaker, 2011)

Student’s is an important factor in education success. Building confidence in the

students is one of the most important steps educator and parents can take to ensure an

atmosphere for learning. When a child loses students self-esteem, they may lose

motivation in learning. By building confidence in students, parent and educator can

safeguard the most important ingredient to success motivation. (EduNova.co, 2012)

Drawing from various theoretical perspectives (e.g., social comparison theory,

symbolic interaction theory), much research has validated the assumption that high self-

esteem is associated with educational achievement (Marsh, Byrne, and Yeung 1999), that

ability levels may influence depressive symptoms and levels of self-esteem (Humphrey,

Charlton, and Newton 2004), and that a positive self-concept is desirable for children’s

personal development (Branden 1994). Evidence for the reciprocal nature of self-esteem

and adolescent academic achievement has been found by some researchers, but findings

are not consistent across studies nor documented as well as the bi-directional influence

3
between domain specific self-concept and academic achievement. (Booth and Gerard,

2011)

Booth and Gerard, 2011 cited that a study of 838 secondary students in the United

States has found a significant relationship between self-esteem and academic

achievement for seventh-grade students, but not for ninth-grade (Alves-Martins et al.

2002). In a rigorous longitudinal test of the interrelationships among self-esteem, self-

concept and academic achievement based on a large sample of East and West German

seventh-graders, Trautwein and colleagues found that prior self-concept significantly

predicted later achievement and prior achievement significantly predicted later

mathematics self-concept; however, a reciprocal relationship between self-esteem and

academic achievement was not found (Trautwein et al. 2006).

Student confidence is vital to his or her success. Building confidence in students can

help prevent student dropout rates, ensure kids maintain their love for learning and help

them achieve their dreams and goals by staying in school and going to college.

Confidence in school is one of the most important areas, outside of academics, where

educators and parents can help improve performance.

Students’ self-esteem can successfully be built and those who are struggling with

confidence can make improvements. The purpose of this study is to know what is the

possible outcome of having a self-esteem in dealing with the academic performances of

the grade 10 students in Dona Juana Chioco National High School.

4
Statement of the Problem

This study was conducted to determine the self-esteem of the Grade 10 Students

and their Academic Performance. Specifically, this study sought to answer the following

questions:

1. What is the socio-demographic characteristics of the students that corresponds to

the following:

a. Age

b. Gender

c. Religion

d. Sibling Position

e. Daily Allowance

f. Monthly income

g. Mother’s Occupation

h. Father’s Occupation

i. Type of guardian living with

2. What is the academic performance of the students?

3. What is the measure of global self-worth of the respondents using the Rosenberg

Self-esteem Scale?

4. What is the socio-demographic characteristics of the respondents and their result

of measures of global self-worth among the students correlated with their

academic performance?

5
Hypothesis

At 0.05 level of significance using one directional correlation, the socio-

demographic characteristics of the respondents and their measures of global self-worth

among the students is not related with their academic performance.

Scope and Limitation of the Study

The study focused about the self-esteem of the Grade 10 students during the

School Year 2017-2018 including the relationship of the different socio-demographic

characteristics of the students and the measures of global self-worth among the students.

This study was limited into 217 selected grade 10 students of Doña Juana Chioco

National High School based on the Slovin’s Formula.

Significance of the Study

This research aims to produce and provide the possible outcome of self-esteem

towards academic performances of the students, specifically; this research helps the

following:

Students

To know their self-esteem impacts to their academic performances. It leads them

to realize the importance of having a high self-esteem in dealing with their academic

grades.

6
Teachers

This served as their basis on how they will appreciate and help each of the

students to further develop their Self-esteem when it comes to different academic

performances.

Guidance Counselor

They determined the different aspects that can lessen the Student's self-esteem in

dealing with their Academic Performances. Throughout this research, it helped each

counselor to guide and resolve this kind of needs.

Principal

This study is important to the principal of the school because as the leader of the

school she has the responsibility in making things in a good state. Those students who has

a low self-esteem that affects their academic performances is a part of his/her problem

that is why through the help of this study, it is easier to resolve all of it.

Parents

This study is important to the parents of the students who actually experiencing

low self-esteem when it comes to their academic performances because through the help

of this study, it lead to the parents the realization of that will be the negative effects of it

to their child. It helped them to know how they will go to help each of their children.

7
Definition of Terms

In order to have an optimum understanding, the following terms were identified

either operationally or theoretically as used in the study.

Ability refers to the capability of the respondents in doing such things.

Academic Performances it refers to the grades of the respondents in their first grading

for the School Year 2017 – 2018 in Mathematics, Science, English and Filipino.

Achievement refers to the things that students already attain on his or her academic

career.

Desirable refers to having a good or pleasing quality of the respondents

Encouragement it is how you as a person teach positive things to a person who is

struggling with different problems especially having a low self-esteem.

Respondents refer to the selected students from Grade 10 of the School Year 2017 –

2018 who are chosen randomly.

Rosenberg Self-esteem Scale is the questionnaire that used in gathering data that came

from the internet.

Self-esteem it refers to the students’ confidence in dealing with their academic

performances

Struggling refers to the respondents who are experiencing lost of hopes on something.

8
Conceptual Paradigm

Independent Variable

Socio-Demographic Characteristics

a. Age

b. Gender

c. Religion

d. Sibling Position Dependent Variable

e. Daily Allowance

f. Monthly Income Average Grade

g. Mother’s Occupation

h. Father’s Occupation

i. Type of guardian living with

Measures on the global self-worth of the

respondents using the Rosenberg Self-esteem

Scale

Figure 1: Conceptual Paradigm of the Study

Figure 1 shows the conceptual paradigm of the study. It shows the mental window

of the research processes. It represents the variables being studied in this study. Socio-

demographic characteristics in terms of Age, Gender, Religion, Sibling Position, Daily

Allowance, Mother’s Occupation, Father’s Occupation, and Type of Guardian Living

with and the measure of Rosenberg Self-esteem Scale were the independent variables. On

the other hand Academic Performance was considered as dependent variable.

9
METHODOLOGY

This chapter of the study presents the research design, sampling, instrumentation,

data gathering procedure and method of data analysis.

Research Design

In this study, the researcher used descriptive quantitative type to analyze and to

interpret the conducted information for us to come up into our conclusions. The

researcher used cross-sectional research design. Cross-sectional research design aimed to

find out the prevalence of a phenomenon, situation, problem, attitude or issue by taking a

cross-section of the population. The cross-sectional study is simple in design. The

researcher decides what he wants to find out, identify the study population, select a

sample if needed, and contact the respondents to find out the required information.

(Almeida, et al. 2016)

Sampling

In this study, the researcher used Random Sampling in selecting the respondents.

The researchers used the Slovin’s Formula to get the appropriated number of the
𝑁
respondents. The Slovin’s Formula is = , the n=sample size, N=Population size
1+𝑁𝑒 2

and the e = margin of error. The total population of Grade 10 students based on the

register’s record was 476. Using the Slovin’s Formula, with a 5% margin of error, 217

Grade 10 students was the appropriated number of the respondents.

10
Instrumentation

The researcher used questionnaire in gathering needed information from the

respondents. The respondents of the study red and interpreted the expected questions and

answers. In this study, the research questionnaire was composed of these main parts.

The first part was intended in gathering information about the socio-demographic

characteristics of the respondents such as age, gender, religion, sibling position, daily

allowance, monthly income, mother’s occupation, father’s occupation and type of

guardian living with.

The second part was intended for determining the academic performance of the

students in English, Math, Science and Filipino based on the first grading of the School

Year 2017 – 2018.

This third part was the adapted list of questions from the internet, Rosenberg Self-

esteem Scale. The Rosenberg Scale was widely used self-report instrument for evaluating

self-esteem.

Method of Data Analysis

The data collected were classifies, categorized and analyzed in accordance with

the objective of the study. The different variables were described by means of frequency

counts, mean range, standard deviation and percentage.

All data responses from the questionnaire form were tabulated and analyzed using

appropriate descriptive and inferential statistical answer the problems.

11
The relationship between the dependent and independent variables were

determined using correlation program in Statistical Package for Social Science (SPSS).

12
RESULTS AND DISCUSSION

This chapter presents the result of the study. The different data was presented

based on the objectives of the study.

The Socio-Demographic Characteristics of the Respondent

a. Age

Table 1 shows the age of the respondents. The youngest respondent is 14 years

old and the oldest respondent is 19 years old. The average age of the respondent is 15.26

with a standard deviation of 0.782. Therefore, the respondents’ age was not far from each

other. It means most of the respondents were similar in age.

Age Mean Standard Deviation

14 – 19 15.26 0.782

Table 1. Age of the respondents

b. Gender

Table 2 shows the gender of the respondents. Most of the respondents are female

with the frequency of 124 with an equivalent percentage of 57.10 % and the remaining is

male with the frequency of 93 and has a percentage of 42.90 %.

Gender Frequency Percent

Female 124 57.10

Male 93 42.90

Total 217 100.00

Table 2. Gender of the respondents

13
c. Religion

Table 3 shows the religion of the respondents and most of the respondents

religion is Roman Catholic with a frequency of 133 and has equivalent of 61.30 %. While

the other remaining percentage are Born Again , Jesus Christ , Espiritista,and the most

least number of listed are Pentecost, Iglesia Filipina Independiente, Iglesia Ni Cristo,

Jehovah’s Witnesses, Baptism, Islam and Raman with an equal Frequency of 1 and

percentage of 0.50 %.

Religion Frequency Percent

Roman Catholic 133 61.30

Born Again 43 19.30

Iglesia Ni Cristo 21 9.70

Jesus Christ the Latter Day Saint 6 2.80

Iglesia Filipina Independiente 5 2.30

Espiritista 3 1.40

Jehovah’s Witnesses 2 .90

Pentecost 1 .50

Baptism 1 .50

Islam 1 .50

Raman 1 .50

Total 217 100.00

Table 3. Religion of the respondents

14
d. Sibling Position

Table 4 shows the sibling position of the respondents and most of the respondents

are eldest with the frequency of 82 and a percentage of 37.80% to be followed by the

middle child with the frequency of 79 and has a percentage of 36.40 %. While the

remaining frequency and percentages are the youngest child.

Sibling Position Frequency Percent

Eldest 82 37.80

Middle Child 79 36.40

Youngest 56 25.80

Total 217 100.00

Table 4. Sibling Position of the respondents

e. Daily Allowance

Table 5 shows the daily allowance of the respondents and most of the

respondents’ allowance is within 20-150 with the standard deviation of 22.9768 and has a

mean that is equivalent to 60.276. Therefore, it means that most of the respondents

allowances depends on their social status, some of them has a big amount of allowance

everyday while the others allowance are lower than the others.

Daily Allowance Mean Standard Deviation

20 – 150 60.276 22.9768

Table 5. Daily Allowance of the respondents

15
f. Monthly Income

Table 6 shows the monthly income of the respondents and the result of

respondents income is 200-50,000 with the standard deviation of 8860.0721 and has a

mean of 7356.959. It only means that most of the respondents’ family income is not that

high.

Monthly Income Mean Standard Deviation

200 – 50,000 7356.959 8860.0721

Table 6. Monthly Income of the respondents

g. Mother’s Occupation

Table 7 shows the mother’s occupation of the respondents and most of the

respondents answer that there Mother is Housewife with the frequency of 130 with an

equivalent percentage of 59.90 %. To be followed by the respondents who answers that

their mothers is OFW, Vendor, Farmer, Baker, and Teacher. While the least number

result of the respondents Mother’s occupation are the Machine Operator, Caregiver,

Businesswoman, Lady Guard, Dressmaker, Beautician, Midwife, Brgy. Official and some

are deceased with the same frequency of 1 and have the same percentage of 0.50 %. It

means that most of the respondents Mother have no work at all. They are just staying at

home.

16
Mother’s Occupation Frequency Percent

Housewife 130 59.90

OFW 36 16.60

Deceased 19 8.80

Vendor 14 6.50

Farmer 5 2.30

Baker 2 .90

Teacher 2 .90

Beautician 2 .90

Machine Operator 1 .50

Caregiver 1 .50

Businesswoman 1 .50

Lady Guard 1 .50

Dress Maker 1 .50

Midwife 1 .50

Brgy. Official 1 .50

Total 217 100.00

Table 7. Mother’s Occupation of the respondents

17
h. Father’s Occupation

Table 8 shows the father’s occupation of the respondents. 42.40% of the

respondents answer that their Father’s Occupation are Farmer with the frequency of 92

and has an equivalent percentage of 42.40 percent, to be followed by Driver,

Construction worker, Housekeeper Farmer, and OFW. While the least number result of

the respondent’s Father’s Occupation are the Baker, Vendor, Machine Operator,

Teacher, Doctor, Businessman, Security Guard, Driver, Construction Worker, Seaman,

Sewer, Soldier, Technician, Barber, Referee, Welder, Palay Buying Station, PCSO,

Electrician, Engineer, Gasoline Boy, DSP, MWSD, Manager, Police Officer, Dealer and

some are deceased with the same frequency of 1 and has an equivalent percentage of 0.50

%. This result means that most of the respondent’s fathers are farmers so that is why they

only have an average amount of monthly income.

