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PRACTICAL RESEARCH.
Presented to:
By
Arbison, Timojhenn A.
Capistrano, Reggae S.
Acebedo, Jovelyn M.
Bundoc, Mavel S.
Jaurigue, Hannah A.
Odovilas, May R.
HUMSS B
March, 2019
CHAPTER 1
Introduction
According to Maltz (1960), “Low self-esteem is like driving through life with your
hand break on.” Having low self-esteem would mean that someone do not respect or
value himself highly. If someone feels like this about himself he will not feel in control
and negativity may take hold of himself. Someone may clearly lack confidence and have
a low opinion of one self, whereas, some people may appear to have confidence but
specific aspect of self-esteem a person is struggling with can be ineffective and may
actually do harm. For example, encouraging someone to feel positive about him without
helping him to build competency skills in the area he is working on could lead him to try
things before he is ready and therefore set him up for failure. Helping others to build
self-esteem is also about helping them to get along in the world. It involves taking into
account the personal and social context in which each individual operates. The world for
people with low self-esteem is vicious and see themselves as its victim. Consequently,
people tend to have a hard time expressing themselves, missed out experiences and
2
Aanstoos (2002) stated that self-esteem is one of those few dimensions of
behaviour that stretches across the full spectrum of human existence that creates so
much identity. At one end of the human behavioural continuum, low self-esteem is often
learning problems. People can also find self-esteem more toward the middle of the
spectrum in terms of many of the more ordinary problems of living, including difficulties
dealing with failure, losses, and other setbacks that are sure to challenge most of
According to research (Schmitt & Allik, 2005), Japan is listed as number one
country with the lowest self-esteem. One of the first things they can notice they come to
Japan is how great everybody looks. But in terms of being happy with their looks, the
people of Japan are actually ranked bottom in the world. Based on a survey conducted
by German market company Gfk 2014, Japan ranked lowest in terms of overall
satisfaction with one’s own physical appearance. Mexico ranked number one for self-
participants reported being “not at all satisfied” or “not very satisfied” with their
appearance. This seems strange in a country where people often put a great deal of
time and money into grooming themselves, but perhaps the bar is simply, set higher
Philippines on the other hand ranked 32th in the list. Based on Anderson, low self-
esteem in the Philippines, mainly in Manila is varied in many ways. There can be the
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social statues, the skin color, and structure of the face, the height or even the
intellectual capacity.
Others see writing simply as a tool, practically used, and certainly without value.
There can be a lot of benefits on keeping a journal for improving self-esteem such as,
emotional intelligence. It is the ability to perceive and manage of one’s emotions, and
that of others. Journaling can help in processing emotions and to increase self-
awareness. This internal familiarity becomes a bridge of empathy; They will better intuit
and understand what others are experiencing. Going through the same thing with
one self. Nonetheless, the sub vocalization of tracing their written thoughts naturally
translates in actual vocalization. Of course, anyone journaling must have a goal to tidy
up their writing in order to see clearly the benefits in their verbal communication. But
making that decision during writing will benefit their speaking. And lastly, self-
confidence, journaling about a positive experience allows your brain to relive it and
reaffirms your abilities when the ugly head of self-doubt appears. The release of
endorphins and dopamine will boost their self-esteem and mood. These reflections can
become a catalog of personal achievements that they continue to go back to. As they
work to incorporate journaling into their life, they should remember the elephant is best
eaten one bite at a time. Patience and consistency are significant in forming new habits.
Being academic researchers, teenagers, they are open and well aware of self-
esteem. Philippines may be at the middle range of having low self-esteem (Anderson,
2005) they will and should try to fix it and to help others. Low self-esteem is broad
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phenomenon, and hard to control. That is why they will try to at least help our fellow
one’s attitude toward oneself. An important thing to remember is that self-esteem is not
fixed. It is malleable and measureable, meaning they can test for and improve upon it.
