Diaz, Kaye

GOLDEN LINK COLLEGE
Waling-waling St., Barangay 177 Camarin
Caloocan City
A COMPARATIVE STUDY ON THE SELF-ESTEEM OF GRADE 11 STUDENTS

BEFORE AND AFTER ATTENDING THE PERSONALITY DEVELOPMENT CLASS IN
GOLDEN LINK COLLEGE S.Y. 2016-2017
Presented to
Faculty of the Basic Education Department
Golden Link College
In partial fulfilment of the requirements for Practical Research 1 subject
By
Kaye L. Diaz
March 2017
ABSTRACT
Title: A Comparative Study on the Self-Esteem Level of Grade 11 Students Before And
After Attending The Personality Development Class In Golden Link College S.Y. 2016-2017
Author: Kaye L. Diaz
Year Published: 2017
Key Concepts: To compare the Impacts and Changes happened to the Self-esteem of Grade
11 students before after attending Personality Development Class
This study focuses on the Self-esteem of Grade 11 students before and after attending the
Personality Development class. The purpose of this research is to identify if there are any
changes happened to the self-esteem of the grade 11 students before and after the Personality
Development Class. In addition, this also aims to figure out the percentage of the Grade 11
students who are having low and high self-esteem before and after the Personality Development
Class.
The research methods used in this study were Qualitative Method and Quantitative
Method. Qualitative method is a narrative form and usually the data gathered are all came from
the respondents’ experiences, ideas, and opinions, while Quantitative Method is more on tallying
and getting the percentages for numerical data. The researcher made used of interview and a part
of post-evaluation survey to gather the needed data for this study.
The results of the interview and the post-evaluation survey of the students revealed the
impacts happened to the self-esteem of the Grade 11 students. The researcher gathered the
respondents’ lived experiences regarding their self-esteem before and after attending the
Personality Development Class.
GOLDEN LINK COLLEGE
Basic Education Department
Waling-waling St., along 6312 Dona Aurora St.,
Camarin Brgy. 177, Caloocan City
APPROVAL SHEET
A COMPARATIVE STUDY ON THE SELF-ESTEEM OF GRADE 11 STUDENTS

BEFORE AND AFTER ATTENDING THE PERSONALITY DEVELOPMENT CLASS IN
GOLDEN LINK COLLEGE S.Y. 2016-2017
Prepared and submitted by
KAYE L. DIAZ
In partial fulfilment of the requirements for PRACTICAL RESEARCH 1 subject of
GOLDEN LINK COLLEGE
has been examined and is recommended for acceptance and approval.
Nikko Flores Iligan Eiren Aquino Galang

Thesis Adviser Thesis Adviser
Accepted and approved on____________________________________, March 2017
EIREN GALANG REKHA NAHAR VICENTE HAO CHIN

BED Principal Administrator President
ACKNOWLEDGEMENT
The researcher would like to thank Teacher Nikko Iligan and Teacher Eiren Galang, the
researcher’s thesis advisers, for giving the guidance to complete every step and other necessary
parts needed for this research. The researcher would like to extend them the deepest gratitude, for
without them, this will not be able to accomplish. Their support and motivation are big help to
finish this kind of thesis.
The researcher would also like to acknowledge Ms. Rekha Nahar, the school’s
administrator, and Mr. Vicente Hao Chin Jr., the school’s President, for letting and approving the
researcher to conduct this kind of study in the school.
Of course, this would not be completed without the support of the researcher’s friends
who are always there to boost up confidence whenever the researcher feels like giving up. To the
researcher’s parents, who understand about the situation and always express their love and
support. As a whole, the researcher would like to give them the biggest thanks for being there
throughout the making of this research.
Above all, glory and thanks to our Almighty God who gives wisdom, support and
guidance until the end of accomplishing this research.
To all of you, thank you very much!

TABLE OF CONTENTS
PRELIMINARIES
 Title Page …………………………………………………………………….... I

 Abstract………………………………………………………………………… II
 Approval Sheet………………………………………………………….....…… III
 Acknowledgement…………………………………………………………..…. IV
CHAPTER 1
 Introduction…………………………………………………………………… 1
 Statement of the Problem…………………………………………………….. 4
 Purpose of the study………………………………………………………….. 4

 Significance of the study……………………………………………………… 5
 Conceptual Framework……………………………………………………….. 5
 Research Method……………………………………………………….……... 6
 Definition of Key terms……………………………………………………….. 10
 Scope and Limitation of the study……………………………………………. 11
 Summary………………………………………………………………………. 11
CHAPTER 2
 Review of Related Literature………………………………………………….. 13
CHAPTER 3
 Research Methodology………………………………………………………… 23
 Research Questions……………………………………………………………. 23
 Setting…………………………………………………………………………. 24
 Population……………………………………………………………………... 24
 Ethical Consideration………………………………………………………….. 24
 Research Design………………………………………………………………... 25
 Summary……………………………………………………………………….. 27
CHAPTER 4
 Results……………………………………………….………………………… 28
 Data Presentation and Analysis……………………………………………….. 28
 Data Coding Presentation and Analysis……………………………………..... 48
 Summary………………………………………………………………………. 58
CHAPTER 5
 Discussion……………………………………………………………………… 59
 Research Questions with answers……………………………………………… 59
 Conclusion……………………………………………………………………… 61
 Recommendation……………………………………………………………….. 63
 Summary………………………………………………………………………... 65
CHAPTER 6
 Reference……………………………………………………………………….. 67
 Appendices……………………………………………………………………… 68
 Curriculum Vitae………………………………………………………………… 71
CHAPTER I
INTRODUCTION
Self-esteem is the confidence of one’s own worth or abilities. It is how people respect
themselves and how they see themselves. Fear and Anxiety are the cornerstones of having low
self-esteem; where people who have this kind of self-esteem usually believe that there is
something wrong with them and definitely do not want to ask for help. High self-esteem on the
other hand, underpins all of the positive experiences in life. It enables people to cope with tough
times, while creating and enjoying the good times.
According to the research of “Behavioral Connection” which is entitled “Benefits of

Healthy High Self-Esteem”, having high self-esteem can lead to a healthy life. It is being said
there that a person who has high self-esteem are more likely happier because he/she has the trust
and the love for himself/herself. It is also being stated that people who have this kind of self-
esteem always see themselves as having good characteristics that they could share with others,
and they feel satisfied and happy at the same time. As it is also mentioned, people who possess
this characteristic basically know how to deal with difficult situations and that make them
stronger and capable of living a healthy and happy life.
The topic on Low Self-esteem has been also researched. Written on a blog,
Reachout.com, is an article which is entitled “The Effects of Self-esteem” talks about how self-
esteem affects the life of every individual. It implies here that having low self-esteem might lead
a person to always feel and think the negativity about themselves and that is why they are not
being motivated to exert effort at all, due to their mindset that they might fail. Having low self-
esteem, people will find it hard to believe themselves and reach their full potential. In effect,
building relationships with others will be a challenging part to them. This article clearly indicated
that having low self-esteem is something that really needs to be improved, so people would not
always feel depress when they experienced failure.
The researcher observed that the self-esteem of every student really varies. In fact, there
are students before when they enter the class or even the school; it is a natural thing to them to
isolate themselves from other people. It is their nature, having no one to talk to, having feared to
ask about something and even dare to start a conversation. They are like a bird who can’t escape
from their cage. They build walls around themselves and that is why other people perceived them
as a weird individual. These students have low self-esteem, meaning they see themselves as not
worthy at all. They look to their imperfections and always thought that they are not capable of
doing something good. They are the students who need help to manage and develop their self-
esteem. On the other hand, there are others who have the confidence, also have the courage to
express what they are feeling, the students who don’t have insecurities and the students who
really have the optimistic view in life. These are the students who possess the high self-esteem.
Having this level of self-esteem requires balancing their overflowing potentials so they will not
also be misunderstood by others. The researcher perceived that having high self-esteem could
make students bring out the best in them, while having low self-esteem find it hard to show and
make use of their skills and talents.
Being a student is not easy. It is not a piece of cake. It takes time for the students to cope
with their environment especially if they have the characteristics of being alone or being an
introvert person. Despite of all the hardships of being a student, there are some who viewed these
circumstances positively. "What is the importance of having self-esteem to a students’ life?" Self-
esteem is the feeling of being worthy; it is how the students see themselves. Now, the researcher
is pointing that having good self-esteem is really important to a students’ life because it becomes
their motivations and inspiration to move forward. Students who usually have low self-esteem
are always having difficulties to succeed in life. Even there are no results; they predicted already
that they will fail. So what’s the ending? They failed and with that, they will doubt themselves
and worst, even not to trust themselves anymore. Low self-esteem hides the students' abilities to
do beyond their expectations. It hinders them to have positive mind set and to do better. Thus,
this would really affect the academic performance of the student.
Having high self-esteem on the other hand are the students who are achievers. They make
use of their abilities well and they take risk to explore. More likely, they are those who take
things with no reservation. They are optimistic and have the enthusiasm to do all the works or
assigned tasks to them. Confidence is one of the best characteristics of possessing High Self-
esteem. We can say and consider this as the ideal trait of a student.
See how self-esteem affects the life of students? Self-esteem is really important and it should
really be developed so the students could have the courage to stand up and say, “I can and I
will!"
What is the essence of having high academic competency if a student doesn’t have the
confidence to share it with others? School is the second home of the students. It is where the
knowledge of the students gets widens up to the point that they are now able to learn from
themselves. But a school should not just feed the minds of the students; it should feed also the
wholesomeness of their beings. Self-esteem is the number one factor that the school should
consider to improve all students, because it is one of the instruments for the students to have their
own uniqueness and transformation of their selves. It is where the students feel themselves as a
worthy one and capable of loving and appreciating by others. The school needs to improve the
self-esteem of the students for it is one of the instruments for the students to have their creativity
and to show what they got. Self-esteem talks about their wholesomeness and with that reason,
school should also focused on the students’ wholesomeness and how to help students to see their
own worth in the society they are into and not just look for the improvements of their academic
competencies. School should realize that realization of the reality is much better to improve aside
from having high academic competency.
Self-esteem is not being known if it is not important to each and every one of us. Students
who have high self-esteem are good enough to face the reality of life but students who have low
self-esteem needs help to improve it. But, they should help themselves too. They can’t be helped
if they are the one who doesn’t extend a hand or make an effort to improve it. The researcher is
also one of the students who attended Personality Development class. She also experienced how
to have low self-esteem and get improved to have high self-esteem. Having the impacts of
Personality Development Class on the self-esteem of the students is the reason why the
researcher wants to conduct a research about it.
STATEMENT OF THE PROBLEM
This research aims to identify and differentiate the Self-esteem of Grade 11 students
before and after attending the Personality Development Class. The problems stated on this
research will be the guidelines throughout the study.
The researcher also wants to know the impacts and changes that will happen on the Self-
esteem of the Grade 11 students as they finish attending the Personality Development class.
Through these, the future facilitator or person in-charged will have the idea of the effectiveness
of Personality Development class and be able to come up with ways to address and help the
students in improving their Self-esteem. Moreover, the students will be also become aware of
their own personal qualities and identify the things they should improve on.
1. What is the self-esteem level of Grade 11 students before and after Personality
Development Class?
2. What is the percentage of the students with low and high self-esteem before and after
Personality Development Class?
3. What are the impacts of Personality Development Class to the self-esteem of Grade
11 Students?
4. What are the suggestions of Grade 11 students to improve the Personality
Development Class?
PURPOSE OF THE STUDY
This study aims to have a better understanding and knowledge about the Self-esteem of
Grade 11 students and how the Personality Development Class affects them. Self-esteem is really
something that we need to develop. Hence, the researcher comes up with these purposes.
1. To identify the self-esteem level of Grade 11 students before and after attending the
Personality Development Class.
2. To determine the percentage of the Grade 11 students who are having low and high
self-esteem before and after attending the Personality Development Class.
3. To identify the impacts of Personality Development Class on the self-esteem of Grade
11 students before and after attending the Personality Development Class.
4. To identify the feedbacks and suggestions of Grade 11 students for the improvement
of Personality Development Class.
SIGNIFICANCE OF THE STUDY
The researcher conducts this study to determine how this Personality Development Class
would help the Grade 11 students to improve their Self-esteem. In addition, this would also
identify the percentage of the Grade 11 students who are having Low and High self-esteem. The
researcher is glad to present this study to help the students in knowing their level of Self-esteem,
as well as to benefit the teacher/s to find better ways in addressing the needs of the students. The
suggestions that will be gathered at the end of the research will be used to enhance the
Personality Development Class. In the future, number of students will benefit to this
improvement and will help also the school to reach its aim in making the students reach their full
potentials and be the best that they can be.
CONCEPTUAL FRAMEWORK
Self-esteem of Grade 11 Students before and