Father’s Occupation Frequency Percent

Farmer 92 42.40

Deceased 29 13.40

Driver 27 12.40

Construction Worker 23 10.60

Vendor 5 2.30

Housekeeper 4 1.80

OFW 4 1.80

Electrician 3 1.40

Businessman 3 1.40

18
Teacher 3 1.40

Seaman 2 .90

Security Guard 2 .90

Technician 2 .90

Police Officer 2 .90

Baker 1 .50

Machine Operator 1 .50

Doctor 1 .50

Sewer 1 .50

Soldier 1 .50

Barber 1 .50

Referee 1 .50

Welder 1 .50

Palay Buying Station 1 .50

PCSO 1 .50

Engineer 1 .50

Gasoline Boy 1 .50

DSP 1 .50

MWSD 1 .50

Manager 1 .50

Dealer 1 .50

Total 217 100.00

Table 8. Father’s Occupation of the respondents

19
i. Types of Guardian Living with

Table 9 shows the types of guardian living with the respondents. 82% of the

respondents answered they are living with their Family with the frequency of 178 and has

an equivalent percentage of 82 %. Followed by the respondents who answers that they

are living with their relatives with a frequency of 39 and has an equivalent percentage of

18 %. This only means that most of the respondents are living in a house with their own

family and some of them are living with their relatives like in their Grandparents, Aunties

and Uncles.

Types of Guardian Living with Frequency Percent

Family 178 82.00

Relatives 39 18.00

Total 217 100.00

Table 9. Types of Guardian Living with of the respondents

j. English

Table 10 shows the Respondent’s Grades on their English Subject during the first

grading period. The results shows that the respondent’s grades on English subject have a

high standard deviation that is equivalent to 4.884, it only means that their grades are too

far from each other. And the results also say that the mean of the results are around 84.35.

This shows that not all of the respondents are performing well on this subject. Some of

them are excelling and some of them are not.

20
English Mean Standard Deviation

75 – 94 84.35 4.884

Table 10. English Grades of the respondents

k. Science
Table 11 shows the Respondent’s Grades on their Science Subject during the first

grading period. The results shows that the respondent’s grades on science subject have a

high standard deviation that is equivalent to 5.382, it only means that their grades are too

far from each other. And the results also say that the mean of the results are around 83.68.

It is much lower than the mean of the grades in English Subject. This shows that not all

of the respondents are performing well on this subject. Some of them are excelling and

some of them are not.

Science Mean Standard Deviation

74 – 96 83.68 5.382

Table 11. Science Grades of the respondents

l. Math
Table 12 shows the Respondent’s Grades on their Mathematics Subject during the

first grading period. The results shows that the respondent’s grades on Mathematics

subject have a high standard deviation that is equivalent to 4.210, it only means that their

grades are too far from each other like the other grades. And the results also say that the

mean of the results are around 82.23. This shows that not all of the respondents are

performing well on this subject. Some of them are excelling and some of them are not but

then if we are going to compare it to the other subjects, the resulted mean are lower than

the others.

21
Math Mean Standard Deviation

73 – 93 82.23 4.210

Table 12. Math Grades of the respondents

m. Filipino
Table 13 shows the Respondent’s Grades on their Filipino Subject during the first

grading period. The results shows that the respondent’s grades on Filipino subject have a

high standard deviation that is equivalent to 5.110, it only means that their grades are too

far from each other. And the results also say that the mean of the results are around 85.54.

This shows that not all of the respondents are performing well on this subject. Some of

them are excelling and some of them are not.