Taking personal responsibility for one’s own behavior and contribution to relationships
thought and behavior patterns than self-esteem that involves seeking compensation
Global self-esteem refers to the overall aggregated opinion of oneself at any one
time (Harter, 1993) Domain specific relates to one’s self-esteem in regard of a particular
5
social inclusion and exclusion (Leary, Tambor 1995) state self-esteem a perception of
changes in one’s level of social inclusion, given a particular setting stable as compared
to unstable and narcissistic self-esteem and true or authentic high self-esteem that is
stable.
𝑆𝑈𝐶𝐶𝐸𝑆𝑆
Self-esteem= (Seligman, 1980)
𝑃𝑅𝐸𝑇𝐸𝑁𝑇𝐼𝑂𝑁𝑆
According to Deci and Ryan self-determination theory states that man is born
with an intrinsic motivation to explore, absorb and master his surroundings and that true
high self-esteem is reported when the basic psychological nutrients or needs of life.
When social conditions provide support and opportunity to fulfill these basic needs,
personal growth and well-being are enhanced (Chirkov, Ryan, Kim & Kaplan, 2003)
Relatedness was an addition to the original theory to account for people’s ability to
connect with others although the internalization of cultural practices and values (Ryan &
Deci, 2004)
construction derived from integrating specific contingencies valued by society into one’s
own worldview.
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sociometer. The ability to efficiently determine other’s reactions affecting an individual’s
status aids the creation and maintenance of a small number of meaningful relationships.
Research Locale
The study shall be conducted in Rizal High School which is the second largest
secondary school. It is based in Pasig, Metro Manila. The chosen school is consisting of
10,000 students and there is no doubt that there is a high possibility that some of its
students have low self-esteem, and in need to improve it especially those who will be
Theoretical Framework
depends entirely on what they give back to themselves. It is determined by the ratio of
𝑆𝑢𝑐𝑐𝑒𝑠𝑠
Self-esteem:
𝑃𝑟𝑒𝑡𝑒𝑛𝑡𝑖𝑜𝑛𝑠
7
The equation shows a fraction of which a person’s pretensions are the
denominator and the numerator, their success. People can feel better about themselves
by succeeding in the world but also by varying the levels of their hopes and
their self-esteem will rise. It is important to focus on an attainable goal so that when
someone succeeded and did even more than that goal their self-esteem will rise
idea of having a self-esteem journal as an activity for the Group Sharing. In doing a self-
esteem journal, selected Grade 10 SPS students from Rizal High School are expected
to write about their progressions every day. This will enable them to reflect and write
about what they did and what they achieved to do every day.
The stated theory will support and empower the affirmations that the researchers
will provide. It will serve as a resilient basis of information that will be stated.
Research Paradigm
8
Figure 2 represents the research paradigm of the study. It shows the flow of the
study in which the researchers will address the self-esteem of RHS Grade 10 students
by identifying the level of self-esteem of the students that will lead them to the
group sharing. By the variables indicated, the researchers will be guided in conducting
this study. With a reliable support group, our community will be able to develop
This study aims to determine the effect of Group Sharing on Rizal High School
1. What is the level of the student’s self-esteem before the Group Sharing?
2. What is the level of the student’s self-esteem after the Group Sharing?
Sharing?
5.
9
Hypothesis
The intent of this is to improve the self-esteem of Grade 10 SPS students in Rizal
High School, Caniogan, Pasig City since they are nearing to become Senior High
School students for them to gain confidence and morale towards their efficiency and
The study is set at Rizal High School, Caniogan, Pasig City. It will be done mainly
at 4th floor of the Computer Building where the respondents consisting of 19 students
It will make use of doing a group sharing activity which will be complemented by
notebooks turned into journals provided by the researchers for the respondents to write
The study is delimited to only 19 Grade 10 SPS students who are proven to have
low self-esteem regardless of gender and age. The reason why the researchers did not
include any other grade levels is because of their limited finances and time to conduct
10
Significance of the Study
Students. This will provide the students with some knowledge on self-esteem.