after attending Personality Development Class
Before
Personal After
Development Class
Pessimistic Shy Negative Application Positive

Happiness Trustwo
Feelings Feelings
rthy
Confident New Positive
Positive Impact of
Mind sets One Self
This is the Conceptual Framework of the Self-esteem of Grade 11 students before and
after attending the Personality Development Class.
Before they attended the Personality Development Class, they are pessimistic, shy and
other negative feelings about themselves. They caged and isolate themselves as they are not fond
of showing their real feelings and even the skills/talents they have. Mainly, they are afraid of
rejection.
After they attended the Personality Development Class, they are now feeling happy,
trustworthy, and able to build a positive outlook in life. They learn to appreciate their own
personal qualities and create willingness to utilize their skills/talents to reach their dreams. Their
Self-esteem has boosted that leads them to become a better individual. They can now socialize
with other people and share their ideas without any hesitation.
All these things are connected to Personality Development Class and lead to appreciation
of life. The Researcher’s assumption result is that Grade 11 students will now have enough
confidence and courage to showcase their abilities, share their feelings and speak out their ideas.
They will welcome positive thoughts and have positive mind set about themselves; committing
these steps little by little until such time that all of them will slowly have changes their self-
esteem to be a better individual.
RESEARCH METHOD
The researcher used Qualitative Research Method to answer the key problems in the
study. Since it is qualitative in nature, it is more on narration of the respondents’ experiences
about their self-esteem before and after attending the Personality Development Class. Also,
Quantitative Research Method is used to identify the percentages of the numerical data
gathered.
A. Methods
 Site: The site of the research is in Golden Link College

Since the class is conducted in Golden Link College, the researcher will use this school as
the reference site of this research.
 Respondents: The researcher’s respondents are the Grade 11 students who attended
the Personal Development Class
The researcher’s respondents are the Grade 11 students who underwent the Personality
Development Class and the research focused.
 Sampling: Purposive (Typical Case Sampling)
The researcher will use Purposive Sampling to gather data and information that
complement and really extract the purpose and intension of the study. The number of
respondents may vary, as long as it will collect all relevant data needed on this study.
 Methodology: Interview, Post-evaluation Survey
a. Interview: The type of research applied was comparative study, hence, interview is best
to fit the methodology and further get the important information in the study.
Comparative research is comparing two or more subjects based on their lived experiences
or opinions.
b. Survey: The researcher also wants to know the levels and percentages of the students
who experience the impacts of personality development class on their self-esteem; a
survey will supplement the conclusion of the research.
B. Data Collection
 Interview
This will be used to know the lived experiences of the Grade 11 students regarding their self-
esteem before and after attending the Personality Development Class.
 Survey
This will be used to know the levels of the students’ self-esteem and to determine the
percentage of these students who have a low and high self-esteem before and after the
Personal Development Class.
 Smart Phone’s Voice Recorder

This will be used to interview the Grade 11 students about their lived experiences before and
after the Personal Development Class.
 Human
Of course the researcher is one of the data collectors itself. Without this one, the other forms
of collection would not be possible to accomplish.
C. Relationship to the Topic
The researcher’s topic is A Comparative Study on the Self-Esteem of Grade 11 students

before and after attending the Personality Development Class in Golden Link College S.Y. 2016-
2017. There are some Grade 11 students who really have high self-esteem even before attending
the said class. There are also some students who really have low self-esteem that is alarming and
really needs to be improved. The researcher wants to prove and know that the Personality
Development Class developed the self-esteem of these students because as what being observed,
the students who have low self-esteem before have now confidence and courage to share their
thoughts and ideas. This research will help the students and the teacher to have awareness about
this certain topic. The researcher is eager to determine the level, impacts and changes that the
Personality Development Class did on the self-esteem of Grade 11 students.
Self-esteem is what the researcher focused on, prior attending at after attending the
Personality Development Class. Some Grade 11 students, before they enter the class or even the
school, they isolate themselves having no one to talk to and having hard time to express their
feelings towards others. They build walls around themselves and that is why other people
perceived them as weird people. These students have low self-esteem, meaning they see
themselves as not worthy at all. They always look to their imperfections and always thought that
they are not capable of doing something better. They are the Grade 11 students who need help in
terms of their self-esteem. Until the day that Grade 11 students attended the class of Personality
Development, and throughout the semester, the changes are slowly happening. The researcher
observed that the Grade 11 students are now confident with what they have. Almost all of them
have positive changes happened. Nevertheless, the impacts of Personality Development Class on
the Grade 11 students are the reason why the researcher wants to come up with this study.
DEFINITION OF KEY TERMS
1. Student – a person who attends a school, college or university.

2. Personality Development Class – a subject where it develops and improves the
personality of the students and also help the students to find the real them.
3. Impact – a powerful or major influence or effect.
4. Self-esteem – a feeling of having respect for yourself and your abilities. It is the
confidence of one’s own worth or abilities.
5. Low self-esteem – positive view of one self.
6. High self-esteem – negative view of one self.
7. Confidence – a feeling or belief that you can do something well or succeed at something.
8. Public speaking – is the process or act of performing a speech to a live audience.
9. Change – to make someone or something different.
10. Mindset – the established set of attitudes held by someone.
11. Fear – an unpleasant emotion caused by being aware of danger: a feeling of being afraid.
12. Emotion – a strong feeling such as love, anger, joy, hate, or fear.
13. Happiness – the state of being happy.
14. Optimism – a feeling or belief that good things will happen in the future: a feeling or
belief that what you hope for will happen.
15. Insecurities – not confident about yourself or your ability to do things well: nervous and
uncomfortable.
16. Experience – the process of doing and seeing things and of having things happen to you.
17. Level – an amount of something.
18. Before – at a time preceding (something or someone) : earlier than (something or
someone)
19. After – following in time: at a later time.
20. Characteristic – a special quality or trait that makes a person, thing, or group different
from others.
SCOPE AND LIMITATION OF THE STUDY
The researcher will only focus with the Grade 11 students of Golden Link College as
the respondents in this study, as they are the ones who have the Personality Development
class in the entire High school Department.
The researcher will only study and focus on identifying the levels, changes and
impacts of Personality Development class on the self-esteem of the students. Moreover, the
researcher will only study the improvement in the level of their Self-esteem and impacts of
the said class.
The researcher will only use the said methods throughout the research so there would be
no adding or subtracting of data and information gathered. Qualitative and Quantitative
Research methods have been used. Interview and survey is the instrument used to gather data
needed in the said research.
SUMMARY
Self-esteem is really a must to study specially to Grade 11 students who are the pioneer
of this Personality Development Class. This has reflected the two known levels of self-esteem,
the Low self-esteem and the High self-esteem.
Self-esteem is the confidence of one’s own worth and abilities. Low self-esteem as one
of these, are people who do not have enough confidence and courage to speak. They prefer not to
share their ideas and just keep it to themselves; they also restrict themselves to participate in such
activities mainly because they are afraid to be rejected. All of these create negative impact on the
academic performance of the students and the alarming part is it affects their personal
development, their progress as individuals. On the other hand, we have the High self-esteem,
they are the ones who trust themselves that they can do things effectively and have confidence to
speak out and share their thoughts and ideas. Possessing this kind of Self-esteem is indeed an
edge especially in academic field. This will enable the person to excel and perform with its best,
maximizing their full potentials. This is also the ideal characteristic that the Personality
Development Class wants to hone and inculcate with the students.
In relation to this, this study aims to identify the Level of the Self-esteem of Grade 11
students before and after they have attended the Personality Development Class. The percentages
of the students who are having low and high self-esteem were being identified in this research.
The significance of this research is to help the students apply the learning they have gained from
Personality Development Class to improve their self-esteem as well as to guide the teachers to
come up with ways and strategies to help the students boost their self-esteem as an individual.
The researcher used the Qualitative method in order to gather all the data needed. The
interview that the researcher made was used to get all the lived experiences that the respondents
have. The survey, meanwhile, was used to get the percentages of the students who are having low
and high self-esteem.
As overview of the study, the researcher created a conceptual framework to summarize

the key points in this research. Also, there are some limitations applied in accomplishing the
research, only the Grade 11 students of Golden Link College served as the source of data and
focused on the self-esteem of the students.
The research topic has been further discussed and supported in the following chapters
including the related articles, research, and literature of the study.
A Comparative Study on the Self-esteem of Grade 11 Students before And after Attending the
Personality Development Class in Golden Link College S.Y. 2016-2017
CHAPTER II
REVIEW OF RELATED LITERATURE
SELF-ESTEEM
Self-esteem plays a big role in human’s life. It is something that most people do have but
did not use it right away that’s why they most probably consider themselves as something not
worthy at all in this world. Self-esteem is not simply a word without a purpose. It is a word
where most of human behaviours fall that affects the life of every individual.
“Self-esteem is one of the most widely studied topics in psychology” this is according
to Zeigler-Hill, V. Jordan, C. & Cameron, J. Self-esteem. (2015). Self-esteem is correlational
to human behaviour, psychologists have something to do with it and as we all know that
psychologist too are the ones who study, explore, and research about this self-esteem therefore it
is widely studied topics in psychology. It is not just because self-esteem is the one that human
has but also because it is the one that mostly controls the human nature of every individual’s life
so that’s why self-esteem is a particular topic where in most of the psychologists are so fond to
research about since it is on their field of interest. For example, there were times in a person’s
life where they think negatively ahead of time and in order for this person to solve why he is
being like that, psychologist will be there to help him. Another is that self-esteem is a broad topic
that needs to be explained by the people who really have the experience in researching about it.
Eventually, through explorations and researches, psychologists will have an idea or even a
hypothesis about this kind of topic. Therefore, this idea that they might get would be passed to
another generation until it reaches to the peak where in it would become a widely studied topics
in psychology.
Throughout the study, self-esteem is therefore constructed into low self-esteem and high
self-esteem. Most people who have this low self-esteem were seen as shy, lack of confidence,
full of fears, timid, and sometimes they ignore their self-worth. They are the people who most
probably need help for they can’t express themselves as like what other people do. They intend
to stay on their comfort zone because they have fear to be judged and to be rejected by the
people that surround them. Maybe because what’s in their mind is that people will always see
them unworthy enough and just left them behind, and because of that they would feel alone until
such time that they would sleep on their worst nightmare and end up killing themselves. Low
self-esteem stops people to explore and to grow. It stops them to make choices in their lives that
could make them happy. It is like a poison that once it gets into them, they will die slowly until it
reaches to the point where they just wanted to give up and stops living their lives. But, low self-
esteem could be changed. It could be turned into high self-esteem if the people who have it
would help themselves. High self-esteem is something that makes people more confident to
themselves, fearless and sees themselves as worthy people. The people who have this kind of
self-esteem are the people who could express themselves, love themselves, and know their
strengths and weaknesses and most especially, people who know themselves. Low self-esteem
may be turned into high self-esteem through processing and through the help of that person and
the others that surrounds him/her while high self-esteem might be turned into low self-esteem if
that person will face challenges and can’t cope up with it. These two are different but what’s
similar between them is that they both could grow into one’s life.
Self-esteem is important in every people’s life so do in psychology. Hence, it shows that

people could make decisions in their lives. It gives opportunity to people that life must go on no
matter how hard is it. People should grow. Grow with something which can turn them into a
diamond and would not be turned into a rock. Therefore, self-esteem affects one’s life and one’s
improvement.
Zeigler-Hill, V. Jordan, C. & Cameron, J. Self-esteem. (2015)

.http://www.oxfordbibliographies.com/view/document/obo-9780199828340/obo
9780199828340-0124.xml
LOW SELF-ESTEEM
Insecure, shy, pessimistic, and lack of self-confidence. These are just some of the
characteristics that low self-esteem people have. Having low self-esteem is alarming. It is not
just because it could make a person fall into the ground without even having an opportunity to
get up but because it is something that urges every person to not grow up and by all means of it,
they might stop living for themselves. Low self-esteem is the esteem where most people who
have it focus more on not making mistakes in life because if they did, it could make their lives
miserable even just by thinking about it over and over again.
“People with low self-esteem focus on not to make mistakes in life” this is according
to McLeod, S. (2012). Low Self Esteem. Committing mistakes are common nature of human. If
people do not commit mistakes they missed half of the learning they could get because mistakes
are the living proofs of the presents, the living lessons of life that many people experienced. But
the fact that people who have this low self-esteem became sensitive about having mistaken in life
is alarming because they might not grow or be somebody that can’t stand alone. Slowly, they
became too perfectionist in their lives where the fact is life’s not perfect so do people. This kind
of self-esteem build mind sets to people that making mistakes is wrong, that making mistakes
might lead them to the wrong path and the result is, these people will just stand to what they
believe and when they failed to something and commit mistakes, they thought that it is the end of
the world. See how a simple thought could change the personality of every person. Not making
mistakes is good but learning from mistake is much better because it is a living lesson that life is
not perfect and people must move forward no matter what.
“Low self-esteem is more troubled by failure and tends to exaggerate events as being
negative” Rosenberg, & Owen (2001)
Most of the people that the researcher encountered were like this. Even she herself is also
one of them. When people who have this kind of self-esteem do something even it is small or
big, they would expect bigger, something that could make them happy or could make them
depressed. These people may be happy when they accomplished things that have good results
because they are afraid to have mistaken but on the other side of the coin, they would face their
worst nightmare when they failed, because they are troubled with failure. They don’t want any
failures in life. They don’t want any negative effect that is why they are being exaggerated to the
point that they are concluding things negatively. They do build foundations of their thoughts and
ideas where in what they about to do would end up always failed. They are becoming more eager
to do things perfectly but they do not know that by doing it so, they are being far from reality,
that people do commit mistakes and failures in life. Low self-esteem could make a sane person
insane by making them think exaggeratedly negative.
Having low self-esteem in children is somewhat horrible. Being a child is the most
enjoyable part of life as a person. This is the season of their lives where they could do things
uniquely by their own styles. The season where in happiness is overload because children are not
thinking serious problems in the world. But, there are some children who were not enjoying their
youth. The children who became a prison of their lives at their young age and they are the one
who were having low self-esteem at a young age.
As noticed by most of the people, children are mostly having high self-esteem where they
could do what they want, expressed what they feel, and say what they want to say. In short, they
are free from doing anything without thinking the possible outcome they could get. Just like for
example when a mother wants her child to sing and dance in front of their visitors, the possibility
of this child to do it is high because they are enjoying the attention and also because it makes
them happy but, on the other side of the coin, there are children who doesn’t have enough
courage to show the real them. The possible reason might be they do not feel any affection or
love and care from their parents. They do not feel any support so they will come up to a decision
where they will not going to do it because no one is there to support them. Another is when
parents are always punishing their children physically and emotionally. Children who mostly
punished physically could make them think they are alone so they became emotionally unstable.
With that reason, their self-esteem lessens and as time goes by it became the roots of their regrets
when they became a teenage or an adult already.
Low self-esteem will never make a person happy in fact; it is one of the reasons for the
people to think that they are not capable of doing something to be grateful about. But despite of
this fact, people who have this kind of self-esteem should help themselves first if they wanted a
meaningful and enjoyable life.
McLeod, S. (2012). Low Self Esteem. http://www.simplypsychology.org/self-esteem.html
SELF-ESTEEM AND SELF-WORTH
Self-esteem is what all people do have. It is something that is planted within them and it
is just up to them whether they want to let it grow bountiful and beautiful or let it just dying
within them. It refers to how people see themselves or feel themselves. Self-acceptance is also
related to this self-esteem. Self-esteem may be perceived positively and negatively according to
what action the people who have it will do.
According to McLeod, S. (2008). Self-Concept, Self-esteem and Self Worth., high self-
esteem is the positive view of the person to his self. While low self-esteem is the negative view
of the person to his self.
People with Low self-esteem have big differences from people who have high self-
esteem.
People with low self-esteem are first, have lack of confidence. People who have lack of
confidence are mostly who can’t accomplish anything. Though sometimes they could but most of
the time they could not. Because they are lacking of confidence and more likely the result is that
they can’t show what they’ve got, what they are capable to do. Second is that the people who are
having this kind of self-esteem wanted to be like someone else. Every person is unique so people
don’t need to copy others just to be great but this is another case to study when it comes to the
people who have low self-esteem because they wanted to be like someone else. Since they don’t
have any confidence about themselves they tend or they just wished they are like someone who
they are not. They want to copy other’s personality even they do have one because they do not
have any trust to themselves. Third, they are always worrying what others might think. These
people don’t have enough self-confidence to show to their environment that they are uniquely
made, that they are worthy people that’s why they want to be look or like to be someone else,
with that case, they do not know that they are becoming too insensitive and becoming too
exaggerated about the things they are doing. They are always worrying what other people might
say or might think about them and that is wrong because if people wanted to be known, they
have to fight their selves and not be affected to what other people might say. Lastly, they are
pessimistic people. They always think negatively. Even they did something good they always
think ahead that they did it wrong. They always thinks negatively so the results might also end
up the way they think of it.
High self-esteem people are the persons who have trust on their abilities because they
believe that if a person trusts his abilities, the result will be good because he knows that he did it
well with the best of his ability. Second is that they accept themselves. Accepting oneself is never
easy for a person who doesn’t want to be better. Who always think that his life is not worthy at
all and ending it is the best solution. Well, a person who accepts his self is a person who could fly
high. Accepting his strengths and weaknesses are what makes him draw nearer to success in his
life. Therefore people who have high self-esteem are most likely the people who became
successful in the present times. Third one is that they are not worrying what others would think
about them. If they feel to laugh, just laugh. If they feel to do something good, they did it. If they
want to show their skills, they show it. They don’t need to worry about what other people might
say to them since they know who they are and if a person knows who he is, that’s the time where
he is not afraid what other people might say or think with his action and the result? All will fall
into the right place. Lastly, people who have high self-esteem are an optimistic people. They
view their life positively, beautifully and fruitfully. Being an optimistic person is good because it
is just a way of saying they are accepting opportunities that are coming into their lives and
accepting these opportunities could lead them to a victorious life they are wishing for.
Self-esteem is very important into the lives of all the people living in a society. It is the
society which causes why people are feeling down and why others are being motivated. People
should not only depend on what they feel they have, they need to explore, to research and be an
open minded so they would not regret someday. Having these high and low self-esteem could
help these people to classify if they will move forward or just stay on where they are right now.
Here are some major factors that influence the self-esteem of a person according to Argyle
(2008) (the researcher just choose two out of the four)
1. “Reaction of other”
How people react about you is affecting your life as an individual. If they praise you, you
feel great but if they say something ungrateful towards you, you feel sad. Their
impression about you also affects your self-esteem.
2. “Comparison with others”

Being compared to other really gives a very hurtful feeling to a person whose being
compared. Yes it is something for that person to improve but just think about it, it hurts
when you are being compared to others and feels like you are just a waste compared to
them. With that, it creates something negative effect on the person being compared.
These two are just some of the factors that affect influence the self-esteem of the people. It might
give them negative feelings but if those people take this as a positive opportunity, they would not
feel down instead, they would bring these as their key of inspiration and motivation to move
forward even life is not easy to live with.
McLeod, S. (2008). Self-Concept, Self Esteem and Self Worth.

http://www.simplypsychology.org/self-concept.html
THE STUDENT WITH LOW SELF-ESTEEM
Most of the students are having low self-esteem. Low self-esteem people don’t recognize
themselves as a lovable and trust worthy people. This is one of the biggest problems that students
have because it is stopping them to do more than they could imagine and to move from their
comfort zone. Luckily, Shore, K. (2017), proposed some ways for the teacher to lift up or to
boost up the confidence of their students. Why is it important that the students should not have
low self-esteem?
The self-esteem of a student affects almost all the aspect of his life. Mostly, the impact is
on the academic performances of the student that can make him have low self-esteem. There is a
big possibility that he will not study well, he will not participate or worst, he will decide not to
go in school anymore. Having high self-esteem on the other hand gives the student an
opportunity to let him be the best that he could be and be glad to what he has.
These are some ways that could help the teacher to boost the confidence of the students
according to Shore, K. (2017). The Student with Low Self-Esteem.
“Praise the student in a specific and genuine way.” Students are so good in determining
genuine feedbacks into an empty one. Even the simplest praise that a teacher might give to a
student as long as it was sincere and genuine, the students may appreciate it and would make
them feel inspired and motivated.
“Show the student tangible evidence of progress.” Students would be really glad if they would
know their progress. Maybe simple but meaningful talk from a teacher to students will do as long
as it proves that the student is progressing into his work.
“Showcase her accomplishments.” Almost of the students love accomplishments especially if

they would see their work being model or being shown by others. It makes them feel great and
be proud to themselves.
“Help the student feel important in class.” It is not about if the teacher will always give
attention to those students who are intelligent in his class, but all the students must feel that they
are giving fair attention. The teacher should help the students and encourage them to give the
best of their ability to make the students feel that they are important in the class for example,
making them answer when they raised their hands or even motivating them to answer.
“Engage the student in conversation about her interests.” A simple but meaningful talk with
students is much better than having a meeting with them but without any purpose. This could
touch and melt their heart. Students would gain their self-esteem if the teacher would encourage
them to do what interests them the most and not forcing them to do things they don’t want to.
“Encourage a sense of belonging.” Attention. This is what students want from their teacher. A
teacher should not make students feel out casted or out of place inside the school. The teacher
should always make something that could make the whole class feel that they’re all fully belong
there. Simple activities maybe will do.
“Inform parents of their child's successes.” The self-esteem of the students will be high if the
student will know that his parents are so proud with his achievements and success. The teacher is
obliged to let the students’ parents to know the accomplishments that their children already have.
This ways may become very useful for a teacher to boost the self-esteem of his students.
It is just a matter of perseverance. If the students feel that the teacher really cares for them, there
is no reason for them to have low self-esteem. They would be happy with the learning they could
get and to the family they belong to.
Shore, K. (2017). The Student with Low Self-Esteem.
http://www.educationworld.com/a_curr/shore/shore059.shtml
HOW TO OVERCOME LOW SELF-ESTEEM
Self-esteem comes from within. It is something that can’t bought but precious to have.
Despite the fact that it could provide good outcomes in one’s life, how come that there are still
people who are not moving forward, but the other way around?
How to overcome Low Self-esteem?
Low self-esteem is a kind of self-esteem that makes a person be shy, inexpressive in their
emotions, fearful and afraid to do mistakes. When this self-esteem absorbed by a person, any
negative outcome would be possible because it is giving a negative mind sets that make the
person remove the trust from his self.
To overcome Low Self-esteem, you must “Forgive first yourself from your mistake”.
(Webber, C. (2015). Forgiving others is not easy but forgiving yourself is just a matter of time
and courage to face your self – your true self. Yes you think that you are not capable of doing
good so the end up is that you are afraid of making mistakes but you need to move forward. Try
to forgive yourself and feed yourself that mistakes are part of your life and they are your living
lessons in your life. Forgiving is always a right path to start over again. So for you to overcome
your low self-esteem, forgive yourself from your mistake first.
Second, “You set realistic expectations for yourself”. Be in this world of reality. Do not
expect something so you would not hope and be hurt when the result is worse than what you are
expecting. Don’t expect that everything you will do would be a glamorous and perfect thing
because in reality, there is not so big chance to have that kind of success. Be realistic. Don’t set
expectations that would hurt you at the end.
Third, “Avoid comparing yourself to others”. Do not ever compare yourself to others
because you are unique. We are all created differently and unique so no need for you to compare
yourself to others because you have the ability those others don’t have. Just be thankful and
contented to what you are having right now. Learn to accept yourself sincerely.
Lastly, “Build confidence by facing your fears”. You have fears right? You need to face
your fears right now. It is on the process. Do it step by step because someday if you would just
overcome your fear, you will just laugh at it and that would be the cornerstone of your
confidence. Face all your fears and build confidence within you. Because you are special and
you deserve the confidence that you should have.
These are just simple steps on how to overcome fears. It may help you to make you more
confident and accept yourself but at the end of the day it is still you who would choose your own
path. Just always remember to choose wisely so you would not end up regretting.
Webber, C. (2015). How to overcome low self-esteem. http://www.netdoctor.co.uk/healthy-

living/wellbeing/a25866/how-to-overcome-low-self-esteem/html
CHAPTER III
RESEARCH METHODOLOGY
In this chapter the methodologies in conducting this research are being applied by the
researcher. The two methodologies were utilized in this study. First is the Qualitative Research
Method since the researcher’s objective is to gather information by the respondents’ lived experiences
through an interview. Second is the Quantitative Method. This method was used because there are
tallying and numerical data gathered. The researcher also used a part of survey given by Mrs. Eiren
Galang that was conducted after the Personality Development Class.
RESEARCH QUESTION
1. What is the general self-esteem level of Grade 11 students before and after
Personality Development Class?
2. What is the general percentage of the students with low and high self-esteem before
and after Personality Development Class?
3. What is the impact of Personality Development Class on the self-esteem of Grade 11
Students?
4. What are the suggestions of Grade 11 students about improving the Personality
Development Class?
This research aims to know the impact of Personal Development Class on the self-esteem
of Grade 11 students and seek to find answers to the following questions above. The problems on
this research will be the guideline of the researcher throughout the study.
The researcher wants to research about this topic to know the impacts happened on the self-
esteem of the Grade 11 students. Knowing the impacts and changes would give the teacher of the
Personality Development class a hint if his/her class is effective in terms of developing the right
self-esteem of these students. Grade 11 students will also know if they are aware of these impacts
and changes. This study may touch the students to have their self-esteem improved and
developed.
SETTING
Golden Link College is the setting of this research where the Personality Development
Class had conducted. This is where all the methods of gathering data for this research will be
facilitated.
POPULATION
The research respondents are the Grade 11 students in Golden Link College as they are
the first batch of students who underwent the Personality Development Class in Basic Education
Department (BED). The overall respondents is 75% of the Grade 11 students, in total of thirty
(30) respondents used in gathering data and information.
ETHICAL CONSIDERATION
The research is about, A Comparative Study on the Self-esteem of Grade 11 Students

before and after Attending the Personality Development Class in Golden Link College S.Y. 2016-
2017. The researcher will keep the confidentiality of all the information gathered and used in this
research. This is to ensure the welfare of the respondents.
Every interview and survey has been done with their consent. The respondents have the
right to decline research test offered if they feel not comfortable in participating any of these.
The respondents' decision would be highly respected.
As a whole, the researcher remained the honesty and fairness in delivering results and at
the same time keeping the respondents' information confidential. All the things that have been
discussed throughout this study were done with honesty. No part of the data gathered from them
were modified and it is strictly done with credibility and transparency. These are the
considerations of the researcher to the respondents.
RESEARCH DESIGN
1st Week 2nd Week 3rd Week 4th Week
November Introductory Title Defence Research Introduction

of Proposal Making
Research Paper
December Surveys Data collection Ethical Findings
Interview Procedures Consideration Conclusion
Subjects Data Analysis Results Recommendation
Instruments
January References Checking for Proof Reading Proof Reading
errors
February Finalization Final Touch Ready Ready
for defence for defence
This is the work plan of the researcher in order to accomplish the study. The researcher will
discussed this in order to know how the thesis was made.
On the first week of November the introductory if the research paper was being discussed.
This was the time when the adviser of this research subject introduces to the students how to make a
research paper. On the second week of November, the grade 11 students conduct a title defence
together with Teacher Eiren Galan and other teachers that are present in helping the students for
making this paper. On the third week, the researcher did a research proposal for him to propose how
he will do his thesis paper. Last week of November, the researcher’s introduction about the topic was
made.
On the next month which is the month of December, this is the time of making interviews and
surveys to gather data and information from the respondents. The second week of this month is
collecting of data and information to be used for answering the research problems. The third week is
finding the result of all the data gathered and the promise of the researcher to the confidentiality of his
respondents. On the last week of December it is stated that all the findings, conclusions and
recommendation of the study are being discussed. Then on the next month which is January, the
references are the last step to complete the research. The month of February until March, is
supposedly the month of proof reading and having final touch for the research.
The researcher is feeling sorry for not having this work plan followed. But then again, the
research is now on the stage of completion so there is no reason for him to give up.
SUMMARY
This chapter is all about the methodologies used in completing the research. Different
instruments were used to answer the statement of the problem and to do what are the purposes and the
objectives of the research.
It is important that all throughout the study; the researcher is always mindful of the statement
of the problem to keep on track of the progress of the study and monitor if the tasks are still on the
target date. Adjustment to some unexpected circumstance will be included.
In this study, the researcher's setting has been considered, where the gathering of data took
place. Also the respondents who are credible and relevant to the progress of this research. The part of
this chapter where the researcher find it quite challenging is the ethical consideration, wherein welfare
of the respondents must be put into consideration and must be emphasized. Making this possible is
indeed a good quality of research. Lastly is the Research Resign, this is just the work plan of the
researcher and unfortunately the work flow is not perfectly followed.
These are the part of Chapter III where the Methodologies are used in the research. Moving
forward to the new chapter which will give hints about the result of this study and how the researcher
compiled all the gathered information and data.
CHAPTER IV
RESULTS
This chapter shows the results of the methodologies used in the last chapter. This is where all
the gathered information and data are being presented through the use of graphs, tables, and graphic
organizers. These are the results of the researcher’s interview and survey.
DATA INTERPRETATION AND ANALYSIS
GRAPH AND TABLE 1
The Level of changes in Fear of Grade 11 students Before the Personality Development Class
10.00%
Level 0
Level 1
26.67%
Level 2
3.33%
Level 3
13.33%
Level 4
Level 5
3.33% 3.33% Level 6
10.00% Level 7
Level 8
13.33% Level 9
10.00% Level 10
6.67%
INDICATORS NO. OF PERCENTAGE RANK

RESPONDENTS
0 8 26.67% 1st
1 0 0% 6th
2 3 10.00% 3rd
3 3 10.00% 3rd
4 2 6.67% 4th
5 4 13.33% 2nd
6 1 3.33% 5th
7 1 3.33% 5th
8 4 13.33% 2nd
9 1 3.33% 5th
10 3 10.00% 3rd
TOTAL 30 100%
This is the graph and table 1 that shows the level of changes in terms of Fear of Grade 11
students Before the Personality Development Class. As given data above, the graph and table
represents the gathered data and information. The first rank that has 26.67% is the level 0;
13.33% among the respondents have answered level 5; another 13.33% for level 8. These levels
are the second in the rank that most of the respondents choose to be their answer. The levels that
are in third rank are the level 2, level 3, and level 10 that have 10.00% each. In the fourth rank is
the level 4 which has 6.67%. The levels that are in fifth rank are the level 6, level 7, and the level
9 which each has 3.33%. The last rank which is the rank sixth goes to level 1 with 0% of
respondents.
GRAPH AND TABLE 2
The Level of Changes in Fear of Grade 11 students After the Personality Development Class
Level 0
13.33%
Level 1
3.33% 3.33% 3.33%
20.00% Level 2
Level 3
Level 4
16.67% Level 5
Level 6
Level 7
20.00% Level 8
Level 9
20.00% Level 10

RESPONDENTS
0 1 3.33% 4th
1 0 0% 5th
2 0 0% 5th
3 1 3.33% 4th
4 0 0% 5th
5 6 20.00% 1st
6 6 20.00% 1st
7 6 20.00% 1st
8 5 16.67% 2nd
9 4 13.33% 3rd
10 1 3.33% 4th
TOTAL 30 100%
This is the graph and table 2 that shows the level of changes in terms of Fear of Grade 11
students After the Personality Development Class. As given data above, the graph and table
represents the gathered data and information. The first ranks that have 20.00% are the level 5,
level 6, and level 7; 16.67% among the respondents have answered level 8. This level is the
second in the rank that most of the respondents choose to be their answer. The level that is in
third rank is the level 9 that has 13.33%. In the fourth ranks which have 3.33% of respondents
are the levels 0. Level 3, and level 10. The last rank which is the 5 th rank who doesn’t choose to
be the respondent’s answer are the level 1, level 2, and level 4 that has 0% each.
GRAPH AND TABLE 3
The Level of Changes in Emotional Baggage of Grade 11 students Before the Personality Development Class
6.67%
Level 0
6.67% 20.00%
Level 1
Level 2
13.33% Level 3
3.33% Level 4
Level 5
3.33% Level 6
16.67% Level 7
13.33% 3.33% 3.33% Level 8
Level 9
Level 10
10.00%

RESPONDENTS
0 6 20.00% 1st
1 1 3.33% 6th
2 5 16.67% 2nd
3 1 3.33% 6th
4 1 3.33% 6th
5 3 10.00% 4th
6 4 13.33% 3rd
7 1 3.33% 6th
8 4 13.33% 3rd
9 2 6.67% 5th
10 2 6.67% 5th
TOTAL 30 100%
This is the graph and table 3 that shows the level of changes in terms of Emotional
Baggage of Grade 11 students Before the Personality Development Class. As given data above,
the graph and table represents the gathered data and information. The first rank that has 20.00%
is the level 0; 16.67% among the respondents have answered level 2. This level is the second in
the rank that most of the respondents choose to be their answer. The levels that are in third ranks
are the level 6, and level 8 that have the same 13.33% each. In the fourth rank is the level 5
which has 10.00%. The levels that are in fifth rank are the level 9, and level 10 which each have
6.67%. The last ranks which are the rank sixth go to level 1, level 3, level 4, and level 7 which
have 3.33% each.
GRAPH AND TABLE 4
The Level of Changes in Emotional Baggage of Grade 11 students After the Personality Development Class
10.00%
Level 0
3.33% Level 1
23.33%
Level 2
16.67%
Level 3
Level 4
Level 5
Level 6
13.33% Level 7
Level 8
23.33%
Level 9
10.00% Level 10

RESPONDENTS
0 0 0% 6th
1 0 0% 6th
2 0 0% 6th
3 0 0% 6th
4 1 3.33% 5th
5 7 23.33% 1st
6 4 13.33% 3rd
7 3 10.00% 4th
8 7 23.33% 1st
9 5 16.67% 2nd
10 3 10.00% 4th
TOTAL 30 100%
This is the graph and table 4 that shows the level of changes in terms of Emotional
Baggage of Grade 11 students After the Personality Development Class. As given data above, the
graph and table represents the gathered data and information. The first ranks that have each both
have 23.33% of the total respondents are the level 5 and level 8; 16.67% among the respondents
have answered level 9. This level is the second in the rank that most of the respondents choose to
be their answer. The level that is in third rank is level 6 that has 13.33%. Level 5 is in the fourth
rank that has 10% of respondents. In the fifth ranks are the level 9 and level 10 that both each
6.67%. In the last rank which has 3.33% answer from the respondents are the level 1, level 3,
level 4 and the level 7.
GRAPH AND TABLE 5
The Happiness Level Before the Personality Development Class

6.71%
Level 0
6.71%
Level 1
3.35% 3.35%
3.35% Level 2
Level 3
23.16% Level 4
23.16% Level 5
Level 6
Level 7
Level 8
16.78% Level 9
13.42%
Level 10

RESPONDENTS
0 1 3.33% 5th
1 0 0% 6th
2 1 3.33% 5th
3 0 0% 6th
4 2 6.67% 4th
5 7 23.33% 1st
6 4 13.33% 3rd
7 5 16.67% 2nd
8 7 23.33% 1st
9 1 3.33% 5th
10 2 6.67% 4th
TOTAL 30 100%
This is the graph and table 5 that shows the Happiness Level of Grade 11 students Before
the Personality Development Class. As given data above, the graph and table represents the
gathered data and information. The first ranks that have 23.33% are the level 5 and the level 8;
16.67% among the respondents have answered level 7. This level is the second in the rank that
most of the respondents choose to be their answer. The level that is in third rank is the level 6
that has 13.33%. The fourth ranks which have 6.67% each are the level 4, and level 10. Level 0,
level 2, and level 9 are in the fifth ranks which each has 3.33%. In the last rank which has 0%
answer from the respondents are the level 1 and level 3.
GRAPH AND TABLE 6
The Happiness Level After the Personality Development Class
10.00% Level 0
10.00% Level 1
Level 2
3.33%
Level 3
Level 4
20.00% Level 5
Level 6
23.33%
Level 7
Level 8
Level 9
Level 10
33.33%

RESPONDENTS
0 0 0% 6th
1 0 0% 6th
2 0 0% 6th
3 0 0% 6th
4 1 3.33% 5th
5 3 10.00% 4th
6 0 0% 6th
7 7 23.33% 2nd
8 10 33.33% 1st
9 20 20.00% 3rd
10 3 10.00% 4th
TOTAL 30 100%
This is the graph and table 6 that shows the Happiness Level of Grade 11 students After
gathered data and information. The first rank that has 33.33% is the level 8; 23.33% among the
respondents have answered level 7. This level is the second in the rank that most of the
respondents choose to be their answer. The level that is in third rank is the level 9 that has
20.00%. The fourth ranks which have 10.00% each are the level 5 and level 10. Level 4 is in the
fifth rank that has 3.33% total of respondents. In the last rank which has 0% answer from the
respondents are the level 0, level 1, level 2, level 3, and the level 6.
GRAPH AND TABLE 7
The Optimism Level of Grade 11 students Before the Personality Development Class
6.67%
Level 0
10.00% 16.67% Level 1
3.33%
Level 2
6.67% Level 3
Level 4
13.33% Level 5
Level 6
Level 7
30.00% Level 8
13.33%
Level 9
Level 10
.

RESPONDENTS
0 1 3.33% 6th
1 0 0% 7th
2 0 0% 7th
3 5 16.67% 2nd
4 4 13.33% 3rd
5 4 13.33% 3rd
6 9 30.00% 1st
7 2 6.67% 5th
8 3 10.00% 4th
9 2 6.67% 5th
10 0 0% 7th
TOTAL 30 100%
This is the graph and table 7 that shows the Optimism Level of Grade 11 students Before
respondents have chosen level 3. This level is the second in the rank that most of the respondents
choose to be their answer. The levels that are in third ranks are the level 4, and level 5 that have
the same 13.33% each. The fourth rank which has 10.00% is the level 8. Next ranks, the fifth
ranks, which have 6.67% answer from the respondents are the level 7 and level 9. With 3.33%
answers by the respondents is the level 0 that is on the sixth rank. The last in the ranks, seventh
rank, are the level, 1, level 2, and level 10.
GRAPH AND TABLE 8
The Optimism Level of Grade 11 students After the Personality Development Class
10.00% Level 0
Level 1
3.33% 20.00%
Level 2
16.67% Level 3
Level 4
6.67% Level 5
Level 6
Level 7
16.67%
Level 8
Level 9
26.67%
Level 10

RESPONDENTS
0 0 0% 7th
1 0 0% 7th
2 0 0% 7th
3 0 0% 7th
4 1 3.33% 6th
5 6 20.00% 2nd
6 2 6.67% 5th
7 8 26.67% 1st
8 5 16.67% 3rd
9 5 16.67% 3rd
10 3 10.00% 4th
TOTAL 30 100%
This is the graph and table that shows the Optimism Level of Grade 11 students After the
Personality Development Class. As given data above, the graph and table represents the gathered
data and information. The first rank that has 26.67% is the level 7; 20% among the respondents
have chosen level 5. This level is the second in the rank that most of the respondents choose to
be their answer. The levels that are in third ranks are the level 8, and level 9 that have the same
16.67% each. The fourth rank which has 10.00% is the level 10. Next rank, the fifth rank, which
has 6.67% answers from the respondents, is the level 6. With 3.33% answers by the respondents
is the level 4 that is on the sixth rank. The last in the ranks, seventh rank, are the level 0, level, 1,
level 2, and level 3.
GRAPH AND TABLE 9
The Self-acceptance Level of Grade 11 students Before the Personality Development
6.67%
Level 0
3.33% 3.33% 3.33%13.33% Level 1
10.00%
Level 2
Level 3
10.00% Level 4
Level 5
23.33% Level 6
3.33% Level 7
Level 8
23.33%
Level 9
Level 10