Filipino Mean Standard Deviation

70 – 95 85.54 5.110

Table 13. Filipino Grades of the respondents

The Academic Performance of the Respondents


The Measure of Global Self-worth Using Rosenberg Self-esteem Scale

In the statement: On the whole, I am satisfied with myself, most of the

respondents agree that they are satisfied with themselves, it has a weight mean of 1.93

and has a standard deviation of 0.819. It means that most of the respondents believed that

they are already satisfied in all the things that they are doing. They believe on everything

that they are doing.

22
In the statement: At times I think I am no good at all, most of the respondents

agree that they are good at all, it has a weight mean of 2.39 and has a standard deviation

of 0.821. This shows that most of the respondents believed that there are times that they

are thinking they are not good at all. It means that there are times that the respondents’

self-esteem is not totally good when it comes to other aspects.

In the statement I feel that I have a number of good qualities, most of the

respondents agree that they have a number of good qualities, it has a weight mean of 2.24

and has a standard deviation of 0.744. It means that most of the respondents believed that

they have a lot number of good qualities. This shows that these respondents have their

high self-esteem when it comes to their abilities or in the good things about them.

In the statement: I am able to do things as well as most other people., most of the

respondents agree that they are able to do things as well as most other people, it has a

weight mean of 2.26 and has a standard deviation of 0.828. It means that most of the

respondents believed that they believe that they can also do what the other people can do.

They have a high self-esteem and a high fighting spirit that they can also do everything.

In the statement: I feel I do not have much to be proud of, most of the respondents

disagree that they do not have much to be proud of , it has a weight mean of 2.55 and has

a standard deviation of 0.855. It means that most of the respondents believed that they

have things that they must proud of.

In the statement: I certainly feel useless at times., most of the respondents agree

that they feel useless at times, it has a weight mean of 2.50 and has a standard deviation

of 0.893. It means that most of the respondents believed that there are sometimes that

23
they may feel uncomfortable on what they are doing, that’s why they think that they are

useless at all. During this time, their self-esteem is low.

In the statement: I feel that I’m a person of worth, at least on an equal plane with

others, most of the respondents agree that they are a person of worth , at least on an equal

plane with others, it has a weight mean of 2.22 and has a standard deviation of 0.774. It

means that most of the respondents believed that they can be as worth it as others.

In the statement: I wish I could have more respect for myself, most of the

respondents agree that they should have some more respect for others, it has a weight

mean of 2.12 and has a standard deviation of 0.940. It means that most of the respondents

believed that they should have respect for themselves, respect to believe that they can do

things.

In the statement: All in all, I am inclined to feel that I am a failure, most of the

respondents disagree that they are inclined to feel that they are a failure, it has a weight

mean of 2.52 and has a standard deviation of 0.850. It means that most of the respondents

don’t believe that they are failure.

In the statement: I take a positive attitude toward myself, most of the respondents

agree that they take positive attitude toward themselves, it has a weight mean of 2.04 and

has a standard deviation of 0.942. It means that most of the respondents believed that

they should take a positive attitude toward themselves for them to build their self-esteem

strong.

24
Statement WM SD QD

1. On the whole, I am satisfied with myself. 1.93 0.819 A

2. At times I think I am no good at all. 2.39 0.821 A

3. I feel that I have a number of good qualities. 2.24 0.744 A

4. I am able to do things as well as most other people. 2.26 0.828 A

5. I feel I do not have much to be proud of. 2.55 0.855 D

6. I certainly feel useless at times. 2.50 0.893 A

7. I feel that I’m a person of worth, at least on an equal plane with A


2.22 0.774
others.
8. I wish I could have more respect for myself. 2.12 0.940 A

9. All in all, I am inclined to feel that I am a failure. 2.52 0.850 D

10. I take a positive attitude toward myself. 2.04 0.942 A

Table 14. The Measure of Global Self-worth Using Rosenberg Self-esteem Scale

Note: WM – Weighted Mean; SD – Standard Deviation; QD- Qualitative Description.


The following scale Agree as used to determine the qualitative description: Strongly
Disagree (SD) = 3.26 - 4.00; Disagree (D) = 2.51 – 3.25; Agree (A) = 1.76 – 2.50;
Strongly Agree (SA) = 1.00 - 1.75.

Correlated Variables

Age and English has negative relationship to each other at -0.197. It shows that

the younger the respondent, the higher his/her grade in English.

English and monthly Income has positive relationship to each other at 0.144. It

shows that the Higher the Monthly income of the respondents, the higher their

performance grade in English subject.