Since students are the main target in this study, students would relate and this study
would give realization that self-esteem is useful to both the students and people around
him. Also the gathered data can help the students to improve their self-esteem.
Teacher. The collected data would guide the teachers on what to do with the
students that has low self-esteem in class. The teachers would be able to understand
on why some students lack confident in the class and later on, help them.
Parents. Like the teachers, the parents will be acknowledged if their children are
having low self-esteem and understand why their children are experiencing low self-
esteem through the given data. The gathered data would help them formulate some
Other researchers. This study will help the other researchers for their related
topic. The collected data might be used by other researchers for their study through the
use of this gathered data as a basis on their study. This study will stand as a sample to
give other researchers a guide in doing a study to improve their work. This study will
provide the other researchers with some knowledge on self-esteem. This will be useful
mostly when other researchers study are related to the gathered data.
11
Definition of Terms
The following terms were defined conceptually and operationally for clearer
This activity allows the student to interact and share their thoughts to others.
Journal Writing. A notebook or any paper that the student are using to write
their experience, feelings and thoughts that they cannot tell in front of other people.
These are what the researchers expects from the impact towards the students after they
Something that the students need to improve. Lacking of this will not help them to have
12
CHAPTER 2
This chapter presents a brief review of literature and studies relevant to self-
Self-Esteem
certainly indicate a person’s objective talents and capabilities, or even how an individual
such as psychological health, importance to others and both body image and physical
health. On the contrary, low self-esteem has been connected to results such as
depression, health problems and antisocial behaviour. (Myers, Willse, & Villalba, 2011)
Mrudu, Nagarajaiah, and Janardhana (2012) did a study to evaluate the parental
the age of 15-18 years old was used. According to the results,there is a statistically
13
among the adolescents. Vidya (2012) conducted a study to see if planned series of
students has an effect. The findings showed that the students developed high positive
peer relation and self-esteem after engaging in the activities and it was also found that
there was a positive correlation between the level of peer relation and self-esteem of the
adolescents.
Based on the investigations of Wild, Flisher, Bhana, and Lombard (2004) the
substance use, bullying, suicidality and sexuality. The multistage form sampling strategy
was used and a representative sample of 939 students in Grades 8 and 11 were
selected. The results showed that the scores on each self-esteem scale was
significantly associated with at least one risk behavior. Low self-esteem in the family
and school contexts and high self-esteem in the peer domain were significantly
ages 12, 18 and 33 years. The results revealed that adolescents with high self-esteem
14
Scott, Rich, and James (2002) did a study on life satisfaction and self-esteem
with a total sample of 290 middle school students. Children's insight of their academic
competence was more strongly related to their global self-esteem than their global life
satisfaction whereas children's perception of the quality of their family relationship was
the strongest factor of their global life satisfaction. The findings with a sample of 183
elementary school students (grade 3-5). The results provided strong support for the
The study regarding self-esteem, school life and social support to examine the
psychological well-being of students during the transition to junior high school. The
participants were 159 students and the findings showed that self-esteem was
unchanged from the end of sixth through the middle of seventh grades, rising by the end
of seventh grade. Low mood and other symptoms increased among girls' overtime
Based on the conducted study of Parker, Jennifer and Benson (2004) the national
were included and the findings showed that high parental support and monitoring were
15
Phinney and Chavira (2004) conducted a study to examine changes in ethnic
identity and self-esteem with age. The sample consisted of 18 adolescents from Asian
ethnic group. They were evaluated at 16 years and three years later. According to the
results, there is a significant change to higher stages of ethnic identity over the three-
year period. This shows that self-esteem and ethnic identity were significantly related to
each other at each time period and also across the three-year time span.
When talking about self-esteem it is important to remember that both high and low
levels can be emotionally and socially harmful for an individual. Indeed it is the thought
operating within this range are thought to be more socially dominant within
relationships.(McLeod, 2012)
Group Sharing
In a study in Canadian Institute for Advanced Research in 2015, joining a group was
analyzed how it helps with the improvement of people’s self-esteem. The result was that
regardless of the person’s background, they show higher levels of self-esteem if they
belong to groups. Groups often have their own beliefs, values, and also the ability to be
aware and understand the diversity of the world. It can also provide a sense of purpose
for the members included. When we talk about self-esteem, it is not always just about
the person building his confidence; it is often more connected with the environment and
16
individual’s self-esteem, one must consider reaching out to people and be socially
active for the reason that it will have more effect on the person than just self-reflecting.
According to Saeri, Sibley, Barlow, Stronge & Cruwys (2015), social connectedness
is not always about having a lot of friends and having popularity. Although it can come
with groups that improves most of our health. When one really feels connected towards
a group, they can benefit from the bonds that they share with each members. Being in a
group can provide a sense of meaning and purpose. Additionally, groups can provide
emotional, mental, and even material support when difficult events happen.
A group of people who meet regularly to learn and reflect at the same time can be a
powerful supporting tool towards exercising individual reflection. The group may talk
about certain issues, share journal entries or try other ways of participative reflective
practice. (www.participatorymethods.org)
According to Rundle & Hiller (2012), the potential benefits of group sharing are
worldview and learning from diverse experiences, cultures, beliefs, and values.
Journal Writing
happens around, looking deeper into it in order to understand it, and making proper
one to one with a trusted person or alone. Reflecting alone needs more than reflecting
17
after a long day. It entails persistence, honesty and some way to keep all of these for
future reading. Having a journal can accomplish all these needs. Recording an
individual’s thoughts and perceptions can build up and turn into new learning. One could
suggest that self-reflection results to being aware of a person’s knowledge and what
they do not know yet. Nevertheless, numerous things can be learned and discovered
while writing on a journal. Keeping a journal can obtain the evaluation of one’s attitudes,
beliefs, and values that can result to reassessment of their motivation that can lead to a
healthier mind set. If writing on a journal is done consistently with versatility, honesty,
and willingness to learn new things, it can provide support and self-care. Journals can
give an individual a safe space to share their thoughts honestly to the present,
examining the past to further understand it, and to be minded of the future. It can
provide serenity and set aside the commotion of the busy world where a person can
learn more and understand himself. Journal writing provides a chance to express
opinions that one cannot say in public for the fear of being judged and hated, allowing
him to vent out stress. The result of such an outburst can release a lot of emotional
According to Benjamin Hardy (2018), he said that out of all the things that have
been helpful to him in personal growth and goal achievement, using his journal daily is
at the foundation. Writing in Hardy's journal every single day is the glue that holds
everything else together. His journal is the context for his own dreams. It is Hardy's
favorite place to be. It’s where the mental creation happens. And because his mental
creation recurs on a daily basis within his journal, the physical creation is organic. It’s
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simple. Achieving highly specific goals becomes very, very predictable. He stated that
confidence becomes a continually growing loop where ideas quickly become realities.
Also according to Benjamin Hardy (2018), a journal is not only where people
record their insights and inspiration, but it’s where those insights become solidified and
real. Having a journal is where an individual begin thinking deeply about their insights
and ideas, and where they strategize and plan the execution of those insights and
ideas. A journal is the context for making ideas into something much, much more
journal compounds and deepens the essential activities of meditation, visualization, and
prayer. Hardy stated that if people are serious about achieving specific and big things in
their life, they need to put themselves into a peak state and make a firm decision from
that state. Usually, that will require getting out of normal, day-to-day routine, where one
can get clarity. However, making that “decision” is not enough. People then need a
routinized and daily way of triggering themselves back into a peak state. They need to
daily operate at the level of their decision if their decision will become a reality. Every
morning, they can use their journals to prime themselves into the person they need to
be — that day, and every day — in order to make their dreams a reality. They can do
this by writing their goals and dreams down in the affirmative every single day.
