The Impact of Academic Performance To The Self-Esteem of The Senior High School Students in Our Lady of Fatima Quezon City
The Impact of Academic Performance To The Self-Esteem of The Senior High School Students in Our Lady of Fatima Quezon City
A Research Proposal
Presented to
Requirements for
Practical Research 2
Botron, Ruhvic R.
Fallorina, Henry
Fernandez, Aron
Miraña, Janus D.
October, 2018
1.0 Introduction
This chapter provides an overview of the study and its background. The chapter also
includes the aim of the researchers and their reason in pushing through to successfully finish the
study.
𝒇
𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 (𝑷) = × 𝟏𝟎𝟎%
𝒏
Where: f = frequency
n = sample size
Mean formula:
∑X
̅) =
𝑴𝒆𝒂𝒏 (X n
∑ 𝑿 = sum of all Xs
Pearson’s r:
𝑵 ∑ 𝑿𝒀 − (∑ 𝑿)(∑ 𝒀)
𝒓=
√[𝑵(∑ 𝑿𝟐 ) − (∑ 𝑿)𝟐 ][𝑵(∑ 𝒀𝟐 ) − (∑ 𝒀)𝟐 ]
Where: r = Pearson r,
4.0 Results
This chapter provides the presentation, analysis, and interpretation of data which were
gathered by the researchers. The data are presented in tables and were analyzed and interpreted
to effectively answer the problems presented in this study through the statistical treatments
used by the researchers. Information presented here should answer the Statement of the
Problem on Chapter I.
Table 1.1
Table 1.1 shows the distribution of the respondents according to their gender.
Table 1.1 display the demographic profile of sample population of the respondents in terms
of gender. Table presents that there were twenty-six (26) respondents that fall into gender of male,
with percentage of fifty-two (52%). Twenty-four (24) respondents that fall into gender of female
with percentage of forty-eight (48%). In total, there are fifty (50) respondents with an overall
percentage of one hundred (100%). Whitesell et al. (2009), emphasized that males are more likely
higher in terms of academic achievement and high self-esteem.
Table 1.2
Table 1.2 shows the distribution of the respondents according to their age.
The table above shows the demographic profile of sample population of the respondents in
terms of age. Table presents that there were thirty-three (33) respondents that fall within the age of
fifteen and seventeen (15-17), in percentage there are sixty-six (66%) percent respondents.
Seventeen (17) respondents that fall within the age of eighteen and twenty (18-20) with percentage
of thirty-three (33%). In total there are fifty (50) respondents with an overall percentage of one
hundred (100%). Caprara (2010), in which the result and conclusions of the study that academic
performance at the age bracket of 13 to 17 has a big contributes on self-efficacy or self-confidence
among high school grades.
Table 2.1
Items for academic Total Weighted Score Weighted Mean Verbal Interpretation
performance (TWS) (WM)
(Independent
Variable)
and self-esteem
(Dependent Variable)
1. I tend to consider 126 2.52 Average
my GWA for this
semester was good
enough to get an
honor.
2. I tend to consider 134 2.68 Average
my quarterly exam
for this semester was
good enough.
3. On a whole, I am 160 3.2 High
satisfied with myself.
4. At times, I think 137 2.74 Average
that I am no good at
all.
Like what in the 2.1 table presents, it shows that all of the results were mostly average. It
only means that most of the respondent’s academic performance level was good enough based on
the results. Most of the respondents, consider their GWA (general weighted average) and quarterly
exam was okay for them. Potter (2017), stated that the general weighted average is similarly a score
used to evaluate the success during the entirety of degree program. It’s an average number that
shows what student typically scored in classes throughout the semester, term, and year. Students
GWA (general weighted average) can go up and down throughout student’s time at the university,
and will change according to how much they improve their overall grades. Additionally, it only
means that many of the respondent’s confidence and trust towards to their selves are enough.
However, in item number 3, it shows that respondents scored high in this item, pointing out that
majority of the respondents are satisfied in towards to their selves. Perez (2010), stated that life
satisfaction among the students has been found.
Table 3.1
Table 3.1 represents the relationship between independent variable and dependent
variable based on the results
In table 3.1, shows that the r value of independent and dependent variable has a total of
0.32836 which is higher than the value of c 0.243. If r values are greater than the c values that
means there is a significant relationship, then the decision must be REJECT Ho. Therefore, there
is significant relationship between the academic performance and level of self-esteem in the
respondents). Chauhan (2009), in his study about the relationship between academic self-esteem
and educational achievement. Results and discussion showed that high academic self-esteem helps
in increasing educational achievement or vice versa.
