RELATIONSHIP BETWEEN SELF-EFFICACY AND THE ACADEMIC

PERFORMANCE OF THE SELECTED STUDENTS

OF ARINGAY SENIOR HIGH SCHOOL

A Research Paper
Presented to the faculty of the Aringay Senior High School
Aringay, La Union

In Partial fulfillment for the subject Practical Research 2

by

ANDREA NICOLE G. DELINA

DANDY MAPANAO
MARJORIE D. NISPEROS
JEMARK RULLAN

AUGUST 2018
 Chapter 1

INTRODUCTION

Situation Analysis

In social cognitive theory, people’s sense of personal efficacy to exercise some control

over events that affect their life is considered to be the most influential aspect of self-knowledge,

and a key element in the exercise of control and personal agency. “Perceived self-efficacy is

defined as; people’s judgments of their capabilities to organize and executive courses of action

required attaining designated types of performances” (Bandura, 1986. P.391).

The beliefs of self- efficacy upon the preference and choice, level of attempt, the anxiety

experienced, persistency the difficulties and the belief that the losing should bear an informative

role for the recovery feedback or may act as a destructive factor (Bandra, 1986), the people with

weaker level of self- efficacy take the assignments harder then what they truly are which results

in sickness, depression and a limited view on problem solving (Pajares, 2002).

Self-efficacy refers to student’s beliefs in their ability to master new skills and tasks,

often in a specific academic domain (Pajares and Miller, 1994, cited by Nasiriyan, Azar, Noruzy,

Dalvand, 2011). In other words, perceived self-efficacy is concerned with people beliefs in their

capabilities to produce given attainments (Bandura, 1997, cited by Bandura, 2006).Self efficacy

is explained in the theoretical framework of social cognitive theory by Bandura (1986,

1997, cited by Mahyuddin, Elias, Loh, Muhamad, Noordin & Abdullah, 2006) which stated that
human achievement depends on interactions between one's behaviors, personal factors and

environmental conditions.

According to Bandura, 1997; Schunk, 1995 learners obtain information to appraise their

self-efficacy from their actual performances, their vicarious experiences, the persuasions they

receive from others, and their physiological reactions. Self-efficacy beliefs influence task choice,

effort, persistence, resilience, and achievement. Compared with students who doubt their

learning capabilities, those who feel efficacious for learning or performing a task

participate development of academic self-efficacy more readily, work harder, persist longer

when they encounter difficulties, and achieve at a higher level (Schunk, & Pajares, 2002).

In briefly, self-efficacy is said to have a measure of control over individual's thoughts,

feelings and actions. In other words, the beliefs that individuals hold about their abilities and

outcome of their efforts influence in great ways how they will behave. Therefore, it is not

surprising that many research show that self-efficacy influences.

In line with these findings, Schunk and Zimmerman(1994, cited by Mousoulides &

Philippou, 2005) reported that there was a positive relationship between self-efficacy and

academic achievement and that if students are trained to have higher self-efficacy beliefs their

academic performance also improves. Most researchers investigating the relationship between

self-efficacy and performance have reported a strong correspondence (Pajares and Miller, 1994).

Students with strong senses of self-efficacy tendency involve in challenging tasks, invest more

effort and persistence, and show excellent academic performance in comparison with students

who lack such confidence (Bong, 2001, cited by Nasiriyan, Azar, Noruzy, Dalvand 2011).
CONCEPTUAL FRAMEWORK

The studies strongly support the self-efficacy role on improvement of people's activity

(Bandra & Locke (2003). A strong relation between self- efficacy and general performance of

the individuals was observed. Staikovic & Luthans (1988) through a research on 114

experimental studies which had considered the relationship between the self – efficacy and the

performance found out that there is a strong and positive relationship between the selfefficacy

and the performance. In academic achievements, Multon Brown & Leni (1991) through a

research on 38 studies within the years 1977 to 1988 found the positive relationship between the

self-efficacy and the academic achievements. Due to the fact that the self-efficacy cannot be

presumed as the direct reason for the academic achievement, however, it will be the self-

regulation that causes the academic achievements. The self-efficacy will cause the use of self-

regulation and therefore the relation between self-efficacy and the self- regulation may be

defined as follows: self-efficacy for self- regulated learning.

According to Bandura, 2006 the self-efficacy for self- regulated learning refers to the

individual's beliefs on application of the self- regulation processes such as the goal setting, self-

monitoring, strategy use, self- evaluation and self- reaction. Several researches have shown the

positive relation between the self-efficacy and self- regulated learning and the academic

achievements. (Wigfield, Eccles, Schiefele, Roeser & Kean 2006; Zimmerman, Banudra, &

Martinez, Pons, 1992; Denissen Zarrete & Eccles, 2007).

According to Bandura, 1986 the self-efficacy beliefs are important as through them the

learning processes, motivations, passion and selectiveness regulates the individual's use in

different areas. Accordingly, pour Jafar Doust (2007) according to the definition of the self-
efficacy for the self- regulation (Bandura 2006) considers the self-efficacy as a born capability

that should be organized in behavior, sensational, social and learning sub- skills including the

self-believe (Self- confidence, problem- solving, positive thinks), self- control, regulating the

thinks and behavior to reach the goal, self-evaluation, self- monitoring, positive thinking,

controlling the behavior to reach the goal step by step, and self-simulation to overcome the

losing. The aim of this research is the prediction in the individual's academic achievements

through the sub- skills in the self-efficacy skills in the model presented by pour Jafar Doust.

Research Paradigm

INPUT PROCESS OUTPUT

1. Profile of the 1. Analysis of the

respondents
a. Age profile of the
b. Sex
respondents in
c. GPA
terms of:
2. What is the
a. Age Promote the
relationship of self
b. Sex relationship of
efficacy and the
c. GPA self efficacy and
academic
2. Analysis of the academic
performance of
the relationship of performance of
selected students
self efficacy and the selected
in Aringay senior
the academic students.
high school.
performance of the
selected students.
Statement of the Problem

This study attempted to evaluate the relationship between self-efficacy and academic

performance of the selected students in Aringay Senior High School (ASHS) SY. 2018-2019 as

perceive by the students respondents. As specific, this sought answers to the following questions:

1. What is the profile of the respondents in terms of :

a. Age

b. Sex

c. General Point Average

2. What is relationship between self efficacy and academic performance of the selected students

in Aringay Senior High School.

Hypothesis

1. There is a significant relationship between the profile of the respondents and to

the relationship between sel efficacy and academic performance of the selected

students.

Importance of the Study

The researchers hope’s that the result of this study would benefit the student/learners of

Aringay Senior High School. The researchers provide information about the Relationship

between self-efficacy and academic performance and its possible effects in learning skills. The

study focus on the relationship between self-efficacy and academic performance. The benefits of

this study is to know the relationship of the self-efficacy and the academic performance of the

selected student of ASHS.

Scope and Delimitation

 Aim of the current study was to investigate the relation between self-efficacy and academic

performance of the selected students of ASHS. The study consider the students personal

information such as their name, gender, and age. The researcher limited the study to 100

respondents in Aringay Senior High School. Each of the respondents was given a questionnaire

to answer.

Definition of Terms

The variables below are clearly defined to have an easy understanding of the study.

Academic Performance This refers to the extent to which a student, teacher or institution has

achieved their short or long-term educational goals.

Age This refers to the maturity of the learners or the respondents on which the researcher flout

questionnaire the respondents will be 15-20 of ages.

Self-efficacy

Gender This refers to the major forms of respondents and distinguished respectively as male and

female.

General Point of Average (GPA) This refers to calculation results in a mathematical mean or

average of all final grades. The most common form of GPA is based on a 0 to 4.0 scale.
 CHAPTER 2

RESEARCH METHODOLOGY

This chapter present the methodology of the study involving the research method to be

used, population and sample size, sampling technique, descriptive of respondents,

instrumentation, data gathering procedure and statistical treatment of data.

Method of research

This study utilized the descriptive method of research. According to Glass & Hopkins

(1984) cited in handbook of research for Educational communication and technology 2001).

Descriptive research involves gathering data that describes events and then organizes, tabulates,

depicts, and describes the data collection. This type of research method is a fact finding method

with the adequate and accurate presentation of the findings. Descriptive evaluation involves

gathering data that describe the events or phenomenon during the study. The descriptive function

of research is heavenly dependent on instrumentation for measurement and observation. Once

the instruments are developed, they can be used to describe phenomena of interest of researchers.

The intent of descriptive research is to produce results that can be evaluated through

statistical tool and transcriptions. Since descriptive research uses both quantitative

methodologies, it helps to describe events in greater or less depth as needed, to focus on various

elements of different research techniques, and to engage in quantitative statistics to organize

information in meaningful ways. Thus, descriptive research will yield data that lead to important

recommendations.
Sources of Data

The respondents of this study is the selected Grade 11 students of Aringay Senior high

School, there is a 100 students who answer the given questionnaire.

Instrumentation and Data Collection

The research instrument utilized an adopted questionnaire from the study entitled

Relationship between self-efficacy and the academic performance o the selected grade 11

students in Aringay Senior high School year 2018- 2019.

The questionnaire was divided into two, part 1 of the questionnaire is design to determine

the respondents profile of grade 11 students from ASHS. Part 2 of the questionnaire is design to

determine the relationship between self-efficacy and the academic performance of the

respondents in first semester.

Data- Gathering Procedure

Before the conduct of the study the researcher sought permission to the principal and

teachers of the Aringay Senior High School. Likewise, a letter of permission sent to the school

administrators to administer the questionnaire to the intended respondents. The researchers

personally conducted the floating and retrieval of the questionnaire.

Statistical Tool

The study use frequency count, percentage and weighted mean in the statistical tool used
in this study.

Numerical Description Verbal description

Severe (S)

High (H)

Moderate (M)

Mild (M)

Low (L)