Then they can write down all the ideas, thoughts, plans, and strategies that come
to their mind about what they need to do in order to achieve those goals. People can
write down the distractions they need to remove from their life that are stopping them
from getting where they need to go. They can also use their morning journal for ideation
and creation. A person’s brain is very creative and their subconscious mind is very
19
susceptible first thing in the morning. While writing about their ideas, they’ll get a ton of
Synthesis
This chapter provides a review of literature pertinent to the study, including self-
individual. To help the improvement of self-esteem by the use of group sharing and
journal writing. Having this as guide will make the reviews more reliable. Studies and
psychological health, importance to others and both body image and physical health.
depression, health problems and antisocial behavior. (Myers, Willse, & Villalba, 2011).
Including the study of Mrudu, Nagarajaiah, and Janardhana (2012), conclude that there
self-esteem among the adolescents. Vidya (2012) conducted a study to evaluate the
effect of a planned series of activity sessions on positive peer relationship and self -
esteem among adolescent students using pre experimental design. The results showed
that the subjects developed high positive peer relation and self-esteem after
participation in the activities and it was also found that there was a positive correlation
between the level of positive peer relation and self-esteem of the adolescents.
As for the study conducted by Raikkonen and Jarvinen in 2005, relation of self-
revealed that adolescents with high self-esteem at the age of 12 and 18 showed
20
significantly lower levels of pessimism compared to those with low self-esteem during
the adolescent years. Scott, Rich, and James (2002) study shows the validity of life
satisfaction and self-esteem. Children's insight of their academic competence was more
strongly related to their global self-esteem than their global life satisfaction whereas
children's perception of the quality of their family relationship was the strongest correlate
of their global life satisfaction. The study regarding self-esteem, school life and social
junior high school. The participants were 159 students and the findings showed that
self-esteem was unchanged from the end of sixth through the middle of seventh grades,
rising by the end of seventh grade. Depressive and other symptoms increased among
girls' overtime relative to boys. There is an increase in peer social support of high
important to note that both high and low levels can be emotionally and socially harmful
for the individual. Indeed it is thought an optimum level of self-esteem lies in the middle
of the continuum. Individuals operating within this range are thought to be more socially
whenever included in a group. Groups have their own beliefs, values and diversity.
Groups can provide a sense of purpose. When a person feels connected to a group,
they benefit with the bonds they share with fellow members. And individual included in a
group provides meaning and purpose. A group can become a powerful tool when
21
exercising reflections of its individual members. The benefits of group sharing are active
When an individual has been able to reflect in a safe and non-judgmental space, it can
help that person toward his well-being. Writing in journals consistently can be healthy
for people's emotional and mental health because they can let out all the emotions and
thoughts that run endlessly in their mind. It can also be a great tool to look back in past
events so that they can be reminded of what they have already achieved. According to
Benjamin Hardy (2018), writing in journals has been very helpful to him. It helped him
towards personal growth and achievement because he was able to let out his thoughts,
visions, and dreams. It helped him sort out his ideas and make something out of it. Also
dream, people must write down all their visions and what exactly they wanted to
happen. They can also write down setbacks and how to deal with it. If people do this
constantly, it's no wonder when all of their dreams will come true.
Aforementioned literature and studies gave the researcher support to conduct the
present study since these are all focused on the significance of the studies to the
review, where self-esteem is the main highlight and the connection of group sharing and
22
Chapter 3
Research Design
In this study, the researchers used the triangulation method of research wherein
the researchers indicate mixed methods used in the study in order to check the results
of one and the other study. This was used to know how the group sharing can improve
the self-esteem of the Grade 10 Junior High School students of Rizal High School.
This used the questionnaires and interview to gather information and to collect
the data needed. This includes the instruments or tools and programs that the
researchers will implement, the respondents, sampling technique and research design.
The results from the data gathered from the questionnaires were recorded and tallied
The population and sample of the study are the Grade 10 Junior High Students at
Rizal High School in Pasig City for the School Year 2018-2019. The researchers used
one (1) section for this research. The Grade 10 SPS with nineteen (19) students. This
study used non-probability cluster sampling, wherein the respondents are randomly
selected from
The research instrument is "Rosenberg Self-Esteem Scale" that is widely used for
evaluating individual’s self-esteem. It will also use as a pre and post assessment to
23
determine the level of self-esteem of the respondents before and after the program.
Unidimensional model for graded item responses was fit to data. The ten (10) items to
estimated freely. It uses four-point Likert scale ranging from " very satisfied, always, a
lot and all the time" to "very uncomfortable, never and very little" depending on the self-
below:
24
The researchers made use of a 10-item Self-esteem/Self-image questionnaire as
the primary data collecting instrument of the study. It measures the level of self-esteem
of the respondents to confirm if they are lacking self-esteem. The contents of the
questionnaire are mostly about one's self-image and integrity. The questionnaire has
four choices per item but the set of choices are slightly varied on each item. Each
question is specific to a person's self-image like taking care of one's self and proper
hygiene, to asking the feeling of comfort when expressing opinions. The item choices
are mostly about frequency and levels of comfort which scale from least to greatest.
Another tool used are the researcher-provided notebooks turned into journals
wherein the respondents who received those will make reflections for the researchers'
researchers also conducted an interview in order to know the result of the group sharing
and self-esteem journal after the implementation. In this way, the researchers will know
the effectiveness and the benefits of the group sharing and self-esteem journal.
Validation Procedure
There was no validation and reliability testing done by the researcher since the
questionnaire used in the selection of question in used questionnaires got from the Self-
Federal University of São Paulo, Brazil that already validated. Pearson’s correlation
25
coefficient was used to test concurrent validity of the SESIFS against Rosenberg’s self-
esteem scale and the FSQ while the reliability was tested using the Cronbach’s alpha
coefficient.
In data gathering procedure, the researchers asked for permission and solicited
the support of Grade 10 Section SPS of Rizal High School and the parents through a
letter communicating the objectives of the research with the reason for selecting Rizal
High School Grade 10 students as the respondents of the study to formally request for a
schedule of availability of the respondents for the Group Sharing Activity (GSA) after
class. After the permission granted, the Group Sharing Activity (GSA) occurs at room
SPS class in VP. Eusebio building. A Group Sharing Activity (GSA) held to
acknowledge the respondents whose in the respondents has a low of self-esteem and
to know if the said Group Sharing Activity (GSA) had an impact to the selected
interviewees. The researchers also asked a few selected teachers to get their insights
26
The data collected were tabulated, summarized and went under analysis. The
research data were interpreted and presented via tables. These statistical tools were
To determine the profile of the Grade 10 SPS students who have low self-esteem from
the experimental group, the researchers used percentage. The following would be the
formula:
𝑓
𝑃= 𝑥 100
𝑁
T-test. The researchers used T-test to determine and to compare the two sets of
27
x1 − x2
𝑡=
2 2
√𝑠1 + 𝑠2
𝑛1 𝑛2
The researchers used T-test to determine and to compare the two sets of data which
28
Chapter 4
This chapter deals with the analysis and interpretation of data gathering in this study.
Table 1
36-40 0 0 High
Total 19 100%
Mean 29.16
Description Normal
29
Table 1 shows the Pre-Test result of experimental with a mean of 29.16 which means
normal.
Table 2
Total 19 100%
Mean 32.89
Description Normal
normal.
30
Table 3
Group
Pre-Test 29.16
Test
Since the computed value of 2.47 is greater than the tabular of 2.110 with a degree
of freedom of seventeen (17) at 0.05 level of significant then the null hypothesis is
rejected.
Therefore, there is a significant difference between the pre-test and post-test result
31
PRE-TEST POST-TEST
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The line graph shows the difference of self-esteem of the students involved in experimental
research. It is the result of pre-test and post-test of the respondents to know if there are any changes on
32
their self-esteem. Some students increase the level of self-esteem in post-test and some students got
lower score than their score in pre-test
Chapter 5
This chapter outlines the summary of findings, conclusion and recommendations of the
study. Summary of the findings presents the key information derived from the statistical
results of the survey. Conclusions express the judgment attained by the researcher
Summary of Findings
Respondents Profile
The pupil-respondents are ages 15-16 years old, both male and female.
Sharing?
The self-esteem level of the students before the Group Sharing is normal
33
2. What is the level of the students' self-esteem after the Group Sharing?
The post test result shows that the students' self-esteem level were still
Sharing?
implementing the Group Sharing. Although the result were still normal, the
result in the post test shows an increase which only proves that there is a
significant difference.
Sharing?
Sharing is the way the researchers carry themselves in front of the pupil-
Conclusion
Based on the findings of the study, the following conclusions were drawn:
34
2. The Group Sharing and Journal Writing activity helped the students to improve
their Self-esteem
3. There is a significant difference between the Pre-test and Post-test result of the
experimental group.
4. There is no need to revision the group sharing activity but making the group
sharing itself to become enjoyable, free from judgement and comfortable to each
Recommendations
According to the conclusion and findings of the study, the recommendations are as
follows:
5. Parents should give enough support or give some time to motivate their
children.
35
Appendix A
RIZAL HIGH SCHOOL
Principal IV
Dear Sir,
Good day and Mabuhay!
We are students from Humanities and Social Sciences. We are currently completing our
Research Paper entitled “Improving Rizal High School Grade 10 Students Self-Esteem
Through Group Sharing Activity: Self-Esteem Journal” as a requirement for our Practical
Research 2.
This is to ask your permission to allow us to conduct our study among Grade 10 SPS students.
Your approval would be a great help for us to be able to get the needed information and response
for the success of this study. We also take full responsibility over the procedures that will take
place during the study and we assure you that proper steps will be done.
We are hoping for your kind consideration and utmost support in the triumphs of this study.
Thank you very much.
Respectfully yours,
Arbison, Timojhenn A. Millamina, Ruby Naomi S.
Capistrano, Reggae S. Odovilas, May R.
36
Acebedo, Jovelyn M.
Bundoc, Mavel S. Grade 12 HUMSS B
Cruz, Kristel Yna Mari L.
Jaurigue, Hannah A. Ms. Jonalyn Gungon
Lising, Sarah Alyanah P. Grade 12 Practical Research 2 Teacher
Appendix B
Dear Respondents,
Good day and Mabuhay!
We are students from Rizal High School taking the track of Humanities and Social Sciences. We
are currently completing our Research Paper entitled “Improving Rizal High School Grade 10
Students Self-Esteem Through Group Sharing Activity: Self-Esteem Journal” as a
requirement for our Practical Research 2.
In connection to this, we would like to humbly request you to be part of our respondents in our
study. We hope you can help us by answering the instruments sincerely and truthfully.
Thank you very much.
Respectfully yours,
Arbison, Timojhenn A.
Capistrano, Reggae S. Ms. Jonalyn Gungon
Acebedo, Jovelyn M. Grade 12 Practical Research 2 Teacher
Bundoc, Mavel S.
Cruz, Kristel Yna Mari L. Ms. Irene Mondejar
Jaurigue, Hannah A. HUMSS Coordinator
Lising, Sarah Alyanah P.
Millamina, Ruby Naomi S.
37
Odovilas, May R.
Grade 12 HUMSS B
Appendix C
Dear Madam,
Good day and Mabuhay!
We, students from Rizal High School Grade 12 (HUMSS B), are conducting a research about
self-esteem entitled “Improving Rizal High School Grade 10 Students Self-Esteem Through
Group Sharing Activity: Self-Esteem Journal”. We consider your students, Grade 10 SPS, to
participate in a Group Sharing and Journal Writing activity and ask your consent. The students
will be participating in the said activity at Eusebio Building of the school from 12:00-1:00 PM
Thank you very much.
Respectfully yours,
Arbison, Timojhenn A.
Capistrano, Reggae S. Ms. Jonalyn Gungon
Acebedo, Jovelyn M. Grade 12 Practical Research 2 Teacher
Bundoc, Mavel S.
Cruz, Kristel Yna Mari L. Ms. Irene Mondejar
Jaurigue, Hannah A. HUMSS Coordinator
Lising, Sarah Alyanah P.
Millamina, Ruby Naomi S.
Odovilas, May R.
38
Grade 12 HUMSS B
39
Appendix D
Research Instrument
Name:
Section:
DIRECTION: Please check a response for each question. When you are done, return the
questionnaire to the researchers.
1. When you look at yourself in the mirror, you feel:
( ) very satisfied
( ) not very comfortable
( ) uncomfortable
( ) very uncomfortable
2. When someone praises you, you feel:
( ) very satisfied
( ) not very comfortable
( ) uncomfortable
( ) very uncomfortable
3. You enjoy taking care of yourself (putting on make-up, selecting clothes, taking care of
your hair and nails, etc…):
() always
( ) only when there is a party
( ) almost never
( ) never
4. When you see yourself in a picture, you feel:
( ) very satisfied
( ) not very comfortable
( ) uncomfortable
( ) very uncomfortable
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6. Do you feel comfortable to express your opinions?
( ) always
( ) most of the time
( ) sometimes
( ) never
7. Do you think that you deserve good things in life?
( ) always
( ) most of the time
( ) sometimes
( ) never
8. Do you feel fatter or thinner than people around you?
( ) never
( ) sometimes
( ) most of the time
( ) always
9. Do you avoid going to social activities (the beach, clubs or parties) because you feel
uncomfortable with your body or with your appearance?
( ) all the time
( ) frequently
( ) sometimes
( ) never
10. How much do you like yourself?
( ) a lot
( ) enough, reasonably
( ) not much
( ) very little
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References
Myers, J. E., Willse J.T., & Villalba, J.A. (2011). Promoting Self-Esteem in Adolescents:
The Influence of Wellness Factors. Journal of Counseling & Development89 (1), p. 28-
36. Retrieved from
https://pdfs.semanticscholar.org/476f/90189372df83e8e67e7e023ac9a9cbb6a5cd.pdf
Wood, J. (2013). Transformation Through Journal Writing: The Art of Self-Reflection For
The Helping Professions. Retrieved from
https://books.google.com.ph/books?hl=en&lr=&id=x2U7jDps0bsC&oi=fnd&pg=PP2&dq
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y#v=onepage&q=journal%20writing&f=true
Jetten, J., Branscombe, N.R., Haslam, S.A., Haslam, C., Cruwys, T., Jones, J. M., Cui,
L., Dingle, J. L., Murphy, S., Thai, A., Walter, Z., & Zhang, A. (2015). Having a Lot of a
Good Thing: Multiple Important Group Memberships as a Source of Self-Esteem.
Retrieved from http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0124609
Saeri, A., Sibley, C. G., Barlow, F. K., Stronge, S., Cruwys, T. (2017) Are You Part Of A
Social Group? Making Sure You Are Will Improve Your Health. Retrieved from
https://theconversation.com/are-you-part-of-a-social-group-making-sure-you-are-will-
improve-your-health-81996
Rundle, O. & Hiller, S. (2012). A Guide to Group Learning and Reflection. Retrieved
from
https://www.google.com.ph/url?sa=t&source=web&rct=j&url=https://lr.law.qut.edu.au/arti
cle/download/519/606/&ved=2ahUKEwjB4su67Y_dAhWDF4gKHcLhBKQQFjABegQIBx
AB&usg=AOvVaw2uPNRN0AepaD6Cy0J_nRQ6
Benjamin Hardy (2018). How To Write In Your Journal To Improve Yourself and
Achieve Your Goals. Retrieved from: https://medium.com/@benjaminhardy/how-to-
write-in-your-journal-to-improve-yourself-and-achieve-your-goals-7a8171aabad3
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