RESPONDENTS
0 1 3.33% 5th
1 0 0% 6th
2 1 3.33% 5th
3 4 13.33% 2nd
4 3 10.00% 3rd
5 7 23.33% 1st
6 1 3.33% 5th
7 7 23.33% 1st
8 3 10.00% 3rd
9 2 6.67% 4th
10 1 3.33% 5th
TOTAL 30 100%
This is the graph and table 9 that shows the Self-acceptance Level of Grade 11 students
Before the Personality Development Class. As given data above, the graph and table represents
the gathered data and information. The first ranks that have 23.33% are the level 5 and level 7;
13.33% among the respondents have answered level 3. This level is in the second in the rank that
most of the respondents choose to be their answer. The levels that are in third rank are the level 4
and level 8 that both have 10.00% each. The fourth rank which has 6.67% is the level 9. Level 1,
level 2, level 6, and level 10 are both in the fifth rank and they each have 3.33%. In the last rank,
the sixth rank, which has 0% answer from the respondents, is the level 1.
GRAPH AND TABLE 10
The Self-acceptance Level of Grade 11 students After the Personality Development Class
6.67%
Level 0
16.67%
Level 1
Level 2
23.33% Level 3
Level 4
16.67% Level 5
Level 6
Level 7
Level 8
16.67%
Level 9
20.00% Level 10

RESPONDENTS
0 0 0% 5th
1 0 0% 5th
2 0 0% 5th
3 0 0% 5th
4 0 0% 5th
5 2 6.67% 4th
6 7 23.33% 1st
7 5 16.67% 3rd
8 6 20.00% 2nd
9 5 16.67% 3rd
10 5 16.67% 3rd
TOTAL 30 100%
This is the graph and table 10 that shows the Self-acceptance Level of Grade 11 students
After the Personality Development Class. As given data above, the graph and table represents the
gathered data and information. The first rank that has 23.33% is the level 6; 20% among the
respondents have answered level 8. This level is the second in the rank that most of the
respondents choose to be their answer. The levels that are in third rank are the level 7, level 9 and
level 10 that have 16.67% each. The fourth rank which has 6.67% is the level 5. In the last rank,
the fifth rank, which has 0% answer from the respondents are the level 0, level 1, level 2, level 3
and level 4.
DATA CODING PRESENTATION AND ANALYSIS
A COMPARATIVE STUDY ON SELF-ESTEEM OF GRADE

11 STUDENTS BEFORE AND AFTER ATTENDING THE
PERSONALITY DEVELOPMENT CLASS IN GOLDEN LINK
COLLEGE S.Y. 2016-2017
Percentage of the
students with Low and
High Self-esteem Before Impacts after the
Self-esteem Level and after Personal
Definition Before and After Development Class Suggestions
- Self-confidence BEFORE AFTER BEFORE THE AFTER THE - They now have - More
- Trust in your self PERSONALITY PERSONALITY trust on themselves interaction with
- Improves your The self-esteem The self-esteem DEVELOPMENT DEVELOPMENT - Can now each other
self level of Grade 11 level of Grade 11 CLASS CLASS communicate with - Focus on one
- Can students before students after other people person at the
communicate with Personal Personal -70% of Grade 11 - 96.67% of Grade - Can interact with time
others Development Development students were having 11 students are new people - More
- Fearless Class ranges Class ranges from low self-esteem. having high self- - Can express interactive
- How you see from level 3-9. level 6-10. - 16.67% of Grade esteem. thoughts and activities
your self 11 students were - 3.33% of Grade 11 feelings - Improvement
- Foundation of a having OTHER students were having - Lesser insecurities of the teacher's
person answer. OTHER answer. - Became happy voice
- 13.33% of Grade - 0% of Grade 11 - Can share ideas - Students must
REASON/S REASON/S 11 students were students are having with other people be serious in all
having high self- low self-esteem. - Self-confidence the activities
- Fear of - Can now esteem. - Motivated given to them
rejection socialize with - Self-acceptance
-nervousness others - More video
- Shy - Fearless - Overcame fears clips
- exaggerated - enlightened - Optimistic person - More heart to
- do not have - can do public heart talk
trust on their speaking
selves - can handle their
- Loads of push- emotions
buttons - can now
communicate with
others
- have self-
confidence
Before the researcher gave the exact problem questions into the respondents, he asked
first if the respondents know what the meaning of self-esteem is. Different meanings were said
and one of these meanings is self-confidence. Self-confidence is different from self-esteem but
what their connection is that the way self-esteem used this self-confidence in order to achieve a
goal or an achievement. When we trust in ourselves, all things will fall into their right places so it
means that self-esteem is correlated into trusting ourselves. When students have self-esteem
especially if it is high self-esteem, there are bigger chances that it improves one’s life. The
respondents also said that self-esteem is when we can communicate with others. When we can
share our thoughts and ideas about certain things without being afraid of what they would say
towards us. We became fearless and how we see ourselves would be different than before if we
just know how to use our own self-esteem. Lastly, they answered that it is the foundation of a
person because without self-esteem, students would no longer live their life to the fullest.
Self-esteem level before and after the Personal development Class is being researched
also. Here is the list of answers that proves that the self-esteem of Grade 11 students before
Personal Development Class ranges from Level 3-9 while after the said class, the self-esteem of
the grade 11 students ranges from level 6-10.
GRAPH AND TABLE 11
The Self-esteem Level of Grade 11 students Before the Personality Development Class
10.00%
Level 0
13.33% 3.33% 3.33% Level 1
Level 2
Level 3
30.00% Level 4
Level 5
20.00%
Level 6
Level 7
Level 8
Level 9
20.00% Level 10

RESPONDENTS
0 0 0% 6th
1 0 0% 6th
2 0 0% 6th
3 3 10.00% 4th
4 9 30.00% 1st
5 6 20.00% 2nd
6 6 20.00% 2nd
7 4 13.33% 3rd
8 1 3.33% 5th
9 1 3.33% 5th
10 0 0% 6th
TOTAL 30 100%
This is the graph and table 1 that shows the Self-esteem Level of Grade 11 students
Before the Personality Development Class. As given data above, the graph and table represents
the gathered data and information. The first rank that has 30.00% is the level 4; 20.00% among
the respondents have answered level 5 and another 20.00% for level 6. These levels are the
second in the rank that most of the respondents choose to be their answer. The level that is in
third rank is the level 7 that has 13.33%. The fourth rank which has 10.00% is the level 3. Level
8 and level 9 are in the fifth rand that both each have 3.33%. In the last rank, the sixth rank,
which has 0% answer from the respondents are the level 0, level 1, level 2, and level 10.
The reasons of these respondents why they choose those levels is that before the
Personality Development Class they have fear of rejection where in it became a reason for them
to stop themselves in expressing what they got or to show who they truly are just because they’re
afraid to be not appreciated by others, to be ignored by them that makes them feel rejected; they
have nervousness in their selves like for example, they said that when they are doing the Public
Speaking in front of many people they feel shy and nervous that make them suffer from mental
block or nothing words come out to their mouths; they feel shy specially in showcasing their
abilities and talents; they exaggerated things that became so negative for them and when they
exaggerate things, their emotions are easily became unstable that makes them feel frustrated or
depressed when they committed mistakes; they do not have trust on their selves that they can do
all things they just have to believe with their abilities and lastly, because they do have loads of
push-buttons. Therefore the researcher conclude that the self-esteem level of Grade 11 students
After the Personality Development Class ranges from level 6 to level 10 unlike before that it just
ranges from level 3 to level 9.
GRAPH AND TABLE 12
The Self-esteem of Grade 11 students After the Personality Development Class
10.00%
Level 0
3.33% 20.00% Level 1

Level 2
20.00% Level 3
Level 4
Level 5
Level 6
Level 7
Level 8
Level 9
46.67%
Level 10

RESPONDENTS
0 0 0% 5th
1 0 0% 5th
2 0 0% 5th
3 0 0% 5th
4 0 0% 5th
5 0 0% 5th
6 1 3.33% 4th
7 6 20.00% 2nd
8 14 46.67% 1st
9 6 20.00% 2nd
10 3 10.00% 3rd
TOTAL 30 100%
This is the graph and table 2 that shows the Self-esteem Level of Grade 11 students After
respondents have answered level 9. This level is the 2 nd in the rank that most of the respondents
choose to be their answer. The level that is in third rank is the level 7 that has 13.33%. The 4 th
ranks which has 6.67% each are the level 6, level 10. In the last rank, the fifth rank, which has
0% answer from the respondents are the level 0, level 1, level 2, level 3, level 4, and level 5.
The reasons of these respondents why they choose those levels is that after the
Personality Development Class they can now socialize with others; they are now fearless; they
are now enlightened; they can now do public speaking; can handle their emotions; can now
communicate with others and lastly, they do have now self-confidence. Therefore the researcher
conclude that the self-esteem level of Grade 11 students After the Personality Development Class
ranges from level 6 to level 10.
After knowing the self-esteem level of Grade 11 students before and after the Personality
Development Class, the researcher proceeds to the research of the Percentage of the Grade 11
students with Low and High Self-esteem Before and After the Personality Development Class.
GRAPH AND TABLE 13

Percentage of the Grade 11 students with Low and High Self-esteem Before the Personality Development Class
13.32%
Low Self-esteem
16.76% Other
High Self-esteem
69.92%

RESPONDENTS
Low Self-esteem 21 70.00% 1st
High Self-esteem 4 13.33% 3rd
Others 5 16.67%% 2nd
TOTAL 30 100%
This is the graph and table 3 that shows the Percentage of the Grade 11 students Before
gathered data and information. The first rank that has 70.00% of respondents answered Low self-
esteem; 13.33% among the respondents have answered that they have high self-esteem. This
level is the second in the rank that most of the respondents choose to be their answer.
The 16.67% who have answered others is not included in the choices but then again some
of the respondents answered this so the researcher included this as part of his data.
Therefore the researcher concludes that most of the Grade 11 students are having low
self-esteem before the Personality Development Class while there are just few of them who were
having high self-esteem.
GRAPH AND TABLE 14