5.0 Discussion
This chapter focuses on the summary of findings after obtaining the data necessary for this
study. This also includes the conclusion of the array of concepts formed with corresponding
recommendations based on the results which came up after conducting series of data presentation,
interpretation, and analysis of data.
5.1 Conclusion
1. The respondents with the age bracket of 15-17 have the most frequency among all the
brackets while subjects within the range of 18-20 have the least frequency. Thus, the
researchers concluded that the majority of the respondents see the academic
performance affects the self-esteem of the students are males and most of them are
ages 15-17.
2. It can also be concluded that the gender of the subjects has something to do with their
perception with regards to how they will define their own self-esteem. This means that
gender can be one of the contributing factors in how the respondents appreciate and
value themselves.
3. It is also observed that the respondents mostly agreed in terms of the satisfaction
regarding their General Weighted Average (GWA) and quarterly exams. In fact, there
is no presence of disagree nor strongly disagree on the survey results. It can be
concluded that all the respondents are considering their academic performance is
enough for their own standards.
4. It was also observed that most of the respondents are satisfied and confident with
themselves however there are some who do not value themselves that much. Thus, the
researchers concluded that the respondents are possessing the different types of self-
esteem. Those respondents who said that they are no good at times and do not have
much respect for themselves belongs to the person who possesses Low Self-Esteem.
The respondents that consider themselves as a person of worth, satisfied and can say
that they are also capable of what are others are doing belongs to High Self Esteem
individuals. And lastly, those respondents who answered that they tend to feel superior
over others when achieves something, they belong to the person who possesses the
Inflated type of Self-Esteem
5. The researchers concluded that there is a significant relationship between independent
and dependent variables. The results showed that there is an impact when the academic
performance is on excellent level, the self-esteem is increasing also. Disregarding the
current type of self-esteem whether it is on Low, High or Inflated, the self-esteem of
the students boosts whenever they get an academic achievement.
5.2 Recommendation
On the basis of present study some recommendations for students in the schools are
drawn as follows:
2. It is necessary for the respondents to accept themselves at any rate. They must put in mind that
gender is not a limit for them to succeed. Focusing in their positive qualities instead of their
negative qualities will not give them benefits. Associating with other genders; Participating in
activities that could improve their qualities; Leading a group and joining an organization
empowering their own gender could put them in a state of mind that gender is not a hindrance at
all.
3.The researchers suggest to everyone that has a good grade is to maintain it, also improving it is
much better. Self-satisfaction is another form of well self-esteem that enlighten trust towards on
itself.
5.It is recommended by the researchers to focus on the academic studies if they want to increase
their self-esteem. The result of well finish task and good scores may affect self-esteem and it may
rise the self-satisfaction or self-esteem. Otherwise it is a vice versa. Completing task and getting a
high score is an academic achievement.
Acknowledgement
The researchers would like to acknowledge the following for helping us in making this
research possible.
The Respondents, who willingly participate, give their time and effort in answering the
survey questionnaire for the researchers’ study.
The Researchers’ Parents and Friends, who are always supportive financially, giving us
motivational words and inspiring us all throughout the research process.
Our Research Adviser, Ms. Jane L. Espiritu for being always patient, responsible and
hands on research adviser who is always free to consult about our study, in giving her
immense knowledge about the subject.
Appendices
Part I.
Name (Optional): __________________________
Age: _______
Gender: Male Female
Direction. Rate each situation based on your own experience and perspective. Please put a check
(/) on the desired box. The researchers encourage you to answer this survey questionnaire
seriously and honestly.
Part II. SELF CONFIDENCE LEVEL TEST
September, 2018
Dear Sir/Madam,
We, students from STEM 12-Bio1, are writing to request permission to conduct a
research study. As part of our study, we are required to survey certain students. Hence in this
regard, "The impact of academic performance to the self-esteem of Senior High School
Students in Our Lady of Fatima University Quezon City".
We are requesting to kindly permit us to collect the required data from the said students inside the
university. The identity and information gathered from students will be strictly kept confidential
and will be use for the research study purpose only.
Sincerely,
Antonio, Shena Mae
Botron, Ruhvic
Ebajo, Vince
Fallorina, Henry
Fernandez, Aaron
Mecaydor, Ralph Niño
Miraña, Janus
Noted by: