DAWA-DAWA NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL STUDENTS'

SELF-ESTEEM, ITS CORRELATION TO THEIR ACADEMIC PERFORMANCE, AND

THE FORMULATION OF AN INTERVENTION DESIGN: AN ACTION RESEARCH

by:
JAN IAN MICHAEL P. BARRO
Dawa-Dawa National High School Faculty

Completed: June, 2018

I. CONTEXT AND RATIONALE

In one of their LAC (learning action cell) sessions, the Senior High School

faculty members of Dawa-Dawa National High School convened among

themselves on the pressing issue of students' participation quality and level.

They asked among themselves, "What can we specifically do to resolve this

particular problem?" Doing preliminary research on the topic, the researcher

and fellow Senior High School faculty members, stumbled upon the topic of

correlation between low self-esteem/inferiority complex and academic

performance. It is found that such direct correlation exists according to

research studies conducted on the subject matter (to be elaborated on the

second chapter). With this subject in mind, the researcher decided to make it

a research objective to determine the existence of a direct correction between

self-esteem and academic performance in the very Senior High School

students of the school. It is noteworthy that various similar studies have

already shed light on the matter, such as that of Reyes, Amistoso, et. al,

(2017) from which a direct quote goes: "...the results indicated that death
 anxiety and self-esteem are significantly related among Filipino youths and

older adults with self-esteem explaining 67% of the variance."

While the previous study correlates self-esteem with thoughts of self-

termination, the similarity to be conjured in this particular research is the

personal will power of the student-respondents, which in this particular

research in the area of academics, and in correlation to the degree of how

they value their personal worth.

II. REVIEW OF RELATED LITERATURE AND RELATED STUDIES

What is Self-Esteem

Viktor Gecas (1982) defines this concept as “…the concept the individual

has of himself as a physical, social, and spiritual or moral being”. Rosenberg

(1979) words it different as “the totality of an individual's thoughts and feelings

having reference to himself as an object". Epstein (1973) adds a general

definition as “A theory that a person holds about himself as an experiencing,

functioning being in interaction with the world”. However it is worded, in its

overlapping totality, self-perception is one’s perception of owns self in totality

and all aspects, such as his physique,

his/her social interactions, his/her place in

the world, and his/her place in the general

reality. As such concept, self-esteem is

just a part or a component of this totality.

How related is self-esteem to academic performance?

Ferkany (2008) write that "self-esteem is a crucial element of the

confidence and motivation children need in order to engage in and achieve

educational pursuits". Gaskill & Woolfolk Hoy (2002) adds that Educators are

called to build strong foundations for students' self-esteem and promoting

self-efficacy as these factors affect the way students willingly engage in

academic endeavors and scholastic activities.

Wigfield and Eccles (2002) asserts, “The development of a positive sense

of self in school needs to be done in the context of legitimate

accomplishments: students' sense of themselves needs to be grounded in

this way.”

What are the possible ways of enhancing self-esteem?

Mariam Arakelian (April, 2015) in her Master’s research thesis

proposes the following methods or self-esteem enhancement programs:

Through Character Education and Narrative. As she explains: “Stories

have a tremendous power to influence, inspire, and transform one's thinking

and behavior. When students learn the stories of resilient well-known or

 familiar people, they become engaged and are more inclined to accept the

message being conveyed.”

III. ACTION RESEARCH QUESTIONS

The research study aims to determine the correlation between self-esteem

and academic performance, as well as the effectiveness of the proposed self-

esteem enhancement program as an intervention design. In order to achieve

purpose of the research, the following research questions needs to be

answered:

a. What is the level of self-esteem of the Senior High School Students of

Dawa-Dawa National High School before and after the implementation of the

self-esteem enhancement program?

b. What is the General Average Score (GAS) of the Senior High School

Students of Dawa-Dawa National High School before and after the

implementation of the self-esteem enhancement program?

c. Is there a statistical correlation between the General Average Score (GAS)

and level of Self-Esteem of the Senior High School Students of Dawa-Dawa

National High School.

IV. ACTION RESEARCH METHODS

This research study is a mixture of a qualitative and quantitative type and both a

correlational and action research since it aims to determine the correlation between

Self-esteem and academic performance. Specifically, the research study aims to

determine the Semestral General Average Score (GAS) as the determinant of

 academic performance and the Sorensen Self-Esteem Test Score as the

determinant of the Senior High School students' level of level of self-esteem.

Sampling technique hereto applied is the highest possible total population of

the Senior High School Students of Dawa-Dawa National High School or at the very

least at least 60% of the total population in consideration of the possible absences of

students at the time of the distribution of the research instrument. To wit:

Table 1. Population of the Senior High School Students of Dawa-Dawa National High

School S.Y. 2017-2018 First Semester

SENIOR HIGH SCHOOL POPULATION

Grade 12 Student Enchanting Section Amazing Section Fascinating Section

26 15 38
Grade 11 Student Enjoying Section Exciting Section Wondering Section
29 26 27
Total 55 41 65

GRAND TOTAL 161

Data Gathering Method: Data shall be of two sources: First, the

standardized survey questionnaire on self-esteem, namely: the Sorensen Self-

Esteem Test developed by Clinical Psychologist Marilyn J. Sorensen (2006) to

answer the first research problem.

Second, the General Average Score (GAS) to be given by the Senior High

School Teachers to the researcher.

The first research instrument mentioned will be distributed to the research

respondents, of which the content will be thoroughly and meticulously explained to

them, along the ethical consideration.

 After a given period of time and after the implementation of the Self-Esteem

Enhancement Program, the same research instruments will be distributed again to

the same research respondents so as to determine the effectiveness of the said

program.

Plan for Data Analysis

The following is be the data analysis system of the research including the

research statistical tool applied.

In answering the third research problem, namely the determination of the

statistical correlation between self-esteem (reflected in the output of the research

instrument) and academic performance as attested by the General Average Score

per semester, the researcher applies the Spearman Rho Rank Correlation

Coefficient.
0.00 = zero (0) correlation
0.01 - 0.2 = negligible correlation
0.21 - 0.4 = low or slight correlation
0.41 - 0.7 = marked or moderate
relationship
0.71 - 0.9 = high relationship
0.91 - 0.99 = very high relationship
1.0 = perfect correlation

V. Discussion of Results and Reflection After collection of the research

questionnaires, the researcher tabulated the data and used excel for easier

compilation and computation. Herein are the findings:

n = 97

First Semester Second Semester

∑D2 n2 ∑D2 n2

897 9409 1288 9409

 Table 1. Result of the Spearman Rho Correlational Statistical Tool

First Semester Second Semester

r2 = 0.994 r2 = 0.991
Interpretation: Interpretation:
very high relationship very high relationship

As seen in the findings in both semester, that is, before and after the

implementation of the Self-Esteem Enhancement Program, there is very high

correlation or correlational relationship between the students' output in the

Sorensen Self-Esteem Test, and their respective General Average Score.

Conclusion

Conclusively, the data shows that there is high correlation between level

of self-esteem and academic performance. This means that students who

have higher self-esteem, or if a student has better self-esteem, then said

student is expected to perform better in classes.

VI. ACTION PLAN

The researcher highly recommends that a Self-esteem enhancement

program be initiated into the entire school's student body, from Grade 7 to

Grade 11 of the school year 2018-2019 (the next school year after the

implementation of the research) for both humanitarian and academic reasons.

Action Plan Title: Self-esteem Enhancement Program for S.Y. 2018-2019

 Implementation of the Self-Esteem Enhancement Culmination Program

The researcher along with the other Senior High School Teachers

recommend and implement as well the inclusion of self-esteem enhancement

activities and lessons in their programs in the Senior High School's curriculum

in school year 2017-2018. The same inclusion, upon the discretion of the

subject teachers, can and is being recommended to be implemented in the

Junior High School students as well in the school year 2018-2019.