The Percentage of Grade 11 students with Low and High Self-esteem After the PersonalIty Development Class
3.33%
Low Self-esteem
High Self-esteem
Others
96.67%

RESPONDENTS
Low Self-esteem 0 0% 3rd
High Self-esteem 29 96.67% 1st
Others 1 3.33% 2nd
TOTAL 30 100%
This is the graph and table 14 that shows the Percentage of the Grade 11 students After
gathered data and information. The first rank that has 96.67% of respondents answered high.
They have high self-esteem after attending the Personality Development Class. 3.33% is
answered not with the choices given and the last rank goes to Low self-esteem because there are
0% of the students who have answered this.
Therefore the researcher concludes that most of the Grade 11 students are having high
self-esteem After the Personality Development Class and also there are still students who
answered differently from the choices. Overall, the self-esteem of Grade 11 students after the
Personality Development Class is being boost up into being High self-esteem.
Since the researcher already gathered data and information about the respondents. It is
now time to know the Impacts of Personality Development Class on the self-esteem of Grade 11
students.
When the researcher interviewed each one of them these are their answers regarding the
Impacts that the said class have on their self-esteem. Now, they already have trust on their selves
that they can do all things without any negativity running through their minds; can now
communicate with other people specially to those people whom they did not have much time to
bond with; they can now interact with new people and make some adjustments that will be the
gateway of their improvements; can express thought and feelings towards a thing or other
people. They do have been able to be their selves after the Personality Development Class; lesser
insecurities than before because they said that insecurities are still on them but not as big as
before, it lessens up; they became happy and feel loved every time they will meet new people
and every time they will share something about themselves; can share ideas with other people
like how they are as a person or when their talents and abilities could be shared also; they are
confident enough for themselves that’s why being shy doesn’t have any room in their life; they
feel motivated to do something which can give happiness towards their lives; they already accept
what and who they are – self-acceptance; they overcame their fears; and lastly, they became an
optimistic person.
Therefore the researcher conclude that having the Personality Development Class really
helps the students to become better than before, to stand and aim high even their fears are telling
them that they can’t do it, even when their confidence is not enabling them to do what they really
want just because they don’t want to be rejected by the people that surrounds them. Self-esteem
is part of their life that needs attention. It is alarming to see that people who have low self-esteem
are not able to enjoy their life. These impacts are just the living testimony of these respondents
that even the simplest subject like the Personality Development Class could change their life
little by little and more than what they ever imagined if we just take the subject or class
seriously.
These are their suggestions to make the Personality Development Class more exciting
and more interactive. The respondents suggests the following: More interaction with each other
like talking with each other about a certain topic given by the teacher; focus on one person at a
time so the teacher will know all the concerns and struggles of the students and will come up
with an idea that could help them ease the pain and burden they are feeling; more interactive
activities where the students could share all the ideas and thought they are having on their selves;
improvement of the teacher’s voice because sometimes because of the teacher’s sweet voice,
students just wanted to sleep so they suggested that the teacher should hardened her voice a little
for them to be stay awake; students must be serious in all the activities that are given to them;
more video clips to come because this is where the students learned easily the lessons; and lastly,
more heart to heart talk like a mother and child talk. These are suggestions to improve the
Personality Development Class even more.
SUMMARY
This chapter aims to interpret the gathered data and information given by the
respondents. Since, this research has something to do with experiences and percentage of the
Grade 11 students who are having Low and High Self-esteem; the methods used are the
Qualitative and the Quantitative Method.
Results of the research are now formed in this chapter. The researcher is now have the
answer to the research problems. In data presentation and analysis of surveys, all the tallying and
the percentage that were gathered by studying the answers of the respondents from the survey
were presented into graphs and tables to clearly identify and visualize the results. The researcher
used graphs and tables to show the percentages.
In data coding presentation and analysis of interview, the researcher created a conceptual
framework to overview the whole content and information of the interview. This data coding is
the process of analysing the gathered interview data to figure out the possible answers to the
research problems.
These two instruments fall into Qualitative and Quantitative method. The Interview is
under the Qualitative, since it is all about the experiences of the Grade 11 students, and the
Survey is under the Quantitative research method as this includes statistics and percentages.
This chapter helps the researcher to come up with answers in the research problem. The
data and information gathered served as the entire source to support the desired result in this
study. For the next chapter, all these interpreted data and information will be used to formulate
the answers as part of the research discussion.
CHAPTER V
DISCUSSION
This chapter aims to answer and discuss the research questions by the use of the
interpreted data and information gathered in the last chapter. This will be the chapter of all the
results and answers to the research, A Comparative Study on the Self-Esteem of Grade 11
Students before and after Attending the Personality Development Class in Golden Link College
S.Y. 2016-2017.
RESEARCH QUESTIONS
1. What is the self-esteem level of Grade 11 students before and after Personal
Development Class?
 BEFORE
- The self-esteem level of Grade 11 students before Personal Development Class
ranges from level 3-9.
 AFTER
- The self-esteem level of Grade 11 students after Personal Development Class
ranges from level 6-10.
2. What is the percentage of the students with low and high self-esteem before and after
Personal Development Class?
 BEFORE THE PERSONAL DEVELOPMENT CLASS

- 70% of Grade 11 students were having low self-esteem.
- 13.33% of Grade 11 students were having high self-esteem
- 16.67% of Grade 11 students were having other answers.
 AFTER THE PERSONAL DEVELOPMENT CLASS
- 96. 67% of Grade 11 students were having high self-esteem.
- 3.33% of Grade 11 students were having other answers.
3. What are the impacts of Personal Development Class on the self-esteem of Grade 11
Students?
 They now have trust on themselves

 Can now communicate with other people
 Can interact with new people
 Can express thoughts and feelings
 Lesser insecurities
 Feel Happiness
 Can share ideas with other people
 Self-confidence
 Motivated
 Self-acceptance
 Overcame fears
 Optimistic person
4. What are the suggestions of Grade 11 students about improving the Personal
Development Class?
 More interaction with each other

 Focus on one person at the time
 More interactive activities
 Improvement of the teacher's voice
 Students must be serious in all the activities given to them
 More video clips
 More heart to heart talk
CONCLUSION
A Comparative Study on the Self-esteem of Grade 11 students before and after attending
the Personality Development Class in Golden Link College S.Y. 2016-2017 – this is the title of
the researcher’s research.
The researcher concludes that according to the data and information gathered, the Self-
esteem level of Grade 11 students before the Personality Development Class ranges from level 3
up to level 9, while after the said class the self-esteem level of the Grade 11 students is boosted
into level 6-10. Therefore, the researcher concludes that Personality Development Class has
really given a big impact to the self-esteem of Grade 11 students.
The researcher also concludes that Personality Development Class has able to make a
change to the self-esteem of the students, from having a low self-appreciation to one's self; to be
better individuals who began to see goodness in them and started believing themselves.
The researcher concludes that the lived experiences of the Grade 11 students before the
Personality Development Class is far different from their lived experiences after the said class.
Confidence and positive outlook became evident on the results gathered. As the study has shown
the impacts of conducting this kind of class to the personalities of the students are indeed
effective. However, there are some parts of the Personality Development Class which needs to be
improved to make it more enjoyable and become more effective in developing their self-esteem.
Moreover, the researcher concludes that the Personality Development Class is definitely
an effective and engaging tool to develop not only the self-esteem of the students but as well the
other essential characteristics that can be improved to a person.
Recommendation and Implication for Theory Research and Practice
This research is all about; A Comparative Study on the Self-Esteem of Grade 11 students
before and after attending the Personality Development Class in Golden Link College S.Y. 2016-
2017 where in the researcher really takes time in order to come up with answers that will
complete this research.
After the study has been executed, the researchers come up with the following recommendations:
FOR THE STUDENTS

 The researcher recommends to the student that they could make things out of
their comfort zone like joining programs where they can express their hidden
talents or their abilities to boost their self-confidence.
 The researcher recommends to the students that they should not compare
themselves into other people. They don’t need to be like anybody or someone
else in order for them to grow, in order for them to have high self-esteem.
They should need to be their selves because being their selves will make them
respect and value who they are.
 The researcher recommends to the students to be an optimistic person. They
don’t need other people’s reaction for them to be happy. They just need to be
positive always because positivity will make them succeed someday and being
optimistic will give them confidence to show who they really are.
FOR THE PARENTS

 The researcher recommends to the parents to do not punish their children
physically because it affects the children’s behavior until such time that they
would not know how to stand and make move towards expressing their selves to
others.
 The researcher recommends to the parents that they should not curse or cuss and
say bad words to their children especially in front of other people because it is
humiliating for the children to hear those things and will make their self-esteem
became low because of the emotional baggage they get from that.
 The researcher recommends to the parents that they should love, guide, and
support their children in all ways for it will make their children more encourage
doing works and accomplishment because they know that there are their parents
to love, guide, and support them.
FOR THE TEACHER

 The researcher recommends to the teachers that praising a student will make them
feel loved and boost their self-esteem.
 The researcher recommends to the teachers that they could conduct a pre-self-
esteem evaluation survey in order to know what are the differences happened after
the class.
 The researcher recommends to the teachers that they could make a program like a
talent program where the students could indulge themselves in expressing their
talents and the skills they have.
FOR THE FUTURE RESEARCHERS