25
English and Statement number 9 has positive relationship to each other at 0.139.

It shows that the lower the grade of the respondents on their English subject, the more

they think that they are failure.

English and Statement number 10 has negative relationship to each other at

-0.203. It shows that the lower the grade of the respondents on their English subject, the

higher they take a positive attitude about themselves.

Science and Statement number 4 has negative relationship to each other at -0.158.

It shows that the lower the grade of the respondents in science, the higher the

respondent’s think that they are able to do things as well as most people.

Mathematics and statement number 1 has negative relationship to each other at

-0.171. It shows that the higher the grade of the respondent’s on their English Subject,

the higher the respondent think that they are really satisfied with themselves.

Mathematics and statement number 4 has negative relationship to each other at

-0.137. It shows that that the lower the grade of the respondents in mathematics, the

higher the respondent’s thinks that they are able to do things as well as most people.

Mathematics and statement number 9 has positive relationship to each other at

0.144. It shows that that the higher the grade of the respondents in mathematics, the

higher the respondent’s thinks that they are able to do things as well as most people.

Filipino and statement number 4 has negative relationship to each other at -0.143.

It shows that that the lower the grade of the respondents in Filipinos, the higher the

respondent’s thinks that they are able to do things as well as most people.

26
Filipino and statement number 5 has positive relationship to each other at 0.162. It

shows that that the higher the grade of the respondents in Filipinos, the higher the

respondent’s thinks that they have a lot of things to be proud of.

Filipino and statement number 9 has positive relationship to each other at 0.156. It

shows that that the higher the grade of the respondents in Filipinos, the higher the

respondent’s thinks that they are not totally a failure.

Filipino and statement number 10 has negative relationship to each other at

-0.147. It shows that that the lower the grade of the respondents in Filipinos, the higher

the respondent’s thinks that they have to take a positive attitude about themselves.

Age and statement number 3 has negative relationship to each other at -0.141. It

shows that that the younger the age of the respondents, the higher the respondent’s thinks

that they have a number of good qualities.

Sibling Position and statement number 10 has positive relationship to each other

at 0.149. It shows that that the eldest among the respondents in their sibling position, the

higher the respondent’s thinks that they have to take a positive attitude about themselves.

Daily allowance and statement number 9 has negative relationship to each other at

-0.204. It shows that that the lower the allowance of the respondents daily, the higher the

respondent’s feels that they are failure.

Monthly income and statement number 10 has negative relationship to each other

at -0.143. It shows that that the lower the monthly income of the respondents, the higher

the respondent’s thinks that they have to take a positive attitude about themselves.

27
Mother’s Occupation and statement number 2 has positive relationship to each

other at 0.159. It shows that if the mother’s occupation of the respondent is not that good,

the higher the respondent’s thinks that they are no good at all

Variables Person Coefficient


English & Age -.197**
English & Monthly Income .144*
English & Q9 .139*
English & Q10 -.203**
Science & Q4 -.158*
Math & Q1 -.171*
Math & Q4 -.137*
Math & Q9 .144*
Filipino & Q4 -.143*
Filipino & Q5 .162*
Filipino & Q9 .156*
Filipino & Q10 -.147*
Age & Q3 -.141*
Sibling Position & Q10 .149*
Daily Allowance & Q9 -.204**
Monthly Income & Q10 -.143*
Mother’s Occupation & Q2 .159*
Table 15. Correlated Variables

28
CONCLUSION

According to what we have been gathered, Socio-demographic Identity of the

grade 10 respondents and their academic performances have a direct impact when it

comes to their Self-Esteem.

Based on the data’s that we have been gathered by the researchers, First, The

study shows that the English Subject and the Statement Number 9 in the Rosenberg Self-

Esteem Scale has a positive relationship to each other at 0.139. It shows that the lower the

grade of the Respondents on their English Subject, the more they think that they are a

failure. But it is contradicting on the result of the negative relationship between English

Subject and the statement number 10 on the Rosenberg Self-Esteem scale at -0.203. It

shows that the lower the grade of the respondents the higher they take a positive attitude

about themselves. Second, Science and statement number 4 in the Rosenberg Self-esteem

scale has a negative relationship to each other at -0.158. It shows that the lower the grade

of the respondents in Science, the higher they think that they are able to do things as well

as most others. Third, Mathematics and Statement number 1 in the Rosenberg Self-

Esteem Scale has negative relationship to each other at -0.171. It shows that the higher

the grade of the Respondent’s grade in mathematics the higher the respondent’s think that

they are really satisfied with themselves. It only means that The Academic Performances

of the Respondents can affect each of the Respondent’s Self-Esteem whether it is positive

or negative.