Most Appropriate Topics of the culmination program:

 Personality Development (general)

 Personality Development (male)
 Personality Development (female)
 Self-Motivation, Self-help and Self-talk
 Self-Esteem Self-motivation
 Multimedia Presentation of
Narratives and documentaries
of Self-improvement
anecdotes

VII. REFERENCES

Arakelian, Mariam. (2015). EDUCATORS' ROLE IN FOSTERING SELF-ESTEEM IN

THEIR STUDENTS TO PROMOTE ACHIEVEMENT. Department of Curriculum,
Teaching and Learning. Ontario Institute for Studies in Education of the University of
Toronto.

Arshad, Muhammad. Zaidi, Syed Muhammad Imran Haider and Mahmood, Khalid.
(2015). Self-Esteem & Academic Performance among University Students. Journal
of Education and Practice. ISSN 2222-1735 (Paper) ISSN 2222-288X. Vol.6,
No.1, 2015.

Bandura, A. (1978). The self system in reciprocal determinism. Am. Psychol. 33:344-
58
Epstein, S. (1973). The self-concept revisited or a theory of a theory. Am. Psychol.
28:404-16

Ferkany, M. (2008). The educational importance of self-esteem. Journal of

Philosophy of Education, 42(1), 119-132.

Franks, D. D., Marolla, J. (1976). Efficacious action and social approval as

interacting dimensions of self-esteem: A tentative formulation through construct
validation. Sociometry 39:324-41

Gaskill, P. J., Woolfolk Hoy, A. (2002). Self-Efficacy and Self-Regulated Learning:

The Dynamic Duo in School Performance. USA: Elsevier Science.

Gecas, V. (1979). Beyond the "looking-glass self" toward an efficacy-based model of

self-esteem. Paper presented at the Ann. Meet. Sociol. Assoc., Boston

Gecas, Viktor. (1982). The Self-Concept. Annual Review of Sociology, Vol. 8 (1982),
pp. 1-33. From http://www.jstor.org/stable/2945986

Harter, S. (1978). Effectance motivation reconsidered: toward a developmental

model. Hum. Devel. 21:34-64

Mortimer, J. T., Lorence, J. (1979). Occupational experience and the self-concept: a

longitudinal study. Soc. Psychol. Q. 42:307-23

Reyes, Marc Eric S. Amistoso, Millicent Nicole G. Babaran, Caryl Alodia C. Bulaong,
Gem Bernadette M. Reyes, Vincent Daniel M., Tubig, Nicholas N. Death
Anxiety and Self-Esteem of Filipino Youths and Older Adults. North American
Journal of Psychology, 2017, Vol. 19, No. 2, 435-450.

Rosenberg, M., Simmons, R. G. (1972). Black and White Self-Esteem: The Urban
School Child. Washington DC: Am. Sociol. Assoc. Rose Monogr. Ser.

Smith, M. B. (1968). Competence and socialization. In Socialization and Society, ed.

J. A. Clausen et al. Boston: Little, Brown

Vallacher, R. R. (1980). An introduction to self theory. In The Self in Social

Psychology, ed. D. M. Wegner, R. R. Vallacher. NY: Ox- ford Univ. Pres

Wigfield, A., Eccles, J. S. (2002). Students' Motivation During the Middle School
Years. USA: Elsevier Science.

Wolfe, Alyssa. (2015). An Examination of the Self-Esteem of Street Children, as

Measured by the CFSEI-3. A Thesis Presented in Partial Fulfillment of the
Requirements for the Degree Master of Science. Approved March 2015 by the
Graduate Supervisory Committee: Arizona State University.

RESEARCH INSTRUMENT:

Sorensen, Marilyn J. (2006). Sorensen Self-Esteem Test. Adapted from the book
‘Breaking the Chain of Low Self-Esteem’.