 The researcher recommends to the future researchers if they will study the same
as the researcher’s study that they should use more interviews for they will know
the experiences of the students that can give data and information in the research.
 The researcher recommends to the future researchers to try to research with other
environment and not just in a school.
 The researcher recommend to the future researchers to read more research about
this topic in order for them to have better idea what their research is all about.
 The researcher recommends to the future researchers to use credible self-esteem
scale in order to know the self-esteem level of their respondents.
 The researcher recommends to the future reserachers that they can conduct a
comparative study on how the GLC applied the lessons of Personality
Developmnent Class from the other schools.
SUMMARY
Self-esteem is really a must to study specially to Grade 11 students who are the pioneer
of having this kind of subject. There are two known self-esteem, the low self-esteem and the high
self-esteem. First, self-esteem is the confidence of one’s own worth and abilities. It is divided
into two the low self-esteem where people who has this kind of self-esteem do not have the
confidence and the courage to speak their selves and hide themselves just because of they are
afraid to be rejected by the people that surrounds them, the other one is the high self-esteem
where people who has this kind of self-esteem trust themselves that they can do things and have
confidence to speak their selves, their thought and ideas.
This study aims to identify the impacts of the Personality Development Class on the self-
esteem of Grade 11 students before and after attending the said class. The percentages of the
students who are having low and high self-esteem were being studied too in this research. The
significance of this research is that to help the students to know how the Personality
Development Class improved the self-esteem of Grade 11 students and to help the teachers to
develop ideas in order to help the students to boost their self-esteem as an individual.
The researcher used the qualitative method and the quantitative method in order to gather
all the data needed. The interview that the researcher made was used to get all the lived
experiences that the respondents have while the survey was used to get the percentages of the
students who are having low and high self-esteem.
In order to get the overview of the study, the researcher created a conceptual framework
to summarize the key points in the research. Furthermore, there are some limitations applied in
accomplishing the research, only the grade 11 students of Golden Link College would be the
source of data and the topic to be studied about is just all about the self-esteem of these students.
To give more information about the researcher’s topic, it would be easier to read the next
chapter which is all about the related articles, research, and literature of the study. These related
literatures are all have connection to the topic, A Comparative Study on the Self-Esteem of Grade
11 Students before and after Attending the Personality Development Class in Golden Link
College S.Y. 2016-2017
Having the related literature and study that have connection in the researcher’s topic
makes the researcher gain more information and build ideas into his mind about his study. These
related literatures are the credible and reliable articles that are pertinent into the researcher’s
topic. These articles are all about the self-esteem of Grade 11 students that can be used by the
researcher all throughout his study.
In finding the results chapter, this aims to interpret the gathered data and information
given by the respondents. Since, this research has something to do with experiences and
percentage of the Grade 11 students who are having Low and High Self-esteem; the methods that
have been used are the Qualitative and the Quantitative Method.
Results of the research are now formed in this chapter. The researcher is now having an
answer in his research problems. In data presentation and analysis of surveys, all the tallying and
the percentage that are formed by studying the answer of the respondents from the survey are
formed into graphs and tables to understand it easily. The researcher used graphs to show the
percentage while tables for the people to easily understand the graph. In short, the table was just
used to support the graph.
In data coding presentation and analysis of interview, the researcher created a conceptual
framework to overview the whole content and information of the interview. Then later on, it was
explained trough paragraphs. This data coding is somewhat one of the difficult process of
analysing the interview data because it really needed so much time and effort to figure out the
possible answers to the research problems.
These two instruments fall in the qualitative and quantitative method. The interview will
fall in the qualitative since it is all about the experiences of the grade 11 students and the survey
falls into qualitative research method because it includes statistics and percentages.
This chapter helps the researcher to see the answers on his research problem. The data
and information gathered are the entire source that the researcher used in order to have answers
into his research. For the next chapter, all this interpreted data and information will became
answers as part of this research discussion.
In the last chapter, this is the discussion of all the results of the gathered data and
information on the last chapter. This aims to answer the research questions and to make
conclusions in order to know if the assumption of the researcher is inclined with the results. Also,
the researcher write his recommendations for the students, parents, teachers and all the future
researchers about his topic which is all about the impact of personality development class on the
self-esteem of grade 11 students.
This is the research of the researcher. At the end of this research, the researcher conclude
that Personality Development Class is a subject for students who will maintain and improve their
self-esteem in order to live freely and to live without doubt and hesitation in their hearts. Again,
this is the research of the researcher: A Comparative Study on the Self-esteem of Grade 11
students before and after attending the Personality Development Class in Golden Link College
S.Y. 2016-2017.
CHAPTER VI
REFERENCES
http://www.alfiekohn.org/article/truth-self-esteem/
https://www.papermasters.com/self-esteem.html
McLeod, S. (2012). Low Self Esteem. http://www.simplypsychology.org/self-esteem.html
Zeigler-Hill, V. Jordan, C. & Cameron, J. Self-esteem. (2015).

http://www.oxfordbibliographies.com/view/document/obo-9780199828340/obo-
9780199828340-0124.xml
McLeod, S. (2008). Self-Concept, Self Esteem and Self Worth.

http://www.simplypsychology.org/self-concept.html
Shore, K. (2017). The Student With Low Self-Esteem.

http://www.educationworld.com/a_curr/shore/shore059.shtml
Webber, C. (2015). How to overcome low self-esteem. http://www.netdoctor.co.uk/healthy-

living/wellbeing/a25866/how-to-overcome-low-self-esteem/
APPENDICES
Survey answers of the Respondents
Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
The Level of Changes in Fear of Grade 11 Students
BEFORE 2 0 0 10 0 3 5 4 10 0 5 4 8 7 3
AFTER 5 6 7 0 6 5 8 7 9 8 8 6 5 9 9
The Level of Changes in Emotional Baggage of Grade 11 Students
BEFORE 3 0 2 10 0 1 7 4 10 2 5 6 9 6 6
AFTER 6 5 8 8 10 5 9 8 9 9 8 8 6 8 10
The Happiness Level of Grade 11 Students
BEFORE 4 4 8 5 8 10 7 2 8 7 9 8 6 7 5
AFTER 5 7 9 5 9 10 8 5 9 7 9 8 8 8 7
The Optimism Level of Grade 11 Students
BEFORE 6 9 5 3 7 6 8 3 3 6 9 6 4 6 4
AFTER 8 10 7 5 10 7 9 6 8 9 9 8 5 9 7
The Self-acceptance Level of Grade 11 Students
BEFORE 2 5 3 5 9 5 9 4 7 5 10 5 4 8 4
AFTER 9 6 7 5 10 7 9 6 8 10 10 7 5 10 8
Student 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
The Level of changes in Fear of Grade 11 students
BEFOR 8 6 3 8 2 0 10 10 9 8 0 2 5 0 5
E
AFTER 6 5 6 5 3 7 8 8 7 6 7 9 10 5 7
The Level of changes in Emotional Baggage of Grade 11 students
BEFOR 8 8 5 2 2 0 8 9 10 6 0 2 5 0 8
E
AFTER 6 6 5 5 4 5 7 5 9 5 7 8 10 7 9
The Happiness Level of Grade 11 Students
BEFOR 8 8 7 7 6 5 6 6 10 5 5 5 5 0 8
E
AFTER 8 9 7 8 7 8 7 8 10 7 8 9 10 4 8
The Optimism Level of Grade 11 Students
BEFOR 8 5 7 4 6 3 6 4 6 3 6 5 5 0 8
E
AFTER 8 6 7 5 7 5 7 9 5 5 7 7 10 4 8
The Self-acceptance Level of Grade 11 Students
BEFOR 8 7 7 3 7 3 7 5 8 3 5 6 7 0 7
E
AFTER 8 8 7 5 8 9 8 9 6 6 6 9 10 6 7
CURRICULUM VITAE
Kaye L. Diaz
Camarin, Caloocan City
diazkaye97@gmail.com
PERSONAL INFORMATION
Age: 17 years old
Year Level: Grade 11
Date of Birth: July 9, 1999
Place of Birth: Pampanga
Hobby: Playing guitar, using social media apps, reading novels
EDUCATIONAL BACKGROUND
Primary: Caduang Tete Elementary School (S.Y. 2006-2011)
Secondary: Camarin High School (S.Y. 2011-2016)

Diaz, Kaye

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GOLDEN LINK COLLEGE

Waling-waling St., Barangay 177 Camarin

A COMPARATIVE STUDY ON THE SELF-ESTEEM OF GRADE 11 STUDENTS

Faculty of the Basic Education Department

Golden Link College

In partial fulfilment of the requirements for Practical Research 1 subject

Author: Kaye L. Diaz

Year Published: 2017

Basic Education Department

Waling-waling St., along 6312 Dona Aurora St.,

Camarin Brgy. 177, Caloocan City

A COMPARATIVE STUDY ON THE SELF-ESTEEM OF GRADE 11 STUDENTS

Prepared and submitted by

In partial fulfilment of the requirements for PRACTICAL RESEARCH 1 subject of

GOLDEN LINK COLLEGE

has been examined and is recommended for acceptance and approval.

Nikko Flores Iligan Eiren Aquino Galang

Accepted and approved on____________________________________, March 2017

EIREN GALANG REKHA NAHAR VICENTE HAO CHIN

To all of you, thank you very much!

 Title Page …………………………………………………………………….... I

 Purpose of the study………………………………………………………….. 4

 Review of Related Literature………………………………………………….. 13

According to the research of “Behavioral Connection” which is entitled “Benefits of

PURPOSE OF THE STUDY

SIGNIFICANCE OF THE STUDY

Self-esteem of Grade 11 Students before and

Pessimistic Shy Negative Application Positive

 Site: The site of the research is in Golden Link College

 Methodology: Interview, Post-evaluation Survey

 Smart Phone’s Voice Recorder

C. Relationship to the Topic

The researcher’s topic is A Comparative Study on the Self-Esteem of Grade 11 students

1. Student – a person who attends a school, college or university.

As overview of the study, the researcher created a conceptual framework to summarize

REVIEW OF RELATED LITERATURE

Self-esteem is important in every people’s life so do in psychology. Hence, it shows that

Zeigler-Hill, V. Jordan, C. & Cameron, J. Self-esteem. (2015)

McLeod, S. (2012). Low Self Esteem. http://www.simplypsychology.org/self-esteem.html

SELF-ESTEEM AND SELF-WORTH

2. “Comparison with others”

McLeod, S. (2008). Self-Concept, Self Esteem and Self Worth.

THE STUDENT WITH LOW SELF-ESTEEM

“Showcase her accomplishments.” Almost of the students love accomplishments especially if

HOW TO OVERCOME LOW SELF-ESTEEM

How to overcome Low Self-esteem?

Webber, C. (2015). How to overcome low self-esteem. http://www.netdoctor.co.uk/healthy-

The research is about, A Comparative Study on the Self-esteem of Grade 11 Students

1st Week 2nd Week 3rd Week 4th Week

November Introductory Title Defence Research Introduction

DATA INTERPRETATION AND ANALYSIS

GRAPH AND TABLE 1

INDICATORS NO. OF PERCENTAGE RANK

INDICATORS NO. OF PERCENTAGE RANK

INDICATORS NO. OF PERCENTAGE RANK

INDICATORS NO. OF PERCENTAGE RANK

The Happiness Level Before the Personality Development Class

INDICATORS NO. OF PERCENTAGE RANK

The Happiness Level After the Personality Development Class

INDICATORS NO. OF PERCENTAGE RANK

INDICATORS NO. OF PERCENTAGE RANK

INDICATORS NO. OF PERCENTAGE RANK

The Self-acceptance Level of Grade 11 students Before the Personality Development