When it comes to the socio-demographic Identity of the respondents, age of the

respondents and the statement number 3 has a negative relationship to each other at -

0.141. It shows that the younger the age of the respondents, the higher the respondent’s

29
think that they have a number of good qualities. Second, Sibling position of the

respondents and the statement number 10 in the Rosenberg Self-Esteem Scale has a

positive relationship to each other at 0.149. It shows that the eldest among the

respondents when it comes into their sibling position in the family, the higher the

respondent’s think that they have to take a positive attitude about themselves. Third,

Daily allowance of the respondents and the statement number 9 in the Rosenberg Self-

Esteem Scale has a negative relationship to each other at -0.204. It shows that the lower

the allowance of the respondents daily the higher they think that they are failure. And

last, Monthly income of the respondent’s family and the statement number 10 in the

Rosenberg Self-Esteem Scale has a negative relationship to each other at -0.143. It shows

that the lower the monthly income of the Respondents, the higher the respondent’s think

that they have to take a positive attitude about themselves. It only means that the Self-

Esteem of the Respondents are directly affected by their Socio-Demographic Identity

especially the Social Status of the Respondents.

30
RECOMMENDATIONS

In this study, the researchers notice something that should be improved by the

other researchers that have the same topics or related on this and also for those people

who will be affected in this case. The following are the given recommendations:

1. Researchers that have the same topics as this research or even just related on this

topic should facilitate those students who doesn’t have enough knowledge on

answering the given questionnaires for you to come up with the validity of the

data’s. Some students are playful enough in answering those questionnaires so

that try to encourage and Let them know that your situation as a researcher can be

their future situation as they took up their Senior High School.

2. The researcher should secure and validate the given sample questionnaire for you

to come up and make sure that the collected data’s are valid.

3. Make sure that before the researcher gathered data from the students, they

actually get some approval letter from the Principal of the School. It will serve as

your permit to disturb each classes of the assigned Respondents on this study. It is

much appropriate rather than collecting data’s without any permit from the higher

officials of the school.

4. The researcher should check each and every detail of the respondents especially

those data’s that are included on their socio-demographic identity. It will affect

the margin of error of your study if you are not responsible enough and including

each details.

31
REFERENCES

Almeida, et al. 2016. Research Methodology Research Methodology: A Step-by-Step


Guide for Beginners.
https://books.google.com.ph/books?id=WK05AwAAQBAJ&pg=PT246&lpg=PT24
6&dq=Crosssectional+research+design+aimed+to+find+out+the+prevalence+of+a
+phenomenon,+situation,+problem,+attitude+or+issue+by+taking+a+crosssection+
of+the+population.&source=bl&ots=C_q6HkDNu&sig=FPohtDMy4fpEx88Kdz42
_6R3ZZ4&hl=fil&sa=X&ved=0ahUKEwiz_JWl3_zVAhUClJQKHUGEA94Q6AE
IKzAB#v=onepage&q=Cross-sectional%20research

Booth M. Z., Gerard J. M. et al. 2011. Self-esteem and academic achievement: a


comparative study of adolescent students in England and the United States.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3779915/

Lavoie, R. D. (n.d.) Self-esteem: The Cause and Effect of success for the Child with
Learning Differences. http://www.ricklavoie.com/selfesteemart.html

Rosenberg, M. 1965. Rosenberg Self-Esteem Scale.


http://fetzer.org/sites/default/files/images/stories/pdf/selfmeasures/Self_Measures_f
or_Self-Esteem_ROSENBERG_SELF-ESTEEM.pdf

[Self-Esteem] 2017. The University of Queensland. http://www.uq.edu.au/student-


services/counselling/self-confidence.

Shoemaker, 2011 Student confidence correlated with academic performance, horticultural


science class study finds.
https://www.sciencedaily.com/releases/2011/04/110404105901.htm

[Student Confidence & Self-Esteem], 2016. EduNova Innovations from Leading


Education Experts. http://www.edu-nova.com/articles/student-confidence/

32

Вам также может понравиться